2018, 4

Belolutskaya A.K., Le-van T.N., Kholodova O.L. Teacher’s Interaction with Children at Preschool Age within the Resolution of Ethically Controversial Situations: the Results of Pilot Research

2018, 4 p. 4–17

Kholodova O.L. , Le-van T.N. , Belolutskaya A.K.

607

Introduction. The article presents the results of empirical research of teacher’s interaction with children at preschool age within the resolution of ethically controversial situations. To identify typical problems in the resolving of such conflicts we made the investigation with specially elaborated questionnaire and observation in six educational organisations of Moscow (in the survey 30 respondents participated: educators and managers).

Methods of the survey. To conduct the survey we developed the questionnaire based on the Code of Ethics of Singapore and the Handbook for Early Childhood Professionals, translated and adapted by the authors. In the process of questioning participants were requested to analyze 14 problem situations, and were asked to give examples of ethical dilemmas from their own working practice in kindergartens. In total we obtained the description of 25 situations.

Methods of observation. The observation was conducted in 8 preschool groups of different educational organisations using Early Childhood Environment Rating Scale (ECERS-R) taking into account the parameters for the interaction.

Key results and conclusion. General characteristics of problem ethical situations were identified and described. Namely: analyzing the proposed ethical dilemmas respondents rather defend the correctness of one of the conflicting parties than offer a solution that takes into account boath conflicting interests; offering solutions to problem situations, respondents do not appeal to professional values; the surveyed teachers are dominated by the desire to settle the conflict here and now in authoritarian way, but not to arrange dialogue of different points of view; negative attitude to conflicts dominates. The conflict is not perceived as a natural component of the educational process, but as an evidence of the error of a teacher, a parent or a child. Consequently, the predominant setting “to avoid conflict anyway” or to suppress existing ones rather increases conflict interaction than the productivity of communication.

Keywords: the ethical dilemma child-adult interaction conflict resolution ethics code moral judgment

DOI: 10.24411/1997-9657-2018-00013

Karapetyan V.S., Dallakyan A.M. Personal Orientation of Readiness of Preschool and Primary Education Future Teachers for Professional Activity

2018, 4 p. 18–29

Dallakyan A.M. , Karapetyan V.S.

794

Introduction. The article discusses the problem of personal orientation of future teachers for professional activities, theoretically substantiates the need to regulate the interrelated processes of developing regulatory and personal Universal Learning Activities and social and personal competences that affect the formation of intrapersonal motivation for professional activities. The methodological basis of the research is the concept of Universal Learning Activities of A.G. Asmolov, system and competence approaches in higher professional education, subject-humanistic attitude to education.

Purpose of research is to highlight the components of the university educational environment that contribute to the formation of intrapersonal motivation for learning activities though regulation of interrelated processes of developing regulatory and personal Universal Learning Activities and social and personal competencies.

Methods. The following instruments were used in the course of the research: the scale of professional competence assessment of Ferrandes-Berrueco, Reina and Sanchez-Tarazaga; the questionnaire of students’ learning activity of I.S. Labytseva, the methodology of diagnosing students’ motivation for learning of S.M. Ketko, S.A. Pakulina.

Results. The results of the complex diagnostics of professional competencies and motivation of students for learning reveal lack of student activity reflecting social purpose and personal orientation of their professional judgments. The potentials and methodological characteristics of using case technologies are defined with the purpose of developing students’ regulative and personal Universal Learning Activities in the process of continuous pedagogical practice.

Conclusions. Purposeful formation of regulatory and personal Universal Learning Activities with the subsequent development of social and personal competencies is aimed at the enhancement of intrapersonal motivation for learning, personal interest and responsibility towards professional activities. Optimization of the process of professional training of preschool and primary education teachers assumes formation of an educational environment that considers individual motives of everyone’s professional activity in the teamwork.

Keywords: universal educational activities social and personal competences motivation educational environment teamwork case technology

DOI: 10.24411/1997-9657-2018-00014

Arnautova E.P., Vorobyeva I.N., Zhukova E.V., Kondratyeva N.L., Rychagova E.S. Experience in Implementation of the Educational Project “Happy children at the University”

2018, 4 p. 30–39

Kondratyeva N.L. , Zhukova E.V. , Vorobyeva I.N. , Arnautova E.P. , Rychagova E.S.

990

The article presents the experience in implementation of innovative educational project, in which educators, students of the Faculty of Elementary Education, colleagues of the Department of Psychological Anthropology and parents with children of early and preschool age took place. Due to the project the Center for Family Education was opened at the Moscow Pedagogical State University at the Institute of Childhood. The environment of the Centre for Family Education is based on the principles of Montessori Method. Therefore, the content of the activity in the Center includes both psychological and pedagogical theories of preschool education system in Russia and strong points of the Montessori Method of education.

The article pays attention to the analysis of multiple resources of higher education institutions for the implementation of the project of Centre for Family Education, it also describes the specifics of designed and field-proved programmes of supplementary education for children and adults based on which the work content in the Centre is framed. The implementation of the research project focuses on the results of testing programs designed by the Department of Psychological Anthropology at the Institute of Childhood: “Montessori Plus” comprehensive educational program of preschool education, “Family Festivals” partial program, “School for engaged parent” educational program of psychological and pedagogical support for parents.

The first results of the “Happy children at the University” project showed that the work on the project was a good start to unite various educational interests of professional teaching community and students of the University for implementation of interesting and fruitful solutions for the benefit of Russian preschool education. Analysis of the results also assures that the Centre for Family Education as a structural department of the University is an available option for Moscow parents to be chosen for its educational programs for children since early childhood. It is also a source of personal development and educational competence.

Keywords: Centre for Family Education comprehensive educational program of supplementary education “Montessori Plus” School for engaged parent forms of communication with children and adults in their leisure time

DOI: 10.24411/1997-9657-2018-00015

Almazova O.V., Bukhalenkova D.A., Simonyan M.S. Educational environment evaluation by means of CLASS: Theoretical grounds and practical perspectives

2018, 4 p. 40–49

Simonyan M.S. , Almazova O.V. , Bukhalenkova D.A.

688

The article is devoted to the description of CLASS observation methodology, developed for the analysis and evaluation of interaction between the teacher and children in the kindergarten group. There are three main areas and criteria for evaluation of this tool: emotional support, organization of work in a group and methodological support. The article reviews studies carried out during past 20 years. Research show the impact of the criteria identified in this methodology or the overall level of pedagogical skill measured using the CLASS methodology on the cognitive, regulatory and emotional-personal development of preschool children. The analysis shows the importance of assessing the interaction of the teacher with children in pre-school institutions for scientific and practical research in the field of preschool education and development, and also shows the possibilities of using this tool to assess the quality of education in Russia.

Keywords: preschool age preschool education quality of education CLASS methodology cognitive development regulatory functions

DOI: 10.24411/1997-9657-2018-00016

Reikerеs E., Moser T., Tonnessen F.E. Mathematical skills and motor life skills in toddlers: do differences in mathematical skills reflect differences in motor skills?

2018, 4 p. 56–69

Reikerеs E. , Moser T. , Tonnessen F.E.

395

This study examines possible relations between early mathematical skills and motor life skills in 450 toddlers aged two years and nine months. The study employs baseline data from the longitudinal Stavanger Project – The Learning Child. The children’s mathematical skills and motor life skills were assessed by structured observation in the natural environments of kindergartens; authentic assessment. Two staff members independently observed each child during play and daily life activities over a period of three months. Consistent with recent studies of older children, the results revealed a significant relation between motor skills and mathematical skills. Children with weak, middle and strong motor life skills also exhibited low, medium or high levels of skills in mathematics. The differences between the groups yielded a moderate to large effect size (Cohen’s d). The groups differ also for each of the six sections in the observation instrument (Counting and series of numbers, Enumeration, Shape and space, Pattern and order, Mathematical language, and Logical reasoning).

Keywords: toddlers mathematics motor life skills authentic assessment play and daily life activities

Download Number PDF