2022, 4

Gabdulkhakov V.F., Shishova E.O., Zinnurova A.F. The development of thinking in older preschoolers as the ability to reason in conditions of bilingualism

2022, 4 p. 10–21

Shishova E.O. , Zinnurova A.F. , Gabdulkhakov V.F.

238

The relevance of the article’s subject is due to the need to develop bilingual children’s thinking in their second language – Russian. Reasoning is one of the forms (units) of thinking. We assumed that if, during the acquaintance of children with the works of children’s literature, an analysis of the structure of reasoning is carried out – to determine the main idea (thesis), the type of connection of arguments (sequential, parallel, mixed), to find (and formulate) a conclusion, to distinguish between full and abbreviated reasoning, to use special (lexical) means of connecting parts of reasoning – then the efficiency of reproducing the text heard and discussed, the quality of constructing one’s own reasoning will increase significantly.

The purpose of the article is to show the results of a study on the implementation of the methodology of working on reasoning in the process of familiarizing older preschoolers with works of children’s literature. Reasoning is understood as a unit of thinking, as a compositional form of speech, a functional type of speech that is more characteristic of the scientific style of speech, but is also present in fiction in the form of an author’s view, an author’s assessment and an author’s interpretation of facts.

The course of the study. The pedagogical experiment was conducted on the basis of preschool institutions of the Republic of Tatarstan, in which children learn two languages – Russian and Tatar. At the same time, Tatar is their native language. The experiment took place in 2020-2022. The data obtained were compared with control groups in which no work on reasoning was carried out. The total number of subjects was 476 children of senior preschool age (236 in experimental groups, 240 in control groups). Russian Russian literature In a pedagogical experiment, we tried to focus children’s attention on the structural features of reasoning in works of Russian fiction, to use the identified features in the construction of children’s own statements-reasoning in Russian.

The results of the study turned out to be significant: there are practically no changes in the number of correctly constructed arguments in the control groups, in the experimental groups there is a significant increase (on average by 30%). This proved the positive effect of working on the structure of reasoning.

Conclusion. The results of the study convince that the work on the development of bilingual children’s abilities to reason in Russian should be connected with the definition of the main idea of the work of art, with the identification of arguments proving the main idea of the author, with the formulation of the conclusion that the author wanted to convey to the reader. In this regard, it is recommended to: teach children to find and build a complete reasoning (thesis, proof, conclusion) that explains the ideological content of a fairy tale or story; identify brief (or abbreviated) arguments in literary texts, explain which parts of it and why they are abbreviated; find consistent, parallel and mixed connection of arguments in the arguments and independently build in their statements; use special reference words to connect the thesis with arguments, arguments with the conclusion; offer children tasks, exercises aimed at constructing their own reasoning on various topics.

Keywords: older preschoolers thinking reasoning bilingualism text analysis thesis argument conclusion

DOI: 10.24412/2782-4519-2022-4112-10-21

Kalabina I.A., Vinogorova V.N. Children’s subculture as a factor in the formation of the financial culture of older preschool children

2022, 4 p. 22–31

Vinogorova V.N. , Kalabina I.A.

410

Justification of the study. Increasing the financial literacy of the population is one of the priority areas of the policy of the Russian Federation. The Strategy for Increasing Financial Literacy, approved by the Government of the Russian Federation, singles out work with preschool children as an educational area. At the same time financial literacy is not the only basis for the formation of financially literate and rational behavior. A number of studies put forward the thesis about the need to form the financial culture of the individual as a broader concept that includes knowledge, skills, moral and value aspects. In relation to preschool children, it is necessary to substantiate aspects of financial culture and the factors influencing its formation. Recent research shows the role of family factors and educational institution, but little consideration is given to the influence of the children’s community and the possibilities of the children’s subculture.

Description of the study. The research procedure included a conversation with children aimed at studying financial and economic representations, whether children have piggy banks, play as elements of a children’s subculture associated with the financial culture of preschoolers; solution of economic problems; unfinished stories and case studies aimed at studying value orientations and financial behavior. The study involved 52 children of senior preschool age from various cities of Russia.

Results. The study revealed a connection between the preferred games and the ways of solving financial and economic situations by children, between the presence of piggy banks, the experience of accumulation and the ability to postpone desires, and the difference in making financial decisions.

Conclusion. The data obtained confirm the assumption about the influence of children’s subculture as a factor in the formation of financial culture of older preschool children. Such elements of children’s subculture as piggy banks, play on financial and economic topics are available means of forming and developing financial culture in children.

Keywords: children’s subculture collecting piggy bank senior preschool age financial culture

DOI: 10.24412/1997-9657-2022-4112-22-31

Brofman V.V., Masterov B.M., Tekoyeva Z.S. Development therapy: mediation and a window of childhood opportunities

2022, 4 p. 32–49

Masterov B.M. , Brofman V.V. , Tekoyeva Z.S.

556

Relevance. The article is devoted to the search for opportunities that are provided to a child in modern childhood. Modern childhood, on the one hand, provides children with extraordinary opportunities for development, such as the use of digital devices to implement various ideas, mastering various aspects of culture not only from books, but also through direct acquaintance with the original cultural samples in various museums in different countries. But on the other hand, the wide opportunities associated with travel and acquaintance with modern achievements of science and technology simultaneously generate situations of uncertainty in which children find themselves: for example, such as a pandemic. Society faces the task of realizing the changes that humanity is facing. Flights into space, robotization processes, the emergence of artificial intelligence, etc. poses a new problem of learning. Children and adults are increasingly in a situation of uncertainty.

The aim of the study. To show the possibilities of developmental therapy from the perspective of developmental psychology and psychotherapy on different groups of children.

Description of the research progress. The study was conducted on a group of children who survived the terrorist attack in preschool and primary school age (Beslan, 2004 – 40 children) and children who found themselves in a situation of emotional distress and stress during the pandemic (2020–2021 – 20 children). Group and individual classes were held in offline and online format.

Results. There is a very special task of restoring the normal course of mental development of those children who have experienced unusual situations associated with existential experiences. The possibilities of meeting with negative situations gives rise to fear of the future, which slows down children’s development and limits the horizon of the formation of the personality of a modern person. Studies show that methods aimed at the development of children in certain conditions can achieve a stable psychotherapeutic effect and emotional harmonization, and can be used to work, including with fears. It was shown that such tools as visual models and the author’s symbol can be used for development and psychotherapy, which is developmental therapy in conditions of unpredictable future and uncertainty.

Conclusion. Adaptation to the challenges of the time is becoming one of the important tasks of supporting the development of a modern child. One of the forms of such support is developmental psychotherapy, the theoretical foundations of which are set out in the proposed article.

Keywords: psychotherapy developmental psychology humanistic psychology developmental therapy correction mediation visual modeling author’s symbol

DOI: 10.24412/1997-9657-2022-4112-32-49

Mikheeva E.V. Formation of musical and aesthetic ideas in preschool children in performing activities

2022, 4 p. 50–61

Mikheeva E.V.

368

Relevance. The problems of aesthetic education of preschool children are caused by the increasing need of society for creative personalities. Musical art most effectively contributes to the development of a holistic, versatile and developed personality, the formation of its cultural potential, as well as needs and interests, therefore it should be one of the fundamental components of modern education. The article presents the results of a theoretical study and practical testing of the problem of the formation of musical and aesthetic ideas in children of senior preschool age.

The aim of the study is to develop a system of performing activities for preschoolers, which ensures the formation of their musical and aesthetic ideas. The methodological basis of the study was a culturological approach that determines the development of a pedagogical model of the aesthetic development of a personality, which ensures activity and independence in activity; the principle of cultural conformity, which acts as a special pedagogical technique for acquiring knowledge by activity, in the process of mastering musical culture.

Research progress. Experimental work was carried out with chilren of senior preschool age (6–7 years old) in the village of Podgorodnyaya Pokrovka, Orenburg region. The experiment consisted of three stages, within which we identified the existing levels of musical and aesthetic representations in children of senior preschool age, implemented the pedagogical conditions for the formation of musical and aesthetic representations in children by means of performing activities, and tested the effectiveness of pedagogical conditions.

The practical significance consists in determining the content of performing activities of older preschool children in preschool education, which ensures the positive dynamics of the formation of musical and aesthetic ideas; structured pedagogical diagnostics of musical and aesthetic ideas of children of senior preschool age.

The results of the study can be used by teachers of preschool educational organizations and institutions of additional education, students of pedagogical universities and students of pedagogical colleges; useful in the development of educational programs for preschool and additional education.

Conclusion. The system of formation of musical and aesthetic ideas in children of senior preschool age in performing activities is determined by a special set of pedagogical conditions: determining the content of musical and performing activities of children of senior preschool age; provision of a creative musical and educational environment in a preschool educational organization that promotes the formation of musical and aesthetic ideas in children; organization of interaction with the parents of pupils on the formation of their musical and aesthetic ideas.

Keywords: preschool education musical education musical and aesthetic ideas pedagogical conditions performing activity

DOI: 10.24412/1997-9657-2022-4112-50-61

Morozyuk S.N., Morozyuk Yu.V., Kuznetsova E.S. The algorithm of consultative work with mothers with the style of parental attitude "Severity of sanctions"

2022, 4 p. 62–68

Morozyuk S.N. , Kuznetsova E.S. , Morozyuk Yu.V.

242

The relevance of the topic of the article. The article discusses the characteristic features of the style of parental attitude “Severity of sanctions” (Eidemiller E.G., Justickis V.V.). It is revealed 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. The authors also compiled a reflexive portrait of the mother with this style of parental attitude, according to which the reflexive strategies and tactics of the mother’s behavior when communicating with the child are clearly visible. A mental map and an algorithm for consulting work with the mother are also presented.

The aim of the study. The results of an empirical study of the relationship of the style of parental attitude “Severity of sanctions” with the peculiarities of the mother’s reflection are presented. On the example of this style of parental attitude to the child, the reasons preventing the formation of the 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 dyads of mothers with children. Respondents have higher education (67%), are married (51%), work (70%) and have more than one child (45%).

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.

Keywords: parental attitude style reflection reflexive portrait of personality

DOI: 10.24412/1997-9657-2022-4112-62-68

Mochida S., Sanada M., Shao Q., Lee J., Takaoka J., Ando S., Sakakihara Y. Factors modifying children’s stress during the COVID-19 pandemic in Japan

2022, 4 p. 69–80

Takaoka J. , Sanada M. , Sakakihara Y. , Mochida S. , Lee Jiwon , Ando S. , Shao Q.

242

We explored the factors associated with the stress signs among children during the COVID-19 pandemic in Japan. Although children showed increased stress signs, they also showed increased development of good behavioral traits during this period. Parenting styles were significantly correlated with the psychological and physical stresses experienced by children. While a punitive parenting style had significant correlations with increased psychological and physical stress, a warm and permissive parenting style had positive correlations with increased good behavioral traits and behaviors of children even during the pandemic. Social support enhanced mothers’ self-esteem and positive perceptions among children. These findings provide us with important clues to support families, during the era of the COVID-19 pandemic.

Keywords: COVID-19 stress signs parenting styles PTSD children behavioral traits

Download Number PDF