2018, 1
2018, 1
p. 6–18
MORE
921
The following article is devoted to the study of parents’ attitude to the content and forms of the educational process in preschool institutions. Particular attention is paid to the analysis of the following three aspects: an assessment of parents’ overall satisfaction with the educational process; an assessment of the parental stance on the quality of education in kindergarten; the parental stance on the efficiency of teaching and development of the child’s personality in kindergarten. The article is based on a questionnaire survey of 486 parents of senior preschool aged children attending kindergartens in Moscow. The questionnaire used in the research was developed by the group of the Center for the Sociology of Education of the Russian Academy of Education. The respondents were given a wide range of questions related to their attitude to the system of preschool education, their life values, characteristics of child-parent relations, etc. The article analyzes the particularities of parents’ attitudes toward the educational process in preschool institutions, depending on the influence of socio-demographic (sex, age) and socio-stratification (financial status, level of education, two or one-parent family) factors. The results reveal the clear domination of positive parental characterization of the content and form of classes conducted in the kindergartens of Moscow, as well as positive characterization of the professional qualifications of the teachers. The received materials also testify that the overwhelming majority of modern parents of preschool children highly appreciate the quality of the child’s education in kindergarten in various directions (development of speech, literacy, development of elementary mathematical representations, formation of ideas about nature, design, aesthetic development, physical culture, patriotic education). The data given in the article allows us to conclude that parents with low material status tend to estimate the positive influence of the kindergarten on the development of their child significantly below those of other social classes.
Keywords:
DOI: 10.24411/1997-9657-2018-00001
2018, 1
p. 19–29
MORE
596
The subject-being approach allows us to speak about the child in the changing world, noting both how the environment impacts personality development and the effect of the child himself on the outside world. The most convenient descriptive design that meets this requirement is psychological boundaries (or the boundaries of “I”). The aim of the study is to describe the development of the phenomenon of children’s boundaries of “I” from the ages of 2 to 7 years old. The longitudinal study was conducted from 2012 to 2017 with the use of qualitative methods: participant observation, simulation (the construction of the house), and case study. The study involved a group of children (14), the composition of which has not changed throughout this period. The dynamic of psychological boundaries is discovered: from physical barriers around their bodies to the labeling of the territory, first physically (pictures, toys, things) to verbally. The research shows that relationships between close people take place at a short distance and the use of destructive methods of protection, and relationships with strangers are characterized by a stronger distancing and constructive ways to protect and control the boundaries of “I”. The psychological boundaries appear as a multifaceted phenomenon which has temporal and spatial length, for alternately finding the “inside” and “outside” of society.
Keywords:
DOI: 10.24411/1997-9657-2018-00002
2018, 1
p. 30–37
MORE
824
The article deals with issues related to the assessment of the quality of early childhood and preschool education. Testing of approaches shows the efficacy of the assessment of structure in union with the educational process and the educational outcome. According to the Federal State Educational Standard for Preschool Education the quality of educational process is correlated to the curriculum, methods and techniques of positive socialization, models for the organization of educational activity, the concept of social partnership and network interaction between institutions etc. The quality of education is a way of achieving the goals of the Federal State Educational Standard for Preschool Education: positive socialization, the individualization of education, support for children’s initiatives. The system of evaluation for preschool education quality is based on the pedagogical structure for the individualization of education - conditions of support and encouragement as well as the design of possibilities. The achievement of the targets as a result of the implementation of the Program is directly connected to the creation of a social situation for the development of the child. The solution to the problem of the quality of education is reflected in educational initiatives that focus on strengthening the position of professional development for teachers. The tools, indicators and criteria for the quality assessment must take into account the specifics of the early childhood and preschool periods.
Keywords:
DOI: 10.24411/1997-9657-2018-00003
2018, 1
p. 42–51
MORE
596
Peer play provides ample opportunities for the use and development of selfregulatory and mathematical skills. This study aimed at examining whether children’s engagement in solitary low-level play, interactive play and competent play influences their self-regulatory and number sense skills. The effect of demographic variables and children’s social skills on these skills was also investigated. The participants in this study were 149 children (Mean age = 68 months, SD = 3.71) from public and semi-independent kindergarten programs in a city in southwest Turkey. Children’s play was observed during free play time, and their self-regulation and mathematical skills were measured. Teachers rated children’s social skills. Binary logistic regression was used as an analytical tool. The results showed that children’s engagement in peer play significantly improved their chances of having higher number sense and self-regulatory skills. In particular, interactive play significantly contributed to children’s selfregulatory and number sense skills. Moreover, child age, family income, and social skills were influential factors for these skills. The findings show the importance of peer play for supporting the development of self-regulatory and mathematical skills.
Keywords: