scholarly journals REGULATORY COMPONENT OF ACTIVITY WITHIN THE CRITERIA OF COMPREHENSIVE ASSESSMENT OF A CHILD’S READYNESS FOR SCHOOL LIFE

2021 ◽  
Vol 2 (36) ◽  
pp. 99-104
Author(s):  
L. Soloviova
Keyword(s):  
Personal Development ◽  
Comprehensive Assessment ◽  
Preschool Age ◽  
School Life ◽  
Voluntary Attention ◽  
Verbal Instructions ◽  
Real Picture ◽  
Attention And Perception ◽  
And Behavior ◽  
Rules Of The Game

The article considers the problem of a child’s readiness for school in the conditions of modern educational changes. Works of scientists are presented, in which the role of arbitrary regulation of the behavior of a preschool child in the formation of readiness for school is determined. Methods of studying the development of children’s ability to arbitrary regulation proposed by psychologists are analyzed. They determine the ability of children to subordinate their actions to verbal instructions, patterns, rules of the game and build these actions accordingly; identify the level of development of voluntary attention and perception, the ability to purposefully find a solution; establish opportunities for preschoolers to focus on goals, actively achieve meaningful goals, overcome difficulties. It is emphasized that the best results of the development of arbitrary regulation of behavior children demonstrate during the diagnosis, organized in the form of story-role play, play with rules or game task. Regulatory component of activity is singled out as criterion of comprehensive assessment of child’s readiness for school life. Essence of the concept is revealed and indicators of its manifestation in children’s activity are determined. The mechanism of conscious regulation is based on the ability to control psychical activities and behavior — to direct actions in accordance with the task or requirement, to subordinate them to specific goals. The regulatory component of the activity as a criterion of the child’s readiness for school life characterizes the child’s ability to actively implement the acquired experience in the activity, to manage behavior. Following achievements in the volitional sphere will be considered as indicators of manifestation of a regulatory component of activity of the child of senior preschool age: — ability to perform actions according to the sample; — ability to perform actions according to the verbal instructions (follow rules of the game and relationships, your own design); — ability to show purposefulness, activity in achieving the goal, willingness to overcome difficulties. These indicators have their characteristic manifestations in each of the specific children’s activities, organized by children independently and with the support of an adult: play, communication, speech, health, household, artistic and creative, cognitive and research. It is noted, that a comprehensive assessment of child’s readiness for school life will reflect the results of studying regulatory, emotional, cognitive, creative content components of activities, which together will create a real picture of the child’s personal development, bases of the formed key competencies of senior preschoolers.

scholarly journals Aspects of Pedagogical Interaction in the Formation of Personal Meaning of a Literary Work at Preschool Age

2015 ◽  
Vol 1 ◽  
pp. 346
Author(s):  
Inese Freiberga
Keyword(s):  
Personal Development ◽  
Literary Work ◽  
Literary Text ◽  
Preschool Age ◽  
Influential Factor ◽  
Personal Meaning ◽  
Personal Significance ◽  
Wide Range ◽  
And Behavior

Personal meaning is not limited to the subjective significance of processes, things and occurrences, but it has a personal significance in the life of an individual. It influences his or her conduct, behaviour and the course of personal development by changing facts, norms and generally accepted meanings and symbols into an influential factor of development. The genesis of personal meaning determines the organization and the nature of pedagogical process of familiarization with a literary work. Pedagogical thinking has accumulated a wide range of knowledge about the role of fiction in development of personality. However the role of personal meaning in relation to literary text and its impact upon a child's activities, conduct and behavior studies has rarely been discussed. Also, in practical teaching of literary works the process itself might not always facilitate the formation of personal meaning of a text. The article deals Aspects of Pedagogical Interaction in the Formation of Personal Meaning of a Literary Work at Preschool Age.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

scholarly journals Features of Development of Social Intelligence in Primary School Age

2020 ◽  
Vol 12 (2) ◽  
pp. 91-107
Author(s):  
I.V. Emelyanova ◽  
I.Y. Kulagina
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Personal Development ◽  
Social Intelligence ◽  
School Age ◽  
School Life ◽  
The Social ◽  
Medium Level ◽  
Emotional Component ◽  
Primary School Age

The article provides a review of ideas about social intelligence and information about severity of its various components in primary school age. During this period, the development foundations are laid for the next age stages, and social intelligence is the foundation of personal development. The review given by the authors showed that at the beginning of primary school age, social intelligence is at a low or medium level of development. Throughout the entire age period, the development of individual components occurs heterochronously. The child is consistently mastering social skills and is better aware of himself; these tendencies are distorted by the excessive enthusiasm for computer games. The regulation of their emotions and social sensitivity are initially more characteristic of girls, at the end of the period – to the same or greater extent in boys whose development of the emotional component of social intelligence is slowed down. At the behavioral level, the underdevelopment of the social intelligence of younger students is manifested in the difficulties of adapting to school life and communicative problems. Thus, social intelligence developed in primary school age ensures the use of optimal behaviors in interaction with others, satisfaction with family and school life.

Disciplining Young Children: The Role of Verbal Instructions and Reasoning

PEDIATRICS ◽  
1995 ◽  
Vol 96 (2) ◽  
pp. 336-341
Author(s):  
Nathan J. Blum ◽  
George E. Williams ◽  
Patrick C. Friman ◽  
Edward R. Christophersen
Keyword(s):  
Young Children ◽  
Problem Behaviors ◽  
Preschool Age ◽  
Verbal Reasoning ◽  
Behavioral Psychology ◽  
Children's Behavior ◽  
Verbal Instructions ◽  
Oppositional Behaviors ◽  
Preschool Age Children

Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.

The Buddhist Style in Consumer Culture: From Aesthetics to Emotional Patterns

2021 ◽  
Vol 14 (1-2) ◽  
pp. 28-54
Author(s):  
Zuzana Bártová
Keyword(s):  
Czech Republic ◽  
Middle Class ◽  
Everyday Life ◽  
Consumer Culture ◽  
Personal Development ◽  
Well Being ◽  
Ethnographic Research ◽  
The Czech Republic ◽  
Identity Style ◽  
And Behavior

Abstract This paper contributes to the sociological theorization of religious lifestyles in consumer culture, analyzing one of its most important identity markers: style. Based on a three-year comparative ethnographic research project into five convert Buddhist organizations in France and the Czech Republic, it finds that style is expressed through aesthetics with its adornment practices apparent in everyday life materializations of Buddhist symbols. The stylistic dimension is also found in practitioners’ attitudes towards Buddhism, as they may use the discourse of taste. Moreover, Buddhist style stands for the collective, coherent, and systematic emotional patterns expressed in Buddhist symbols, individual and collective experiences, and the ethics and behavior they display in everyday life. The paper also explores how this style is adapted to the educated, middle-class, city-dweller practitioners and how it respects dynamics of consumer culture with its emphasis on identity, style, and values of well-being, authenticity, and personal development.

Socio-psychological adaptation of children of labor migrants in the conditions of preschool educational institutions

2020 ◽  
Author(s):  
V. V Konstantinov ◽  
◽  
E. A. Klimova ◽  
R. V Osin
Keyword(s):  
Personal Development ◽  
Social Activity ◽  
Psychological Adaptation ◽  
Well Being ◽  
Developed Countries ◽  
Self Esteem ◽  
Preschool Age ◽  
Educational Institutions ◽  
Modern World ◽  
Migrant Families

In the modern world, labour migrants come to developed countries with their children, including children of preschool age, in search of better jobs. It is children who are most vulnerable in the framework of the migration process as they need to adapt to life in a new multicultural environment. Today, in fact, there is absence of fundamental developments aimed at solving difficulties of an adaptation process for children of labour migrants who have insufficient experience in constructive sociopsychological interaction and are involved in building image representation systems of significant others and of their own selves. The paper presents results of an empirical study implemented on the basis of preschool educational institutions of the Penza region in which 120 children of labour migrants participated between the ages of 6–7 years. Authors conclude that children of labour migrants are the most vulnerable social group in need of psychological support. Most pronounced destructive impact on a pre-schooler’s personality is expressed in a child-parent relationship. As main effects of a maladaptive behaviour of children from migrant families we can highlight: expressed anxiety, decreased self-esteem, neurotic reactions in social interaction, identification inconsistency, reduced social activity, intolerance of otherness and constant stress due to expectations of failure. Most children from migrant families express decreased or low self-esteem. The nature of a parent-child relationship is expressed in a collective image of a parent, in particular the image of the mother, and acts as an indicator of well-being / dysfunction of a child’s personal development, his attitude to the world and his own self.

scholarly journals Comprehensive Assessment of the Progress of «Skoroshkolnik» Technology Implementation. The Individualization of the Adapted Basic Education Program for Pre-schoolers with ASD

2021 ◽  
Vol 19 (4) ◽  
pp. 70-85
Author(s):  
G.V. Don ◽  
Yu.I. Erofeeva ◽  
K.R. Salimova ◽  
E.Yu. Davydova ◽  
A.V. Khaustov
Keyword(s):  
Motor Development ◽  
Technology Implementation ◽  
Program Effectiveness ◽  
Preschool Education ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Comprehensive Assessment ◽  
Preschool Age ◽  
Vineland Adaptive Behavior Scales ◽  
Children With Asd

Present article considers the technology «Skoroshkolnik» which was developed for the individualization of the adapted basic educational program of preschool education of children of senior preschool age in the group of short-term stay, including the individual characteristics of children with autism spectrum disorders (ASD). The program was developed by educational professionals of the Federal Resource Center for the Organization of Comprehensive Support for Children with ASD of MSUPE. Key principles of the technology are shown in accordance with individual characteristics of children with ASD. A pilot study of program effectiveness carried out using a comprehensive assessment of dynamics of basic skills necessary for teaching in a group. To assess goals achievement we used following methods — «Psychological and educational profile (PEP-3)», Vineland Adaptive Behavior Scales (VABS) as well as specially developed tools. The study revealed that the program was effective for basic communication skills, speech, cognitive and motor development, as well as reduced the severity of undesirable behavior and improved behavior regulation.

scholarly journals Peculiar Features of Non-Verbal Means of Communication among Children with Normal Eyesight and Visually Challenged Children of High Preschool Age

2018 ◽  
Author(s):  
L Оkonechnikova
Keyword(s):  
Comparative Study ◽  
Facial Expressions ◽  
Social Conditions ◽  
Preschool Age ◽  
School Aged Children ◽  
Visual Problem ◽  
Visually Challenged ◽  
The Right ◽  
And Behavior

It is known, that visually challenged child acquire non-verbal means of communication less spontaneously. It is more common for them to use single and definite gestures and frequently provide them with some verbal explanations, incorrect perception of gestures and miming, poorness or lack of movements. Based on A.R.Luria’s idea of the role of the environment in a child’s personality formation, and compensatorydeveloping mechanisms and also on some ideas of modern researchers that nonverbal means of communication are connected with social conditions and usually are formed during the life with the exception of means of affective expressiveness (G.V. Grigirieva, L.I.Plaksina, L.I.Solntseva), we have made a comparative study of using nonverbal means of communication among children with normal eyesight and visuallychallenged children. As research approaches we modify and use such techniques as “The ABC of Mood”by N.L.Belopolskaya, “Silence game” by G.V.Grigorieva, “Understanding of gestures” by N.V.Pilipko and “Understanding of Miming” by Sabin and Hardick modified by G.V. Grigorieva. We have examined 36 children of high preschool age, 18 of them were with normal eyesight and 18 were visually challenged, and all of them were taught how to acquire non-verbal means of communication. We have found out that children from both groups could not differentiate similar facial expressions and gestures, miming usually was described through actions, not through feelings or emotions. The results showed us the absence of defining facial expressions, gestures and miming on the levelы of cognition and behavior between these two groups of children. On the level of emotions, we had had the following differences: the children with normal eyesight rarely explain gestures through actions then visually challenged children and also they rarely connect the emotional statewith the situation, but more often they distinguish miming through explaining some physical characteristics, that may depend on their visual problem. So we can conclude that if we organize the process of education in the right way (the role of the environment) visually challenged pre-school aged children can have the partial ability to compensate their acquirement of non-verbal means of communication. Keywords: non-verbal means of communication, expressions, gestures, miming, pre-school aged children, visually challenged.

scholarly journals COMUNIDADES QUILOMBOLAS E ESTÁGIO CURRICULAR SUPERVIONADO NAS LICENCIATURAS: diálogos possíveis em Freire

2021 ◽  
pp. 11
Author(s):  
Andréia Regina Silva Cabral Libório ◽  
Marina Graziela Feldmann ◽  
Maria de Jesus Ferreira César de Albuquerque
Keyword(s):  
Teacher Training ◽  
Personal Development ◽  
Teaching Practice ◽  
School Curriculum ◽  
School Education ◽  
School Life ◽  
Personal A ◽  
Essential Knowledge ◽  
La Red ◽  
Formación Docente

O presente artigo apresenta como objetivo central discutir a presença das comunidades quilombolas e Educação Escolar Quilombola (EEQ)  no Estágio Curricular Supervisionado de uma Instituição de Ensino da Rede Federal de Educação, Ciência e Tecnologia e, a partir do diálogo em Freire, descortinar possibilidades de a educação escolar quilombola ser valorizada e reconhecida no currículo escolar de formação de professores como uma viabilidade de prática profissional, bem como propiciar a emancipação dos sujeitos quilombolas, historicamente invisibilizados e excluídos. A metodologia empregada baseia-se na abordagem qualitativa, a partir de um estudo bibliográfico e de análise de documentos. Buscaram-se as contribuições dos referenciais teóricos como: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), entre outros.  A verificação dos dados realizou-se a partir da análise de conteúdo de Bardin (2016). A concepção de formação docente ou formação de professores que prevalece nos programas de formação, em sua maioria, limita-se ao entendimento de desenvolvimento pessoal, de formar profissionais competentes em sua área de formação com foco em apenas alguns conhecimentos, e pouco valoriza as questões relacionadas às diversidades presentes no cotidiano escolar, como a cultural. A prática do estágio curricular é de suma importância para o desenvolvimento de conhecimentos essenciais para a atuação docente, especialmente nas diferentes modalidades de ensino como a EEQ, logo é imprescindível o desenvolvimento desses conhecimentos ao longo de todo o curso de formação de docente.Palavras-chave: comunidades quilombolas; estágio curricular supervisionado; formação de professores; educação escolar quilombola.QUILOMBOLAS COMMUNITIES AND SUPERVISED CURRICULUM INTERNSHIP IN UNDERGRADUATE DEGREES: possible dialogues in FreireAbstractThe main objective of this article is to discuss the presence of Quilombolas communities and Quilombolas School Education (EEQ) in the Supervised Curriculum Internship of a Teaching Institution of the Federal Education, Science and Technology Network and, from the dialogue in Freire, unveil possibilities of quilombola school education to be valued and recognized in the school curriculum for teacher training as a feasibility of professional practice, as well as providing the emancipation of quilombolas subjects, historically invisible and excluded. The methodology used is based on a qualitative approach, based on a bibliographic study and document analysis. The contributions of theoretical references such as: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), among others, were sought. Data verification was carried out from the content analysis of Bardin (2016). The conception of teacher training or teacher training that prevails in training programs is mostly limited to the understanding of personal development, to train competent professionals in their training area with a focus on just some knowledge, and little value is given to issues related to the diversities present in the daily school life, such as the cultural one. The practice of curricular internship is of paramount importance for the development of essential knowledge for the teaching practice, especially in different teaching modalities such as the EEQ, so it is essential to develop this knowledge throughout the entire teacher training course.Keywords: quilombola communities; supervised internship; teacher training; quilombola school education.COMUNIDADES QUILOMBOLAS Y PASANTÍAS CURRÍCULAS SUPERVISADAS EN PREGRADOS: posibles diálogos en FreireResumenEl objetivo principal de este artículo es discutir la presencia de las comunidades quilombolas y la Educación Escolar Quilombola (EEQ) en la Pasantía Curricular Supervisada de una Institución Docente de la Red Federal de Educación, Ciencia y Tecnología y, a partir del diálogo en Freire, desvelar posibilidades de La educación escolar quilombola debe ser valorada y reconocida en el currículo escolar para la formación del profesorado como una viabilidad de la práctica profesional, además de facilitar la emancipación de las materias quilombolas, históricamente invisibles y excluidas. La metodología utilizada se basa en un enfoque cualitativo, basado en un estudio bibliográfico y análisis de documentos. Se buscaron los aportes de referentes teóricos como: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), entre otros. La verificación de los datos se realizó a partir del análisis de contenido de Bardin (2016). La concepción de formación docente o formación docente que prevalece en los programas de formación se limita mayoritariamente a la comprensión del desarrollo personal, a formar profesionales competentes en su área de formación con un enfoque solo en algunos conocimientos, y se le da poco valor a las cuestiones relacionadas con las diversidades presentes en la vida escolar diaria, como la cultural. La práctica de las prácticas curriculares es de suma importancia para el desarrollo de conocimientos esenciales para la práctica docente, especialmente en diferentes modalidades de enseñanza como la EEQ, por lo que es fundamental desarrollar este conocimiento a lo largo de todo el curso de formación docente.Palabras clave: comunidades quilombolas;  pasantía supervisada; formación de profesores; educación en la escuela quilombola.

scholarly journals The Role of Conscious Self-Regulation in Realization of Cognitive and Personal Resources in a Child with Developmental Delay

2016 ◽  
Vol 5 (3) ◽  
pp. 40-55
Author(s):  
N.V. Babkina
Keyword(s):  
Developmental Delay ◽  
Personal Development ◽  
Self Regulation ◽  
Cognitive Activity ◽  
First Grade ◽  
Federal State ◽  
Educational Standard ◽  
Regulation Of Activity ◽  
State Educational ◽  
And Behavior

The article is devoted to a problem of cognitive and personal development of children with developmental delay. Investigation aimed on exploration of self-regulation in first-grade children with developmental delay in comparison with normally developing peers is presented. Disorders in conscious regulation of cognitive activity, which hamper their assimilation of learning materials and adaptation to school, where identified. A complex curriculum on forming regulatory sphere, which includes psychological support and special organization of the educational environment, has been developed and tested. Efficiency of the described curriculum is confirmed by fixed improvements of data on randomness in children of experimental group and their forthcoming towards normally developing peers. The results of the experimental data found their reflection in Federal state educational standard for children with disabilities where work on developing random regulation of activity and behavior has been included into contents of teaching for the first time as obligatory approach.

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