scholarly journals Features of the value orientations formation in the middle - older preschool age range

2019 ◽  
Vol 36 (6) ◽  
pp. 37-41
Author(s):  
I. Karabayeva
Keyword(s):  
Preschool Children ◽  
Personality Traits ◽  
Empirical Research ◽  
Value Orientations ◽  
Preschool Age ◽  
Dynamic Changes ◽  
Semantic Categories ◽  
Age Range ◽  
External Characteristics

The article, based on empirical research, outlines the results of qualitative restructuring and dynamic changes in the formation of value orientations in preschool children in the age range of 5 - 6 years. The paper demonstrates that the process of becoming value orientations at six years is the most dynamic despite all the individually variational features. The author emphasizes that between 5 and 6 years there is a significant increase in important components of value orientations and their adequately motivated expression. It is claimed that in the age range from middle to older preschool age, meaningful orientations change in the filling of its constituent components towards greater differentiation (components become more), completeness (transition from external characteristics to behavioural manifestations, personality traits and semantic categories), awareness (the importance and significance of the conscious components increases) and resilience (increasing the number of persistent traits and qualities that describe pre-schoolers’ value orientations). The author describes personal centralization as one of the peculiarities of the value orientations formation at children in children of middle and older preschool age.

scholarly journals Relationship between smartphone use management and physical activity in leisure time of children aged 4-6

2021 ◽  
Vol 55 (2) ◽  
pp. 477-508
Author(s):  
Bojan Milošević ◽  
Branka Janković ◽  
Milenko Janković
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Empirical Research ◽  
Time Management ◽  
Leisure Time ◽  
Physical Activities ◽  
Preschool Age ◽  
Sports Activity ◽  
Gender And Age ◽  
Smartphone Use

We are witnesses to an ever faster and more "aggressive" influence of modern technologies, not only on lives of adults and adolescents, but also children of preschool age. This planetary trend has not bypassed contemporary Serbian society either. The subject of this paper is the analysis of the data collected through the original empirical research in relation to establishing a connection between (1) the dimension of smartphone control imposed by the parents and (2) the dimensions of physical activity of children of preschool age in their leisure time. The paper analyzes the physical activities of preschool children depending on the following variables: children's gender and age (4, 5 or 6 years old), whether the child owns a smartphone or not, whether the child is included in a programmed sports activity; all this in relation to the parents' statement on whether they limit the time of the child's smartphone use. The relationship between these variables is justified by applying the Parental Smartphone Use Management Scale (PSUMS), while Baecke questionnaire is used for the data on preschool children's physical activity in their leisure time. The empirical research was carried out in the first half of 2020 by conducting a survey among the parents of 943 preschool children aged from 4 to 6 attending preschool and daycare centres in the territory of the Autonomous Province of Vojvodina (Serbia). Based on the analysis of the collected data, we have deduced the following: 1. a large percentage of children from 4 to 6 do not own their own smartphones (77.9%), but nonetheless they use smartphones on a daily basis (73.4%); 2. there are no differences in children's physical activities in relation to their gender and age; 3. children spend more time on physical activities in their leisure time if they do not have their own smartphones, if they are engaged in an organized sports activity ("recreational schools"), as well as if their parents limit their smartphone use, and 4. children participate more in physical activities in their leisure time if their parents are consistent regarding children's smartphone time management. Recommendations to parents based on our research are that children should be included in free physical activities at the earliest preschool age, and in the structured/programmed ones at a later preschool age, because that is the period most suitable for accepting adequate habits of physical exercise that are carried on into adulthood. In that manner, children will more easily "give up" their passive (sedentary) activities in leisure time, which is usually spent alongside use of smartphone, all with the aim of optimizing the quality of their growing up.

scholarly journals Features of the perception of the world by the modern younger generation

2021 ◽  
Vol 273 ◽  
pp. 10012
Author(s):  
Zarema Masaeva ◽  
Laura Kagermazova ◽  
Irina Danchenko
Keyword(s):  
Preschool Children ◽  
Empirical Research ◽  
Modern Society ◽  
Individual Characteristics ◽  
Preschool Age ◽  
Lack Of Information ◽  
The World ◽  
Psychoemotional State ◽  
Younger Generation ◽  
Further Development

Today, in the era of globalization of modern society, it is important to create a favorable environment for the younger generation. The presence of fears in children at preschool age prevents favorable mental development. This paper reflects the results of a study to identify the prevailing fears in children in preschool age. According to the results of the conducted empirical research, it was revealed that there is a tendency to increase fears in children, due to individual characteristics and the present stresses, neuroticism in preschool children. The results show that preschool childhood is one of the most difficult periods, which is characterized by neurotic fears that cause a general deterioration of the child’s psychoemotional state. It is very important to register the emotional changes of a preschooler, since the lack of information about the occurrence and development of fears in children causes complex barriers in the child’s further development.

scholarly journals Appendicostomy in Preschool Children with Anorectal Malformation: Successful Early Bowel Management with a High Frequency of Minor Complications

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Pernilla Stenström ◽  
Christina Granéli ◽  
Martin Salö ◽  
Kristine Hagelsteen ◽  
Einar Arnbjörnsson
Keyword(s):  
Preschool Children ◽  
Anorectal Malformation ◽  
Observation Time ◽  
Preschool Age ◽  
Older Children ◽  
Bowel Symptoms ◽  
Before School ◽  
Time Required ◽  
Age Range

Aim. The aim of this study is to evaluate postoperatively bowel symptoms of antegrade colon enema through appendicostomies in preschool children with anorectal malformation (ARM).Method. 164 children with ARM operated on with posterior sagittal anorectal plasty were included. The malformations were classified according to Krickenbeck classification. Seventeen children in preschool age had an appendicostomy. The bowel symptoms according to the Krickenbeck follow-up were analysed pre- and postoperatively. All complications were registered. A questionnaire on the use of the appendicostomy was answered.Results. The median age (range) at the time of the appendicostomy was 4 (1–6) years. The observation time was 5 (0.5–14) years. The main indications for appendicostomy were incontinence and noncompliance to rectal enemas. Postoperatively there was a significant decrease in soiling and constipation (P<0.001). The total complication rate was 43% with infections (29%), stenosis (12%), and retrograde leakage (0). The median time required for giving enema in the appendicostomy was 45 minutes (range: 15–120) once a day varying from 2 times/week to 3 times/day. And: complications are less frequent than in older children.Conclusion. Appendicostomy in preschool children with ARM is a way to achieve fecal cleanness before school start. The infection rate was high, but other complications are less frequent than in older children.

scholarly journals THE STATUS OF GENDER-ROLE IDENTITY IN SENIOR PRESCHOOL CHILDREN FROM SINGLEAND TWO-PARENT FAMILIES

2018 ◽  
pp. 114-121
Author(s):  
O. P. Tsaritsentseva
Keyword(s):  
Preschool Children ◽  
Gender Role ◽  
Identity Formation ◽  
Empirical Research ◽  
Modern Science ◽  
Role Identity ◽  
Preschool Age ◽  
Gender Role Identity ◽  
The Status ◽  
Theoretical Generalization

The article features the results of theoretical generalization and empirical research of the statuses of gender-role identity in senior  preschool children from singleand two-parent families. The article  demonstrates the relevance of the stated problem and assesses the  level of its investigation by modern science. The gender-role identity is analyzed as a consciousness component, which reflects  understanding of oneself as a representative of the defined sex. It  also includes stereotypes about masculinity and femininity and the  attitude towards them. The peculiarities of preschool age are described from the position gender-role identity formation. The  empirical research is directed not only at the description of gender- role identity of senior preschool children, but also at the description  and the analysis of features of the status of gender-role identity in  preschool children from full and incomplete families. It has been  proven that the status of gender-role identity of the senior preschool children is only partly defined by the structure of family. Stereotypic  ideas of differences between boys and girls most often are found in  children from disfunctional families, whereas children from full  families more often display an attractive image of the opposite sex.  Children from twoparent families incorrectly identify themselves with age.

scholarly journals Features of preschoolers’ gender education

2018 ◽  
Vol 7 (2) ◽  
pp. 239-245
Author(s):  
Irina Nikolaevna Evtushenko ◽  
Elena Borisovna Bistray ◽  
Boris Alexandrovich Artemenko
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Gender Socialization ◽  
Value Orientations ◽  
The Body ◽  
Preschool Age ◽  
Great Role ◽  
Educational Organization ◽  
Gender Education ◽  
Sociocultural Background

The paper emphasizes the importance of gender education of preschool children, determined by changes in the sociocultural background, by shifting the emphasis in peoples value orientations. The preschool age is characterized by intense physiological maturation of the body and psyche development. Besides, the childs personality is formed exactly in the preschool age, the potential for successful further life is created. A great role in the gender education of preschoolers is played by socium and norms of social behavior, the value orientations that prevail in it at a given time. In this connection, the system of preschool education faces the problem of assimilating the childs social experience, meaningful for the life in society, and the adoption of the existing system of values. The mediator in the communication of the preschool child and the socium is the teacher of the pre-school educational organization, who must understand that the anatomo-morphological and physiological characteristics of the child of preschool age form only the first level of the hierarchical ladder of adulthood and entry into the society A big role in the gender socialization of preschool children is assigned to parents, because in the process of monitoring the behavior of their parents, the child develops certain behavioral stereotypes feminically and masculinely colored. The gender socialization of preschool children is greatly influenced by peers.

scholarly journals Personality Traits of Parents as Determinants Of Foundation of Personality Traits in Their Preschool Children

2021 ◽  
pp. 333-358
Author(s):  
Almira Isić-Imamović ◽  
Anela Hasanagić
Keyword(s):  
Regression Analysis ◽  
Preschool Children ◽  
Personality Traits ◽  
Emotional Response ◽  
Significant Positive Correlation ◽  
Preschool Age ◽  
Positive Correlation ◽  
The Relationship ◽  
Negative Predictor

The study aimed to examine the relationship between the personality traits of parents (mothers and fathers) and their preschool children, to determine if there are a correlation and similarity in the personality traits of parents and their children. Also, the study aimed to explore whether the personality traits of parents (mother and father) are significant predictors of the personality traits of their preschool children. The sample consisted out of 150 children of preschool age and 150 fathers and 150 mothers. The personality characteristics of the children were assessed by their parents by completing the M5-PS-90 (Grist & McCord 2006), and afterward, parents assessed their personality traits through the Scale PMF (Kardum & Smojver 1993). The correlation analysis results showed that there are statistically significant positive correlation and similarity in emotional response, then in the degree of socialization, friendliness, conscientiousness, and intellectual openness between mothers and their preschool children, and there are statistically significant positive correlation and similarity in the degree of socialization and conscientiousness between fathers and their children of preschool age, as well. The results of the regression analysis suggested that maternal neuroticism is a statistically significant predictor for neuroticism in children, as well as a statistically significant negative predictor to form the traits of a child's extraversion and that its intellectual openness is a statistically significant positive predictor for quality of conscientiousness and intellectual openness. The results of the regression analysis also showed that the father’s extraversion is a statistically significant positive predictor to form the extraversion trait in children.

scholarly journals Formation of readiness of the pedagogue in higher education institution to development of phonemic abilities in preschool children

2019 ◽  
pp. 161-165
Author(s):  
Vladimir N. Mezinov ◽  
Marina A. Zakharova ◽  
Ol'ga N. Povalyayeva ◽  
Svetlana Ye. Okuneva
Keyword(s):  
Higher Education ◽  
Preschool Children ◽  
Education Institution ◽  
The State ◽  
Value Orientations ◽  
Preschool Age ◽  
Active State ◽  
Professional Work ◽  
Higher Education Institution ◽  
Knowledge And Skills

This article highlights the problems of formation of the state of the audio speech, phonemic skills in preschool children, which include voice hearing, phonemic hearing and phonemic perception; it provides guidance for the development of professional readiness of the pedagogue for professional work. Professional readiness of the pedagogue is seen as an active state of the person providing the preventive setting to work on the formation of phonemic abilities of children of preschool age. The structure and content of the readiness of the pedagogue is a system of four components – motivational, cognitive, personality and activity-centration. Motivation component provides future pedagogues with value orientations, interests, needs, desire to acquire knowledge and skills necessary for the development of phonemic skills in preschoolers.

scholarly journals Features of Vocabulary of Preschool Children with Speech Disorders

CONVERTER ◽  
2021 ◽  
pp. 913-920
Author(s):  
Akhmedova Oydin Sadriddinovna
Keyword(s):  
Preschool Children ◽  
Empirical Research ◽  
Vocabulary Development ◽  
Speech Disorders ◽  
Preschool Age ◽  
Speech Impairments ◽  
Full Development

In this article, the author refers to studies devoted to the ontogeny of vocabulary development in preschool children. The article reveals the importance of vocabulary in the full development of speech in preschool age. The main value of the article is empirical research to identify the characteristics of vocabulary in preschoolers with speech impairments.

ЕМПІРИЧНЕ ДОСЛІДЖЕННЯ СТРАТЕГІЙ САМОСТВЕРДЖЕННЯ ТА ЇХ ВЗАЄМОЗВ’ЯЗОК ІЗ САМООЦІНКОЮ ДИТИНИ ДОШКІЛЬНОГО ВІКУ

1970 ◽  
Vol 8 (1) ◽  
pp. 156-163
Author(s):  
Вероніка Годонюк
Keyword(s):  
Preschool Children ◽  
Empirical Research ◽  
Self Esteem ◽  
Dominant Strategy ◽  
Preschool Age ◽  
The Self ◽  
Harmonious Development ◽  
Psychological Constructs ◽  
Mathematical Processing ◽  
Independent Person

У   статті   здійснено   аналіз   самоствердження   дитини   дошкільного   віку,   наведено   дані  порівняльного   емпіричного   дослідження   стратегій   самоствердження   дітей   молодшого  і   старшого  дошкільного   віку   на   основі   авторської   методики   «Моя   стратегія   самоствердження»,   методу  спостереження і математичної обробки даних; здійснено аналіз показників самооцінки дошкільників за  методикою   А.   В.   Захарова,   простежено   взаємозв’язок   між   стратегіями   самоствердження   та  самооцінкою  досліджуваних  дітей.  Саме  в  період  дошкільного  дитинства,  коли  починає  формуватися  внутрішнє  «Я»  дитини,  дуже  важливо  дослідити  особливості  вибору  нею  тієї  чи  іншої  стратегії  самоствердження  з  метою  подальшої  корекції  її  деструктивних  проявів  у  поведінці  та  сприяння  гармонійному розвитку її особистості в цілому. Аналіз результатів проведеного емпіричного дослідження  засвідчив, що між молодшими і старшими дошкільниками не існує значущих відмінностей у прояві тих чи  інших    стратегій    самоствердження    –    інертної,    конструктивної,    деструктивно-домінантної    чи  деструктивно-адаптаційної. Водночас було встановлено, що конструктивній стратегії самоствердження  відповідає адекватна самооцінка дитини, деструктивно-домінантній – завищена, інертній стратегії –  занижена  самооцінка,  а  деструктивно-домінантній  стратегії  –   сильно  занижена  самооцінка. Вчасне  запобігання утворенню негативних психологічних конструктів дає можливість виховати у майбутньому  здорову, щасливу та незалежну особистість The article analyzes the self-affirmation of a child of preschool age, presents the data of comparative  empirical research of self-affirmation strategies of children of junior and senior preschool age based on author’s  method “My self-affirmation strategy”, the method of observation and mathematical processing of data; we have  made the analysis of self-esteem indicators of preschool children based on  A. V. Zakharov’s method, the mutual  connection between self-affirmation strategies and self-esteem of children under investigation was traced. Exactly in  the period of preschool childhood when the internal "Me" of a child begins to be formed it is very important to study  the particularities of his/her choosing a certain self-affirmation strategy with the aim of further correction of his/her  destructive manifestations in the behaviour and promotion of harmonious development of his/her personality as a  whole.  The  analysis  of the  results  of  the  conducted  empirical  research  showed  that  there  are  no  significant  differences between the children of  junior and senior preschool age in the manifestation of certain strategies of self- affirmation such as inert, constructive, destructive-dominant or destructive-adaptive ones. Simultaneously it was  established  that  the  constructive  self-affirmation  strategy  meets  the  adequate  child’s  self-esteem,  destructive- dominant strategy meets the overestimated one, inert strategy meets the understated one and destructive-dominant  strategy meets a very understated self-esteem. To prevent the formation of negative psychological constructs in time  makes it possible to educate a healthy, happy and independent person in the future. 

scholarly journals PHENOMENON VALUE ORIENTATIONS OF CHILDREN OF SENIOR PRESCHOOL AGE IN THE CONTEXT OF MODERN EDUCATIONAL STANDARDS

2021 ◽  
pp. 165-168
Author(s):  
Olga Puyo 
Keyword(s):  
Preschool Children ◽  
Intellectual Development ◽  
Research Work ◽  
Preschool Education ◽  
Modern Society ◽  
Value Orientations ◽  
Preschool Age ◽  
Cognitive Knowledge ◽  
Oriented Activity ◽  
Rules Of The Game

Modern society pays considerable attention to the intellectual development of children. Emotional and value development of preschool children for many years remained out of the attention of the educational department, parents. The new state standard of preschool education has initiated positive changes in this direction, but the problem of the uniqueness of the formation of value orientations of older preschool children is little studied, which increases the urgency of the problem. The aim of the article is to reveal the structure of the phenomenon of value orientations of older preschool children, its features in the light of educational reformation processes. The article highlights the components of the phenomenon of value orientations of older preschool children: emotional, semantic, and activity. It highlights the components that correspond to these components: emotional-volitional, cognitive, and activity. The criteria of each component are defined: emotional-volitional – sensory-oriented criterion, cognitive – knowledge-oriented, activity - operational. These criteria are met by indicators of the formation of value orientations of older preschool children. Indicators of understanding the emotions, the expression  of compassion, the ability to control emotions correspond to the sensory-oriented criterion; knowledge-oriented criterion includes the presence of knowledge about the values of interaction, empathy and friendship, the content and rules of mobile games, the rules of conduct in the game; operational criterion is responsible for the ability to express  emotions and respond to the emotions of others, follow the rules of the game, take responsibility, initiate and establish interaction between all participants in the game. The research work was carried out using the methods of analysis, synthesis, induction, deduction, comparison, systematization, scientific generalization, dialectical method of cognition. As a result of the study we provide three-stage integral of the phenomenon of value orientations of preschool children with selected components, components, indicators and methods.

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