2011, 5

Sobkin V.S., Ivanova A.I., Skobelcina K.N. Parent’s perception of preschool education

2011, 5 p. 28-37

Skobelcina K.N. , Ivanova A.I. , Sobkin V.S.

496

The transition from preschool to school is an important step in the socialization of the child. It is characterized by a change in his position in the system of public relations. Mastering of the new social position is associated with changes in value orientations of the child (first of all the formation of moral orientation should be listed). Child development can be considered as a process of active mastery of the practical ways and means of execution of cognitive activities that have social origins.

Therefore, learning at school is not just an activity that is aimed on knowledge acquisition, but is perceived as own work responsibility of the child that marks change in his/her lifestyle.

Our sociological research showed interesting results concerning parents’ attitudes and beliefs about preschool establishment and school. It was shown that in the present time age of transition from preschool to school is not strictly defined. Most parents consider age of 6-7 years appropriate for school entrance and only small number of parents would give their child to school at 5 years.

When choosing preschool establishment parents base on one main criteria – to provide comfort maintenance of their child. When choosing school parents are paying more attention to content of the curriculum.

Varenzova N.S. Development of regulatory abilities in project activity

2011, 5 p. 38-41

Varentsova N.S.

640

The article shows a possibility of developing regulatory abilities in senior preschoolers with project activity. The result of experimental project was creation of ‘Our kindergarten’s book of rules’ which embodied the rules of children’s conduct in various situations typical to a preschool educational establishment. The book included children’s drawings depicting examples of ‘correct’ and ‘incorrect behaviour in various situations, formulations of such rules, and, ultimately, sign-rules. The work proved to be effective. Psychological climate in a group of children improved, easing the work of a teacher. Children widened their cognitive and social experience. ‘Book of rules’ became a tool in behaviour regulation that largely provided for the decrease in interpersonal conflicts among children.

Lebedeva L.I. “Drawing family as flowers” method in psychologist’s work

2011, 5 p. 52-57

Lebedeva L.I.

385

Projective drawing has long been a part of psychologist’ inventory. A word ‘flower’, wide in its lexical background, is of high regard in modern linguistics (O.A. Michailova, A.I. Molotkova). A flower is a polysemantic symbol with various meanings. Apart from personal associations, a flower has its symbolic attributions common to a culture. Flowers can ease and mediate interpersonal relationships serving as a metaphor for ‘male’ and ‘female’ symbols. Experimentally it was established that depicting a family as flowers in a drawing with subsequent verbalization could lead to spontaneous reflection of subconscious suppressed feelings. It has psychotherapeutic effect in diagnostic work even if it’s not intended, and could be carried out with children of 7 years of age and older. Research showed that type of flowers used in a drawing, their placement and environment reflect an actual situation in a subject’s family.

Sotnikova V.N., Bashkatova I.A. Visual modeling in correctional-developmental education

2011, 5 p. 64-66

Bashkatova I.A. , Sotnikova V.N.

273

As proved by years of practical work, visual modeling in work with children with general speech underdevelopment is one of the perspective advancements in correctional-developmental education. Introduction of visual models to children allows a teacher to purposefully develop children’s expressive speech by widening their vocabulary, enhancing word formation, facilitating the use of more complex phrases by describing objects, and making up stories. A picture serves as a starting point for composition of sentences, helping to discern semantic connections. The research shows effectiveness of children’s involment in choosing pictures and themes for descriptive stories.

Koldina D.N. Unconventional drawing with 6–7 year old children

2011, 5 p. 82-87

Koldina D.N.

247

It is known that children love to draw. Expressiveness and complexity of children’s drawings depend not only on a child’s creative abilities, but also on professional skills of a teacher. It is a teacher who is capable of revealing a child’s creative personality. Teachers make children notice the beauty of the outside world, teach them to watch for and notice interesting details. During drawing classes a teacher creates a developmental zone, encourages children, and, among other things, helps them to choose the right tools for their creative task.

Subbotsky E.V., Chesnokova O.B. Social intelligence and child’s moral development

2011, 5 p. 88-92

Chesnokova O.B. , Subbotsky E.V.

358

The problems of social intelligence in the form of deception and manipulation in adults and children are described. The article shows that application of social intelligence in the form of deception is not considered immoral among grownups, if such application is aimed at other people’s wellbeing or against evil (external aspect). The authors describe three scenarios of children’s inner motivation development. The first, and the simplest one, is interiorization of external control. It assumes that grownups discover deception and introduce disciplinary measures. This restores compliant conduct, however shifting a child’s autonomous moral choice to the normative area of socially controlled behaviour. The second possible scenario – is “cognitive identification”. As the number of cases suitable for the child reaching his goals by deception grows, and the contradiction between the “private” and “public” self-image child tried to reduce this conflict (cognitive dissonance). To do it child identifies himself with his “public” self-image in the same way that children identify with the role of a boy or girl. The third scenario is the “emotional identification”: children whose parents are usually loving, understanding the needs of the child exhibit mature forms of moral and social behavior. Conversely, parents who pay little attention to children, who are emotionally cool and focus on punishment in the process of moral education, usually have children who are low on the scale of socio-moral maturity. In children, the use of social intelligence for deception of grownups constitutes the necessary predecessor of autonomous moral choice and subsequent development of inner moral motivation (inner aspect).

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