2021, 6

Shiyan O.A., Belolutskaya A.K., Le-van T.N., Zadadaev S.A. Cognitive Development of Preschoolers: the Relationship of Normative, Transformative and Symbolic Abilities

2021, 6 p. 14–25

Le-van T.N. , Zadadayev S.A. , Shiyan O.A. , Belolutskaya A.K.

729

The relevance of the topic of the article. For the wide educational practice of kindergartens, the question of the psychological mechanisms of creative thinking is fundamental, since their formation begins precisely at the age of three to five years. If during this period of a person’s life the educational process is structured in such a way that the child’s creative thinking is not supported or even suppressed, then it will be very difficult, and sometimes impossible, to compensate for gaps in cognitive development at later life stages. It should be emphasized that, as a rule, teachers do not support creative thinking or even act to the detriment of it precisely because of a lack of understanding of the key principles of its development, which, in particular, are related to ensuring a balance of activities that actualize formal-logical, dialectical and symbolic structures of thinking.

The aim of the study. The work is aimed at identifying the features of the structure of cognitive abilities that make up the complex mechanism of creative thinking, which is one of the basic problems of psychology of cognitive development today. The question is posed of how dialectical thinking, formal logic and the ability to symbolize are related in preschool age. The assumption is verified that the use of Piaget’s tools, focused on fixing reversibility relations and the formation of the phenomenon of preservation, will reveal new aspects of the relationship between formal-logical and dialectical thought structures.

Description of the research progress. 272 preschoolers from Moscow and other regions of the Russian Federation were individually diagnosed. For data processing, methods of correlation analysis and verification of the independence of parameters according to the Pearson’s chi-squared criterion were applied.

Research results. The results of the study showed that the connection between the three lines of cognitive development of preschoolers is traced more consistently in relation to formal and dialectical thinking. With regard to symbolization, the connections are less consistent. The article concludes that normative, transformative and symbolic abilities are relatively independent lines in the cognitive development of preschoolers.

Conclusion. The data obtained indicate the complexity and heterogeneity of the mechanism of creative thinking and the heterogeneous structure of relationships between formal-logical and dialectical structures, as well as the ability to symbolize. Therefore, the program for the development of creative thinking for preschoolers should have a balanced character: by influencing one type of structures, we cannot expect that the rest will also develop as a result of this influence. To actualize the complex mechanism of a child’s creative thinking in the pedagogical terms, it is necessary to design problem situations together with the children, the resolution of which requires both the use of formal and dialectical logic and the ability to invent symbols, images, metaphors.

Keywords: preschool education formal-logical thinking creative thinking dialectical thinking the ability to symbolize diagnostics of abilities

DOI: 10.24412/1997-9657-2021-6108-14-25

Bayanova L.F., Khamatvaleeva D.G., Shevkunova A.E. Method of Diagnostics of Dialectical Mental Action of Alternative Change

2021, 6 p. 26–36

Khamatvaleeva D.G. , Bayanova L.F. , Shevkunova A.E.

566

The relevance of the topic of the article. The development of tools for diagnosing the development of thinking in childhood is of interest for modern scientific research and educational practice. If the diagnosis of the formation of formal-logical operations in thinking has well-established traditions, then the creation of means for determining how a child thinks dialectically - in a contradictory situation, is at the beginning of its path in the field of developmental psychology. Since dialectical thinking is associated with the development of the child’s creativity, with flexibility, the creation of diagnostic methods to identify the formation of dialectical thinking is an urgent educational task.

The aim of the study. The design and psychometric evaluation of the methodology for determining the formation of the child’s dialectical mental action of changing the alternative are provided.

Description of the research progress. The methodology for diagnosing the dialectical mental action of changing an alternative consists of 15 series of 6 pictures each depicting images of flora, fauna and familiar objects of everyday life known to children. Children are invited to form two classes from six pictures. When choosing a classification basis, the action of changing the alternative is performed. The study involved 100 children aged 6 years 10 months to 8 years 2 months.

Research results. In the process of psychometric evaluation of the methodology for diagnosing the dialectical mental action of changing alternatives, procedures for calculating validity, reliability and discriminativeness were carried out.

Conclusion. High indicators of constructive and criterial validity, retest reliability of the method, its discriminativeness allow using it as a diagnostic tool in determining the child’s ability to use the dialectical mental action of changing the alternative.

Keywords: thinking dialectical thinking action alternatives methodology validity reliability discriminativeness

DOI: 10.24412/1997-9657-2021-6108-26–36

Chernokova T.E. Dialectical not only Thinking: the Role of Dialectical Structures in the Development of Personality and Socialization of the Child

2021, 6 p. 37–44

Chernokova T.E.

749

The relevance of the topic of the article. Dialectical thinking can act as a means of solving communicative and personal tasks by the subject. A dialectical strategy for solving such problems allows the subject to identify all the variety of characteristics, including mutually exclusive ones, and transform them. This contributes to a more tolerant attitude of the subject towards people around him and towards himself and, consequently, successful socialization.

Research methods. The article presents an analysis of studies carried out within the framework of the structural-dialectical approach on the issues of personality development and socialization of a preschool child. In accordance with the hypothesis, the directions of research are determined.

The first direction is the study of dialectical structures in arbitrary self-regulation and psychological and pedagogical conditions that contribute to the formation of a dialectical strategy of self-regulation in preschool children.

The second direction is the study of dialectical structures in the Self-concept and the possibility of forming in preschool children dialectical mechanisms of transformation of contradictions arising in the process of self-knowledge.

The third direction is the study of dialectical structures in social perception and the conditions for the formation of dialectical social intelligence in preschool children.

Conclusion. The study of dialectical structures in the development of the personality and socialization of the child will expand the possibilities of applying the structural-dialectical approach in practical psychology. It is important to develop dialectical thinking in children already in preschool age. The formation of a dialectical attitude towards oneself, people and events can contribute to the harmonization of relations with the outside world and oneself. This understanding opens up prospects for the development of methods of psychological correction of interpersonal relationships and personal development based on the formation of dialectical thinking in children, as well as the development of theory and practice of dialectical counseling and dialectical psychotherapy.

Keywords: structural-dialectical approach dialectical thinking arbitrary self-regulation Self-concept socio-perceptual abilities preschool children

DOI: 10.24412/1997-9657-2021-6108-37–44

Krasheninnikov E.E. Modern Puppet Theater: from Performance to Children’s Play with Puppets

2021, 6 p. 45–55

Krasheninnikov E.E.

900

The relevance of the topic of the article. Puppet theater is a cultural practice, the use of which in purposeful and systemic educational activity becomes an additional resource. The article examines the connection between the existence of a puppet in a modern puppet theater and the developing possibilities of this type of art for the viewer - a child and an adult.

The aim of the study: to study the possibilities of modern puppet theater as a space for understanding children’s play.

Research methods: theoretical and phenomenological analysis.

Description of the research progress. The study analyzes of the features of cultural-historical development and dependence on the social situation with the invariability of psychological laws of preschool age; the openness of a modern child to the emotional experience of the new, but with a different effect of previous stimuli; the insufficiency of the “miracle of revival” for the emergence of a natural experience in the puppet theater due to the richness of experience of visual transformations and animation of digital content. The analysis of the typology of theatrical puppets and the features of their use in modern theater: tablet puppets as the main type; active use and transformation of the subject environment; increasing the role of a “live” actor. In a modern puppet theater performance, the artist is visible and does not hide that he/she controls the puppet; the doll is small and controlled by the artist, who holds it with his hands or sets it aside so that it remains motionless while he/she performs another action; surrounding objects are involved in the game, which become characters, which makes it possible to talk about an analogy with the actions of a child playing, and about the doll as a child’s toy.

Research results. The study shows phenomenon of the similarity of the puppeteer’s position as a child playing a “director’s game” with a doll, and the features of the game direction accompanying the action, when the child directs what is happening, all the time being inside the process and creates an action along the way, experiencing the “resistance of the material”. The puppet theater is analyzed as a means of teaching adults who come as spectators and children to play, if after visiting the theater, adults implement what they see in playing with children; as an effective aid in overcoming cognitive centralization.

Conclusion. The experience of a modern puppet theater can take the director’s play of a child to a qualitatively new level, taking into account the properties of the “subject doll” and contributing to the regulation of behavior, understanding others with changing properties, which must be guided by for the implementation of the idea, the ability to abandon the most interesting and productive scenario, the ability to quickly respond to emerging obstacles and skills abandon the most interesting and productive scenario. The doll sets its own rules for handling it, which leads to the unity of the accommodative and assimilative orientation of the intellect, when the development of a child is considered in the process of separation from visibility, rigid attachment to the surrounding reality, in going out in consciousness beyond the limits of the close time and beyond the visible.

Keywords: modern puppet theater doll children’s toy cognitive decentralization game

DOI: 10.24412/1997-9657-2021-6108-45–55

Yakshina A.N. An Overview of Modern Diagnostic Tools for Childhood Play: Opportunities, Limitations, and Challenges for Researchers

2021, 6 p. 56–69

Iakshina A.N.

604

The relevance of the topic of the article. Over the past 10 years, the level of development of the play of modern preschoolers continues to remain low. The researchers note the existence of different interpretations of the concept of “play“, which complicates the formation of a dialogue and provokes a gap between the declared value of the play and real practice. However, one of the possible reasons for the low level of development of the play in studies from different countries may also be the limitations of existing methods of studying the play. To conduct research on the conditions of the development of the play and its influence on children’s development, a special role is played by the selection of diagnostic techniques that should make it possible to see play in development.

The aim of the study: to analyze the advantages and limitations of existing diagnostic methods for children’s play.

Description of the research progress. In total, 18 methods were selected, the analysis included a comparison of different tools in terms of the possibility of assessing the development of play according to the following parameters: the method of studying the play, the features of the procedure and conditions of observation, the role of the observer, the evaluated aspects of children’s play.

Research results. A number of techniques have been identified that are most suitable for a comprehensive assessment of play, including for evaluating a developed play. The key deficiencies of existing methods were also identified: the contradiction of the evaluation procedure to the features of spontaneous play, the lack of an integrated approach to the study and focus on the affective side of the play, identifying only the current level of development of the play without taking into account its potential capabilities. The development of tools that allow us to see the play in development is a challenge for modern researchers.

Keywords: play high-level play play observation play evaluation cultural-historical approach

DOI: 10.24412/1997-9657-2021-6108-56–69

Vartiainen J., Kumpulainen K. Playing with Science: Manifestation of Scientific Play in Early Science Inquiry

2021, 6 p. 70–79

Vartiainen J. , Kumpulainen K.

815

Drawing on sociocultural theorizing, this case study investigates and unpacks the qualities of scientific play during children’s inquiry-based science activities framed by imagination and play (i.e. Poetry Science). The data were gathered in Finnish preschool groups with children aged five to six years old (N= 31) over a five-week period. The data consist of video recordings, observational field notes, and artifacts, subjected to multimodal analysis. The results show that scientific play that manifested throughout young children’s inquiry process has the following four characteristics: (i) creating and maintaining an imaginary science situation, (ii) assigning new meanings to science objects and processes, (iii) combining imaginary situations and problem solving, and (iv) engaging in science talk in an imaginary situation. The study shows how imagination and play are important elements of children’s science inquiry, with implications for early science education.

Keywords: early science education science inquiry play imagination meaning-making

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