2011, 6

Retunskih L.T. We form a reasonable attitude to life, and reasonable attitude to life is a blessing

2011, 6 p. 38-43

Retunskih L.T.

157

In an interview the problem of developing of critical thinking in children is discussed. L.T.Retuinskih shares her experience in conducting special classes aimed at the establishment of the ability to philosophize at preschool and elementary school. The main purpose of these sessions – to activate the process of independent thinking, learning techniques of reasoning and finding ways of justifications of your own opinion. L.T.Retuinskih believes that the development of critical thinking makes children more independent in assessment of any situation. On the one hand, it complicates the communication of the child and an adult (as an adult has to prove the adequacy of his position), but on the other – it makes children resistant to a variety of negative influences.

Suvorov A.V. Let the children live by themselves. And to live now, and not constantly prepare for life

2011, 6 p. 44-51

Suvorov A.V.

182

In an interview with A.V. Suvorov problem of education of children with disabilities is discussed. A.V.Suvorov tells about his learning experience: at the age of three he lost his sight, at nine – lost his hearing, but he managed to get education, occupation, Ph.D. and earned doctoral degree. He reads and writes on a computer with Braille embossed dot display, “hears” what he is told when people write letters on his palm. Speaking of inclusive education, A.V.Suvorov draws attention to the confusion of two processes: the integration of children with disabilities in society and the actual learning process. A.V.Suvorov believes that pedagogue should be engaged in educational activities, giving children the most appropriate form of learning; inclusive activities should be carried outside of the educational process.

Kudryavzev V.T. Pedagogy of everyday life: the need for alternative

2011, 6 p. 52-59

Kudryavzev V.T.

244

Pedagogy of everyday life is a traditional pedagogy, focused on the current level of development. In other words, the pedagogy of everyday life is pedagogy of yesterday. It blocks the capacity of the mental development of children. The reason for this is, above all, that it underestimates the adult content offered by the child, making it more affordable especially since adults do not believe in the educational opportunities for preschool children. Within the educational process the child continues to live within the boundaries of the everyday world that is divided and sorted by means of pedagogical methods. However, the preschool is open to the development of potentially the entire spectrum of basic human abilities.

Pedagogy opposed to the everyday education is built in the logic of expanding children’s opportunities, the development of amplification. Author discusses a striking example of empowering pedagogy – a unique system of training and education of deaf-blind children, created by I.A.Sokolyansky and A.I.Meshcheryakov.

Levitskaya A.A. Advertising as a resource for the development of media literacy at an early age

2011, 6 p. 60-70

Levitskaya A.A.

149

Today children are active subjects of advertising perception and at the same time are objects of advertising exposure. Author considers the impact of advertising on children. Characteristics of marketing aimed at young children, the negative aspects of advertising impact are discussed. Among them author describes following trends: advertising makes children want things which their parents cannot afford, thus provoking an inferiority complex; advertising of soft drinks and fast food with other foods high in sugar, salt and fat develops a habit of unhealthy eating; in Russian commercials children are displayed in unsafe situations or engaged in dangerous activities that children can imitate in real life. Author presents practical exercises aimed at developing the literacy of children in advertising material.

Petrinka-Shimanska N. Interesting kindergarten

2011, 6 p. 86-91

Petrinka-Shimanska N.

207

The author believes that early childhood education, above all, should be interesting to the child. The article gives examples of games and activities, which are interesting for pre-school children and that can be easily organized by a teacher. As an example, the author considers the game in the squares. To conduct a game a regular bed sheet is divided into squares which are painted in different colors. Then the teacher comes up with a variety of activities for children on the basis of this material: the search for the squares of some color, the correlation of colors with objects, demonstrated by the teacher; implementation of the rules in accordance with the color of the square (red – squat, green – hands up, etc.).

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