2014, 8
2014, 8
p. 18–27
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551
A child’s ability to manage own activity is a condition of effective learning. The self-regulation of cognitive activity is carried out by means of metacognitive processes: goal-setting; highlighting the conditions of activity; programs of action; self-control. Metacognitive processes can be formal and dialectical according to the contents. Formal regulatory structures define knowledge as a set of unrelated actions aimed at the study of static and isolated properties of object. Dialectic metacognitive structures direct the subject to a comprehensive investigation of object, usage of all available resources, application of the different action programs and the substantial analysis of the achievements. Usage of visual models promotes the development of metacognitive processes in children of preschool age. It is difficult for children to hold the plan of activity and to control achievements due to the nature of their arbitrariness, thinking and memory. Experimental study of 40 children of 4-6 years showed that the visual models are an effective means of regulation of cognitive activity during its realization. The use of such models in the educational activity significantly influences on development of metacognitive processes such as analysis of the conditions of knowledge and programming of actions. Formation of the dialectical notion of cognition and skills to plan a cognitive process is organized by usage of metacognitive conversations. Such work is most effective with children 5–6 years.
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2014, 8
p. 28–33
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532
Gender education is a socially controlled process of development of girls and boys in the course of their gender socialization - educational foundations of culture of relationships and appropriate behavior. The question of gender in the education of children of preschool age is considered by the author in line with the close relationship with the analyzes of children’s main activity - play. Particular attention is paid to the role of hand-made toys in the development of the child’s play and the formation of gender awareness of boys and girls. Recommendations on the organization of joint activities of adults and children for the production of toys, play equipment for the development of play for boys and girls are introduced.
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2014, 8
p. 34–37
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424
The organization of interaction of the teacher with the participants of the educational process is crucial to achieving high educational and training effect as well as academic success in transition of kindergarten students to primary school. This process influences the motivation of the child to education and knowledge, proactive behavior, initiative, creativity, openness to dialogue with peers and adults, the ability to express own position. The aim of the article is to examine the content of the training of teachers for interaction with the participants of the child’s education in the pre-school period. A model of the interaction as a system of the process is introduced. Set of personal characteristics of the teacher which are necessary for its effective implementation are analyzed. Description of the stages of preparation of teachers and indicators of its effectiveness are shown.
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2014, 8
p. 50–57
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588
The article describes the main areas of the formation of educational development in the Astrakhan province during nineteenth - early twentieth century, the relationship of history of the region with the development of education in Russia. Authors describe the role of religion in the development of public education. Attention is given to the development of education among the various nationalities of Astrakhan - Tatars, Kazakhs and Kalmyks. The authors concluded that the system of early childhood care and education, regardless of their ethnic origin was aimed at initial socialization of children, teaching them the skills to communicate with their peers as well as solving the problem of employment of their parents. It is concluded that in the development of pre-school education the role of ethno-religious dimension is large enough, but it is insignificant.
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2014, 8
p. 68–78
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819
How can we better understand childhood learning in its historical development? How do institutions (including family) influence and shape what is possible in early childhood? As part of a wider study in an Australian community pre-school, this paper focuses on how cultural–historical methodology can be used to understand institutional influences over time. Returning to an original workplace pre-school site as a field researcher challenged thinking about apparently invisible influences of historical development. Framing this study are Hedegaard’s learning and development through participation in institutional practices model, and Vyqotsky’s cultural–historical theory. This paper uses case study data from one family for building a methodological dialectic in order to theorize practices and thereby illustrate the concept of historical childhood development.
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