2012, 1

Sobkin V.S. It is important to interest child, build his confidence and truly teach

2012, 1 p. 16-20

Sobkin V.S.

626

In his interview, V.S.Sobkin discusses a problem of parental educational strategies. This problem concerns goal-setting: what qualities parents want to develop in their children and how far they are from their zone of proximal development? Another important problem is the one of education of girls and boys. Research shows that girls from single-parent families generally don’t differ from their peers in two-parent families. However, the boys from single-parent families are far behind in their cognitive development. Speaking about changing child-parent relations V.S.Sobkin mentions the role of technological progress and the one of television, that makes reading with children and engagement in creative activities disappear in most families. In this context play activity gains considerable importance.

Pogodina S.V. Role of pedagogue is to help, to direct, but no to force

2012, 1 p. 21-27

Pogodina S.V.

252

S.V.Pogodina describes ways of teaching children to draw. Main idea of teaching visual art in early age (from 2 years old) according to S.V.Pogodina is introducing to the child a world of color and shape though avoiding stamps and desire to reach fast technical improvement of skill. S.V.Pogodina showed in her work that talking to child about art should not be oversimplified. Though children can not always reproduce words – they “catch” meanings in nonverbal, pictorial form. Every work of art should introduced to the child first in its emotional way (mood) and only then in technical (was is depicted and how it is depicted).

Reprintzeva G.I. From the Developing Environment of Play to Harmonization of the Children-Parents Relations

2012, 1 p. 38-43

Reprintzeva G.I.

357

This article discusses the relationship between developmental play environment and harmonization of child-parent relationship. The author notes that during the elementary school years play activity serves as a psychological support for children in the dynamically changing social situation. For the development of play its environment should meet the following requirements. It should allow combination of different types of activities (communication, learning, etc.). It should also match the zone of proximal development (Lev Vygotsky). The third requirement is that environment should correspond to the structure of cognitive abilities of a child. This means that the environment must include both conservative (familiar to the child) components and problems to be explored. And finally, the environment must encourage child’s initiative. Recommendations for improvement of parental competence in organizing play activity with other children are given.

Fatikhova L.F. The study of the moral consciousness of preschool children

2012, 1 p. 44-47

Fatikhova L.F.

475

The article presents a diagnostic technique “Fairy Tale”, elaborated by the author and designed to study one of the key feature of preschool age – the first ethical authorities. Children read fairy tales and then are asked several question that serve as a basis for discussion. Responses of children help to understand their notions of good, evil, justice, treachery, nobility, etc. The peculiarities of the assignment procedure for normally developing preschool children and for children with intellectual disabilities are presented.

Kravchenko N.N. Creative play with water and cereals

2012, 1 p. 48-51

Kravchenko N.N.

263

“The origins of children’s abilities and talents are at fingertips”– wrote famous Russian pedagogue V.A.Sukhomlinsky. Works of V.M.Bekhterev had proved the effect of manipulations on the function of higher nervous activity, speech and language development. Working on development of basic hand movements, teachers often use games with sticks, buttons, different mosaics. Wider use of game with water and cereals is suggested. Presented games are short in time, but children manage to obtain great pleasure from them. Playing with cereals requires children’s use of both hands which, in turn, influences the development of his psychological capacities.

Veraksa A.N. Possibilities of Play in the Cognitive Activity of the Preschooler

2012, 1 p. 61-65

Veraksa A.N.

332

The study addressed play activity and symbolization as means of teaching new content to preschool children with comparison of their effectiveness to the traditional teaching process. The study experiment was designed to teach preschoolers the concept of rainbow by means of traditional learning (by explanations and application of schemes in control group) and symbolization (by play activity in experimental group).

The study included 23 5-6 year-old children divided into control and experimental groups. Children in the two groups were equalized by means of psychological diagnostics. Before the experiment, most children, although familiar with, could not explain the phenomenon of rainbow.

The changes in children’s representation of a rainbow were assessed by their drawings made before and two weeks after the experiment. Comparative analysis of the drawings showed that drawings from control group (before and after the experiment) were focused solely on external signs of this phenomenon (the shape and the colors of rainbow). On the other hand, drawings by the children of the experimental group made after the experiment, in various ways demonstrated the conditions under which rainbows commonly occur (rain, sun, etc.). However, none of the children could answer the question of what is depicted in the drawing – no verbal explanation was given. We assume that the drawings by children from the experimental group depicted the structure they caught “intuitively” (in the words of Jean Piaget) with a symbol, whereas the deficiency in the conceptual (abstract) tools accounted for the children’s inability to explain it verbally.

Nico van Oudenhoven, Rekha W. New Childhood

2012, 1 p. 76-80

Rekha Wazir , van Oudenhoven Nico

396

The article describes current trends affecting children’s development – new and emerging needs of children. Emerging needs appear very quickly, so they are difficult to track, not to mention the fact that it is hard to respond to them. Among them are: emergence of the Internet, the use of mobile phones by preschool children, the problems associated with obesity in children and others. After analyzing these unexpected events, authors found out that professionals, whether researchers, policy makers, practitioners or journalists looked at them as at deviation from the norm – situations that are rare, and therefore are not to worry about. But when rare phenomena superimposed on each other, authors became alarmed. It turned out that all these accidents can not be attributed to chance.

Rodriguez E.S.S. Preschool Education in Mexico: Advantages and Failures

2012, 1 p. 81-87

Rodriguez E.S.S.

669

This study provides an analysis of public education in Mexico, which is implemented in terms of historical-cultural psychology. It examines the origins of early childhood education since the late XIX century to the present day. Also the changing structure of preschool education over time is examined; the legal aspects of compulsory education are considered. In particular, the problem of compulsory education of Mexican children from the age of three years is discussed. The author shows that compulsory preschool education is understood as the assimilation of the mandatory training program that aims to shape a clear structure of the educational process, which, in turn, contributes to the development of education in general, keeping all its aspects. However, the introduction of compulsory preschool education has met along the way different problems such as lack of infrastructure and shortage of qualified teachers.

Belska B. Acquaintance with the surrounding world

2012, 1 p. 88-93

Belska B.

448

At preschool age children express keen interest in exploring the world around them. One of the important problems in early education is the knowledge about nature as a source of experience and expertise, basic problem solving, finding answers, asking questions. Every day children receive a lot of experience at home, playground, in kindergarten. The harmonious development of the child can not be diversified without knowledge of the world, understanding the union of man and nature. New program introduced in the article focuses on the need to build children’s knowledge about the social, natural and technical environment, the development of abilities to express their ideas clear, to give children a chance to learn by stimulating their curiosity, activity and independence. The program encourages all spheres of activity of the child. Interest in the outside world makes children act and think independently. Therefore it is necessary to systematically immerse preschoolers in experiment and observation.

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