scholarly journals Dialogical speech development among senior preschool children in the process of productive activities using workshop technologies

2020 ◽  
Vol 47 (5) ◽  
pp. 186-198
Author(s):  
Tatiana P. Bashlacheva ◽  
◽  
Svetlana V. Savinova ◽  
Lyudmila N. Vakhrusheva ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Educational Institution ◽  
Effective Means ◽  
Speech Development ◽  
Educational Process ◽  
Preschool Age ◽  
Joint Activities ◽  
Education Group ◽  
Oral Speech

The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

Organization of Environmental Education of Preschoolers in the Conditions of the Natural and Socio-Cultural Environment of the Kindergarten

2020 ◽  
Vol 15 (5) ◽  
pp. 48-55
Author(s):  
Lavrentyeva Nina G. ◽  
Keyword(s):  
Preschool Children ◽  
Environmental Education ◽  
Subjective Experience ◽  
Educational Institution ◽  
Educational Process ◽  
Preschool Age ◽  
Theory And Practice ◽  
Cultural Environment ◽  
Surrounding World ◽  
Research Activities

Currently, there is a need to improve the theory and practice of environmental education of preschool children in kindergarten and to transit to education for sustainable development. The purpose of the research is to substantiate the organization of environmental education of preschool children in kindergarten aimed at understanding the natural and socio-cultural ecosystems. Ecological systems are the universal units of the structure of the surrounding world. The focus of pedagogical activity on the organization of children’s cognitive and research activities in the ecosystems of the nearest natural and socio-cultural environment in the area of the nearest development of preschool age children allows enriching the subjective experience of children with ecological content – the basis of future ecological intuition. Ecological-system approach to the modeling of the educational process allows uniting all forms of organization of life and types of children’s activity in an educational institution into a single succession system. The basis for organizing the cognitive and research activity of preschoolers is the interest, cognitive needs and cognitive activity of children. The process of environmental l education fulfills the role of a systemic mechanism for reflecting and modeling the pictures of the surrounding world in the process of cognitive-research and creative activity in the areas of the nearest development and self-development of children. As a result of testing this organization system in practice of kindergartens activities, teachers note its convenience, effectiveness and positive results in the development of children.

scholarly journals Game techniques in developmental teaching the native language

2021 ◽  
Vol 127 ◽  
pp. 01013
Author(s):  
Tamara Egorovna Andreeva ◽  
Antonina Afanasyevna Vinokurova ◽  
Sargylana Danilovna Vinokurova ◽  
Nadezhda Prokopyevna Nikolaeva ◽  
Kirill Namsaraevich Struchkov
Keyword(s):  
Communication Skills ◽  
Fairy Tales ◽  
Native Language ◽  
Cognitive Task ◽  
Educational Institution ◽  
Effective Means ◽  
Educational Process ◽  
Visual Aids ◽  
Native Languages ◽  
Language And Culture

The purpose of this article is to show the possibility of in-depth teaching of the native language in an educational institution, the formation of communicative competence in children, the core of which is in communication skills; introducing students to a new social experience by playing various roles in the Evenk language in educational and game situations through didactic materials, including gaming techniques based on the Evenk language materials. Research hypothesis: gaming techniques in the classroom will form ideas about the native language as a means of knowing one’s culture, promote in-depth teaching of the native language, stimulate the development of productive communication skills, gaining experience; motivate to learn the native language; purposefully listen to the teacher (classmates) when solving a cognitive task; help to obtain communicative results (communication skills by types of speech activity, conducting dialogues and monologues, etc.). The material was various scientific research on pedagogy, the experience of teachers of native languages applied in practice. The expected results of mastering the course “Native language (on the materials of the Evenk language”) will form communicative, linguistic, socio-cultural, educational and cognitive competencies. In the learning process, didactic and creative games, visual aids, dramatization of fairy tales, etc. will be used. Didactic games, if used appropriately and included in the educational process competently, can become an effective means of enhancing the activities of students in the lessons of their native language (on the example of the Evenk language); help to create a language environment while working with senior participants, thus contributing to the development of the native speech of students, as they become active participants themselves. Games can be viewed as a means of developmental teaching, as a means of realizing entertaining learning, acquiring specific practical skills in children, as well as instilling in children a love of knowledge in general, as well as the native language and culture of the people.

scholarly journals Comprehensive support of health care of children of senior preschool age in a preschool educational organization

2021 ◽  
Vol 51 (3) ◽  
pp. 199-218
Author(s):  
Natalia A. Shepilova ◽  
◽  
Olga V. Pustovoitova ◽  
Larisa A. Yakovleva ◽  
◽  
...  
Keyword(s):  
Health Care ◽  
Preschool Children ◽  
Educational Institution ◽  
Well Being ◽  
Educational Process ◽  
Preschool Age ◽  
Diagnostic Methods ◽  
World Health ◽  
Empirical Observation ◽  
Important Indicator

Introduction. The relevance of the problem of health care of older preschool children is explained by the fact that statistical data indicate an annual decline in the health index of preschool children. The World Health Organization notes that the number of healthy preschoolers has decreased by 5 times and is only about 10% of the contingent of children, the prevalence of functional disorders reaches more than 70%, chronic diseases – 50%, physiological immaturity – 60%, more than 20% of children have a body weight deficit. Therefore social and pedagogical importance of preserving the health of the child increases in the modern conditions of development of preschool education. The purpose of the study is to organize a comprehensive health-saving support for children of senior preschool age through a specially developed and implemented technology. Materials and methods. The experimental study was conducted on the basis of the Municipal state preschool Educational Institution Kindergarten no. 125. (Russia, Yekaterinburg). The study sample consisted of 106 children of senior preschool age. As research methods were used group theoretical (analysis, synthesis, generalization) and empirical (observation, diagnostic task «Our habits» O.V. Dubina, the questionnaire «Healthy person» I.I. Malozemovа, diagnostic methods «Parovozik» S.V. Veliyeva, analysis of disease incidence and physical health, experiment) techniques, methods of data processing. The Student's t-test was used for statistical comparison of the results. Results of the study. The formation of health-saving competence of preschool children, a conscious attitude to their own health was carried out systematically, consistently and purposefully through specially designed blocks of joint activity of the subjects of the educational process of health-saving technologies for older preschool children, which were used in a complex on the basis of an individually differentiated approach. The obtained values of the t-criterion at the significance level p < 0.06 indicate a positive effect of the developed technology on the effectiveness of all health-saving criteria for older preschool children. Discussion and conclusion. Children's health is the most important indicator of social well-being and the normal functioning of society. Psychophysiological and environmental overload, the weakening of the role of preschool educational institutions and the family today actualize the problem of preserving and strengthening the health of the younger generation.

scholarly journals Representations of kindergarten teachers of the conditions of creating an effective preschoolers’ joint action in the performance of productive tasks

2015 ◽  
Vol 7 (1) ◽  
pp. 89-96
Author(s):  
A.F. Schmidt
Keyword(s):  
Preschool Children ◽  
Joint Action ◽  
Effective Means ◽  
Preschool Education ◽  
Preschool Age ◽  
Self Organization ◽  
Joint Activity ◽  
Joint Activities ◽  
Joint Group

Inclusion of preschool children to work together allows to teach the child an effective means of addressing the productive tasks of varying complexity in cooperation with other children. The article presents the results of a study of representations of teachers of preschool education on creating conditions conducive to the formation of preschool children the skills of joint activities with peers. The paper highlights the aspects of pedagogical communication of caregivers, the formation and structure of the professional skills required for the development of effective joint activity of preschool children. Based on the study, conducted by focus groups and survey of teachers, we revealed teachers' representation of the means of self-organization of the joint group productive tasks solving in children and the role of educators in the development of joint activities for children of preschool age. We pay great attention to personal and professional qualities of the teacher in introducing preschoolers to work cooperatively with others.

scholarly journals Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

2020 ◽  
Vol 26 (3) ◽  
pp. 164-172
Author(s):  
Ol’ga A. Koval’
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Speech Development ◽  
Preschool Age ◽  
Social Adaptation ◽  
Speech Pathology ◽  
Number Of Children ◽  
Emotional Interaction

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

scholarly journals Essence and Structure of the Formation of Communicative Competence of Students

2018 ◽  
pp. 225-237
Author(s):  
Tan Xiao
Keyword(s):  
Interpersonal Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Educational Process ◽  
Preschool Age ◽  
Communication Process ◽  
Professional Activities ◽  
Joint Activities ◽  
Effective Use ◽  
Favorable Conditions

The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities. The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.

scholarly journals Use of the method for the formation of the concepts of size and shape in preschool children for clinical research

2020 ◽  
Vol 10 (6) ◽  
pp. 45-52
Author(s):  
Dmitrii L. Tikhonravov ◽  
Vladislav B. Voitenkov ◽  
Inna U. Golubeva ◽  
Alexander P. Gerasimov ◽  
Artem Y. Pashkov
Keyword(s):  
Clinical Practice ◽  
Preschool Children ◽  
Brain Activity ◽  
Simultaneous Presentation ◽  
Speech Development ◽  
Preschool Age ◽  
Clinical Aspects ◽  
Healthy Children ◽  
Size And Shape ◽  
Higher Cognitive Functions

The goal of the present study was to test the method of forming or actualizing preverbal concepts in the conditions of an independent search for a task solution in order to use the method in clinical practice. The conditions of the absence of researchers instructions allow: 1) to compare in ontogenetic and clinical aspects; 2) to develop the skills of an independent search for solutions in problem situations; 3) to improve the creative potential of a child; 4) to develop the ability to achieve a goal. The advantage of using the preverbal concepts of size and shape is that this method can be applied to children of primary preschool age and children with a delay in speech development. To test the method, 7 healthy children of the middle preschool age (4-5-year-old children) were selected. The first task was to form or actualize the concept of a bigger or smaller size in children during the simultaneous presentation of 4 flat or volume geometrical figures. The second task was to form or actualize the concept of a flat or volumetric object among simultaneously presented 4 figures of the same size (small, medium or big). To get reward children should have chosen the figure, which was different from the other 3 ones in a trial during the formation of both the concepts. In the both tasks, we calculated the quantity of trials, which were needed for the single attainment or excess of the 70% level of the correct task performance per each type of learning. The behavioral results showed that the learning speeds during the formation of the concepts of the bigger/smaller size and flat/volumetric shape did not significantly differ from each other. It could be suggested that those concepts were equally important for the 4-5-year-old children. The study showed that the concept formation model is a convenient psychological method for testing the level of the development of the higher cognitive functions in participants and its use is possible in clinical practice with the parallel recording of the brain activity (EEG, evoked potentials etc.) in children in the process of their performing cognitive tasks. The described model is promising for identifying intellectual developmental delays in preschool children and can be used to test children with various cognitive abnormalities.

DIAGNOSTICS OF THE LEVEL OF EMOTIONAL INTELLIGENCE DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
M.B. Berlibayeva ◽  
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Communication Skills ◽  
Emotional State ◽  
Negative Impact ◽  
Preschool Age ◽  
Medium Level ◽  
Recognition Of Emotions ◽  
High Level ◽  
Intelligence Development

The purpose of this study is to identify the level of development of emotional intelligence of preschool children. The article notes that in modern conditions, the problem of the development of the emotional intelligence of pre-schoolers is relevant, this is due to the fact that the process of globalization, changes in all spheres of life had a negative impact on the pre-schooler, subjected him to emotional tests that inhibit the development of emotional intelligence of preschool children. The author of the article proves the importance of the development of emotional intelligence in preschool children. In his opinion, the preschool age has great opportunities for the development of the emotional intelligence of preschool children. The main goal of the study was to identify the level of development of emotional intelligence in preschool children. The study involved 40 pre-schoolers of diverse ages: 3-4 years old, 4-5 years old, and 5-6 years old. The indicators for the development of the emotional intelligence of pre-schoolers are: knowledge of various types of emotions, recognition of emotions, description of various emotions, identification of the causes of the appearance of emotions, awareness of their own and others' emotions, the ability to manage their own emotional state and the emotions of other people. The above indicators helped to identify the following levels of development of the emotional intelligence of preschool children: high, medium and low. The results of the study of the level of development of emotional intelligence indicate that: - pre-schoolers have a very poorly formed emotional intelligence, there are no emotional and motivational attitudes towards themselves, people around them, peers, - there are a lot of preschool children with a low and medium level of development of emotional intelligence, there are practically no children with a high level of development of emotional intelligence, - children have deficiently developed communication skills in different life situations with peers, adults, - the level of development of emotional intelligence in pre-schoolers is higher at the age of 6-7 years, very low at the age of three, i.e. the age of children, as well as temperament, influences, sanguine people have a high level of development of emotional intelligence, girls, compared to boys, have a high level of development of emotional intelligence.

FORMATION OF SPEECH IN PRESCHOOL AGE AS A UNITY OF IMITATION AND CREATIVITY

2021 ◽  
Vol 23 (9) ◽  
pp. 20-26
Author(s):  
Pestereva T.N.
Keyword(s):  
Preschool Children ◽  
Children's Literature ◽  
Fairy Tale ◽  
Children’S Literature ◽  
Preschool Education ◽  
Speech Development ◽  
Preschool Age ◽  
Synthetic Activity ◽  
Federal State ◽  
Theoretical Substantiation

The study examines the aspect of the formation of speech in preschool children, as a unity of imitation and creativity. According to the Federal State Educational Standard of Preschool Education: «The speech development of children includes the possession of speech as a means of communication and culture; the enrichment of an active vocabulary; the development of coherent, grammatically correct dialogical and monological speech; the development of speech creativity; the development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear texts of various genres of children's literature; formation of sound analytical and synthetic activity as a prerequisite for literacy training» [3]. The «Concept of Preschool education» notes that «Imagination is the basis for the active participation of a child in various types of activities. It is included in the composition of already known forms of thinking (visual-effective, visual-figurative). On the basis of imagination, children develop the first manifestations of a creative attitude to reality» [4]. The article considers the views of teachers and methodologists on the speech development of preschool children. The method of speech development of preschool children is also described: the «Binomial fantasy» method. Binomial fantasies are used in two areas of the development of imagination and logic of thinking: - To generate ideas for new objects or the transformation of an existing object; - To get ideas for writing fairy-tale or fantastic stories (speech creation). The article reveals the algorithm of work according to the method, in accordance with two directions. The prospect of the research the theoretical substantiation of the unity of imitation and creativity in the formation of speech in preschool children.

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