2013, 5
2013, 5
p. 34–44
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313
Traditionally family reading had educational and training functions. Recently, however, interest in this type of activity has reduced. The paper analyzes the developmental effect of relatively little-known form of family reading – reading at bedtime, and the response of the child to different types and forms of family reading and telling stories before going to sleep in early and middle preschool age. The study was conducted at three kindergartens in Moscow. The study results show that in communicating with a child at bedtime parents should flexibly use different strategies for establishing socio-emotional psychological comfort depending on the experienced events of the day by the child and the objectives of cooperation. The main functions of bedtime reading are self-awareness, conflict resolution, representation and verbalization of experience, the development of attachment, mastering norms and values.
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2013, 5
p. 46–52
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242
The paper describes the types of “grandparent” roles. The emphasis is made not on the mechanisms of interaction between the generations, but on different socio-psychological issues: the role of an elderly person in the family, the extent of his/her involvement in the problems of the family, the quality of participation of grandparent in the life of grandchildren and children. Psychological mechanisms of dialogue between grandparents and children are considered. It is shown that their interaction is carried out during the broadcast of experience from older generation to the younger one. On the examples of carried out studies it is shown that elderly people can join dialogue with children that can give birth to meanings and deep-laid values. The necessity of the transfer of basic psychological knowledge to grandparents in order to optimize the broadcast of their experience is stated.
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2013, 5
p. 60–67
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363
Education in the 21st century is a basic need. Interestingly many people perceive education as a right of both children and adults. As regards the issue of quality delivery, the foundation level of education is crucial anywhere in the world. In Nigeria, the educational system has witnessed a catalogue of changes in policies and programmes. Some of the changes have appeared to a number of people as desirable while one continues to wonder why some of the other changes were ever initiated. This has resulted in a series of policy somersaults and disruption of academic calendars at all levels of learning throughout the country. Worse hit by all these is the pre-primary level of education where there is no visible government involvement whether in supervision, inspection or funding. It is against this background the paper explores the potentiality of children’s theatre in repositioning early childhood education in Nigeria. In doing this, it deploys the analytical methodology to explain issues and raise some vital suggestions on how to make that level of education work for better quality delivery. The paper concludes that since children’s theatre is both recreational and educational, it should be better placed to reinforce all others aspects of preschool’s curriculum as well as make teaching and learning fun for both the teachers and pupils at the pre-primary education level in Nigeria.
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2013, 5
p. 68–78
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452
In the article current trends of development of early years education are analyzed. Special attention is paid to trends that appeared in accordance with ideas of Lev Vygotsky: to combine non-directive interaction between adult and child and to stimulate child development. The article describes modern tools of evaluation of the educational environment that supports this educational model. Educational standards are the institutional mechanism of quality support of preschool education. Particular attention is paid to American and German approach to assessment of the quality of preschool education. Based on the analysis of systems of these countries author identifies some of the universal trends of preschool education: change of vision of quality of early childhood education, which can be labeled as a “paradigm shift from a paradigm of Piaget to paradigm of Vygotsky” and the creation of an independent system of accreditation of educational programs.
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