Cand. Sci. (Psychology), Junior Researcher at the Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center for Psychological and Interdisciplin ary Research; Associate Professor at the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation
Background. Despite the amount of research on emotion understanding, the relationship between value orientations of domains and the development of emotion understanding abilities in preschoolers remains unexplored. Understanding these connections is important for developing effective programs to support emotional development and create conditions for the harmonious formation of values in younger preschoolers.
Objectives. A study of the correlation of value orientations and the level of emotion comprehension in children of primary preschool age.
Sample. The sample consisted of 321 children aged 40 to 67 months (M = 54.61; SD = 4.42) who attended secondary kindergarten groups in the following Russian cities: Moscow (24.3% of the sample), Sochi (4.4% of the sample), Tatarstan (47% of the sample), Barnaul (24.3% of the sample). The sample included 46.7% of boys.
Methods. To study the child’s value orientations, the “Three Wishes” technique (Prizhozhan, Tolstykh, 2005; Veraksa, 2012) was used. The “Test of Emotion Comprehension” method (Pons, Harris, 2000; Veraksa et al., 2021) was used to assess the ability to understand emotions in preschoolers.
Results. It was found that egocentricity of desires in young preschool children is one of the key features of their mental development. Value orientations of preschool children are largely associated with material goods. Children’s inability to invent desires and social desirability are associated with a low level of understanding of emotions. Communicative values positively correlate with children’s understanding of mental causes of emotions, while status values are associated with understanding of external causes of emotions and the general level of understanding of emotions.
Conclusions. The results of the study show a relationship between the ability to understand emotions and value orientations in young preschoolers: in children with a more developed understanding of emotions, material, communicative and status values predominate, while children with a less developed understanding of emotions demonstrate social desirability in their desires or are unable to formulate them at all.
The article discusses the factors that affect the development of speech in older preschool children, and the place the educational environment takes in this process. A brief overview of the history of the concept of educational environment in Russian and foreign pedagogy and educational psychology is given.
Aim of the study. The method of assessing the educational environment CLASS is considered, such a component of the CLASS methodic as methodological support is analyzed. On the other hand, the authors give a brief description of the child’s language development up to the senior preschool age and conclude that for the most effective assessment of speech development at this age, it is necessary to use elicited narratives (that is, stories told by the child based on a series of pictures). The literature overview of the interrelations between the educational environment quality and the child’s speech development showed that contradictory data were obtained. The hypothesis of this study was the assumption that such a parameter of the educational environment as Methodological support would affect the development of speech in older preschool children.
Sample. The study involved 261 preschoolers (49,4% of boys) aged 5–6 years, pupils of 26 senior groups of kindergartens in Moscow. To test the hypothesis, two groups of preschool educational institutions were identified using the Mann-Whitney test: with high and low quality of methodological support, and then, using ANOVA, the speech parameters of children from these two groups were compared.
Results. As a result of the study, for the first time in the Russian sample, the results were obtained that well-organized methodological support in a preschool educational institution contributes to the better development of both lexical and grammatical indicators of speech and the ability to compose a coherent statement (narrative). The article draws conclusions both about the limitations of the conducted study and about possible ways for further research.
The article is devoted to the practical aspect of the development of self-regulation of preschoolers in the play. The introduction provides a definition of self-regulation as a multidimensional construct that includes the regulation of emotions, cognitive processes and behavior. The definition of executive functions based on A. Miyake’s model is also proposed. The literature review covers the results of new studies on the influence of play on the development of self-regulation in preschoolers. The article considers studies showing the effectiveness of role play, play with rules, digital games, as well as the relationship between play preferences at home and the development of self-regulation in preschool children. In the final part, practical recommendations are formulated for the use of games in order to develop self-regulation of preschoolers. Recommendations are given for choosing games that are most suitable for this purpose, their duration, increasing children’s involvement in play, and the nuances of organizing play. The conditions for creating different types of play (play with rules, role play, digital games) are described in detail. The Appendix contains names and brief descriptions of digital and board games that can be used to train all components of executive functions.