2015, 6
2015, 6
p. 26–31
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537
The article is devoted to the work with children with disabilities. After the introduction of the federal Standard of the preschool education these problems have become especially relevant. A key principle of the Standard is to support the diversity of each child, including the child with health disabilities. The author pays particular attention to the importance of training for work with children. Teachers of preschool educational institutions should know and take into account the individual characteristics of children with health disabilities to acquaint parents with the peculiarities of their interaction with children, to provide psychological support to the family in implementing educational activities in the frame of the developmental program. The article is focused on the need to develop an individual route of education for every child.
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2015, 6
p. 32–42
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356
The paper is devoted to the problem of language development of children through play activities. This is due to the fact that play promotes the formation of child’s mental processes, including imagination. The reason for the urgent need of language development of children is a human need to communicate. The paper reveals the value of the games and their role in the development of speech in young children. The relevance of the work lies in the fact that early age is a period of the most intensive development of the child, the period when the child is in active assimilation of the spoken language. During this age the establishment and development of all aspects of speech: phonetic, lexical, grammatical are presented. The full possession of the native language is a prerequisite for solving the problems of intellectual, aesthetic and moral education of children.
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2015, 6
p. 43–49
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798
The article describes essential and distinctive features of an exemplary basic educational program of preschool education “From birth to school”, which is connected with the innovative systems the Standard of the preschool education - positive socialization, individualization of the development, support of children’s initiative. The program “From birth to school” has a systemic, comprehensive, science-based understanding of the objectives and requirements that are applied to the preschool educational institutions. The program is based on the scientific psychological-pedagogical school of L.Vygotsky and his followers (A. Zaporozhets, A. Leontyev et al.). The program is developed in accordance with the psychological and physiological characteristics of the children, supports the diversity of childhood, makes preschool education “entertaining” and is aimed at the formation of motives and needs of a child.
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2015, 6
p. 50–55
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373
In this article the problem of diagnosis of autism is raised. Diagnoses of autism are often mistakenly set for children with developmental delays, suffering from systemic disorders of speech and secondary autistic behavioral manifestations arising from the early damage of the central nervous system. Examples of the application of techniques of neuropsychological correction of a child with autism spectrum disorders are provided. Neuropsychological data provided led to the conclusion that the diagnosis of autism needed to be clarified. After a course of rehabilitative training a positive trend in mental functioning of a child was discovered. After the second diagnostics it was concluded that the child had secondary autistic traits associated with the delayed language development and general executive functions, which needed to be corrected through the development of mental functions. The article highlights the importance and possibilities of neuropsychology in the differential diagnosis of mental functioning in children diagnosed with autism spectrum disorders.
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2015, 6
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630
From research we know that there is no specific early childhood education programme that is superior to other approaches (National Research Council. 2001). At the same time, historically it looks like people think there is a specific programme that will solve all problems and guarantee a high quality in early years education, since different discourses keep appearing. Right now based on the UN Convention of the Right of the Child, children’s voices and perspectives are central to education for young children. In this theoretical article we will discuss what an early childhood education based on child perspectives and children’s perspective could be. The two perspectives will be defined. Central notions and features for a pedagogy that takes both of these perspectives into practice will be illustrated, but also aspects that link care and education. The important relation between children’s experiences in the family and in early childhood education call for a sensitivity and dialogue with children that presuppose adults’ skills to empathically and cognitively make sense of children’s worlds. This means that, instead of arguing for a certain programme to early years education, we try to focus attention to certain features and aspects that could be of importance for a child’s right to education.
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