2010, 5
2010, 5
p. 52-57
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493
The problem of preparing a child for school cannot be dealt with successfully if limited only to children of senior preschool age, as it builds up during the entire preschool childhood. Although school readiness is assessed at the age of seven, there is a need for a differentiated analysis of the same issue for children of six to seven years of age. The author provides with general criteria based upon such analysis of psychological readiness for school. Furthermore, final and intermediate indicators of intellectual, affective, motivational and communicative development of 5-7 year-old children are provided.
2010, 5
p. 58-62
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335
The article presents a method of studying one of the components of social intelligence – the ability of recognizing emotional states, or an empathy. The author advocates the need of study of social intelligence as a compensatory mechanism that facilitates social adaptation of children with developmental issues. The article also describes how preschoolers of different groups do at diagnostic tasks, namely normally developing children, retarded children, and children with general speech impairment. The results of this research on social intelligence could be used for both differential and detailed diagnostic methods for normal children and children with developmental issues.
2010, 5
p. 64-65
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319
The article deals with the problem known to many parents: what do you do when their child won’t eat? This issue is closely connected to a child’s behavior at school and at home. Malnutrition contributes to child’s tiredness and slow paced behaviour. The author provides with practical advice on how to overcome this problem and help a child to develop good eating habits.
2010, 5
p. 66-67
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247
The problem of preservation of preschool teachers’ psychological well-being rose dramatically in the past 30 years. The study of emotional burnout with Maslach-Burnout-Inventory was conducted among 24 preschool teachers of two Russian kindergartens. The results showed that emotional burnout is frequent to teachers with 5-10 years of professional experience, occurring 1-2 times a year. 69% of teachers defined the burnout states to last from 3-5 to 5-7 days. For a year, correctional interventions had been administered to teachers who had had described their emotional exhaustion, depersonalization and reduction of achievement to be “more than normal”. The after-study of those teachers proved their levels of professional burnout to have significantly lowered.
2010, 5
p. 38-45
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639
At the UNESCO World Conference on Early Childhood Care and Education held in Moscow a special event “Recognizing the potential of ICT in early childhood education” was organized by the UNESCO Institute for Information Technologies in Education (IITE). This event was opened by professor of Comenius University (Slovak Republic) Ivan Kalash. His analytical review of information and communication technologies in preschool education covered different aspects of the issue discovered in Brazil, Chile, Czech Republic, Cyprus, Hungary, Norway, Portugal, Russian Federation, Slovakia. The report was based on practical experience in preschools, including kindergartens in Moscow. The article provides an overview of the experience gained by Moscow preschool establishments in the field of ICT. On the basis of Moscow preschool establishment #2528 “Noviy Disc” company has developed multimedia complexes “Dreamers. Magic Designer”and “Dreamers. MULTIcreativity”, which were first presented at the international exhibition “BETT SHOW” in London in 2009 and 2010, as well as at the international congress “Global Education - Education without Borders” in 2009.
2010, 5
p. 78-86
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302
The computer revolution has changed society radically the last 30 years. The computer is a common appliance at home like TV and video for 70-90% of the 6 year olds in Norway. When the home and society outside school use the computer as a word processor, why should not the 6 year olds start their school writing with print letters instead of time consuming, imperfect handmade letters? In our project “Creative writing” we start the writing process on computers for the 6 year olds, and delay the formal teaching of correct handwriting to the 8 year olds. For 6-7 year olds, handwriting is a hard, boring and difficult technical process. One reason is that the fine-motor skills are not fully developed at that age, especially among boys. Using the computer as a word processing tool is better for children. The project answers two main questions – how to use computer writing for learning native language in primary school, and whether computer writing, dominant to handwriting, in 1 and 2 grades will lead to better knowledge of native language in the third grade. The article describes the project and provides the results of questionnaire study of 187 children and 130 parents that took part in this experiment. Both children and parents showed very positive attitudes to the implemented strategy. They thought writing on computers and delaying the handwriting to grade 3 was an effective strategy in writing- and reading learning, instead of the traditional reading- and writing teaching.