2020, 1

Gabdulkhakov V.F. On the Anthropology of Cognitive Development and Physical Growth of a Child in a Bilingual Environment

2020, 1 p. 10–23

Gabdulkhakov V.F.

340

The article is an attempt to analyze the anthropology of cognitive development and physical growth of children in a bilingual environment. Bilingual children who speak native Tatar and Russian learned to communicate Russian through a set of physical exercises. A diagnostic study was conducted among older preschool children in Tatarstan (237 children in the first three months of 2019). It was based on the criteria of connectivity: inter-sentence connection (ISC); semantic structure (SS); complex syntax (CS). It indicated that 67% of older preschool children showed no evidence of connectivity in statements made during the retelling of a fairy tale or writing a story on a given topic.

In the formative pedagogical experiment, a set of exercises was used to integrate physical and speech activity by the connectivity criteria. The study showed that work in the second (Russian) language created the Russian language environment and to some extent suppressed the interference of the native language. Activation of cognitive functions of the child in the second language, according to our observations, led to inhibition of these functions in the native language. However, on the whole, the pedagogical experiment demonstrated the effectiveness of integrated work as cognitive functions related to cognitive processes including memory, thinking, attention, imagination, perception have improved significantly in the second language for bilingual children. It was concluded that such work should take place in several stages: diagnostic, preparatory, practical and disciplinary.

Keywords: anthropology cognitive physical coherent speech inter-sentence connection semantic structure structure of complex syntax

DOI: 10.24411/1997-9657-2020-10061

Komarova I.I. From Architecture of a Kindergarten to Architecture of a School: Analysis of Contemporary Foreign Practices in a Changing Educational Environment

2020, 1 p. 24–37

Komarova I.I.

928

Changes in the world’s education system and new conditions for the existence of the education system have radically affected the infrastructure of education institutions. Many legal acts, conferences, publications, etc. are devoted to its changes. Much less attention has been paid to such a crucial element of the education system, which sets spatial, substantive, aesthetic and programmatic norms of life activities, which is a link between education and the human community, as architecture. Teachers, speaking about the role of the environment in education, rarely pay attention to architecture. Nevertheless, the space of the kindergarten has a significant impact on the creation of the environment. In different historical periods, there were different views on where children should be, what kind of education they should receive and who should provide it. Depending on the era, the answers to these questions differed significantly. The author focuses on modern trends in the construction of kindergartens and schools, the risks that arise in the construction of standard buildings and shows what requirements should the space of a modern kindergarten meet, reveals how changes in education generate new trends in architecture.

Keywords: architecture of a kindergarten educational system design of a kindergarten generic design of early childhood institutions

DOI: 10.24411/1997-9657-2020-10062

Kholodova O.L., Vorobyeva I.I., Krasheninnikov E.E., Loginova L.V. Children’s barometer. Study of the Emotional Well-being of a 6–7-Year-Old Child in Kindergarten: Voice of the Child and Voice of the Parent

2020, 1 p. 38–53

Loginova L.V. , Kholodova O.L. , Krasheninnikov E.E. , Vorobyeva I.I.

840

The article discusses the results of the study of the emotional well-being of 6-7 years old children of kindergartens in Moscow. The data were obtained through a questionnaire survey of children and their parents using the supplemented Children’s Barometer methodology, consisting of 22 questions for a child and 8 questions for a parent. The study was attended by 151 parent-child couples; children from 15 groups of 5 different preschools. Emotional well-being is based on satisfying the needs of the child, both basic and essential for the age at hand, and essential for personal development including personal relevance, recognition in the group, autonomy and initiative. It was important for us to hear the “voice of the child”, attitude towards kindergarten, what makes child happy and discomforting. It was found that children of 6-7 years old can express their opinion and attitude to what is happening in kindergarten. Organized forms of activity are less interesting for children than free activity; there are discrepancies between children’s and adults’ assessment of issues important for the child; children remember conflicts in kindergarten and it is important for them how the teacher resolves the children’s conflict. The educational environment and style of interaction between adults and children in groups implementing different pedagogical systems influences children’s attitude towards kindergarten, which was shown in significant statistical differences.

Keywords: emotional well-being child’s voice kindergarten quality of early childhood education adult-child relationship competence of parents conflict resolution

DOI: 10.24411/1997-9657-2020-10063

Silina O.V. Dynamics of Personal Boundaries in Children aged 3–7 years with Autism Spectrum Disorder

2020, 1 p. 54–65

Silina O.V.

483

Personal boundaries are a convenient descriptive metaphor reflecting the interaction of personality and environment. The purpose of our research is to study and thoroughly describe the formation of this phenomenon in a group of children aged 3-7 years with autism spectrum disorders (ASDs). The study was conducted between 2016 and 2019 using qualitative methods (on-line observation, case study, simulation of situations) and involved 14 children who were diagnosed with ASD. The group composition and the study procedure remained unchanged for four years.

The children were asked to participate in the staging of various problem situations (violation of privacy, daily routine, etc.), which made it possible to describe both territorial behavior and to reflect the various manifestations of the phenomenon of personal boundaries (regulation, control, essence, ways of protecting personal boundaries). Statistical analysis showed the presence of dynamics in the development of personal boundaries in children with ASD. Personal boundaries of children in this group are perceived as a physical barrier that unambiguously separates spaces of different people. Another person (adult or child) is also a barrier that divides spaces. A close adult becomes a bearer of the personal boundaries of a child with ASD. The differences in the manifestation of personal boundaries for familiar and unfamiliar children are shown: a considerable degree of freedom and social experimentation in the first case is manifested (a wider range of ways to protect the personal boundaries, regulation and control are more vividly expressed), interaction with unfamiliar children appears threatening due to unpredictable behavior. The phenomenon of the personal boundary has qualitative uniqueness and high adaptive potential, ensuring psychological safety and integrity of children with ASD.

Keywords: childhood autism spectrum disorder personal boundaries control regulation protection of personal boundaries

DOI: 10.24411/1997-9657-2020-10064

Fabian Gülzau. (Un) Equal from the Start? A Quantitative Analysis of Preschool Children’s Participation in Organized Activities in Germany

2020, 1 p. 66–78

Gülzau F.

620

In this article, I investigate preschool children’s participation in organised activities. Current political and academic debates consider informal education as a prime vehicle for potentially diminishing social class inequalities in educational outcomes before school entry. However, studies point to unequal participation rates between social classes, which means the activities might actually aggravate existing disparities. Various explanations have been offered for this social class gap. Some scholars argue that material resources play a pivotal role, while others say that culture is the decisive factor. This study uses the kindergarten cohort of the German National Educational Panel Study (NEPS) to test how far these two dimensions contribute to social class differences in preschool children’s participation in organised activities. My analysis shows that both dimensions are important determinants of children’s participation in organized activities. However, occupational characteristics also have a considerable effect, which suggests shortcomings in the current scholarly discussion.

Keywords: early childhood parenting social class organised activities early childhood education and care (ECEC)

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