2021, 2

Belolutskaya A.K., Vorobeva I.I., Shiyan O.A., Zadadaev S.A., Shiyan I.B. Conditions for the Development of Children’s Creative Abilities: Results of Testing the Tool for Evaluating the Quality of Education in Kindergarten

2021, 2 p. 12–30

Shiyan I.B. , Zadadayev S.A. , Vorobyeva I.I. , Shiyan O.A. , Belolutskaya A.K.

965

The article describes the results of the development and testing of a scale for evaluating conditions for the development of creative abilities in kindergarten. The review part discusses the process of “democratizing the concept of creativity” and changing ideas about the importance of developing creative abilities in preschool childhood as a significant trend in modern psychology and education. The methodological basis of the work is: structural-dialectical approach (N. Veraksa), where the construct of “dialectical thinking” is used to describe intellectual creativity, which is understood as a system of mental actions that allows solving paradoxical situations, transforming contradictory situations in such a way that a new solution to the problem appears; the concept of imagination, which is understood as the ability to “grasp” the whole before the parts and transfer the features of one object of reality to another (Ilyenkov, 1984; Dyachenko, 1996); an approach to the development of ECERS quality assessment scales.

The scale for assessing the conditions for the development of creative abilities in kindergarten presented in the article includes four indicators: understanding of development processes, questioning, invention and transformation of contradictions, imagination.

32 preschool groups took part in the approbation. The validity of the instrument was assessed by the method of contrasting groups identified on the basis of expert assessments. Reliability was determined by the method of consistency of expert assessments: in each group, experts carried out the assessment in pairs and independently of each other. The focus of the observations was: working with imagination, quality questions addressed to children, to allow easy experimentation, supportive emotional atmosphere, sensitivity to children new and original solutions and inventions emphasis is on working with thinking as a process, reflecting the processes of change and transformation, capable to resolve conflicts.

The analysis showed that the assessment tool makes it possible to distinguish between contrasting groups for all four indicators at a significance level not lower than 0.05, which indicates its validity. Also, a high consistency of expert assessments was found both at the level of indicators and at the level of individual indicators, which indicates its reliability. The Alpha-Cronbach coefficient is 0.87, which indicates a good level of internal consistency of the instrument. The tool allows to identify and analyze the parameters of the quality of preschool education, attention to which is not emphasized in other scales, for example, in the ECERS-3 scales for a comprehensive assessment of the quality of preschool education.

The obtained data on the reliability and validity of the developed tool allow us to conclude that it can be used to assess the conditions for supporting and developing the creative abilities of children in preschool groups.

Keywords: assessment of the quality of preschool education creativity dialectical thinking imagination approbation assessment tool

DOI: 10.24411/1997-9657-2021-10096

Komarova I.I. Ethno-Cultural Education of Preschool Children

2021, 2 p. 32–44

Komarova I.I.

828

This article is devoted to the changes taking place in ethnopedagogy, as a section of pedagogical science, under the influence of changes in economics, management, technology, philosophy, science, education, etc. Ethnopedagogy is a science that studies the existing experience of ethnic groups in the upbringing and education of children.

The subject of ethnopedagogy is the people, whose self-development is carried out through the self-organization of the ethnos and the organization of national education. The modern world poses such questions to society that are the object of ethnopedagogy: the growing problems of migrants and their interaction with the indigenous population; the problems of weakening communication in the form in which they led to human development, and how this should affect the further development of our species; patterns in the development of the brain and their relationship with the formation of a person and a tribe; family problems that often lie in our past, etc.

The formed structure of ethnopedagogy as a science is undergoing significant changes today. Its constituent sections are increasing, new ones are appearing, such as paleogenetics, paleoanthropology, evolutionary psychology, and many others. Modern pedagogy needs to update ethnopedagogical knowledge. This is an important part of the overall transformation of education.

Keywords: folk pedagogy human origins theories of pedagogy ethnopedagogy

DOI: 10.24411/1997-9657-2021-10097

Sheveleva D.E. Preschool Education for Children with Cerebral Palsy: Current Views and Content in Different Countries

2021, 2 p. 45–55

Sheveleva D.E.

915

The article is of a theoretical pattern and summarizes the scientific statements and research of recent studies. The theoretical provisions and the program document, which substantiate the content and guide of the development of special preschool education are presented.

The relevance of the article consists in the analysis of modern preschool education for children with cerebral palsy. The article describes the mental and physical characteristics of children with cerebral palsy of preschool age, which indicate special educational needs and the need for special correctional and developmental work. The provisions on the psychodiagnostics of children with cerebral palsy are given; the principles for drawing up an individual educational route are shown. On the basis of materials of Russian studies and recommendations, the variants of educational programs that are prescribed for children with disorders of the musculoskeletal system of various severity are presented. The article also contains material on the international experience for organization of preschool education for children with cerebral palsy. Using the example of Polish preschool education, an approach is shown that includes general and special technologies and directions for teaching children. On the basis of the regulations on education in the United States, the organizational and pedagogical conditions for preschool children with cerebral palsy are shown. The author of the article considers individual educational plans that regulate the upbringing and education of children with special educational needs. The article presents a North American study that found a correlation between the mobility of children and their socialization. The results of this study and practical recommendations are presented: the overall social activity of a child in a group depends on his/her motor abilities and the development of interaction (as communication skills and interaction with other children). In conclusion, based on a comparative analysis, the similarity of the scientific positions in Russia and other countries regarding the content of preschool education for children with cerebral palsy is shown. The role of preschool institutions in the development and socialization of children with cerebral palsy has been substantiated.

Keywords: preschool education children with cerebral palsy psycho-physical characteristics development and correction educational programs socialization mobility

DOI: 10.24411/1997-9657-2021-10098

Matushkina N.Yu., Smirnova S.Yu., Ryabkova I.A., Sheina E.G., Sokolova M.V., Abdulaeva E.A. Children’s Play Spaces in Trips: Psychological and Pedagogical Aspect

2021, 2 p. 56–69

Sokolova M.V. , Smirnova S.Yu. , Ryabkova I.A. , Matushkina N.Yu. , Abdulaeva E.A. , Sheina E.G.

734

Background. The trends of developing child friendly urban environment result in designing of play areas in places which are not specifically made for children: train stations, cafes, shopping centers, etc. The design of such places requires research of children’s behavior, understanding and experience of using play equipment and materials. This article deals with children’s play spaces in trains and at railway stations in Moscow.

The purpose of the study is to highlight the principles of organizing play environment and equipment at train stations, airports, in trains.

Play spaces at the railway stations and toy`s sets for kids in trains were analyzed according to the basis criteria of the examination of play spaces and toys. Based on the data obtained, the principles of organizing space were proposed, taking into account the special conditions in traveling (a large number of people, rush, small space, children of different ages, etc.).

Research results. The study showed that play spaces at railway stations are unsuitable for children’s age needs: they are like copies of typical street playgrounds, include the same equipment, designed for kids aged just 2-5 years and mostly for movement and not for the role play. In trains play spaces are better adapted for cognitive and productive activities of children, while play and motor activity are ignored. Play sets are also designed for age 3-6 and require significant changing. This analysis allows us to identify 3 key principles of organizing children’s space in trips. Creating a children’s space, it is necessary to consider the duration of trips, the capacity and possibility of a place, age specific of play, speech and other activities of children. It is also important to focus on the features of age and remember that adults are the mandatory companions of the child in traveling. This study can serve as a basis for a more detailed and large-scale study of the issue of children’s spaces, as well as a general guideline for evaluating and designing such play spaces.

Keywords: psychological and pedagogical expertise children’s space play environment subject-spatial environment principles of organization of children’s space developmental environment child friendly environment

DOI: 10.24411/1997-9657-2021-10099

Broström S. Frame Play with 6 Year-old Children

2021, 2 p. 70–78

Broström S.

542

Role play has a crucial role in early childhood education. Through play important changes take place in the children’s psyche. During the age of 6 the role play changes. The children become more conscious of the imaginary play situation and a growing awareness of the purpose of play comes into existence. The development of this new level of play makes it possible to introduce a new type of play: frame play. Here children and educators together decide a general theme and formulate some dimensions of content, they plan the setting, they discuss the different roles, the rules within the roles, and possible actions attached to some specific roles. Through this shared planning gradually the context or frame of play manifests itself. The problem is whether this more planned play will spoil the characteristics of role play and with that the child’s experiences of meaningfulness and flow.

Keywords: play group planning development consciousness

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