2020, 3

Gabdulkhakov V.F. About the Role of Musical and Rhythmic Exercises in the Development of Cognitive Functions of a Child in Digital Education

2020, 3 p. 4–16

Gabdulkhakov V.F.

514

The article provides an express analysis of digital resources for preschool education. The problems and prospects of their use in the practical activities of kindergarten teachers are identified. Digital content for preschool education has a large number of disadvantages: the presence of spelling, lexical, syntactic, structural and semantic errors, the lack of clear guidelines when submitting didactic materials, etc. The use of such content negatively affects the development of cognitive functions of the child: understanding, comprehension, memorization, reproduction. This is reflected in the coherent speech of children. When diagnosing coherent speech as an indicator of the development of cognitive functions of children, we took into account the number of correctly reflected by them: 1) microthemes (subthemes – what or who is spoken about in the text); 2) the main cores of information (the main thoughts of paragraph sentences); 3) means of inter – phrasal communication (lexical repetitions-nouns, pronominal and synonymous substitutions, etc.). These indicators negatively characterize the didactic material recommended in the digital version for preschool education. A pedagogical experiment conducted in kindergartens in Tatarstan in 2017-2019 suggested two strategies. According to the first strategy, working with the text took place in the form of fairy-tale therapy and included reading a fairy tale in the conditions of music and video accompaniment. The second strategy of working on the fairy tale included (in addition to reading, music and video accompaniment) musical and rhythmic exercises to the music of P. Tchaikovsky. These exercises were performed during a pause after completing the reading of each microtext of the fairy tale according to special drawings. The effectiveness of working with the text has increased significantly: the number of children who are able to convey microthemes, the main ideas of paragraph sentences, and means of inter-phrasal communication has grown.

Keywords: cognitive coherent speech digital resources music-rhythmic exercises text microtext paragraph inter-phrasal communication

DOI: 10.24411/1997-9657-2020-10070

Chernokova T.E. Methods for Diagnosing Self-regulation in Older Preschool Children

2020, 3 p. 18–30

Chernokova T.E.

423

Contradictionary results of studies on the development of self-regulation in different activities in children are identified. The structure of self-regulation includes the ability to goal-setting, modeling conditions of activities, programming actions and self-control. The specificity of the manifestation of these abilities in different types of activity and features in preschool children is shown.

The method includes four problem situations. The first part is aimed at diagnosing the ability to self-regulate cognitive activity (metacognitive abilities). The second part is aimed at diagnosing the ability to self-regulate play activity (metaplay abilities).

Situations 1 and 3 suggest a hypothetical inclusion of the child in cognitive and play activities. The child must identify the goal and objectives, the conditions for the implementation of the activity and the program of action. Situations 2 and 4 are aimed at diagnosing self-control in cognitive and play activities. These situations imply a child’s assessment of «completing the assignment by other children».

Testing results indicate a relatively uniform distribution of the examined children according to the level of development of self-regulation abilities in different types of activities. Close and moderate correlation between the indicators of the abilities in cognitive and play activities was found. However, only 8% of the examined children showed a harmonious profile of metacognitive and meta-play abilities.

Self-regulation in preschool children has its own specifics in different types of activities. To diagnose metacognitive and metaplay abilities, it is necessary to use different diagnostic tasks. The results of testing the method indicate that it can be used in scientific research and for the diagnosis of mental development of preschool children.

Keywords: self-regulation cognitive activity play activity metacognitive abilities metaplay abilities goal-setting modeling conditions activities programming actions and self-control diagnostics methods preschool children

DOI: 10.24411/1997-9657-2020-10071

Oshchepkova E.S., Bukhalenkova D.A., Yakupova V.A. Development of Coherent Oral Speech in Senior Preschool Age

2020, 3 p. 32–39

Bukhalenkova D.A. , Yakupova V.A. , Oshchepkova E.S.

446

The article discusses the development of coherent oral speech in preschool age and possible ways to improve it. The author analyzes the terminological variants of the connective oral speech designation, and put forward the terms “narrative” and “text”, that are considered to be synonyms. On the basis of the psycholinguistic data on the peculiarities of the child language acquisition, the authors describe methods for evaluating children’s retelling and narratives, as well as methodological principles for the formation and development of storytelling skills in senior preschool age. It is proposed to evaluate the parameters of their micro- and macrostructure in children’s narratives. The microstructure is traditionally referred to lexical and grammatical indicators: the number of lexical and grammatical errors, the richness of the dictionary, syntactic complexity, the absence of omissions of major parts of the sentence, pronominalizations index, and others. The macrostructure includes the correspondence to the simplest narrative structure “goal – action – result” and the degree of development of the narrative (complete, simplified or distorted narrative). When learning to create narratives, child needs to move from simpler, personal narratives to more complex, invented ones. Personal narratives include children’s stories about repeated actions or events, and at a later stage – about a bright, memorable event for the child. Fictional narratives are often created using one or a series of images. A story is usually created based on a series of images, and a description is created based on a single image. Among the fictional narratives, stories will be simpler for children than descriptions. Work on creating texts with children should be based on a series of colorful, interesting images, where you can trace temporary and cause-and-effect relationships. It is concluded that learning vocabulary and grammar is not enough for the development of coherent oral speech; special techniques are needed to develop children’s ability to generate text as an integral and coherent unity.

Keywords: preschool age language development narratives story based on a series of pictures oral speech development child language psycholinguistics

DOI: 10.24411/1997-9657-2020-10072

Solntseva O.V., Ezopova S.A. How the Snail and Whale Sailed in the Kindergarten: Practice of Enriching Children’s Play Activities

2020, 3 p. 40–50

Solntseva O.V. , Ezopova S.A.

982

The article presents the results of a study on the integration of children’s reading and playing practices implemented within the framework of the Federal innovation platform – kindergarten No. 8 of the Central District of St. Petersburg on the topic “Designing Practices for the Education of Preschool Children in a Changing Sociocultural Situation”.

The aim of the study was to study the possibilities of enriching the practice of subject-role play of children in various age groups (3-7,5 years) as a result of testing the technology of productive reading when children get acquainted with the modern world bestseller of children’s literature, J. Donaldson “Snail and Whale”. It was found that the technology of productive reading has a high developing potential both for organizing children’s perception of the book and understanding its meaning, and for the natural display read in the conditions of play activity. The monitoring and quality analysis of playing activity of children 3-7,5 years revealed that the implementation of the technology of productive reading with preschool children allows, on the one hand, to consider the game as a way of interpreting literary works and on the other hand, to support the game based on the read.

The obtained results show that the implementation of the research plan contributed to the fact that the development indicators of the children’s game begin to approach the normative in the situation of the “zone of proximal development” and the further accumulation of play practice will contribute to the achievement of the normative indicators of the role-playing game in the “zone of the actual development of children”. It is also important that the reliance on the content and structure of the literary text allows the teacher to feel more confident in situations of play interaction with children, as an adult and a child interact in a single story context.

Keywords: kindergarten early childhood education play activity role-playing game children’s reading children’s reading practice productive reading technology

DOI: 10.24411/1997-9657-2020-10073

Ushakova O.S., Volkova O.S. Speech Readiness of Senior Preschoolers for Learning in School

2020, 3 p. 51–59

Volkova O.S. , Ushakova O.S.

738

The article discusses the relevance of the problem of children’s speech readiness for schooling, including the development of language and communication abilities of preschool children. It is shown that the transition from kindergarten to school is associated with a change in the social status of a child who becomes a pupil. This is preceded by a huge preparatory work that develops general and special preparation for learning at school, which should result in readiness for school, including speech. The authors consider the cognitive aspect of preschool children’s speech readiness for school. It is shown that the study of the correlation between thought, speech and language in the formation of a preschool child’s personality provides opportunities to identify patterns of development of intellectual, communicative, speech and language abilities in preschool childhood. Language (linguistic) competence in relation to preschoolers is considered as an elementary awareness of the phenomena and facts of language and speech, the formation of the ability to use words, their forms and syntactic structures in accordance with the norms of the literary language, to use synonymic and antonymic resources of the native language. The tasks of the development of linguistic and communicative abilities are presented. The development of all aspects of speech, knowledge of the rules and norms of speech etiquette, and their use, depending on the situation, play an important role in educating the culture of speech communication among preschoolers. The improvement of communicative competence is impossible without learning the basics of speech culture, the absence of which can cause a misconception about the essence of the statement. The prospects of research on the formation of speech readiness for school education are outlined. The conclusions summarize the main points of the article.

Keywords: children of senior preschool age speech preparation readiness for school education cognitive aspect development of language and communication abilities formation of awareness of the phenomena of language and speech

DOI: 10.24411/1997-9657-2020-10074

Ivleva A.N. System of Physical Education of Preschool Children with Development Delay: its Role and Content

2020, 3 p. 60–69

Ivleva A.N.

802

This article is focused on the study of the role and content of the system of physical education of preschool age children with developmental delay. The author notes that in the development of higher nervous activity and mental functions of human, scientists put emphasis on the importance of the influence of motor analyzer.

Systematic usage of means of physical training allows to prevent the occurrence of secondary deviations in physical development and promotes intensive social integration of children with development delay. The system of physical education in special education gives the chance to the preschool child with development delay to become a full member of society, to actively participate in the further school life, to develop potentialities and to show the natural abilities.

The article also emphasizes that physical development should be an important part of the general system of education, upbringing and correction of children with intellectual disabilities. The main purpose of physical education of children of this category is defined by the author as correction and compensation of physical development defects, general and fine motor skills that hinder successful learning and upbringing.

The key directions of rehabilitation work with children of preschool age with development delays are defined as: improvement of basic motor functions and sensory sphere; development of fine motor skills of hands and fingers; improvement of articulation motor skills; correction of separate sides of mental activity; improvement of spatial representations and orientation, auditory attention and memory; development of different types of thinking; correction of disorders in the development of emotional-volitional sphere; formation of speech breathing; strengthening of general health.

Training of separate movements, elements of actions, bringing them to variant automatic performance, combining these elements in conscious activity are at the heart of the system of physical training of preschool children with development delay.

Keywords: development delay preschool children physical education physical training physical activity

DOI: 10.24411/1997-9657-2020-10075

Nieuwmeijer C., Marshall N., van Oers B. Dutch Early Years Classroom Teachers Facilitating and Guiding Musical Play: Problems and Opportunities

2020, 3 p. 70–79

Nieuwmeijer C. , Marshall N. , van Oers B.

396

Musical play is an activity in which young children more or less freely explore and create with sound with limited guidance from a teacher. This study explored the occurrence of musical play in Dutch early years education (4–5 year olds). Twenty early years classroom teachers were interviewed about the content of the music education taking place in their classroom, and about a possible facilitation and guidance of musical play. Findings showed that ten teachers were unfamiliar with musical play, whilst nine experienced it as too difficult due to limited experience and knowledge. One teacher successfully included musical play, due to additional pre-service training. We argue that musical play may be a valuable addition to early years music education, one that enables young children to learn about music more consistent with their age and interests. Based on our outcomes, we advocate the provision of additional teacher education around facilitating musical play.

Keywords: early years musical play classroom teachers

Download Number PDF