2010, 3

Vorobieva M.V. Moscow preschool education - recognition and support from UNESCO

2010, 3 p. 26-29

Vorobieva M.V.

818

At November 16, 2007 in Paris two documents had been signed: a memorandum on cooperation between Moscow and the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Agreement on a joint pilot project in the field of CARE and early childhood education “Moscow Education: from infancy to school” between Moscow Government and the United Nations Educational, Scientific and Cultural Organization (UNESCO). These documents set out the legal framework of the project that started at 2008 and will be finished at 2012.

Experts in the field of early childhood education and representatives of UNESCO stated the international significance of quality and innovation of work of the Moscow system of education. That is why for the first time in the history of UNESCO an agreement was signed directly between Moscow city and UNESCO.

The main directions of implementation of joint pilot project “Moscow education: from infancy to school” are discussed.

Vasilieva L.I., Zaikina N.A., Yakovleva E.U. Creating emotionally safe environment for beginners in kindergarten: the work of water and sand room “Magic drop”

2010, 3 p. 46-51

Zaikina N.A. , Vasilieva L.I. , Yakovleva E.Yu.

431

The article presents the experience of work of Moscow preschool establishment #2164 in organizing curriculum for improvement of emotional well-being of children. Implementation of developed activities led to a dramatic reduction of anxiety in children 2–3 years. Activities are based on structured play in the room of water and sand under the name “Magic drop”. Playing with water and sand relieves stress, reduces the level of neuropsychological stress, which leads to the emergence of positive emotions. Proposed activities also become the basis for cooperation between children and teacher. Authors describe set of tools, the general thematic outline and an example of one of the play classes.

Glozman J.M., Emeliyanova E.N., Kurdukova S.V. When it is time to start correctional learning?

2010, 3 p. 54-58

Emeliyanova E.N. , Glozman J.M. , Kurdukova S.V.

573

Psychologists and educators around the world are deeply concerned about the increase of the amount of children who do not have clinical diagnoses, but demonstrate a marked learning disabilities and behavior in primary school. According to the U.S. Department of Education over the past 15 years the percentage of such children had tripled.

There are different reasons the failure in school learning can be based on: cognitive and motor deficits, weak regulatory functions and, above all, verbal regulation of arbitrary action, as well as communication difficulties with adults and peers.

The article presents the neuropsychological analysis, developed by A.R.Luria. The principles of constructing neuropsychological diagnostics and correctional learning are illustrated with a case study.

Brofman V.V. Venger’s school

2010, 3 p. 69-73

Brofman V.V.

580

The article is focused on the problem of understanding of child development at kindergarten. The author focuses on the discrepancy between the results of scientific results and current educational practice. In this context author describes the contribution of L.A.Venger school in understanding of the content of educational work with preschool children. Examples of effective implementation of the results of the school’s work are given.

Denisenkova N.S., NIsskaya A.K. Developing arbitrariness and attention - the most important preschool features

2010, 3 p. 74-78

Denisenkova N.S. , Nisskaya A.K.

390

Active, impulsive, inattentive, disobedient, restless, disorganized, hyperactive - an incomplete list of definitions that adults (teachers and parents) give to children who have problems with attention and volition. The article presents the differentiation between these features in the children’s behavior from attention deficit disorder with hyperactivity. Games and tasks aimed at developing of the arbitrariness in the preschool age are described. Authors also provide recommendations for the adult in organizing the child’s life that would increase the arbitrariness of a preschooler.

Smirnova E.O., Abdulaeva E.A., Sokolova M.V. Open kindergarten in Germany

2010, 3 p. 86-92

Sokolova M.V. , Abdulaeva E.A. , Smirnova E.O.

786

The idea of open kindergarten in Germany appeared in 1980. After analyzing the educational system scientists and teachers concluded that it significantly limits the space of a child’s life in different areas. The theoretical basis of the new method developed by the German scientist-educator Alex Wieland and professional advisor Gerhard Regel. After a thorough scientific and methodological elaboration, a new organization of life of kindergarten has been widely discussed and received support from teachers, nursery workers and parents. Currently, open kindergartens operate successfully in Germany, particularly in Bavaria, where the authors were able to visit two such kindergartens. This article describes the basic features of educational process in open kindergartens: the organization of working supplies, the regime of the day, teacher training, etc. In conclusion, the comparative analysis of the Russian system of preschool education and the system provided in the frame of open kindergartens in Germany is given.

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