2016, 2
2016, 2
p. 14–21
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584
The article provides an overview of international research relating to the study of interaction between child and rule in a normative situation. The reason why the analysis of the articles brings up the issue of child and rule interaction stems from L.Vygotsky’s theory of cultural determination and provisions of N.Veraksa’s theory of culture as a system of normative situations. In contrast to Russian authors who reflect the psychology of a child’s interaction with culture, their foreign counterparts focus on more specific points, consequently, research in developmental psychology has more to do with phenomenology than theory or conception. Among the sources of the articles cited are works recently written by scholars in the field of child psychology and dedicated to different aspects of a child’s learning the rules of the cultural context of its development. Research into the issue of interaction between the child and the rule is empirical in nature and involves addressing specific situations which contain certain cultural norms. The article analyzes the studies related to the safety of children, the role of imitation in learning the rules, mass media influence on the nature of rules to be learned, formation of pro-environmental behavior through a system of specific rules and everyday behaviors which the researchers call contextually normal, the interrelation between a child’s knowledge of rules and relevant discursive strategies in children’s struggle for power.
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2016, 2
p. 22–33
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267
The specificity of preschool teachers’ burnout is insufficiently studied today. There are many disagreements on the factors that shape and influence burnout in the profession. The understanding of the phenomenon by preschool teachers themselves is the important condition for the success of its prevention and overcoming. The empirical study provides preschool teachers’ views on their own burnout. It also showed the correlation between their views on burnout’s factors and the age of children with whom they work. The cumulative analysis of the question naire and test results had pointed out several patterns. In particular, emotional, psychosomatic and family causes of burnout are more subjectively important for the preschool teachers. Objectively, the degree of burnout has been most intensive among those who work with toddlers. This data can be used as the benchmark to plan and implement preventive and correctional programmes of preschool teachers’ burnout.
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2016, 2
p. 34–43
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502
The last few years have seen Monster High dolls become one of the most popular and controversial toys. Based on the results of a specific empirical study the authors of the article attempt to find out why these dolls are so popular and what children see and what they fail to see in them and how preschool and younger school age girls play with these dolls. The study involved 245 parents and 50 girls in two age groups: 6-7 and 8-9 years. The adults completed the questionnaire which evaluated these dolls’ basic qualities. The children were involved in individual conversations in which each of the girls was asked the same questions. The children’s drawings depicting these dolls and the way they played with them were analyzed. The children’s and adults’ assessment of the dolls’ different qualities made it possible to register an obvious generational gap: what children perceive as being perfect is regarded by adults as being ugly and revolting. The children’s drawings suggest that Monster High dolls are perceived by them as “standards of beauty.” Most of the girls prefer these dolls to traditional ones. Watching the children play with these girls showed its essential part to be defined not so much by the toys’ image as by the general context of a child’s life: when using these dolls children play out most varied stories that reflect their personal experience. The article concludes by discussing the results of the study and possible risks these toys carry for preschoolers.
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2016, 2
p. 44–49
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655
This article describes guidelines that ensure the remedial aspect of customized educational programs for preschool education in basic educational areas in accordance with the requirements of the Federal State Educational Standards for preschool education. The author dwells on the methodological recommendations ensuring the remedial aspect of customized preschool education programs (five educational areas) for children with musculoskeletal system disorders and cerebral palsy. The author gives recommendations for creating an algorithm of drawing up customized preschool educational programs and its content based on the model baseline educational program of preschool education. The article lists remedial guidelines, which have been published in the works by well-known authors and dedicated to the issues of psychological and pedagogical support of children with a severe type of health limitations, i.e. those with cerebral palsy. Each educational area has a model created for conducting remedial work among children with health limitations. The article ends with a list of legal documents on the issue of educating children with health limitations.
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2016, 2
p. 50–61
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695
Additional instruction of preschool age children is a highly relevant direction in preschool institution development and is regarded as a most important element of the educational space. The author considers the issue of organizing internal quality assessment system of the services provided. A special role in this process is to be played by the head of a preschool educational organization. In his/her work all of the head’s managerial functions are equally important, excluding or poorly executing one of them is bound to have a domino effect on running the whole organization. The purpose of internal quality assessment system of paid educational services provided is to ensure the rights of customer and child to receive such services at an appropriate level. The author dwells on internal quality assessment system of granting additional paid educational services as she speaks about forms, methods, types of quality assessment procedures adopted in a preschool educational institution, citing an example of how to draw up documents to register the quality assessment of additional services.
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2016, 2
p. 64–78
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656
This article is based on work undertaken for the European Commission (EC) as part of a wider project on what is termed ‘social services of general interest’. The EC is currently engaged in considering what kind of legislative and quality assurance mechanisms might be promoted for those social services, which have been opened up to competition. The EC work reported here mapped the extent to which early education and childcare (ECEC) is provided by private organizations in the member states of the European Union, and what regulatory frameworks exist for such services. This article foregrounds the situation in the UK, and England in particular. England is exceptional in Europe in the degree to which it has conceptualized and promoted childcare as a business or for-profit enterprise; and it has developed a regulatory framework with a narrow scope which excludes or limits such issues as financial regulation, access, pay and conditions of work for staff, and accountability measures.
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