Solntseva O.V., Ezopova S.A. How the Snail and Whale Sailed in the Kindergarten: Practice of Enriching Children’s Play Activities
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
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.
References
1. Aromshtam M. (2015) Puteshestvie v more perezhivanij na kitovom hvoste [A trip to the sea of whale tail experiences]. Papmambook. URL: https://www.papmambook.ru/articles/193/ (date of the application: 22.03.2020).
2. Bezrukih M.M., Farber D.A. (2014) Aktual’nye problemy fiziologii razvitija rebenka [Actual problems of the physiology of child development]. Novye issledovanija [New Studies]. 3,4–19.
3. Burlakova I.A. (2015) Teorija i praktika sovremennogo otechestvennogo doshkol’nogo obrazovanija [Theory and practice of modern domestic preschool education]. Psihologicheskaja nauka i obrazovanie [Psychological Science and Education]. 3, 35–43. doi: 10.17759/pse.2015200305
4. Chindilova O.V. (2011) Fenomenologija razvitija chitatel’skoj kul’tury detej doshkol’nogo vozrasta v kontekste nepreryvnogo literaturnogo obrazovanija: avtoref. dis. … dokt.ped.nauk [Phenomenology of development of reading culture of preschool children in the context of continuing literary education: abstract of the dissertation of a doctor of pedagogical sciences]. Chelyabinsk, 40.
5. Donaldson J. (2019) Ulitka i Kit [The Snail and the Whale]. Moscow: Mashiny tvorenija [Machines of creation publishing], 30.
6. El’konin, D.B. (1971) K probleme periodizacii psihologicheskogo razvitija v detskom vozraste [To the problem of periodization of psychological development in childhood]. Voprosy psihologii.4, 6-20.
7. El’koninova L.I. (2009) Psihicheskoe razvitie v sjuzhetno-rolevoj igre – kogda ono proishodit? [Mental development in a role-playing game – when does it happen?]. Sovremennoe doshkol’noe obrazovanie. Teorija i praktika. [Preschool Education Today]2, 36–42.
8. Gurovich L.M. (1999) Problema soderzhanija raboty po oznakomleniju detej s hudozhestvennoj literaturoj v detskom sadu [The problem of the content of the work of introducing children to fiction in kindergarten]. Hrestomatija po teorii i metodike razvitija rechi detej doshkol’nogo vozrasta [Readings on the theory and methodology of speech development of preschool children]. Сompiler M.M. Alekseeva, V.I. Jashina. Moscow: Akademija publishing, 501–510.
9. Izotova E.I. (2015) Dinamika jemocional’nogo razvitija sovremennyh doshkol’nikov [Dynamics of the emotional development of modern preschoolers]. Mir psihologii. [World of Psychology], 1, 65-76.
10. Kolosova E.A. (2011) Praktiki detskogo chtenija: rezul’taty kompleksnogo issledovanija [Practices of children’s reading: the results of a comprehensive study]. Moscow: Russian State Children’s Library, 118.
11. Korotkova N.A. (2015) Obrazovatel’nyj process v gruppah starshego doshkol’nogo vozrasta [Educational process in groups of senior preschool age]. Moscow: Linka-Press publishing, 208.
12. Kravcov G.G., Kravcova E.E. (2019) Igra kak zona blizhajshego razvitija detej doshkol’nogo vozrasta [Jelektronnyj resurs]. The Game as a Zone of Immediate Development of Preschool Children [Elektronnyi resurs]// Psihologo-pedagogicheskie issledovanija [Psychological-Educational Studies]. Vol. 11, no. 4, 5–21 doi: 10.17759/ psyedu.2019110401
13. Smirnova E.O., Abdulaeva E.A. (2016) Organizacija igrovoj dejatel’nosti: uchebnoe posobie [Organization of gaming activities: a training manual]. Rostov-na-Donu: Feniks publishing, 223.
14. Smirnova E.O., Veraksa A.N., Buhalenkova D.A., Rjabkova I.A. (2018) Svjaz’ igrovoj dejatel’nosti doshkol’nikov s pokazateljami poznavatel’nogo razvitija [Relationship between Play Activity and Cognitive Development in Preschool Children]. Kul’turno-istoricheskaja psihologija [Cultural-historical psychology]. Vol. 14, no. 1, 4–14. doi:10.17759/chp.2018140101
15. Solnceva O. V. (2010) Doshkol’nik v mire igry. Soprovozhdenie sjuzhetnyh igr detej [Preschooler in the game world. Support for story games for children]. St. Petersburg: Rech’ publishing, 176.
16. Solnceva O., Ezopova S. (2019) Praktiki vospitanija doshkol’nikov v izmenjajushhejsja sociokul’turnoj situacii [Practices of educating preschoolers in a changing sociocultural situation]. Doshkol’noe vospitanie [Preschool education]. 10, 74-80.
17. Solnceva O., Ezopova S. Obrazovatel’nyj proekt kak sposob podderzhki spontannoj igry doshkol’nikov [Educational project as a way to support spontaneous games preschool] Doshkol’noe vospitanie [Preschool education]. 11, 90-96; 12, 74-81
18. Strelkova L.P. (1985) Vlijanie hudozhestvennoj literatury na jemocii rebjonka // Jemocional’noe razvitie doshkol’nika: Posobie dlja vospitatelej detskogo sada. Dited by A. D. Kosheljovoj [The influence of fiction on the emotions of a child // The emotional development of a preschooler: A manual for kindergarten teachers]. Moscow: Prosveshhenie publishing, 176.
19. Trifonova E.V. (2018) Igra doshkol’nika: podmena ideal’noj formy dejatel’nosti kak pedagogicheskaja problema. Analiz ustanovok vospitatelej // Rebenok – issledovatel’, dejatel’, tvorec: opyt organizacii «specificheski detskih vidov dejatel’nosti»: Materialy mezhdunarodnoj nauchno-prakticheskoj konferencii, g. Moskva, 24-26 aprelja 2018 g. / pod red. Trifonovoj E.V., Vasjukovoj N.E. [Game of a preschooler: substitution of an ideal form of activity as a pedagogical problem. Analysis of the attitudes of educators // Child – researcher, activist, creator: experience in organizing “specifically children’s activities”: Materials of an international scientific and practical conference Moscow 24-26 april 2018 Dited by Trifonovoj E.V., Vasjukovoj N.E.]. Moscow: Moscow Pedagogical State University publishing, 18-29.
20. Veraksa N.E., Veraksa A.N. (2005) Razvitie rebenka v doshkol’nom detstve: posobie dlja pedagogov doshkol’nyh uchrezhdenij [Child Development in Preschool: а guide for Preschool Teachers]. Moscow: Mozaika-Sintez [Mosaic Synthesis publishing], 150.