2022, 1

The relevance of the topic of the article. In Russia, mixed-age groups in kindergartens are an exception rather than a popular practice. There is a contradictory attitude towards kindergarten mixed-age groups in the community of researchers and practitioners: from the recognition of the value of mixed-age groups for the development of preschoolers to the concerns associated with the treatment of older or younger children in such groups. Discussion of the advisability of organizing groups of different ages in kindergartens should be conducted taking into account the peculiarities of the influence of the experience of visiting such groups and interacting with children of a different age on the development of children. This requires an analysis of existing scientific research.

The aim of the study is to analyze empirical studies on the peculiarities of the interaction of children in mixed-age groups and the influence of mixed-age groups on the development of preschool children.

Description of the research progress. In accordance with the purpose of the review, criteria for selecting sources were developed, a search was carried out in Russian-language and English-language scientific databases. A total of 15 articles were selected in peer-reviewed journals that met all the selection criteria. The depth of analysis is 44 years, the sources represent the experience of 4 countries.

The results of the study. The analysis of the sources showed that for the development of preschoolers, it is not the fact of attending mixed-age groups that matters, but the qualitative features of such groups: the size of the difference in age between older and younger children, the ratio of older and younger, the difference in the level of development between older and younger, the type of relationship between children and the style of pedagogical interaction. As part of the review, the main limitations of existing research are analyzed, and directions for future research are formulated. It is concluded that it is necessary to develop programs for the professional development of teachers working in mixed-age groups.

Conclusion. The article may be of interest both to practitioners interested in the organization of mixed-age groups in kindergarten, and to researchers of preschool education.

The relevance of the topic of the article is due to the importance of the development of figurative-plastic creativity as the most optimal for the development of productive imagination – the basis of any creative process. At the same time, figurative-plastic creativity, which develops among preschoolers on the basis of teaching children the language of movements, contributes to the development of non-verbal communication in preschoolers. The proposed methodology in practical work with preschoolers allows to solve a wide range of problems: cognitive, communicative, creative.

The article is aimed at showing how children of 5–6 years can develop figurative-plastic creativity on the basis of teaching them the language of expressive movements, started from the younger group; to formulate psychological and pedagogical conditions for its development in preschoolers aged 5–6 years.

Description of the research progress. Based on the explanation of the age-related features of the mental development of children aged 5–6 years, the possibilities of solving more complex tasks than in the younger and middle preschool age, the development of creative “composing” and performing in the embodiment of images of diverse characters and their relationships in plot situations are shown. The peculiarities of the methodology are revealed – in two main directions of development of creativity. In the development of figurative-plastic interaction, emphasis is placed on the development of ways to convey communication and relationships of three characters in a single plot situation; the development of paired figurative-plastic interaction continues with the development of more complex ways of transmitting stage illusion by partners-peers. In the development of the ability to figurative transformation, ways of detailing the image are mastered – with the image of the continuous process of its modification, development, with the installation of a complex transmission in figurative movements (“whole body”) of the features of a particular character: his/her emotions, characteristic plasticity, relationships with other characters of the plot.

Research results. The article shows the results of the development of figurative-plastic creativity in children aged 5–6 years: the images of characters are embodied through both movements-complexes and coherent sequences of movements that are connected in meaning, conveying a change in the reactions and emotions of the characters in the course of their interaction with other characters of the plot; creative performance is increasingly manifested as arbitrary expressive movements that convey the feelings and relationships of the characters based on each of the actors holding a “dual position”, thanks to which the child performs the role without straying to imitate peers.

Conclusion. The results obtained indicate both the effectiveness of the methodology of its development in children aged 5–6 years, its compliance with the age capabilities of children, and its theoretical and methodological validity.

The relevance of the topic of the article. Modern parents of preschoolers are active participants in the educational process. Their satisfaction is an important criterion for assessing the quality of education. Studying their opinion is an effective tool for systematic improving the quality of preschool educational institutions.

The aim of the study. Identification and description of the reasons for the dissatisfaction of parents of Moscow preschool institutions. Methodology: thematic semi-structured interviews.

Description of the research progress. The sample consisted of 20 mothers of children aged 3 to 7 attending kindergartens of various types and forms of institutions in Moscow. Parents were asked to tell about the choice of kindergarten, subject-spatial environment, daily routine, supervision and care of children, interaction between teachers, children and parents, types of activity, development of speech, thinking and educational program. The spontaneously mentioned causes of dissatisfaction were thoroughly investigated. The thematic framework for the questions was the ECERS international scale and works devoted to identifying the correlation of parental involvement and their level of satisfaction.

Research results. Among the main groups of reasons for dissatisfaction with preschool educational institutions, “interaction” is leading by a wide margin, implying the quality of interaction between children, educators, administration, and parents. It is the reasons for the “interaction” group that become the critical point for transferring children to another preschool. Among the main complaints are: the individuality of the child is not taken into account; tough discipline; strict, rude, unprofessional educators; the authoritarian position of the head towards parents; poor quality of feedback; relationships with peers. The group “types of children’s activity” has the potential to become as significant as “interaction”: when choosing a kindergarten, parents pay attention to the presence and variety of circles, in the private sector they are ready to take their child further for the sake of quality classes. Parents are rather satisfied with supervision, care, compliance with the temperature regime, the subject-spatial environment. The group “development of speech and literacy” stands apart: parents do not mention this topic. They are either poorly informed about the kindergarten program, or consider this aspect unimportant.

Conclusion. Satisfaction of parents as active participants in educational process is one of the important criteria for assessing the quality of preschool education, and dissatisfaction is a marker for the necessary improvements. If the administration and teachers, when assessing the quality, evaluate the group and the kindergarten as a whole, that the comfort and emotional well-being of their own child is important to parents. This means that the individual approach and personal development are at the forefront. The main attention should be paid to the quality of interaction between children, parents and the kindergarten staff and to the quality and variety of types of children’s activity. These studies of the causes of parental dissatisfaction can be useful for heads of preschool educational institutions of various forms of ownership to improve the quality of services provided and develop a marketing strategy.

The relevance of the topic of the article. In the national regions of Russia, the speech of bilingual children is characterized by a large number of errors: it is characterized, on the one hand, by language interference, when the laws of the native language negatively affect the second (Russian), on the other hand, by figurative interference, when the figurative meaning of literary images is native culture comes into conflict with the images and meanings of Russian literature. These interferences negatively affect not only Russian speech, but also thinking, memory, intelligence, – all cognitive and regulatory functions of children. Educators do not always understand what techniques should be used to overcome the negative impact of these interferences.

The aim of the study. The work is aimed at analyzing the speech of bilingual children, to identify typical speech and semantic errors caused by the influence of linguistic and figurative interference on the Russian speech of children, to determine effective techniques for overcoming interference. The question is posed that such techniques can be techniques for the formation of a child’s linguistic personality, developed in linguodidactics. The assumption is tested that these techniques – with the installation on language and figurative meaning - with a certain sequence, can have the effect of neurocognitive influence, that is, ensure the formation of correct Russian speech in a shorter time.

Description of the research progress. In the course of the study (2019–2021), 257 statements of bilingual children of the senior and preparatory groups (6–7 years old) were analyzed. In this study, 125 children belonged to the group of children with autistic disorders, 132 – to the group of ordinary bilingual children. 32 teachers of preschool institutions of Tatarstan took part in the study.

Research results. It has been observed that children suffering from language interference are more susceptible to figurative interference. The more their Russian speech is subject to linguistic interference, the more it is subject to figurative interference. Figurative interference is a contradictory association connected with cultures that have the same symbolism, but different meanings in different languages and cultures. Autistic children, who are just as bilingual as ordinary children, make mistakes associated with the manifestation of interference much more than ordinary children. In both groups, interference errors in Russian characterize more than half of all children. A sequence of linguodidactic techniques was determined, which included verbal-semantic techniques, techniques of repetition of a speech pattern, techniques of the communicative core, techniques of transposition, techniques of storytelling, interpretation of figurative means, techniques of creative retelling, techniques of theatricalization, motivational-pragmatic feedback techniques. This sequence provided the effect of neurocognitive influence and turned out to be more effective in comparison with traditional methodological techniques.

Conclusion. The data obtained indicate that the linguodidactic techniques implemented in a certain sequence can be called neurocognitive: they help to overcome the negative influence of linguistic and imaginative interference. Such techniques are based on the principles of empathy, reflection, anticipatory synthesis, the communicative core and act with a certain frequency, fixing linguistic and figurative symbols.

The relevance of the topic of the article. It is in the family that the foundation of the child’s social experience is laid. In the process of interaction of a child with a close adult, stable features of constructive personal response are formed, characterological features are fixed. As a rule, the mother is recognized as the dominant influence on the child, on the development of emotional sphere. It is the mother who satisfies the child’s needs for the benevolent attention of an adult. The boundaries of our research do not allow us to identify all the factors contributing to the formation of a particular style of parental attitude to the child. However, many researchers, revealing the concept of parental attitude style, note the unconscious nature of behavioral manifestations and parental attitudes assigned by the mother in childhood imprinted. Therefore, we assumed that one of the factors in the formation of a particular style of parental attitude to the child is the quality of the mother’s reflection. The mother’s reflection, which has a protective character from negative experiences (fear of failure, shame, guilt, resentment), giving a locally temporary effect – pathogenic reflection. Reflection aimed at solving the problem in the relationship with the help of adequate means of the situation – sanogenic reflection.

The aim of the study. The article presents the results of an empirical study of the relationship between well-being in child-parent relationships and factors that negatively affect its development. Such factors are the styles of the child-parent relationship “Excessive requirements-prohibitions” and “Insufficient requirements-prohibitions” and the pathogenic reflection of the mother. On the example of these styles of parental attitude to the child, the mechanisms that prevent the formation of the emotional and psychological well-being of the child are shown.

Description of the research progress. An empirical study was conducted with mothers raising preschoolers. The study involved 236 people – mothers of preschoolers. Mostly respondents have higher education (67%), are married (51%), work (70%) and have more than one child (45%). The r-Spearman rank correlation coefficient and the Mann-Whitney U-test, a nonparametric statistical method of data processing for independent samples, were used for data processing.

The results of the study. The style of parental relationship is a formal dynamic characteristic, which is based on fixed, habitual forms of behavior for the mother and relationships in general, which may be non-constructive (pathogenic) in nature. It is concluded that the style of parental attitude to the child depends on the quality of reflection. Reflexive defenses, in turn, manifest themselves in behavioral forms of reaction and are fixed as an experience in the styles of parental attitude.

Conclusion. The more pronounced the indicators of the protective (pathogenic) reflection of the mother, the more the unconstructive style of parental attitude towards the child is presented, the less competent she is in educational activities. It is established that the style of parental attitude to the child depends on the quality of reflection. The pathogenic reflection of the mother is not aimed at solving problems arising in the child-parent relationship, but at her own experiences and states, which actualizes the need to protect against them. Reflexive defenses, in turn, manifest themselves in behavioral patterns and are fixed as an experience in parenting styles.

The relevance of the topic of the article. Creating conditions for the harmonious and versatile development of children in all educational areas of the federal state educational standard of preschool education is one of the most difficult tasks in the work of an educator, since in the practice of kindergartens a differentiated approach is often used to organize the activities of a preschooler within one educational area. The project method is increasingly used as a means of integrating educational areas in the interaction of a teacher and a child.

The aim of the study. The work is aimed at studying the features of the application of the project method for organizing the educational activities of preschoolers and revealing the technology of the project method as a means to improve the quality of interaction between the teacher and children based on the unification of participants in the educational process around a common topic.

Description of the research progress. The project method is considered in the context of John Dewey’s ideas of educational transformation and instrumental pedagogy. Particular attention is paid to the history of the origin of the project method and its connection with the philosophy of pragmatism. A parallel is drawn between the socio-economic factors that led to changes in the approaches and methods of teaching children at the beginning of the last century, and modern challenges associated with the influence of information technology on communication between adults and children. The classification of projects for preschool age is given, the stages of project activity implementation are described, a detailed list of thematic areas for educational projects of preschool groups is given.

The results of the study. As a practical tool, the article describes a set of projects aimed at introducing children to the history of the Great Patriotic War. The complex includes four educational projects of a cognitive, artistic and aesthetic orientation, compiled for each age group of a preschool organization. Revealing the content of the projects, their main tasks are formulated, the forms of the teacher’s work and the types of children’s activities through which the tasks set will be solved. Each project provides for a starting event of a problematic nature, which will serve as a reason for the beginning of joint research and creative activities of the teacher and children.

Conclusion. Materials on the history of the emergence of the project method in pedagogy allow us to draw parallels with our time and highlight the problems of modern preschool education, the solution of which can be facilitated by the use of this pedagogical technology. The project method can be used as a means of integrating educational areas and organizing cooperation between the teacher and children in the process of communication and joint activities on the topic. The problematic approach underlying the project method is an actual tool for developing the ability of preschoolers to set a goal for future activities, to put forward hypotheses, to seek and find means to solve the problem. The given descriptions of the Victory Day projects can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method.