2016, 6
2016, 6
p. 38–45
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310
The presence of fears in preschoolers is a common problem any practicing psychologist faces in his or her work. In the present study we sought to determine whether a preschooler’s emotional ill-being reflects on the level of cognitive activities and the development of his social competence. The study involved 81 older age preschoolers from Moscow kindergartens. The average age of the girls is 69.2 months; the average age of the boys is 70.7 months. The analysis of the data obtained found no correlations between the amount of fears and the level of cognitive and social development. The data obtained suggests that the amount of fears as such do not affect the level of cognitive and social development, while increased levels of anxiety interfere with the successful cognitive activity of a child.
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2016, 6
p. 46–57
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367
The article deals with issues related to the characteristics of competitive situations in general, and those involving games, in particular, that may have a positive and a negative effect on child development depending on their age characteristics and individual characteristics. Article examines the place of competitive games in the lives of younger schoolchildren compared to those of preschoolers and their relationship with learning, the dominant activity of this age. Based on the proposed diagnostic methodology different constructive and non-constructive types of competitive behavior in competitive game situations involving older preschoolers and primary school children are described. Based on the selection of ineffective behaviors authors pose the question about the criteria determining children’s readiness for competitive situations in the preschool and early school ages.
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2016, 6
p. 58–61
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412
The article considers the literary heritage of Gennady M. Tsyferov, a Soviet fairytale writer. Despite the fact that collections of his stories get published now and then, his name remains obscure to large readerships. Notwithstanding this, Tsyferov is considered to have fathered the genre of lyrical short stories. The purpose of the article is to reveal the value of his works for child development. A psychological analysis of Tsyferov’s fairy tales allows to identify a number of important features of his works: its metaphoricalness and imagery, poetry, non-standard interpretations of the surrounding world, “his childish” viewpoint, and his philosophical and parable-like nature. These works are in tune with fairytales by Hans Christian Andersen and Antoine de Saint-Exupery. His tales are of great interest to parents and professionals working in the preschool educational system. It shows that familiarity with Tsyferov’s fairy tales contributes to preschool children’s cognitive, emotional and moral development.
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2016, 6
p. 62–67
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290
The article discusses psychological and pedagogical support of, and care for children with severe speech disorders, i.e. stuttering. A preschool educational organization may have to take care of a stuttering child who is receiving pre-school education inclusively in a combined (inclusive) group based on an adapted educational program. The article deals with questions concerning the time when stuttering occurred, the forms in which stuttering was expressed and the main causes of this severe speech disorder. It provides basic symptoms that are manifest in various forms of stuttering, as well as different directions in which stuttering develops. It considers a therapeutic and pedagogical complex to be recommended in order to overcome stuttering. Of practical significance to preschool center teachers and parents of children with stuttering are ‘the speech rules’ which the article offers for stuttering children. Implementation and further compliance with “the speech rules” are necessary to eliminate stuttering in children and to form a new fluent speech skill. Useful tips are also offered to teachers and parents who provide psychological and pedagogical help and support to children with stuttering during their complex remedial work. Since stuttering is one of the most persistent severe speech disorders, affecting not only speech, but also other spheres – the somatic, neurological, psychological, motor, personal and others in a child’s life, it may be concluded that stuttering is easier to prevent than to correct. Early detection and prevention of stuttering and preventive psychological and pedagogical help by teachers and doctors can stop the further progression of stuttering.
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2016, 6
p. 72–78
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427
The article provides an analytic review of the Swedish and German independent preschool education quality assessment systems. Special attention is paid to the role of the founder of a kindergarten in organizing expert examination of the work and training of managers and educators, as well as the use of standardized assessment scales (KESR and KRIPSR, which are modified ECERS scale versions). Despite their specific educational conditions such as decentralized control over nurseries, the Swedish and German systems of independent preschool education quality assessment may serve as an interesting example for local specialists. International experience shows that the external quality assessment by the founders can be combined with both independent evaluation carried out by a special expert community, and with the self-assessment of organizations involved. If the expert community has developed substantive priorities and quality perceptions, including those based on analyzing the standardized international assessment scales, the head of a kindergarten may apply a monitoring procedure which is the most convenient at the moment in order to obtain a wide range of opportunities to improve the educational environment in the daycare center.
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