2015, 10
2015, 10
p. 40–47
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277
The article deals with the immediate prospects for those teachers employed in children public organizations (CPO) in the context of implementing the Federal Preschool Educational Standard for the education of disabled infant and young children with various developmental disorders. It presents practiceoriented materials designed to help CPO educators in their work with special needs children in infant and early ages. Some infants and young children with developmental deviations have not been diagnosed as yet and neither have the peculiarities of their deviant development been identified. This has had a negative impact on their development in leaving out sensitive and favorable periods for leveling off their development. CPO teachers working in infant and young children groups may be the first to reveal such children’s individual characteristics and special educational needs. They are in a position to choose a differentiated approach to organizing the type of interaction these children require. The main objective of this article is to help a preschool teacher to acquaint oneself with the organization and content of the psychological and pedagogical corrective educational process in regard to physically challenged infant and young children in CPOs.
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2015, 10
p. 32–39
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367
The article is devoted to the peculiarities of development of imagination in modern preschoolers. The article analyzes the currently relevant problem of continuity of family and preschool education. As a way to solve the problem it suggests that groups involving kids of different ages should be set up in kindergartens. Such groups are considered as being similar to a children’s natural community that exists in large families. The article provides the results of their study into the imagination in agediverse preschool groups and those of the same age, it identifies and describes the psychological conditions for development of imagination in preschool years as it shows advantages of children’s education and upbringing in agedivers groups. It provides recommendations on how to organize psychological work with preschoolers. The findings described in this article may be of interest to psychologists, educators and other professionals who deal with preschool children.
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2015, 10
p. 48–51
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250
Today the environmental education of preschool children is top of the agenda. If we fail to explain and teach kids to love and respect nature, they are bound to be indifferent to it when they grow up. Every kid needs to know that if we do not take care of nature, we are in for an environmental disaster. We, people, must help nature. Children need to know that deforestation, air pollution, destruction of rare plants and forest fires are all leading our planet into an environmental abyss. This project is intended to teach children to see the beauty of nature, to learn what good trees, in our case the birch tree, can do, to talk about the beauty of Russian forests, songs that have been sung, poetry written in praise of it, to watch the birch tree in different seasons.
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2015, 10
p. 52–55
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294
Embracing a wide gamut of pedagogical knowledge and experience and practiced on a daily basis through works of folk art, traditions, customs, children’s games and toys, folk pedagogy contributes to the solution of issues related to physical education and development of preschool children. The article considers the possibilities of using traditional pedagogy in the process of physical education for preschool children. Special attention is paid to folk outdoor games that stimulate children’s motor and speech activity. Skill acquisition in playing action-oriented games contributes to the formation of a value approach to a healthy lifestyle and that of self-regulation in a child’s motor sector. The author provides specific examples and recommendations on using outdoor games when working with preschool children.
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2015, 10
p. 64–75
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260
The present study illustrates that social support in ECEC settings can take place across several socio-economical and cultural borders. The presence of children as brokers of relations plays a fundamental role in the creation of social networks, in the processes of parenting support and community building. ‘Free confrontations’ between parents and children can foster daily learning processes, despite/thanks to the contradictions and tensions that occur. This suggests that a meeting place can be a space where the experiment of democracy sporadically can emerge. In this experiment, parents, children and professionals are actors in the construction processes of parenting and community building. In so doing, parenting and living together, the pedagogical and the social, coincide.
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2015, 10
p. 76–79
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345
This article describes the use of five active learning methods: mind mapping method, situational and emotional method, trial method, language immersion method and case method in the practice of foreign preschool education. It analyzes the key elements in its formation and lays bare their essence; defines its application in teaching various linguistic, social and natural sciences; it describes the requirements for implementing these methods and explains the basic principles of their implementation in the context of relevant psychological neoformations during the transition period from preschool to school. It sums up the main differences in the introduction and use of active learning methods that are employed in European basic education and foreign preschoolschool education.
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