2020, 4
2020, 4
p. 13–22
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801
The article studies the peculiarities of the psychological and pedagogical support of a family in a kindergarten in conditions of distance learning. The time of self-isolation changes the approaches to, and ways of interaction between the preschool education system and parents, causes a need for specialists for proper feedback from a child’s family. The methods of theoretical analysis, expert assessments and analysis of the information obtained from the education system teachers’ chatrooms have shown that there are quite a large number of new, convenient and safe forms of work with parents and their children in a distance format. However the new reality has required from kindergarten teachers-psychologists new professional competences and skills of work in the sphere of using different gadgets, Internet technologies, communications, technical capabilities, form and time of the interaction of all participants in the education process. Many specialists are fearful of staying online for a long time, of technologies influence on health, fearful of being incompetent as a specialist in a new format of interaction, as well as of negative comments from parents and colleagues. The distant format of the psychological support of a family has uncovered organizational problems for teachers-psychologists, problems of readiness for performing this type of interaction, absence of skills to render psychological aid in an extreme and crisis situation, as well as presence of their own problems of self-isolation with their families. The support of teachers-psychologists of the education system in the Sverdlovsk Region assists specialists in the establishment of the distance-type document management, introduces a list of the Internet resources that are useful for work, and contains recommendations for efficient ways of optimization of the psychoemotional state. Each specialist’s efforts, personal contribution to the development of the distant learning system, constant learning and self-education help to raise the quality of distamt psychological support of preschool children’ families.
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DOI: 10.24411/1997-9657-2020-10076
2020, 4
p. 23–33
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575
The article is devoted to the practice of using problem situations for educational purposes when working with preschoolers. Currently, problem situations are more often used in the education of schoolchildren or adults, although studies demonstrate that preschoolers have the necessary prerequisites for the perception of ambiguous problems that do not have a direct answer, and their subsequent solution. The article analyzes studies that demonstrates the ability of preschool children to understand scientific problems, formulate hypotheses, and operate with the opposites. The ability of preschool children to solve problems without a direct answer and with ambiguous conditions in other ways than an adult solves them is considered not as a lower level of thinking than an adult, but as a specific form of thinking that works according to its own laws, but allows you to effectively achieve a new, creative result. Research shows that problem situations is an effective tool for the development of children’s thinking, in particular, studies of the Russian scientific school of dialectical psychology (structural-dialectical approach) present an idea about the value of judgments and reflections of a preschool child for his/her development, as well as for an adult who is in interaction with him.
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DOI: 10.24411/1997-9657-2020-10077
2020, 4
p. 34–49
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766
The article discusses the experience and results of the researches of emotional well-being of preschoolers, especially 6–7 year old children. The factors that affect the emotional well-being of preschool children in the family and in educational organizations and educational opportunities of the environment (values and ways of interaction of teachers with children, designing of the environment of a kindergarten, planning of current activities) are considered separately, in particular those increasing emotional well-being of children. The principal trends of the current approach to the study of emotional well-being: a synthesis of achievements of different theories, a shift in the study of emotional well-being from problems to its positive manifestations, interest in the opinion of children themselves, complexity (inclusion of all stakeholders in the study design – children, parents, teachers) and variety of methods. The relevance of the study, based on the «child’s voice», reflections by educators and parents, and structured video analysis, is shown.
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DOI: 10.24411/1997-9657-2020-10078
2020, 4
p. 50–61
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753
The article analyzes modern studies of the play of preschool children, identifies a set of conditions necessary for its development, including three groups of parameters: characteristics of the subject-spatial environment, teacher–children interaction, support for children’s interaction. The crisis of the play disappearance is seen as an opportunity to establish a dialogue between researchers from different countries, rethink existing programs, eliminate the contradiction of the visibility of the play and at the same time its absence in kindergarten, and strengthen the conditions that support the true game. The greatest educational potential has an open, transformable environment that challenges the child, and the partner position of an adult who does not exploit the game for educational purposes, but supports children’s interaction and co-construction of the game plan. For optimal support of the game at preschool age, the teacher must also provide access to a variety of multifunctional materials, structure the program so that children have enough free time to play during the day, create conditions for communication and joint play of children of different ages.
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DOI: 10.24411/1997-9657-2020-10079
2020, 4
p. 62–79
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561
The article describes the experience of applying the ideas of the cultural-historical approach in the field of support and determining the effectiveness of innovative educational organizations of the preschool education system. The author deals with the perspective of the cultural-historical approach, the cycle of innovative development of organization and contours the social situation of development, zone of actual development, zone of proximal development and the space of creativity realization in the process of determining the effectiveness of regional innovation platforms of preschool education. In the context of the listed scientific concepts, the innovative processes implemented by the regional innovation platforms are defined and their quality conditions are monitored. The materials presented in the article may be of interest to specialists who support innovative educational organizations of the preschool education system and serve as a starting point in organizing and conducting scientific and experimental work in this field.
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DOI: 10.24411/1997-9657-2020-10080