All articles

The relevance of research. The article broadly discusses the issue of education of parents (legal representatives) of children of early and preschool age. The problem of parental education has been relevant for more than a century. During this period, it has been transformed from a simple transmission of information and the elimination of parental illiteracy in matters of health, development, and upbringing of children to an activity that is one of the measures of state support for parents, a way to form a generation of conscious and competent parents.

Organization of the study. The purpose of the study was to develop the content side of the education of parents (legal representatives) of children attending preschool educational organizations. The authors of the article propose to trace the dynamics of society’s approaches to educating parents, reveal the key features of the phenomenon of modern parenthood. Modern parents, living in the age of wide access to information, continue to experience difficulties in family education. However, their needs are no longer connected with information, but with help in a critical analysis of information, selection of the one that will help their educational practice, formation competent and effective parenting skills.

Research results. The implementation of the tasks of psychological and pedagogical support and assistance in the development of competent parenthood is facilitated by the educational activities of teachers of preschool educational organizations. The article contains a brief description of the developed Education Program for parents (legal representatives) of preschool children attending preschool educational organizations. The program was developed by the Laboratory of Preschool Education of the Federal State Budgetary Scientific Institution Institute of Developmental Physiology of the Russian Academy of Education by order of the Ministry of Education of the Russian Federation as part of the development of state support measures in terms of the preparation and implementation of educational programs for parents of children attending preschool educational organizations (in pursuance of paragraph 3 of the list of instructions of the President of the Russian Federation dated June 14, 2022 No. Pr-1049GS following the meeting of the Presidium of the State Council of the Russian Federation on May 25, 2022).

Conclusions. The Education Program for parents (legal representatives) of preschool children attending preschool educational organizations contains content that can serve as a guide for preschool teachers in educational activities.

Reason of the conducted study. The article presents a generalized view of the problem of applying uniform requirements to the organization of education and upbringing of preschoolers with developmental disabilities. The authors draw attention to the wide differentiation of special educational needs within the category of “children of early and preschool age with disabilities”, associated with the psychophysical characteristics and the social situation of each child's development.

Methods. The article attempts to illustrate the specifics of the structural content of the federal adapted educational program for preschool education (FAOP DO) and the conditions for its implementation. The methodological foundations for the development of targeted adapted education and training programs, as well as targets reflecting the desired results of the personal development of different nosological groups of children, are considered.

Research progress. The authors analyze typical professional difficulties and requests of specialists involved in the development of training and upbringing programs for children with disabilities based on many years of research, including on the topic “Clinical, psychological and pedagogical research of a modern child with disabilities and disabilities”. More than 800 specialists from 51 subjects of the Russian Federation took part in this study.

Results. Various methodological approaches to the development of Federal Adapted Educational Program are systematized. The dynamics of mastering the list of possible results, which is determined by the quality and consistency in the organization of special educational conditions, is discussed.

Conclusions. As recommendations, it is proposed to pay attention to the content and forms of implementation of additional professional educational programs of pedagogical and non-pedagogical workers of a single multidisciplinary team. For the first time, the analysis of the variable structure of the Federal Adapted Educational Program was carried out on the basis of the general principles of including different nosological groups of preschool children in the educational environment.

The relevance of the topic of the article. An analysis of the indicators of irregularity in a child’s speech, speech disorders, and the existing methods of their measurement shows that disturbances in the fluency of speech in preschool children are mainly associated with evolutionary stuttering. There are no methods of objective assessment of fluency of speech and its disorders in stuttering in the Russian literature and speech therapy practice, while abroad there are different models of categorization of indicators of speech irregularity and various objective methods of measuring fluency of speech in children with normal conditions and with stuttering are used.

The aim of the research. The study of physiological and pathological indicators of speech irregularity of preschool children with stuttering and without speech disorders for the differential diagnosis of normal and deviating speech development is the aim of the study.

Description of the research progress. The study involved 35 children aged 4,5–6,5 years: 16 children without speech disorders and 19 children with stuttering of varying severity. The fluency / irregularity of speech was assessed using technology for assessing the indicators of speech irregularity (Vanderbilt technology) based on the analysis of two representative speech samples of 100 words each (a conversation and a story based on a series of plot pictures): the total percentage of speech irregularity, the percentage of physiological and pathological indicators of speech irregularity were calculated, the dominant types of speech irregularity in both groups were identified.

The results of the study. A significant difference was revealed in physiological and pathological indicators of speech irregularity in preschoolers with normal conditions and with stuttering. The article provides evidence of the connection of mainly pathological indicators of speech irregularity with stuttering, and physiological indicators - with normal speech development. In preschoolers with stuttering, a direct relationship was found between the overall percentage of speech irregularity and the severity of stuttering. In the group of children without speech disorders, preschoolers with a risk factor for stuttering were identified, for whose parent’s recommendations on a protective general and speech regime were developed.

Conclusion. The results of the experimental study demonstrate the advisability of including Vanderbilt’s technology in a comprehensive examination of the speech of a preschool child. The specific nature and frequency of manifestation of indicators of speech irregularity in preschool children make important diagnostic information about the typical / atypical development of speech irregularity.

Introduction. The paper examines the necessity of public urban playgrounds for children. Psychological and pedagogical studies reveal that the quantity and quality of outdoor play areas do not cover the needs of children. The authors monitored playgrounds in different areas of Moscow, Russia in order to explore the actual situation in the urban space from the perspective of well balanced development and spontaneous outdoor learning of children of different ages. They looked into how existing public playgrounds covered the needs of children, and if the outdoor learning was possible.

Methods. The study had two stages. The data was collected by structured non-participant observation with interview elements in which 24 public playgrounds in Moscow were involved, 417 adults were interviewed. The authors carried out an analysis of the equipment of playgrounds, and children activities to determine whether and how far playgrounds were used for communication in mixed age groups.

Analysis and Results. The authors analyzed characteristics of playgrounds, including: location, observation time, age and number of visitors, equipment and its arrangement, presented play areas and infrastructure, surface materials, individual and group activities of children and adults. The observation discovered that children of three different ages (early, preschool and school age) were using public playgrounds at the same time. The vast majority of the playgrounds near apartment blocks (76.9%) and almost a half of the playgrounds in parks (45.5%) had separated play areas for children of different ages, which largely meets the needs of parents. The qualitative analysis revealed that the equipment of the park playgrounds was more diverse, while almost a half of the playgrounds near apartment blocks (53.8%) showed one and the same type of equipment. The authors emphasize that, both playgrounds near apartment blocks and playgrounds in parks, were more focused on active exercises; most components of the equipment were of the same type and had closed character. The authors discovered lack of equipment for experimenting. The infrastructure of the playgrounds of both types showed that the playgrounds were considered as a space for children only, the interests and needs of adults coming with children were not taken into account.

Conclusion. The study indicates the need to create additional conditions for supporting and developing of children’s game, and increasing educational capacity of playgrounds. Among the measures proposed by the authors is increasing the educational capacity of playgrounds, and creating a citywide digital resource with a map and description of psychological and pedagogical characteristics of outdoor areas for children. An important role is given to educational work with families, that will increase the parental competence and responsibility in the field of educational structuring and outdoor learning.

Introduction. The article presents results of a theoretical research in the field of quality control of learning environment of early childhood groups. The purpose of the study is to develop a theory based methodology for quality control of learning environment by employing modern trends in early childhood pedagogy.

Directions and methods of research. The research methods are based on activity and competence approach, the idea of the learning environment as a medium for successful socialization of toddlers, structural components of the learning environment, where the key parameters are: nature of adult - child interaction, content and modes of the interaction, focused on successful mastery of kindergarten programs, designing of stimulating environment for early childhood groups. Theoretical analysis of psychological and pedagogical literature on the subject, design of structural components of learning environment of early childhood groups, determination of the expert indicators for each component of learning environment were used as research methods.

Results. Result of the research was presented in the form of control methods description, that include evaluation of the quality of learning environment, measurement of the quality indicators for each component of the learning environment (the nature of adult interaction with the child, the content and modes of interaction, aimed at the successful mastery of the kindergarten program, design of stimulating environment for early childhood groups). Detailed recommendations to the content of each indicator are given.

Conclusion. The developed control methodology makes it possible to carry out a comprehensive assessment of the quality of learning environment for early childhood groups in accordance with the requirements of the Federal State Educational Standard, and to help an expert to determine ways of further quality improvement of the learning environment.