2020, 5
2020, 5
p. 4–17
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The authors show the need to design programs for the development of memorization techniques for older preschool age based on various types of educational activities of the kindergarten. The methodological base of the research based on the theory of systemogenesis of the abilities of V.D. Shadrikov. The study involved 30 children aged 5-6 years of kindergarten in Moscow. The empirical study consisted of 3 stages: a formative experiment aimed at forming the “grouping” memorization technique in preschool children aged 5-7 years based on the material of kindergarten educational disciplines; two diagnostic sections performed before and after the formative experiment aimed at diagnosing the productivity of various types of children’s memory. We studied mechanical, figurative, and mediated memory, as well as the formation of various methods of memorizing techniques preschool children aged 5-7 years. The Student’s t-test was used to check the statistical reliability of the study results. The program for the development of the “grouping” memorization technique is designed for 15 lessons, 25 minutes each, with a frequency of 4 lessons per week. The program is based on the material of such types of kindergarten educational activities as “The World Around us”, “Mathematics”, “Speech Development”. As a result of the formative experiment, the productivity of figurative, mediated memory became higher (ρ ≤ 0.01). The “grouping” memorization technique was formed in 53% of children aged 5–6 years.
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DOI: 10.24411/1997-9657-2020-10081
2020, 5
p. 18–31
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951
Early career guidance – helping a child in pre-professional self-determination, choosing a suitable type of work, taking into account his needs and capabilities – is an essential condition for training professional personnel capable of ensuring Russia’s global competitiveness. It is necessary to start early career guidance from kindergarten, since it is during preschool childhood that a child develops an attitude towards work, professions, and a model of work activity. Early career guidance is included in the educational program of the preschool educational institution (area “Social and Communicative Development”) as an integral part of the full development of the individual. However, in the mass practice of kindergartens, early career guidance most often comes down to acquainting children with professions and types of work and the formation of a value attitude to work and representatives of professions. At the same time, children are not included in real professional activities, they can’t try themselves in different professions. This article proposes a means of strengthening the practical orientation of early career guidance of preschool children – including them in trial professional activities in specially equipped centers of professional tests based on the kindergarten and its social partners. The authors analyzed the available scientific research, innovative projects and programs for early career guidance implemented by kindergartens. The experience of organizing professional mini-tests for preschoolers, available in the kindergarten of the Chegdomyn village, was studied. The ways of developing this experience are shown through the creation of centers for professional tests based on kindergartens and its social partners, equipped with modern professional realities and safety requirements of preschoolers, and organizing children’s trial professional activities in them during regime moments as part of the “Professional Navigator” program (component variable part of the main educational program of preschool education). The article reveals the conditions for the inclusion of preschool children in trial professional activity.
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DOI: 10.24411/1997-9657-2020-10082
2020, 5
p. 32–48
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863
The article is dedicated to the analysis of the concept of “multicultural education” in the context of the development of an inclusive society, in particular, on the comparison on the implementation of multicultural component in the Russian educational system and the experience and implementation of a multicultural educational environment and bilingual education in Germany. The authors consider the adaptation and integration of migrants as one of the most important humanistic priorities of educational activities, the implementation which requires active participation of the entire education system in accordance with the “concept of state free migration policy of the Russian Federation „for the period up to 2025, which prioritizes the tasks of assisting migrants in the process of social and cultural adaptation and integration, e.g. on the topic of speech development, interaction and the improvement of the system of measures, that ensure respect the attitude of migrants to the culture and traditions of the host community. Multicultural education in Russia is viewed in the context of a multinational environment and migration policy. One part oft he article is to analyze the concept of a teachers multicultural (intercultural) competence as non-an integral part of general pedagogical competence. The need to develop a teacher‘s multicultural worldview has to be put in the context of the migration policy development, diversity and globalism of intercultural relations and intercultural communication. The authors are explaining an example of Russian practice implementing a multicultural educational environment and development experience (bi) multicultural environment on the example of the federal state of Berlin. The educational practice and policy will be shown on the implementation of bilingual education in preschool and school organizations, technologies for integrating bilingual children, migrant children, examples of identifying the level of language development (testing of bilingual children for knowledge of the German language). The article describes cognitive development features of bilingual children, considering the connection in the picture the world of the child of several cultures, which is primarily manifested at the linguistic level and special communication skills. The article substantiates the importance of language development, relevance and the need for an inclusive aproach in the process of integrating children, carriers of bilingual and bicultural component of personality. Multicultural, multi-confessional environment is defined as social inclusion, but inclusive education is set in the context of cultural diversity. A social inclusive approach is seen as a necessity for the successful implementation of polycultural education.
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DOI: 10.24411/1997-9657-2020-10083
2020, 5
p. 49–57
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526
In this article, the authors focus on the problem of forming the emotional sphere of preschool children and their emotional well-being, in particular. Emotional well-being is considered as a component of psychological health in preschool age, since the success of his communication and interaction with others depends on the emotions that a child experiences and shows, and therefore the success of his social development. In addition, the article presents the results of an ascertaining experiment aimed at studying the level of forming emotional well-being in older preschool children. 178 preschool children took part in the experiment. Observational methods were used as the main methods for assessing the child’s emotional state and identifying the features of the formation of emotional well-being (observation «Studying the manifestation of a child’s emotional stability in a kindergarten group», the method of S.N. Gamova); testing (an adaptive method for conducting cross-sectional study of emotional well-being of the child in kindergarten by E.V. Kucherova); anxiety test by R. Tamml, M. Dorki, V. Amen; the method «Scale of social-situational anxiety» by A.M Prikhozhan); conversations with children (Dembo-Rubinstein’s «Ladder» method, modified By V. G. Shchur); parents ‘questionnaires (test-questionnaire of parental attitudes by L.Ya. Varga, V.V. Stolin); projective tests («My family» drawing test, A.M. Parishioners’ and Z. Vasilyauskaite’s «Draw yourself» method). The criteria and indicators of children’s emotional well-being are defined: the child’s emotionally positive state of health, emotional state of a child in a family environment, emotional stability, level of anxiety, level of self-esteem. In addition, the author’s definition of the concept of “emotional well-being” of preschool children is proposed. Qualitative and quantitative analysis of experimental data allowed us to identify three levels of emotional well-being of older preschool children. 55 preschool children (30.9%) showed a high level of emotional well-being; 64 preschool children (36%) showed an average level; 59 older preschool children (33.1%) showed a low level.
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DOI: 10.24411/1997-9657-2020-10084
2020, 5
p. 58–67
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393
This article substantiates the relevance of the introduction into psychological science and practice of the phenomenon of «reflexive portrait of personality». Theoretically and empirically the concept of «reflexive portrait of personality» (on the example of mothers raising children of preschool age) is justified. The respondents in the empirical study were women aged 20 to 35 years. Based on the results of the empirical study, the reflexive profiles of respondents are presented, allowing them to quantitatively see the severity of certain indicators of protective reflection. Qualitative (descriptive) characteristics of a profile are reflected in reflexive portraits of respondents. The diagnostic tools were the projective test «Cognitive-emotive test» (Orlov Yu.M., Morozyuk S.N.), the activity reflection test (Shadrikov V.D., Kurginyan S.S., Kuznetsova M.D.), the questionnaire «Differential type of reflection» (Leontiev D.A., Lapteva E.M., Osin E.N.), the test-questionnaire of parental attitude (Varga A.Ya., Stolin V.V.) and the questionnaire for parents «Analysis of family relationships» (Еidemiller E.G., Justitskis V.V.). Based on the data of an empirical study reflexive portraits of mothers with the style of parental attitude «Acceptance» are presented (A.Ya. Varga, V.V. Stolin). The description shows the reflexive strategies and tactics of the mother’s behavior in the process of communicating with the child. The authors of the article suggest a Protocol for a sanogenic session and an algorithm for consulting with mothers.
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DOI: 10.24411/1997-9657-2020-10085
2020, 5
p. 68–79
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752
The novel coronavirus, also known as COVID-19, has moved rapidly across the world in 2020. This article reports on the recent consequences of the pandemic for early childhood education in Sweden, Norway, and the United States. The authors illustrate the effects of the pandemic on preschools in their countries, against a backdrop of frequent changes in infection and mortality rates, epidemiological understandings, government strategies, and mitigation strategies regarding preschool closures. Teachers report their experiences and actions in specific early childhood education settings, across the three national contexts. These experiential snapshots identify program priorities, parents’ and children’s reactions, and the commitment and concerns of teachers. The conversations reveal culturally situated similarities of early childhood educational practices but also differences across contexts. Teachers report on the challenges of their experiences but also benefits for their practice and how they engage with children and their families. Ideas about future preparedness for such pandemics are also discussed.
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