2019, 4

Shiyan O.A., Iakshina A.N., Zadayev S.A., Le-van T.N. Means of Developing the Professional Self-Reflection of Early Childhood Education Teachers

2019, 4 p. 14–35

Le-van T.N. , Zadadayev S.A. , Shiyan O.A. , Iakshina A.N.

647

One of the major challenges of the mainstream professional development programs is their focus on mastering individual knowledge and technologies instead of creating conditions for the development of teachers themselves. In particular, instead of their critical thinking and reflection, while it is reflexion that allows teachers to qualitatively change the educational process, while keeping in focus both children’s interests and abilities and cultural development objectives. This article addresses approaches to the understanding of self-reflexion and proposes a model of self-reflexive professional action. The authors, following the logic of the cultural-historical approach by Lev Vygotsky, Daniil Elkonin and Georgy Shchedrovitsky, consider the visual model of the results of children’s development, the visual model of professional action, the model of self-reflexive solution, the positions of the “defender”, the “critique” and the “voice of the child” as the means for the development of self-reflexion. The use of these tools became the basis for a specially developed program of professional development for early childhood teachers, in which teachers are offered the following tasks: immersion in children’s activities, analysis of video of both own and others’ practices, and the creation of “Navigators”. The article also presents such a tool for studying reflexive observation as a “Professional Eyewear”, which allows to evaluate such aspects of self-reflexive action as the ability to orientate oneself to the tasks of children’s development, the ability to observe children and the ability to see the causal connection between the actions of a teacher and the behavior and emotions of children. The annex to the article formulates the main stages and principles of building a program aimed at the development of self-reflection among teachers.

Keywords: self-reflexion professional development means of self-reflexion pedagogical action lesson observation

DOI: 10.24411/1997-9657-2019-10049

Gudonis V.P., Vachkov I.V. Fears of Modern Older Preschoolers and their Parents

2019, 4 p. 36–45

Vachkov I.V. , Gudonis V.P.

419

The article is devoted to the study of modern six-year-old children and their parents’ fears. Despite numerous studies of childhood fears around the world, the question – while important – of the typical fears of today’s preschoolers, as well as the link between these fears and those of parents in their childhood and those of today, remains poorly investigated. Clarification of this issue was the purpose of the study. To identify children’s fears and own fears of parents, a specially designed questionnaire was used. The questions were answered by fathers and mothers of older preschoolers. The types of childhood fears mentioned in the questionnaire were selected based on the results of existing studies and on a trial experiment. The revealed fears were grouped by subject and orientation. The most common fear of modern preschoolers was fear of separation from parents, which is part of the group of relational. Significant differences between boys and girls were found only in the frequency of occurrence of individual fears: fear of strangers (more often among girls), fear of bad dreams and dentists (more often among boys). The coincidence of some fears of children and their mothers allows us to suggest the transferring of fears from the first to the second, which is confirmed by the results of a survey among mothers during psychological consultations. Between the fears of children and their fathers no matches were found. Opposite trends with age fears among mothers and fathers were detected: mothers’ number of fears increases compared to childhood, fathers decreases. At the same time, there are similar fears of preschoolers’ mothers and fathers, such as fears of heights, loss of relatives, death, snakes, and dogs.

Keywords: modern preschoolers fathers mothers children’s fears parents’ fears transmission of fears phobias

DOI: 10.24411/1997-9657-2019-10050

Chernokova T.E., Sidorova L.V. Development of Dialectical Thinking in Over-fives Through Training

2019, 4 p. 46–59

Sidorova L.V. , Chernokova T.E.

313

The article presents the methodological basis and theoretical substantiation of the possibility of using training as a means of work aimed at the development of dialectical thinking of preschool age children.

The method of training of dialectical thinking is based on the methodology of structural-dialectical approach by N.E. Veraksa, general principles of correctional- developing work and requirements to training as a method. The special conditions defined by the specificity of dialectical actions as an object of influence are as follows.

1. Inclusion of conflict situations in different types of children’s activities.

2. Children’s understanding of the following terms reflecting dialectical relations and transformations: “opposite”, “middle”, “series”, “transformation”, “union” and “back”.

3. Matching of children’s understanding of such dialectical thinking actions as transformation, serialization, mediation, treatment, unification to their complexity.

4. Formation of dialectical thinking actions according to the theory by P.Y. Galperin of gradual formation of mental actions

5. Application of dialectical schemes that allow to fix opposites and relations between them, as well as dialectical transformations. Thirty-six children aged 6-7 participated in the cohort study. “What can happen at the same time?” and “Unusual tree” methods by N.E. Veraksa were used to evaluate the effectiveness of the training.

The results of the testing of the training demonstrate its effectiveness. The indicators of dialectical thinking of children participating in the training increased. Differences in the indicators at the stating and control stages according to U - Mann Whitney’s criterion in the cohort are not significant: the empirical value = 145.5, in experimental group it is significant: the empirical value = 87; U criteria = 109, p≤0.05.

The developed methodology can be applied in the development work of teachers and psychologists and preschool teachers.

Keywords: structural-dialectical approach dialectical thinking dialectical actions development training session preschool children

DOI: 10.24411/1997-9657-2019-10051

Cohen L.J. Assistance to Parents in the Moral Development of Children

2019, 4 p. 60–63

Cohen L.J.

173

This article is devoted to assistance to parents in the moral upbringing of children of sociopaths, i.e. those who violate socially accepted norms of behavior. Many parents are afraid that their children will not be able to become socialized. The publication discusses ways of interacting with such children. A certain model of conscience is used, which includes a number of components.

These include: moral understanding, motivation management, inner voice, empathy and compassion. The process of forming these four components of a healthy conscience is described. The need for subtle and delicate interaction based on the ability to see the hidden motives of children’s behavior, which allows us to count on a positive forecast of their moral development, is shown.

Keywords: moral education sociopaths socialization empathy conscience compassion moral understanding motivation management

Visser M., Singer E., van Geert P.L.C., Kunnen S.E. What Makes Children Behave Aggressively? The Inner Logic of Dutch Children in Special Education

2019, 4 p. 64–77

Singer E. , Kunnen S.E. , Vissera M. , van Geert Paul L.C.

264

The ambiguous results of existing intervention programmes show the need for new ways in research on aggression among children. The present study focuses on the children’s own perspective on their aggressive behaviour. Based on a constructivist approach, the inner logic of narratives about peer conflicts of 64 children in Dutch special education was analysed. Contrary to the much used dichotomy of reactive and proactive aggression, we found a more differentiated picture. Children use aggression: to get understanding for their situation; to escape from the conflict situation; because of inner conflicts; to get revenge; and for the fun of bullying. The study makes clear that, from the perspective of the children, aggressive behaviour is closely related to the peer culture at school. Moreover, some children need individual treatment and supports, because of specific concerns related to selfregulation that make them behave aggressively.

Keywords: aggressive behavior children inner logic

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