UPBRINGING OF THE SELF-CONFIDENCE OF THE PRESCHOOL CHILDREN

2018 ◽  
pp. 178-186
Author(s):  
Tetyana Fasolko
Keyword(s):  
Preschool Children ◽  
Sense Of Self ◽  
Preschool Age ◽  
Early Ontogenesis ◽  
The Self ◽  
Pedagogical Practice ◽  
Single View ◽  
Self Confidence ◽  
Stage Of Development ◽  
Preschool Period

Тhe article outlines modern approaches to the problem of the upbringing of a preschool-aged child. The necessity of taking into account the basic principles of humanistic pedagogy, the laws of the child's mental development in the process of its upbringing, and the formation of a value-oriented personality at the stage of preschool childhood is substantiated. Based on a detailed analysis of modern psychological and pedagogical research, the need to take into account the potential opportunities of the preschool period in the shaping of the basic values of the individual is substantiated. The psychological and pedagogical approaches to the problem of raising the valuable attitude towards children of preschool age are revealed. At the current stage of development of the Ukrainian society, the growing person requirements for the ability to behave competently, to show mobility, flexibility and self-confidence in difficult conditions of life have been significantly increased. The change of social priorities and the modernization of the national educational system on the basis of a personally oriented approach have activated the need to increase attention to the creation of favorable conditions for the development of an independent, creative, viable person with a developed self-respect and a sense of self-value in the family and institutions of education. According to the scientists, it could be promoted by the implementation of the principle of activity in pedagogical practice. Given the above, one of the most urgent tasks of the present is the upbringing in the first-years-life children the ability to make their own choices, make independent decisions, be responsible for their actions, trust their own experience and opportunities, be confident in their actions and deeds. The expedience of studying the phenomenon of self-confidence in early ontogenesis is due to the emergence of such new types of formations of consciousness and personality in the senior preschool age as the expediency of behavior, personal consciousness, the subordination of motives. At the same time, the peculiarities of the formation of this quality of personality in the senior preschool age have not been studied sufficiently. Scientific literature does not provide a single view about the nature and mechanisms of shaping of the self-confidence; age-specific is not differentiated clearly, the factors of upbringing of confident behavior in early ontogenesis are not highlighted; pedagogical conditions of the upbringing of this personal quality in preschool age require specification; the characteristics of self-confidence among representatives of different sexes need to be clarified. The problem of forming the self-confidence is very closely linked to the problem of developing the skills of the assertive behavior of preschool children, which is actively explored in modern native psychology and pedagogy. In the context of the above, the theoretical and experimental aspects of the study of the phenomenon of self-confidence of the senior preschoolers through the prism of trust in their own desires, needs, views, experiences as values are relevant.

scholarly journals CHARACTERISTICS OF ARTISTIC AND ACTIVITY CRITERION OF FORMATION OF CREATIVITY OF A CHILD OF PRESCHOOL AGE BY MEANS OF A MODERN ARTISTPLAYER

2021 ◽  
pp. 38-42
Author(s):  
V. KRAMARENKO
Keyword(s):  
Preschool Children ◽  
Experimental Work ◽  
Modern Art ◽  
Qualitative Change ◽  
Preschool Age ◽  
Developmental Potential ◽  
Preschool Period ◽  
Human Ability ◽  
Pedagogical Research ◽  
Art Game

The article analyzes the contemporaneity and relevance of the point of creation of preschool children. In the framework of scientific and pedagogical research, creativity considers as a qualitative change in human ability that corresponds to the psychophysical and psycho-emotional processes of the preschool period of personality formation. With the help of the conducted experimental work based on children’s preschool institutions of Poltava region, the art-activity criterion of creativity of children of 5-7 years with the involvement of modern art-game material has been revealed. Particular attention has been paid to modern scientific research, which is devoted to the matter of children’s creativity, which is developing in creative activities. As a result of experimental work, we identified indicators of artistic and creative criteria of creativity of preschool children, namely the indicator of artistic and game literacy, the indicator of artistic and playful actions, and the indicator of improvisation and creative activity.Special attention should be paid to identifying the levels of indicators of artistic and creative criteria of creativity of preschool children with the involvement of contemporary art and game material in the experiment - high, medium, and low levels of creativity, their features, and quality examples. Our article contains a diagnosis of the problems faced by preschool children when playing, as a leading activity or when getting acquainted with the developmental potential of modern art and game material from the standpoint of an artistic and creative criterion of creativity. Prospects for further development in the direction of forming the creativity of preschool children using modern art and game material are aimed at preparing a curriculum in this thematic area.

scholarly journals Developing endurance among children in preschool period

2021 ◽  
pp. 1-15
Author(s):  
Jera Gregorc ◽  
Maja Meško ◽  
Mateja Videmšek
Keyword(s):  
Heart Rate ◽  
Preschool Children ◽  
Endurance Exercise ◽  
Age Groups ◽  
Preschool Age ◽  
Time Interval ◽  
Average Heart Rate ◽  
Heart Rates ◽  
Preschool Period ◽  
Type Of Exercise

Introduction: Prior research generally confirms the importance of endurance exercises in preschool period and suggests shorter and less intensive exercises. However, little research has been conducted to show and evaluate different types for developing endurance in preschool period. Our research aims to find out which type of exercise is more suitable for developing endurance for a preschool age child compared to an adult, taking into account developmental characteristics. Material and methods: A total of 69 preschool children (40 children aged 3 years and 29 children aged 5 years) were included in the study. We measured their heart rates during two types of endurance exercises (uninterrupted walking vs “method of game”). We compared the average heart rate and the actual frequency curves. Results: Endurance exercise according to the “method of game” allows the child to adjust the effort more individually compared to uninterrupted walking when both exercises are performed with a group of pre-school children. A comparison of heart rate curves showed that when children partook in the “ method of game”, they achieved different heart rate values at the same time. A further analysis of heart rate with 5 selected “time stamps” between the two exercises showed that children achieved statistically significant higher heart rates when performing the “method of game” (1’: Z = 2.20; p = 0.028, r = 0.19; 3 ‘: Z = 4.64; p = 0.00, r = 0.39; 5’: Z = 3.23; p = 0.001, r = 0.27; 8’: Z = 3.82 p = 0.00, r = 0.32; 13 ‘: Z = 3.33; p = 0.001, r = 0.28). The comparison of the mean heart rate values over the entire 13-minute time interval between the execution of the “method of game” (M = 143, SD = 14) and uninterrupted walking (M = 132, SD = 9) was statistically significantly higher in favour of the “method of game” (Wilcox test: Z = 5.83, p = 0.00, r = 0.24). The Mann-Whitney-Test showed that 3-year-old children achieved statistically significantly higher average heart rate during the “method of game” (Z = -2.34 p = 0.020, η² = 0.08) as well as during uninterrupted walking (Z = 3.17 p = 0.002, η² = 0.15). No statistically significant differences between boys and girls were confirmed. Conclusions: Based on the results obtained, we believe that endurance exercise according to the “method of game” is more suitable for a developing preschool child than uninterrupted walking. The “method of game” also allows the simultaneous implementation of endurance exercise in heterogeneous groups, since the children adapt to the effort themselves, regardless of age. We believe that other types of endurance exercises should be researched and all age groups of preschool children should be included in the research.

scholarly journals DEVELOPMENT OF SELF-AWARENESS AMONG SENIOR PRESCHOOL CHILDREN

2020 ◽  
Vol 54 (4) ◽  
pp. 99-107
Author(s):  
O.V. GRUZDEVA ◽  
◽  
O.M. VERBIANOVA ◽  
L.V. ARAMACHEVA ◽  
O.V. LEGANKOVA ◽  
...  
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Musculoskeletal System ◽  
Children With Disabilities ◽  
Self Esteem ◽  
Preschool Age ◽  
The Self ◽  
Theoretical Research ◽  
Self Awareness ◽  
Healthy Children

Statement of the problem and purpose of the article. The article is devoted to the study of the formation and development of self-consciousness among preschool children at the present time. The relevance is due to changes in the system of socio-psychological factors, conditions and prerequisites for the development of children’s self-awareness. The article describes the current context of children’s development that affects formation and development of children’s self-awareness, and also provides data on the development of components of self-awareness in the older preschool age, including complicated development among children with disabilities (disorders of the musculoskeletal system). Materials and methods of research. The proposed study is empirical. Theoretical research methods were used: analysis, synthesis, generalization and systematization of scientific ideas; structural, functional and genetic analysis of the problem; empirical research methods included: psychodiagnostics methods (questionnaire, experimental); mathematical methods of data processing. Research results. The results of a comparative empirical study allowed us to identify some features of the development of self-esteem and self-awareness among healthy senior preschool age children and children with disabilities. The predominance of inadequate overestimated self-esteem among healthy senior preschool children was determined, which is natural for this age period. Awareness of themselves by most healthy children occurs through highlighting their individuality. Most healthy children have the simplest version of the self-perspective formation. Children with disabilities (disorders of the musculoskeletal system) often have very low and low self-esteem, treat themselves and their abilities mostly negatively, in comparison with their healthy peers. They often feel rejected and feel pressure from loved ones, have a more complex version of the development of the self-perspective. Conclusion. Data on the development of components of self-consciousness among healthy and somatically challenged children of senior preschool age are presented and described, indicating the presence of features in the development of individual components of self-consciousness, depending on the conditions that ensure their formation and development.

Osteopathic correction of somatic dysfunctions in preschool children with delayed speech development

2020 ◽  
pp. 54-61 ◽  
Author(s):  
E. V. Abramova ◽  
I. A. Aptekar
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Randomized Study ◽  
Speech Disorders ◽  
Main Group ◽  
Speech Development ◽  
Preschool Age ◽  
Control Group ◽  
Preschool Period ◽  
Head Neck

Introduction. Speech disorders are currently observed in an average of 30 % of children of the fi rst grade of school. It means that objectively during the preschool period, one third of the entire population of children have speech function that does not reach the norm and requires additional correction by specialists. In recent years birth injury has been considered one of the possible reasons for the high frequency of speech disorders. As practice shows, the possibilities of drug therapy for children with speech disorders are very limited. That is why it is relevant to expand non-drug methods for the restoration of speech functions. The goal of research — to justify the use of osteopathic correction of somatic dysfunctions in order to improve sound pronunciation in preschool children.Materials and methods. In the period from 2012 to 2018, a prospective controlled randomized study was performed on the basis of Tyumen Institute of Manual Medicine. The work is based on the results of examination and treatment of 98 preschool children with delayed speech development. 18 people were excluded from the study in accordance with exclusion criteria. Depending on the treatment method used, all patients were divided by simple randomization using the envelope method into two comparable groups (main and control) of 40 people. Patients of both groups underwent a complete speech therapy correction and training course, which included individual lessons. Patients of the main group underwent the same speech therapy, as well as the osteopathic treatment in accordance with the developed algorithm. All patients underwent osteopathic examination and a combined assessment of the severity of speech disorders before and after the treatment.Results. The study showed that the presence of global, regional and local somatic dysfunctions was typical for children of preschool age with a delay in speech development. Somatic dysfunctions of head, neck and thoracic regions were most often observed. In the course of the treatment, patients of the main group showed a statistically significant decrease in the frequency of detection of somatic dysfunctions of head, neck, and thoracic regions, of local somatic dysfunctions of the cranial sutures and the thoracoabdominal diaphragm (p<0,05). In patients of the control group, there was no statistically significant decrease in the number of somatic dysfunctions. In children with impaired speech development who underwent complex therapy, which included osteopathic correction and individual lessons with a speech therapist, there was a significant decrease in the severity of speech disorders compared with patients of the control group (p<0,00001).Conclusion. Osteopathic correction of somatic dysfunctions (with a certain sequence of techniques aimed to treat connective tissue disorders, including decompression, elimination of edema and hypoxia in children with delayed speech development), allows to achieve a statistically signifi cant improvement in children′s condition compared with standard treatment.

scholarly journals Analysis of the prevalence, intensity and features of the clinical course of caries in early childhood and preschool children based on the data of preventive medical examinations

2021 ◽  
Vol 19 (3) ◽  
pp. 153-159
Author(s):  
O. M. Davidian ◽  
A. V. Fomina ◽  
E. A. Lukyanova ◽  
E. M. Shimkevich ◽  
D. A. Nazarova ◽  
...  
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Clinical Research ◽  
Clinical Course ◽  
Epidemiological Survey ◽  
Preschool Age ◽  
Preschool Period ◽  
Voluntary Consent ◽  
Carious Lesions ◽  
Medical Examinations

Aim. To study the prevalence, intensity and features of the clinical course of caries in children from 1 to 5 years old, to improve the registration of dental morbidity.Materials and methods. An epidemiological and clinical examination of the child population was carried out as part of preventive medical examinations of minors. The study involved 1930 children from Moscow, aged from 1 to 5 years. The epidemiological survey was carried out to study the dental morbidity in children of early childhood and preschool age. Clinical research methods were carried out to determine the dental status of the subjects. All studies in children were performed with informed voluntary consent. Parents or legal representatives signed their consent to the survey. Results. Analysis of the results of preventive medical examinations of minors made it possible to determine the prevalence, intensity and characteristics of the clinical course of caries in the period of early childhood (preschool period) and preschool age among the children's population of Moscow.Conclusions. It was found that the prevalence and intensity indicators increase as children grow up, the depth of the lesion and the localization of carious lesions change at different age periods.

scholarly journals BIOGRAPHY OF NATIVE CITY: A VIEW OF PRESCHOOL CHILDREN

2017 ◽  
Vol 2 ◽  
pp. 342
Author(s):  
Natalia Shlat
Keyword(s):  
Experimental Data ◽  
Experimental Study ◽  
Preschool Children ◽  
Preschool Age ◽  
The Self ◽  
Cultural Education ◽  
Self Study ◽  
Analysis Of Results ◽  
Border Areas ◽  
The City

The article analyzes the peculiarities of perception of preschool children of their native city (for example, the city of Pskov). The author, based on OV Solntseva's experimental materials «Preschoolers about the city: from diagnosis to design the content of the pedagogical process» (2009-2010 years), gives the content and results of the self-study in the framework of the project "System of ethnocultural the education of children of preschool age in the border areas of Russia "(RFH, the project № 14-36-01242, 2014). The materials include the description of the experimental procedures, analysis of results of experimental study (ascertained experimental data), the findings underlying the construction of integrative technology of ethno-cultural education of children of preschool age on the content of architecture of their native city.

scholarly journals A Study on the Self Esteem and Academic Performance among the Students

2018 ◽  
pp. 1-7
Author(s):  
Laveena D’Mello ◽  
Meena Monteiro ◽  
Nelson Pinto
Keyword(s):  
Academic Performance ◽  
Sense Of Self ◽  
Self Esteem ◽  
Emotional Reactions ◽  
The Self ◽  
Self Assessment ◽  
Self Confidence ◽  
Self Worth ◽  
The Relationship ◽  
Beliefs And Attitudes

The purpose of self-esteem is to feel and imagine that people nurtured in their mind over time about their self. In simple words, self-esteem is self-assessment; this perception and evaluation can be positive or negative and pleasant or unpleasant. Children with high self esteem, usually feel good about themselves and better able to resolve their conflicts with other children and are resistant to deal with problems. One of the most important human traits to achieve objectives is self-esteem. The term self-esteem means “reverence for self”. The “self” pertains to the values, beliefs, and attitudes that we hold about ourselves. Having a strong will and self-confidence, decision-making power and originality, creativity, sanity and mental health is directly related to self-esteem and sense of self-worth. It also refers to an individual’s sense of his or her value or worth, or the extent to which a person values, approves of, appreciates, prizes, or likes him or herself. During childhood, if individual’s feelings are respected, thoughts valued and abilities recognized then self-esteem strengthens. When feelings are trampled upon, thoughts belittled and ability criticized then the individual’s self-esteem remains at a low point of development and is therefore weak. During the course of time, an individual faces many life situations. Depending upon the success or failure and one's reaction to every significant situation in life, self–esteem grows stronger or gets considerably weakened Self-esteem is described as the evaluation that one makes about oneself, based on one's self-worth. Increases and decreases in self-esteem generally bring strong emotional reactions. Self-esteem and academic performance are interrelated factors. This study tries to bring the connectivity between academic performance and the self-esteem. The main aim of the study is to know the level of self-esteem of the students with low academic performance. The objectives of this study are to investigate the relationship between self-esteem and academic achievement, to understand the Socio-Economic background, to assess the level of self-esteem, and to know what could be the reason for low academic performance in spite of having high self-esteem. The research design used for the study would be descriptive in nature

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. 

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

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