2018, 2

Gorshkova E.V. The Development of Character Creativity in Children at Age 3-4

2018, 2 p. 4–13

Gorshkova E.V.

640

The paper is the second one in a series of articles dealing with issues of the development of character creativity in preschoolers, which we consider as a kind of play activity, when the figures of different characters engaging in the plots, are embodied using expressive movements and bodily plasticity. The article clarifies the similarity of character creativity with play (improvisation, performance of the role, etc.). The psychological and pedagogical conditions for the development of character creativity in children at age 3-4 are provided, which guarantee the development of basic visual-acting ideas about the simplest expressive opportunities of the language of movements for the embodiment of a character and “wordless” communication. The basic methodological principles of working with younger preschoolers are explained based on teaching them a language of expressive movements – through two main methods: the development of emotional-movement interaction and the development of the ability to embody different characters. Each stage of the work process in these directions is given: learning the simplest ways to embody different characters (from external acts and properties to internal qualities of the character) and communication by gestures with a game partner (a doll, an adult in the role of a character). The article gives a brief summary of the characteristics of additional methods helping to develop productive imagination, expressiveness of movement and elements of compositional creativity. The results of the development of character creativity in children at age of 3-4 are shown: different characters are embodied schematically through single movements indicating their actions; as well as through fragments providing a character’s emotions or a character’s plasticity through a complex combination of expressive movements of the hands, arms, legs, feet, head and body. The main result achieved by young preschoolers was the initial development of the ability to perform both meaningful and arbitrary expressive movements.

Keywords: character creativity performance and compositional creativity expressive embodiment of character expressive movements expressiveness of movements psychological and pedagogical conditions

DOI: 10.24411/1997-9657-2018-00005

Kirichek K.A. Development of Ideas about Square in Preschoolers

2018, 2 p. 14–21

Kirichek K.A.

628

Introduction. The authors show the necessity for preschool teachers to know how to develop the ideas of square, its measurement and the comparison of subject squares in preschoolers. The main preschool curriculums and a large body of literature on the problem were analyzed, which revealed the lack of methodological sources for the development of ideas about square. As a result, the authors have designed and described the appropriate methodology.

Methods. The section describes four stages of getting familiar with square for preschool-age children: 1) the development of an idea of the square of objects and their comparison through the method of imposition; 2) measuring and comparing square of figures using conditional measurements; 3) the determination of the dependence of the measurement results of the square on the size of the measurement; 4) familiarization with the generally accepted standard measures of measuring square in centimeters. At each stage, the features of introducing the new material are considered, and examples of tasks and exercises are given. The conditions for the effective development of ideas about the area of objects in preschoolers are described. Positive aspects of the development of preschool children are revealed when they get familiar with the mathematical concept of “square”.

Conclusions. The authors note that the designed methodology has been successfully applied by educators of preschoolers and senior preschool groups for schools in kindergartens in Stavropol. It is shown that the fulfillment by preschoolers of the relevant thematic tasks and exercises contributes to the development of their sensory abilities, logical thinking, coherent speech, attention, and memory, which will favorably influence further education in primary school and will be useful in practical activities.

Keywords: mathematics value area measurement preschooler

DOI: 10.24411/1997-9657-2018-00006

Fatikhova L.F. Formation of the Ability to Understand the Mass of Objects in Preschool Children with Intellectual Disabilities

2018, 2 p. 22–32

Fatikhova L.F.

515

The article gives an overview of improving the methodology for developing elementary mathematical representations in preschool pedagogy and in preschool special education concerning the formation of mass perception. The authors describe the history methodology development in preschool education including the task for forming such measuring skills in children as an orientation in the mass of objects. Theoretical review made it possible to elucidate the under-development of the methodology for forming elementary mathematical representations in preschool children with intellectual disabilities. The article reveals the content of the methodology for corrective and pedagogical work on the formation of a mathematical function like understanding the mass of objects in preschool children with intellectual disabilities (mental retardation). It is based on the theory of the stage-by-stage formation of mental actions by P. Ya. Galperin. The methodology presupposes eight stages, each of which uses its own set of methods and techniques of training and a set of illustrative and handout material. The authors offer fragments of tasks on the formation of this understanding in preschool children with intellectual disabilities in the mass of objects at each stage of education. The methodology is implemented within the framework of the educational field “Cognitive Development” in classes on the formation of elementary mathematical representations. The introduction of the methodology in correctional and educational process of special (correctional) preschools in Ufa showed its effectiveness.

Keywords: orientation in the mass of objects preschool children with intellectual disabilities formation of elementary mathematical representations stages of corrective and pedagogical work

DOI: 10.24411/1997-9657-2018-00007

Magnusson M., Pramling N. Sign Making, Coordination of Perspectives, and Conceptual Development

2018, 2 p. 6–18

Pramling N. , Magnusson M.

674

In this empirical study we analyse how children (aged four- to six-years-old) through communicative engagement with their teachers around their own drawings are supported in developing representational insight, that is, going from indicative sign-making to symbolic understanding. Theoretically, the analysis is informed by a sociocultural perspective, particularly Vygotsky’s work on concept development. The empirical data consist of approximately five hours of video observations of teacher–child communication in preschool. The activities analysed were designed by the teachers according to two different principles for facilitating discernment of the conventional meaning of symbols: contrast and induction. While one design is seen to be more powerful than the other in supporting children’s symbolic development, these patterns are, in the study and in everyday early childhood practice, intertwined with other communicative features such as establishing intersubjectivity. The implications for research and educational practice are discussed.

Keywords: preschool representation sign sociocultural theory symbol variation patterns

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