The article is devoted to the practical aspect of the development of self-regulation of preschoolers in the play. The introduction provides a definition of self-regulation as a multidimensional construct that includes the regulation of emotions, cognitive processes and behavior. The definition of executive functions based on A. Miyake’s model is also proposed. The literature review covers the results of new studies on the influence of play on the development of self-regulation in preschoolers. The article considers studies showing the effectiveness of role play, play with rules, digital games, as well as the relationship between play preferences at home and the development of self-regulation in preschool children. In the final part, practical recommendations are formulated for the use of games in order to develop self-regulation of preschoolers. Recommendations are given for choosing games that are most suitable for this purpose, their duration, increasing children’s involvement in play, and the nuances of organizing play. The conditions for creating different types of play (play with rules, role play, digital games) are described in detail. The Appendix contains names and brief descriptions of digital and board games that can be used to train all components of executive functions.
2021, 1
The relevance of the study is determined by the need to develop cognitive and executive functions of children of senior preschool age, to prepare them for primary school. Studies show that the relationship between physical and cognitive activity is complex and diverse: in some cases, physical activity affects the development of cognitive and regulatory functions, while in others it does not. We found an unusual form of physically active dance activity. Acrobatic rock-n-roll turned out to be the dance that children like.
The purpose of the study is to conduct a pedagogical experiment, justify the criteria, develop recommendations for the implementation of the relationship between physical and cognitive development of children.
The novelty of the study lies in the use of acrobatic rock and roll as a physically active instrument, as a criterion for the effectiveness of the relationship between cognitive and physically activity.
The research methodology relies on a provision stating that the external and the semantic side of speech is the unity, which is a verbal thinking (Vygotsky, 1999), and structural approach to the analysis of speech (Morgenthaler, 1980), dialectical – creative activities for children (Veraksa, 2020).
The results showed a noticeable positive shift in the experimental groups in ability to convey the theme and idea of the tale - 73% of children and in the control group - 54% of children.
The article analyzes articles on the development of creative thinking of preschool children. Conducted categorization allowed to formulate five modern approaches, which are the most common among researchers and teachers: work through art, educational environment, creativity training, problem solving, children’s narratives.
The author emphasizes that: a) when working with objects of the aesthetic cycle for the development of creative thinking, it is important to pay attention not so much to the beauty of the product, but to the quality of interaction with the teacher, the ability to act on children’s own ideas and the availability of materials, providing children with independence in making decisions about how and what to do most of the day; b) when organizing the educational environment, it is necessary to focus on dialogue and discussion practices, open tasks, the personal significance of the proposed activity for the child, a soft schedule with long periods when the child can be immersed in one lesson, professional freedom of the teacher; c) integration of problem situations that require experimental activities and the development of “science-based” ways to answer controversial questions is an effective way to stimulate curiosity in preschool age.
Background. The study of the regional historical and pedagogical heritage in the area of pre-school education enables to take into account the experience gained in implementing modern types of further training and developing programmes to improve the quality of teaching staff. The problem of analysis consists in recreating the practice that meets the internal needs of teachers to change the educational situation, get professional reflection, and comprehend the productivity of self-development.
The Objective of the research was the historical and pedagogical analysis of the main types of self-education of pre-school specialists in the second half of the 20th century, implemented in Perm territory educational institutions.
Design. In the research the types of pedagogical self-education of the Ural pre-school education specialists in the second half of the 20th century and their updating for regional professional development programmes were studies. The analyzed sources were normative documents regulating the activities of pre-school institutions in the 1950 – 1990s, documents from the archival funds of Perm Territory, memories of the oldest pre-school education specialists, the authors’ expeditionary and pedagogical materials. To solve the tasks, a set of methods of historical and pedagogical research, generalization of pedagogical practice, and the actualization method were used.
Results. The result of the research is the analysis of types of pedagogical self-education in the regarded period and identification of the most valuable ideas with the potential to develop modern regional programmes aimed at improving excellence and practices of pre-school education specialists.
Conditions for the dynamic development of types of self-education in the second half of the 20th century were created by the rapidly developing theory and practice of pre-school pedagogics, organized self-education activities directed by heads of institutions, methodological offices, pedagogical educational institutions, innovative search of master teachers and model kindergartens. The prospects for integrating the described forms with self-education technologies at the present stage are seen in strengthening such approaches as inviting well-known teachers for course training and creative meetings, conducting open classes and seminars online, organizing research groups to study alternative methods, creating experimental platforms to integrate preschool and school education. To develop the regional concept for improving pedagogical excellence, the idea that all participants of the educational process take an active part in the asceticism remains relevant.
Background. In the modern world, the threat of terrorist attacks is increasing. An important role for ensuring the safety of children belongs to the education system, in particular preschool educational organizations.
The purpose of the study. The aim is to analyze the effectiveness of forming ideas about safe behavior in terrorist emergencies in children of older preschool age, classes with whom were conducted in preschool educational organizations according to the author’s partial program “Safe I in a Safe World “. A program of social and pedagogical orientation, which aims to form ideas about safe behavior in children of older preschool age in the event of a threat and occurrence of terrorist emergencies. The rules of conduct laid down in the program are consistent with the recommendations of the Ministry of Emergencies of the Russian Federation.
Description of the research progress. For the formative experiment we randomly selected children: the control group included 90 children of older preschool age, and the experimental group included 98 children who studied according to the program for one school year.
Research results. Effectiveness of the program was assessed by three components: cognitive, behavioral, and motivational. The cognitive component is knowledge of the signs of terrorist emergencies and the rules of behavior. The behavioral component with emotional and volitional reinforcement is the readiness to plan and perform a series of required actions in an imaginary situation. The motivational component includes recognition of the value of life and health and the ability to substantiate a behavior strategy (in accordance with the principles of a positive attitude to safety and following the rules of behavior). It was revealed that classes within the framework of the program made it possible to reliably effectively form ideas about safe behavior in terrorist emergencies in older preschool children. Particularly important outcomes were child behavior strategies that allow children to act safely in an atypical situation.
The theory and research described in this article is based on the Vygotskian approach to human development. As this theory suggests, the promotion of semiotic activity in children is essential for their cultural development. It is argued in this paper that the promotion of semiotic activity in young children within the context of their play activity is an important aspect of the improvement of early childhood education. In a small scale exploratory study we observed pupils of 4-6 year old playing together with a train set. During this play the children were encouraged to make a diagram of their railway track. By analysing their play activity and their schematisations, we tried to find out whether (and how) the promotion of semiotic activity would be possible without affecting the play character of the children’s activity.