2021, 4

Yakshina A.N., Le-van T.N. Implementation of the Principle of Participation in Educational Practice: a Review of Modern Research and Projects on the Development of Professional Competencies of a Teacher

2021, 4 p. 4–21

Le-van T.N. , Iakshina A.N.

836

Relevance. In the modern world more researchers and practitioners from different fields are preoccupied with the changing the shape of a child in society: a child is not an object of pedagogical influence, but a subject whose opinion is valuable and should be taken into account when making decisions that directly concern him. The possibility for children to be heard at preschool age is an important basis for the development of civic competencies that do not appear by themselves at an older age. At the same time, the researchers also note that there is a gap between the recognition of the value of child and real practice. The possibility not only to hear the voices of young children, but also to make them visible and significant in society, to offer children the means of expressing their opinions is a methodological challenge for researchers and practitioners of preschool education, which requires special competencies.

The aim of the study is to analyze modern studies and projects devoted to the professional competencies of a teacher and the conditions accompanying their development necessary for the implementation of the principle of participation in educational practice.

Description of the research progress. 19 studies and projects were analyzed from the point of view of the possibilities and limitations of the implementation of the principle of participation in educational practice. Two key aspects were identified: the possibilities and limitations of the implementation of the principle of participation in educational practice, which include teachers’ ideas about participation and the influence of the broader context of the community and organizational culture, and professional competencies of teachers necessary for support their participation in kindergarten and primary school, and approaches to their development.

The results of the study. In the article the problem of implementing the principle of participation is considered not only in the context of the structure of a separate preschool group, but also in the organizational culture of the kindergarten as a whole. The authors conclude that it is necessary to reflect on the ideas of participation in order to create conditions for its support in kindergarten, as well as the need for a comprehensive study of factors related to the organizational culture of the kindergarten, which can influence the development of participatory practices. Based on the analysis, two groups of pedagogical competencies were identified: general competencies necessary to create basic conditions for participation, and more specific competencies necessary to empower children’s opportunities to influence decision-making.

Conclusion. The article formulates recommendations for training preschool teachers and kindergarten teams.

Keywords: the principle of participation the voice of the child organizational culture teacher’s ideas pedagogical competencies

DOI: 10.24412/1997-9657-2021-4106-4-21

Belolutskaya A.K. Factors of Emotional Competence Development of Preschool and Primary School Children: Research Review

2021, 4 p. 22–33

Belolutskaya A.K.

966

The relevance of the topic of the article. The level of emotional competence in early and preschool age has a significant impact on the formation of personal characteristics (self-esteem, empathy, level of destructive aggression), success of social interaction (ability to cooperate, conflict, tendency to deceit, envy, etc.), as well as the child’s involvement in the educational process and academic achievements in kindergarten and school.

The aim of the study. Based on the research review, we describe the factors of the family and educational environment that determine the development of the ability to regulate and recognize emotions in preschool age.

Description of the research progress. The article presents a review of 57 studies concerning the problem of emotional development of preschool and primary school children. Special attention is paid to such aspects as: the influence of family characteristics and the characteristics of the home environment, the relationship with speech and physical development, the influence of educational environment factors and the relationship with future school success.

The results of the study. The following positions are formulated: the age of children in the preschool period of life is a significant factor in increasing the level of emotional competence. In primary school, the role of age decreases and then has a significant impact already in adolescence; the determining role in the formation of emotional competence is played by the family and the characteristics of the home environment, where the child’s early and preschool childhood takes place; the level of emotional competence of preschool and primary school children is significantly related to the level of speech development, both in terms of the ability to regulate and recognize emotions.

Conclusion. The level of emotional regulation, expressiveness and the ability to recognize emotions, in preschool and primary school age, respond well to targeted pedagogical influence. An important factor in emotional development is the strategy of the teacher’s co-regulation of emotions, especially in kindergarten; the ability to recognize and regulate emotions in kindergarten is a significant predictor of school success, involvement in the educational process, adaptation to school life, and academic performance.

Keywords: emotion regulation emotion recognition family environment educational environment school success

DOI: 10.24412/1997-9657-2021-4106-22-33

Uruntaeva G.A., Gosheva E.N. The Problem of Evaluating the Process and the Result of Understanding the Child by the Teacher

2021, 4 p. 34–44

Gosheva E.N. , Uruntaeva G.A.

565

Introduction. The article is devoted to the problem of assessing the process and the result of understanding a child by a preschool teacher.

The purpose of the study is to develop and initial approbation an algorithm for self-analysis and expert assessment of the teacher’s understanding of a child as a practical tool for overcoming difficulties in interacting with the child and planning educational activities with him.

The methodological basis of the study was the system-activity and competence-based approaches to the consideration of the teacher’s activity for the knowledge of a preschooler, qualitative (ideographic) and subjective approaches to psycho-diagnostics.

As a result of the research, a step-by-step algorithm for analyzing the teacher’s understanding of the child has been developed. At the first stage, the teacher answers questions compiled in the form of a non-standardized self-report for reflecting the shape of a preschooler in educational activities. The sequence of questions is built in the following logic: identifying the child’s characteristics as perceived by the teacher, comparing them with each other, and then correlating them with the specifics of educational activity with the child, setting tasks for his further understanding in professional and pedagogical activity.

At the second stage, the expert evaluates the teacher’s answers, identifying difficulties in understanding the child and determining the directions for improving his professional training or methodological support. The teacher analyzes the answers in the aspects of, firstly, the manifestation of the social perception and the operational-technical component of gnostic competencies; secondly, their compliance with the criteria and indicators in the content of the information received about the child. At the third stage, the expert together with the teachers discuss and analyze their answers to clarify the shape of the child, make changes in the planning of educational activities and determine the directions for further development of gnostic competencies of teachers.

Conclusions. The three-stage algorithm of reflection and analysis of the child’s shape is developed.

Keywords: child’s shape understanding as a level of cognition stages of analysis of the process and result of understanding the child mental operations of social perception gnostic competencies of the teacher qualitative and subjective approaches to psycho-dia

DOI: 10.24412/1997-9657-2021-4106-34-44

Solntseva O.V., Polevskaya T.V. Possibilities of Reflection of Literary Experience in Role-playing Games of Children

2021, 4 p. 46–57

Polevskaya T.V. , Solntseva O.V.

687

The relevance of the topic of the article. Support for the role-playing game of preschool children is going through a crisis, largely associated with a change in the content of children’s experience. Research that consider the possibility of reflecting literature experience in a role-playing game are few. At the same time, their analysis shows that such experience can have a significant impact on the content and structure of the role-playing games of preschoolers.

The aim of the research was to study the possibilities of reflecting the literature experience of children, received in the family, on the nature of the construction of role-playing games.

Description of the research progress. The sample consisted of 15 children from 4 to 7 years old and 15 mothers who are regular participants in role-playing games organized in the context of non-formal preschool education (community for supporting role-playing games). In the beginning, a sequence of reading fairy tales to children was organized with the family. The first of the tales is based on the external confrontation of warring heroes, and the second is based on the internal conflict of the heroes and their search for the place in the world. Further, 6 role-playing games were organized supported by the plots of fairy tales based on the model of building a two-stroke game (L.I. Elkoninova). The experimenter motivated the children to play with his involvement in the plot of the game and the support of the two-stroke structure of the fairy tale plot. At the final stage, the features of the reflection of reading experience in a plot-based role-playing game were analyzed according to specially developed criteria.

Research results. It was found that a fairy tale plot, in which there is a confrontation between two warring parties, often causes negative emotions in children in the process of reading and, as a result, a reluctance to get involved in a game according to a given plot. A fairy tale plot, where instead of an external confrontation there is an internal conflict of heroes, it evokes positive emotions and research interest in children, which leads to the desire to actively participate in a role-playing game based on this plot, to bring their own vision and meaning into the storyline.

Conclusions. Role-playing game based on a fairy-tale plot allows children 4-6 years old to reach a new level of development of play activity. Changes were recorded in in-game interaction, the level of the game design, its stability and implementation. The greatest growth in game indicators was noted in role-playing based on a fairy tale plot, in which there was no confrontation between good and evil heroes, the smallest growth was observed in games based on a fairy tale plot based on an external conflict of heroes.

Keywords: preschool education game activity role-playing game children’s reading

DOI: 10.24412/1997-9657-2021-4106-46-57

Letunovskaya S.V., Potashova I.I. Criteria for the Effectiveness of the Implementation of Inclusive Education in Preschool Educational Organization

2021, 4 p. 58–67

Letunovskaya S.V. , Potashova I.I.

958

The relevance of the topic of the article. In recent years, more and more preschool educational organizations) have become inclusive. In this regard, it becomes necessary to identify criteria for assessing the quality of providing special conditions to preschoolers with disabilities.

The aim of the study. This article examines the problem of criteria-based assessment of the effectiveness of the implementation of inclusive education in preschool education. The analysis of studies related to both general issues of inclusion and the assessment of its quality, as well as an analysis of the activities of effectively operating educational complexes in the city of Moscow, is carried out.

The results of the study was the identified system of criteria that helps to determine, especially at the initial stage of implementing inclusive practices in preschool education, the degree of their compliance with the regulatory legal framework of the Russian Federation. This system of criteria includes: 1) the creation and implementation of a specific mechanism for providing special educational conditions to children with disabilities; 2) the sufficiency of the local regulatory framework governing the implementation of inclusive education in a particular institution; 3) the availability of a document that allows for the individualization of the process of creating special conditions and an integrated approach to overcoming the existing developmental deficits of a preschooler; 4) transparency and accessibility of information about the implementation of inclusive practices in kindergarten for all participants in educational relations; 5) the presence in the preschool educational organization of the structures necessary for the deployment of inclusive practices: the psychological and pedagogical support service and the psychological and pedagogical council; 6) the availability of personnel resources necessary for the implementation of special conditions and the level of their competence; 7) a developing subject-spatial environment, organized taking into account the special needs and capabilities of pupils with disabilities, both in the group and in the kindergarten as a whole.

Conclusion. As a result of the study, criteria are proposed that complement the existing system of the effectiveness of the implementation of inclusive education assessment and will be especially useful for the management teams of preschool educational institutions.

Keywords: inclusive education preschool educational organization inclusion criteria children with disabilities inclusive educational environment

DOI: 10.24412/1997-9657-2021-4106-58-67

Tena R.R., Gutiérrez M.P., Cejudo M. del C.L. Technology Use Habits of Children under Six Years of Age at Home

2021, 4 p. 68–79

Cejudo M. del C.L. , Gutiérrez M.P. , Tena R.R.

702

Parents, teachers and researchers are wondering how the digital and technological world affects young children between 0 and 6 years of age at home. This study aims to show the use they make of it, the characteristics of this use, and the relationship that children establish with technologies, as well as to find out whether there are rules for this use and who sets them. A mixed quantitative-qualitative methodology, using the “questionnaire on the use of technology at home”, semi-structured interviews, and analyses of Early Childhood Education Assemblies (ECEA), generated very significant results. For instance, despite the quick incorporation of tablets or video game consoles, TV is still the favorite device of the youngest population, followed closely by mobile phones. The results indicate that these children spend an average of 92 minutes per day watching TV. In addition, 92% of them have a tablet and spend an average of 60 minutes per day using a computer or a tablet. It can be concluded that children start accessing and using ICT at the age of two.

Keywords: ICT early childhood education family habits influence of technology

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