2016, 4
2016, 4
p. 24–33
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407
Search for compact and at the same time effective means of pedagogical diagnostics, which could easily fit into the educational activities of preschool educational institution leads to a discussion of the possibility of using pedagogical problem situations as such means. These situations contain certain social problems that a child solves together with an adult. Problem situations create conditions of children’s activities and communication, where it is necessary to analyze and / or evaluate the behavior of other people and choose a strategy own behavior in view of its possible consequences. Problem situations are used in psycho-diagnostics, and are similar to the method of the natural experiment. By their target orientation, substantial and structural organization (themes and questions), species (illustrative simulation and real situations), requirements to their design and stages, educational and diagnostic problem situations are quite similar. The process of transformation of pedagogical problem situations into the diagnostical suggests following the logic of the diagnostic process, compliance with its stages - design, content organization, analysis and prognosis.
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2016, 4
p. 34–41
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735
The article defines the place and role the analysis of the environment of preschool educational organizations (PEO) plays in elaborating its development programs and explains the reasons for it. It specifies its main objectives, analyzing changes in the characteristics of a PEO social order, changes in the regulatory framework and the sources and amount of PEO funding, changes in the composition and quality of competitors’ services. A detailed structure of a social order and its main levels (a government order, an order by organizations and institutions; a private order) are provided. The main components of a social order including the requirements by the state for a PEO in line with society’s needs and interests, students’ needs, parents’ expectations, professional teachers’ needs, educational institutions’ requirements and expectations are defined. Analysis tools including surveys, tests, interviewing parents, teachers’ expert evaluations, public discussion of PEO issues, analysis of comments on PEO leavers and their academic achievements at primary school are described. The factors that make the PEO environment analysis method successful are defined.
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2016, 4
p. 58–63
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575
The article provides a clear-cut definition of the categories of children with disabilities, a brief description of severe speech disorders and the specifics of the development of such children. The author tried to show preschool educators the specificity of different types of severe speech disorders in preschool children. The article gives the definition and description of such speech defects as dysarthria, sensory and motor alalia, children’s aphasia, stuttering, and general underdevelopment of speech and rhinolalia. The article offers a program for correcting various speech disorders, the author’s own methods and recommendations for the content of educational programs adapted for children with severe speech disorders. At the end of the article we provide a long list of references and important online resource for parents who have children with developmental problems.
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2016, 4
p. 50–57
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672
The article deals with transition from kindergarten to first grade at primary school as a process involving the child, the family and educational institutions of different levels. It discloses the notion of effective transition as a set of conditions in which a child can enter school life, find its place in it, establish communication with adults and peers, show independence, experience emotional well-being, etc. Empirical research shows a connection between preschool educational environment and effective transition to the first grade at primary school. The preschool environment is assessed by the degree of its orientation to the child, democracy, etc. (as described in the method called The scales for comprehensive rating of the quality of education in preschool educational organizations, ECERS). Transition is rated according to the degree of success in how a child gets used to school, the level of his independence, self-confidence and so on, as described in The checklist of a child’s social and emotional development, PSED. The result shows that schoolchildren with greater independence in the first grade are those exposed to a preschool environment where care-givers encourage dialogue, respect between children and adults, contribute to independent resolution of conflicts, emphasize positive behavior, practice a smooth, intuitive transition between different activities and so forth. It suggests that the creation of such an environment is more effective than consistent and targeted training.
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2016, 4
p. 42–49
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774
The article is devoted to the elaboration of a methodological guidance for environmental education of preschool children. It provides a theoretical analysis of issues in preschool institution guidance, in general, and environmental education, in particular. It explains the need for a new approach – “analytical and corrective interaction” (ACI) – in the methodological guidance of environmental education in a preschool center aiming at care-givers’ professional and personal self-development, enhancing their environmental culture and its formation of the latter in children. It discloses the essence, content and procedural algorithm of analytical and corrective interaction, the specificity and sequence of its implementation stages. The article discusses the results of testing the new approach to methodical guidance, specific features of ACI implementation in practice, the content of a methodologist’s activity, the nature of his management, which determines the efficiency of interaction, manifestations of teachers in the process of experimentation. It shows this unique methodology of environmental education as a relatively new trend in preschool pedagogy which forms the basis of a system of working with children and which should be communicated to kindergarten teachers in the process of analytical and corrective interaction. The results of the study make it possible to determine the effectiveness of ACI research and experimental testing. The article is addressed to environmentalists, methodologists of preschool educational institutions, students and teachers at teacher training institutions and researchers.
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2016, 4
p. 68–79
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440
An international comparative research project was carried out in the Netherlands, Wales, Germany and Finland to understand how trainee teachers reflect upon play. Data was collected among 31 Dutch, 37 Welsh, 40 German and 19 Finnish teacher trainees. They watched four videotaped sequences of preschoolers engaged in an activity. Next, they answered four open ended questions to elicit reflections upon the clips. The data were analyzed to answer two questions. The first was to compare reflections on the presence of play characteristics. The second question considered whether responses differed with regard to appreciation of the preschool teacher’s role in the activity. Using Chi-Square analyses significant differences were found between countries with regard to both research questions. The article discusses that the differences between countries might be explained in terms of differences in teacher education. It raises questions about teacher training curriculum with regard to play since it appears to influence viewpoints on play as well as on classroom practice.
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