All articles

The article presents an attempt to identify the main characteristics of children’s information environment and show their influence on the psychology of modern children. In the analysis of modern market of toys, books and movies, the author states some of the paradoxes of modern socio-cultural situation. One of them is the fact that the majority of information products for children are not designed for the age peculiarities of its destination. Other paradox is that increased demands on cognitive development of children combined with overly caring attitude to their physical security and autonomy. The desire to make the life of their children easier, to protect them from any risk, effort and hardship is the dominant trend of modern education. As a result, children are setting on consumption, which is amplified by the expansion of modern media and video production for children. In the second part of the article discusses the problems of modern children due to the characteristics of children’s subculture. Among them, the underdevelopment of the motive sphere, disorders of speech development, lack of imagination, communication difficulties, lack of autonomy and self-organization. The author concludes that modern children’s subculture inhibits the development of personality of the child and leads to deficiency of motivation.

Justification of the study. Increasing the financial literacy of the population is one of the priority areas of the policy of the Russian Federation. The Strategy for Increasing Financial Literacy, approved by the Government of the Russian Federation, singles out work with preschool children as an educational area. At the same time financial literacy is not the only basis for the formation of financially literate and rational behavior. A number of studies put forward the thesis about the need to form the financial culture of the individual as a broader concept that includes knowledge, skills, moral and value aspects. In relation to preschool children, it is necessary to substantiate aspects of financial culture and the factors influencing its formation. Recent research shows the role of family factors and educational institution, but little consideration is given to the influence of the children’s community and the possibilities of the children’s subculture.

Description of the study. The research procedure included a conversation with children aimed at studying financial and economic representations, whether children have piggy banks, play as elements of a children’s subculture associated with the financial culture of preschoolers; solution of economic problems; unfinished stories and case studies aimed at studying value orientations and financial behavior. The study involved 52 children of senior preschool age from various cities of Russia.

Results. The study revealed a connection between the preferred games and the ways of solving financial and economic situations by children, between the presence of piggy banks, the experience of accumulation and the ability to postpone desires, and the difference in making financial decisions.

Conclusion. The data obtained confirm the assumption about the influence of children’s subculture as a factor in the formation of financial culture of older preschool children. Such elements of children’s subculture as piggy banks, play on financial and economic topics are available means of forming and developing financial culture in children.

Introduction. This paper describes results of an integrated multivariate research project, provisionally called “Artifacts of Childhood”, that studied sociological and pedagogical tendencies connected with correlation between the values of the modern adult’s and child’s worlds. The purpose of this study was to look into the specifics of the modern attitude to the childhood, the child’s values-based attitude towards the adult’s world, and to develop an understanding of the value determinants of the child’s social and personal development.

Methods. Research methods were based on Adlerian conceptual model of a deliberate and purposeful changing of parenting styles (A. Adler); the concept of a cultural-historical development (L. S. Vygotsky, A. N. Leontiev) of the child’s personality in the course of mastering the knowledge of previous generations with guidance from an adult (N. F. Radionova); understanding of the child as the subject of child’s activities (T. I. Babayeva, A. G. Gogoberidze and others).

Results. Authors defined essential and structural characteristics of the value‑based attitude of children towards the adult’s world, and established pedagogical determinants that ensure the development of the values-based attitude to the childhood period. Authors received actual data on the interaction between the preschool and the family in the course of shaping the value orientation of adults and modern preschoolers.