2018, 5

Bayanova L.F., Veraksa A.N., Popova R.R., Nikanorova S.A. Executive Functions of Preschoolers in the Context of a Normative Situation

2018, 5 p. 4–15

Popova R.R. , Nikanorova S.A. , Bayanova L.F. , Veraksa A.N.

261

Methodology. The development of self-regulation in preschoolers is determined by the features of a cultural situation, which consists of a set of invariable normative rules. To abide by the cultural rules means that a child develops his/her “cultural congruence” (Bayanova). This process reflects the child’s evolution as an agent of a culture. The cognitive aspect of self-regulation was studied in the framework of the model of “executive functions” (Miyake). This model includes three related and simultaneously independent factors, such as Working Memory, Flexibility and Inhibitory Control.

The aim of the research is to explore how the assimilation of cultural rules of a “normative situation” (Veraksa) may influence the development of executive functions in preschoolers of different genders.

Method and structure of the research. 113 children aged 5-6 (58 boys and 55 girls) and 113 mothers (aged 24-44) took part in the research. All of the children attended kindergartens of Tatarstan. The assessment of cultural congruence was carried out using a questionnaire for parents, which included invariable rules for children 5-6 years old and allowed for assessing the extent to which children follow these rules. Diagnostics of executive functions was implemented with a set of techniques, which included the subtests of the test battery NEPSY-II (Korkman et al., 2007) and the DCCS (Zelazo, 2006).

Results. It was revealed that boys with a “higher” level of cultural congruence better develop verbal memory, whereas boys with a “low” level of congruence better switch from one task to another and better memorize visual images. The features of the development of executive functions in the group of girls on the whole do not depend on the level of their cultural congruence,

Conclusions. The data obtained indicate the gender specificity of the influence of cultural congruence on executive functions in preschoolers, which substantially clarifies the results obtained in other studies.

Keywords: executive functions cultural congruence cultural rules gender preschool age

DOI: 10.24411/1997-9657-2018-00017

Gogoberidze A.G., Atarova A.N., Novikov M.S., Novitskaya V.A., Yafizova R.I. Preschooler as Designer of Social and Cultural Learning Environment for Their Development. Idea of a Project

2018, 5 p. 16–25

Novikov M.S. , Atarova A.N. , Yafizova R.I. , Novitskaya V.A. , Gogoberidze A.G.

434

Introduction. The paper introduces the idea of a pedagogical project, that is going to be tested in several preschools in St. Petersburg, Russia. The significance of the project is determined by the importance of social and cultural design as one of the key methods for providing fair and positive environment for child development during the preschool period.

Methods. Methodologically the research is based on: academic, and subject approach; concept of development of a preschool child as a subject of children’s activities and behavior (T. I. Babayeva, A. G. Gogoberidze and othes); the concept of cultural and historical development of a child personality by mastery of experiences of previous generations (L.S. Vygotsky, A.N. Leontiev), provided that they interact with adults (N. F. Radionova); research data on individual behavior and activity of senior preschoolers in of St. Petersburg, obtained at the turn of the 2010s. System analysis was applied, including theoretical analysis of philosophical, psychological and pedagogical literature on the research subject, developing method of learning materials “St. Petersburg - the Territory of Childhood”, ensuring the subjective engagement the senior preschool children with design of social and cultural learning environment for their development.

Results. The results of the research contain an analysis of organizing of educational potential of the social and cultural environment in St. Petersburg for development of preschool students. Development and testing of methodological tools for studying values, interests, culture and subculture, subjective manifestations of children, methods for identifying motivation for development, assessing the potential for personal development. Approaches to design of additional cultural and artistic programs, programs for design of environment of a modern kindergarten have been determined. The characteristics of the key implementation tools of the Project, institutionally represented by the educational and methodical complex “St. Petersburg - the Territory of Childhood”, which has a culturally oriented development, is presented.

Conclusion. The study first attempted to identify the conditions under which a senior preschooler can become a designer of social and cultural learning environment for their development. The data can be used by Childhood experts to create a modern space for children culture, subculture, activities that form a unique “world of childhood” that determines a unique development of the child individual cultural experiences.

Keywords: child as an actor social and cultural environment learning environment social and cultural and pedagogical design

DOI: 10.24411/1997-9657-2018-00018

Brofman V.V., Masterov B.M., Tekoyeva Z.S. Fear and Childhood Psychological Trauma: aspects of expression of fear of “threat” and fear of “consequences” in drawings of children who survived a terrorist attack

2018, 5 p. 26–37

Masterov B.M. , Tekoyeva Z.S.

290

Introduction. The article contains materials of a ten year longitudinal study of emotional sphere of children who survived a terrorist attack in preschool and junior school age (Beslan, Russia, 2004). The purpose of the work is to identify the aspects of fears of children who suffered a psychological trauma in an extreme social life-threatening situation.

Methods. The research methodology is based on the Vygotsky’s approach to the significance of a social environment for child development. Research methods included: annual screening by a series of drawing tests, including specially designed tests that take into account the specific nature of the trauma; expert review of materials; statistical data analysis; comparative analysis of the results by age, degree of involvement in the traumatic event and the temporal distance from it.

Results. Describes the mass trauma, its aspects, the impact on the social environment of children development, as well as the impact of ethno-cultural characteristics of the community on the duration of the trauma. Large amount of test drawings provided data for identifying of specific character of the age dynamics of fears in child “hostages” and child “witnesses”. The difference in the fears of children of these two groups is shown in terms of content and duration, despite the similarity of the initial symptomatology. The concepts of “fear of a threat” and “fear of consequences” are introduced.

Conclusions. The phenomenon of “mass trauma” was associated not only with a traumatic event, but also with the ethno-cultural characteristics of the community. The mass trauma has changed the nature of the functioning of the community, its relation to “fear”, increased its reactivity (“insecurity”). At the same time, the fears of children in time were associated more with their general cultural contexts than with the traumatic event itself. Differences in the specific nature of fears of child “hostages” and child “witnesses” in terms of content, intensity and damping in time are shown. It was revealed that the hostages had more pronounced “fear of consequences”, and witnesses had “fear of a threat”.

Keywords: social environment “mass trauma” childhood psychological trauma drawing tests for fear diagnostic child “hostages” and child “witnesses” “fear of a threat” and “fear of consequences”

DOI: 10.24411/1997-9657-2018-00019

Novitskaya V.A., Yafizova R.I. Quality Control of Learning Environment for Early Childhood Groups

2018, 5 p. 38–53

Yafizova R.I. , Novitskaya V.A.

376

Introduction. The article presents results of a theoretical research in the field of quality control of learning environment of early childhood groups. The purpose of the study is to develop a theory based methodology for quality control of learning environment by employing modern trends in early childhood pedagogy.

Directions and methods of research. The research methods are based on activity and competence approach, the idea of the learning environment as a medium for successful socialization of toddlers, structural components of the learning environment, where the key parameters are: nature of adult - child interaction, content and modes of the interaction, focused on successful mastery of kindergarten programs, designing of stimulating environment for early childhood groups. Theoretical analysis of psychological and pedagogical literature on the subject, design of structural components of learning environment of early childhood groups, determination of the expert indicators for each component of learning environment were used as research methods.

Results. Result of the research was presented in the form of control methods description, that include evaluation of the quality of learning environment, measurement of the quality indicators for each component of the learning environment (the nature of adult interaction with the child, the content and modes of interaction, aimed at the successful mastery of the kindergarten program, design of stimulating environment for early childhood groups). Detailed recommendations to the content of each indicator are given.

Conclusion. The developed control methodology makes it possible to carry out a comprehensive assessment of the quality of learning environment for early childhood groups in accordance with the requirements of the Federal State Educational Standard, and to help an expert to determine ways of further quality improvement of the learning environment.

Keywords: learning environment early childhood groups quality control of learning environment stimulating interaction between teacher and early age children stimulating environment for early childhood groups

DOI: 10.24411/1997-9657-2018-10020

Li X., Xie J. Parenting styles of Chinese families and children’s social-emotional and cognitive developmental outcomes

2018, 5 p. 54–63

Li X. , Xie J.

250

Using data from a sample of Chinese children (n = 297) aged 3–6 years in Beijing, we examined the characteristics of Chinese parenting styles and the relationship with children’s developmental outcomes. A 6-month follow-up study of 110 of the 297 participants further explored the long-term effect of parenting styles on children’s development. Results showed that: (a) the mean scores of the four dimensions of authoritative parenting were significantly higher than those in the four dimensions of authoritarian parenting; (b) democratic participation positively predicted children’s mathematics and science, and non-reasoning/punitive strategies negatively predicted children’s social-emotional and cognitive development in Wave 1; (c) in Wave 2, verbal hostility positively predicted children’s cognitive development, and directiveness positively predicted children’s social relations.

Keywords: parenting style Chinese families social-emotional and cognitive development follow-up study young children

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