2024, 2

Chernokova T.E., Rakitina P.A. Quest game as a means of developing the ability for visual modeling in older preschool children

2024, 2 p. 12-21

Rakitina P.A. , Chernokova T.E.

270

Relevance. The ability to visually model is a universal ability that is formed in preschool age. Children’s mastery of this ability is an important indicator of the child’s mental development and intellectual readiness for school. The quest game is the least studied method of developing the ability to visually model in children.

The aim of the study is to explore the possibilities of using the quest game as a means of working on the formation the ability to visual modeling in preschool children.

The methodology. The study included three stages: ascertaining, forming and control. To diagnose the ability to visual modeling in children, L.A. Venger’s “Schematization” technique was used. The methodology for developing children’s ability for visual modeling through quest games was based on the following conditions: 1) developing the ability for visual modeling should be carried out in stages: from teaching children to use ready-made visual models to learning to create them; 2) each quest game must include tasks that involve the use of different types of models (spatial, temporal, mathematical, logical) in a single plot. The study involved 41 children aged 5-6 years.

Research results. The analysis of the results of the ascertaining stage showed that 43% of children aged 5-6 years who participated in the study had a low ability to visual modeling. The results of the control experiment indicate the effectiveness of the work carried out: indicators of the ability to visually model the children participating in quest games increased; the number of children who showed a low level decreased by 15%.The positive dynamics are due to the following circumstances: 1) The quest game is a fun form of organizing correctional and developmental activities for preschool children; 2) The form of the quest game allows you to include tasks for both the usage and the creation of visual models by children; 3) The quest game makes it possible to use different types of models: spatial, temporal, mathematical, logical, regardless of its plot.

Conclusions. The data obtained confirm our assumption that the quest game can be considered as a means of forming the ability to visual modeling in older preschool children.

Keywords: ability for visual modeling preschool children correctional and developmental work quest game

DOI: 10.24412/2782-4519-2024-2122-12-21

Krasheninnikov E.E. Problems of psychological development of a child in the mirror of puppet theater games: Petrushka Theater

2024, 2 p. 22-32

Krasheninnikov E.E.

425

Relevance. The problems of puppet theater in kindergarten are analyzed in the article at the intersection of two areas of psychological knowledge: the psychology of play and the psychology of art. Asking to what extent playing puppet theater with preschoolers is an art and a game and has a developing effect allows us to discover new features of the organization of the theatrical process in kindergarten.

The aim of the study is to research of the possibilities of one of the types of puppet theater (Petrushka theater) for the psychological development of preschool children.

The methods are historical analysis; phenomenological analysis; case analysis (the article analyzes the experience of staging “Petrushka” performances in the kindergarten “White Rabbit” “School No. 547” in Moscow; the building of an extra-theatrical space (both subject and activity), the design of the linguistic environment of the performance).

Progress of the study. The article presents a brief history of the Petrushka theater in Russia with its characteristic properties: areal character, improvisation and violation of norms accepted in certain strata of society; this places petrushka performances in the space of the “carnival culture” of M.M. Bakhtin and the Russian laughing culture of D.S. Likhachev. It is proposed to consider the Petrushka theater as a form of working with the normative space, loosening it both in order to develop a creative attitude to the norm, and to reveal deeper relationships in the surrounding world.

Research results. The transformation of the Petrushka theater into an agitation or children’s performance with an unambiguous morality deprives it of its specificity and inherent possibilities. The article examines the behavior of a preschooler during a performance, which can be expressed in a direct reaction to what is happening or in a detached spectator; both positions take children’s activities beyond play and art. The Petrushka theater, in which the norm is a natural and active perception of what is happening, becomes a mediating form in which a new norm of contact with a work of art is being established.

Conclusions. The Petrushka theater is a cultural form of violation of the norm: the norm is violated in a normative, specially constructed space of theatrical action, when the normative space of the child expands and opens up a space of opportunities for his own creativity.

Keywords: development puppet theater laughter normative space direct and indirect perception creation of a new norm

DOI: 10.24412/2782-4519-2024-2122-22-32

Iakshina A.N., Smirnova V.N. Indirect play support: the influence of storytelling on pretend play development in preschool age

2024, 2 p. 33-47

Smirnova V.N. , Iakshina A.N.

332

Relevance. Currently, in most preschool groups there is a minimum level of quality conditions for supporting play. The task is to improve the quality of play support. The article examines the developing potential of regular practice of storytelling as a part of indirect play support in preschool setting.

The aim of the study: to analyze the influence of regular storytelling experience on the development of pretend play.

Methods. 38 children aged 6-7 years from two preschool groups took part in a pedagogical experiment (duration – 7 months). For the initial and repeated assessment of the level of play development we used E.O. Smirnova’s diagnostic tool and the “challenge-response” parameter (L.I. Elkoninova); to assess the level of imagination development – the tool “Where is whose place?” (E.E. Kravtsova). In the experimental group, conditions were created for regular practice of storytelling based on children’s drawings. The results of the pedagogical experiment were assessed by the presence of a shift in the level of development of play and imagination in the experimental and control groups before and after the pedagogical experiment.

Results. Based on the analysis of more than 600 children’s stories, 3 types of children’s stories were identified and 5 trajectories of development of children’s storytelling were described. During the experiment, children moved from a description and sequence of actions to more complex structure with culmination. Statistical analysis revealed significant differences in the level of development of play and imagination before and after the pedagogical experiment (p<0.01) only in the experimental group.

Conclusions. Regular storytelling is a significant condition for the development of the cognitive aspect of the play associated with substitution, symbolic actions of the child, plot features, as well as the affective side of play associated with the creation of a situation of challenge and response. Storytelling can be seen not as the only necessary condition for the development of play, but as an additional condition (part of indirect support) that expands the capabilities of children playing. The results can be used in developing a strategy for complex play support in preschool organizations.

Keywords: play storytelling pretend play play support preschool age

DOI: 10.24412/2782-4519-2024-2122-33-47

Belobrykina O.A., Lidin K.L. Emotional content of modern children’s toys

2024, 2 p. 48-59

Lidin K.L. , Belobrykina O.A.

517

Relevance. The toy is a carrier of strong emotionally loaded images. Historically, it acts as an intergenerational translator of culture and is one of the most important factors in the socialization of a child. At the same time, the modern toy market is not regulated in any way in terms of emotional and figurative content. This makes it necessary to analyze the emotional and imaginative qualities of game products for children from the perspective of its developmental function.

Progress of the study. The aim of the study is to identify the emotional content of toys recommended by manufacturers and sellers for preschool children. A sample of 150 photos of toys for preschool children taken in children’s goods stores, on manufacturers’ websites and the most popular marketplaces was carried out. To process the data, the “Image Expert” program was used, which includes a battery of measured image parameters that take into account the modalities of human perception in their expression through specific emotions.

Research results. A quantitative analysis of the range of gaming products included in the research complex, offered for preschool children by manufacturers, stores, and electronic trading platforms, showed that intellectual and constructive toys predominate in the total volume. The analysis set also included soft and interactive toys, professional and household play sets, dolls, robots, and children’s weapons. The analysis of the emotional content of the toys showed a low intensity, inexpressiveness of the toys despite the bright colors and bizarre shape. The perceptual properties of toys are contradictory, which reduces their overall emotional content and gives the toys a deceptive, insincere character. In general, toys offered for preschooler’s appeal more to the child’s mind rather than to the emotions, and also implicitly convey information about the insincerity and unreliability of the world around them.

Conclusions. Emotional well-being determines the full-fledged development of a child, one of the means of ensuring which is a child’s toy as a special socio-cultural and psychological phenomenon. Therefore, a conscious and responsible choice of toys by adults should become a sustainable element of a child’s healthy lifestyle. The data obtained make it possible to outline a scientific perspective and determine the subject of further research, and will also be informative for parents and teachers of educational institutions in order to form their sense of responsibility when choosing toys for preschool children.

Keywords: game toy modern toy market emotional content preschool age leading type of activity risk of developmental disorders

DOI: 10.24412/2782-4519-2024-2122-48-59

Dovzhenko K.V. Analysis of the practices of combining schools and kindergartens (using the example of the Moscow region)

2024, 2 p. 60-68

Dovzhenko K.V.

398

Relevance. The development of education is one of the most important tasks of state activity. The State pays great attention to the reform and improvement of the education system. The set of reforms in the Russian education implemented over the past 25 years is forming new approaches to improving the quality and competitiveness of the Russian education system (Prosvirkin, 2018). One of the directions of educational reforms is to create conditions for the continuity of preschool and primary general education. The combining of schools and kindergartens into unified educational complexes in the Moscow region began in 2020 (Boguslovsky, Karmaev, Kim, 2021) and will last until 2030.

The aim of the study is to characterize the ideas of directors who have gone through the combining of schools and kindergartens into unified educational complexes about the results and conditions of combining.

Methods. The study used an in-depth semi-structured interviews with the directors of educational complexes in the Moscow region.

Sample. The sample consisted of directors of complexes in the Moscow region, including preschool educational organizations with association experience from 1 to 4 years. Among them 8 women and 2 men (D1 – D10), age: 39-61 years (average age: 51 years).

Results. The article shows that respondents see as results of the combining easier adaptation of children to first grade, improving the quality and accessibility of education, facilitating communication and interaction between kindergarten educators and primary school teachers.

Keywords: continuity kindergarten school educational complex educational complex management

DOI: 10.24412/2782-4519-2024-2122-60-68

van Oudenhoven N., van Oudenhoven R.J. ‘Glocal’ processes underlying the mindset of ‘paying it forward’

2024, 2 p. 69-80

van Oudenhoven R.J. , van Oudenhoven Nico

236

This contribution to this Journal consists of three interlinked parts. The overarching and connecting theme is ‘Paying It Forward’, or the notion that people, children and young persons, carry out acts of kindness to strangers without expecting a return or ‘being paid’ back. After a brief elaboration on the notion of ‘paying it back’, the first part seeks to explore the phenomenon of ‘living in the now’ and how this affects this ‘paying it forward’. The second part looks at the disconnection between past, present, and future and how this impacts the manner in which young boys and girls feel about making life better for generations that come after them. This third and final section deals with ways on how to reconnect young people with their past and future and how children may grow up in a culture that embraces positive views, attitudes, and inclinations on paying it forward with future generations in mind.

Keywords: paying it forward children future present empathy pleasure executive functions

DOI: 10.24412/2782-4519-2024-2122-69-80

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