All articles

Relevance (context) of the subject of the article. The role of the play in preschool age is a priority. At the same time, the predominance of the cognitive dominant in educational standards has an adverse effect on the full living of a child of preschool childhood. When discussing the problem of standardization of education, special attention is paid to the forecasts of D.B. Elkonin, that did not loose their importance today regarding the reform of education in general and preschool education in particular. It is noted that the idea of “high standards of education”, implemented through the introduction of programs for the early development of intellectual skills in children and their preparation for the use of high technologies in the future, simplifies the development of a preschooler.

Organization of the research. The purpose of the study was to determine the presence of ontogenetically successive types of play in the system of additional education of preschoolers. The research method was a content analysis of the content of advertising products for services offered by institutions of additional education for children of early and preschool age. More than 500 advertisements have been analyzed. The analysis showed that the list of proposals is dominated by areas focused on the knowledge component, many of which prevent the formation of age-related neoplasms.

Research results. The results of an analytical study of the services offered by institutions of additional education for young and preschool children indicate the dominance of the school preparation service, the implementation of which begins from 2–3 years of age. The ratio of “developing” services for children offered by extracurricular institutions is shown, in which there is completely no orientation to the leading type of activity of a preschooler – the play. It is indicated that the implementation of both basic and additional education for preschool children in modern conditions is carried out with the predominant use of school forms and teaching aids.

Conclusions. The analysis showed that the use of school forms, methods and techniques when teaching preschoolers in preschool and additional education institutions outside the reliance on the leading type of activity deprives children of a full-fledged childhood. Limited by the framework of educational and other standards, preschool childhood today is deprived of the means to construct the image of adulthood, the image of the social future and the prospects of one’s own individual formation.

The relevance of the topic of the article. Support for the role-playing game of preschool children is going through a crisis, largely associated with a change in the content of children’s experience. Research that consider the possibility of reflecting literature experience in a role-playing game are few. At the same time, their analysis shows that such experience can have a significant impact on the content and structure of the role-playing games of preschoolers.

The aim of the research was to study the possibilities of reflecting the literature experience of children, received in the family, on the nature of the construction of role-playing games.

Description of the research progress. The sample consisted of 15 children from 4 to 7 years old and 15 mothers who are regular participants in role-playing games organized in the context of non-formal preschool education (community for supporting role-playing games). In the beginning, a sequence of reading fairy tales to children was organized with the family. The first of the tales is based on the external confrontation of warring heroes, and the second is based on the internal conflict of the heroes and their search for the place in the world. Further, 6 role-playing games were organized supported by the plots of fairy tales based on the model of building a two-stroke game (L.I. Elkoninova). The experimenter motivated the children to play with his involvement in the plot of the game and the support of the two-stroke structure of the fairy tale plot. At the final stage, the features of the reflection of reading experience in a plot-based role-playing game were analyzed according to specially developed criteria.

Research results. It was found that a fairy tale plot, in which there is a confrontation between two warring parties, often causes negative emotions in children in the process of reading and, as a result, a reluctance to get involved in a game according to a given plot. A fairy tale plot, where instead of an external confrontation there is an internal conflict of heroes, it evokes positive emotions and research interest in children, which leads to the desire to actively participate in a role-playing game based on this plot, to bring their own vision and meaning into the storyline.

Conclusions. Role-playing game based on a fairy-tale plot allows children 4-6 years old to reach a new level of development of play activity. Changes were recorded in in-game interaction, the level of the game design, its stability and implementation. The greatest growth in game indicators was noted in role-playing based on a fairy tale plot, in which there was no confrontation between good and evil heroes, the smallest growth was observed in games based on a fairy tale plot based on an external conflict of heroes.

The article presents the results of a study on the integration of children’s reading and playing practices implemented within the framework of the Federal innovation platform – kindergarten No. 8 of the Central District of St. Petersburg on the topic “Designing Practices for the Education of Preschool Children in a Changing Sociocultural Situation”.

The aim of the study was to study the possibilities of enriching the practice of subject-role play of children in various age groups (3-7,5 years) as a result of testing the technology of productive reading when children get acquainted with the modern world bestseller of children’s literature, J. Donaldson “Snail and Whale”. It was found that the technology of productive reading has a high developing potential both for organizing children’s perception of the book and understanding its meaning, and for the natural display read in the conditions of play activity. The monitoring and quality analysis of playing activity of children 3-7,5 years revealed that the implementation of the technology of productive reading with preschool children allows, on the one hand, to consider the game as a way of interpreting literary works and on the other hand, to support the game based on the read.

The obtained results show that the implementation of the research plan contributed to the fact that the development indicators of the children’s game begin to approach the normative in the situation of the “zone of proximal development” and the further accumulation of play practice will contribute to the achievement of the normative indicators of the role-playing game in the “zone of the actual development of children”. It is also important that the reliance on the content and structure of the literary text allows the teacher to feel more confident in situations of play interaction with children, as an adult and a child interact in a single story context.

Relevance. The toy is a carrier of strong emotionally loaded images. Historically, it acts as an intergenerational translator of culture and is one of the most important factors in the socialization of a child. At the same time, the modern toy market is not regulated in any way in terms of emotional and figurative content. This makes it necessary to analyze the emotional and imaginative qualities of game products for children from the perspective of its developmental function.

Progress of the study. The aim of the study is to identify the emotional content of toys recommended by manufacturers and sellers for preschool children. A sample of 150 photos of toys for preschool children taken in children’s goods stores, on manufacturers’ websites and the most popular marketplaces was carried out. To process the data, the “Image Expert” program was used, which includes a battery of measured image parameters that take into account the modalities of human perception in their expression through specific emotions.

Research results. A quantitative analysis of the range of gaming products included in the research complex, offered for preschool children by manufacturers, stores, and electronic trading platforms, showed that intellectual and constructive toys predominate in the total volume. The analysis set also included soft and interactive toys, professional and household play sets, dolls, robots, and children’s weapons. The analysis of the emotional content of the toys showed a low intensity, inexpressiveness of the toys despite the bright colors and bizarre shape. The perceptual properties of toys are contradictory, which reduces their overall emotional content and gives the toys a deceptive, insincere character. In general, toys offered for preschooler’s appeal more to the child’s mind rather than to the emotions, and also implicitly convey information about the insincerity and unreliability of the world around them.

Conclusions. Emotional well-being determines the full-fledged development of a child, one of the means of ensuring which is a child’s toy as a special socio-cultural and psychological phenomenon. Therefore, a conscious and responsible choice of toys by adults should become a sustainable element of a child’s healthy lifestyle. The data obtained make it possible to outline a scientific perspective and determine the subject of further research, and will also be informative for parents and teachers of educational institutions in order to form their sense of responsibility when choosing toys for preschool children.