Activity In Preschool Children Research Articles

Pedagogical conditions for the organization of experimental activities of preschool children

This article reveals the importance of children’s experimentation in the development of children. The article describes the concept of «experimentation», which is considered as one of the leading activities of preschool children. The article presents the views of various authors on the specifics of the organization of experimental activities, reveals the theoretical and practical foundations of the implementation of this process. Attention is drawn to the specifics, tasks and types of children’s experimentation. The structure of children’s experiments is described, and the requirements for the objects of work are specified. According to its title, the article pays special attention to the main pedagogical conditions that must be taken into account by the teacher when organizing the experimental activities of children. In addition to this, various forms and methods of working with children, methods of stimulating preschoolers to display cognitive activity and independence, as well as including them in the process of experimentation and search activities are presented.

The development of cognitive activity of children in research activities

The article reveals the importance of research activity in increasing the degree of cognitive activity of preschoolers. In accordance with the requirements of the Federal State Educational Standard of Preschool Education, the development of the cognitive activity of preschool children is one of the priority tasks of modern preschool pedagogy. In the course of the experimental activity carried out at the ascertaining stage, the initial level of the pupils’ cognitive activity was revealed. In most cases, it was characterized by instability of cognitive interest and a lack of desire on the part of children to engage in activities requiring intellectual exertion. Therefore, the purpose of this study was to determine the pedagogical conditions conducive to the development of the cognitive activity of children in research and cognitive activity. The authors analyzed various views on the definition of the essence of the concept of “cognitive activity”, outlined the features of its development in cognitive research practice in a preschool educational organization; a number of general pedagogical conditions that contribute to the development of the cognitive activity of preschoolers are identified. One of the main conditions contributing to an increase in the degree of activity of children in cognitive activity was the development and implementation of a program aimed at developing a persistent cognitive interest in children and increasing the level of knowledge about the world around them by means of children’s experimentation. The developed program includes the goal, objectives, principles, content and description of forms, methods, means of organizing experimental research activities of preschoolers. The implementation of the presented complex of pedagogical conditions contributed to the fact that it became more accessible for children to understand the relationships in nature, to determine their capabilities and the role of a person in the development of society. Thanks to the manifestation of greater independence and initiative on the part of preschoolers in cognizing the world around them, there was an accumulation of specific ideas about objects and natural phenomena, the application of this knowledge in practical activity.

Development of Cognitive Activity of Preschool Children: to the Problem Statement

The article deals with the interpretation of the “cognitive activity” concept. Based on the analysis of classical and modern studies, the author formulates the author’s definition of “cognitive activity of preschool children” as a motivational basis for children’s activities and research behavior; the quality of personality that affects the formation of initiative and independence in various types of activities; the condition for obtaining a higher result of activity and increasing the significance of the process of cognition for the child. The place of cognitive activity in the structure of children’s activities is shown. The system of cognitive activity of a preschooler is represented by two subsystems: the search for information and the use of experience in activities. The idea of the need to integrate the content of the knowledge areas for the initiation of cognitive activity of preschoolers is proved. Two types of cognitive activity of 3–7 years aged children are revealed: independent and initiated by an adult. The levels of preschool children`s cognitive activity are characterized: reproducing, heuristic, creative. The article substantiates the potential of three types variable educational routes technology using (“help”, “support”, “development assistance”) for building targeted support for the cognitive activity of preschool children. Keywords: cognitive activity, levels of cognitive activity, cognitive development, children of preschool age, preschool children activities, educational support, variable educational route

ORGANIZING ACTIVITIES FOR CHILDREN IN THE ORIENTATION OF STEAM EDUCATION

The content of the article analyzes the advantages of STEAM education in the implementation of the kindergarten program in the current period and introduces the plan and results of activities for preschool children according to the STEAM orientation at the school at “May 19” Kindergarten - Thai Nguyen City - Thai Nguyen Province. On the basis of theoretical analysis and current situation, the author proposes a number of recommendations to effectively organize activities for preschool children according to the STEAM orientation in Preschools.

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity.

Early childhood represents a crucial period for child development. Physical activity is essential in this process, but studies show that children are very inactive and do not meet the recommended minimums. Due to the large proportion of time they spend at school, it is necessary to examine active and sedentary behaviors in these environments. The aim of the study is to analyze the amount and intensity of physical activity in preschool children during the school day according to the methodology used. Using accelerometry, the amount and intensity of physical activity and sedentary behavior of 156 children aged 4–6 years at different times of the school day were evaluated. The results revealed that preschoolers spend most of their class time sedentary, with children participating in active methodologies registering the highest amount and intensity of physical activity. Recess and specific motor sessions are the most active times, although the latter should increase the time of intense activity that they imply. To increase physical activity during the school day, it is necessary to establish movement integration methodologies, while increasing the number and adjusting the duration of specific motor sessions and of recesses, so that the maximum possible use is made of them.

INFLUENCE OF CHILDREN'S EXPERIMENTATION ON THE FORMATION OF COGNITIVE ACTIVITY IN OLDER PRESCHOOL CHILDREN

Currently, education is faced with the task of educating not only a creative, comprehensively developed person, but also flexibly orientated in a constantly changing reality, ready to master fundamentally new areas of activity. Reforming the educational system is associated with the organization of a full-fledged process of cognition, the implementation of developmental education and self-education, the continuity of this process at all its stages. In this regard, a special place is occupied by the problem of studying and developing cognitive activity. This article reveals the importance of the activity approach, which underlies the pedagogical system developed by the author to increase the cognitive activity of children in experimental activity. The dynamics of the levels of development of the cognitive activity of children after the implementation in the educational process of a preschool educational institution (DOE) of a system that includes different types of children's experimentation is shown. The developed pedagogical system to increase the cognitive activity of preschool children includes not only work with preschoolers, but also involves the interaction of kindergarten teachers and parents, as well as work to improve competencies in the use of children's experimentation in the educational process among teachers.

Formation Of Abilities And Skills In Measuring Activity In Preschoolers

This article is devoted to clarifying the goals and objectives of teaching mathematics in the preparation of future educators in preschool education. It describes the methodology of using interactive methods in teaching mathematics based on the competence-based approach for the formation of skills and abilities in measuring activity in preschool children.

Storytelling: An alternative home delivery of English vocabulary for preschoolers during COVID-19’s lockdown in southern Thailand

Background: Storytelling, a common family activity for preschool children to develop their literacy, can be used to promote learning of a language other than the mother-tongue, hence a starting point of home education for early childhood. Aim: The study aims to integrate storytelling as a family activity that helps to promote learning of English vocabulary for preschoolers. Setting: Young children aged 3–5 years and their parents living in a small neighbourhood of Muang District, province of Suratthani, in the south of Thailand attended the study during the restriction imposed to curb the coronavirus disease 2019 (COVID-19) pandemic under the ‘Stay at Home’ measures (March–April 2020). Both parents and children were given information about the study before they decided whether or not to participate in the project by parents’ informed consent for their child to be involved. Methods: The data were collected in four stages: pretest, storytelling, post-test and interview. The storytelling material included five stories, particularly composed for the study. These stories were written in Thai (average 423 words), each with three English words inserted, making up 15 English words as the test items. Analyses were conducted on the pre- and post-test scores, observation of children’s learning performance and parents’ reflection. Results: The preschoolers showed vocabulary development from listening to the in-house stories. On average, children obtained 12.2 scores out of 15 words in the post-test versus 8 scores in the pretest. The family’s satisfaction level was high, that is, 3.5 from 4 on children’s learning behaviour and English word development and 3.77 on stories appreciation. The preschoolers requested to hear a story as many as three times in order to be confident. The high frequency of hearing tended to predict individual’s development. Conclusion: Storytelling promoted English vocabulary learning and it could be done at home, provided that parents are equipped with appropriate material. In a story, preschoolers should be introduced to mono-syllabic concrete words and only up to three words at a time. Repetition of at least three times is necessary.

Association between objectively measured body composition, sleep parameters and physical activity in preschool children: a cross-sectional study

ObjectiveAssociations between self-reported sleep duration and obesity indices in children are well recognised; however, there are no studies on associations between objectively measured other sleep parameters and physical activity with...

Associations of participation in organized sports and physical activity in preschool children: a cross-sectional study

BackgroundParticipation in organized sports is associated with higher physical activity (PA) levels in school-aged-children. Yet, little is known about PA determinants in preschool-aged-children. We examined associations between organized sports participation and preschoolers’ daily PA.MethodsThe study comprised 290 3–5 years old children and PA was measured for 1 week via accelerometers. Organized sports participation was parent-reported and preschool arrival and departure time was teacher-recorded. The preschool duration reported by teachers was matched with time-stamped accelerometer data to distinguish PA during preschool time and PA outside preschool time. Linear mixed models, nested on preschool level, were used to examine associations between organized sports participation and children’s PA outside preschool time, during preschool time and throughout the day.ResultsIn total, 146 children (50.3%) participated in organized sports at least 1 h/week. Participation in organized sports was associated with 6.0 more minutes of moderate-to-vigorous PA (MVPA) (95% CI: 0.6, 11.3) throughout the day and 5.7 more minutes of MVPA (95% CI: 1.6, 9.7) outside preschool time after adjustment. There was no association between organized sports participation and PA during preschool time.ConclusionsThis is the first study to show positive associations between organized sports participation and preschoolers’ PA levels outside preschool time and throughout the day. In addition, findings from this study do not support PA compensation. Therefore, targeting organized sports may be successful in improving PA, even among preschoolers.

ФОРМУВАННЯ ТВОРЧОЇ АКТИВНОСТІ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ В ПРОЦЕСІ ІНТЕГРАЦІЇ МОВЛЕННЄВОЇ ТА ОБРАЗОТВОРЧОЇ ДІЯЛЬНОСТІ

У статті розглядаються теоретичні аспекти формування творчої активності дітей старшого дошкільного віку, зокрема, акцентується увага на інтеграції образотворчих видів діяльності й розвитку мовлення. На основі аналізу досліджень уточнено сутність поняття «творча активність»; акцентовано увагу, що одним з показників розвитку творчої активності особистості є цілісність сприйняття дітьми творів мистецтва. Встановлено, що організація процесу формування творчої активності неможлива без опори на різні види діяльності дітей дошкільного віку: розвиток зв’язного мовлення, словотворчість, образотворча та конструктивна діяльність тощо. Запропоновано ряд складових, які забезпечать ефективність організації освітнього процесу закладів дошкільної освіти (ЗДО) з метою формування творчої активності дітей старшого дошкільного віку.

THE FUNCTIONAL STATE OF CHILDREN OF PRESCHOOL AGE AND FIRST GRADE STUDENTS AT INFORMATION LOAD WITH VARYING DEGREES OF STRESS

The aim of the study is to identify the features of functional state (FS) of children of senior preschool age and first grade students, manifested in the conditions of information loads. Methods. The study involved healthy children of the senior preschool age (n = 112) and first grade students (n = 137). We studied FS in four experimental situations: "comfortable wakefulness", "mobilization readiness", "load with a comfortable speed", "load with a maximum speed". Heart rate, ю-potential (OD), blood pressure were recorded. Anxiety and activity effectiveness were determined. The statistical significance of the differences was determined on the basis of Student t-test. Results. Information loads cause an increase in the level of CNS activation in children, an increase in the tension of regulatory systems and a shift in the autonomic balance towards the predominance of activity of the sympathetic division of the ANS. The most pronounced changes in the FS occurred during operation at maximum speed. Under these conditions, in senior preschool children, the shift in OD was 14,8 ± 1,3 mV (p < 0,001), heart rate (HR) 9,7 ± 1,1 beat/min (p < 0,001), average duration of the RR interval (RRNN) -31,4 ± 15,2 ms (p = 0,041), the spread of cardio intervals (MxDMn) -62,1 ± 13,9 ms (p < 0,001), quality of standard deviation (SDNN) -3,6 ± 1,7 ms (p = 0,036), mode amplitude (АМо) -6,3 ±1 ,9 % (p = 0,002), stress index (SI) 93,1 ± 17,6 rel. units (p < 0,001), systolic blood pressure (SBP) 8,5 ± 1,1 mm Hg (p < 0,001), diastolic blood pressure (DBP) 7,0 ± 0,9 mm Hg (p < 0,001), double product (DP) 21,6 ± 1,6 rel. units (p < 0,001). The shift of ю-potential among first grade students was 22,4 ± 1,4 mV (p < 0,001), HR 12,7 ± 1,2 beat/min (p < 0,001), RRNN -55,0 ± 11,3 ms (p < 0,001), MxDMn -67,3 ± 12,0 ms (p = 0,003), SDNN -7,2 ± 1,9 ms (p < 0,001), АМо 3,3 ± 1,3 %, (p = 0,012), SI 116,5 ± 18,1 rel. units (p < 0,001), SBP 13,2 ± 1,6 mm Hg (p < 0,001), DBP 6,5 ± 1,6 mm Hg (p < 0,001), DP 15,3 ± 1,8 rel. units (p < 0,001). It was found that the efficiency at the maximum speed is lower than under loads performed at a comfortable speed. Conclusions. Psychophysiological value of activity in preschool children is higher and its effectiveness is lower than among first grade students. Two types of response to the information load have been found out.

АНАЛІЗ СТАНУ БІОГЕОМЕТРИЧНОГО ПРОФІЛЮ ПОСТАВИ ДІТЕЙ, ЯКІ ЗАЙМАЮТЬСЯ СПОРТИВНИМИ ТАНЦЯМИ

Аbstract. Today, posture disorders are one of the most common diseases of the locomotorium, leading to a number of health disorders in children. Objective. To analyze the state of the biogeometric profile of the posture of children aged 5–6 years engaged in sports dances. Methods. Theoretical analysis of special scientific and methodical literature and documentary materials, method of visual analysis, statistical processing of empirical data. Results. The study of the state of the posture biogeometric profile involved 30 five-year-old children and 35 six-year-old children engaged in sports dancing. With the help of statistical processing of empirical data, some features of the state of the biogeometric profile of children’s posture depending on gender were determined. It was found that the assessment of the state of the posture biogeometric profile of five-year-olds in the sagittal plane almost coincides with that of six-year-olds: the difference between the average values of the index is 0.05 %, namely 10,171; 2,02 points in six years against 10,167; 2,02 points in five years. In the frontal plane, the index of five-year-olds is 3,19 % higher than that of six-year-olds, where the average value of five-year-olds was 8,5; 1,96 points, and at the age of six 8,23; 1,61 points. Accordingly, the overall assessment of the posture biogeometric profile at the age of five is 1.43 % higher than in six-year-olds. Although it was not possible to prove a statistically significant (p > 0.05) decrease in the assessment of the state of the posture biogeometric profile with age, it is possible to notice a negative tendency to decrease of the studied index due to deterioration of children’s posture, which can further reduce its level and provoke diseases of the locomotorium. It is established that today there is a need to use effective means of preventing posture disorders in the process of organization of health activities for preschool children, where sports dances can be used as effective means of posture disorders prevention.

Motor Competence and Physical Activity in Early Childhood: Stability and Relationship.

Background: Normal motor development and adequate levels of physical activity engagement during the early years of life form the foundation of long-term psychological and physiological health. This is one of the very few studies that investigate the stability and relationships of motor competence and physical activity in preschool children.Methods: Baseline and 12 month follow-up data of physical activity and motor competence of 550 preschool children aged 2–6 years from the Swiss Preschoolers' Health Study were used for this work. Physical activity data, expressed in counts per minute for total physical activity and minutes per day for time spent moderately-to-vigorously physically active, were collected over 1 week using accelerometers. Motor competence was assessed with the Zurich Neuromotor Assessment. Both motor competence and physical activity were age- and sex-adjusted. To examine the individual stability of physical activity and motor competence and reciprocal cross-sectional and longitudinal effects between these two domains, a latent variable cross-lagged panel model where motor competence was represented through a latent construct was examined using structural equation modeling.Results: A weak cross-sectional correlation of motor competence with total physical activity (r = 0.24) and moderate-to-vigorous physical activity (r = 0.23) was found. Motor competence exhibited high stability (β = 0.82) in the preschool years and physical activity was moderately stable with estimates ranging from β = 0.37 for total physical activity to β = 0.48 for moderate-to-vigorous physical activity. In contrast to the autoregressive coefficients denoting individual stability, both cross-lagged effects were negligible indicating that physical activity was not a determinant of motor competence or vice versa.Conclusions: Motor competence and physical activity developed independently of each other in early childhood. Although measures of quantity and intensity of physical activity were not related to motor development, specific movement experiences and practice—which are not reflected by accelerometry—may be needed for skill development. Future research should focus on examining what type of physical activity is important for motor development and how to assess it, and also whether the relationship between physical activity and motor competence evolves over time.Clinical Trial Registration: Current Controlled Trials ISRCTN41045021 (date of registration: 21.03.14)

Theoretical aspects of the formation of the game activity of preschool children with mental retardation

The article is sanctified to the theoretical aspects of forming of playing activity of children of preschool age with the delay of psychical development. Certain and reasonable basic displays of delay of psychical development. The looks of scientists are exposed to the value of game for forming of psychical processes, social development of children with this violation. It is well-proven that there is both psychical and development of child in playing activity, develops: physical force, speed and exactness of motions. The features of forming of different types of games are described for the children of preschool age with the delay of psychical development. The basic psychological mechanisms of developing and correction influence of game are considered and systematized. An especially important role belongs in psychical development of child to the game. She forms her capacity for arbitrary activity and behavior, to the symbolic changes, self-regulation, trains memory, develops perception, thinking, fantasy, capacity for a commonunication, will. A game assists to physical development of child, creates his prospect. A game forms the capacity of child for arbitrary activity and behavior, to self-regulation, trains memory, develops perception, thinking, fantasy, capacity for a commonunication. Basic attention is accented on forming of playing experience.

Системний підхід до нейрологопедичної діагностики комунікативно-мовленнєвої діяльності дітей дошкільного віку із різними типами мовленнєвого дизонтоґенезу

Системний підхід до нейрологопедичної діагностики комунікативно-мовленнєвої діяльності дітей дошкільного віку із різними типами мовленнєвого дизонтоґенезу

IMPACT OF PHYSICAL ACTIVITY OF PRESCHOOL CHILDREN ON THE DEVELOPMENT OF EXECUTIVE FUNCTIONS: THEORETICAL REVIEW OF STUDIES

Relevance. The increase of children interest in entertainment TV programs, mobile applications and video games available on the internet causes a significant decrease in their physical activity: children get used to a sedentary or lying down lifestyle. The research problem lies in the contradiction that arises due to understanding of the positive effect of physical activity on the development of the regulatory functions of a preschooler, and a significant decrease in this activity in the digital conditions of the modern educational environment. The relevance and prospects of the study of the relationship between regulatory functions and physical activity of preschool children in new digital environment are not yet fully realized. The objective of the paper is to review the studies by foreign scientists in order to identify and describe relevant indicators of physical activity in preschool children interrelated with the main components of regulatory functions (inhibitory control, working memory, cognitive flexibility). Method. A theoretical review of research papers published over the past ten years (2010–2020) on the subject of relationship of various physical activity indicators and regulatory functions in preschool children. Results. The paper provides a comparative analysis of studies conducted by foreign authors. It allows to reveal basic indicators of physical activity in children which are essential for the development of regulatory functions (sufficiency of physical activity; age-related appropriateness; the nature of physical activity; the form of physical activity arrangement), and particular indicators (the relationship of physical activity and regulatory functions in various sports, duration and intensity of physical activity, the availability of software for the development of physical activity in preschool children) as well. Conclusions. The review showed that the majority of the authors emphasized the significant role of basic physical activity indicators and their influence on regulatory functions. Aerobic exercises are the most effective in the development of regulatory functions in preschool children. Particular indicators are selected from the studies of the development of regulatory functions in specific sports (football, karate, yoga, mini-trampoline), and additional research on the duration and intensity of physical activity is needed.

The Role of the Didactic Games in Enhancing Cognitive Activity at Preschool Children

The Article is dedicated to learn the impact of increasing cognitive activity in preschool children. 44 children aged 5-6 were selected for the research and the impact on the cognitive activity through didactic games with them were investigated. Different aspects manifested itself in development of cognitive processes, especially mentality during the comparison of methodologies used in conducting didactic games with children on the experimental and control groups in the research process. Unlike the control groups, the experimental groups were more likely to observe cognitive processes and tasks, and the tasks were performed more adequate by the experimental group. It is determined that organization of transforming didactic games into a leading activity in preschool preparation of children and trying to improve the activity of game increases the cognitive activity. The research has shown that there is a significant dependence between increasing the cognitive activity and didactic games.

Analysis of cases on continuous dietary support / activities for pre-school children with looking dietary issues of school children

Analysis of cases on continuous dietary support / activities for pre-school children with looking dietary issues of school children

ВИКОРИСТАННЯ МУЛЬТИМЕДІЙНИХ ТЕХНОЛОГІЙ ДЛЯОПТИМІЗАЦІЇ РУХОВОЇ АКТИВНОСТІ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

The article analyzes psychological and pedagogical literature on the problem of optimization of the preschool children’s motor activity. It is noted that movements are just as necessary for the normal growth and development of a child as good nutrition. Physical exercise does not only develop and strengthen a child’s body, prevents various diseases, but also is one of the effective means of treating and restoring a child's strength after illness. Based on the analysis of modern scientific and methodological literature, it is found that a considerable part of the studies in the field of physical education is devoted to the creation of recommendations for physical exercises of schoolchildren and other segments of the population on the basis of computer technologies, control systems, assessment and accumulation of information on the physical fitness level and health status. It is established that the use of multimedia technology in the process of carrying out physical and health measures in the institution of preschool education helps to optimize the motor activity of preschool children. The specifics of the multimedia presentations usage in work with preschool children are characterized. It is noted that multimedia technologies allow solving the problem of finding and storing information, planning, controlling and managing physical education, diagnostics of health status and of children’s physical fitness level. The author notes that the presentation can also be used to explain to children the rules of sports games, tactical actions of players, vividly present historical events, biographies of athletes. It is noted that the creation of flash presentations and videos with complexes of developmental exercises is appropriate to use during the morning gymnastics. The use of multimedia educational tools allows to visualize clearly the spatial characteristics of movements, to calculate with high accuracy the kinematic parameters of the motor actions performing technique in the playing activities, which is of particular importance in the development of children’s spatial orientation. It is noted that the priority area in the work of each pre-school educational establishment is to improve the quality of education through the use of innovative technologies in physical education classes, in particular optimization of physical activity. The prospects for further research in this area, the need to use multimedia technologies in the process of preparing future caregivers for the implementation of the tasks in physical education of preschool children in the context of distance education which include the need to find and develop of science-based information and communication technologies in the preschoolers’ physical education are specified.