2013, 4

Fatikhova L.F. Diagnostics and formation of ability to establish causal link between events among preschool children with mental retardation

2013, 4 p. 34–41

Fatikhova L.F.

250

Level of cognitive activity is essential for child successful learning at school. The authors aimed at measuring the ability of preschool age children with mental retardation to establish a causal link between the events. Techniques of diagnostic and development of this ability are described. The first method is aimed at studying the level of development of the ability of preschool children with mental retardation to the establishment of a causal link between the events in relation to their normally developing peers. The second technique is aimed at developing preschool children with learning disabilities. Based on the techniques the authors conclude that the correction and development work can provide systematic and consistent principles. It is shown why it is important to form new skills basing on already acquired skills.

Keywords: diagnostic technique development methodology mental retardation cause-effect relationship seriation

Borisova M.M., Goryanova E.V. The learning process of Wushu basics for preschool children: past and present

2013, 4 p. 42–49

Goryanova E.V. , Borisova M.M.

243

The article describes the origins and development of Wushu in China, the emergence and spread of this kind of martial arts in Russia. Wushu is a way to improve the development of the individual through the basic movements, exercises, sets of breathing exercises, though being a complex kind of sport. Wushu has a multifaceted effect on the organism involved. The mentoring and training of preschool children are described. Sessions with preschoolers focus on physical fitness, develop flexibility, endurance, coordination. Particular attention is paid to safety precautions and contraindications among preschool children.

Keywords: wushu martial arts mentoring Shaolin Temple training process

Sinizina I.Y. How ready the child is for learning to read?

2013, 4 p. 50–55

Sinizina I.Y.

170

The paper discusses the following questions: “How to start learning to read? How to make sure that the child will learn reading with pleasure? At what stages to divide the learning process? How to prepare classes that will not be rejected by the child at first attempts to teach him to read?” Children who immediately refuse to learn to read have classes that are built in a wrong way - not taking into account individual characteristics of children, their difficulties, missing the necessary for them steps, hurting children with the references to the successful learning experience of other children. It is shown that to be ready to learn to read is very important. If a child is not ready, a preparatory phase is needed, the duration of which is individual (from 2-3 days to 2-3 months). Adults should also be prepared for classes with the child. It is noted that, otherwise, the preparatory phase for adults is also needed. The author’s play method of determining readiness to read is introduced.

Keywords: learning reading playing ready for classes in reading testing game technique for determining readiness for learning

Churbanova S.M. On the development of creativity in the early periods of child’s life

2013, 4 p. 56–59

Churbanova S.M.

369

The article examines meaning of the early periods of child’s life for the development of imagination, original creative ideas, freedom of expression in a decent personal conduct. From the position of L.S. Vygotsky childhood importance in the occurrence of the imagination and the beginning of formation of creative abilities through training and education of the child is analyzed. The role of aesthetic education for the personality development is shown to be not less valuable than the work and training activities of children. The author refers to the 25 years of experience gained in the establishment of additional education “The Golden Cockerel”, and notes that talented teachers are actively developing children’s imagination in the process of aesthetic education, based on the different types and practices of creative activity, games, modeling forms of culture presented in the traditional Russian folklore. It is also noted that the successful solution of problems of the aesthetic development of preschool children with difficulties in behavior and in communication with peers was possible on the basis of creative cooperation between Center of Aesthetic Education of Children “The Golden Cockerel” with the Faculty of Psychology of the Lomonosov Moscow State University.

Keywords: early periods of life development of imagination personality development age-sensitive “age talent” training and education of the child’s play activities aesthetic education Russian folklore preschool children with difficulties in behavior and in

Panov V.I., Pozdnyakova G.P., Hisambeev S.R., Lidskaya E.V. Formation of subjectivity of preschooler in process of acquisition of motor skills

2013, 4 p. 60–69

Pozdnyakova G.P. , Panov V.I. , Lidskaya E.V. , Hisambeev S.R.

124

Development of motor activity in preschool children is necessary not only for their physical development, but also is the conditions and the means of overall mental development. The authors emphasize that bodily movements serve as an operational component of mastering different activities, essential to overall mental development. Motor activity is described not as a structure of motor actions, but is analyzed as physical activity in which voluntary movements begin their formation. For learning motor skills by children of senior preschool age and older a training program “Shamrock” as a teaching method was implemented. The authors introduce the analysis of the results of indicators of physical activity for children involved in this program. There were introduced empirical evidence showing that the development of physical activity for children of preschool age becomes a condition and factor of their overall mental development when learning motor skills is focused on the development of subjectivity of a child as a subject of motor actions.

Keywords: motor activity program “Shamrock” subjectivity

Bayanova L.F., Mustafin T.R. Cultural congruence of the preschooler in the normative situation and the possibility of its research

2013, 4 p. 70–75

Mustafin T.R. , Bayanova L.F.

259

The key actors in the normative interaction situations are a child and an adult. It is an adult, who is broadcasting rules to the child, and who can evaluate the degree of congruence of the child as a subject of culture (of the normative situation). The paper presents an analysis of the psychology of the child’s correspondence with the rules of culture – cultural congruence. Education of the individual in a culture is the formation of the creative potential of the child, based on the capacity of critical analysis and reflection. The authors emphasize that the education of the individual requires means that differ from those that are needed for raising the subject. The article describes a technique for identifying the cultural congruence among 5-6 years old children. The method is based on the identified range of human interaction in the social situations between the child and the adult. It allows to determine compliance of the child with the standards on the basis of indicators of five scales which together form integral indicator of cultural congruence.

Keywords: cultural congruence subjectivity subjective characteristics the normative situation frequency analysis factor analysis content analysis cultural maladjustment

Volkova T.V., Kudryavtseva E.L., Chervova A.S. Preschool establishments in Russia and Germany: different forms and methods of work

2013, 4 p. 76–79

Kudryavtseva E.L. , Chervova A.S. , Volkova T.V.

381

Differences between preschool education in Russia and in Germany are discussed. The authors report on the forms and types of preschool education in these countries, the programs on which work of preschool education is based, issues that teachers are faced with. According to the authors one of the main tasks of the development of preschool education – is strengthening the family as a social institution. Therefore in both countries a system of public preschool education focused on the child who is brought up in a family environment is established. In Germany in contrast to Russia preschool establishments work not in accordance with specific programs, but in accordance with the “concept of education”, which gives ample opportunity for creative teachers. Authors analyze problems of migrant workers, which are common for both countries, and consider possibilities of bilingual education.

Keywords: bilingual education bilingual group lekotek migrants compensatory education

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