2018, 3

Nisskaya A.K., Savina E.V. Communication between Educators and Parents. Analysis of the Views and Preferences for Positive Communication

2018, 3 p. 4–11

Savina E.V.

608

The problem of communication between teachers and parents in research, law and practice. The problem of the relationship between education and family is shown. The involvement of parents has a positive impact on the results of child, the quality of education, the intensity of the parent-child relationship and makes children feel comfortable. However, interference in the life of the educational institution can create tension, have an association with mistrust, train lack of independence in a child, and put pressure on the educational process. The basis of the solution and building of friendly, effective communication must be a clear vision about what is the same and what is different in the opinions of teachers and parents, and which features of communication assure greater satisfaction from the relationship. The aim of this study is to research the preferable forms of the involvement of parents in the life of the educational institution and the conditions of satisfaction from communication with each other.

Methods of the research and sample. The parents and teachers of preschools in Tula and Moscow took part in this research, were asked to fill out the questionnaires in paper and in an electronic form. The questionnaires contain questions about the preferable forms of a parent’s engagement in the life of the preschool and the level of satisfaction from the relationship between parents and teachers.

Forms of parental involvement in the life of the kindergarten preferred by teachers and parents. It is shown that the perspectives of teachers and parents are largely similar: “live” communication is more preferable than remote, the traditional forms of involvement of the families in the life of the preschool like festivals and group meetings are popular. The work in a parent committee and the participation in the evaluation of the quality of education are unpopular. Some divergences in the perspectives of parents and teachers are revealed: the former prefer to involve parents as assistance or as a passive spectator, while the latter tend to prefer active forms of participation.

The satisfaction of teachers and parents from communication with each other. The satisfaction of teachers from the relationship is first of all related to the participation of parents in the design of the kindergarten. Teachers, who prefer financial support of parents are less satisfied from the relationship. Parents’ satisfaction is related to, in what degree their opinion is accepted in the process of communication with the teacher. Both parents and teachers consider themselves the initiators of the communication.

Keywords: involvement of parents forms of parent’s participation in life of kindergartens

DOI: 10.24411/1997-9657-2018-00009

Uruntaeva G.A., Gosheva E.N. Issues in the Assessment of the Process and Results of the Study of Children by a Preschool Teacher

2018, 3 p. 12–23

Gosheva E.N. , Uruntaeva G.A.

651

Introduction. The article presents the results of theoretical research on the problem of the assessment of the process and result of the study of the preschool child by the educator. The purpose of the study is to develop a model of the analytic activity of the preschool teacher in an educational organization.

Methods. The methodological basis is activity and competency-based approaches, ideas about the reflective-evaluative activity of the teacher, the practical goals of psycho-diagnostics of preschool children, the age-analysis scheme in the cultural-historical concept of L.S. Vygotsky, the principles of the organization of objective psychological research, developed by S. Rubinshtein, and the methods of research – the theoretical analysis of psychological and educational literature on the problem, the modeling stages of the analytic activity of the educator, carried out in the process of studying the preschool child, and the means for monitoring the effectiveness of this activity.

Results. The result of the research is a structurally functional, criterial model of the analytic activity of the educator, aimed at assessing the process and result of learning in the child. The model contains two interrelated blocks: content-procedural and operational-technical, i.e. its structure is focused on the idea of monitoring and evaluation processes in the study of the child. The content-procedural block includes a description of the criteria for assessing the data on the child, arranged according to the stages of the study: 1) the position of the educator in interaction with the child; 2) the integrity of the age-psychological portrait; 3) the quality of the conclusions, the forecast of the child’s further development, pedagogical recommendations; 4) language of the description of the age-psychological portrait. The operational-technical block contains methods for evaluating information about the child in accordance with the content of the proposed criteria: comparing information with the criterion, clarification on its compliance with a certain criterion, and identification of the three levels of this matching.

Conclusion. The model enables the preschool teacher to evaluate both the effectiveness of each of the study stages individually, and the process as a whole, and to compile a holistic age-psychological portrait of the preschool child on the basis of all the results obtained.

Keywords: psychological portrait of a preschooler model of analytical activity of preschool teacher

DOI: 10.24411/1997-9657-2018-00010

Trushkina S.V. Stress and its Consequences for Children in the First Years of their Life

2018, 3 p. 24–31

Trushkina S.V.

777

Introduction. The scientific review is devoted to the issue of the influence of strong or prolonged stress on children in the first years of life, which is poorly understood both in psychiatry and in medical psychology. The study is based on a comparison of the manifestations of stress disorders in young children, described in modern medical and psychological literature, with the symptoms of various stress disorders in adults, as reflected in the International Statistical Classification of Diseases and Related Health Problems 10th Revision (ICD-10).

Results. The survey shows that infants and young children suffer from stressful actions in the same way as adults or older children, and they can also be diagnosed with a stress disorder. In this case, specific manifestations of disorders and stressors within them may differ. Such specific age-related symptoms of stress disorders as a post-traumatic game, separation anxiety, regression in development, etc. are considered. It is shown that the mental health disorders in young children, arising from different types of stressors - a sudden traumatic event of high intensity or chronic psycho traumatic situation, differ in their manifestations and consequences. It is emphasized, that the presence of a stress disorder in a child can adversely affect their development, impacting their cognitive processes and social relations. The importance of mother-child and wider family relationships for the emergence of stress disorders and its progression in children of the first years of life is illuminated, and the need for the provision of therapeutic care for both members of the mother-child dyad is also shown.

Practical significance. The review is addressed to specialists in institutions of preschool education and aims to inform them about the signs of stress disorders in children in the first years of life, so that they can recognize them and initiate a family appeal for specialized assistance to a child psychiatrist or a medical psychologist.

Keywords: early childhood adjustment disorder post-traumatic game mother-child dyad

DOI: 10.24411/1997-9657-2018-00011

Tretyakova E.A. The Problems of Preschool Education in the Regions of the South Federal District

2018, 3 p. 32–46

Tretyakova E.A.

901

Problem. The provision of preschool education to citizens is one of the most important directions of social policy of Russia. The main problem which needs to be addressed is the shortage of places in preschool organizations, especially for children under three, and overcrowded preschool groups.

The aim of the study is to determine the place of the South Federal District regions in the national rating of regions according to the degree of development in preschool education. The key indicators included in the rating are the scope and security of the children in preschool education, the fullness of groups, and the quality of facilities and teaching staff. The author uses the official data from 2016and compares the results with previous research of other authors in 2012. In addition to the official data the author uses the national Russian survey “Comprehensive survey of living conditions of the population” conducted in 2014, which reveals the satisfaction of citizens with children in different regions of the South Federal District with preschool education.

The results of the study indicate a low quality of preschool education in the regions of the South Federal District. The worst indicators in particular are the low enrollment of children into preschool organizations and at the same time overcrowded groups in the existing institutions. Despite the obvious positive results of the modernization program for preschool education in the district, the regions still lag behind the average for the country’s. The stumbling block on the way to an improvement of the system is the settlement system in the district which is characterized by a low urbanization rate, lack of middle size cities and the prevalence of one large main city per region, where the majority of kindergartens are concentrated. The author also analyses the trends in this market and opportunities for private education in the examined regions.

Conclusion. One of the ways of solving the problem of preschool education is the support of nongovernmental educational organizations and the development of a public-private partnership. This could not only increase the availability of preschool education, but could also create new jobs for young mothers. Experiences in other countries demonstrate that this strategy works most efficiently in rural remote areas, which is particularly relevant for regions of South Federal District.

Keywords: preschool education Russia South Federal District regional rating availability of education public-private partnership

DOI: 10.24411/1997-9657-2018-00012

Lavrysen A., Bertrands E., Leyssen L., Smets L., Vanderspikken A., De Graef P. Risky-play at School. Facilitating Risk Perception and Competence in Young Children

2018, 3 p. 54–63

Smets L. , Leyssen L. , Lavrysen A. , Vanderspikken A. , Bertrands E. , De Graef P.

526

Recent research indicates that risk competence and perception can be improved through the learning environment. The project ’Riscki’ examined how risk perception and risk competence in young children between three and eight years of age can be observed and measured within the classroom and school context. An intensive package of risky-play activities was administered over a three month period to two classes (four- and six-year-olds) and two age-matched classes served as controls. Before and after the intervention period, quantitative and qualitative aspects of risk competence were evaluated in all children by: (1) a change detection paradigm; (2) teacher ratings; and (3) independent observer’s qualitative ratings. The results showed that risk perception and competence in young children can be improved through an intensive offer of risky-play activities at school. Moreover, the risk detection test and observational questionnaires are promising instruments to measure risk competence.

Keywords: early childhood risky play risk perception risk competence learning

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