2025, 3

The relationship of adults’ memories of their childhood play with their children’s life satisfaction and attitude to the game of their children

2025, 3 p. 4-13

Chernaya V.M , Kan I.A. , Ryabkova I.A.

313

Background. The value of the children’s game lies in its developing potential, which determines the need to support it by adults, especially parents. Research indicates that such support contributes to better developmental outcomes in children. Moreover, parents can retain a love for play throughout their lives. Adults inclined toward playfulness report higher life satisfaction and greater engagement in life. Parental playfulness fosters spontaneity and creativity in parent-child interactions. It can be hypothesized that positive childhood play experiences influence adults’ life satisfaction and their attitudes toward their children’s play.

Objective. Analysis of the relationship between life satisfaction and the attitude of their children to the game with memories of the game in childhood.

Sample. The study involved 282 participants (229 women, 53 men) aged 21 to 69.

Methods. The study employed the Satisfaction with Life Scale (SWLS) by Diener et al. (1985) in the Russian adaptation by D.A. Leontiev and E.N. Osin (Osin, Leontiev, 2008; 2020), along with an original questionnaire assessing memories of childhood play and attitudes toward children’s play.

Results. Overall life satisfaction scores showed no direct correlation with memories of childhood play. However, associations were found between specific SWLS subscales and play-related memories. Links were also identified between recollections of personal play experiences and attitudes toward children’s play.

Conclusions. Individuals with positive memories of supported play and playful interactions with adults in childhood reported higher life satisfaction and perceived themselves as more successful in key life domains. Positive childhood play experiences shape an understanding of play’s importance for children and influence parenting approaches. Adults with such experiences, as parents, are more likely to create conditions that foster similar play experiences for their own children.

Keywords: life satisfaction play playfulness children’s play child-parent relations subjective well-being parent’s play believe

DOI: 10.24412/2782-4519-2025-3129-4-13

Psychoregulation of polymodal perception of older preschoolers with different speech characteristics

2025, 3 p. 14-25

Murashova I.Y.

503

Background. In modern inclusive education, the need to explore opportunities for preserving and strengthening the cognitive health of children with varying levels of speech development becomes particularly important. Special attention is paid to children with speech disorders who do not fall under the category of disabilities, but who experience difficulties in perceiving information and assimilating programs. Polymodal perception, being a basic cognitive function, is closely related to a child’s speech and mental development. It is important to note that older preschool age is the most favorable period for the correction of these processes due to the neuroplasticity of the brain. That is why the development of preventive and rehabilitation measures aimed at strengthening interanalytical connections and the integration of sensory modalities is becoming an important area for improving the quality of education and speech therapy.

Objective. The study examines the functional state of polymodal perception and the possibilities of its psycho-regulation in the educational process among older preschool children in an inclusive environment.

Sample. The study involved 349 children aged 6–7 from kindergartens in the Irkutsk region, with both typical and impaired speech development.

Methods. To assess speech and characterize speech development, a methodology based on the guidelines of O.B. Inshakova (Inshakova, 2022) was used. The diagnostics of polymodal perception by I.Yu. Murashova (Murashova, 2018) were applied, identifying the dominant modality, the degree of activity in non-dominant modalities, and the child’s functional individual profile of polymodal perception: Harmonious (sufficient interaction between dominant and subdominant modalities in the perception process, creating a complete polymodal image); Disharmonious-selective (with selective emphasis on the dominant modality); Disharmonious-inert (with fixation on the dominant modality).

Results. The study examined the features of polymodal perception in older preschoolers with different levels of speech development in inclusive education. At the ascertaining stage, disharmonies in the structure of perception were revealed, which served as the basis for the formative experiment. Experimental training was aimed at psychoregulation of perception through the creation of a special information environment without changing the program content. The essence of creating an information educational environment was that monomodal and multisensory methods of information presentation were used in the classroom instead of traditional verbal methods. The results of the control stage showed that without targeted impact, compensation for violations is weak. At the same time, the high effectiveness of rehabilitation measures aimed at strengthening children’s cognitive health through strengthening the integrative activity of sensory modalities has been proven.

Conclusions. Data were obtained on the holistic structure of polymodal perception in children aged 6–7, both under typical conditions and in cases of speech development pathogenesis. The developed approaches contribute to a more successful development of educational programs and increase the effectiveness of speech therapy. The study has important practical significance, since the proposed methods can be used in preschool educational institutions to support children with speech development problems.

Keywords: inclusive education multimodal perception cognitive health speech development preschool age information and educational environment

DOI: 10.24412/2782-4519-2025-3129-14-25

Gadgets in kindergarten: image, perceptions, and reality. Child’s perspective study

2025, 3 p. 26-42

Tyumentseva N.S. , Krasheninnikov-Khait E.E. , Kholodova O.L.

563

Background. Digital technologies are playing an increasingly important role in various fields, including education. However, despite their widespread use, the specific characteristics of the digital environment and its impact on preschoolers remain insufficiently studied at the theoretical level. It is important to understand the place and role of gadgets in kindergarten settings, how they can enrich a child’s social development situation, and what the adult’s role should be.

Objective. To examine 6-7 year-old children’s perceptions of their ideal personal phone (appearance, functions), and to analyze the relationship between these perceptions and actual phone use in groups with fundamentally different pedagogical approaches to gadgets.

Sample. The study involved 47 children aged 6-7 (25 girls and 22 boys) fr om 9 preschool groups across 3 educational institutions. Educators in these groups had different approaches to using digital devices.

Methods. The research was conducted using the mosaic approach, where children participated as co-researchers. Primary methods included drawing with commentary and interviews. For quantitative analysis, the non-parametric Mann-Whitney U-test was applied.

Results. Qualitative analysis of children’s responses and interpreted drawings revealed that smartphones are significant objects for preschoolers, children are aware of its possible and real applications. Children demonstrated awareness of real-world applications, primarily planning to use phones for entertainment/games and communication, less for information-seeking. In groups where teachers didn’t use phones, children focused more on appearance (cases, phone-as-pet designs with ears/tails), while in gadget-positive groups, they emphasized more diverse functions, including child-task-oriented imaginary features. Gender differences were minimal, though girls more frequently mentioned calling and service/purchasing apps, while boys emphasized gaming.

Conclusions. Gadgets are relevant to preschoolers, with children’s phone-use conceptions ranging from predominantly reproductive (e.g., pretend phone play) to rare productive uses (e.g., creating self/friend videos) and institutional integration. The adult’s role is crucial: in groups wh ere educators actively used gadgets as cultural tools, children’s drawings showed greater app diversity and productive applications for situational problem-solving (e.g., information searches).

Keywords: preschoolers and gadgets children’s ideas about the phone pedagogical approaches digital technologies psychology of preschoolers

DOI: 10.24412/2782-4519-2025-3129-26-42

New forms of physical education in older preschoolers in the context of development intellectual and creative spheres of personality

2025, 3 p. 43-55

Rusakov A.A. , Kuzekevich V.R.

601

Background. During the older preschool age, a child develops a pronounced arbitrariness of such mental processes as thinking, memory, attention, behavior is established, the emotional sphere becomes more complex, and creative abilities are manifested that determine the degree of the child’s readiness for the increasing demands of schooling. Due to the requirements of the Federal State Educational Standard for the integration of physical and intellectual and creative development of preschoolers, motor and creative activity is becoming a key factor in the formation of cognitive abilities, imagination and emotional intelligence. Particular attention is paid to the structural components of development: motor imagination, memory, attention, and coordination skills, but the role of outdoor games in the socialization of older preschoolers remains insufficiently studied.

Objective. The purpose of the study was to develop the content and use of new forms of physical education for older preschoolers, mainly aimed at developing the intellectual and creative sphere of the children’s personality, substantiating and evaluating their effectiveness, and studying the relationship between the development of the motor and intellectual and creative spheres of preschool children’s personality during classes.

Sample. The experiment involved 237 older preschoolers from five kindergartens in Irkutsk.

Methods. The study used various methods, such as structured analysis of outdoor games, questionnaires, observation, testing, pedagogical experiment and statistical processing of the data obtained. The effectiveness of new forms of physical education activities was assessed using diagnostic techniques based on level assessment: “Memorization of Motor Action” (V.R. Kuzekevich), “ Dynamic Practice Test “ (A.R. Luria), “Sun in the Room” (V.B. Sinelnikov, V.T. Kudryavtsev), “Tree of Desires” (V.S. Yurkevich).

Results. We have identified and supplemented the organizational forms of physical education and health classes in preschool educational institutions, supported them with methodological tools and tested in practice. It was found that the systematic use of educational outdoor games, obstacle courses, motor attractions and creative tasks contributes to a significant increase in the level of memory, imagination and independent movement control. The introduction of non-standard equipment and game plots intensified the cognitive activity of children and stimulated the development of motor creativity.

Conclusions. The results of the assessment of the level of formation of the intellectual and creative sphere of older preschoolers allow us to assert that the use of a wide range of motor and game organizational forms in the process of designing physical education can significantly increase efficiency. The results have practical value for developing programs in preschool educational institutions that combine physical activity with cognitive and creative development.

Keywords: older preschool age motor-play forms intellectual and creative abilities child development play activities

DOI: 10.24412/2782-4519-2025-3129-43-55

Pedagogical conditions for the formation of a conscious-based attitude of older preschoolers to the emotional display rules

2025, 3 p. 56-67

Pavlova O.S.

356

Background. The emotional development of preschoolers plays a key role in their mental health and subsequent social adaptation. Despite extensive research on emotional development and social interaction in preschoolers, the targeted study of emotion expression rules and the development of methods for their effective implementation in the educational process remain understudied.

Objective. To identify pedagogical conditions for forming a conscious attitude toward emotion expression rules in older preschool children.

Sample. The study involved 77 older preschool children (M = 73.77 months, SD = 5.6) from two kindergartens in St. Petersburg.

Methods. Emotion comprehension test (Veraksa et al., 2021), conversation about children’s understanding of emotion expression rules, and observation of children’s emotional reactions followed by a conversation (Diaz et al., 2015).

Results. Comparison of the research results before and after the formative experiment, according to the specified methods, showed sufficient effectiveness of the proposed pedagogical influences. Over 60% of participants demonstrated a high level of understanding and application of emotion expression rules after completing the program. An intermediate level was recorded in more than 35% of children. A low level of understanding of the rules for expressing emotions and their use was not recorded after the classes, while before the classes it was about 40%. Control group results confirmed changes associated with preschoolers’ participation in the program.

Conclusions. Thus, to develop a conscious attitude toward emotion expression rules in older preschoolers, it is necessary to: cultivate feelings related to respectful treatment of emotions; develop conceptions about emotions and the ability to identify causes of one’s own emotions; enhance awareness of emotion expression methods as means of communicating emotions to others.

Keywords: emotional development older preschoolers emotion expression rules pedagogical conditions social-emotional learning emotional awareness

DOI: 10.24412/2782-4519-2025-3129-56-67

Pedagogical conditions for ensuring continuity in the development of coherent speech in older preschool children and first graders

2025, 3 p. 68-80

Romanova O.V.

456

Background. Modern educational approaches place significant emphasis on the continuity and consistency of learning, creating optimal conditions for children’s successful adaptation during the transition from preschool to primary education. The development of coherent speech is a key aspect of school readiness, as it fosters communication skills, cognitive development, and successful academic performance. Therefore, investigating pedagogical conditions that support continuity in the development of coherent speech is of particular importance for educators and parents seeking to ensure children’s effective development.

Objective. To develop, justify, and experimentally test pedagogical conditions for ensuring continuity in the development of coherent speech in older preschoolers and first-graders.

Sample. The study involved 200 parents of children aged 6-7, 150 preschool educators, 80 primary school teachers, 200 preschool students, and 58 first-grade pupils.

Methods. The study was conducted using a set of theoretical and empirical methods. For the theoretical understanding of the problem, analysis, synthesis, comparison and forecasting were used, as well as the study of literature from various fields. The empirical part included observation, monitoring of children’s issues, conversations with children, teachers and parents, surveys and analysis of documentation and educational resources. An important element was the pedagogical experiment, which made it possible to test hypotheses in real conditions. The data was processed using mathematical statistics and qualitative analysis methods, which ensured the reliability and scientific validity of the results obtained.

Results. Methodological recommendations for the continuous development of coherent monologic speech in older preschoolers and first-graders were developed. These include unified approaches to speech development, a consistent strategy based on principles of continuity, gradual complexity of material, and alignment of content, methods, and interconnections between speech development activities in preschool and primary school settings.

Conclusions. Continuity in the development of coherent speech in older preschoolers and first-graders is achieved through the following pedagogical conditions: regular assessment of current speech development levels; specialized didactic approaches; balanced development of all speech components with long-term progression in mind; implementation of evidence-based methodological recommendations tailored for both age groups.

Keywords: coherent speech continuity in education preschool education primary school pedagogical conditions speech development transitional period

DOI: 10.24412/2782-4519-2025-3129-68-80

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