The article discusses the results of the study of the emotional well-being of 6-7 years old children of kindergartens in Moscow. The data were obtained through a questionnaire survey of children and their parents using the supplemented Children’s Barometer methodology, consisting of 22 questions for a child and 8 questions for a parent. The study was attended by 151 parent-child couples; children from 15 groups of 5 different preschools. Emotional well-being is based on satisfying the needs of the child, both basic and essential for the age at hand, and essential for personal development including personal relevance, recognition in the group, autonomy and initiative. It was important for us to hear the “voice of the child”, attitude towards kindergarten, what makes child happy and discomforting. It was found that children of 6-7 years old can express their opinion and attitude to what is happening in kindergarten. Organized forms of activity are less interesting for children than free activity; there are discrepancies between children’s and adults’ assessment of issues important for the child; children remember conflicts in kindergarten and it is important for them how the teacher resolves the children’s conflict. The educational environment and style of interaction between adults and children in groups implementing different pedagogical systems influences children’s attitude towards kindergarten, which was shown in significant statistical differences.
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Articles by tag "conflict":
Introduction. The article presents the results of empirical research of teacher’s interaction with children at preschool age within the resolution of ethically controversial situations. To identify typical problems in the resolving of such conflicts we made the investigation with specially elaborated questionnaire and observation in six educational organisations of Moscow (in the survey 30 respondents participated: educators and managers).
Methods of the survey. To conduct the survey we developed the questionnaire based on the Code of Ethics of Singapore and the Handbook for Early Childhood Professionals, translated and adapted by the authors. In the process of questioning participants were requested to analyze 14 problem situations, and were asked to give examples of ethical dilemmas from their own working practice in kindergartens. In total we obtained the description of 25 situations.
Methods of observation. The observation was conducted in 8 preschool groups of different educational organisations using Early Childhood Environment Rating Scale (ECERS-R) taking into account the parameters for the interaction.
Key results and conclusion. General characteristics of problem ethical situations were identified and described. Namely: analyzing the proposed ethical dilemmas respondents rather defend the correctness of one of the conflicting parties than offer a solution that takes into account boath conflicting interests; offering solutions to problem situations, respondents do not appeal to professional values; the surveyed teachers are dominated by the desire to settle the conflict here and now in authoritarian way, but not to arrange dialogue of different points of view; negative attitude to conflicts dominates. The conflict is not perceived as a natural component of the educational process, but as an evidence of the error of a teacher, a parent or a child. Consequently, the predominant setting “to avoid conflict anyway” or to suppress existing ones rather increases conflict interaction than the productivity of communication.
Background. Contemporary psychological and pedagogical research examines peer interaction development from socio-psychological and socio-pedagogical perspectives. In early childhood education, fostering humane feelings and relationships can serve as a significant mechanism for preventing risks of disintegration and conflict within peer groups.
Objective. To develop a conceptual framework for the prevention of disintegration and conflict in peer communities, grounded in theoretical justification and empirical identification of factors influencing the socio-psychological climate in preschool groups.
Sample. The study involved 1,567 early childhood educators from 38 regions of the Russian Federation and 7,377 parents from 49 regions. Systematic observations were conducted in 50 preschool institutions across 21 regions. A total of 239 observation protocols from groups of children aged 2 to 7 years were processed and analyzed.
Methods. The research employed: theoretical analysis and operationalization of key concepts; surveys of educators and parents using specially designed questionnaires; systematic observation of child interactions in preschool settings; and both qualitative and quantitative analysis of the collected data.
Results. The study systematized the primary factors affecting peer relationship formation and substantiated the axiological (value-based) component of a conceptual framework for preventing disintegration and conflict risks within peer communities through the cultivation of friendliness and collectivism in early childhood education.
Conclusions. A comprehensive conceptual framework was developed to mitigate risks of disintegration and conflict among young children. This framework outlines specific approaches, principles, and directions for educational practice aimed at nurturing humane feelings and relationships that promote friendliness, compassion, humanism, collectivism, and mutual support in preschool peer interactions.