VIDEO MODELING TECHNOLOGY AS A MEANS OF STUDYING THE DEVELOPMENT OF PRESCHOOL CHILDREN IN INTERACTION WITH THEIR PARENTS

Abstract

The relevance of using visual methods is connected with the growing interest in studying and recording the achievements and life experience of children. The aim of the study is to substantiate the use of video modeling to study the development of preschool children in interaction with their parents. The creation of video materials from the point of view cultural- historical approach (L.S. Vygotsky) can be considered as a transition of the experience of presence into the sign mediation of life experience. Joint activities between children and parents in the process of organized creation of video materials can be developmental and enriching (A. V. Zaporozhets). The use of video modeling technology implied fi xation of organized child-adult interaction in different types of activities. Based on home-recorded videos prepared by the parents of the pupils, videos were presented where the child performs the proposed tasks in three types of activities for each area of development. The prepared materials were tested on a sample of students (n=), who have experience in teaching and parenting. Respondents watched a total of  video, lasting up to  minutes for each developmental area. The analysis of the quality assessment of the prepared videos showed that the best options for analyzing the results of child development are videos where the child is represented as a subject of activity while demonstrating social, moral, personal and speech development: they independently organize play activities, shows and regulates speech and thinking activity, and expresses specifi c ideas about the world. It was more diffi cult to record self-control of physical activity, analysis and self-analysis of the emotional sphere, organization of interaction with peers and adults. The experience demonstrated that identifi ed diffi culties act as a potential for the development of actual stories for the organization of productive interaction in different spheres of child development and criteria for their analysis.