2014, 9

Shiyan O.A., Krasheninnikova E.V. How children reflect developmental processes in the world?

2014, 9 p. 36–45

248

The article is devoted to the following question: how do children of the senior preschool age reflect the processes of development in the world. Cyclic representations, allowing the child to reflect the structure of the development (the transformation of the object into its opposite and return to the starting point, but at a new stage) are understood as means of reflection of developmental processes. Cyclic representations allow the child to see patterns of the processes occurring around him repeatability, to see the nonrandomness of a sequence of events. The paper describes the results of studies of cyclic representations of older preschoolers on the examples of making stories and solving problems. These studies show that, although the children are immersed in the cyclical processes of the world, presentation of these processes to the children is fragmented as they are not organized into a coherent structure.

Keywords: cyclic representation the dialectical structure preschoolers

Fatikhova L.F. Construction teaching of preschool children with intellectual disabilities

2014, 9 p. 46–53

Fatikhova L.F.

208

The article presents methods of construction teaching of preschool children (6–8 years) with intellectual disabilities (mental retardation). Construction is one of the most accessible activities for preschoolers with intellectual disabilities. The technique is based on the theory of the gradual formation of mental actions by P.Ya. Galperin and involves the formation of mental activity in the planar and volumetric construction, which, in turn, include the formation of skills to build figures and to make scene construction. The main directions of correctional and pedagogical work are teaching flatness and volume, object and scene construction. The article provides a detailed description of the methods of teaching the volumetric construction using the example of two construction skills – the ability to construct three-dimensional figures and skills to build volumetric scenes.

Keywords: preschool children with intellectual disabilities construction methods of construction teaching the gradual formation of mental activity the flatness of the construction construction volume object construction scene construction

Sinitsyna I.Y. Play approach to teaching of reading in preschool age

2014, 9 p. 54–59

Sinizina I.Y.

256

In Russian psychology main components of the role-playing game are described: an imaginary situation, role, playing action, usage of the substitute objects. Since it is a leading activity of the preschoolers, the presence of the same components is needed for didactic games (especially when children are 3–5 years old). Didactic games should become role-playing. For many preschool children problems in reading are not associated with laziness or intellectual deficits – is the inability to “jump” through the intermediate links of the learning process. The task of the teacher in this regard is to build the process of learning to read in a creative way: to find solutions for each pedagogical task in a role-playing didactic game which turns learning into a joyful fascinating process.

Keywords: teaching reading role-playing gaming approach didactic game stages of learning to read

Zakharenkova V.V. Creative usage of technique “Biofeedback – Health” in the structure of remedial classes with stammering preschool children

2014, 9 p. 60–69

Zakharenkova V.V.

302

The possibility of improving the creative usage of innovative techniques based on the technology “Biofeedback – Health” in correctional work with stammering children of preschool age through the use of a series of electronic textbooks “Learning and heal” is described in the article. The implementation of the technique in the correctional work with children who have a diagnosis of complex speech as stuttering is presented. The main purpose of using this technique is the development of physiological respiration. In overcoming stuttering breathing is the main facet of correctional work. Two important aspects of the technique usage are stressed: the importance of the use of electronic aids in the development of a free, relaxed, coherent speech and the development of the communication skills during these sessions.

Keywords: biofeedback electronic learning aids corrective exercises physiological breathing

Morgan A. Interactive whiteboards, interactivity and play in the classroom with children aged three to seven years

2014, 9 p. 70–78

Morgan A.

352

This paper examines the current use of interactive whiteboards in the teaching and learning of children aged three to seven years in Wales, UK. It considers both teachers’ and children’s reflections regarding the use of this ‘novel’ technology. Observations in 30 classrooms with interactive whiteboards (IWB) and interviews with teachers and children from these classroom settings are analysed to develop an understanding of current practice regarding the use of IWBs and the thinking behind this. Findings reveal that the teachers value and promote ‘playful’ and ‘interactive’ experiences as vehicles for learning. Evidence of the use of the IWB technology to support learning experiences which were either ‘playful’ or ‘interactive’ were however limited. This study suggests that IWB are routinely being used to support a more instructionist form of pedagogy than would be supported by the socio-cultural principles held by the majority of teachers interviewed or of the new foundation phase currently being implemented in Wales. Affordances, identified by practitioners, of IWB technology to support a ‘pedagogy of play’ are discussed.

Keywords: interactive whiteboards play ICT pedagogy interactive teaching

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