2017, 6

Shiyan O.A., Zadadayev S.A., Shiyan I.B., Kataeva M.K., Kozlova O.A., Perfilova M.A., Oskina J.O. Understanding Development Processes as a Means of Developing Creative Thinking in Preschoolers

2017, 6 p. 46–57

Oskina J.O. , Kozlova O.A. , Kataeva M.K. , Perfilova M.A. , Shiyan I.B. , Zadadayev S.A. , Shiyan O.A.

291

This article examines the relationship between different aspects of cognitive development: formal-logical thinking, dialectical thinking, imagination, and cyclic representations. The findings of their research allow the authors to claim that there are two pairs of relationships which can conditionally be called the “standard cluster” (cyclic representations and formal-logical thinking) and the “cluster of transformation” (the action of mediation and image activation within the imagination). This means that the understanding of the world around us and the creation of something new turn out to be not alternatives, but mutually reinforcing tasks. Dialectical thinking acts as a psychological mechanism for understanding consistent patterns and the creation of new things. The article concludes that developmental processes should be the most essential part of education. Creative thinking will develop provided that the processes of development are given to children as a problem that must be solved and not as information that must be learned. Consequently, children will simultaneously comprehend the world around them and learn to create something within it.

Keywords: preschool education and care dialectical thinking creative thinking formal-logical thinking development processes

Arhipova E.F. The Children with Down’s Syndrome in an Inclusive Group in Kindergartens

2017, 6 p. 22–27

Arhipova E.F.

390

The article describes the characteristics of children with Down’s Syndrome. It presents the main factors which may result in the birth of children with this syndrome, historical information and data related to the structure of the defects with Down Syndrome. The mechanism of the most common speech disorder in children, Dysarthia, is given. The process of psychological, medical and pedagogical consultation is examined and the opportunity for children in kindergarten to learn according to the adjusted program is described. Recommendations are given to kindergarten level educators concerning the involvement of a child in the education process, specifically in terms of implementing principles of inclusive education. The article highlights the sections related to intervention in the compensating groups or inclusive groups. Exercises for preschool educators are also described. The methods of Dr. Libby Kumin are analyzed.

Keywords: Down Syndrome inclusive education in preschools competences of parents special needs education

Matthew M., Garvis S., Fleming C., Wong G.T.W. The Relationship Between Teacher Qualification and the Quality of the Early Childhood Education and Care Environment

2017, 6 p. 28–45

Wong G.T.W. , Manning M. , Garvis S. , Fleming C.

326

In this review we assess the correlation between teacher qualifications and measures of ECEC quality. There were 82 independent samples available for meta-analysis: 58 assessed the overall quality of ECEC as an outcome and 24 assessed ratings of Environment Rating Scales (ERS) subscales. The relationship between teacher qualifications and overall ECEC quality demonstrate a positive correlation that was statistically significant (mean correlation with robust standard error, assuming ρ = .80; r=0.198. Results also show: a positive and non-significant relationship between teacher qualifications and provisions for learning; a positive and non-significant relationship between teacher qualifications and language and interaction.

Keywords: teacher qualification quality of the early childhood education ECEC environment

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