2015, 2
2015, 2
p. 22–33
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199
The article is devoted to the following question: how children of preschool age reflect developments in the surrounding world. Cyclic representations are understood as means of representation, which allow the child to reflect the structure of development: the transformation of the object into its opposite and return to the starting point, but at a new stage. Cyclic representations allow the child to see patterns recurrence occurring of the processes, to see non-randomness in the sequence of events. This article describes the tasks aimed at the formation of cyclic representations of the older preschoolers. Examples of specific tasks, “traps” that define the problem situations, as well as the cases in which children solve the problem situations are presented. Testing of tasks was carried out in 2013-2014 in preschool establishments of Moscow №1602 and №2523.
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2015, 2
p. 34–43
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275
This article discusses the spatial representations that are required to teach a child to count, write, draw, read – all the processes that are based on establishing relations between objects and phenomena, their sequence, and hence their spatial relationships. Spatial concepts are essential for the formation of higher mental functions: praxis, gnosis, speech and writing, memory and thinking. The complex mechanisms of spatial representations start to form in early childhood. Formation of spatial representations is related to the use of different systems of orientation in space (the visible and imaginary). Neuropsychology has always been a practical science. Authors offer a theoretically sound practice games and exercises that promote the formation and development of spatial representations, which can be useful for specialists and for parents of preschoolers.
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2015, 2
p. 58–65
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331
The article describes the process of co-construction in early childhood education, its advantages in the relationship of adults and children. Co-construction as a pedagogical approach means that learning takes place as collaboration, which is jointly organized by teaching staff and children. The key of co-construction is the social interaction, which promotes the spiritual, linguistic, social development. The process of co-construction is ensured by the design, documentation and discourse. The author examines the specific aspects of the co-construction: intercultural, gender and children with different abilities. As an example, the article analyzes the daily life in pre-school, organized on the principle of co-construction.
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2015, 2
p. 66–78
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639
India is characterised by immense plurality, whether it is in ecology, economy, religion, language, history, culture or cuisine. As a single nation which harbours so much diversity, working towards uniform principles becomes a serious challenge, whether in the attainment of national goals or the implementation of educational objectives. Regarding childhood, there is a constant dialogue between cultural practices on the one hand, and national objectives of children’s development on the other. Additional turbulence is caused by the distant images from affluent countries. Socialisation practices among contemporary Indian families continue to have enduring links with ancient traditions. Simultaneously, families are increasingly enthusiastic about children’s education; and keeping pace with modernity and technological advancement is an important priority. However, the global ideal of childhood as visualised by Euro-American norms, guided by quantitative homogenisation, has been an important obstacle for a reasonable understanding of Indian childhood and family life. This presentation focuses on the characteristic properties of family life and childhood in India that facilitate the co-existence of complex and even conflicting ways of bringing-up children. The analysis will be supported by examples from research with Indian families to describe the adaptive strategies that adults employ in the socialisation for competence of children towards a high tolerance of ambiguity and ambivalence.
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