2013, 2

Borisova M.M, Gubzhokov Z.B. Learning the basic elements of karate in the frame of additional education for preschoolers

2013, 2 p. 16–19

Borisova M.M. , Gubzhokov Z.B.

341

The article reveals one of the modern additional education facets in physical education of preschool children aimed at acquisition of physical skills in karate. History of karate, styles of karate, description of the stages of child assignments and workshops degrees are described. The influence of karate on the physical development of preschool children is delineated. Description of the structure of classes with elements of karate for preschool children is given; the basic elements of the karate techniques are described; contraindications to karate lessons are identified.

Keywords: fitness technology the system of additional education karate

Avdeeva N.N. The adaptation of the child to preschool institution: the influence of mother

2013, 2 p. 20–27

Avdeeva N.N.

247

The article presents a series of studies of the effect of mother on the course of the child’s adaptation to preschool institute. Correlation between quality of attachment to the mother, the nature of the interaction in the dyad, mother’s attitudes to the preschool institute and adaptation of the child to preschool establishment are shown. The study involved 107 mother-child pairs. The methods used in the study were: analysis of adaptation lists of children; interview with teachers, aimed at identifying the features of adaptation of the child; standardized observation of children, including meeting and parting with mother; interviews with parents aimed at identification of the relationship to early childhood institutions; the questionnaire for the study of the interaction of parents with their children (Markovskaya, 1988); a questionnaire for children and parental emotional interaction (Zaharova, 2002). The results showed that the favorable course of the process of adaptation occurs in children with secure attachment, with a high level of emotional interaction between mother and child and the positive attitude of the mother to preschool education. Unfavorable adaptation is seen in children with insecure attachment, lack of positive emotional interaction in the dyad, negative experiences during mother’s visit to preschool establishment.

Keywords: adaptation of the child to preschool attachment to mother style of interaction emotional attitude of the mother to the child

Vinnikova S.M. Neuropsychological prevention of difficulties in learning mathematics

2013, 2 p. 28–31

Vinnikova S.М.

177

The paper analyzes the difficulties in learning mathematics in preschool children. Key components of mathematical thinking are outlined. The difficulties in learning mathematics are analyzed on the concrete examples. It is shown that the spatial analysis and synthesis of thought is of paramount importance for successful mastery of mathematics. Difficulties in learning arithmetic operations in children are connected with spatial immaturity. Another essential component of mathematical operations is a well-developed thinking and arbitrary visual perception, which form the concept of geometric shapes. The programs of neuropsychological correction, which include a motor and cognitive correction are discussed.

Keywords: education neuropsychological correction mathematical thinking learning difficulties spatial representation correctional training

Denisenkova N.S. Psychological and pedagogical practice and theoretical views of Lev Vygotsky on the problem of development of child abilities

2013, 2 p. 54–58

Denisenkova N.S.

377

Vygotsky theory of higher mental functions formed the basis of understanding of the abilities and means of development. Abilities develop in childhood, providing “entry” in the culture and successful acquisition of different activities throughout life. Development of Vygotsky’s ideas formed understanding of the mechanisms leading to the formation of abilities in preschool childhood through the mastery and use of child preschool imagery tools. The following mental abilities and tools that promote development were identified: sensory (means – sensory etalons), intellectual (means – graphic-shaped models), creative (means – images) and symbolic (means – symbols). The use of imagery means for development of these types of abilities helps the child to deal with complex cognitive and creative tasks with a little help from an adult, i.e. extends the zone of proximal development. Adult acts as both a carrier of culture and as a partner of the child in various activities (educational, play, graphic etc.). Such approach to education and training not only provides intellectual and creative, but also personal and social development of preschool child.

Keywords: development and education sensory intellectual creative and symbolic abilities mediation sensory etalons models symbols

Chesnokova O.B., Subbotsky E.V. Psychologist in preschool education: the English way

2013, 2 p. 32–41

Chesnokova O.B. , Subbotsky E.V.

360

The article describes the English system of preschool education. The analysis of the strengths and weaknesses of England’s dual model of education is provided. A well-designed structure of preschool education is not limited to the mastery of knowledge and skills, and aims to develop different aspects of the child. The educational tasks include the development of creativity and formation of eagerness to learn. During various discussions the range of problems arising in front of professional team of psychologists working in pre-school and primary education is outlined. The psychologists’ working task is defined based on inspection’s reports on current issues, whereas there are no psychologists on the staff. Therefore, these tasks are often directed to other specialists, commonly to the specially trained teachers. There has developed an effective system of preschool education, which is designed to increase the availability of care for all children, but the implementation of this mechanism is highly dependent on certain conditions.

Keywords: early childhood education child development education school readiness psychologist teacher child care developmental education

Ryan S., Whitebook M., Kipnis F., Sakai L. Professional Development Needs of Directors Leading in a Mixed Service Delivery Preschool System

2013, 2 p. 42–46

Ryan S. , Kipnis F. , Whitebook M. , Sakai L.

359

This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions of the state. Interviews were conducted over the phone. The study examined the kinds of preparation that these directors received for their work as program leaders, the areas that these directors identified as strengths and weaknesses, and the kinds of professional development that they perceived as necessary to perform their jobs well. Results indicate that given the wide range of qualifications and work experiences among directors in this mixed service delivery system, targeted professional development focusing on both administration and early childhood content is needed. These findings suggest that policy makers and administrators of preschool programs should conduct needs assessments of their preschool directors and school leaders to ensure that professional development opportunities address different levels of experience and expertise appropriate for leaders working in these systems. Because of the complexity of leading programs with mixed sources of funding and policy mandates, it is also suggested that competencies be articulated for preschool leaders and that institutions of higher education develop early childhood leadership preparation programs.

Keywords: education training personnel day care professional development training programs child development

Torbizka A. Whole group – from intrigue to agreement

2013, 2 p. 48–52

158

The article describes processes that take place in the teachers’ collective – from their onset to the reached agreements. Because the educational environment brings people in groups, there are processes that need to be understood like group dynamics, human emotions and behavior. Education implies interaction between teachers, children, parents and co-workers. Proper goal setting and arrangement of working time allows the teacher to become a better partner in the collective work. The want for professional and personal development makes teachers to update their knowledge, develop on their strengths and work on their weaknesses. Teachers also develop their professional confidence, which raises their resistance to stress in the profession. It is shown that the ability to solve problems and eliminate conflicts in their work, significantly strengthens the authority of the teacher.

Keywords: education environment teacher intrigue agreement conflict team interaction behavior

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