2023, 6

Dalgatov M.M., Gunasheva M.A., Mazilov V.A., Slepko I.N. Russian and foreign experience in studying families who adopted children from war zones

2023, 6 p. 8-18

Dalgatov M.M. , Gunasheva M.A. , Mazilov V.A. , Slepko I.N.

307

Background. The global refugee crisis creates a significant number of problems related to the need to solve political, economic, social, psychological and other issues of organizing the life of forced migrants. The most acute among them are the psychological consequences of forced displacement, which have a negative impact on the subjective well-being, mental health, emotional state and other areas of mental life of the least protected category of refugees – children.

The aim of study. Generalization and systematization of Russian and foreign experience in studying the psychological problems of refugee children, including those left without parental care and adopted into a new family.

Methods. This study is based on a theoretical comparative psychological analysis of Russian and foreign research, the subject of which includes the study of problems in the psychology of refugees.

Results. In the course of the study, typical psychological problems that arise for refugees in situations of forced relocation were generalized and systematized - adaptation disorders, emotional disorders, the development of stressful conditions, irreversible personal changes, etc. A variety of forms and methods of psychological assistance to refugees, including educational and cultural integration, was shown, individual, group, cognitive-behavioral and other types of psychotherapeutic assistance. It is argued that while there is an understanding of the importance of family as a factor in the psychological well-being of refugee children, the amount of research into the problem of host families is clearly disproportionate to the growing number of refugees.

Conclusion. Summarizing the results obtained, the authors formulate the main idea that the host family should be considered as a subject of providing psychological assistance to refugee children in solving typical problems of emotional, personal, behavioral, communicative and other spheres of their life. The successful solution of this problem directly depends on the systematic work of the scientific community to assess the psychological problems of refugee children, the development of adaptive, developmental, correctional and other programs for psychological support of forced migrants.

Keywords: refugees refugee psychology refugee family host family

DOI: 10.24412/2782-4519-2023-6120-8-18

Gabdulkhakov V.F., Zinnurova A.F. Development of historical memory among future preschool teachers in a bilingual university environment

2023, 6 p. 20-35

Zinnurova A.F. , Gabdulkhakov V.F.

364

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment.

The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019–2023).

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing.

The main results of the study were problem areas in the formation (unformation) of students’ historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions.

Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students’ historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.

Keywords: historical memory future teachers preschool education bilingual regions pedagogical diagnostics problem areas pedagogical strategy education of patriotism

DOI: 10.24412/2782-4519-2023-6120-20-35

Ushakova O.S., Yashina V.I. Cognitive aspect of language ability development in preschoolers.

2023, 6 p. 36-45

Yashina O.V. , Ushakova O.S.

417

Relevance of the article. Studies aimed at studying the cognitive aspect of the development of language ability in preschoolers show that the center of the development of language ability is the semantic component that underlies the linguistic development of a preschool child, which includes not only expanding the vocabulary, but also educating children to pay attention to the content of the word, its semantics, enriching connections with other words, because in monologue speech, the meaning of a single word interacts with the semantics of the entire utterance. The formation of coherent monological speech is the central task of the speech development of a preschooler. The work on the meaning of the word, the expansion of the semantic field, the use of the associative principle of vocabulary assimilation, the formation of linguistic generalizations in the assimilation of the grammatical structure of speech develop in preschoolers the arbitrariness and awareness of speech, the ability to sel ect accurate and expressive means when constructing coherent utterances of different types. These provisions apply to mastering not only the native language, but also any other language.

The aim of the study. To summarize the results of research conducted for more than twenty years in the kindergarten No. 215 (then – the preschool department of school No. 324 in Moscow).

Progress of the study. The research conducted under the leadership of F.A. Sokhin, O.S. Ushakova, V.I. Yashina was aimed at developing the theory of language acquisition in preschool childhood, organically combining pedagogical, psychological and linguistic aspects in theoretical analysis and experiment. These studies have shown that children, starting from the younger preschool age, show great interest in language reality, “experiment” with words, create new words, focusing on both the semantic and grammatical side of the language. A necessary condition for their linguistic development is a gradual awareness of linguistic phenomena, i.e. the development of children’s metalanguage activity, which leads to a genuine mastery of the richness of the language.

The research results also showed that enriching the dictionary includes not only expanding its scope, but also educating children to pay attention to the content of the word, its semantics, clarifying the meanings of words, expanding the connections of the word with other words. Along with the semantic side of the word, the problem of lexical compatibility of words also plays an important role, which makes it possible to close the mastery of the semantics of the word with the development of coherent speech.

Conclusions. The formation of elementary awareness of the phenomena of language and speech is one of the most important tasks of both speech and linguistic development, starting fr om preschool age, therefore, we consider this aspect to be central in the initial development of a linguistic personality and understanding the meaning of a word, which is the basic unit of language and the basis of a child’s cognitive development, determines the essence of the development of his language ability.

Keywords: preschool children the meaning of the word semantic component of language ability linguistic development of the child awareness of the phenomena of language and speech cognitive and speech development of preschoolers

DOI: 10.24412/2782-4519-2023-6120-36-45

Shakirova E.V. Open lesson in kindergarten: main features, trends, techniques

2023, 6 p. 46-63

Shakirova E.V.

429

The relevance of research. The lesson is not only a form of organizing the education of preschoolers, but also an indicator of the professionalism of the teacher. At an open or competitive lesson, teachers strive to demonstrate the most modern methods and tools, which makes such events a reflection of the leading trends in preschool education of the present time.

The aim of the study: to identify the specifics of the organization lessons based on competition materials for kindergarten teachers in the Ivanovo region.

Methodology: video analysis of lessons.

Description of the research progress. Remote contests were organized to collect research materials. 188 teachers of preschool organizations from 21 municipal districts of the Ivanovo region took part in them. As a competitive entry, participants sent a video recording of a lesson with preschoolers. As part of the study, a video analysis of lessons was conducted to study their structure and identify the most common and effective pedagogical techniques and tools.

The main results. 188 works of participants of the regional contests “Reading Ushinsky” and “Kindergarten – Modern Format”, organized in 2023, were analyzed. There is a general tendency to overload educational activities with gaming techniques and surprise moments. A common desire to replace children’s initiative and independence with consistent fulfillment of teacher’s tasks has been revealed. Based on the analysis of the contestants’ materials, a diagram of a typical open lesson has been developed, beginning with a sound technique for attracting children’s attention, building in a circle, authoritarian goal setting through a riddle or a surprise moment.

Conclusions. Among the features of competitive (open) lessons, we note the desire of teachers to apply spectacular techniques, methods, means (dressing up, experiments, technical devices), as well as the predominance of adult activity, the suppressive activity of a child. In an effort to show their artistic abilities, teachers take all the initiative, completing most tasks, dominating all types of activities and formulating conclusions. Among the features that characterize open lessons, we highlight the clear construction of educational activities as a system of sequential tasks, united by a conventional storyline (journey, fairy tale), which does not provide for children’s initiative and variability.

The study showed the predominance of entertainment over the educational and developmental goals of organizing open lessons.

Keywords: preschool education lessons educational activities educator

DOI: 10.24412/2782-4519-2023-6120-46-63

Solovieva Y., Akhutina T.V., Pilayeva N.M., Quintanar Rojas L. Neuropsychologial qualitative profiles of learning disabilities in Russia and Mexico.

2023, 6 p. 64-77

Akhutina T.V. , Pilayeva N.M. , Solovieva Yu.V. , Quintanar Rojas L.

169

Child neuropsychology studies brain functional causes of learning disabilities. Such causes might be conformed as types or neuropsychological profiles, each of which might be commonly established during neuropsychological clinical assessment.

The aim of the article is to show the possibilities of historical and cultural approach in neuropsychology for conformation and study of such qualitative profiles. The authors, basing on own experience during more them two decades of direction of neuropsychological assessment, present types of neuropsychological profiles, which are common in Russia and Mexico in cases of learning disabilities, according to diversity of different errors and mistakes found in each particular case.

It’s interesting to notice that there are both coincidence and difference within the process of identification of neuropsychological profiles by specialists. The article discusses the necessity of continuation of clinical analysis of syndromes as typical and atypical qualitative profiles in order to understand and provide optimal assessment and treatment in cases of learning disabilities.

Keywords: neuropsychology learning disabilities neuropsychological developmental assessment remedialdevelopmental education neuropsychology online

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