2019, 2

Komarova I.I. Educational Clusters as a Mechanism for Changing Educational Patterns

2019, 2 p. 16–29

Komarova I.I.

514

Educational clusters are a popular but controversial topic, which is related to the confusion in the use of the word “cluster” in the economy and education. Cluster development mechanisms are major attraction for education. However, without a clear understanding of how these mechanisms work, how they can be used to develop education, and what is the product of the cluster’s activities in this area, it is extremely difficult to unify the work. The education system implies a wide interaction of educational institutions implementing different forms and levels of education. Clusters, as a mechanism based on the maximum use of scientific achievements and with mandatory training of all employees of its member organizations, should play a much greater role in the education system. The paper presents the experience of building new education systems based on the cluster policy and networking cooperation considering the use of “the third place”. It also addresses 10 steps of cluster development and their prospective. In the USA, an innovative regional ecosystem is being actively emerging, including innovation and education clusters. The author considers the possibilities of cluster development in Russia and concludes that due to the lack of elaboration of legislation, the creation of educational clusters is an exception rather than a development mechanism.

Keywords: networking cluster innovation education knowledge society sustainable development giftedness human capital third place ethical issues

DOI: 10.24411/1997-9657-2019-10041

Kuftyak E.V., Khanukhova L.M., Poimanova E.V. Children’s Bilingualism: Influence on Cognitive and Communicative Development and Instruments of Measurement

2019, 2 p. 30–39

Poimanova E.V. , Kuftyak E.V. , Khanukhova L.M.

622

The review outlines the general concepts, the essence of what constituted bilingualism and its types in psychology. The relevance of considering the impact of early bilingualism and bilingual education is due to the growing popularity of bilingual educational programs.

The review shows that bilinguals can be systematized by age, synchronization of the language skill acquisition, the degree of proficiency in both languages, and the representation of languages in one’s own mind or cultural affinity. It was emphasized that the intellectual development of bilingual children is the most studied issue in terms of studying bilingualism. Research identified the advantages of bilingualism in the following features of cognitive development: the formation of concepts, the use of complex analytical strategies in solving non-verbal problems, attention focusing and ignoring false signals, verbal originality and flexibility, creativity in solving mathematical problems. Studying bilingualism in neurophysiological research confirmed the hypotheses of the increase in the number and density of neural connections in the areas responsible for linguistic operations and cognitive abilities. The analysis of well-known methods aimed at assessing language skills in bilingual children has been carried out.

Keywords: bilingualism cognitive and communicative development preschool age diagnostic methods

DOI: 10.24411/1997-9657-2019-10042

Shikalova T.N. Functional Component of the Constructive Competence of the Musical Director of a Preschool Educational Organization in the Structure of Professional Competence

2019, 2 p. 40–51

Shikalova T.N.

682

This paper considers the problem of formation of constructive competence of the musical director of preschool educational organization. A special attention has been paid to the functional component of the designated competence, because it is one of the important conditions for gaining experience in the design of educational activities, the creation of didactic and methodological materials, new forms, methods, programs and technologies of educational activities based on knowledge, skills and practical activities.

The following research methods have been defined: a) theoretical: analysis of psychological, pedagogical and methodical literature; analysis and generalization of the theory and practice of the system of advanced training for musical directors of pre-school educational organizations; b) empirical: study and analysis of pedagogical experience on the problem of formation of constructive competence of musical directors of pre-school educational organizations; observation, questionnaires, pedagogical experiment; c) methods of mathematical and statistical processing: performance of the procedure of mathematical and statistical processing of results, experimental work, comparison, generalization.

This paper highlights the results of experimental work, confirming the hypothesis put forward and proving the academic novelty of the study, which is to clarify the concept of constructive competence of the musical director of a pre-school educational organization, the development and implementation of technology for the formation of constructive competence, the definition and justification of criteria, indicators and means of pedagogical diagnosis to determine the level of constructive competence.

Keywords: bilingualism cognitive and communicative development preschool age diagnostic methods

DOI: 10.24411/1997-9657-2019-10043

Shakirova E.V. Influence of the Kindergarten’s Subject and Spatial Environment on the Development of the Teacher’s Professional Creativity: Children’s Activity as an Indicator of Creativity

2019, 2 p. 52–69.

Shakirova E.V.

773

The paper has been devoted to the study of the influence of the developing subject and spatial environment on the creativity of the early childhood teacher and the child. The purpose of the study is to learn the process of development of the early childhood teacher’s creativity, based on the assumption that the work on improving the development environment will inevitably contribute to the development of the teacher’s creativity. This paper has been prepared on the basis of materials of research of developing subject and spatial environment of 26 groups of 4 early childhood institutions in the city of Ivanovo, Russia. Scales of Analysis developed by the author were used as an analysis toolkit. The toolkit is focused on the assessment of the teacher’s performance through the conditions he or she created for the creativeness of children. The problem of definition of the concept of creativeness in the work of the teacher and activity of the child is considered. The reasons of manifestation of creativity of the teacher and the child in the process of creation of the developing environment are explained. The developing environment has been analyzed through different perspectives: as a factor influencing the child’s activity and motivating the child to play, and the teacher to work, and as a space that changes the adult or child, while showing creativity. The research has shown that the involvement of teachers in the improvement of the playing space contributes to the support of children’s activity. The research revealed a slight improvement in the organization of the development environment of the experimental kindergarten groups. Thus, we established a correlation between the development environment, the work of the educator in its creation and the appearance of creativity in the play and other activities of the preschooler. The low score of the assessment of changes in the development environment in the experimental early childhood educational institution can be explained by the fact that the approach of educators to the design of playing space remained the same. Therefore, it is necessary to increase the level of teachers’ knowledge in the field of organizing the development environment and to do it simultaneously with the practical work on improving the playing space.

Keywords: developing subject-spatial environment player space kindergarten teacher’s creativity developing environment

DOI: 10.24411/1997-9657-2019-10044

Fukkink R., Jilink L., Oostdam R. A Meta-analysis of the Impact of Early Childhood Interventions on the Development of Children in the Netherlands: an Inconvenient Truth?

2019, 2 p. 70–79

Oostdam R. , Jilink L. , Fukkink R.

767

Following on from successful early intervention programs abroad, the Netherlands also introduced a number of different programs to tackle educational disadvantage in preschool and early years education. Studies that investigate the effects of Dutch early childhood interventions have been published since 2000. This meta-analytic review study summarizes the findings from 21 experimental comparisons which study some 50,000 children in the period between 2000–2015, with a total of 165 outcome measures. The aggregate effect of early childhood interventions compared with standard preschool and early years groups is not statistically significant. The disappointing results indicate that special early childhood education programs currently offer no added value for the development of young children in the Dutch context over and above regular preschool and early years groups. A focus for Dutch policy is to improve future practice based on scientific evidence around effective approaches to ECEC. Further, the implementation of study designs with more experimental control would strengthen the current knowledge base.

Keywords: early childhood education and care (ECEC) early intervention developmental outcomes review meta-analysis

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