scholarly journals Formation of skills to create stories of different type in senior preschool children

2018 ◽  
pp. 111-119
Author(s):  
Alexander Savchin
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
School Environment ◽  
Preschool Age ◽  
Different Types ◽  
Definition Of ◽  
Main Definition

The article gives an analysis of problems of formation of skills in children of the senior preschool age to build stories of different types. On the basis of the theoretical analysis of psycho-pedagogical and special literature, based on the main definition of «building a story», a subordinate term is formulated in relation to the topic of the study: «building stories of different types» The psychological and pedagogical conditions of formation of sustainable skills of creation and expedient use of stories of different types in children of the senior preschool age are revealed and substantiated. The components, criteria, indicators and levels of formation of abilities to build a different type of narration in children of the sixth year of life are determined. The stages of formation of persistent skills for building different types of stories by senior preschoolers are singled out. The lack of effective pedagogical technologies in relation to the formation of skills in the children of the senior preschool age to build and expedient use of narration of comprehensive typing significantly reduces the effective preparation of children to school. The proposed pedagogical and motivational technology for the formation of children of the sixth year of a sustainable ability to create stories of various types provides the small person an effective communicative tool, which will definitely promote its self-realization both in school environment and in career, society, own life. The prospects for further research are outlined, such independent types of stories are presented as a story - an instruction and a story - a presentation.

scholarly journals Development of Cognitive Activity of Preschool Children: to the Problem Statement

2021 ◽  
Vol 16 (2) ◽  
pp. 6-13
Author(s):  
Akulova Olga V. ◽  
Keyword(s):  
Preschool Children ◽  
Cognitive Activity ◽  
Preschool Age ◽  
Activity Levels ◽  
Problem Statement ◽  
Educational Support ◽  
Definition Of ◽  
Search For Information ◽  
Children's Activities

The article deals with the interpretation of the “cognitive activity” concept. Based on the analysis of classical and modern studies, the author formulates the author’s definition of “cognitive activity of preschool children” as a motivational basis for children’s activities and research behavior; the quality of personality that affects the formation of initiative and independence in various types of activities; the condition for obtaining a higher result of activity and increasing the significance of the process of cognition for the child. The place of cognitive activity in the structure of children’s activities is shown. The system of cognitive activity of a preschooler is represented by two subsystems: the search for information and the use of experience in activities. The idea of the need to integrate the content of the knowledge areas for the initiation of cognitive activity of preschoolers is proved. Two types of cognitive activity of 3–7 years aged children are revealed: independent and initiated by an adult. The levels of preschool children`s cognitive activity are characterized: reproducing, heuristic, creative. The article substantiates the potential of three types variable educational routes technology using (“help”, “support”, “development assistance”) for building targeted support for the cognitive activity of preschool children. Keywords: cognitive activity, levels of cognitive activity, cognitive development, children of preschool age, preschool children activities, educational support, variable educational route

scholarly journals THE DEVELOPMENT OF COGNITIVE INDEPENDENCE IN CHILDREN OF PRESCHOOL AGE THROUGH CASE TECHNOLOGIES

2020 ◽  
Vol 68 (4) ◽  
pp. 191-199
Author(s):  
Z.D. Assanbayevа ◽  
◽  
Z.T. Taszhurekova ◽  
Keyword(s):  
Preschool Children ◽  
Scientific Research ◽  
Preschool Education ◽  
Diagnostic Techniques ◽  
Preschool Age ◽  
Mathematical Concepts ◽  
Case Technologies ◽  
Role Design ◽  
Main Components ◽  
Definition Of

The article reveals modern approaches to the concept of «cognitive independence» and defines the main components of the formation of cognitive independence in older preschool children.Based on the analysis of scientific research, the definition of «case technologies» as applied in a kindergarten is given. A model for the development of cognitive independence in older preschool children has been developed using case technologies. It defines the main goal and the underlying objectives arising from the goal. The content of the model presents the main typesof cases: photo cases, case illustrations, role design. The authors substantiated scientific approaches, principles, requirements for the use of case technologies in preschool education. Recommendations are given on the use of various types of case technologies in the classroom on fiction, the formation of elementary mathematical concepts and familiarization with the surrounding world. Shown are diagnostic techniques aimed at determining the level of cognitive independence in older preschool children.

scholarly journals PSYCHOLOGICAL FEATURES OF SHYNESS IN PRESCHOOL CHILDREN

2020 ◽  
pp. 10-14
Author(s):  
Oksana Bondarchuk
Keyword(s):  
Preschool Children ◽  
Negative Influence ◽  
Preschool Age ◽  
External Support ◽  
Psychological Characteristics ◽  
Volitional Behavior ◽  
Definition Of ◽  
High Level ◽  
Psychological Features

The article provides a theoretical and empirical analysis of the psychological characteristics of the manifestation of shyness in preschool children. Analyzed the scientists' views on understanding of the studied phenomenon, the classification of pathological and personal forms of manifestation of personality shyness is considered. The psychological characteristics of "internally" and "externally" shy preschoolers are characterized. The positive and negative influence of shyness on the mental development of a preschool child has been substantiated. Based on a theoretical analysis of psychological literature, has given its own definition of the concept of personal shyness of a preschooler. With the help of the conducted empirical research, the structural components of personal shyness in preschool children were identified. In preschool, shyness can take the form of "internal" or "external" introspection and stimulate the search for optimal ways to overcome negative experiences using primitive isolation, autistic fantasies, etc. In our opinion, shyness in preschool children is an integrated personal quality, which is a component of emotional and volitional behavior of the child and manifests itself in the form of low self-esteem, underdeveloped communication skills, fear, need for external support and intrapersonal conflicts. The components of the self-concept of a shy preschooler have their own specific features: behavioral is characterized by fear of novelty, insecurity, conformity, lack of initiative, neglect of joint play activities, etc .; affective-evaluative component – insecurity, anxiety, timidity, anxiety, loneliness, fear of social contacts, dependence on the assessments of others, emotional vulnerability to failure; the communicative component is characterized by silence, limitations, selectivity or avoidance of interaction, inability to maintain long-term contacts, express their own opinions, etc. The results of our observational experiment showed that the presence of indicators characteristic of a high level of personal shyness was found in 21.15% of preschool children, the average level of formation in 37.63% of subjects and a low level of shyness in preschool age was found in 41.22% of children.

scholarly journals Features of forming communicative competence of senior preschool children

2019 ◽  
pp. 100-102
Author(s):  
Ksenia Aleksandrovna Khafizova
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
Communicative Competence ◽  
Preschool Age

This article presents a theoretical analysis and the essential characteristics of the concepts «competence», «communicative competence». The author substantiates the need to create special pedagogical conditions for the successful formation of communicative competence in children of senior preschool age. The purpose and methods of studying the level of formation of communicative competence in 5–6 years old children, as well as the results of this study are presented.

scholarly journals THE PROBLEM OF FORMATION LABOR SKILLS IN SENIOR PRESCHOOL CHILDREN

2018 ◽  
Vol 64 ◽  
Author(s):  
A.V. Karnaukhova ◽  
I.V. Kovalenko
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
Preschool Age ◽  
Scientific Contribution ◽  
Preschool Age Children ◽  
Labor Skills

The article presents the analysis of problem of formation labor skills of preschool age children. Theoretical analysis of scientific contribution of philosophers, psychologists, educators concerning the formation of labor skills in preschool children is made. Author determined the conditions for formation labor skills in preschool children.

scholarly journals EMOTIONAL-VOLITIONAL PECULIARITIES OF PRESCHOOL CHILDREN WITH DYSLALLIA

2021 ◽  
pp. 101-107
Author(s):  
I. Sulyatytskyy ◽  
A. Porokniava
Keyword(s):  
Preschool Children ◽  
Speech Disorders ◽  
Preschool Age ◽  
Complex Disorders ◽  
Maximum Effort ◽  
Atypical Development ◽  
Definition Of ◽  
Speech Research ◽  
The Relationship ◽  
Children's Speech

The article analyses a theoretical basis and empirical relationships between emotional-volitional sphere and children’s speech disorders (dyslallia). The article examines emotional-volitional sphere in preschool children with dyslallia and pre-school children with normal speech. Research results define the relationship between the level of development of the emotional-volitional sphere and speech disorders in preschool children. Also they reveal parameters of effective corrective methods of restoring normal emotional-volitional parameters preschool age dynamics. In this article it is noticed that in preschool age actively formed personality, so it is necessary to make a maximum effort to prevent and overcome negative phenomenon that accompany the development of personality even in early childhood, because the earlier the assistance was provided the better the results will be. In particular, it is said that the formation of speech is one of the most important components of harmonious child’s personality. Its atypical development can lead to incorrect pronunciation and, at more complex disorders, can lead disorders in many mental structures: thinking, memory, attention and emotional-volitional sphere, of course. In this article the authors had a goal to determine peculiarity of emotional-volitional sphere in preschool children with dyslallia. Among the tasks that must be performed to achieve the goal, the main ones are: theoretical analysis of scientific works on this issue; realization an empirical study of specifics emotional-volitional processes in pre- schooler with dyslallia and definition of relationships between the level of development of emotional-volitional sphere and speech disorders in preschool children.

scholarly journals Physical Fitness in Preschool Children

2021 ◽  
Vol 11 (11) ◽  
pp. 132-142
Author(s):  
Mirosław Mrozkowiak ◽  
Alicja Kaiser
Keyword(s):  
Preschool Children ◽  
Physical Fitness ◽  
Motor Development ◽  
School Environment ◽  
Preschool Age ◽  
Positive Development ◽  
Endurance Test ◽  
Physical Fitness Test ◽  
Fitness Level ◽  
Fitness Test

Introduction. The level of mental and motor development as well as physical fitness and perceptual-motor performance should guarantee success in adapting to the new school environment. The aim of the research. The aim of the research was to determine physical fitness in preschool children of both genders aged from 4 to 7 years. Material and methods. The study included 275 children at the chronological age of 4 to 7 years including 134 girls and 141 boys. In order to assess physical fitness, the authors used the Wrocław Physical Fitness Test for preschool children completed by the endurance test Results. Final physical fitness results showed that six-year-old boys were the fittest and less fit were girls at the age of seven. The least fit were boys and girls at the age of four.        Conclusions The Wrocław Physical Fitness Test and the endurance test revealed that the experimental group of children aged between four and seven years from the Western Pomerania region represented a satisfactory physical fitness level. It should be noted that this level was significantly lower than the ones obtained in tests conducted by other authors in 2006, 1996, 1972, and 1967. The represented fitness level, especially the level of endurance, may result in adaptation disorders during the school shock period. The phenomenon of sexual dimorphism at preschool age is demonstrated by significantly better physical fitness in boys at the age of five and six and balanced fitness at the age of seven. Positive development of physical fitness is not supported by ongoing lifestyle pre-orientation. It is recommended to complete primary school admission criteria for the first form by physical fitness standards, including endurance.

Development of English language communicative skills in senior preschool children

2020 ◽  
pp. 72-79
Author(s):  
Margarita V. Chistyakova ◽  
Liudmila G. Shadrinа
Keyword(s):  
Preschool Children ◽  
Language Proficiency ◽  
English Language ◽  
Correct Choice ◽  
Preschool Age ◽  
Skills Development ◽  
Teaching English ◽  
Communicative Skills ◽  
Main Components ◽  
Definition Of

The study is devoted to the problem of teaching English to children of senior preschool age. We emphasize the need for the correct choice of means of communicative skills development of senior preschoolers. Game is the leading mean of language teaching at this age. However, the main method of teaching is recognized as a sample of adult speech and repeated repetitions of the sample, memorizing words and phrases after the teacher. We make an attempt to find the most optimal ways to develop English speech skills of preschool children. The authors’ own suggestions are based on a survey of children that was conducted as part of the ascertaining stage of the experiment. The ascertaining experiment consisted in determining the initial level of speech skills development of senior preschoolers in the field of English. The survey of speech skills of senior preschoolers included the study of two main components: listening and speaking in English. We describe the level of language proficiency of children of the preparatory school group. Diagnostics showed that about half of the children are at an insufficient level of understanding of English speech and communication in English. Experimental training provided for the definition of a system of games for preschoolers, creating special conditions for understanding the features of the English language. The use of specially selected games in teaching English allowed children to develop the ability to create independent statements on various topics, choose words, build phrases for the implementation of statements, and increase motivation to learn English.

In the development of creative abilities of preschool children design technology

2021 ◽  
Vol 47 (2) ◽  
pp. 211-216
Author(s):  
. Toshigen ◽  
◽  
Z. Zhumabayeva ◽  
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Preschool Age ◽  
Educational Activity ◽  
Creative Development ◽  
Educational Activities ◽  
Design Technology ◽  
Intellectual Abilities ◽  
Creative Abilities ◽  
Definition Of

The article provides brief information about the creative word. Ways of development of creative abilities of children of preschool age by means of technology of designing are considered. The goals and importance of the development of children’s creative abilities in the child’s life are defined. The definition of design technology was issued. On the effectiveness of the use of design technology in the development of creative abilities. The features of the design technology and the importance of the development of children’s creativity are considered. In the system of preschool education there are areas of creativity within the framework of the state compulsory standard of preschool education, indicating the types of projects. Ways of application of creative educational activity are presented. In preschool age, educational activities in drawing, music, modeling, modeling affects the influence of the child on the formation of creative and intellectual abilities and psychologically developed personality. The General tasks of creative development are considered.

scholarly journals Modern view of speech readiness for school of children of older preschool age with typical psychophysical development and speech disorders

2021 ◽  
pp. 31-35
Author(s):  
Olena Bielova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
School Curriculum ◽  
Speech Disorders ◽  
Preschool Age ◽  
Lexical Norms ◽  
Speech Training ◽  
Definition Of ◽  
Special Complex

A theoretical review of modern scientific sources on the problem of "speech readiness" for the schooling of older preschool children with typical psychophysical development and speech disorders is presented. The aim of research: analysis of modern research on speech readiness for the schooling of older preschool children with typical and speech disorders. The objective of research was to substantiate scientific sources on the study of the terms "speech readiness" and "speech preparation" for school in older preschoolers; determination of components of speech readiness of children of older preschool age with speech disorders. It is established that there are different views on the definition of the terms "speech readiness" and "speech training". Speech readiness for the school includes children's mastery of grammatical, lexical norms of speech, enriched vocabulary, use in educational and everyday activities of various functions of speech; it is determined that speech readiness contributes to the process of speech preparation of the future student to master the school curriculum. Speech training involves general and special training. It was determined that the formation of basic intellectual, semiotic and regulatory components is necessary for the speech readiness of children with speech disorders, which are formed under the influence of a special complex of correctional and developmental speech therapy work. Based on the analysis of scientific sources, the components of speech readiness for the schooling of older preschool children with speech disorders were identified: cognitive is about understanding of the semantic constructions of language and speech; motivational is about understanding of social and cognitive motives of learning; the component of activity - active participation in various types of speech activity; emotional - verbalization of emotions and feelings

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