2017, 2
2017, 2
p. 16–31
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617
This article presents the findings of research on the quality of early childhood education and care in Moscow. This research is based on insight into the quality of early childhood education and care built in to The Federal State Educational Standard for Preschool Education and the cultural-historical ideas of L. Vygotsky. The main aim of this field research is to investigate “the strong points” and drawbacks of early childhood education and care in the capital city. The Early Childhood Environment Rating Scale (ECERS-R) is used as an instrument of field research. The results are based on a random sample of 36 preschools and kindergartens in one of the districts of Moscow. The research gathers data about the most comfortable and least comfortable aspects of the learning environment in the preschools and kindergartens of Moscow. Taking into consideration the requirements of the Federal State Educational Standards, the findings of the research revealed that the most important line of learning environment development in preschool and kindergarten are individual early care and education program, support for the independence of children, the creation of a more available and mobile environment, and optimal conditions for the development of thinking, imagination and child creativity.
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2017, 2
p. 32–37
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519
This article describes the development of the system of special schools and preschools Russia towards the deepening of differentiation in accordance with an important principle of modern pedagogy – the achievement of the highest possible individualization in education. Unfolded in recent years, the integration of disabled children into regular educational institutions, particularly in the form of inclusion, is directly opposite this principle of pedagogy and ignores the patterns of mental activity in disabled children. It is also amazing that the realization of this integration was brought in by non-experts, showing a lack of understanding of these laws/patterns: through the introduction of inclusion they ruined the inclusive education of children with impaired speech, who, studying in a regular school, had received speech therapy in school speech therapy centers. Data is provided on the 35 year long experience of implementing integration in the US and the 30 year experience in the UK. In both countries there is no consensus among experts on the feasibility of integration, especially in the form of inclusion. A disabled child in a regular school loses most of the funds and conditions, which provide special education, while he, wherever he studies, remains the object of special education. There is no conclusive research that would prove that even one of the claimed benefits of inclusion has been achieved. Moreover, increasing attention to the adaptation of textbooks convinces us that the basic idea of inclusion – the education of a disabled child in the same class with normally developing children, and the same curriculum and the same textbooks for most disabled children – is untenable.
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2017, 2
p. 38–43
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240
This article focuses on the problem of general speech and language disorders. Questions of categorization depending upon the intensity of speech and language disorders are analytically discussed. Groups which include children with severe speech and language impairments are described. The author characterizes the four levels of speech and language skill development in children with speech and language disorders. The aims and job description of a preschool teacher in preschools for children at speech and language development level one are pinpointed. This is the most severe level of speech and language disorders, which is characterized by a child’s inability to communicate via speech. Recommendations for language skill development and comprehension skill development may be interesting for preschool educators. A summary table for sound imitation is given. Preschool teachers can use it as a guide for the accumulation of sound imitations in children, to enrich his means of communication and activate his communicative possibilities. Variants of the expansion of children’s speech repertoire are analyzed. This article provides the speech and language models for speech and language development. Some recommendations for the development of attention, memory, and logical thinking in children with speech and language disorders are given. Also examined are techniques for interacting through play with a child with first level speech and language development to improve hearing attention, phonemic awareness, and fine motor skills.
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2017, 2
p. 44–55
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403
How can preschool teachers approach multiplicity and complexity in the preschool? The aim of this article is to discuss two approaches to education, one based on design and the other on open reflection, and to propose ‘situational sensitivity’ as a concept connected within the latter approach. Special attention is paid to the ethical encounter with the child. The first approach is characterised by learning study, didactic analysis, advocate planning, and educational designs, and is guided by a logic which reduces multiplicity. The second approach to education, exemplified here in the ‘Wondering Together’ project, stresses a more open, reflective attitude that welcomes multiplicity. I argue that situational sensitivity is an expression of that open, welcoming logic. Situational sensitivity supports the concept of bildung, the development of the whole person, by educating towards the knowledge necessary for understanding the world and by honouring the child’s experience and perspective.
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