Children In Preschool Institutions Research Articles

Development of communication skills of older preschoolers in the conditions of updated educational content

Relevance. The relevance of the research in this article is conditioned upon the problem of developing communication skills in the conditions of the new format of the education programme of Kazakhstan, which implies that children learn three languages already at the stage of preschool education. Purpose. The purpose of the article is to develop a model for organising the expansion of communication skills with the study of three languages in the framework of preschool education, considering the psychophysiological development of children. Methodology. The leading method for the study of this problem is a diagnostic drawing method for determining the emotional background of a child, pedagogical observation for influencing factors on the expansion of the sphere of communication while maintaining a health-preserving atmosphere by educators during training and stay of children in preschool institutions. Results. The article presents a model for organising the expansion of communication skills in preschoolers based on methods that take into account their psychophysiological development, enabling them to arouse interest and develop motivation to learn languages in a health-preserving environment, considering age-related features such as musical and literary evenings, puppet theatre, dance and musical evenings, learning songs, etiquette, watching movies and small interviews, playing "Around the World", virtual excursions to museum complexes, holidays and fairs of different countries with the preparation of crafts for them. Conclusions. The formed model of organising the development of communication skills in preschoolers contributes to the development of their communication skills in different languages, considering the preservation of their harmonious development and health, as well as with the establishmentment of a model of their creative, cultural behaviour within social life, which is of practical importance for the education system and the well-being of society. Keywords: language learning; pedagogical diagnostics; emotional background; motivation; age characteristics

Влияние профессионального мастерства и личностных особенностей педагога на психическое развитие ребенка в разных типах образовательной среды

Background. Cognitive and personal development are priority areas for the development of a child at preschool age. The quality of the developmental preparation of children in preschool institutions, their level of readiness to study at school, the degree of their adaptation to school, peers, and teachers largely depend on the state of the educational environment, the level of professional skills and personal characteristics of the teacher. Objective. The aim of the study is to explore the developing potential of educational environments and the influence of the professional and personal characteristics of a teacher on the formation of a child's personality in modern educational space. Study Participants. The empirical study involved 413 preschoolers aged from 4 to 6 years (M = 5.5 years), 413 parents (mothers) of preschool children and 50 teachers. For each child a written parental consent to participate in the study was signed. The study was conducted between 2014 and 2022. Methods. An empirical study was conducted using the ECERS (Early Childhood Environment Rating Scale) educational environment assessment scales; diagnostics of the level of development of professional culture and skill in kindergarten teachers was carried out (V.F. Gabdulkhakov, L.M. Popov); the methodology for studying the subjectivity of the teacher by E.N. Volkova and the methodology for studying creativity by E.E. Tunik were used. To evaluate various aspects of gaming activity, we used the proposed experimental situation by E.O. Smirnova and A.N. Veraksa. Statistical processing of the obtained data was carried out using the Student's T-test, ANOVA and correlation analysis. Results. It is shown that in the educational environment of different levels, the indicators of professional skills and personal characteristics of teachers, as well as the personal development of children, are different. Significant differences were established in the severity of various aspects of children's play activity in different types of educational environments (one-way analysis of variance was used, p < 0.05), as a result of which significant differences were obtained according to the following diagnostic criteria: “substitution” (F = 25.72); “interaction” (F = 29.3), “game intent” (F = 13.76); “initiativity” (F = 5.25). Conclusion. Based on the study of the qualitative characteristics of educational environments (according to the ECERS-R scales), it is concluded that the specifics of the educational environment sets the vector of a child's development, contributing (or not contributing) to the disclosure of individual characteristics. The level of development of professional culture and skill in teachers of preschool educational institutions, their personal development determines the possibilities of the intellectual and personal development of the child and depends on the system of conditions for stimulating the quality work of the teaching staff and leaders, their involvement in creative self-development in order to realize creativity and activity as well as to improve their professional skills.

USING MODERN INNOVATIVE METHODS AND TECHNOLOGIES IN TEACHING SWIMMING TO CHILDREN OF PRESCHOOL AGE

In the last decade, many comprehensive programs for physical education of children in preschool institutions have been approved in Ukraine, but they do not take into account the great potential of modern innovative methods and technologies. Therefore, their research opens up new opportunities for practical improvement of the process of teaching preschoolers to swim. The purpose of the article is to outline modern innovative methods and technologies for teaching swimming to preschool children, which can be gradually introduced into the process of physical education in preschool educational institutions of Ukraine. During the study of the problem, the authors used the methods of analysis of scientific sources, specification, comparison, and pedagogical observation. According to the results of the research, taking into account the personnel and material and technical capabilities of preschool educational institutions, it is recommended to introduce swimming lessons using general developmental and dance music-rhythmic exercises from the arsenal of artistic gymnastics, synchronized swimming, aquastep. The authors draw attention to swimming lessons with elements of aquaaerobics, hydroaerobics, hydroplastics, funk aerobics, children's yoga in a playful form, as well as classes in applied swimming. The article points to the experience of studying the possibility of multi-phase swimming training in deep water conditions. Music-rhythmic exercises in water have already partially entered the practice of teaching children, but all their possibilities are not only not used, but even not thoroughly studied. With preschoolers who have already mastered the basic swimming skills, figure-swimming lessons can be held, where complexes of choreographic elements are performed using gymnastic and acrobatic combinations. Applied swimming lessons are designed to form skills in children that allow them to perform various actions in water in non-standard situations of everyday life. Children's yoga in the water helps to form a correct posture, strengthen muscular corset, promotes concentration of attention, coordination of breathing and development of all physical qualities, especially flexibility and strength. Innovative methods and technologies of teaching older preschoolers to swim can be used in lessons held in the conditions of a deep swimming pool. On the lessons, not only standard, but also modular equipment should be used. In the process of introducing innovative technologies into the process of teaching swimming to children of preschool age, it is necessary to adhere to such technological criteria as scientific, systematic, structured, procedural, and efficient.

Deca kao strateški akteri u predškolskim ustanovama

The paper presents an analysis of the concept of a child as a strategic actor in preschool institutions and the opportunities for children to actively participate. The paper aimed to consider the understanding of children as competent social actors who actively participate in social life with different strategies and who change their social environment. After considering the concept of a child's daily life and different environments in which children act, the analysis of the results of the research on children's actions in preschool institutions is presented. Based on the available results, it can be concluded that there are opportunities for active strategic sharing of children in preschool institutions and that it is necessary to continue with their further development and improvement.

The Effectiveness of Dialogic Book Reading Technique in Order to Develop Social Skills to 4-5 Years Old Children

The aim of this emprical study is to examine the effectiveness of dialogical book reading technique reading on sharing, cooperation, collaboration, empathy and companionship skills to 4-5 years old children in preschool institutions by using subject related picture books. The sample group of the study was selected through simple random sampling technique from 4-5 years old kindergarden classes. It was selected from 17 children from 4-5 years old group using simple selective method., but only 9 children from the age group of 4-5 who participated regularly to the process were chosen as sample in the research. In the study, 4 picture books were read 3 times for 8 weeks using dialogic book reading technique. Therefore, children are aimed to developed the skills of "sharing, collaboration, cooperation, empathy and friendship". In order to ensure that the data in the study is obtained more healthily, "Social Behaviours Depicting Cards " was created by the researcher. " OSBED" was also used in the study. Pre-test and post-test was performed and the data was analyzed by a statistical program. According to the findings of the study, although no significant difference between the answers given by children in experimental group and children in control group to the Social Behaviours Depicting Cards was found, based on the findings of the Preschool Social Skills Assessment Scale, there was statistically significant difference between the pre-test and post-test scores of children's social skills.

EMPIRICAL DETERMINATION OF THE LEVEL OF SOCIAL SECURITY IN CHILDREN OF SENIOR PRESCHOOL AGE

Introduction. In the article the author raises the issue of social security of older preschool children. It is emphasized that the leading aspect of successful socialization of an older preschool child is self-confidence, which is manifested in the child's attitude to reality, to himself, the ability to solve life's problems. At the same time, psychological and pedagogical features of the development of this quality of personality in the senior preschool age are insufficiently studied, so there is a need for an empirical study of levels of social confidence in older preschool children. Purpose. The purpose of the article is to analyze the results of the ascertaining stage of the study to identify levels of social confidence in older preschoolers in the preschool. Methods. Research methods: analysis of psychological and pedagogical literature, legal documents, observations, interviews with older preschool children and educators, methods “Steps”, “Draw yourself”, “Self-confidence”, questionnaires for children and educators. Results. It was found that no child from the selected experimental children of older preschool age was classified as high. To the average level of development of social confidence, we attributed 49, 00% (16 people) of respondents on the basis of applied diagnostic techniques and others. used research methods, to a partially satisfactory level of social confidence – 32,50% (11 people) and to a satisfactory – 18,50% (3 people) of older preschool children. The indicators we selected (in relation to ourselves, the world around us, physiological signs) of the manifestation of social confidence or social insecurity at each level, allowed us to describe in more detail the processes we studied in groups of older preschool children. Originality. The method of studying the state of development of social confidence of senior preschoolers in preschool education has been improved. Further development of the issue of empirical study and development of social confidence in older preschool children in preschool institutions and at home. Conclusion. The results of the ascertaining stage of the study showed that the development of social confidence in older preschool children is characterized by certain psychological and pedagogical features that we were able to explore and describe.

Features of Activation of Cognitive Development of Children in Preschool Institutions by Means of Physical Education

The study conducted in Qatari Pre-Schools, which indicates the importance of physical education to Pre-School children to their health and mental well-beings. “Mental wellbeing (shown here as happiness) scores are higher for those who are active than those who are less active”. The study is based on comparing two lesson plans one from the English schools and the other one from the Arabic school, the lesson plans are very similar but the English one is more specific, they have several curriculum books and one is specialized in physical education. It is called physical education, physical activity and sport in schools by Long R, et al.. The outdoor play is more than the Arabic school especially in swimming which is compulsory in the British curriculum. “All schools must provide swimming instructions either in key stage one or key stage 2”. This study indicates that the English school is more advanced in physical education when compared to the Qatari school, despite this the Qatari school is still well developed in physical education. The English schools have more teachers assistants in physical education and are more advanced in the out-door sitting.

Knowledge, attitudes and practices of parents regarding antibiotic use among children: Differences between urban and rural areas in the Republic of Srpska

Background/Aim: Antibiotic use and resistance represent a growing public health issue, with a specific risk of uncontrolled use of antibiotics in children. The aim of the study was to examine differences in parental knowledge, attitudes and practices about antibiotic use in children between urban and rural areas of the Republic of Srpska. Methods: A cross-sectional study was conducted among 1459 parents of children under 6 years of age, out of which 1201 (82.3 %) lived in urban areas while 258 (17.7 %) lived in rural areas. The research is conducted among parents who brought their children to the selected primary healthcare centres and among parents of children in preschool institutions. Results: The majority of respondents (98.4 %) state that doctors are their main source of information. Only 61.2 % of respondents precisely know which drug is an antibiotic when offered different drugs and respondents from rural areas (54.3 %) more often (p = 0.012) gave more accurate answers when compared to respondents from urban areas (37.3 %). Among parents, 86 % agree with the statement that improper use of antibiotics reduces their effectiveness and leads to bacterial resistance, regardless of groups. More than a half of respondents (52.4 %) do not think that children with flu or common cold symptoms recover faster when they receive antibiotics, significantly more respondents from urban areas (p = 0.001). Respondents from rural areas significantly more often believe that antibiotics can produce harmful effects compared to respondents from urban areas (p = 0.049). Respondents from rural areas significantly more often think that antibiotic use can prevent complications caused by inflammation of the upper respiratory tract (p = 0.006). Parents from rural areas give their children antibiotics without a paediatrician's recommendation significantly more often (4.3 %) compared to respondents from urban areas (0.6 %) (p < 0.001). Conclusion: There are differences in parental knowledge, attitudes and practices regarding antibiotic use and antimicrobial resistance among parents in rural and urban areas. There is need for additional education of parents and for greater engagement of paediatricians in providing guidance and explanations regarding the use of antibiotics.

ВИВЧЕННЯ ЯКОСТІ МАТЕМАТИЧНОГО РОЗВИТКУ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

In the article the author highlights and argues some approaches of modern native and foreign scientists and the results of her own pedagogical experience to the study of the quality of logical and mathematical development of preschool age children. In the context of this issue, the structure and content of the diagnostic methodology, the construction, organization and maintenance of the process of controlling and assessing the quality of mathematical knowledge and children's skills are considered. The author characterizes the structure of the diagnostic methodology and distinguishes in it the relevant directions: 1) study of the level of educational achievements of the child, accumulation of actual data that will reflect the following components: motivational, informational and procedural; 2) study of the influence of organizational and pedagogical conditions created by the tutor during the conduct of classes in mathematics and other pedagogical activities, on the quality of mathematical development of children, through purposeful observation and analysis of its results; 3) study of the methodological guidance of mathematical development of children in pre-school institutions, through the analysis of pedagogical documentation. Therefore, the diagnostic methodology includes: monitoring the activity of children in situations where they independently and adequately use mathematical knowledge and appropriate skills; individual conversations with children and their performance of respective tasks; questionnaire of teachers and study of pedagogical documentation, which presents the ways of methodological guidance for the development of professional skills of teachers in pre-school institutions. The results of the research work of the author of the article indicate that the quality of mathematical development is a relative characteristic of both the educational process as a whole and the development of the individual child. An important characteristic of mathematical development of the baby is the elementary mathematical competence, which involves the presence of knowledge about the number, shape, size, space, time, as well as the ability to apply this knowledge in different situations in life; detection of children independence, self-esteem, self-control, positive attitude to mathematical reality, cognitive interest, etc. These indicators will give the teacher the opportunity to evaluate the quality of mathematical development of the child, to build on this basis, individual development programs for each baby. Key words: mathematical development, quality of mathematical knowledge and skills; diagnostic technique.

AKTIVNOSTI BUDUĆIH VASPITAČA – OD METODIČKOG DO INTEGRISANOG DELOVANJA

Aktuelni koncept vaspitanja i obrazovanja ukazuje potrebu za prevazilaženjemtradicionalnog, atomističkog pristupa u učenju i apostrofira potrebu za pružanjem prilikedetetu da uči onako kako mu pripada, odnosno holistički. Ovaj rad predstavljavrstu preseka trenutnog stanja u obrazovanju vaspitača završno sa školskom 2017/18.godinom. Predmet istraživanja je povezivanje više oblasti vaspitno-obrazovnog radau planiranim situacijama učenja dece. Cilj je procena mere povezanosti kontekstaviše vaspitno-obrazovnih oblasti u pripremi studenata za planirane situacije učenjadece u svih šest metodičkih oblasti njihovog praktičnog delovanja u radu sa decomu predškolskoj ustanovi. Analizirano je 174 studentskih priprema iz stručno-aplikativnihnastavnih predmeta koje studenti – budući vaspitači pohađaju na 2. i 3. godiniosnovnih studija. Utvrđeno je da pored usmerenih metodika i metodičkih aktivnostistudenti pokazuju inicijativu ka spajanju elemenata različitih oblasti u cilju potvrđivanjaneophodnosti njihove realizacije kroz integrisani pristup.Istraživanje će poslužitikao osnova u koncipiranju pristupa u planiranim situacijama učenja dece u vrtiću. Sdruge strane, uticaće na prilagođavanje propisanog kurikuluma za buduće vaspitačesavremenim konceptima predškolskog vaspitanja i obrazovanja.

The main tendencies nutrition of children in preschool institutions for the last 30 years in the Russian Federation (literature review)

The aim of review is the analysis of the available in literature data on the actual nutrition ofpreschool children in different subjects of the Russian Federation for the last 20 and more years. Material of the literature includes reports of Soviet and Russian authors. Conceptual issues of the review were reasons leading to the deterioration of nutrition of children in preschool institutions both in the past, and in the present time, physical and economic availability of the food products and also violation of the sanitary legislation in the organization of catering for child care institutions. The study of reasons of the occurrence of these violations of children’s nutrition will allow to further develop the system of social and preventive measures for its improvement. This demands for the development of the uniform system of social and hygienic monitoring of the organization of the nutrition of children's population at the regional level with the annual profound analysis of data.

AKTIVNOSTI PREDŠKOLSKOG DETETA NA KOMPJUTERIMA I MOBILNIM UREĐAJIMA

U radu se bavimo odnosom dece predškolskog uzrasta (iz njihovog ugla) pre- ma kompjuterima i mobilnim uređajima (tabletima i smart telefonima) kao i njihovim aktivnostima na ovim uređajima. Istraživanje je sprovedeno anketiranjem dece 4-6 godina, u predškolskim ustanovama u Srbiji. Sakupljeno je N = 360 popunjenih upit- nika. Cilj istraživanja je da se utvrdi u koje svrhe deca predškolskog uzrasta koriste kompjutere i mobilne uređaje, i da li ih koriste za zabavu ili u edukativne svrhe. Od- govori dece analiziraju se iz ugla koliko roditelji ograničavaju vreme svojoj deci na ovim uređajima i da li ih uključuju u aktivnosti van kuće. Rezultati istraživanja govore da, iako veliki procenat roditelja ograničava deci vreme provedeno na kompjuterima i mobilnim uređajima i omogućuje svojoj deci aktivnosti van kuće, deca ne koriste ade- kvatne sadržaje na kompjuteru i mobilnim uređajima. Najomiljenije aktivnosti dece na kompjuteru i mobilnim uređajima su igranje igrica, gledanje crtanih filmova i sluša- nje muzike što je posledica činjenice da deca ove uređaje pre svega doživljavaju kao igračku. Vrlo malo dece koristi kompjuter i mobilne uređaje za učenje. Na kraju, date su praktične preporuke roditeljima.

Игровая деятельность с ориентировкой как метод развития дошкольников

According to Vigotskian conception, psychological development of children occurs within the frames of cultural activities. Each form of activity may be expressed as a kind of narration or personal emotional involvement experienced by a child in different periods of childhood. One of essential kinds such experience is playing activity, engaging collective participants in a global social situation: children and adults. Playing activity with variety of modes and types of games, different in diverse social and historical conditions, may provide interesting psychological opportunity to study content, structure and stages of same activity. Games may differ by a variety of parameters. In this study the authors are interested in presenting two kinds of expression of playing activity: organized games with external orientation introduce by adults. Such types of games imply communication and collaboration within groups of preschool children in preschool institutions. The article presents phases of introduction of playing activity, kinds of means of external orientation proposed by adults and examples of concrete games with procedure of implementation. The authors discuss qualitative achievements in psychological development of preschool children as a result of participation in playing activity. The authors conclude that essential methodological approach of historical and cultural conception of development should be used together with conception of psychological structures activity. Such an approach might be useful for qualitative understanding of meaningful development at preschool age.

Children’s emotional expression in the preschool context

ABSTRACTThe present study analyses the emotional expression of children in the preschool context. Students of preschool education observed 70 children in preschool institutions from various Slovenian regions. The children expressed different emotions in terms of their valence and complexity, with joy being the most frequently expressed emotion (f = 96% or 92%), followed by anger (f = 48% or 49%). No significant differences in the frequency of emotion expression (for all emotions, and for joy and anger specifically) were confirmed between toddlerhood and early childhood or between boys and girls, nor were there significant differences with regard to either the valence or the complexity of the emotions. The children’s joy and anger were triggered in various situations, with joy being predominantly evident during the children’s involvement with activities such as play, and anger predominantly surfacing when something of the child’s was taken away by another person.

Competencies of preschool teachers for work with gifted children

Competencies of preschool teachers for work with gifted children present one of the basic pre-conditions for realisation of additional support to gifted children in preschool institutions. The aim of this Research, realised with the sample of 212 preschool teacher in the county of Srem, was to determine how the preschool teachers estimate their competencies for recognising giftedness and work with gifted children and which are the preferable ways of work, according to preschool teachers. In the first phase of the research, specially designed questionnaire was created, and in the second phase, the focused interview was realised with the members of the team for stimulating cognitive and creative development of children in the preschool institutions Pcelica in Sremska Mitrovica. Pre-school teachers believe that the best-developed competencies refer to spatial-image and musical giftedness, and competencies for crating pedagogical profile are insufficiently developed, as well as those ones for individualisation of the work with gifted children and creating individual educational plan. Desirable ways of improving competencies are additional education and cooperation with experts from the filed of giftedness, pedagogues, psychologists, exchange of experience within team meetings and there is specific proposal and mutual project of the preschool institution and school for educating pre-school teachers. Results point at the significance of cooperation and team approach in development of competencies of preschool teachers for work with gifted children and support to early giftedness.

Interactive Web Platform for Teaching Resources in Preschool Institutions

The aim of this project is easier interactions between educators and children in preschool institutions and teaching resources through ICT. The project will be carried out in two phases. After the initial formation of the base for teaching resources (the playing sheets/panels) in the 1st phase, the material will be only available for download – printing and sharing between users in base in the PDF format. In the 2nd phase, will be developed interactive approach where in a web form content, the same teaching materials would be reviewed, entered/resolved, respectively – creation of e-learning approach. After launching a web platform, users (target group) would have the option of selective, limited and time-limited access to two databases of teaching materials: a) web platform for downloading and solving traditional teaching material and b) for solving and learning on mobile devices through Android app (PEIT1, TV, tablets and mobile phones). The platform will in the case of e-learning material, carry out an evaluation of the same, the assessment of individual sheets, at group level, themes, areas or the playing boards. In this paper we present a future project.

Question types and wait-time during science related activities in Turkish preschools

The aim of the study is to investigate the types of questions that preschool teachers used during the science-related activities and preschool teachers’ behaviors in terms of wait-time. Through this study, the types of questions (lower level and higher level), the time that teachers allocate to their students to respond, and the teachers’ responses to the students’ answers were investigated. The study was conducted with six teachers working with six-year-old children in preschool institutions. In this qualitative study, the data were obtained through classroom observations. The findings of the study revealed that the teachers mostly asked lower level questions to the students and that they did not use the wait-time strategy effectively. Additionally, the findings showed that the teachers did not pay enough attention to the students’ responses. The teachers allowed students answer the questions as quickly as possible without encouraging them to think over their answers. Moreover, the teachers answered the questions themselves when the students did not give the correct answers. Finally, the teachers mostly dealt with the children actively participating much more than the other students who were less attentive.

Between compliance and refusal: Urban integration policy as seen from the point

Over the past decade, more than 400 (post)migrant women in Berlin-Neukölln have been educated to become so-called ‚neighbourhood mothers‘. Their main task is to advise local (post)migrant families who are considered to lack social integration in household related practices and to motivate them to enrol their children in pre-school institutions. Hardly any other integration project in Germany is currently attracting more attention. Using the concept of intersectionality, this paper examines how the neighbourhood mothers position themselves in relation to the project’s contents and methods of integration and how the project influences their perception of their everyday environment. The paper reveals a striking paradox in this policy of urban integration that tends to reproduce discriminating categories but also politicises some of the neighbourhood mothers.

Symbolic play as a way of development and learning of preschool children in preschool institutions

SUMMARY The paper considers symbolic play in different age groups of children in preschool institutions. Symbolic play was stimulated through two different structured activities and dictation of the preparation and the use of different toys and play materials (i.e. thematic symbolic play and play related to pictorial material). The children's play was videotaped in their home playrooms. The videotapes were analysed by competent observers using Smilansky's scale for assessing dramatic and sociodramatic play. Analysis was aimed at establishing which elements determine the symbolic play of children of different age groups with regard to two different play situations, and how they determine it. At the same time, we wished to set out some critical points which significantly determine the nature and course of symbolic play in different age groups of children in preschool institutions. The research also offers certain applied results, since psychological and educational elements of the analysis of the results can serve as a framework in the search for different options for blending the development and learning of preschool children through symbolic play.

Chronicle (Volume 50, issue 3)

From 14 to 16/X 1968, a scientific and practical interdistrict conference on medical care for children in preschool institutions was held in Leninogorsk. It was organized by the Ministry of Health of the TASSR, it was attended by employees of the Bavli, Almetyevsk, Bugulminsky, Sarmanovsky, Muslyumovsky, Aznakaevsky, Leninogorsk districts, as well as the chief pediatrician of the Ministry of Health of the TASSR E. I. Kuritsyna, assistant to the KSMI A. I. Shvareva, epidemiologist of the Republican SES M. N. Bulatova, art. Associate Professor of Epidemiology D. A. Yakobson, Deputy Chairman of the Leninogorsk Executive Committee G. A. Kriushkina et al . 18 reports were heard, the conference participants got acquainted with the work of kindergartens No. 7 and 8 in Leninogorsk. A demonstration of 50 baby food dishes, their recipes and cooking technology, as well as their tasting was organized. Then the debate was launched.