2014, 2
2014, 2
p. 10
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892
The article is devoted to the process of integration - a relatively new phenomenon in Russian pedagogy. It is noted that currently few steps towards uniting the various components
of education – content of education, means and methods of training and education that would ensure the formation of a child’s coherent picture of the world – were made. Implementation
of the Program of kindergarten and educational activities with children are made through special structural units - “educational areas”, which are according to a new Educational standard
of Russia described as “certain lines of development and education of children”. The experience
of the teachers of kindergarten № 1012 of Moscow in the sphere of ecological education of children in different age groups helped to integrate different activities for preschool children in the frame of the program “Young Ecologist”. An example of one class which presents the integration of various educational areas is described.
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2014, 2
p. 64–78
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443
This article describes the formation of children’s social interactions around technologies in preschools. This paper presents evidence from a study that explores how 3– to 5-year-old children construct their social interactions through the mediation of their peers while using technological resources. Utilising a systematic and iterative data collection and analysis cycle, children’s interactions with 24 technological resources were examined over a nine-month period and across three phases. Findings reveal that children draw on social status roles and technological positions to gain control and influence over technologies and their peers. When combined these roles and positions affect children’s agency to determine social interactions around technological resources. In essence, this paper demonstrates that a complex social dynamic, in addition to technological artefacts, shape children’s social interactions in contemporary technology-rich preschools.
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