2019, 3

Gorshkova E.V., Zhabina E.G. Development of Arbitrary Behavior in Children of 5-6 Years of Age by Methods of Emotional and Motor Psychotechnics

2019, 3 p. 24–35

Zhabina E.G. , Gorshkova E.V.

458

The article shows the relevance of the development of arbitrary behavior in preschool children. According to the hypothesis of the investigation, methods of emotional-motor psychotechnics can optimize the development of arbitrary behavior in children 5–6 years. At the same time, emotional-motor psychotechnics are considered as a direction of psychological and pedagogical assistance in overcoming the child’s problems by solving practical tasks on the material of figurative-motor exercises with rich emotional content. The methods and results of the investigation are described. The basic principles of work with children by methods of emotional-motor psychotechnics are compared with traditional methods of development of arbitrary behavior in preschool children by means of Board games with rules. 75 children aged 5–6 years took part in the investigation. Based on the comparison of primary and control diagnostic data in the three groups of children is shown a growth in arbitrariness in the experimental group, where lessons were conducted in emotional-motor psychotechnics, in contrast on another experimental group , where lessons with traditional methods were less effective, and control group, where the primary data remained almost unchanged.

Keywords: arbitrary behavior arbitrariness self-control psychological and pedagogical assistance emotional-motor psychotechnics

DOI: 10.24411/1997-9657-2019-10045

Doronova T.N., Doronov S.G. Implementation of the Federal State Standard for Early Childhood Education

2019, 3 p. 36–45

Doronov S.G. , Doronova T.N.

834

In this paper, a number of topical issues for contemporary Russian early childhood education are considered. These topical issues have been connected with implementation of the Federal State Standard of Early Childhood Education (hereinafter – the Standard); preparation of specialists in the sphere of early childhood education; creation of subject and spatial environment. The subject of standardization has been the relations in the field of education, arising from the implementation of the educational program of early childhood education. The main purpose of educational activities regulated by the Standard is the development of personality, motivation and abilities of children in various activities and achievement of targets of early childhood education. The reports of the departmental ministry testify to the favorable situation in all main spheres including writing the principal educational programs, training specialists in the sphere of early childhood education, creation of subject and spatial environment. The authors analyzed the changes that have occurred in early childhood education since the introduction of the Standard and showed that the reforms in the field of domestic early childhood education are far from being completed. The main reason for this situation is that the text of the Standard does not contain substantive characteristics of early childhood education, which could be used as a guideline for writing educational programs and designing the subject and spatial environment.

Keywords: Federal State Educational Standard state policy in the sphere of education training of specialists in the sphere of early childhood education subject and spatial environment accessibility of early childhood education

DOI: 10.24411/1997-9657-2019-10046

Askerli A.S. Emotion Recognition in Preschool Age: Theoretical Analysis of the Recent Studies

2019, 3 p. 46–55

Askerli A.S.

538

The ability to recognize emotional states by the expression of the face is part of the group of competencies necessary for the successful implementation of communication activities. Body language, as an important means of communication, is ambiguous in content, which can lead to difficulties in understanding and responding to information (M. Lisina, Kh. Sherjazdanova). The relevance of learning how to recognize emotions in preschool age is related to the high importance of communicative competence for the child’s socialization in kindergarten and preparation for school.

This paper analyzes research on the characteristics and conditions of development of the ability to recognize emotions in childhood. The majority of scientists allocate the following factors: recognition of emotions by facial expression passes a way from the undifferentiated perception of a sign of emotion through allocation of separate elements of mimicry to the integral and generalized perception; there are distinctions in type of perception of emotions of different modalities; ability to recognize emotions depends on experience of child-parent relations and influences personal and social development of the child.

Based on the results of research by A. Shtetinina, E. Listik, M. Kuzmishcheva, J. Russell, D. Lable, R. Thomson, T. Forslund, S. Denham, etc., the hypothesis about the relationship between the two determinants that make the success of the recognition of emotions in preschool age: the development of the proper cognitive means involved in the process and the peculiarities of interpersonal relationships between the child and parents is substantiated. This conclusion is consistent with the provisions of L. Vygotsky, L. Bozhovich, M. Lisina and others on the important role of communication with a close adult for the mental development of the child: the adult acts as a source of various influences, enriches the experience of the child, sets the task of mastering new knowledge, supports and corrects his efforts, as well as acts as a role model for the child.

Keywords: emotion recognition emotional competence preschool age cognitive processes parent-child relationship

DOI: 10.24411/1997-9657-2019-10047

Stepanova O.N. The Gifted Child Project in Yakutia

2019, 3 p. 56–65

Stepanova O.N.

1078

This paper addresses the problem of development of giftedness of young children. Early childhood age, viewed from the perspective of talent, is one of the priorities for the world’s pedagogical and psychological science. At the same time, in Russia, most of the concepts of giftedness are focused on other levels of education, including the current Concept of the National System for Identification and Development of Young Talents. The Government of the Republic of Sakha (Yakutia) has always been focused on the development of children’s and young people’s talents. Its new vector is the early development of children’s giftedness, starting from early childhood age. The pilot project involves 107 early childhood institutions and 14 primary schools in Yakutia. All subjects of the educational model take part in the support of gifted children: parents, educators, tutor’s assistants, specialists and administration of preschool institutions, children and social partners. The work with children’s talent is based on the idea that five pillars of education, i.e. music, chess, drawing, languages and sports that should become the basis for education of human talent. Early childhood organizations create conditions for mass manifestation of children’s abilities across different areas, which allow to count on the manifestation of hidden or potential giftedness as a result of certain volitional qualities and awakened interest in any kind of activity. Each educational organization builds its own educational model of work according to this concept. The author of the article analyzes the work performed, which is based on the principles of consistency, openness and cultural congruence. Implementation of these principles allows the child to develop its intellectual and creative potential.

Keywords: Republic of Sakha (Yakutia) gifted child early childhood age early childhood education

DOI: 10.24411/1997-9657-2019-10048

Vogt F., Hauser B., Stebler R., Rechsteiner K., Urech C. Learning through Play – Pedagogy and Learning Outcomes in Early Childhood Mathematics

2019, 3 p. 66–78

Vogt F. , Urech C. , Stebler R. , Rechsteiner K. , Hauser B.

599

Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators’ views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children’s diverse needs.

Keywords: early childhood education mathematics play quantitynumber-competencies kindergarten games pedagogy

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