2011, 1
2011, 1
p. 28-31
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519
The value of a play for child development is acknowledged by all psychologists and many other specialists. Teachers, pediatricians, neurophysiologists and human rights activists all over the world demonstrate that child play has a fundamental, crucial effect on child growth, and deprivation of it is detrimental for normal development. However, the current trend of regarding child play as an “excessive” element in education that wastes time strengths. More and more adults today begin to view child play as merely entertainment that takes time from proper education and development. Contemporary preschool education tends to use child play primarily for teaching certain skills and notions, leaving other crucial aspects of the play itself unappreciated. It can be seen in the new terminology, like “play form”, “play tools”, etc. that new “play technologies” had largely supplanted child play.
2011, 1
p. 23-27
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385
T.V.Lavrentieva discusses history of USSR Academy of Pedagogical Sciences’ Institute of preschool education in terms of its major lines of research. Its first standard preschool educational program developed by A.V. Zaporozhets, A.P. Usova and other scientists of the Institute is discussed in the light of requirements for preschool educational programs set by the existent federal rules. T.V.Lavrentieva defines the term “non-standard child” and discusses diagnostics of preschoolers in Russia and problems of upbringing raised by parents and teachers.
2011, 1
p. 57-61
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528
Development of creative thinking is one of the major goals of preschool education, achievement of which largely depends on teachers and their abilities to set proper tasks for children and arrange their realization. The important part of this work is an ability to conduct classes in accordance with children’s answers, which requires good level of self-reflection – awareness of successful and unsuccessful interventional actions. And taking special notes of them is one of the most efficient ways to develop such ability. The article provides with an example of reflection notes taken during physics class with senior preschoolers. Children retell the fairy-tale on behalf of different characters. Besides the documentary part of the notes where the actions taken are depicted, the notes include commentaries of the conducting teacher and of the scientific supervisor of the project.
2011, 1
p. 32-43
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200
The fact that play and development of imagination are, by definition and even by nature, are interconnected is known to every student of psychology. However, their connection is not easily recognizable at the first glance. Even though the first stones in the foundation of this problem were laid by philosophical-psychological works on imagination and play written by the wide spectrum of authors ranging from I. Kant to J. Selly, its first solid theoretical base was constructed within L.S. Vygotsky’s neoclassical cultural-historical approach, where for the first time this problem was viewed from the perspective of child’s personality and its development.
2011, 1
p. 44-51
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264
In L.S. Vigotsky’s view, the main criterion describing child play is an imaginary situation representing a domain between the real (optic) and the symbolic (imaginary). At this, its participants must simultaneously be within and outside of such play situation. Therefore a play incorporates both imaginary and real-life interrelations of its participants. The article describes evolution of a play in preschool, school, adolescent and adult years, and its value in each life-span from the viewpoint of Cultural-historical Theory of L.S. Vygotsky.
2011, 1
p. 52-56
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360
Practical psychologists and preschool teachers often face parents’ questions about what to do if a child has imaginary friend. It is surprising that negative attitude towards this phenomenon of child life can be found as among protagonists of the materialist approach (for example, associative psychology), so among the protagonists of idealistic approach (for example, religious associations).
In this article causes of imaginary friends appearance are considered, as well as the functions they perform in the mental development of children are analyzed. The data showing no differences between children who have imaginary friends, and children who do nor have imaginary companions is provided.
2011, 1
p. 86-92
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316
In Norwegian culture outdoor activities have had a high status. However, in recent years children in Norway have spent more and more time indoors. The play possibilities outside in forests, in open fields etc. are strongly reduced. Children are spending more time sitting still in front of TV, video, radio and computers at home. Now there is an increasing awareness in Norway to stimulate «out-door school» and out-door playgrounds. This is especially important in urban areas. But areas for constructional play and dramatic play out doors are almost non existent. It is a hard job to change the attitudes of the teachers in relation to play, and to make the outdoor environment at more attractive for 6-10-year olds. Hut building can become a method of outdoor play development for preschool and elementary school children throughout educational process.