Gorshkova E.V.,Lvova N.V. Adaptation of 3rd and 4th years of life children to the conditions of preschool educational organization by means of game exercises with non-verbal communication elements

DOI: 10.24412/2782-4519-2023-3117-36-43

Keywords: adaptation non-verbal communication game exercises emotional and motor psychotechnics personal non-verbal message

To cite this article:

Gorshkova E.V.,Lvova N.V. (2023). Adaptation of 3rd and 4th years of life children to the conditions of preschool educational organization by means of game exercises with non-verbal communication elements. Preschool Education Today. 3:17, 36–43 (in Russian). DOI: 10.24412/2782-4519-2023-3117-36-43

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2023, 3

Natalya V. Lvova
Master’s Degree, Educational Psychologist, Russian Red Cross, Moscow, Russia

Elena V. Gorshkova
PhD in Pedagogy, Associate Professor of Department of Preschool Pedagogy and Psychology of Moscow State University of Psychology and Education (Moscow, Russia)

Abstract

The relevance of the topic of the article. The problem of adaptation of younger preschoolers to the conditions of preschool education is one of the most urgent in connection with the importance of finding effective means to optimize the reduction of the period of habituation of young children to a new social situation.

The aim of the study is to describe an experimental study and the results of optimizing the adaptation of children of the 3rd and 4th years of life to the conditions of preschool education when using game exercises with elements of nonverbal communication.

Description of the research progress. According to the hypothesis, game exercises with elements of nonverbal communication contribute to the optimization and reduction of the period of adaptation of younger preschoolers to the conditions of preschool education. The empirical study involved 40 children of the 3rd and 4th years of life, divided into two groups: experimental (EG) and control (KG). The study was conducted in three stages: ascertaining diagnostics, developmental classes and control. During the assessment and control, modified observation maps were used to diagnose the peculiarities of the emotional state of children, including indicators of nonverbal behavior and communication of children. In developing classes with EG children, game exercises with elements of nonverbal communication were used, forming an address to a partner (peer, adult). 12 classes were held (15-20 min.) 3 times a week for a month. The results of both groups were compared with each other. Methods of mathematical statistics were used in the processing of quantitative data of psychological and pedagogical experiment.

The results of the study. Classes in the EG allowed to reduce the period of adaptation of children of the 3rd and 4th years of life to one month with the expected effect: the emotional background of the EG children became steadily positive, the level of play activity and interaction with peers increased.

Conclusion. The results confirmed the hypothesis and allowed us to clarify information about the differences in the development of children of the 3rd and 4th years of life due to the effects of experimental classes (in EG) and without it (in KG).

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