2016, 10
2016, 10
p. 26–37
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440
The article is based on data obtained from studies conducted from 2011 to 2016. This research is devoted to the enhancement of preschool teachers’ stress resistance. “Lack of moral and material stimulation of labor” is identified as the most significant stressor in the work of teacher in kindergarten and orphanage. The author examines stress in connection with the motivation of teachers and the peculiarities of competence development activities, civic consciousness and value-semantic orientation in the world. The author reveals the relationship of stress resistance level and teacher’s competence level. To reduce the impact of stressor named “lack of moral and material stimulation of labour” it is proposed to explore and promote the use of the motivational mechanisms that may be available to education managers in order to reduce the stressful pedagogical work at the expense of change in the corporate culture of the organization, the introduction of original methods of stimulation. The experience motivation study of teacher, evaluation of the motivational potential of the tasks and development of methods of motivation in the course of conducting scientific-methodical seminars and workshops with teachers of pre-school education are presented.
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2016, 10
p. 38–45
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475
The article shows how educators and instructors can utilize technology in physical training and sports during the pre-school educational process. It describes content and forms of information support for the development of cognitive performance in senior preschoolers after implementing the partial program “Let’s go to play in the yard,” as part of the basic educational program, designed upon an initiative of participants in the educational process. The findings focus on the requirements of the Federal State Educational Standard for the integration of different types of children’s activities. The author highlights the characteristic for playing activities, and problem situations in terms of integration of cognitive and motor performance of preschoolers. The article demonstrates the research results of exploring short and operative memory, visual perception, and visual memory in the experimental senior preschooler group before and after the partial program module.
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2016, 10
p. 46–53
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409
This article analytically discusses questions of children’s fine motor skills (fingers and wrist) development, and the significance of finger gymnastics for language development in children. Verbal and non-verbal components of communication are examined. Developmental milestones of fine motor skills for children from birth to primary school are pinpointed. Particularities and weaknesses of fine motor skills of children with speech disorders are distinguished. Specialized strategies for promoting the children’s fine motor development are offered. Positive results are expected upon the systematic implementation of finger gymnastics. The author characterizes the different types of finger gymnastics: passive, passive-active and active. The article gives recommendations on how to incorporate finger gymnastics into everyday life. It also gives a brief description of the types of finger games.
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2016, 10
p. 54–63
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457
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 cannot be considered as its extension or modification.
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2016, 10
p. 66–79
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430
The article present parts of a research project where the aim is to investigate six- to seven-year-old children’s language use in storytelling. The children’s oral texts are based on the wordless picture book Frog, Where Are You? Which has been, and still remains, a frequent tool for collecting narratives from children. The Frog story tradition presents a strictly structured reading of the book – a reading that does not fully match the readings of the children. Inspired by Umberto Eco’s concept of the model reader, I explore the interplay between, on the one hand, the pictures as they appear through a picture-semiotic analysis, and on the other, the empirical readers’ narratives and their cultural backgrounds. The main findings are that the Frog story-tradition, in its focus on structure, does not offer a basis for evaluation of the children’s narrative language that gives full credit to the children’s practices as narrators and language users.
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