2017, 7
2017, 7
p. 18–28
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351
One of the most important psychological acquisitions in preschoolers is a good sense of self (a set of ideas about oneself as a physical and psychological subject) and the ability to present themselves to those around them. “A sense of self” as well as strategies and verbal and nonverbal ways of self-introduction takes shape as self-representation in the broad sense of the word. The aim of this research is to explore the self-presentations of preschoolers. The research was conducted in а special preschool for children with speech disorders. During the empiric and experimental parts of our research, we examined the peculiarities of self-presentation in preschoolers with speech disorders. This was accomplished by diagnosing the verbal and nonverbal (drawings) self-presentation of the children to other people. The essential sources of the problems in children’s self-presentation in our sample were caused by a weak level of mediation in using speech to express the psychosocial sense-bearing aspects of their personalities. Due to their undeveloped speech mediation, the vocabulary used by the preschoolers does not carry the message necessary for the children to effectively present themselves to others. According to the results of the psychological diagnostics, we developed and implemented a program for psychological corrections for children 5-6 years old with speech disorders. The program aims to develop their knowledge about themselves, their speech, and their communication and cognitive skills in situations of self-presentation.
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2017, 7
p. 29–37
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373
This article deals with issues connected with the development of character creativity in preschoolers. They give а short review of approaches to understanding the nature of expressive movement (in the field of psychology, psychophysiology, and art criticism). The definitions of key concepts are provided: (character, character creativity, performance and compositional creativity, etc.). Character movements are considered to be arbitrary expressive movements. For preschoolers, learning such movements supports the development of a wide range of abilities such as creative, communicative, and regulatory competence. The author explains the underlying principles of their methods for character creativity development in toddlers and preschoolers, which is based on teaching children the language of movements. This method is contrasted with the traditional approach to creativity development in preschools as exemplified by expressive (dance) movements.
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2017, 7
p. 38–45
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324
This paper presents the findings of a ten-years longitudinal study on how PTSD impacted on the emotional development of child junior and adolescent survivors of in a terrorist attack on a school №1 in Beslan in 2004, who were undergoing in one degree or another course of psychological rehabilitation. Among the participants in of the research were are also included children of preschool age who survived the terrorist act in the preschool age in 2004, and in 2005 made up a group of first-graders, who, like the older children, had all the symptoms of PTSD. The article analyzes the differences between the emotional spheres of the children, in particular the “fears” of children who were inside the school during the attack, and children indirectly involved in a traumatic event. The study consisted of an annual testing using of a series of projective techniques batteries, as well as the personal observations of the development of children with PTSD during psycho-correctional work, extending over the entire longitudinal period (2005-2015). The result was a new approach to understanding the nature of child PTSD’s impact on a child and his socio-cultural characteristics and degree of involvement in a traumatic event. The data obtained in this study can be used for the organization of rehabilitation work with primary school aged children and adolescents with PTSD.
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2017, 7
p. 46–57
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706
This article unfolds the specifics of how various forms of home-based preschool education are employed in the Russian Federation. Home-based preschool education and care is a new form of education for infants, toddlers, and preschoolers and can be differently organized from a legal point of view. The authors define typical models of early childhood education and care in homeschool environments: tutoring services, family-run preschool groups, family-run kindergartens, and home-based kindergartens. This article pays special attention to those models of homeschool education where the caregiver is a mother of one, some, or all of the children, and the pedagogical process occurs in the apartment or private home of the mother-caregiver. Research was conducted in the form of content analysis of discussions between mother-caregivers on the social network “vkontakte.” Through this research, the authors discovered some typical difficulties of early childhood education and care in homeschool environments. The following issues were discovered in home-based preschool classrooms: organizational issues associated with receiving approval for the opening of a home-based preschool classroom from educational authorities, from the Federal Service for Surveillance on Consumer Rights Protection and Human Wellbeing, and from the Fire Oversight; the establishment of labour relations with the head preschool; pedagogical problems with respect to the design and implementation of the preschool curriculum, the organization of individual and group educational situations, and the arrangement of informative walks. In family-run preschools problems have arisen in relation to the legal arrangements necessary for a self-employed person, bookkeeping and work without fines, as well as with attracting potential clients for paid preschool education and/or the caring and supervising of children. Within the article, the necessity of quality assurance in home-based preschool classrooms is pinpointed and solutions to these problems are suggested.
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2017, 7
p. 58–69
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334
This comparative study examines the way in which preschool teachers support children’s science learning in a Chinese and a Norwegian kindergarten. The study takes an ethnographic approach. Preschool teachers from one kindergarten in Shanghai and one in Bergen were asked to videotape educational activities that focused on science in their kindergartens. These videos, as well as videos taken by the researchers, were used as a starting point for semi-structured group interviews with the preschool teachers. Our aim was to explore the scienceoriented activities, strategies and objectives; and some of the sociocultural factors that might influence the preschool teachers’ practices. Closer analysis, which took into consideration cultural values and traditions, revealed clear links between culture and practice.
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