2010, 4

Shiyan I.B. A method for diagnostic of dialectical thinking among preschoolers

2010, 4 p. 36-42

Shiyan I.B.

137

The author proposes method called “Dialectic Stories” that focuses primarily on work with preschoolers. The method consists of nine tasks. Each of them includes two to six images using which the subject has to make up a story, or continue the story begun by the experimenter. Characters of the stories are well-known heroes of fairy tales and cartoons.

The method helps to evaluate different dialectic mental actions. Fulfillment of first and second tasks involve usage of dialectical mental action “convertion”; third and fourth tasks – of the dialectical mental action “mediation”; fifth and sixth tasks – of the dialectical mental action “integration”; seventh and eighth tasks – of the dialectical mental action “closing”; ninth task - of the dialectical mental action “change of alternative”.

Prosvirkin V.N. Technology of succession in educational institutions

2010, 4 p. 43-45

Prosvirkin V.N.

360

Preschool education establishment is usually not aware about future child’s development on subsequent educational stages. Educators, methodologists and administration of kindergartens see the development of the child only from 3 to 6 years. They have an idea of the pedagogical aspect of their development, not taking into account the medical-physiological and psychological aspects. To provide competent support for the child and to create conditions for his full development, ensuring success, the perspective of child development should be seen. The article presents a model of interaction between different professionals and organizational structures in course of education of preschool children.

Vorobieva M.V. Private kindergarten: first steps

2010, 4 p. 46-51

Vorobieva M.V.

287

New century opens new opportunities for parents. Where to send a child - to the state kindergarten or to the private? Indeed, today, parents can entrust care and education of their child not only to public kindergarten, but also to private. Certainly, not in every family this question will arise, but the fact that it can arise is a great achievement of our time. The article gives an example of private kindergarten work. Cases that show handling with different problems of children are discussed.

Soboleva A.E. Hyperactive child: when it is time to worry?

2010, 4 p. 62-64

Soboleva A.E.

133

For more than 10 years the Research Center of Child Neuropsychology is engaged in handling with problems of development of children. Bullies become quiet and obedient children, unsure of themselves and dependent children become liberated and independent. The article gives examples of work with hyperactive children. Advices for parents and recommendations for teachers are given.

Petrova O.V. Games and exercises for the development of different forms of information processing in children

2010, 4 p. 65-67

Petrova O.V.

208

Parents and teachers often ask question: how to understand the child’s behavior and opportunities? They are connected with possibilities to get knowledge. The way a person learns new knowledge depends on the processing of information that a person receives from the outside. Some children best absorb information by listening - pronouncing, repeating it (auditory information). Other better remember looking at the image, using the visual channel of perception. There are those who have to act, for example, write to learn - a motor (kinesthetic) perception. Knowledge of the child’s best way of processing information can increase the amount of digestible information. In article exercises and games for the development of different forms of information processing are given.

Polkovnikova N.B., Karablina O.V. Effectiveness of family club as a form of cooperation between kindergarten and family

2010, 4 p. 68-71

Karablina O.V. , Polkovnikova N.B.

245

Family club because of its multidimensional nature, simultaneously solves the solid complex set of issues: from the personal self-improvement and cultural advancement of parents to joint appeal to children activities at home and provision of different options for family entertainment. Article describes experience of family club work on the base of Moscow preschool establishment #2662. Authors show variety of problems encountered, interesting results obtained and progress in parent-child and teacher-parent communication achieved.

Denisenkova N.S. Foreign and Russian educational programs for preschool children: advantages and pitfalls

2010, 4 p. 72-75

Denisenkova N.S.

408

The diversity of preschool educational services puts a lot of questions for parents. Often the most difficult problem is selecting the type of educational program. What are the pros and cons of foreign educational systems, such as: Waldorf kindergartens, kindergartens of M. Montessori, or so-called English, American or German nursery, staffed by native speakers (teachers from England, USA or Germany) and guided by educational programs of the respective countries? It turns out that parents of children attending these preschools should understand features of educational process. Lack of continuity with Russian school educational program requires from parents additional practice with children. Conclusions that are given in the paper are based on analytical work, as well as cases from the practice of psychologists.

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