2024, 1

Sobkin V.S., Ryabkova I.A., Sozinova I.V. Emotional well-being of preschoolers in their family (based on a psychological analysis of children’s drawings)

2024, 1 p. 4-18

Sozinova I.V. , Ryabkova I.A. , Sobkin V.S.

435

Relevance. This article is devoted to the problem of comparative analysis of preschoolers’ drawings on the theme “My family”, brought up in a full or incomplete family. This topic is extremely relevant not only because of the increase in divorces in Russia and the related difficulties of raising and developing young children, but also from the point of view of the data collection method. Typically, surveys of parents and other caring adults are used in such studies, while the “voice of a child” remains unaccounted for. The purpose of this work is to explore the possibilities of using children’s drawings to diagnose the peculiarity of the social situation of development in a modern family and the emotional well–being of a child in the family.

Research methodology and progress. The projective technique “Family Drawing” as modified by the authors was used in the work. The study involved 44 children from 4 years 9 months to 7 years, average age 5 years 10 months; 18 boys and 26 girls (41% and 59%).

The result of the study made it possible to confirm the invariance of the significance of various parameters of the children’s drawing on the theme “My family” over the past 25 years. Three key bipolar factors were identified for evaluating children’s family drawings: “Structured relationships in the family – Adult dominance”, “Inclusion in the family structure – Detachment from the family” and “Loneliness – Positive emotional connection with the father”.

Conclusions. These factors make it possible to record the peculiarities of the emotional well-being of modern boys and girls raised in full and incomplete families. Firstly, the girls’ drawings clearly show positive emotional well-being, identification with the mother and orientation towards traditional gender-role relationships in the family, while the boys’ drawings are distinguished by the dominance of the parental position of adults and the child’s identification with the family as a special social group. Secondly, the emotional well-being of children from single-parent families is clearly worse than that of children from full families, and boys from single-parent families find themselves in the most difficult social situation of development.

Keywords: preschoolers family relationships children’s drawings drawing «My family» children from single-parent families gender differences in preschoolers well-being of a preschooler

DOI: 10.24412/2782-4519-2024-1121-4-18

Shiyan O.A., Korotun Y.Y. Narrative practice of “Fairy tales with provocations” as a space for the development of creative thinking in preschoolers

2024, 1 p. 19-31

Korotun Y.Y. , Shiyan O.A.

385

Background. The development of creative thinking is one of the important tasks of early childhood education. It is important to understand the role children’s activities, particularly story-telling, can play in this development. Of particular interest are narrative practices that create a social situation that supports children’s writing.

Objective: to analyze the influence of the narrative practice of “fairy tales with provocations” on the development of creative (dialectical) thinking of older preschoolers and individual parameters of fairy tale stories that children create.

Methods. The study involved 60 children aged 6-7 years. To diagnose creative (dialectical) thinking, the “What can happen at the same time?” (Veraksa N.E.) technique was used; to diagnose creative thinking and the ability to create symbolic images, the “Fire” subtest was used (the “Three Stories” method by Shiyan O.A.). We proposed the narrative practice “Fairy Tales with Provocations” as a way to activate children’s creative thinking.

Results. According to the results of the initial diagnostics, no significant differences were found; the results of the children in the experimental and control groups did not have any of the study parameters. The final diagnostics showed that in the control group no significant positive changes were found compared to the initial diagnosis in any of the studied parameters, while in the experimental group significant positive changes were found at a significant level in everyone according to all measurable parameters: creative (dialectical) thinking, creative transformations and artistic (symbolic) image in narratives, as well as the structure of narratives.

Conclusion. The study showed that the narrative practice “Fairy Tales with Provocations” is an adequate way to develop creative (dialectical) thinking, and also has a positive effect on the stories that children create: they become more complex and structured, they contain more creative transformations and artistic (symbolic) images. All this suggests that such symbolic activities as writing fairy tales are an important space for the development of children’s creativity. The results can be used to build educational work with children based on the resource of children’s activities.

Keywords: creative (dialectical) thinking children’s narratives storytelling preschool age

DOI: 10.24412/2782-4519-2024-1121-19-31

Gabdulkhakov V.F. The relationship between pretend play and storytelling in preschool age

2024, 1 p. 32-43

Gabdulkhakov V.F.

430

The purpose of the article is to show the results of a study on the entropy of functional and subject literacy of children of preschool and primary school age in the conditions of continuity of the preschool (preschool) and primary stages of education. The dominant strategies in educational practice to counter entropy (negentropy models) are identified and analyzed. The empirical basis of the study was educational institutions in Tatarstan, Chuvashia, Leningrad, Novosibirsk regions. In the course of diagnosing the level of development of functional and subject literacy in children of preschool and primary school age, it was found that both types of literacy tend to entropy – to the loss of formed knowledge, skills, universal educational actions, and competencies. The dominant strategies for the formation of functional and subject literacy, identified from the work experience of teachers, have different counteractions to entropy. However, it is not yet completely clear which strategies should be given preference.

The problem is that the selected strategies (models) for countering entropy do not sufficiently take into account bifurcation zones (zones of unexpected loss of formed knowledge and skills); teachers do not always understand what works for functional literacy and what works for subject literacy. how to combine or integrate methodological means of functional literacy and methodological means of subject literacy.

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at international and all-Russian scientific and practical conferences, and mathematical data processing. In total, 701 teachers (347 kindergarten teachers and 354 primary school teachers) took part in the experiments (diagnostic and formative) over three years (2020-2024), the prerequisites for functional and subject literacy in children 6-7 years old were studied (324 dialogues), as well as functional and subject literacy in children 7-10 years old (453 answers).

The main results of the study were the dominant models: 1) integrated development of functional and subject literacy; 2) parallel development of both literacy; 3) the formation of subject literacy without integration with work on the development of functional literacy. It has been proven that the most effective model for the formation of functional and subject literacy is the model associated with the formation of only subject literacy: this model ensures the development of both subject and functional literacy.

Conclusions: the results of the study indicate that in preschool and school institutions in Russia there are still few variable models that can counteract the entropy of functional and subject literacy of children of preschool and primary school age. Models, technologies, and didactic means of developing functional and subject literacy in children of preschool and primary school age may become promising areas of pedagogical research.

Keywords: entropy functional literacy subject literacy strategies negentropy models preschool education primary education

DOI: 10.24412/2782-4519-2024-1121-32-43

Iakshina A.N., Smirnova V.N. The relationship between pretend play and storytelling in preschool age

2024, 1 p. 44-53

Smirnova V.N. , Iakshina A.N.

313

Background. Storytelling and play with an imaginary situation are important components of a high-quality preschool education, but in the scientific field there are very few studies that analyze the nature of their relationship in preschool age.

Objective: to analyze the interrelation between pretend play of preschoolers and the key features of individual storytelling.

Methods. The study involved 56 children aged 6-7 years. To study the features of the development of play in preschoolers, we used the play diagnostic tool of E.O. Smirnova and the “challenge-response” parameter of L.I. Elkoninova. To study the characteristics of children’s narratives (stories invented based on their own drawings) – the method by O.A. Shiyan «Three Stories».

Results. The sample included children with both high and low levels of development of pretend play (mean= 19.55, sd= 5.34, min=6, max=30), 26.7% of children were found to have “challenge-response” play. Most often, when creating narratives, children used normative (mean=3.86, sd=2.21) and symbolic means (mean=1.48, sd=1.9). A significant interrelation was found between the level of development of play and symbolic and normative means in children’s narratives (p<0.01).

Conclusion. Overall score according to the method of E.O. Smirnova, as well as such parameters of play as play substitution and play idea, turned out to be associated with both symbolic and normative means in children’s narratives. The ability to create a symbolic character in storytelling and action from a role in play, spatial and subject substitution have a similar mechanism and imply the ability not only to create, but to deploy and maintain one’s image. The interrelation indicates a similarity in the use of normative means when constructing play plots and creating individual stories. The results can be used in developing a strategy for complex play support in preschool organizations, as well as in professional development programs for preschool teachers.

Keywords: play storytelling narrative pretend play preschool age

DOI: 10.24412/2782-4519-2024-1121-44-53

Krivtsova T.V. Lev Vygotsky: culture as the basis of development. A step towards educational technology

2024, 1 p. 54-66

Krivtsova T.V.

781

Relevance. Observing the modern processes taking place in the educational society, it is impossible not to note the marked generation gap and, as a result, the depreciation of cultural ideals and values among young people and the younger generation. The article presents the experience of testing the pedagogical technology “Artifact”, based on the key ideas of the cultural and historical approach and designed to make cultural artifacts the semantic and value core of the educational process of a preschool educational organization.

Progress of the study. The study involved 147 preschoolers aged 4 to 7 years attending preschool educational organizations in Moscow and the Voronezh Region. The study was supposed to design a complex of psychological and pedagogical conditions for the development of a cultural sample by a child through the acquaintance of preschoolers with a cultural artifact, the restoration of cultural meanings and contexts, and to obtain products of children’s creativity (children’s artifacts) created on its basis.

The results of the study. In each age group participating in the study, the original cultural artifacts were identified and based on them, various children’s artifacts with partial or complete reproduction of mastered cultural samples were obtained using the Artifact technology.

Conclusions. A cultural artifact, as an entry point into culture under specially designed psychological and pedagogical conditions, is an object of cognition appropriate to preschool childhood and a source of a cultural sample offered to a child for development in the zone of proximal development. Being a part or the basis of a children’s creative product (children’s artifact), a cultural sample becomes a particle of the culture of the future and an important condition for the formation of a conscious and value-based attitude of the younger generation to cultural heritage. Thus, the Artifact technology has been successfully tested in the conditions of real pedagogical processes in kindergartens and can be recommended for solving problems related to the implementation of a value-oriented component of educational programs and the assignment of traditional Russian values by preschoolers.

Keywords: cultural-historical psychology zone of proximal development cultural artifact cultural development cultural pattern children’s artifact educational technology «Artifact»

DOI: 10.24412/2782-4519-2024-1121-54-66

González-Moreno C.X., Solovieva Y., Quintanar-Rojas L. Assessment of creative imagination at school age

2024, 1 p. 67-80

González-Moreno C.X. , Solovieva Yu.V. , Quintanar Rojas L.

312

Creative imagination is studied at the materialized, perceptual and verbal levels in school-age children. Fifty children from a private school in Puebla, Mexico participated. An evaluation protocol was applied in a collaborative and interactive way under the concept of the zone of proximal development that involves the participation of the evaluator and the use of various types of support: dialogic conversation, repetition of instruction and orientation questions. The results reveal that children access materialized and perceptual action tasks more easily than verbal ones. These results are discussed in terms of the possible implications of the development of creative imagination for school age.

Keywords: imagination creative act childhood education development psychology

DOI: 10.24412/2782-4519-2024-1121-67-80

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