2022, 3

Gabdulkhakov V.F., Yashina O.V., Zinnurova A.F. Technology of research-oriented teaching of coherent speech to bilingual children

2022, 3 p. 4–15

Yashina O.V. , Zinnurova A.F. , Gabdulkhakov V.F.

560

The relevance of the topic of the article is due to the need to develop competencies in bilingual children related to the construction of original texts in a second language. We assumed that if children explore the mechanisms for constructing coherent speech in different languages, compare the features of their implementation in these languages, independently carry out transposition (positive transfer of coinciding schemes for organizing coherent speech) and overcome interference (divergent schemes for constructing a coherent text), then the quality of their bilingual utterances may improve.

The aim of the study is to show the results of a study on the implementation of the technology of research-based learning to build a text (coherent speech). Coherent speech is understood in the article as a text created using the following mechanisms: 1) interphrase communication, 2) consistent implementation of structural and semantic units, 3) linguistic means of stylistic unity.

The pedagogical experiment was carried out on the basis of preschool institutions of the Republic of Tatarstan, in which children learn three languages – Russian, Tatar, English. The experiment took place in 2018-2022. The data obtained were compared with control groups in which such tasks were not used. The total number of subjects was 2427 children of senior preschool age. In the pedagogical experiment, we tried to transform the traditional methodological scheme into a technological one – research, in which children stop playing the passive role of performers and turn into researchers of the structure of the text (the structure of coherent speech). Coherent speech becomes the object of research for children, the subject is the mechanisms for constructing a coherent text in the first, second, sometimes third languages.

The results of the study turned out to be significant: if in the experimental groups the number of children who were able to construct an original text in the second language increased by an average of 50%, then in the control groups by only 3%.

Conclusion. Research-oriented technology for the formation of textual competencies can be used in teaching different languages. This technology stimulates independent search, teaches to compare the features of two languages, independently carry out transposition (positive transfer of the laws of one language to another language), overcome text interference (the negative influence of the laws of one language on another), develops competencies in the analysis and compilation of coherent texts in the native language, second and third languages.

Keywords: technology research teaching connected speech text bilingual children bilingualism

DOI: 10.24412/2782-4519-2022-3111-4-15

Polivanova K.N., Ostroverkh O.S., Strukova A.S. Teachers’ ideas about children’s independence in preschool age

2022, 3 p. 16–24

Ostroverkh O.S. , Strukova A.S. , Polivanova K.N.

764

The relevance of the article’s topic. In modern education, more and more attention is paid to meta-subject results, such as well-being, socio-emotional development, agency (independence and initiative), etc. The article discusses the growing importance of one of these meta-subject results of preschool education - children’s independence, provides examples of changes in international discourse, recognition of the importance of well-being, social-emotional skills, autonomy and agency (independence and initiative). In addition, modern studies of environmental factors (family and educational conditions) of the formation of independence are described. The problem of the uncertainty of the terms used and the need for their further definition is posed.

The aim of the study was to identify and describe the practices of developing independence in preschool educational institutions in Moscow and Krasnoyarsk and to describe the image of independence that is realized in these practices.

Description of the research progress. As part of the work, a qualitative study and 14 thematic interviews with leaders and teachers of preschool educational organizations in two million-plus cities of the Russian Federation were conducted. To develop the interview guide, materials provided by teachers working in line with Montessori ideas were used. The aim of the study was to identify the attitude of teachers to new guidelines for the development of preschool education, as well as their ideas about the possibility of developing the independence of pupils and success in this activity.

The results of the study. The analysis of teachers’ answers showed that independence should be considered in three areas – everyday life, play and productive activity. Manifestations of independence may be different. Independence is associated with the child’s interest in the activities he performs, much attention is paid to the child’s ability to complete t the job he started, which in the broader context of independence seems controversial.

The most difficult for teachers was the description of the practices of developing independence adopted in their kindergarten: teachers either found it difficult to describe them clearly, or, on the contrary, called all children’s activities. It was practically impossible to identify signs of success of pedagogical efforts to develop independence.

Conclusion. The data obtained indicate a general positive attitude to the need for the development of children’s independence, however, they also indicate difficulties in implementing this task. Thus, it was found that teachers see an obstacle in the development of independence in the insecurity of providing preschool children with freedom of action. In addition, it can be argued that the construct “independence” does not have a clear definition, and teachers’ ideas reflect this uncertainty. We have also revealed the absence of recognized, accepted methods of developing independence, teachers find it difficult to evaluate their work, to make judgments about the effectiveness of one or another activity aimed at increasing the level of independence.

Keywords: children’s independence autonomy initiative agency pedagogical practices in kindergarten

DOI: 10.24412/2782-4519-2022-3111-16-24

Rimashevskaya L.S., Gultyaeva O.A. The study of the features of self-esteem of older preschool children

2022, 3 p. 26–35

Gultyaeva O.A.

779

The relevance of the article’s topic. The ability to evaluate oneself, one’s own achievements is one of the new formations of a child’s personality that appears at preschool age. The importance of the development of this regulatory ability for a preschooler is that it affects the child’s success in various activities. Numerous studies are devoted to the study of self-esteem in preschool, primary school age. But their content practically does not reveal the qualitative characteristics of self-esteem of older preschoolers. The analysis of children’s judgments allows a deeper understanding of the modern child in the space of evaluation and self-esteem, to explore the uniqueness of the evaluation field in which he develops, and also to rethink the ways to support positive self-esteem in the pedagogical process of preschool education.

The aim of the study was to identify the features of self-esteem of older preschoolers in the group with the norm of development and general underdevelopment of speech.

Description of the research progress. The study involved 50 children aged 6–7 years. There are approximately the same number of boys and girls in each of the surveyed groups. The main group of methods used by teachers were conversations and the method of participant observation of children in organized activities in the classroom, in a natural setting (games, conversations with peers, on a walk). Observation maps were compiled, existing diagnostic conversations were modified, and educational situations for assessment were identified. The severity and nature of the children’s assessment of their own activities were recorded. An additional group of methods included experimental methods for identifying self-esteem: V.G. Schur “Ladder”, “Test de Greefe”, “Draw yourself” A.M. Parishioners, Z. Vasiliauskaite, “What am I?”, Dembo-Rubinstein scales.

The results of the study. Based on the results of the diagnostics, the age norm of the level of self-esteem was found in most children. Inadequately overestimated or underestimated self-esteem was noted in children with a low level of development of the cognitive component of self-esteem, with an insufficiently developed reflective-critical attitude towards themselves. Speech disorders do not have a particular impact on the level of self-esteem of older preschoolers. When considering the qualitative characteristics of self-esteem, it was revealed that evaluative statements in children’s everyday speech are rare and meaningfully impoverished. Children do not have enough assessment and self-assessment skills. The natural speech environment does not always provide the child with sufficient means of expressing an assessment or an idea of the structure of an evaluative statement, therefore, the assessments of six-seven-year-old children are categorical and two-dimensional: do / don’t do, good / bad, normal / abnormal, love / don’t love etc.

Conclusion. The analysis of children’s judgments allows us to conclude that preschoolers have significantly limited ideas about themselves, translation, and repetition of the monotonous adult’s judgments. The image of a preschool child is impoverished, is closed on obedience, diligence, non-conflict, is devoid of value orientation, content, diversity.

Keywords: self-assessment diagnosis of self-esteem older preschool children conditions for the development of self-esteem

DOI: 10.24412/2782-4519-2022-3111-26-35

Gorshkova E.V. Development of figurative and plastic creativity in children of 6–7 years old

2022, 3 p. 36–45

Gorshkova E.V.

489

The relevance of the topic of the article. Figurative and plastic creativity is optimal for the development of productive imagination in preschoolers – the basis of the creative process. The continuation of its development on the basis of teaching the language of movements allows children 6–7 years old not only to solve hard creative tasks, but also to master ways of nonverbal communication.

The aim of the study is to reveal the possibilities of developing figurative and plastic creativity in preschoolers of 6-7 years old on the basis of teaching the language of expressive movements, which is a continuation and culmination of the work carried out from the younger group.

Description of the research progress. Based on the explanation of the age characteristics of the psychological development of children 6–7 years old, the possibilities of solving by children tasks to compose and express performance during the embodiment of images of diverse characters in plot situations are shown. The psychological and pedagogical conditions of its development in preschoolers of 6–7 years old are explained. The features of the methodology are revealed, the central point of which is the detailing of the personage’s image – with a comprehensive solution to the tasks of developing children’s figurative-plastic interaction and the ability to figurative embodiment. The types of tasks aimed at the development of are described: ways of detailing images; the ability to sensitively perceive (understand) a partner; new ways of conditional stage interaction; expressive performance of complete plot compositions by roles, – as well as the development of composing creativity in the proper sense of the word in the processes creating under music (in co-creation with a peer) a composition of a figurative-plastic etude based on a generalized plot given verbally.

The results of the study. During and upon completion of the developmental training, children aged 6–7 years detail images (characters) with their development from episode to episode of a holistic plot, which becomes a sign of compositional figurative-plastic creativity, which is combined with creative performance in figurative-plastic improvisations to a given musical accompaniment. The data of diagnostic studies confirm the effectiveness of the methodology for the development of figurative-plastic creativity in children aged 6–7 years as a result of the work under the program.

Conclusion. The methodology for the development of figurative and plastic creativity in accordance with the age capabilities of children aged 6–7 allows for the real development of children’s creativity in art and play activities.

Keywords: figurative and plastic creativity performing creativity compositional creativity expressive movements psychological and pedagogical conditions

DOI: 10.24412/2782-4519-2022-3111-36-45

Shakirova E.V., Kalinina S.V. Experience in the implementation of the lotus plan as a way of planning educational work with preschoolers

2022, 3 p. 46–59

Kalinina S.V. , Shakirova E.V.

843

The relevance of the article’s topic. Planning the educational activities of preschoolers is one of the most important and complex areas of work for a kindergarten teacher. The lack of methodological recommendations and a unified form for writing a plan lead to a formal attitude to planning interaction with children and implementing an educational program without taking into account the individual interests and needs of preschoolers.

The aim of the study. The work is aimed at studying the features of planning educational work with children as one of the most difficult areas of the educator’s work, studying the influence of a new form of planning “Lotus-Plan” on the organization of educational activities of a teacher and a child as a technology of targeted planning.

Description of the research progress. The specifics of the professional activity of the educator are considered, in which the main directions of the teacher’s work are highlighted. Based on the survey data of 133 educators in the Ivanovo region, the areas of work that cause the greatest difficulties for teachers are identified. Planning and writing a plan for educational work with children is considered as the most difficult and requires modern solutions to increase the interest of teachers in applying a targeted approach to planning for successful interaction with preschoolers. As a solution to the problem, it is proposed to design educational activities according to the “Blossoming Lotus” method and draw up a lotus plan for a thematic week or an educational project. The experience of introducing a new form of planning on the basis of kindergarten No. 48 of the city of Kineshma, Ivanovo region, is described.

The results of the study. As a practical tool, the article contains a description of the techniques of drawing up a lotus plan, and gives the main directions that can be used as guidelines for planning. The results of the implementation of the lotus plan in the kindergarten of the Ivanovo region are described.

Conclusion. Materials on the study of the attitude of educators to various areas of professional activity are of interest for further analysis. The data on the introduction of a new form of planning in kindergarten allow us to conclude that the drawing up of a lotus plan has a positive impact on the organization of educational work with children and requires more detailed study in the context of the technology of targeted planning of the educational process. The descriptions and illustrations of the completed lotus plans can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method or in organizing thematic weeks.

Keywords: kindergarten lotus plan teacher planning educational activities of preschoolers

DOI: 10.24412/2782-4519-2022-3111-46-59

Smidt W., Embacher E.-M. How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria

2022, 3 p. 66–80

Embacher E-M. , Smidt W.

677

Research on the predictivity of activity settings, preschool teachers’ activities, and children’s activities for interaction quality is inconsistent and cannot be transferred easily to specific national preschool contexts. The present study addresses this issue by assessing the interaction quality of 185 children aged 3–5 years attending 61 preschools in Austria using the Individualized Classroom Assessment Scoring System (inCLASS). Activity settings and activities were captured using a time-sampling method. Having included control variables, regression analyses revealed that scaffolding was positively related to children’s interactions with teachers, free choice was positively related to interactions with peers, and ‘high-yield’ activities were positively related to interactions with peers and task orientation. Teacher-led activities and scaffolding were negatively related to interactions with peers, and ‘low-yield’ activities were negatively related to interactions with peers and task orientation. Effect sizes ranged from small to medium. The findings indicate that opportunities to support children remain untapped.

Keywords: interaction quality activity settings preschool teachers’ activities children’s activities Austria

Download Number PDF