2015, 8
2015, 8
p. 40–43
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357
The main objective of this article is to help a preschool teacher to get acquainted with the organization and contents of the corrective educational process for children with disabilities. This category of children has special educational needs. Children with disabilities can receive preschool education in groups of combined or compensatory patterns in preschool educational facilities. Preschool education groups of compensating and combination patterns organize and implement the educational process for children with disabilities and special needs in accordance with customized educational programs. The author’s focus is on the development of such customized programs. “Model Basic Educational Program of Preschool Education” (MBEP) has been published in the Russian Federation Education and Science Ministry’s official register of model basic education programs. MBEP contains a section called “Program of corrective and developing work for children with disabilities and special needs.” This section shows an algorithm for developing customized programs for children with disabilities and special needs. This knowledge will help to enhance kindergarten teachers’ pedagogical skills necessary to implement the Federal State Education Standard in preschool education in the process of organizing inclusive education in preschool educational establishments.
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2015, 8
p. 26–33
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234
In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and can not be considered as its extension or modification.
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2015, 8
p. 34–39
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265
The article is devoted to a study conducted in preschool education №2325 called «Academy of Childhood” in Moscow involving participants from the group for 6-7 year old children (N=50.). The aim of the study was to identify the degree of absorption of a preschool child in the culture of animation, the quality of its comprehension as a factor in the development of its capacity for symbolic mediation. The author notes that each subject was given a set of specially selected diagnostic tests to determine his or her level of mental development and certain neuropsychiatric features. The methods were consistent with the subjects’ age specifics and the goals, objectives and hypothesis of the study. In her study, the author used her own technique, developed in accordance with standard provisions for psychometric methods. The study identified four levels of representation of the animated film in children’s minds, and 3 levels of preschool children’s abilities to symbolic mediation. When processing the results obtained the following trend was observed: the higher the degree of a child’s quantitative exposure to cartoon culture – the lower is its propensity for qualitative analysis and comprehension of cartoons. It is noted that the number of cartoons seen is a factor that negatively affects the development level of the child’s capacity for symbolic mediation. Recommendations are given on proper selection of animated films before showing them to a child.
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2015, 8
p. 44–47
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387
The article describes the construction of an educational process based on the comprehensive and thematic planning principles with regard to integration of educational areas. The author notes that it is necessary to design a holistic educational process organization model for the whole school year, to create a streamlined system for planning an educational process. Author emphasizes a teacher’s creative approach to the modeling of an educational process. It is pointed out that organizing a thematic day most naturally combines the contents of educational areas enabling the educator to integrate his/ her educational activities and avoid unnecessary fragmentation of children’s activities into this or that educational area. The author cites examples of organizing thematic days in a kindergarten and notes that the scenario plan for a thematic day is to ensure unity of educational, developmental and educational goals and objectives in preschool children education and the integration of educational areas. Author concludes that comprehensive thematic planning should comply with the requirements for implementation of the preschool education program which are listed in the Federal State Education Standard for preschool educational institutions. In particular, it is necessary to use such forms and methods of work with children in the educational activity that are appropriate to their age and individual characteristics and exclude both artificial acceleration and deceleration of children’s development.
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2015, 8
p. 52–61
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336
The article deals with the importance of preschool children’s literary development in an individual’s socialization at the present stage. Literary development is construed by the author to preschoolers’ mastery of all the riches of their native language to express the thoughts and feelings they attain by reading children’s literature, and mastery of communication culture, ability to come into contact with and engage in a dialogue with adults and their own peers and use speech etiquette. Children’s literature is a powerful educational tool, it should become a developing environment and provide education to preschool children, making it possible to diversify and create a complete educational environment of childhood both in a kindergarten and at home. The author offers a program which has been developed by kindergarten teachers in Mozhaisk. It aims at developing children’s interest in reading, their love for literature, exposing senior preschool children to Russian literary culture. The author notes that this program is an example of reading literary works in the educational process, the contents of which are organically included in the direct educational activities through organizing various types of children’s activities.
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2015, 8
p. 68–78
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281
The research questions of the article are: What takes place in the professional cooperative work of including children with special needs in kindergartens and in counteracting exclusive process? How are views on children and ethics expressed through practice and in reflections on practice among the staff in kindergarten? What constitutes ‘pedagogical presence’ ‘attentive love’ and children’s participation in developing pedagogical practice A common understanding of these concepts are highlighted by Fromm’s understanding of ‘be-mode’ and ‘have-mode’ as different modes of orientation toward ourselves and the world. The article draws on critical social theory on preschool education and is based on empiric findings from ethnographic studies in two kindergartens. While planning and regulating the practice according to a biased view on ‘what children need’ earlier were main topic in the kindergartens studied, now concentration on listening to and ‘reading’ the children is focused, and thus expansion of the interests and questions the children themselves bring in is facilitated. The new practice can be seen as a resistance movement against the growth of an instrumental and technical approach to preschool education the last years.
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