2024, 3

“The Golden Age of Preschool Childhood”: historical context, key conditions and characteristics, an attack on childhood in the 21st century

2024, 3 p. 4-14

Pegov V.A.

1248

Background. The growing problems in the upbringing and education of children, which are a global trend, require a more careful look, on the one hand, at the 1960s-80s, when most of the current problems did not exist, and, on the other hand, at the XXI century, where development problems are increasing, both in their “assortment” and in quantitative coverage of the younger generation.

Objective. To analyze the conditions and characteristics of preschool childhood in the 1960–80s. and critically correlate them with the characteristics of a given age period in the XXI century.

Methods. To achieve this goal, the following research methods were used: phenomenological method, symptomological approach, analysis, generalization, comparison.

Results. The conducted research made it possible to identify eight key conditions / characteristics of full-fledged living by children of the first seven years in the 1960s-80s, as well as to identify the nature of changes in these conditions in the XXI century, which become the causes of increasing development problems in the modern younger generation.

Conclusions. A critical examination of the conditions and characteristics of preschool childhood in the 1960s–80s. indicates that for the first time children had the opportunity to fully live out their first seven years, which is the basis for subsequent human development. The absence of wars and mass repression, social stability, safe space, children’s play culture, minimal involvement in the technological environment, healthy physical maturation became the conditions that allowed children to successfully move to the apprenticeship stage and effectively advance in their education in the early school years. Since the late 1980s., the designated conditions for full-fledged living by children in the first seven years of life began to come under attack. This is due both to negative changes in the geopolitical and environmental situation, and to the initiatives of adults who, ignoring age patterns, are intensively introducing early development methods, immersing children in the virtual world.

Keywords: preschool childhood play physical maturation early development techniques intelligence

DOI: 10.24412/2782-4519-2024-3123-4-14

Technologies for counteracting the entropy of linguistic personality

2024, 3 p. 16-27

Gabdulkhakov V.F.

824

Background. The need to counteract the entropy of the linguistic personality in a bilingual environment. The problem lies in the fact that teachers do not always understand which pedagogical technologies can counteract the entropy of the linguistic personality of a child of preschool and primary school age, which technologies can be used to work on the development of children’s speech in a bilingual environment.

Objective. To show the results of a study on the use of technologies to counteract the entropy of the linguistic personality of preschool and primary school age children in conditions of bilingualism. The entropy of a linguistic personality is the loss by a bilingual child of previously formed verbal-semantic (bilingual), cognitive (national-cultural), motivational-pragmatic (functional – communicative, creative, etc.) competencies.

Methods. The following research methods were used: questionnaires, testing, pedagogical supervision, checking the performance of grammatical and communicative tasks using traditional methods of analysis and neural network (artificial intelligence), mathematical processing of results.

Results. Test and questionnaire surveys of kindergarten teachers (1348 respondents) and primary school teachers (1368 respondents) showed the predominance of three groups of technologies in the practice of educational activities of preschool institutions and primary schools – integrated, disintegrated (or parallel), and communicative. All these technologies are technologies of negentropy (counteraction) to irreversible destructive phenomena in the bilingual communicative activities of children. These technologies maintain a certain balance and ensure the development of bilingual, ethnic, and functional competence of children. It was found that the children’s functional literacy is significantly influenced by the subject, the ultimate goal of which is to master coherent speech (in the form of text or dialogical unity). Coherent speech, formed at preschool age, remains the basic foundation for elementary school and is least susceptible to entropy.

Conclusions. The results of the study suggest that in working on the prerequisites of functional literacy in kindergarten and on functional literacy in primary school, we must not forget about children’s knowledge and ideas in the subject area of language and communications: subject literacy is an important condition for working on functional literacy. The realization of this condition contributes to the maximum self-realization and development of a linguistic personality in the bilingual, national-cultural, and functional spheres. Therefore, technologies for the formation of subject literacy must take into account the requirements of functional literacy. Functional literacy itself should not be considered in isolation from the subject. Partial programs, technologies, and didactic materials for the formation of a child’s linguistic personality in a bilingual environment can become promising areas of pedagogical research.

Keywords: technology entropy language personality preschooler functional bilingual

DOI: 10.24412/2782-4519-2024-3123-16-27

Study of the intellectual readiness of older preschoolers for school using a set of game tasks

2024, 3 p. 28-41

Averin N.S. , Soldatenko K.Yu.

769

Background. The intellectual development of older preschool children is of significant importance at the stage of preparation for school. The formation of intellectual readiness is one of the indicators of the child’s adaptive inclusion in the educational process in primary education programs. The analysis of scientific research has revealed the content and structural components of the concepts of “intellectual development” and “intellectual readiness of an older preschooler”. This contributed to the definition of the main criteria for the study of intellectual readiness and the development of appropriate gaming diagnostic tasks for older preschoolers.

Objective. To study the dynamics of the formation of intellectual readiness of older preschoolers in the process of stage-by-stage implementation of the intellectual project “Ready for School!”

Methods. The study involved 30 children of the preparatory school group. At the first stage, the diagnosis of preschoolers was carried out at the beginning of the school year according to the developed set of game tasks. At the second stage, an action plan was implemented with exercises aimed at the intellectual development of older preschoolers. At the final stage, a final study and analysis of the results were carried out.

Results. The analysis of the research results showed an increase in the cognitive and communicative activity of children in solving logical memorization tasks, mathematical riddles, and problems. The effectiveness of the work carried out with children on the formation of constructive and algorithmic thinking and mastery of mathematical concepts was revealed. The highest results were obtained by diagnostic indicators based on criteria for evaluating the formation of a common outlook, ideas and ways of interacting with adults and peers in various types of activities.

Conclusions. To effectively implement the tasks of developing the intellectual readiness of older preschoolers at the stage of preparation for school, the teacher needs to use systematic work technologies that promote the activation of children’s creativity and cognition: problematic mathematical tasks, multi-level and group tasks, design, elementary programming, additional exercises for neurobiology, logical memorization , associative thinking, development of interhemispheric interaction, as well as visual-motor coordination.

Keywords: intelligence intellectual development readiness to study older preschooler

DOI: 10.24412/2782-4519-2024-3123-28-41

Correspondence professional competition as a means of identifying, generalizing and broadcasting best teaching experience

2024, 3 p. 42-57

Shakirova E.V.

999

Background. Professional competitions for educators play a significant role in the development and improvement of the education system, helping to improve the professional skills of teachers and the quality of the educational process. In recent years, correspondence teaching competitions have been gaining popularity, which allow participants to present professional experience and learn about new technologies and working methods. An important aspect is that professional competitions help to increase the prestige of the educator’s profession by attracting young and talented specialists to this field.

Objective. Determining the features of the professional activity of a modern preschool teacher based on identifying the most characteristic problems of kindergarten teachers and specialists and studying the experience of practical solutions.

Sampling. 201 works were submitted to the competition, teachers with various work experience from most municipal districts of the Ivanovo region took part, which made it possible to create an almost complete picture of professional problems and solutions in the field of preschool education in the region. The majority were teachers with work experience from 6 to 10 years.

Methods. Analysis of competition documentation, grouping of competition works by topic, problem, proposed solutions.

Results. An analysis of the topics and materials of the contestants showed that most often teachers are faced with the problems of developing children and the upbringing of certain qualities in them (patriotism, love of nature, hard work, neatness, and others). Teachers also have difficulties with children’s communication problems associated with immature communication skills or speech disorders; solving individual didactic problems; organizing a developing subject-spatial environment; preparing and conducting classes with children; interacting with parents of preschoolers; psychological problems of children and working with special preschoolers. As a solution to these problems, teachers described the use of various educational technologies, methods, and techniques, including the project method, case method, quest technology, art therapeutic methods, non-traditional drawing techniques, and teaching aids.

Conclusions. The study showed the desire of teachers to solve problems in their work by means beyond their professional profile. There is also a tendency to replace the consideration of the cognitive interests of the child with formal tasks of implementing an educational or partial program.

Keywords: preschool education pedagogical skills competition educator best practices problems

DOI: 10.24412/2782-4519-2024-3123-42-57

Organization of project activities in preschool educational institutions on the example of the Golden Pedagogical Ring project

2024, 3 p. 58-72

Shevchenko L.L. , Stepanova M.V.

1241

Background. Project activities in kindergarten are an urgent area that meets modern educational standards and contributes to the comprehensive development of children. This type of activity is aimed at developing creative abilities, critical thinking, the ability to analyze information and interact with peers. Project activities in kindergarten opens up broad opportunities for the development of a child’s personality, helps children become more independent, self-confident and ready to solve complex problems.

Objective. To develop and integrate into the educational process a series of cultural heritage events aimed at the development of children of early and preschool age.

Sampling. The Golden Pedagogical Ring project, which lasted for 19 months, involved 386 children aged 2 to 7 years fr om 24 early and preschool age groups of kindergartens of Autonomous Non-Commercial Organization Preschool Educational Organization “MIR DETSTVA”. The working group conducted observations before the start of the project and during its implementation. More than 400 protocols of observations and analysis of activities conducted with children and teachers were compiled and analyzed.

Methods. The main research method was the observation of children and teachers, which were carried out according to the methods of N.A. Korotkova, P.G. Nezhnova, L.S. Vakulenko, A.K. Zolotova, E.V. Shakirova, Yu.A. Afonkina, etc. For the analysis of classes and other events, the developments of N.N. Gladysheva, A.A. Boyko, N.S. Astafieva and others were used. SWOT analysis, Pareto analysis, Key Performance Indicators (KPI), “Cause and Effect Tree“ were also used.

Results. More than 150 author’s classes and other methods, visual and didactic material (50 manuals) were developed. A card index of literature was also formed, including more than 50 titles. More than 200 events have been organized and conducted for children in 7 preschool institutions. As part of the work with children, exhibitions of creativity were organized in each branch, wh ere drawings, crafts, sculptures, creative paper panels and other creative fantasies of children were presented. In total, more than 20 such exhibitions were held. There are also more than 25 events organized with the parents of the pupils. 7 interesting programs have been developed for the mini-museum.

Conclusions. The unique network project “Golden Pedagogical Ring” is a significant initiative that promotes the development of children and awakens their interest in the cultural heritage of the peoples of Russia. The methodological material can be used in Russian preschool educational organizations and is easily adapted to the main educational program of the institution.

Keywords: childhood preschool education upbringing development innovative approach project activities learning play creativity

DOI: 10.24412/2782-4519-2024-3123-58-72

Opening new horizons: AI’s role in expanding opportunities for childhood education and media

2024, 3 p. 73–80

Yigit E.

984

Background. Artificial Intelligence (AI) and Machine Learning (ML) technologies are rapidly developing, having a significant impact on various spheres of society and opening up new opportunities for progress in healthcare, education, environmental protection and other areas.

Objective. Analysis of the potential of Artificial Intelligence for use in childhood education and media. The author seeks to identify the benefits and risks associated with the use of these technologies in working with children, as well as to develop recommendations for the effective use of Artificial Intelligence for educational purposes.

Results. The article uses an approach to the study of specific cases, analyzes the “Zoe and Olly” initiative, created by media company Kids AI, aimed at improving children’s literacy in the field of Artificial Intelligence. The program uses interactive storytelling and hands-on exercises to explain basic AI concepts such as machine learning, natural language processing, and computer vision. The characters Zoe and Olly make learning interesting and accessible for children, developing their curiosity and positive attitude towards technology. The project promotes the development of critical thinking in children, allowing them to evaluate information and results generated by AI systems. This is especially important as children grow up in an environment heavily influenced by Artificial Intelligence.

Conclusions. Advances in Artificial Intelligence and Machine Learning have significantly changed childhood education and media. Artificial Intelligence offers inclusive and personalized learning experiences, making education more accessible and interesting.

Keywords: Artificial Intelligence Machine Learning children’s education children’s media creativity equality in education

DOI: 10.24412/2782-4519-2024-3123-73-80

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