2017, 5

Uruntaeva G.A., Gosheva E.N. A Study of Preschoolers conducted by Their Teachers: Approaches and Methods

2017, 5 p. 18–27

638

The article describes the findings of the historic-theoretical study of research methods utilized by preschool teachers in terms of analysis of understandings about their specificity in the national psychological and pedagogical science. The aim of this study is to uncover the strategies for studying children through observations and comparison forms of the documentations of results conducted by the preschool teachers. The analysis was performed beginning from the preschool teacher’s diary designated by research team under the guidance of

O. Dyachenko to the maps of development for the modern curriculums of preschool education (“Beginnings”, “From the Birth to School”, “World of Explorations” etc.). The main method of the study is a problem analyses, that allowed defining the goals and tasks of the use of the diaries and development maps as tools of documentation and analyses of results through observation; rules and choice of developmental milestones in children for the diaries and maps; methods of filling them up, analyzing and interpreting data. Directions for the improvement of design, implementation and analysis of the diaries and development maps children are identified. The conditions for effective interaction between preschool teacher, psychologist and other specialists through implementing of strategies for exploration of children are discussed. The objectives for the development of professional competences in preschool teachers in the area of pedagogical diagnostic are given.

Keywords: diary of a preschool teacher maps of development problem analyses professional competences pedagogical diagnostic

Nikolaeva S.N. Ecological Culture in the Environment of Kindergarten: the Leading Role of Ecological Education Technologies

2017, 5 p. 28–35

Nikolaeva S.N.

602

This article considers theoretical and experimental materials, revealing the role of ecological education technologies for the systematic implementation of this movement in kindergarten, which provides the establishment of ecological culture in children. It gives the foundation of the term “pedagogic technology” and its application in the pedagogic-ecological process in kindergarten. Pedagogical technology is examined as a part of the educational process, as a system of educational activities that is planned for the entire year and presented in detail so that other preschool teachers can implement it many times in different conditions of the educational process. The article shows the core role of ecological education technology in children 3–7 years old, and also its central importance for the innovative model of ecological education management.

Keywords: pedagogic technology pedagogic method the technology of ecological education in the kindergarten “horizontal structure of a system” “vertical structure of a system” model of ecological education management

Abdulaeva E.A. The Developmental Potential of Dynamic Toys

2017, 5 p. 36–45

Abdulaeva E.A.

493

The article deals with dynamic toys – a well-known, but little used category of toys for toddlers and preschool and primary school children. The characteristic features which make these toys stand out from moving and interactive toys are presented on three grounds: the image, the pattern of motion, and the complexity of motion management. The developmental significance of these toys is discussed in detail. The article provides recommendations for how to effectively present the dynamic toys to children. The article gives examples of activities with the toy and how to communicate with a child during the play process, creating conditions for the expansion of the zone of proximal development and revealing the developmental potential of toys as an object of independent child experimentation. As a conclusion the psychological-pedagogical criteria for the selection of a dynamic toy is presented.

Keywords: dynamic toys moving toys experimenting manipulation objective game feeling of own intrinsic activity

Vershinina N.A., Hashchanskaya M.K. Art Pedagogy as a Foundation for the Collaborative Education of Adults Working with Preschoolers

2017, 5 p. 46–54

Vershinina N.A. , Hashchanskaya M.K.

698

The article concerns art as an educational resource, using of this resource in the pedagogical activity supports education, care and the development of personality. Majority of adults educating preschoolers do not possess the understanding of subject matter of the art in system, its functions, meaning for education and technologies of working with kids through art. That is why the question of their training in this area has been examined. This article proves the importance of the collaborative education for adults working with the preschoolers on the base of art pedagogy, which is the pedagogical movement to solve educational problems with art. The results, gained from a poll, of self-assessment related to the competences of adults in the area of using art in pedagogical activity are presented. For better understanding of the perception of art by adults who are teachers of different subjects or family members, it is suggested to discuss the structure of the artistic image in accordance with a scheme that reflects the structure of the interrelations of its components. The specifics of pedagogical activity with works of art are revealed and the stereotypes and limits of perception of the artistic image, caused by the professional specialization of educating adults are presented. The authors show the possibilities for cooperative solutions of educational tasks in the application of artworks by educators of different specialties. Conclusions about the feasibility of collaborative education of adults, teaching preschoolers through the methods of art pedagogy, and mastering the language of art are drawn.

Keywords: adults educating preschoolers collaborative education art pedagogy methods and technologies of art pedagogy artistic image language of culture

Samsonova E.V. Inclusion: A Strategy for Breaking Deadlock in the Modern Educational System

2017, 5 p. 55–63

Samsonova E.V.

827

The article analyzes the development of inclusive education in Russia. Inclusive education is one of the most debated problems in modern education. This article defines the term “inclusive education”, delineates the difference between “integration” and “inclusion”, presents aims and values of inclusive education, proves the principles on which inclusion is based and examines the education policies currently implemented in Russia. The methodology is based upon the system-activity approach and Vygotsky’s cultural-historical perspectives. Comparative and categorical analyses, synthesis, observations and logical generalization are used during the study of the development of inclusive education. The inclusive approach is compared to the new policies that have been implemented over the last 10 years in education in Russia and have faced some obstacles. On one hand inclusive education brings all the conflicts and drawbacks that exist in the educational system into sharp focus. On the other hand it allows one to develop a strategy to overcome these drawbacks. The article highlights inclusive technologies that individualize the process of education and allow educators to effectively work with diverse particularities of children. These methods consist of: an organized, structured and open environment; team teaching methods, such as team education, tutoring, inter-pair education, practice interacting, arrangement of environment, group activities, direct instructions of social skills, development of social skills through peers, individual approach to the process of education and evaluation of children’s achievements, and involvement with the community; methods taken from the fields of Psychology, speech therapy, special education, applied behavioral analysis and neuropsychology. The use of these recommendation for improvement advances inclusive education and increases the efficacy of inclusive policy.

Keywords: inclusive education professional competences of an educator children with disabilities

Worthington M., van Oers B. Pretend play and the cultural foundations of mathematics

2017, 5 p. 64–75

Worthington M. , van Oers B.

587

The aim of this study is to uncover the emergence of cultural mathematical understandings and communications in young children’s spontaneous pretend play. It is based on Vygotskian cultural-historical perspectives and socialsemiotic theory, informed by research into ‘funds of knowledge’ and considers how children’s informal knowledge of family practices enriches their play and cultural mathematical understandings. Longitudinal, ethnographic data were gathered in an inner-city mainstream nursery in the south-west of England. Data include written observation and graphics of seven children aged three to four years of age engaged in social pretend play. The findings reveal that many play episodes included aspects of mathematics and that these increased through the year: they show how the children’s home cultural knowledge underpinned their pretend play and informed their mathematics. The children’s graphicacy to communicate mathematics within their pretend play was also evident. The findings show also that where children are immersed in mathematical- and graphical-rich environments, bridging home and early childhood cultures becomes a natural feature of their pretend play. They will add to our understanding of cultural mathematical knowledge in young children.

Keywords: pretend play role play mathematics funds of knowledge early childhood children’s mathematical graphics

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