2016, 8
2016, 8
p. 34–43
MORE
288
The article is based on a questionnaire survey of 486 parents whose children attend pre-school educational institutions in Moscow. The survey was conducted in 2015. The article focuses largely on the specific features of choosing a kindergarten. The parents’ answers are analyzed in terms of the influence that socio-demographic and socio-stratification factors have on this process. The sociological study revealed the specifics concerning a number of aspects: motivation behind their pre-school choice; use of sources to gather preliminary information about a kindergarten; most important factors affecting the choice of a preschool; the level of parents’ awareness about various aspects of kindergarten activities. The data obtained are compared with the results of 1997 opinion poll involving one thousand parents which allows analyzing the dynamics of kindergarten choice transformation features over the past twenty years.
Keywords:
2016, 8
p. 44–51
MORE
416
Developing children’s communication abilities is an important challenge pre-school education is facing with. It has been the subject of numerous studies, with an emphasis on the role that games play in developing communication. However, preschool teachers underestimate the importance of dramatization games in the development of a child’s communication skills and personality. The results of our experimental studies showed that dramatization games create favorable conditions for developing children’s socio-perceptive, emotional and interactive aspect of communication. It was found that communicative abilities in dramatization games should be formed step by step: from the ability to see a situation of interaction and to understand a partner’s state to master ways to express one’s attitude to him or her, and, finally, to the ability to cooperate. Development of communication skills is also fostered by using stories that deal with issues of interpersonal interactions, and by employing active learning methods.
Keywords:
2016, 8
p. 58–65
MORE
360
The article deals with the question of providing assistance to kindergarten children with severe speech disorders, in particular, with the mild form of dysarthria. Preschool educational organization may include children whose speech is slurred, gibberish, accelerated and inexpressive. These children refuse to recite poetry at matinees, and show a lack of motor dexterity at music and physical education lessons. Many children who suffer from obliterated dysarthria, have a poor command of self-service skills, they are often found to have fine motor skill disorders. Thus, the defect structure in the light form of dysarthria includes not only speech problems, but also those involving the psychological and motor speech basis. The mild case of dysarthria, which is mainly manifested in unintelligible speech in preschool years, becomes complicated by written language acquisition difficulties at school age. Many teachers regard these mistakes as errors due to inattention, but these errors stem from a speech disorder – obliterated dysarthria when children are observed to articulate speech sounds in an unclear or blurred way. All this prevents them from learning their school subjects successfully. At the same time, speech therapists and specialists, kindergarten teachers and parents are in a position to help a child with obliterated dysarthria as early as in his preschool period. They can eliminate the disturbances that hamper clear and distinct speech, and remove the preconditions for written speech disorders in children. The article examines questions of how to detect nonverbal disorders and to overcome them in a kindergarten.
Keywords:
2016, 8
p. 68–79
MORE
202
This article argues for a turn in early years policy towards more serious attention to the emotional dimensions of nursery organisation and practice. The article describes three developing bodies of research on emotion in nursery, each taking a different theoretical perspective. The central argument of the article is that these three bodies of research converge in their findings on the importance of staff feeling cared about and understood in enabling staff to more effective in thinking about and responding to the individual children with whom they work. The article illustrates how emotion might be taken more seriously through reference to a number of developing practical initiatives arising from these bodies of work.
Keywords: