2013, 3

Kudryavzev V.T. About education status of a preschool level of education in a view of the advanced administrative trends

2013, 3 p. 10–17

Kudryavzev V.T.

369

What is the purpose of preschool education? This question has become of special importance as the new law “On Education in the Russian Federation” was introduced and the discussion of the standards of preschool education unfolded. According to the author, federal standards were elaborated in order to protect the system of preschool education and at the same time limit the participation of professionals in its life. The situation is complicated, at times dramatic, but not hopeless. The author considers different ways of development of the situation.

Keywords: education early childhood education standards of preschool education the law “On Education in the Russian Federation”

Koryazhkina E.A. An innovative model of enculturation and socialization of children - children’s folklore center “Golden Cockerel”

2013, 3 p. 44–53

Koryazhkina E.А.

278

Keywords: education early childhood education standards of preschool education the law “On Education in the Russian Federation”

Denisenkova N.S. Internship in action

2013, 3 p. 54–57

Denisenkova N.S.

288

The article focuses on the activities within internship in the frame of the program “Preschool education: intellectual resource for the development of the nation. Gifted children. Support for children’s initiative”. As an example its implementation in kindergarten № 1511 is analyzed. Master class “Development of intellectual abilities and elements of logical thinking in children preschool age” is described. During internship students are introduced to different forms and methods of practical work on the development of logical thinking of preschoolers, learn about the principles of educational work in kindergartens with gifted children.

Keywords: internship professional competence of teachers master class gifted children intellectual and creative talent of preschoolers

Borisova M.M., Aschotov A.V. Learning the basic elements of spochan (safety fencing) in the frame of additional education for preschoolers

2013, 3 p. 58–61

Aschotov A.V. , Borisova M.M.

378

The article describes spochan methods of safety fencing used in the system of additional education of preschool. Brief description of the sport, the history of its origin, the rules of the competition are given. The authors emphasize that spochan can be used in the preschool setting with the children, the structure of the classes and the main elements that can be used are described. Spochan classes provide positive outcomes for preschool children: stimulate heart and lungs functioning, develop coordination, reaction time, endurance, agility, ability to handle stressful situations. Particular attention is paid to safety issues during classes and contraindications to practice of this kind of fencing.

Keywords: chanbara sport oriental martial arts spochan safety fencing

Dubrovskaya E.A. Intonational theory of music in practice musical education of children

2013, 3 p. 62–65

Dubrovskaya E.А.

245

Traditions of musical pedagogy set thinking on perspective ways of musical development of the child. B.V. Asafyev’s intonational theory opens ample opportunities in familiarizing of preschool children with original musical culture. The authordrawsattentionto theimportanceof intonationin music.The essence ofmusical thinkingis defined as thepenetration of thedialecticrelationshipsof form and contentof music.Developing of musical thinking is particularly active during seventh year of life. This period is important for introducing children to intonation on examples of masterpieces. Song intonation should speak to the child. The author gives practical recommendations on working with children during music lessons.

Keywords: intonation musical thinking musical perception live sound intonational experience

Chemodurova J.G. Art as a basis for creative development of preschool children

2013, 3 p. 66–69

Chemodurova J.G.

305

The article discusses the role of artistic and aesthetic education, one of the main educational and educational facets of work with children of preschool age. Aesthetic education is aimed at harmonization of the individual, adaptation within communication, cognitive and transformative attitude towards life. The result of the artistic and aesthetic development is development of the person who can recognize and transform the world, own life and lives of others according to the laws of beauty, spirituality and harmony. The authors emphasize that through the art child acquires special attitude towards reality. Aesthetic development in early childhood education can be incorporated into the educational process within different content. The article provides practical examples of working with preschool children, aimed at aesthetic development.

Keywords: art-aesthetic education artistic development the integration of the arts the artistic image

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

2013, 3 p. 70–78

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

357

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

Download Number PDF