2016, 1
2016, 1
p. 14–19
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816
The Federal State Educational Standard of Preschool Education ratified by the Order of the Ministry of Education and Science of the Russian Federation dated 17.10.2013 No. 1155 came into force on 1st January, 2014. Order of the Federal Service for the Supervision of Education and Science (Rosobrnadzor) dated 07.02.2014 N 01-52-22/05-382 pointed out the unacceptability of requirements from preschool education organizations immediately making the statutory documents and programs in accordance with the Federal State Educational Standard of Preschool Education. The interim period has been set to 1st January, 2016. In the article the author reflects upon results of accomplished work at this period of time and determines, states and characterizes arising problems. The need of minimize emerging negative issues in time is also emphasized. The author offers different solutions of the situation.
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2016, 1
p. 56–61
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641
This article deals with the training of teachers for preschool educational organizations to work with children with disabilities and special educational needs. Teachers employed in preschool education organizations groups that implement customized programs are required to know the features of special needs children. In this article the main characteristics of the Corrective and Inclusive Practice section in the From Birth to School educational program are analyzed. The section offers teachers an algorithm of organizing a meaningful interaction with children with disabilities in both combined groups which engage in inclusive education of several children and in groups with a compensatory focus in which each child has developmental problems. In this article a brief description of the main features and the specifics of different categories of children with disabilities and children with minimal manifestations of disorders is provided.
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2016, 1
p. 20–27
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960
In article strategy of social partnership with parents taking into account the DO FGOS innovative installations – positive socialization, a development individualization, support of a children’s initiative are considered. The algorithm of actions of administration and teachers on effective interaction of kindergarten with a family in the context of “culture of advantage” as a resource of realization of FGOS is presented TO. Ways of realization of idea of network interaction of the preschool educational organization with cultural institutions, ideas of social partnership as fundamental in system of preschool education are shown. The standard and legal basis of a question is reflected in the relevant articles Federal Laws “About Education in the Russian Federation”, in the Constitution of the Russian Federation, in the Convention of the UN on the rights of the child. It is emphasized that as a methodological basis of social partnership with parents the basic provisions of domestic scientific psychology and pedagogical school presented by approaches to a problem of development of the child act: cultural historical, activity, personal.
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2016, 1
p. 28–37
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584
The article highlights the benefits of an early acquisition of motor skills and focuses on the specifics of ski sport and its importance in teaching preschoolers how to ski in terms of current difficulties and future prospects. In this regard, the article considers the specific features of skiing techniques and their gradual mastery in preschool age. It focuses primarily on the significance of teaching preschoolers how to maintain their balance on a moving support and how to gradually form this skill. It sets forth the principles of using a game approach, and general safety measures during skiing lessons. It emphasizes the possibility and importance of learning how to ski as early as at 2-3 years of age. It also reveals its health, educational and educational potential. The emphasis is placed on the right choice of ski equipment and the focus is on setting tasks in line with preschool students’ abilities.
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2016, 1
p. 38–45
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487
The article deals with the conceptual and theoretical basis of talent and analyzes the organizational and pedagogical conditions that determine preschool education teachers’ readiness for innovation as well as their awareness of changes needed to be made in the content of pre-school education, and the development of intellectual and creative abilities and talent during formation of the innovation educational system and introduction of the Federal Preschool Educational Standard. The author examines six areas of talent, which cover most children’s abilities. It is shown that gifted children tend to have an edge nearly in all the parameters of their development. The areas responding to their talents show these kids not only to attain levels more typical for older kids, but it also indicates that the process of their development and the results of their activities is unique. The author emphasizes the need for a special training program for teachers and parents to work with gifted children, which would serve as a theoretical and methodological basis for practical work.
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2016, 1
p. 46–55
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515
The article presents the results of a study into the structure of metacognition in preschool years. The methods used included metacognitive conversation and experiments. The experiment consisted of introducing a problem situation, discussing a plan of action with a child, implementing the plan, summing up the results. A total of 80 children of 4-7 years were surveyed. It was shown that preschool age is a sensitive period for children’s metacognitive development, with the age of 5-6 years being the most significant one. When in their senior preschool age kids begin to form a dialectic understanding of cognitive activity as a dynamic system which includes conflicting characteristics. 5-7 year-old children are able to set themselves a dialectic task aiming to perceive the specific properties of an object, its relationships with surrounding objects and possible directions of development. Older preschoolers are in a position to identify possible educational tools based on internal and external factors, and to draw up long-term programs of logical actions that involve different options for problem solving. They also display elements of meaningful self-control.
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2016, 1
p. 68–78
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632
This article will report on a project, which consulted children about their understandings of safety in relation to the people and places in their lives. Thirty-nine children aged between three and five years attending preschool and long day-care services reflected on their experiences of what is safe and unsafe in their world through dialogue, artwork and construction. The services were based in an inner city in Australia. The article will then examine discourses of safety to explore how children limit their own capacity and willingness to actively and independently engage with the world outside their family and home due to concerns of safety. This examination raises questions for educators, researchers, policymakers and families about how the effects of how adults observe, monitor and restrict children’s play and movement to keep them in close proximity in order to keep them safe.
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