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Articles by tag "preschool setting":
Contradictionary results of studies on the development of self-regulation in different activities in children are identified. The structure of self-regulation includes the ability to goal-setting, modeling conditions of activities, programming actions and self-control. The specificity of the manifestation of these abilities in different types of activity and features in preschool children is shown.
The method includes four problem situations. The first part is aimed at diagnosing the ability to self-regulate cognitive activity (metacognitive abilities). The second part is aimed at diagnosing the ability to self-regulate play activity (metaplay abilities).
Situations 1 and 3 suggest a hypothetical inclusion of the child in cognitive and play activities. The child must identify the goal and objectives, the conditions for the implementation of the activity and the program of action. Situations 2 and 4 are aimed at diagnosing self-control in cognitive and play activities. These situations imply a child’s assessment of «completing the assignment by other children».
Testing results indicate a relatively uniform distribution of the examined children according to the level of development of self-regulation abilities in different types of activities. Close and moderate correlation between the indicators of the abilities in cognitive and play activities was found. However, only 8% of the examined children showed a harmonious profile of metacognitive and meta-play abilities.
Self-regulation in preschool children has its own specifics in different types of activities. To diagnose metacognitive and metaplay abilities, it is necessary to use different diagnostic tasks. The results of testing the method indicate that it can be used in scientific research and for the diagnosis of mental development of preschool children.
Background. Play and storytelling, despite their unique developmental significance, rarely occur spontaneously in preschool settings. While various theoretical perspectives exist regarding the relationship between these two activities in early childhood, the developmental dynamics of play and storytelling, as well as the nature of their interconnection, remain empirically underexplored.
Objectives. To analyze the dynamic of development of both play and storytelling in preschool-aged children and establish the nature of their interrelation.
Sample. 44 preschoolers (5–7 y.o.) (mean age in months=74,18, Med=73, Sd=9,52).
Methods. To assess the dynamic of storytelling over 7 months, teachers in each group collected children’s stories that the children drew and composed voluntarily. The assessment of play level dynamics was conducted twice using E.O. Smirnova’s method, with a 7-month interval.
Results. Uneven dynamics in the development of storytelling were revealed, significant negative correlations were found between the delta of the total play score, interaction level, play idea with the dynamics of storytelling (quantity and level of story composition). The sample contained no children who composed many stories while having low play levels, while there were many children with good play skills who did not compose stories.
Conclusions. Play and storytelling are different types of symbolic activity of the child, which develop not parallel to each other, but sequentially. Based on the obtained results, it can be assumed that children first master cultural means of creating plots and characters in joint play, and only then begin to use them in stories. For the development of story composition, the rich experience of joint play in the child is necessary.