2025, 1

The relationship between value orientations and understanding of emotions in preschoolers

2025, 1 p. 4-15

Morozova O.V. , Kartashova E.V. , Guseva U.D. , Bukhalenkova D.A.

765

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.

Keywords: preschool age emotion comprehension value orientations values emotional development

DOI: 10.24412/2782-4519-2025-1127-4-15

Logic of Russian speech of senior preschool children in the context of multilingualism

2025, 1 p. 16-27

Linjuan M. , Wanzhen W. , Gegentana , Zinnurova A.F. , Gabdulkhakov V.F.

944

Background. The relevance of the article is related to the increase in the number of violations of the logic of Russian speech of senior preschool children in a multilingual environment, with the lack of development of methodological techniques for identifying these violations and correcting them in the process of familiarization with works of children’s literature in different languages.

Objectives. To demonstrate linguo-methodological techniques for analyzing presuppositions that determine the logic of speech (correctness of word order, their compatibility, sequence in a sentence), as well as techniques for determining the degree of logical connection of words in Russian texts obtained as a result of their translation by older preschool children from Tatar, English and Chinese; to develop methodological recommendations for working on the logic of children’s Russian speech in a multilingual environment.

Sample. The study (2020-2024) analyzed 333 children’s texts: in Russian — 84, in English — 82, in Tatar — 84, in Chinese — 83.

Methods. The following methods were used: linguistic and psycholinguistic methods of text analysis, identification of presupposition, determination of the degree of logical connection of words in a sentence, mathematical processing of the research results; pedagogical experiments, translation and comparative analysis of texts.

Results. The results of the study were: methodological interpretation of the features of presupposition in Russian, Tatar, English, Chinese; methodological procedures for analyzing the logic of children’s Russian speech in a multilingual environment (analysis of presupposition, degree of logical connection) in children’s Russian speech adapted to the tasks of preschool education; linguodidactic interpretation of the obtained data; methodological recommendations for working on the logic of Russian speech in a multilingual environment.

Conclusions. The study concludes that in order to form the logic of children’s Russian speech, overcome logical anomalies in it, and increase the degree of logical connection, various linguo-methodological techniques are needed to overcome the interfering (negative) influence of a second or third language on Russian speech; promising areas of pedagogical research in the context of developing multilingualism may be technologies for developing children’s speech by means of digital content.

Keywords: logicality of speech preschool children presupposition logical anomaly logical connection retelling Russian language Tatar language English language Chinese language

DOI: 10.24412/2782-4519-2025-1127-16-27

Scientific creativity of L.A. Paramonova and children’s construction

2025, 1 p. 28-39

Safonova O.A.

1351

Background. Achieving the quality of preschool education is a priority area of the state educational policy. In this regard, the problem of finding effective mechanisms for the innovative development of the preschool educational system, which guarantees high-quality education for children, is being actualized. The solution of this problem dictates the need to appeal to the creative heritage of scientists recognized in the scientific community, whose works lay the methodological and methodological foundations of children’s education, organized from the standpoint of preserving the self-worth of preschool childhood. One of these scientists is L.A. Paramonova, whose scientific work has largely determined the leading lines of development of preschool education since the 1970s, and has not lost its relevance at the present time.

Objective. Scientific understanding of L.A. Paramonova’s creative heritage and consideration of its potential in solving topical issues of modern preschool education.

Methods. A retrospective and contextual analysis of L.A. Paramonova’s scientific work in the aspects of its contribution both to the development of science about childhood and to the development of modern practice of preschool education.

Results. The analysis of L.A. Paramonova’s scientific heritage has revealed a completely new approach to understanding both the essence of child construction and the mechanisms of its formation as a creative activity. Firstly, L.A. Paramonova’s construction, unlike other scientists, is considered as an independent children’s activity, and not as a game or a means of labor education. Secondly, she interprets construction not only as a practical activity for making specific crafts, but also as a general thinking ability that manifests itself in the creative process of creating various entities (structures, drawings, poems, etc.) and endowing them with individual meanings. This mental ability is the basis for the development of not only design, but also other types of children’s activities. The undoubted merit of L.A. Paramonova is the definition of psychological mechanisms for the formation of creative construction, which she refers to the development of imaginative thinking, productive imagination, the organization of children’s experimentation with new material, the formation of generalized methods of construction. Taking into account these mechanisms, she created a system for the formation of creative design in children aged 2–7 years. Of great importance for the further development of the problem of development in preschool childhood are the highlighted L.A. Paramonova (co-authored) the basic qualities of a child’s personality, acting as a psychological guideline for the organization of the developing educational process.

Conclusion. The new strategy presented in L.A. Paramonova’s researches for the formation of creative design in preschool children, as well as the developed basic qualities of the child’s personality, contribute to solving such fundamental problems of pedagogical and psychological science as the problem of the ratio of learning and creativity; development of children’s activities and the child in it; consistency in learning; determining the principles and content of developmental education in preschool as a child. Scientific work of L.A. Paramonova, who made a significant contribution to enriching the idea of A.V. Zaporozhets’s statement about the role of “specifically children’s activities” in the full-fledged development of a child has not lost its relevance today, and is significant both for pedagogical science and for the practice of preschool education.

Keywords: scientific creativity of L.A. Paramonova children’s creative construction universal mental ability imaginative thinking productive imagination children’s experimentation system of formation of creative construction basic personality characteristics

DOI: 10.24412/2782-4519-2025-1127-28-39

Semantic component of speech development of older preschoolers in the process of speech education

2025, 1 p. 40-57

Kochetkov Y.A. , Ushakova O.S.

1542

Background. Modern society places high demands on the level of language training of children, starting from an early age, which makes it relevant to search for effective methods of speech development and children’s awareness of the phenomena of language and speech. The problem of speech development in the process of speech education at the stage of preschool childhood involves a new consideration of the issues of children’s respect for their native language, which is due to the importance of mastering its national specifics, familiarization with the language as a national treasure. In addition, the development of semantics in speech contributes to the general intellectual development of children, laying the foundation for the subsequent development of more complex language structures and concepts.

Objective. To determine the optimal ways of forming the semantic aspect of speech development in the process of speech education of children in their seventh year of life.

Sample. The study involved 54 children aged 6–7 years (preparatory group for school), attending the preschool department of school No. 1517 in Moscow. The children were divided into two groups: experimental (1EG, 28 children) and control group (2EG, 24 children).

Methods. The diagnostics developed by O.S. Ushakova and V.I. Yashina (Ushakova, Yashina, 2023) were used to assess the level of proficiency in different aspects of speech. The associative experiment was conducted using the methodology developed by researchers at the Speech Development Laboratory of the Research Institute of Preschool Education (Ushakova, Strunina, 2004). The level of logical thinking development was revealed according to the methodology developed by psychologists at the Research Institute of Preschool Education of the Russian Academy of Education under the guidance of L.A. Venger (Diagnostics.., 1978). The level of speech development of older preschoolers was determined by the method of E.A. Smirnova (Smirnova, 1987).

Results. It has been experimentally proven that understanding the meaning of a word is a key moment in speech ontogenesis. To master the meaning of a word means to master the method of reflecting the essential features of an object (phenomenon) for a given society, fixed in the language. The study also shows that if the semantic aspect becomes the center of constructing a coherent statement (description, narration, reasoning), which develops in conjunction with solving all speech tasks in the curriculum, older preschoolers master the ability not only to correctly compose a coherent story, but also to competently construct any utterance. Russian language holidays play a special role in the development of linguistic and communicative abilities of older preschoolers (namely, this role is played by the semantic aspect of children’s speech development), which combine all speech problems and cultivate love and respect for the native language from early childhood.

Conclusions. The use of semantic content in the classroom has an impact on the speech and cognitive development of older preschool children. Without special training in the speech of children, even of the older preschool age, there is an inadequate use of semantic units in speech situations or in the construction of texts of any purpose under the influence of extralinguistic (non-linguistic) factors.

Keywords: older preschoolers semantics of children’s speech integration of speech education into different types of children’s activities speech development speech education

DOI: 10.24412/2782-4519-2025-1127-40-57

Organization of competitive classes on preschoolers’ perception of fiction: reading, discussions, additional activities

2025, 1 p. 58-74

Shakirova E.V.

948

Background. Perception of fiction is one of the types of children’s activities that allows solving problems of speech, social and communicative, cognitive, artistic and aesthetic development of the child. Reading fiction can be considered as an activity, as well as a special kind of cultural practice aimed at enriching children’s independent activities. The variety of tasks related to working with a book and options for solving them require studying the current state of organizing classes on the perception of fiction in kindergarten.

Objective. To identify modern features of organizing classes on the perception of fiction by preschoolers based on the materials of the competitions “Reading Bianki” for teachers of kindergartens in the Ivanovo region.

Sample. The study involved 143 teachers of preschool organizations in 15 municipal districts of the Ivanovo region. 116 works of participants in the regional competition were analyzed.

Methods. The analysis of video recordings of classes and the study of competition works were used as research methods.

Results. There is a general tendency to overload educational activities with game techniques and surprise moments, as well as a desire to replace the discussion of a literary work with its retelling, game and productive activities. It has been established that teachers are not always able to determine the values and meanings laid down by the author of the work and promote their understanding by children. Based on the analysis of the contestants’ materials, the main types of questions used in the discussion of a literary work are highlighted.

Conclusions. Among the features of competitive (open) classes, it is noted that in most cases, additional activities do not contribute to children’s understanding of the meaning of a literary work, but are aimed at memorizing it or are conditionally related to the theme of a fairy tale or story. It has been revealed that with a serious approach to preparing the external design of classes, teachers do not pay attention to the substantive side of organizing developmental communication with children, maintaining a dialogue and helping to discover the meaning of a literary work.

Keywords: competitive lesson preschoolers educator perception of fiction reading meaning of a literary work discussion of work additional activity

DOI: 10.24412/2782-4519-2025-1127-58-74

Download Number PDF