PhD in Psychology, Senior Researcher of Federal Institute of Development of Education, Head of the Laboratory of the Complex Assessment of Quality of Education, Moscow Institute of Open Education (Moscow, Russia)
Vladimir K. Zagvozdkin
2013, 10
p. 40–48
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404
The analysis of the literature devoted to children’s readiness for school and success factors of schooling shows a clear current shift of emphasis. Traditionally children’s readiness for school and the allocation of psychological factors of success in learning was determined by a set of abilities and skills directly involved in training - especially the level of cognitive development, eye-hand coordination etc. At the present time researchers give greater significance to other factors: training and development of social and emotional competence are becoming important goals of schooling. Several studies have revealed the central role of emotional stability in the success of school education and the development of a child ‘s emotional sphere - a central element of the concept of “psychological readiness for school.” In this regard “emotional intelligence” development becomes a major goal of education and training in family and school. The author introduces the concept of emotional intelligence and emotional education program developed by Professor John Gottman - one of the most respected researchers in the field.
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2015, 1
p. 22–33
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436
In the context of the implementation of the Federal State Educational Standard of preschool education study of the theory and practice of humanistic concepts of preschool education in which there is a wealth of experience of practical implementation of the central provisions of the standard preschool education, such as support for children’s initiative, free games, work on the development of educational content areas within the types of children activities, creation of favorable social conditions and environment conducive to development, becomes very important. This article examines the theoretical bases of free games, psychology of play - the views of Piaget and Vygotsky, pedagogy of free play in Waldorf kindergarten and developmental effects of free games. It is shown that in the free play there is not only a support of children’s initiatives, but play also can be realized in the work of five learning areas in the context of children’s daily lives. Elements of Waldorf pedagogy can be used in the practice of Russian kindergartens in the context of the implementation of the Federal State Educational Standard of preschool education.
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