All articles

The article raises the question of early education of preschoolers, starting with infancy. This period is of particular importance when it comes to identifying problems in a child’s development. In some cases it is possible to prevent the occurrence of a child’s limited health capacity with the help of early detection of development disorders and timely psychological and pedagogical help provided to the child along with counseling for the child’s family. The article also states the statistical data on the coverage of pre-school education in Russia and European countries. Further, the article presents organizational and methodological approaches to the performance of the structural divisions focused on helping children with developmental problems: lekoteks, early help services, playing facilities for children’s development and counseling centers.

Covid-19 has arisen deep changes in formal Education as a result of a sudden transition from in person to remote Education. Effects in different fields, such as mental health and socioeconomic vulnerability, also need follow up and evaluation. So, this paper aims to analyze the educational inequalities amplified by the pandemics, as well as the remote Education effects on students, educators and families. Its theoretical framework consisted of the reproduction theories and philosophical works on heterotopy, speed and the world and Education digitalization. The results show that previous achievements in schooling access, quality and equality took steps backwards. Mental health and student motivation have suffered negative effects. Digital Education does not seem to keep the same level of outcomes and equality. Therefore, remote Education has implied deep changes in schooling routines and ways of learning, some of them susceptible of negatively affecting students. Remote Education, despite its lower costs and prestigious halo, is to be used cautiously and with parsimony.

This paper is devoted to the analysis of the concept of “inclusion”, the existing problems and challenges of the implementation of inclusive education in the world, in particular through the example of the development of inclusion and the implementation of inclusive and socio-psychological practices in the education system in Germany. It describes the system of services for persons with disabilities, based on the classification by ICF, which is a standard and instrument of the World Health Organization, where disability is not considered as a property of a person, but a social phenomenon. The research is aimed at the organization of an inclusive environment, which does not exist in isolation, does not belong to a particular area of education, but is a natural part of society, and a general pedagogical concept. Ways of developing inclusion and inclusive education in particular are considered with regard to the history and mentality of countries, where the global community has moved away from a narrow view of inclusion as interaction with people with disabilities, and towards a broad acceptance of inclusion, where societies are diverse, with no segregation on the basis of diversity, from language and religion to disability, development and gender philosophy, which is the ideological basis for inclusion.

Inclusion as a special, progressive worldview is the emotional maturity of society, a well-thought-out structure of interaction between the child’s family and society and with other families, schools and other social institutions. The existing problems in the implementation of inclusive approaches in education in Russian practice are considered, in particular, the issues of human resources potential. The key principles of remedial and inclusive education, including in Russian educational practice, based on research by Lev Vygotsky, are presented.

This research focuses on the problem of psychological health and its structural components. The aim of the research is theoretical analysis and empirical study of the relationship between features of older preschool children’s relationship to nature and their psychological health. It was assumed that there is an interdependence between the features of the perceptual-affective component of a child’s relationship to nature and his relationship with himself within the structure of psychological health. The article provides insight into modern research in the problem of psychological health and validates the model of psychological health as a system of personal relationships, which includes relationship to yourself, relationship to others, and relationship to the world, in particular the natural world. A distinctive feature of the model is the importance of emotional contact with nature and the subjective perception of it, along with dialogue and emotional interaction between people. The diagnostic program was designed on this basis. It offered the opportunity to explore features of children’s psychological health at the ages of 5-7, including their personal relationship to nature. The program includes diagnostic methods in the form of conversation, a verbal associative test, projective techniques and the author’s modified technique using a projective method with materialization as described in the children’s test “Diagnostics of emotional relationships in the family” (Bene, 1999). 156 children at the ages of 5-6 and 6-7 years have taken part in the empirical research. It was shown that the development of the perceptual-affective component of child’s relationship to nature is reliably linked with their emotional state, the features of self-awareness, and their social position in a group of peers.

The article is devoted to the study of the specific features of a kindergarten teacher’s professional position and is based on the materials of the questionnaire survey involving 320 caregivers from Moscow daycare centers. One of the most important factors affecting the child development is the nature of the educational strategies preschool care-givers use when interacting with the child. Special attention is given to the analysis of educators’ target orientations, the specifics of the style of their relationship with the child, teachers’ emotional well-being when dealing with children and the forms of control (reward and punishment) they use in response to the child’s behavior. The analysis of the materials pays special attention to the influence of various factors (the caregivers’ educational level and work experience, children’s age) on a caregiver’s idiosyncratic professional position.

The author continues to acquaint readers with guidelines for ensuring the corrective content of adaptive educational programs for preschool education in major educational areas applicable to different categories of children with health limitations. The article presents some recommendations as to the content of corrective methodical support for pre-school education of children with hearing impairments. It gives characteristic features of hearing loss and the specifics of such children’s development. It also lists conditions for training and educating children with hearing impairments. The article discusses the methodological support for an adaptive program to provide preschool education to children with hearing disabilities in all areas of learning. An adaptive educational program for a hearing impaired child is envisaged to provide a plan and direction for correction and development in all preschool educational areas. Each educational area in the adaptive educational program for children with hearing impairments should formulate basic correctional goals and objectives and give a list of specific literary sources of corrective and developing orientation.

The article deals with the immediate prospects for those teachers employed in children public organizations (CPO) in the context of implementing the Federal Preschool Educational Standard for the education of disabled infant and young children with various developmental disorders. It presents practiceoriented materials designed to help CPO educators in their work with special needs children in infant and early ages. Some infants and young children with developmental deviations have not been diagnosed as yet and neither have the peculiarities of their deviant development been identified. This has had a negative impact on their development in leaving out sensitive and favorable periods for leveling off their development. CPO teachers working in infant and young children groups may be the first to reveal such children’s individual characteristics and special educational needs. They are in a position to choose a differentiated approach to organizing the type of interaction these children require. The main objective of this article is to help a preschool teacher to acquaint oneself with the organization and content of the psychological and pedagogical corrective educational process in regard to physically challenged infant and young children in CPOs.

The article deals with the content of the work teachers in preschool educational establishments are engaged in regarding children with special educational needs. Teachers are offered a number of health-saving pedagogical technologies of an express correctional orientation. Health-saving (correctional) educational technologies can be used in group work with all types of children, not just with those involved in adaptive educational programs. Besides, some of the technologies described below can be offered selectively to a special needs child taking into account his/her specific characteristics. The health-saving (correctional) educational technologies will also be beneficial and available to every participant in the educational process: psychologists, teachers, educators, music instructors, social pedagogues, physical culture instructors and specialists involved in implementing adaptive curricula, and groups with a compensatory or combined focus. Most of the health-saving (correctional) educational technologies listed in this article are available to a special needs child’s parents for use in the home. Application of these technologies does not require that they should have some specialized training in defectology. Mastering these (remedial) pedagogical technologies will enhance the level of pedagogical competence among parents of children with special needs and will help to improve the mental, speech and motor development of a child with special educational needs.

The article is devoted to the work with children with disabilities. After the introduction of the federal Standard of the preschool education these problems have become especially relevant. A key principle of the Standard is to support the diversity of each child, including the child with health disabilities. The author pays particular attention to the importance of training for work with children. Teachers of preschool educational institutions should know and take into account the individual characteristics of children with health disabilities to acquaint parents with the peculiarities of their interaction with children, to provide psychological support to the family in implementing educational activities in the frame of the developmental program. The article is focused on the need to develop an individual route of education for every child.

The article considers the interdisciplinary approach to improving work with preschoolers in the sphere of health promotion based on humanitarian ideas. Health promotion is a form of developmental work, and health promotion in general - an integral part of developing education in pre-schools. This trend is gradually taking shape on the “junction” of physiology, pediatrics, pedagogy, child psychology. The author assumes that the health and illness are both a condition and a result of relationship between spirit and body, which to a large extent a human builds by himself. Particular attention is paid to the development of the imagination as a means of health promotion among children. Performing of specific movements by children does not just lead to some new images, but in a special way makes children “live” in these images.

Background. In modern inclusive education, the need to explore opportunities for preserving and strengthening the cognitive health of children with varying levels of speech development becomes particularly important. Special attention is paid to children with speech disorders who do not fall under the category of disabilities, but who experience difficulties in perceiving information and assimilating programs. Polymodal perception, being a basic cognitive function, is closely related to a child’s speech and mental development. It is important to note that older preschool age is the most favorable period for the correction of these processes due to the neuroplasticity of the brain. That is why the development of preventive and rehabilitation measures aimed at strengthening interanalytical connections and the integration of sensory modalities is becoming an important area for improving the quality of education and speech therapy.

Objective. The study examines the functional state of polymodal perception and the possibilities of its psycho-regulation in the educational process among older preschool children in an inclusive environment.

Sample. The study involved 349 children aged 6–7 from kindergartens in the Irkutsk region, with both typical and impaired speech development.

Methods. To assess speech and characterize speech development, a methodology based on the guidelines of O.B. Inshakova (Inshakova, 2022) was used. The diagnostics of polymodal perception by I.Yu. Murashova (Murashova, 2018) were applied, identifying the dominant modality, the degree of activity in non-dominant modalities, and the child’s functional individual profile of polymodal perception: Harmonious (sufficient interaction between dominant and subdominant modalities in the perception process, creating a complete polymodal image); Disharmonious-selective (with selective emphasis on the dominant modality); Disharmonious-inert (with fixation on the dominant modality).

Results. The study examined the features of polymodal perception in older preschoolers with different levels of speech development in inclusive education. At the ascertaining stage, disharmonies in the structure of perception were revealed, which served as the basis for the formative experiment. Experimental training was aimed at psychoregulation of perception through the creation of a special information environment without changing the program content. The essence of creating an information educational environment was that monomodal and multisensory methods of information presentation were used in the classroom instead of traditional verbal methods. The results of the control stage showed that without targeted impact, compensation for violations is weak. At the same time, the high effectiveness of rehabilitation measures aimed at strengthening children’s cognitive health through strengthening the integrative activity of sensory modalities has been proven.

Conclusions. Data were obtained on the holistic structure of polymodal perception in children aged 6–7, both under typical conditions and in cases of speech development pathogenesis. The developed approaches contribute to a more successful development of educational programs and increase the effectiveness of speech therapy. The study has important practical significance, since the proposed methods can be used in preschool educational institutions to support children with speech development problems.