All articles

The article is devoted to the elaboration of a methodological guidance for environmental education of preschool children. It provides a theoretical analysis of issues in preschool institution guidance, in general, and environmental education, in particular. It explains the need for a new approach – “analytical and corrective interaction” (ACI) – in the methodological guidance of environmental education in a preschool center aiming at care-givers’ professional and personal self-development, enhancing their environmental culture and its formation of the latter in children. It discloses the essence, content and procedural algorithm of analytical and corrective interaction, the specificity and sequence of its implementation stages. The article discusses the results of testing the new approach to methodical guidance, specific features of ACI implementation in practice, the content of a methodologist’s activity, the nature of his management, which determines the efficiency of interaction, manifestations of teachers in the process of experimentation. It shows this unique methodology of environmental education as a relatively new trend in preschool pedagogy which forms the basis of a system of working with children and which should be communicated to kindergarten teachers in the process of analytical and corrective interaction. The results of the study make it possible to determine the effectiveness of ACI research and experimental testing. The article is addressed to environmentalists, methodologists of preschool educational institutions, students and teachers at teacher training institutions and researchers.

The article presents diagnostic and corrective methods designed for study and correction of sensory-perceptual activity of preschool children with intellectual disabilities. Sensory-perceptual activity is considered as a basis for further cognitive development of children in this group. The diagnostic method of its study involves differential criteria for fulfilling experimental tasks by three groups of preschool children – normally developing children, children with developmental delay and children with mental retardation. The corrective method aimed at forming such sensory-perceptual processes, as the ability to relate the properties of subjects to predetermined reference forms and the ability to model planar shapes of subjects is based on the gradual formation of mental actions theory developed by P.Y. Galperin. Both the diagnostic and corrective methods are based on L.A. Venger’s approach to the study of sensory-perceptive activity of preschool children.