2009, 5
2009, 5
p. 32-36
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248
Children’s fine art has always been a matter of controversy, for some consider its aesthetics primitive and others believe it’s a true art. Such ambiguity affects adversely methods and content of teaching art. The article reviews the development of teaching methods in children’s fine art for the past 50 years.
2009, 5
p. 42-44
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229
Literature is essential for children’s upbringing, and an ability to comprehend the printed word underlies aesthetic perception of reality. In this article, the author provides with examples of aesthetic analysis of written stories with preschool children.
2009, 5
p. 37-41
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283
Simplification is often required to make complex art accessible to preschool children. However, unmethodical examination of art, like architecture or design, prevents a child from building rich and aesthetically alluring artistic world image. The article describes how to get preschoolers acquainted with works of art and the way it affects creative development of children and their mastering of art apparatus.
2009, 5
p. 23-25
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347
Russian theory and practice of musical education has been greatly influenced by works of N.A. Vetlugina and A.V. Keneman who explored the problem of musical-aesthetical education from various perspectives. The article presents major concepts of N.A. Vetlugina and A.V. Keneman pertaining to development of musical abilities of preschool children and their musical-artistic creative activity in kindergarten. Also, N.A. Vetlugina and A.V. Keneman’s view on organization of independent activity in kindergartens is studied.
2009, 5
p. 52-55
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461
It is commonly accepted that art is labor of imagination rather than objective reality and reflects no more than one’s personal experience. This belief sets apart art and science, for the first is subjective, and at the basis of the latter lies a process of understanding the world through the work of cognition by objective and precise scientific methods. However, similarities in the history of art and science help to better understand the role of art in formation of preschooler’s mind.
2009, 5
p. 20-22
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275
Experts in the field of pedagogy observe an increase in the incidence of complex developmental disorders of children. The problem of complex defects is becoming increasingly relevant to modern psychopathology in children, abnormal psychology and correctional education and makes experts seek a system of working with these children. Examples of use of music ray "Saundbim-2" in the classroom which helps to include children in the training space are described.
2009, 5
p. 88-93
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304
The article describes the work of “Kolokolchik” kindergarten (Lvov, Ukraine) that is based upon an original cognition development program for preschool children that is built around the analysis of structure of various content, ultimately aiming at development of child’s integral world image. The authors also describe establishment of primary school on the grounds of kindergarten which helped to ease the problem of transition from kindergarten to school.
2009, 5
p. 26-31
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259
The article is on the results of implementing project activity method in Moscow city kindergarten # 101. The research embraced two junior and one senior kindergarten classes, and proved project activity method to facilitate development of preschooler’s cognitive abilities. Moreover, as the author shows, the contribution of project activity to development of child’s personality and cognitive abilities can not be replaced with any other child activity.
2009, 5
p. 45-51
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386
The problem of psychological readiness for school is an important issue. Traditionally, Russian psychology discerns three types of readiness: intellectual, motivational and volitional. The article presents diagnostic methods for these types of readiness, along with the author’s original course of 10 correctional studies for a child’s readiness.
2009, 5
p. 68-75
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260
The author reviews major problems that year one pupils and their parents often come across, and describes the importance of being prepared for a school as a mean of avoiding most of them. The article provides with some of problem-coping strategies for parents of senior preschoolers.