2011, 2

Sokolova M.V. Cartoons for the modern preschooler

2011, 2 p. 64-69

Sokolova M.V.

204

It’s not been long since major children’s activities were playing, drawing, modeling and listening to stories. Cartoons were, of course, a part of children’s lives, however the average time spent watching them was 3–5 hours a week, which constitutes about 5% of a free time or the recommended by the World Health Organization 30 minutes a day for preschoolers. Watching cartoons was an anticipated activity, an important event.

The questions raised in this article are what modern American and Japanese cartoons give the children? What children are paying attention to, who are their heroes? The answers are obtained through viewing modern cartoons from the standpoint of their psychological influence on a child’s development. Results of studies and observations of preschool children have shown that watching cartoons is a “thing in itself” – watching for the sake of watching. The seen and the heard don’t instigate emotional interpretation and, ultimately, interiorization – acquirement of the cultural experience.

Sobkin V.S., Kaznacheva K.N. Child play in the eyes of parents

2011, 2 p. 16-22

Kaznacheva K.N. , Sobkin V.S.

117

The article describes parent’s perception of their children’s play in preschool age. The author pays special attention to where the child play takes place and how parents are involved in it, physically and emotionally, their role as protagonists of thematic play. Additionally, an analysis of parent’s notions regarding their children’s play preferences is provided.

Mikheeva E.V. Ecological values of childhood (a program for pedagogical facilitation of children’s ecological subculture formation)

2011, 2 p. 24-32

Mikheeva E.V.

285

The necessity to employ ecological-subcultural practices into educational process of a preschool educational establishment was stated by A. Zebzeeva. By such the author means situational, autonomous, grownup, peer, or self initiated acquisition of cultural experience of interacting with the nature within various groups, teams, and communities.

The program could be seen as a tool which would help understand life through love, compassion, friendship, goodwill, and care for people and environment. At the same time it develops negative attitude to aggression and carelessness towards environment. The article introduces a program specifically designed at forming ecological awareness in children.

Popova E.I. Teaching tolerance towards the disabled in preschool childhood

2011, 2 p. 33-41

Popova E.I.

408

The grounds for tolerance towards the disabled must be formed at the very early stages of personality development – in preschool childhood, when a child is being acquainted to the outside world and learns primary social skills.

Kindergarten plays the major role in acquiring tolerance because it is the teaching process that creates situations of cultural, interpersonal, formal and informal communication. The problem in the view is of urgent importance in small towns, where integrated education is absent. That is why the solution could be enactment of communication with the disabled that involves live-through experience and comprehension of cultural value of non-violence, empathy and mutual respect. The article describes the original program “The World is one for everyone” that was designed around the aforementioned principles, including plans and examples of classes.

Glozman J.M. Neuropsychological diagnostics in preschool age

2011, 2 p. 44-47

Glozman J.M.

163

The article provides with requirements for neuropsychological diagnostics apparatus and methods for preschool age children, and comprehensively describes the very procedure. The author describes diagnostics methods that involve play, and elaborates on normative scale for preschool children in terms of various methods. For example, task for posture praxis is available for children as young as four years of age, whereas task for dynamic praxis poses serious difficulties to preschoolers. The article also provides with data from neuropsychological diagnostics on qualitative and quantitative changes in children’s development.

Oslon V.N. Preschooler in a foster family

2011, 2 p. 48-57

Oslon V.N.

165

Child upbringing is a hard work. Especially when it is a child who had lost trust to the outside world through an unfortunate history of orphanhood, losses and emotional pain, frequent neglect and sometimes even physical violence. Behavior of such child often seems unacceptable and common methods of upbringing don’t seem to bring any effect. Naturally, upbringing an adopted preschooler poses a lot of questions for caregivers and teachers. How a child’s unfortunate background affected her development and could the consequences of deprivation be mended? How is it done? What does a preschooler feel being given to a foster family? What happens within a family after the adoption? What facilitates and what hinders the adoption? What upbringing methods affect a child positively and which of them make the problem stick? The answers to these questions are discussed in the article.

Denisenkova N.S. Quadrature of the circle of communication of a gifted preschooler

2011, 2 p. 75-81

Denisenkova N.S.

144

The article examines the characteristics of a social situation of development of a gifted child, analyzes traits of personality development in connection with parents’ behavioral patterns and provides with factual examples of unfortunate personality development of gifted children. The author provides with a program for learning to cope with situations of failure, which helps a caregiver teach a gifted child efficient communication with peers while managing to retain individuality. The program, as well as the proposed games and classes, were experimentally tested at and employed into curriculum of preschool establishment #1511 (Moscow).

Anita C. Bundy, Tim Luckett, Jo Ragen, Greta Spies & others. The risk is that there is ‘no risk’: a simple, innovative intervention to increase children’s activity levels

2011, 2 p. 86-92

241

School playgrounds offer everyday opportunities for physically active and social play that combats obesity, develops skills, and promotes well-being. However, teachers’ fear of the legal consequences of injury can elicit over-zealous risk reduction with the result that playgrounds lack challenge, and the potential benefits of play become limited. In this research, costeffective strategy to encourage children to be more active and social on a school playground was trialed. Over 11 weeks, materials with no fixed purpose (e.g. car tires, boxes) to a playground of children aged five to seven were made available. Accelerometers showed children became significantly more active. Interviews with teachers suggested children also became more social, creative, and resilient. However, despite no incidence of injuries, teachers perceived an increased risk and encountered dilemmas regarding duty of care. The conclusion was made that future interventions should address issues of ‘surplus safety’ at individual, school, system, and policy levels.

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