2023, 2

Komarova I.I., Tishchenko A.S. The world of early childhood education in the 21st century

2023, 2 p. 16-33

520

The relevance of the subject of the article. The topic of the transformation of education today is extremely relevant, since in the last 10–20 years the approach to the role of preschool education / Early Childhood Care and Education of young children around the world has changed globally. This forced the world community to reconsider its approaches to education and hold a series of congresses, conferences and symposiums dedicated to the transformation of national education systems (Komarova, 2018).

The article is devoted to the systematization of the data presented and discussed at the UNESCO World Conference in Uzbekistan, presented by 150 heads of state, ministers or representatives of ministries, heads of NGOs and international organizations in the field of early childhood education and upbringing.

The purpose of the study is to present and analyze the diversity of approaches of different countries to solving the problems of preschool education in order to create conditions for human survival and development that ensure sustainable development.

Description of the research progress. The authors analyzed the educational statistics of several groups of countries: post-Soviet countries; developing countries; developed countries; countries that have long used innovative approaches in the upbringing and education of young children, etc. The authors have published several reports on this topic (Karakchieva et al., 2022; Komarova, Chabrova, 2022). The data obtained earlier were compared with studies of certain aspects of preschool education and upbringing, developed by groups of scientists and aimed at concepts that are recognized as important in the current situation, for example, research on the neurophysiology of early childhood or the ecologization of childhood, etc. These data were also compared with those characteristics of the state of ECCE, which were given by the heads of state, ministers responsible for ECCE.

Research results. As a result of the study, material on the state of ECCE in various countries of the world, on further development directions was systematized.

Conclusion. The global education system is changing. The need for these changes has been felt by most countries in the world. These changes lead to changes in educational policy, access to education, the emergence of new objects and subjects of education, the formation of a new structure of the sciences of education, the formation of pedagogy and psychology as scientific disciplines with their own assessment system, etc.

Keywords: ECCE preschool education young children ministry of education educational policy transformation of education ecologization of childhood educational coverage legislation in the education system

DOI: 10.24412/2782-4519-2023-2116-16-33

Sheveleva D.E. Children with speech disorders in an inclusive kindergarten: how to build communication

2023, 2 p. 34-43

Sheveleva D.E.

422

The relevance of the subject of the article. The article is devoted to the communication of children with speech disorders in an inclusive kindergarten. Staying in the environment of healthy children has a positive effect on socialization and the formation of communication skills in preschoolers with disabilities. But meanwhile, there may be a contradiction between the social conditions of preschool inclusion and the real opportunities for communication in some children. These contradictions affect children with speech disorders. These children, due to speech pathology, are not capable of full communication. Therefore, the problem of communication and socialization in preschoolers with speech disorders should be solved.

Description of the research progress. Studies on age periodization, according to which communication develops between preschoolers who do not have speech pathologies, are analyzed. The author of the article refers to the brain organization of speech and shows its systemic nature from the point of view of the participation of different brain areas. As a theoretical basis, two classifications of speech disorders are given in the article, with the help of which speech pathologies in childhood are studied; in the future, in accordance with this classification, according to the form of speech pathology, work is carried out to eliminate speech defects. The article has an interdisciplinary character and integrates psychology, pedagogy and speech therapy.

Research results. The work on speech correction begins with the diagnostic stage. Diagnostic examination, which establishes the state of active and passive speech in a child, is based on the position on the systemic structure of speech functions. The article shows that speech has a systemic structure – from elementary to the most complex forms. Speech therapy classes have different aims and structure, depending on the correctional focus on a particular speech defect. In addition to speech therapy classes, recommendations are given on the development of etiquette speech and on the formation of communication skills within the framework of a role-playing game and theatricalization.

Conclusion. Working in a kindergarten to restore speech reduces the “risk zone” for socialization. With sufficient communication, children acquire the possibility of full inclusion in the peer environment.

Keywords: inclusive preschool education children with speech disorders social integration speech therapy examination speech development and correction methods of social inclusion

DOI: 10.24412/2782-4519-2023-2116-34-43

Shakirova E.V., Kuzmin S.V. Understanding by educators the importance of electronic learning tools in the educational activities of preschoolers: a threat to communication or an opportunity for development?

2023, 2 p. 44-53

Shakirova E.V. , Kuzmin S.V.

804

The relevance of the subject of the article. Preschool educational organizations are actively implementing various electronic learning tools – laptops, interactive whiteboards, digital laboratories, 3D pens and much more. The use of these tools to enrich the educational activity of the child and increase the diversity of his independent activity is an important task of modern preschool education. The research of the attitude of teachers to the use of technical devices in working with children is an urgent problem, the study of which will reveal the features of the use of electronic learning tools by educators.

The aim of the study: to identify the attitude of educators to the use of electronic learning tools in the educational activities of preschoolers.

Methodology: individual structured interview.

Description of the research progress. The sample consisted of 50 teachers of preschool educational organizations in Ivanovo. Teachers were asked to answer a number of questions on the use of electronic devices in their professional activities. The statements showing the respondent’s attitude to the use of technology in working with children, the opportunities for the development of the child that the teacher sees in the use of modern technology, the problems and difficulties encountered in the process of using electronic devices were carefully studied.

Research results. Educators actively use technical devices in working with children. Most often, technical devices are used by teachers to increase the visibility of classes, as well as a surprise moment to attract the attention of children. Most of the interviewed educators would not like to use technical devices in every exercise. They explain this by the fact that it is more important for a preschooler to gain experience of live communication, subject activity and independent work with various materials. Among the main problems of teachers in working with technical devices, one can single out the unavailability or malfunction of electronic means, as well as the lack of consumables and the difficulty of mastering computer programs.

Conclusion. The main problem in the attitude of teachers to modern technical devices is the contradiction between the wide opportunities for conducting classes that technology gives to the educator, and the possible harm to the health and development of the child. Teachers regard electronic learning tools as a resource for additional audiovisual support of classes and do not see the potential of technical devices to enrich children’s independent activities in the classroom and in the play. Using technical devices in working with children, teachers proceed from the leading position of an adult and define the lesson as the leading organizational form of work with preschoolers.

Keywords: preschool education electronic learning tools educators technical devices kindergarten

DOI: 10.24412/2782-4519-2023-2116-44-53

Belobrykina O.A. Simplification of preschool childhood in the context of educational standardization

2023, 2 p. 54-64

Belobrykina O.A.

569

Relevance (context) of the subject of the article. The role of the play in preschool age is a priority. At the same time, the predominance of the cognitive dominant in educational standards has an adverse effect on the full living of a child of preschool childhood. When discussing the problem of standardization of education, special attention is paid to the forecasts of D.B. Elkonin, that did not loose their importance today regarding the reform of education in general and preschool education in particular. It is noted that the idea of “high standards of education”, implemented through the introduction of programs for the early development of intellectual skills in children and their preparation for the use of high technologies in the future, simplifies the development of a preschooler.

Organization of the research. The purpose of the study was to determine the presence of ontogenetically successive types of play in the system of additional education of preschoolers. The research method was a content analysis of the content of advertising products for services offered by institutions of additional education for children of early and preschool age. More than 500 advertisements have been analyzed. The analysis showed that the list of proposals is dominated by areas focused on the knowledge component, many of which prevent the formation of age-related neoplasms.

Research results. The results of an analytical study of the services offered by institutions of additional education for young and preschool children indicate the dominance of the school preparation service, the implementation of which begins from 2–3 years of age. The ratio of “developing” services for children offered by extracurricular institutions is shown, in which there is completely no orientation to the leading type of activity of a preschooler – the play. It is indicated that the implementation of both basic and additional education for preschool children in modern conditions is carried out with the predominant use of school forms and teaching aids.

Conclusions. The analysis showed that the use of school forms, methods and techniques when teaching preschoolers in preschool and additional education institutions outside the reliance on the leading type of activity deprives children of a full-fledged childhood. Limited by the framework of educational and other standards, preschool childhood today is deprived of the means to construct the image of adulthood, the image of the social future and the prospects of one’s own individual formation.

Keywords: educational reforms educational standards childhood preschool age leading activity simplification of development game deprivation

DOI: 10.24412/2782-4519-2023-2116-54-64

Fleer M. How conceptual playworlds create different conditions for children’s development across cultural age periods – a programmatic study overview

2023, 2 p. 65-80

Fleer M.

582

Background. As educational systems around the globe increasingly focus on delivering outcomes and evidence of early childhood education, questions are asked about how increasing the cognitive load on children in preschool settings impacts their development.

Objective. To better understand this problem, a five-year programmatic study was funded by the Australian Research Council with the objective of researching conceptual play as an intervention, studying imagination in play and imagination in science, engineering, and technology.

Design. The study design featured 3,000 teachers, 100 families, and 120 focus infants and toddlers in Australia who were followed for five years.

Results. The study is currently underway. This paper gives an overview and conceptualisation of the research, and the midterm findings. The project expects to generate new knowledge about the concept formation of infants, toddlers, and pre-schoolers under the conditions of a Conceptual PlayWorld in play-based settings and homes.

Conclusion. The projected outcomes are expected to include understanding about how concepts can be intentionally taught in play settings and learned at home for particular cultural age periods. Significant benefits will include increased knowledge of how exposure to these concepts in the formative years affects children’s development.

Keywords: play drama cultural-historical theory cultural age periods conceptual play Conceptual PlayWorlds imagination

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