2021, 3

Shiyan O.A. Cultural-Historical Tradition in the Research and Development of Creative Abilities of Preschool Children: Childhood as a Promise

2021, 3 p. 4–23

Shiyan O.A.

969

Relevance (context) of the subject of the article. The problem of creative abilities is becoming increasingly important in two contexts at once – both in the context of human self-realization, and in the context of the development of practices and production. A special place is occupied by the development of creative abilities in preschool age: even in the works of Lev Vygotsky, it was said about the importance of considering the germs of creativity in the game and fantasy of children. Today, within the framework of the cultural-historical approach, there are a number of scientific schools that study the possibilities of diagnosing and developing children’s creativity.

The aim of the study is to analyze the approaches to the study of children’s creativity in cultural-historical psychology in order to understand what answers to the questions posed by Lev Vygotsky, were discovered over the past decades, and what remained unanswered. It is also important to see how the questions themselves were transformed, since the raising of a new question is a sign of the development of science. The correlation of existing approaches is important for the development of new research programs in the logic of cultural-historical psychology.

Description of the research. The article analyzes various approaches to the research and development of creative abilities: V.V. Davydov and V.T. Kudryavtsev, D.B. Bogoyavlenskaya, N.E. Veraksa and O.M. Dyachenko, V.N. Druzhinin, L.F. Obukhova. The general and specific characteristics of the interpretation of children’s creativity in different approaches of the cultural and historical tradition are highlighted. The conducted research correlates with the questions about the creative nature of the human psyche and about children’s creativity, posed by L.S.Vygotsky.

Research results. The article concludes that despite all the differences in the approaches that have appeared in the logic of the cultural-historical tradition, they are united by the idea of the resourcefulness of preschool childhood and the importance of educational efforts aimed at maintaining the “sprouts of creativity”. In Russian studies, the question is raised about the means of creative abilities that allow us transforming the present situation (dialectical structures and symbols), as well as about the affective-volitional component of the creative process – the ability to detect a task. All this distinguishes the concepts that were born within the framework of the cultural-historical approach from the theory of creativity by J. Guilford and E. Torrance. At the same time, it is indicated that children’s activities (playing, storytelling, experimentation, etc.) are still rarely considered in research as a context for the manifestation of creative abilities.

Conclusion. The article concludes that it is important to conduct new research, both ascertaining and longitudinal, which will allow us to take the next steps in understanding how the means of developing creative abilities are mastered in children’s activities and how this affects the formation of creative abilities in subsequent ages.

Keywords: cultural-historical approach creative abilities of preschoolers imagination creative thinking dialectical thinking symbol activity

DOI: 10.24412/1997-9657-2021-3105-4-23

Belobrykina O.A. Child Out of the Game: Transforming Olay Activities in Modern Childhood

2021, 3 p. 24–32

Belobrykina O.A.

840

The article discusses the problem of reduced play activity of a modern preschool. An overview of the research on the importance of the play as a factor in the development of the child in the preschool period of childhood is presented. The concept of «play dysontogenesis» is introduced, which means violated, not corresponding to psychological laws development of the play in preschool age due to a number of socio-cultural and educational factors. The reasons for the occurrence of play deprivation are revealed, which have a negative impact on the normal development of the child and the formation of the main neoplasms of preschool childhood. It has been shown that the simplification of the children’s play leads to mental and personal infantilism, a decrease in the ability to plan one’s own actions, a delay in the formation of significant mental functions and personality aspects, and a socio-normative disorientation of a growing person. Based on the data of individual authors and the materials of earlier studies, we suggest a high risk of the formation of various psychological dependencies and deviations, the emergence of play addiction and other socio-behavioral deviations as a result of a lack of play in preschool age. The results of familiarization with training curricula for preschool educational institutions are discussed, which indicate the complete absence in many programs of universities of theoretical disciplines, practical courses and workshops on psychology and pedagogy of children’s play, including applied aspects of teaching future educators how to organize and accompany preschool play. The conditions for the rehabilitation of the play as a unique social, psychological, cultural and age phenomenon, proposed by E.O. Smirnova as fundamental measures in modern preschool education, are outlined.

Keywords: play deprivation preschool age leading activity amplification of the play deviant behavior play addiction

DOI: 10.24412/1997-9657-2021-3105-24-32

Logacheva L.R., Chernikova T.A. Features of Organization of Preschoolers’ Social Development

2021, 3 p. 34–45

Logacheva L.R. , Chernikova T.A.

915

Relevance (context) of the subject of the article. The article presents the results of a study of the problem of social development of a preschooler as a subject of activity and behavior in a preschool educational organization. Ensuring effective social development of the child is an important aspect of modern preschool education. It involves teaching children social interaction, the formation of the initial foundations of social competence. For this, in the organizations of preschool education, it is necessary to create a developing space for the formation of the child’s social experience. However, the organization of the process of social development has not yet acquired a complete conceptual, methodological and technological basis. The possibility of preschool children manifesting subjectivity in the process of social development is largely limited, and the educational environment of preschool educational institutions does not sufficiently provide a developmental component.

The purpose of the study is to determine conceptual approaches to the social development of preschoolers and the readiness of preschool educators to implement it. The understanding of the characteristics of social development and the psychological and pedagogical conditions necessary for its implementation was analyzed by teachers.

Description of the research. The study involved 48 educators from 5 preschool educational organizations in Birsk, Republic of Bashkortostan. Educators were asked to answer questions that reflect their understanding of the characteristics of the child’s social development, its organization. In the course of the research, a specially developed questionnaire was used.

Research results. Issues in the understanding by teachers of preschool educational organizations of the peculiarities of organizing the process of social development of preschoolers were revealed. The formation of subjectivity presupposes the construction of internal culture, internal freedom and true sociality. The basis and driving force of the social development of the individual is joint activity, in which the individual assimilates social roles. The article reveals the initial provisions about the child as a subject of children’s activities and behavior in preschool age, methods of social development of preschoolers.

Conclusions. The study allows us to see the need for changes in the implementation of social development in preschool education. Important aspects of the transformations, based on the concept of the child’s development as a subject during preschool childhood, are updating the content of social development in preschool education, types of children’s activities, the development of new forms and methods of interaction between the teacher and children. Among the methods and technologies of social development, the leading should be active and interactive, in which the child acts as a subject. For this purpose, a heuristic, productive educational environment should be created in preschool educational organizations.

Keywords: preschool age preschool education socialization social development subject of activity interaction

DOI: 10.24412/1997-9657-2021-3105-34-45

Artemyeva T.V. Children’s Humor: the Content of the Construct and the Method of its Assessment

2021, 3 p. 46–59

Artemyeva T.V.

931

Rationale for the conducted study. The comic as a cultural phenomenon is the subject of interdisciplinary research. The formation of the humor in early ontogenesis – in preschool age is of interest for developmental psychology. The history of the researching of the humor is multifaceted and includes a number of thematic areas: the humor as a phenomenon that destroys the usual meaning of words, the ordering of signs and the creation of a special system of concepts and meanings (Likhachev D.S., Bakhtin M.M., Lotman Yu.M.); the unity of the cognitive and emotional components in the humor (Luk A.N.); types of humor (Rubinstein S.L.). These classic ideas are intensively developed in the research of modern scientists who develop programs for the formation of a sense of the humor in order to optimize the emotional and moral development of children, improve emotional well-being by increasing self-efficacy, positive thinking, and optimism (Popova O.M., Crawford S.). In this regard, it is important to develop diagnostic tools to identify the features of the humor in preschoolers.

Methods. The study involved 457 children aged 5–7 years attending preschool educational institutions. The following methods and techniques were used: content analysis of the study of preschool children’s ideas about the comic; empirical examination of children using the developed tools “Funny stories”, “Colored progressive matrices” by J.Raven, “Dialectical stories” by I.B.Shiyan, “Emotional faces” by N.Ya.Semago; assessment of the retest reliability of the developed methodology; Spearman’s correlation analysis; factor analysis.

Results. The author’s methodology “Funny stories” has been developed in accordance with the ideas of domestic and foreign scientists about the need to study the relationship between the cognitive and emotional aspects of humor. The retest reliability of the method, calculated using the Spearman’s rank correlation coefficient (r = 0.789; p≤0.001), indicates a fairly high retest reliability of the developed tools. A correlation relationship (Spearman’s correlation) has been established between the indicators of the “Funny stories” methodology and the “Emotional faces” method (by Semago) and “Dialectical stories” method (by Shiyan). The factor analysis allowed us to distinguish three factors: “The cognitive component of humor”, “The emotional -positive component of humor”, “ The emotional-negative component of humor”.

Conclusions. The main directions of the study of the humor, techniques of humor (parody, paradox, double interpretation, repetition as a technique of wit, wit of absurdity, comparison on a distant or random basis, bringing to the absurd, hint, pseudo-contrast or false contrast, reverse comparison, mixing of styles, false increasing) are highlighted. Empirical research allowed to identify the ideas of preschool children about the humor, to conduct a content analysis of funny stories of children, to develop diagnostic tools for assessing humor in children. A psychometric test of the elaborated instrument “Funny stories” has been carried out. The results allows to determine the specifics of humor in preschool children, the preference for the cognitive or emotional aspects of humor.

Keywords: comic content analysis diagnostics children preschool age

DOI: 10.24412/1997-9657-2021-3105-46-59

Fatikhova L.F. Use of P.Y.Galperin's Theory of Development in Correctional Technologies for Preschoolers with Intellectual Disabilities

2021, 3 p. 60–71

Fatikhova L.F.

783

Relevance (context) of the article. The analysis of the sources shows the effect of the P. Ya. Galperin’s theory of step-by-step development of intellectual activity. Relevance of the study is evident both at the level of fundamental general psychological mechanisms of intellectual processes, and at the level of educational technology development. P. Ya. Galperin’s theory has found its usage in developing methods for correctional and educational work in teaching children with disabilities.

The purpose of this paper is to show relevance of P. Ya. Galperin’s theory implementation, when developing methods in correctional education to form intellectual activity in preschoolers with intellectual disabilities.

Description of the research. The thesis reveals gradual development of intellectual activity in preschoolers with intellectual disabilities. There is an author’s method of forming intellectual activity in preschool children with intellectual disabilities. This method is presented on the example of actions of assigning the subject to the standard of form and direct quantitative counting. It is used in preparing children for school. This study is implemented in the educational field Intellectual Development. It is possible to use this method in the future to ensure preschool education of children with intellectual disabilities.

Findings. The research studied formation of a perceptive ability to match a particular object’s properties with the set standards of form and the ability to make direct quantitative calculations when using the method based on P. Ya. Galperin’s theory. The study revealed that, though the tasks at each stage of learning were getting more and more complicated, the intellectual activity acquirement was progressing. This is shown through preschoolers with intellectual impairments being more independent from an adult’s help and being able to shift to a more ‘reduced’ action according to P. Ya. Galperin. The distinguished gradual development of intellectual activity (first shifting from conceiving the task to acquiring the intellectual action in the tangible and physical way, second shifting to handling the observed objects without motor actions involved, finally shifting to prospective planning of the action) has proven to be effective when assisting a child in forming various intellectual actions, such as objective figure modeling, objects size-ranking, comparison, qualitative division, etc.

Conclusion. The method of forming intellectual skills in preschoolers with intellectual disabilities, built on the principle of gradual development of intellectual activity can be widely used in correctional, developmental and educational work. This study is possible to go beyond the actual intellectual development and be used in other educational areas of preschool education of this group of children.

Keywords: P.Ya. Galperin’s theory of gradual development of intellectual activity orientation in tasks methods of correctional education preschool children with intellectual disabilities general intellectual abilities specific abilities

DOI: 10.24412/1997-9657-2021-3105-60-71

Breive S. Student–teacher Dialectic in the Co-creation of a Zone of Proximal Development: an Example from Kindergarten Mathematics

2021, 3 p. 72–80

Breive S.

603

This paper reports on a case study which explores the co-creation of a zone of proximal development (ZPD) in a mathematics teaching-learning activity in a Norwegian kindergarten. To capture the complexity of teaching and learning mathematics in kindergarten the study uses qualitative methods within an interpretative paradigm. The findings illustrate how a five-year-old girl and a kindergarten teacher co-create a ZPD by expanding each other’s action possibilities, and how the co-creation is fundamentally based on mutual trust and responsibility. The results give insights into how mathematical learning possibilities may be promoted in kindergarten. The study illustrates the importance of being receptive to children’s contributions and, above all, to trust children’s abilities to take responsibility for moving mathematical teaching-learning activities forward.

Keywords: joint activity kindergarten mathematics teaching learning togethering zone of proximal development

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