2020, 6

Veraksa A.N., Veraksa N.E. Psychological Analysis of Fairy Tales and Stories in the Context of Child’s Mental Development

2020, 6 p. 12–20

Veraksa N.E. , Veraksa A.N.

579

The paper is devoted to the role of fairy tales in the cognitive and personal development of children. The article reviews the dialectical approach to the analysis of fairy tales. On the example of folk tales of the world, the generality of structural transformations inherent in fairy tales is shown.

The conclusion is made about the importance of fairy tales for the development of children’s creative abilities. Particular attention is devoted to the approach of L.S. Vygotsky, on the basis of which the grounds for correlating fairy tales with the age of the child are distinguished.

Analysis of the social situation of development at each age makes it possible to determine the essential aspects of fairy tales and narratives that are necessary for productive interaction between a child and an adult. Examples are given and a conclusion is made about the importance of following the principles of cultural-historical psychology for creating and using fairy tales as a way for a child to enter culture.

Keywords: online education developing leisure home nursing (education) web resource

DOI: 10.24411/1997-9657-2020-10086

Yakshina A.N., Le-van T.N., Zadadayev S.A., Shiyan I.B. Development and Testing of a Scale for Assessing the Conditions for the Development of Children’s Play in Preschool Groups

2020, 6 p. 21–31

Le-van T.N. , Shiyan I.B. , Zadadayev S.A. , Iakshina A.N.

735

Relevance (context) of the article. Play is important not only for the full life of preschool childhood, but also for the formation of psychological readiness for school. Play support is one of the key aspects of high-quality practice. At the same time, the analysis of existing studies shows that the level of development of preschool children’s play remains low, and the conditions for it are at a minimum level. To change this situation, an objective analysis of the practice is necessary, highlighting the strengths and points of growth.

The aim of the study. Development and testing of the scale “Support for Children’s Play” (SCP) as a tool for assessing and developing the quality of the educational environment of the kindergarten.

Description of the research progress. A scale was developed and tested, consisting of 97 indicators, grouped into 7 indicators. The scale design corresponds to the instruments of the ECERS family. The course of instrument validation in 32 preschool groups is described: checking the internal consistency of the instrument (Alpha-Cronbach), reliability by the method of inter-expert consistency, checking the validity and determining the discriminative function by the method of contrast groups (the significance of differences in the Welch-modification t-tests and the Mann-Whitney shift criteria).

Research results. Statistical analysis showed that the scale has good internal consistency (Alpha-Cronbach coefficient = 0.89), validity (differences between contrast groups are significant at the level of 0.01, p-value = 7.294e-06 according to Welch-t-test, p-value = 0.0002733 according to Wilcoxon test) and sufficient reliability (the average model of deviations of paired inter-expert assessments was 0.47 points, which is significantly lower than the standard deviation for the total score of the entire sample (sd = 1.1695).

Conclusion. The SCP scale can be applied not only for external expert assessment and self-assessment, but also as a tool for the professional development of a teacher in order to reflect on his own strategy for supporting the play and finding growth points. The article proposes measures to improve the tool in order to increase reliability, including the development of a training program for experts.

Keywords: preschool education play game support comprehensive quality assessment quality development assessment tool ECERS

DOI: 10.24411/1997-9657-2020-10087

Abdulaeva E.A., Alieva D.A. The Development of Preschoolers Free Play under Non-directive Support

2020, 6 p. 32–46

Alieva D.A. , Abdulaeva E.A.

762

Background. The article is devoted to the study of the current state of senior preschooler’s free play and the resources for its development through non-directive pedagogical support. Despite the introduction of the Federal State Educational Standard and the great attention paid to the topic of play all over the world, the state of children’s play is alarming. This was confirmed by the ascertaining stage of our study, which showed its extremely low level in 86% of children.

The aim of the study was to identify and analyze the key indicators of free story-driven play and to identify the impact of regular play meetings with non-directive pedagogical support on its development.

Description of the research progress. The study involved 37 senior preschoolers aged 5.8–6.5 years. The methodological apparatus of the study was a modified method by E.O. Smirnova, I.A. Ryabkova. Through observation and careful data recording, play features were obtained and described in terms of such parameters as subject-spatial and content component, game and organizing interaction. The examined group of children was divided into two parts: experimental and control groups. A formative experiment involving 19 children was carried out for two months and was dedicated to exploring the possibilities of developing the play through its non-directive support. Children of the experimental group came once a week for 45-minute play sessions with non-directive support, which were held in a separate room of the kindergarten using of multifunctional material and the absence of traditional toys. Children of the control group continued to lead their usual lifestyle and occasionally came to play, but without special play support. The article describes the principles of pedagogical support, the use of which made it possible to change the features of children’s inclusion in the play and to state the development of different indicators of the game.

Research results. Data analysis showed statistically significant differences in the quality of children’s play in the experimental group and the absence of such differences in the control group. The interaction of children organizing the play and the subject-spatial component of the play have been developed. Game interaction and the content component of the play have not changed so much as a result of play meetings.

Conclusion. The use of unformed materials gave a lot of impulses to both play and construction, productive activities to provide children with play needs. Children’s play initiative has increased, and ways of resolving conflicts have changed. The results obtained and the described approaches can serve as practical material for teachers.

Keywords: free play pretend play non-directive support organized play sessions play competencies personal development

DOI: 10.24411/1997-9657-2020-10088

Atarova A.N., Nichiporenko L.K., Yafizova R.I. Distant Preschool Education through the Prism of Training Future Teachers

2020, 6 p. 47–57

Nichiporenko L.K. , Atarova A.N. , Yafizova R.I.

921

Background. Participants in the educational process in Russia have encountered difficulties in organizing work distantly. There were various difficulties, not all teachers were ready to develop new models of communication with parents and pupils in the context of using available means for distant work. The distant format of work has particularly exposed the issues of interaction and participation of parents in the educational process.

Aim. This study was conducted with the aim of understanding how a preschool teacher can use the potential of distant forms of developmental interaction for children and accompanying parents.

Description of the research progress. The research was aimed at introduction of viable distant practices to support and accompany parents in the education of preschool children.

The research results were:

• assessment of the real experience of educators on educational online platforms and the potential for self-development of educational online resources;

• identification of the most common problems that arise in the process of organizing distance forms of pedagogical interaction;

• development of online resources in the context of the most popular and necessary areas, in particular related to helping parents in organizing developmental leisure activities with children at home education;

• pilot testing followed by professional expertise of developed online resources for preschoolers and their parents.

Conclusions. The article presents the results of a multifactorial study that examined the current social demand for a quick and high-quality transition to distant forms, accompanied by the parents of preschoolers. A completely new format of distant practice was organized for students studying at the bachelor’s level in the direction of “Pedagogical Education” as a result.

The results of the study can be used by regional education authorities to identify the most effective practices for improving the quality of the teacher’s professional activity in the framework of distant education of preschool children in the context of family education. The developed tracks of distant educational technology for designing an online resource include methodological products ready for distribution among the pedagogical community in the context of distance preschool education..

Keywords: distant education developing leisure home education Internet resource

DOI: 10.24411/1997-9657-2020-10089

Taruntaev P.I. «Children’s Cinema Evening» as a Form of Using Media Technologies in the Formation of Prosocial Behavior of Senior Preschoolers

2020, 6 p. 58–69

Taruntaev P.I.

992

Relevance (context) of the article. Various media products are becoming an integral part of modern childhood, transmitting cultural patterns, moral norms, values and knowledge to the child. A cartoon, as a popular form of art, can have a high developmental potential for children and form their prosocial behavior. Considering how much a modern child watches various media products, it is extremely important to understand how and under what conditions a cartoon can become a means of child development.

The aim of the study. Consideration of the mechanisms of influence of the cartoon on the child, as well as conditions for enhancing the developmental potential of media products. In accordance with the aim, the tasks were set to develop a form of work with children “Children’s Cinema Evening “, as well as to test its effectiveness with the help of a formative experiment.

Description of the research progress. Based on the analysis of research in the field of media influence on a child, we have described the mechanisms of this influence, and also developed principles that allow us to enhance the developing potential of a cartoon. They consist in: matching the content to the age characteristics of the child, demonstrating prosocial behavior by characters on the screen, active participation of an adult in viewing, and consolidating the experience gained in practice through games and exercises. Based on these scientific data, we have developed the aims, objectives, structure and organization of the “Children’s Cinema Evening “, in which the cartoon acts as a means of children’s development. The effectiveness of the Cinema Evening for the formation of prosocial behavior was confirmed by a formative experiment, which was conducted on the basis of the private kindergarten “Interesting Kindergarten” in two stages. The study involved 39 children aged 5-6 years. The experimental group included 20 children aged 5-6 who attended a Children’s Cinema Evening 2 times a month in small groups for six months in the 2019/2020 academic year. The control group included 19 children aged 5-6 years.

Research methods used: “Map of observations on the manifestations of communicative abilities in preschool children” (Shchetinina A.M.), “Unfinished Stories”, “Pictures” (E.O. Smirnova, V.M. Kholmogorova).

Research results. The results of the formative experiment showed that the active participation of an adult in watching a cartoon by children on the basis of the principles we have outlined within the framework of the Children’s Cinema Evening forms prosocial behavior in senior preschool children (development of empathy and goodwill, formation of prosocial attitudes and reduction of aggression in a conflict situation).

Conclusions. “Children’s Cinema Evening” as a modern form of work with children using media technologies, allows you to effectively use the developing potential of a cartoon for the formation of prosocial behavior in senior preschoolers.

Keywords: prosocial behavior influence of media on a child adult as a bearer of culture cartoon as a part of media culture application of information and communication technologies in preschool education

DOI: 10.24411/1997-9657-2020-10090

Bruner J. What We Have Learned about Early Learning

2020, 6 p. 70–79

Bruner J.

596

In this paper the author explores how our ideas about early learning have developed over time and proposes a new view of pedagogy, that is not based on the traditional Model of Deprivation, but outlines a new model which goes beyond deprivation. The new model proposes that the child is not deprived of culture, rather the child is deprived of opportunities for creating culture and dealing with culture. In this new perspective the child is not viewed as passive but active. The aim of schools should be to provide an “enabling culture” in which the child is involved in reinventing, refurbishing and refreshing the culture. The paper also identifies and explores

3 antinomies which have emerged as ideas about early learning developed;

• the ‘individual realisation’ versus the ‘culture serving’ antinomy

• the ‘talent centred’ versus the ‘tool centred’ antinomy

• the ‘particularism‘ versus the ‘universalism’ antinomy.

It is argued that an exploration of these 3 antinomies can provide a useful basis for thinking about what we have learned about early learning and where we are moving in current development.

The conclusion of this paper is that children from the start must be accepted as members and as participants in the culture and be given the opportunity to make and remake the culture in each generation. The case is made that we should stop thinking about deprivation of children and start thinking about participation of children.

Keywords: early learning deprivation culture participation

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