2019, 5

Gabdulkhakov V.F., Bashinova S.N. Techniques for Building Children’s Coherent Speech

2019, 5 p. 12–21

771

This article describes the methods of developing children’s coherent speech as an important means of supporting children’s cognitive initiative in early childhood educational institutions and the family. In the study methods of linguistic analysis of a text as an example of a coherent speech were used.

The use of these methods in the diagnosis of speech development of children and educators has shown that the existing speech development work in early childhood educational institutions is not practically aimed at building coherent speech skills: there is no coherence not only in the speech of children, but also in the speech of teachers.

The usage of structural features of the text, including interfacing, semantic structure and structure of a complex entire syntaх, have significantly increased the level of development of coherent speech of children and educators.

Research has shown that speech communication is an important means of developing a child’s cognitive abilities. After all, just as a child speaks (coherently or incoherently), so he or she thinks, organizes and directs cognitive activity.

The research proves that in the early childhood there are new tasks of communication as communication with adults is actively developing there are problems of interpretation of the content of digital resources, television and computer animation, etc. Therefore, the development of children’s cognitive abilities by means of childhood reading, music, visual, physical and mathematical culture should be based on the peculiarities of not only thinking, but also coherent speech.

Keywords: methods of formation of coherent speech phrase communication semantic structure structure of a complex entire syntax

DOI: DOI: 10.24411/1997-9657-2019-10052

Shabas S.G. Effectiveness of a Psychologist Work with Parents in Kindergarten

2019, 5 p. 22–33

Shabas S.G.

894

In this paper the problem of evaluation of activity of educational psychologists of early childhood education is considered. It is shown that in the Educational Psychologist Professional Standard, labor functions/actions depend on the nature and type of educational institutions and include formalized features of evaluation and level of competence of specialists working with parents. All functions are specified in terms of knowledge and skills, but job descriptions and professional standards do not provide clear criteria for the effectiveness of the work of a psychologist in interaction with the families of students, so it is often difficult for managers to understand how to assess the results of the work of the specialist. The problem of developing a mechanism for assessing the effectiveness of the work of an educational psychologist with parents in accordance with the legal framework and ethical principles becomes topical in each early childhood educational center. The use of the methods of analysis of the results of the expert activity on the certification of educational psychologists of early childhood educational centers, study of the annual reports of teachers-psychologists on the work with parents from the official sites of kindergartens, surveys, observations and conversations show that many professionals mix the concepts of “competence”, “efficiency” and “effectiveness” in the interaction with the child’s family and try to answer the question: “Is formalized competence always an effective activity?” The main criteria for evaluating the effectiveness of work are the results of self-assessment and self-analysis of professional activity, parents’ satisfaction with the specialist’s activities, parents’ focus on productive, systematic and positive contacts, as well as the number of parents who have received various types of psychological assistance and support. In addition, a quantitative, qualitative, social and self-assessment criterion can be used to analyze the effectiveness of the work of a psychologist with parents in kindergarten. This will make it possible to improve the conditions created by the specialist for psychological and pedagogical support of the families of the pupils so that the parents’ need for psychological services correlates to the goals and objectives of the kindergarten for the formation of the values of early childhood and the priority of parental upbringing.

Keywords: effectiveness educational psychologist parents preschool

DOI: 10.24411/1997-9657-2019-10053

Vorobyeva I.I., Belolutskaya A.K. Correlation between the Quality of Early Childhood Education, the Level of Development of Creative Thinking of Pupils and the Development of Creative Thinking of Teachers in Solving Pedagogical Problems

2019, 5 p. 34–53

Vorobyeva I.I. , Belolutskaya A.K.

690

The article is devoted to the results of a pilot study of the relationship between the quality of the educational environment in preschool groups and the level of development of creative thinking of preschool children and the study of the development of creative thinking of teachers in solving pedagogical problems.

The study is based on the idea of the quality of education inherent in the Federal State Educational Standard of Preschool Education, the cultural and historical concept of L.S. Vygotsky’s and structural-dialectical approach, describing dialectical thinking as the ability to creatively transform objects and situations. The study was aimed at studying the possible relationships between the quality of the educational environment in preschool groups and the level of development of the dialectical thinking of children, as well as the ability of adults (teachers) to use creative thinking tools to solve professional problems: designing an educational action and developing dialogue with a child.

The study was conducted on a random sample of preschool departments of educational complexes in Moscow (a total of 103 children from 5 to 6.5 years old and 35 teachers). To assess the quality of the educational environment, we used the ECERS scale and the pilot version of the scale “Stimulating dialectical thinking”. To assess the creative thinking of preschoolers, a block of techniques was used to measure the level of dialectical thinking, and for adults, a methodology was developed and tested for studying mental strategies in solving professional pedagogical problems.

Keywords: creative thinking professional thinking problem situation preschoolers quality of education

DOI: 10.24411/1997-9657-2019-10054

Shakirova E.V. Kindergarten Objective and Spatial Environment Conductive to Learning as a Means of Motivating the Teacher’s Creative Thinking

2019, 5 p. 54-67

Shakirova E.V.

639

The article is devoted to the study of creativity of a teacher of preschool education. The aim of the research was to study the influence of motivating factors on the professional creativity of teachers. The developing subject-spatial environment was considered as the main indicator of the manifestation of creativity in the work of the teacher. Particular attention is paid to the influence of the transformation of the subject space

of the group on the creative development and change in the attitude of the teacher to professional activities. The developing subject-spatial environment of the kindergarten is viewed from several sides: as a product of the teacher’s creativity, as a place of interaction between the teacher and children, as an application area of the teacher’s creative abilities.

The article was prepared on the basis of experimental research using questionnaires for teachers and monitoring their work. The study was conducted on the basis of two preschool institutions in the city of Ivanovo, Ivanovo Region. 16 teachers took part in the study. As a toolkit, scales for assessing the conditions of creative activity of children in independent activities and art classes were used. To study the changes in the sources of professional motivation of teachers, a questionnaire developed by D. Barbuto and R. Skoll was used. The study consisted of two stages, at each of which a new motivating factor was introduced. After each stage, the sources of teachers’ professional motivation were measured, the state of the group’s developing environment was assessed, and the interaction in the art class was chosen as the most creative type of educational activity. As motivating factors, a professional competition and the involvement of teachers in the work on the dissemination of experience were used.

The results of our study showed that the use of the mentioned motivating factors contributed to the launch of the creative cycle among teachers, which resulted in creative changes in the organization of the subject space of groups, improving the interaction of the teacher and children in the arts classes. Creative manifestations in the subject space and interaction with children were reflected in the motivational sphere of teachers.

Keywords: early childhood education developing objective and spatial environment of a kindergarten creativity of the teacher game space professional motivation

DOI: 10.24411/1997-9657-2019-10055

Ngan Kuen Lai, Tan Fong Ang, Lip Yee Por, Chee Sun Liew. The Impact of Play on Child Development – a Literature Review

2019, 5 p. 68–79

Tan F.A. , Ngan K.L. , Lip Y.P. , Chee S.L.

445

Play is never absent in human life, especially for children. The act of playing requires a game. Games can be divided into digital games and non-digital games. Digital games are games that utilize computers, mobile or handheld devices, or gaming console as playing platform while non-digital games may require physical contact and/or equipment which are not digital devices. This review aims at investigating the impact of non-digital games in child development studies for children within the ages of 4 to 9 years old. 43 papers were identified based on the proposed classification approach and analysed from the perspective of year, age group, type of play, research method, and learning outcome. The findings imply that non-digital games can stimulate the cognitive development of preschool age children.

Keywords: child cognitive development game play

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