2015, 1
2015, 1
p. 34–37
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443
The article describes the partial program “Happy day of a preschooler”, created by a group of authors on the basis of the program of the composer S. Korenblit. The program is based on the principle of self-development of the child through social organization (Vygotsky), developmental environment and new forms of interaction of children with adults, peers via modern ICT means. The principle of self-development is implemented in the program as “spontaneous” development (Zaporozhets), which involves a dialogue between child and adult, children with their peers in activities and communication; the emergence and resolution of the dialectical contradictions between the desires and capabilities of the child, demands to him by others and logical operations; mutual transitions between work in the zone of proximal development (Vygotsky) and independent children’s activity. The program is designed to provide all-round development of children through creative emotional activity.
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2015, 1
p. 38–45
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493
Article is devoted to the problems of modern childhood and parenting in the early stages of ontogeny. Passion of parents for numerous electronic devices and virtual space leads to a lack of real communication and practical game interaction in their kids. This results in a delay in the development of children’s speech, reducing their individual self-meaningful activity and imagination, increases children’s aggression and brutality. Leading mental cognitive process in early years is perception that helps to achieve the main goal of an early age – mastering the surrounding objective world. However, this goal can not be achieved without the active help of an adult especially mothers. The authors offer a description of practical experience in the organization of the cycle of gaming sessions with a special sensory equipment for parent-child pairs and young children. The article also describes the features of the human sensory systems and the effects of light, color, sound and aromatherapy, breathing techniques of children.
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2015, 1
p. 46–55
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547
Current research shows that ecological education is based on a certain value system: understanding the uniqueness and intrinsic value of nature on the basis of ecological knowledge, the importance of the valuable relation to nature, the awareness of each person’s responsibility for the preservation of life on the planet. These postulates help to form elements of ecological culture of preschoolers. Currently, the issue of using natural history literature in ecological education of preschool children is not covered in theoretical and methodological literature. This article quotes the works of children’s writers who most clearly characterize this position.
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2015, 1
p. 56–67
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821
The authors have developed an educational program on the basis of economic education of senior preschool children in developmental interactive games. A series of games called “Rublik and Kopeechka: play in the economy” is included in the program. The educational program includes such educational games that promote cognitive activity of the child and improve competencies of senior preschool children on the elementary economic education. The plot of the stories help children to understand right or wrong decisions. Two characters – Kopeechka and Rublik – travel with children in the world of economy and help children learn basic economic concepts and ideas. This allows to maintain an interest in the proposed educational materials and positive emotional attitude to the activities. The authors of the program through the games try to reveal to the children surrounding world as the world of spiritual and material values and generate economic consciousness and economic thinking. The novelty of the program lies in the formulation of the problem as a matter of social learning itself and that it is implemented in printed games and electronic educational resources.
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2015, 1
p. 22–33
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734
In the context of the implementation of the Federal State Educational Standard of preschool education study of the theory and practice of humanistic concepts of preschool education in which there is a wealth of experience of practical implementation of the central provisions of the standard preschool education, such as support for children’s initiative, free games, work on the development of educational content areas within the types of children activities, creation of favorable social conditions and environment conducive to development, becomes very important. This article examines the theoretical bases of free games, psychology of play - the views of Piaget and Vygotsky, pedagogy of free play in Waldorf kindergarten and developmental effects of free games. It is shown that in the free play there is not only a support of children’s initiatives, but play also can be realized in the work of five learning areas in the context of children’s daily lives. Elements of Waldorf pedagogy can be used in the practice of Russian kindergartens in the context of the implementation of the Federal State Educational Standard of preschool education.
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2015, 1
p. 69-79
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645
Since the UN Convention on the Rights of the Child was ratified in 1991, children’s right to have a voice, and to have their opinions heard, has led many providers and practitioners in the field of early years to seek ways to involve children’s perspectives in the evaluation and development of practice. Those who value democracy understand that encouraging young children to actively participate has long term implications for participatory citizenship. Researchers in early childhood have also been sensitised to the challenge of inclusive research, in which our youngest children are viewed as active subjects, rather than objects, in a research process that is set in the context of a democratic encounter. The Centre for Research in Early Childhood in Birmingham, England has a strong ethical commitment to including the voices of children as an integral part of all its research and development work. We operate through an ethos of empowerment of all participants, and aim for participatory research practice which has at its heart an active involvement in promoting the rights of children as citizens with voice and power. This paper will trace a brief history of the children’s participatory position in England and explore the struggles and challenges we, as researchers, have faced in making our personal commitment to children’s participation a reality. It will draw upon the work of a series of research and development projects we have undertaken over the last fifteen years in which we tried to work alongside children to explore and document their realities of life in early childhood settings. These projects include the Effective Early Learning (EEL) Programme, the Accounting Early for Life Long Learning (AcE) Programme, the Children Crossing Borders Project (Bertram and Pascal 2007) and the Opening Windows (OW) Programme. Through the work of these projects, and with an especial focus on the Children Crossing Borders research, which was the precursor to the OW programme, we explain how we have attempted to provide space for multiple voices in the research process. We share our learning about how better to support and listen to the voices of young children, who are the most often silenced in the production of knowledge and understandings about their lives. From this experience, methodological and epistemological lessons for researchers and practitioners will be identified and further explored.
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