MAGNET AND ITS APPLICATION. PHYSICS EDUCATION IN KINDERGARTEN

2019 ◽  
Author(s):  
Anna Klim-Klimaszewska ◽  
Keyword(s):  
Physics Education ◽  
Preschool Education ◽  
Preschool Age ◽  
The Self ◽  
Complete Understanding ◽  
Open Mind ◽  
Preschool Age Children ◽  
The World ◽  
Theoretical Considerations

It is generally accepted that education in the field of physics is possible only when one has received sufficient grounds for it. But physics is an attempt to understand the world around us. Everything one needs to study physics is an open mind and willingness to learn. It is also commonly thought that preschool-age children have a natural curiosity to figure out how the world functions. They focus not only on people but also on objects which they touch, taste, smell, throw into water, etc. Therefore, physics may be introduced as early as in kindergarten. Experiments in physics conducted together with a preschool group activate all analyzers, facilitate a more complete understanding of curricular contents, allow children to discover answers independently and to formulate conclusions. The research presents theoretical considerations regarding the nature of the class of physics conducted with preschool-age children and examples of practical solutions corresponding to physics-related activities performed in a group of 6-year-olds in the Self-Government Kindergarten at the School Complex in Łomazy. Keywords: natural curiosity, physics education, preschool education, 6-year-old child.

scholarly journals INTEGRATIVE ACTIVITIES AS A GUARANTEE OF THE DEVELOPMENT OF COGNITIVE-COMMUNICATIVE FOREIGN ACTIVITIES OF PRESCHOOLERS

2020 ◽  
Vol 66 (2) ◽  
pp. 332-336
Author(s):  
A.B. Yermakhan ◽  
◽  
M.K. Karmyssova ◽  
Keyword(s):  
Foreign Language ◽  
Cognitive Functions ◽  
Preschool Education ◽  
Preschool Age ◽  
Educational Activity ◽  
Foreign Culture ◽  
Secondary Formation ◽  
The World ◽  
Personal Formation

The article considers integrative activities as a guarantee of the development of cognitivecommunicative foreign-language activities of preschoolers. The integration of the content of preschool education, as you know, is one of the pedagogical conditions for “improving the development of the emotional and intellectual sphere of the child’s personality. The child’s educational activity in mastering a foreign language requires new achievements in the development of cognitive functions: speech, attention,imagination and thinking; creates new conditions for the personal formation of the child, through co-study of a foreign language and a foreign culture, and by reconceptualization of a different picture of the world of secondary formation cognitive and linguistic consciousness. Of particular importance in solving the problem of the humanization of preschool education are the tasks and functions of a preschool institution, based on the attitude to preschool age as a unique period of a person’s life, since it is during this period that ideas about the world are formed, and the child’s personality develops intensively.

The self-regulatory nature of preschool children's private speech in a naturalistic setting

2000 ◽  
Vol 21 (1) ◽  
pp. 45-61 ◽  
Author(s):  
ELIZABETH PATRICK ◽  
EUGENE ABRAVANEL
Keyword(s):  
Preschool Age ◽  
Private Speech ◽  
The Self ◽  
Older Children ◽  
Home Setting ◽  
Making Choices ◽  
Naturalistic Setting ◽  
Preschool Age Children ◽  
Task Success ◽  
Age Range

Private speech (PS) – or speech for the self – was studied in preschool-age children to determine how widely and with what characteristics it occurs when examined in the familiar home setting. Activities were selected that required several steps and that were intended to engage working memory or longer term recall. Both quantitative (numbers of words and utterances produced) and qualitative (utterance type) analyses were conducted on the children's PS. Across the age range from 4 ½ to 6 years, younger children had higher frequencies of PS than older children, which fits the predictions made by Vygotsky (1958/1962, 1978). Increased information loads resulted in more PS, indicating a relation between PS and task difficulty; however, total quantities of PS were not correlated with degree of task success. Self-regulatory utterances accounted for 89% of the PS produced; the majority of these utterances involved repetitions of the instructions that appeared to enhance recall, to help pace the children's activity, or to enable deliberation with respect to making choices. There was a strong age trend in which the amount of audible PS decreased with age. Qualitative differences across tasks are presented and considered in relation to how PS functions for different activities and possibly achieves adaptive significance.

scholarly journals REVEALING THE WORLD OF ONCOLOGICAL TREATMENT THROUGH DRAMATIC THERAPEUTIC PLAY

2015 ◽  
Vol 24 (4) ◽  
pp. 1112-1120 ◽  
Author(s):  
Marileise Roberta Antoneli Fonseca ◽  
Claudinei José Gomes Campos ◽  
Circéa Amália Ribeiro ◽  
Vanessa Pellegrino Toledo ◽  
Luciana de Lione Melo
Keyword(s):  
Preschool Child ◽  
Preschool Age ◽  
Oncological Treatment ◽  
Important Resource ◽  
Preschool Age Children ◽  
The World ◽  
Health And Illness ◽  
The Face ◽  
Pain And Suffering ◽  
Therapeutic Play

ABSTRACT This study aimed to understand the play of the preschool child undergoing oncological treatment through dramatic therapeutic play. A total of five preschool age children with cancer participated in the dramatic therapeutic play sessions, between January and May 2013. The material was analyzed using the framework of phenomenology: analysis of the structure of the phenomenon in place. The following categories emerged from the sessions: Immersing oneself in the world of the disease and the oncological treatment; and Remembering the world without the disease. The study learned that becoming ill with cancer is a process which generates pain and suffering for the child, leading her to feel small and fragile in the face of the discomforts of the numerous procedures to which she is subjected. Therapeutic play was an important resource for revealing how the child with cancer feels during the treatment, and showed the children's difficulty in interacting with the unknown, and how this difficulty makes the balance between the points of health and illness complex.

scholarly journals Representations of Family Concept in Senior Preschool Age Children

2021 ◽  
Vol 19 (1) ◽  
pp. 45-55
Author(s):  
Tatiana SAKHAROVA ◽  
Inna ZHURAVLEVA ◽  
Maria BATAEVA
Keyword(s):  
Preschool Children ◽  
Family Relationships ◽  
Family Relations ◽  
Family Members ◽  
Preschool Age ◽  
Parent Relationships ◽  
Emotional Relationships ◽  
The Family ◽  
Preschool Age Children ◽  
The World

Peculiarities of representations of family concept in senior preschool-age children are considered in the article. The authors of the article define representations as a certain vision of the world and relationships in it that help an individual to adapt to the world around him. According to the authors, the style of child-parent relations has an impact on the formation of a child’s ideas about family. As a result of empiric research, the authors come to the conclusion that the personality-centred style of child-parent relationship fosters ideas of positive family relations in senior preschool-age children. The tolerant type of child-parent relations determines the formation of the concept of neutral family relations in older preschool children. The ego-isolated style of child-parent relationships contributes to the formation of negative ideas about family relationships in senior preschool children. The empirical research has shown the predominance of ideas about positive family relationships in senior preschool children. In general, children of senior preschool age include family members, people and animals who live together with the child in the representation of the family, describe joint recreation and pastime, note the care of themselves as a child and characterize the features of emotional relationships between themselves and other family members. All three types of family concepts’ representations are manifested both in boys and girls. It is possible to trace the tendency of the predominance of ideas about negative family relations in boys, the predominance of ideas about neutral family relations in girls of senior preschool age.

scholarly journals Preschool education from the perspective of the axiological approach

2021 ◽  
Vol 51 (3) ◽  
pp. 219-230
Author(s):  
Nina S. Ezhkova ◽  
Keyword(s):  
Preschool Education ◽  
Educational Material ◽  
Value Orientations ◽  
Preschool Age ◽  
Educational Institutions ◽  
Research Material ◽  
The World ◽  
High Level ◽  
Emotional Value ◽  
The City

The issue and purpose. The research material tackles an issue due to the need to disclose the content and technologies of design and organization of value-oriented education of preschoolers, the development of children's preparedness to show an emotional-value attitude to the world around them. Research methods. To obtain data on the levels of acquisition by the children of senior preschool age of value-oriented educational material, the author used the modified methods “Value orientations” by M. Rokeach, “Dva doma” (Two Houses) by B.S. and N.V. Volkovs, as well as the author's methods "Ob"yasni, chto eto takoye?" (Explain what this is), "Chto dlya tebya vazhneye?" (What is more important to you?). The study involved 110 children of senior preschool age (6-7 years old) of municipal budgetary preschool educational institutions of the city of Tula (Tula region, Russian Federation). Results. The passive (average) level was predominant – 51% of children. 14% of children had an indifferent (low) level, and 35% of children had a sufficient (high) level. In connection with the results obtained, the article offers guidelines for introducing preschoolers to the values in the process of using various types of art. Conclusion. The emotional-figurative nature of introducing preschoolers to values is the leading conceptual position in the context of the axiological approach. This is the peculiarity of the comprehension of value-oriented content by preschool children.

scholarly journals Pre-school Children Investigatory Activities in the Environment Created by Adults

2015 ◽  
Vol 1 ◽  
pp. 57
Author(s):  
Jana Grava
Keyword(s):  
School Children ◽  
Psychological Research ◽  
Point Of View ◽  
Preschool Age ◽  
Learning Motivation ◽  
Preschool Age Children ◽  
The World

In order to create one’s own model of world cognition, a child acquires information from the environment created around him/her, which ensures the development of child’s explorative activity by arousing interest and curiosity, that later, in its turn, create the basis for learning motivation. Child’s explorative activity is a means to cognize the world that has been essentially influenced by the environment created by adults. The problem arises, if adults do not understand child’s activities that develop understanding about the world around. As a result, unreasonable criticism and evaluation from the adult’s point of view can be observed. Thus, it is important to clarify how the environment created by adults influence explorative activity of a child and what are the facilitating and delaying factors. The article reveals the theoretical findings based on pedagogical and psychological research (M.Osorin, H.Gudjon, R.Hart, I.Malkin-Pih, N.Podiakov, T.Amabile, D.Liegeniece) on explorative activity of preschool age children, as well as the pedagogical observation of the author.

The development in children of preschool age artistic abilities to create the image of a man in portrait painting

2019 ◽  
pp. 100-109
Author(s):  
Svetlana Karpova ◽  
Tatyana Savenkova ◽  
Zarina Parkhimovich
Keyword(s):  
Educational Process ◽  
High Potential ◽  
Preschool Age ◽  
Positive Perception ◽  
Preschool Age Children ◽  
The World ◽  
Portrait Painting ◽  
Content Characteristics

The urgency of the problem of artistic abilities development of preschool age children in the process of creating an image of a person in drawing a portrait due to the high potential of this activity. In the course of acquaintance with the works of portrait art and teaching the image of a person in drawing a portrait, the child's ideas about the world of people, their characters and rela-tionships, about himself and his place in society are enriched, which contributes to the positive perception of the child himself, adults and peers, and thus affects the process of positive socializa-tion. The aim of the study is to identify the structure and content characteristics of the main com-ponents of artistic abilities to create an image of a person in drawing a portrait, to determine the actual level of their development among seven year old children, to develop a model of gradual formation of artistic abilities of senior preschoolers in the educational process.

scholarly journals ORIENTATION OF CHILDREN TOWARDS A FAMILY IN THE PROCESS OF GETTING FAMILIAR WITH PARENTS’ CHILDHOOD

2020 ◽  
pp. 15-19
Author(s):  
O. V. Dybina ◽  
Keyword(s):  
Family Members ◽  
Preschool Education ◽  
Family Values ◽  
Preschool Age ◽  
Sufficient Information ◽  
Emotional Bonds ◽  
A Value ◽  
Parents And Children ◽  
The Family ◽  
Preschool Age Children

The practice of preschool education insufficiently shows the system of work on getting preschool-age children familiar with parents’ childhood, undervalues the effectiveness of this process, its influence on the formation of family values, the desire to follow suit parents as the examples in the behavior and actions. The paper reveals the problem of the orientation of preschool-age children towards the family in the process of getting children familiar with parents’ childhood. The relevance of the study is justified by the process of updating the approaches to the organization of interaction of kindergarten teachers with the family, the formation of a valued attitude to the family. The study shows that adult family members and preschool-age children do not have sufficient information about each other. Children find it difficult to name their parents’ professions, not always tend to speak about the family. All this gives evidence of the loss of generational connection, and, as a result, insufficiently formed ideas about the family in children; the loss of perception of the family as a value; the weak emotional bonds between parents and children. According to the results of the study, the author identified that the orientation of preschoolers towards the family is possible when getting children familiar with parents, their childhood. The research pays special attention to the disclosure of bright events from parents’ childhood, their relations with their family members, and important moments from their lives. In the process of getting preschool-age children familiar with their parents’ childhood, children begin to take pride in their family, fill interest in their family as the bearer of family traditions.

scholarly journals The Use of TPVS Methods in Working with Preschoolers Using ICT Technologies

2018 ◽  
Vol 6 (1) ◽  
pp. 114-121
Author(s):  
Liudmyla Kozak ◽  
Iryna Shvydka
Keyword(s):  
Information And Communication Technologies ◽  
Preschool Education ◽  
Communication Technologies ◽  
Preschool Age ◽  
Quality Of Education ◽  
Present Stage ◽  
Basic Principles ◽  
The World ◽  
Information And Communication

It is noted that information and communication technologies play an important role in ensuring the quality of education. The basic principles and methods of the theory of solving inventive tasks are revealed. The expediency of using the blog for working with children of preschool age using the technology of the theory of solving inventive tasks is considered. Attention is drawn to the following: at the present stage, a new educational system is being formed in Ukraine, aimed at entering the world of information and education space, and the system of preschool education does not remain. The methods of the theory of solving inventive problems in work with children of preschool age and their use with the help of information and communication technologies are substantiated. The methods of the theory of solving inventive tasks are described in detail, thanks to which a teacher with children can find a logical way out of any situation, and a pet-competently solve their problems. Described as methods of the theory of solving inventive tasks can be used in working with children of preschool age by connecting to the work of information cognitive technologies. The purpose of using the technology of the theory of solving inventive tasks in the institution of preschool education is revealed. The expediency of using the blog for working with children of preschool age on the technology of the theory of solving inventive tasks is determined. Examples of using the blog on the technology of the theory of solving inventive tasks with children of preschool age are given.

scholarly journals Określanie zawartości cukru w owocach – doświadczenia chemiczne w przedszkolu

1970 ◽  
pp. 263-277
Author(s):  
Stanisława Nazaruk ◽  
Anna Klim-Klimaszewska
Keyword(s):  
Preschool Age ◽  
Interest In Science ◽  
Preschool Age Children ◽  
The World ◽  
Common Opinion ◽  
Level Of Knowledge ◽  
The Common ◽  
Learn Physics ◽  
Test Outcomes ◽  
Chemical Experiment

Experiments carried out by children are highly instructive adventures that develop interest in science. Nothing motivates a child to learn physics or chemistry more than experimentation. Supervised by their teachers, using safe reagents, chemical glass, and other equipment required to conduct experiments, “Little Scientists” discover the laws of physics and chemistry. Experimenting favors a search for answers to the most basic questions; it helps children see the magic of science and discover the secrets of the world around them. Contrary to the common opinion, holding that physical or chemical experiments may be introduced at the beginning of primary school at the earliest, preschool-age children are already prepared for such activities. The article presents a chemical experiment concerning sugar detection conducted by 6-year-olds. Research was performed to determine whether making chemical experiments has an impact on the level of children’s knowledge about sugars. The study included 20 children who carried out chemical experiments in four parallel groups. The level of knowledge was tested twice: first prior to the experiment and then following the experiment. The analysis of the data obtained demonstrated that after the experiment the level of children’s knowledge about sugars increased significantly, as evidenced by the t-Student Test outcomes.

Sign in / Sign up

Export Citation Format

Share Document