Children's Initiative Research Articles

ТЕОРЕТИЧНІ ЗАСАДИ ПРОБЛЕМИ ВИХОВАННЯ САМОСТІЙНОСТІ У ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

The article deals with theoretical analysis of scientific achievements on the problem of preschool children’s independence education. Children's independence is becoming the subject of increased attention for scientists, teachers and educators. Today, people who are active, focused, quick-minded, able to think creatively are highly demanded in professional activity. Therefore, modern education faces the problem of children's independence, initiative, activity formation and development. The article has revealed the essence of "independence" concept. Generalized approaches to the understanding and interpretation of independence by the famous researcher O. Udina have been presented by the author. The peculiarities of defining the concept of "preschool children independence" have been considered on the basis of teachers and psychologists’ views on this problem. The relevance of the topic has been substantiated. The variety of approaches to the independence genesis has been highlighted. The author has emphasized the fact that each age stage is characterized by quantitative and qualitative changes in the formation of independence. The scientists’ views on the impact of preschool children certain activities on the independence emergence and development have been summarized. Based on the analysis of psychological and pedagogical research, independence is characterized as a basic personality quality and as a characteristic of the activity mode, its structure, components. The reasons for the lag in the development of independence have been indicated. The article emphasizes that preschool childhood is the most favorable age for upbringing. The stages and components of independence formation in junior and senior preschool age have been named, psychological and pedagogical conditions for its formation have been defined. The paper outlines the issues that require further research on the problem of independence in preschool children. Key words : independence, preschool children independence, personality quality, activity, preschool age, structure of independence, age crises.

Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD.

Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joint engagement on children's initiations of joint attention (IJA) skills and whether IJA postintervention are associated with later gains in children's receptive and expressive language. One hundred seventy-nine children, age 2-5years, were randomized to immediate JASPER treatment or waitlist (treatment as usual) control. Independent assessors blinded to time and treatment coded children's time jointly engaged and IJA during a 10-min teacher-child interaction at baseline, exit, and follow-up. Age-equivalent receptive and expressive language scores from the Mullen Scales of Early Learning were collected at baseline and follow-up. Mediation analyses with linear mixed models were used to explore the potential mediating effect of joint engagement on IJA. Joint engagement significantly mediated 69% of the intervention effect on young children's IJA and IJA predicted improvements in standardized language scores. Small but sustained changes in child-initiated joint engagement improved IJA, a core challenge in children with ASD, which in turn led to improvements in language.

The Effect of Therapeutic Group Therapy on Parents’ Ability to Stimulate the Initiative Development for Preschool Children during Covid-19 Pandemic

Introduction: The Covid-19 pandemic causes learning activities to be carried out at home. Parents encounter obstacles in stimulating their child's development because they do not understand how to stimulate and tend to leave it to school. Preschoolers are in the initiative development stage that focus on exploring creativity. Initiative development is preparation for children to cope larger stressors at school age. Objectives: This study aimed to analyze the effect of therapeutic group therapy on the parents’ ability to stimulate initiative development. Methods: This study used one group pre-postest design method. The sample was 32 parents of kindergarten and early childhood education students in Malang City. The independent variable was online therapeutic group therapy. The dependent variable was the parents’ ability to stimulate initiatives development. Results: The results indicated that the average score of the parents' ability to perform stimulation before therapeutic group therapy implementation was 44.19. After therapy, the average score increased to 55.84. Statistical test used Paired T-test showed that the p-value is 0.000 (p-value <0.05), so it can be concluded that therapeutic group therapy had a significant effect on the ability of parents to stimulate initiative development. Conclusions: This study recommends the importance of increasing the parents’ ability to stimulate the pre-school children's initiative development. The school can work together with health workers, especially mental nurses, in therapeutic group therapy activities to increase the parents’ active role in stimulating children's development, thereby optimizing children's psychosocial development.

“Save the Vein” Initiative in Children With CKD: A Quality Improvement Study

The preferred vascular access for hemodialysis recipients is an arteriovenous fistula in the nondominant arm. Prior placement of a peripheral intravenous (PIV) catheter can lead to vascular injury and limit options for arteriovenous fistula creation, a particular problem for children, who may need hemodialysis for their entire lifetime. We instituted an initiative to increase the frequency of PIV catheter placement in the dominant arm for hospitalized pediatric patients with advanced chronic kidney disease (CKD). Quality improvement initiative. Children with CKD stage 3-5, receiving dialysis, and/or following kidney transplantation who were hospitalized at one children's hospital between September 2018 and August2020. Retrospective data on PIV catheter location for patients from January 1 to June 30, 2017, served as baseline data. Quality improvement activities consisted of: 1) education of the multidisciplinary treatment team, patients, and parents regarding importance of vein preservation; 2) placement of individualized notes in the electronic medical record identifying the preferred arm for PIV catheter placement; 3) use of "restricted extremity" arm bands; and 4) vascular access team participation to minimize attempts for PIV catheter placement. Monthly compliance with placement of PIV catheters in dominant arms. Location of PIV catheter placements were determined monthly and used to create run charts describing compliance. At baseline and before institution of this initiative, 34 of 72 (47%) PIV catheters were placed in patients' dominant arms, with only 2 of 8 (25%) PIV catheters placed in the dominant arm for children aged<5 years. After instituting the initiative, 345 of 371 (93%) PIV catheters were placed in the dominant arm of 93 children; in children aged<5 years, 58 of 62 (94%) PIV catheters were placed in the dominant arm. Only 38 of 371 (10%) PIV catheters were placed in the antecubital vein. Single-center study. Education regarding the importance of vein preservation, along with implementation of a standardized process for identifying children for whom vein preservation is important, can help direct PIV catheter placement and potentially preserve vasculature in pediatric patients with CKD.

Оценка инклюзивной культуры в дошкольной образовательной организации

The purpose of the article is to discuss the characteristics of the tool for assessing the inclusive culture of a preschool educational organization, which involves not only examining the perception and attitude to the values of inclusion, but also making a statement of the observed parameters of their implementation in educational practice. Method: the results of a pilot study using a survey of teachers (N=46) and parents (N=78) according to the author's questionnaires are considered as a reflection of the problems of implementing the declared values of inclusive culture in the conditions of preschool educational organizations. Results: it was shown that, despite the generally positive assessment of the need to create conditions for the accessibility of the educational environment, support for children's initiative, and acceptance of all children, some respondents note the facts of rejection and exclusion from communication of some children, non-support of children's initiative. Conclusions: a questionnaire that includes specific indicators reflecting the implementation of inclusive values, in case of an interested answer to the questions posed, will allow respondents to assess the gap between the declaration and implementation and take steps to change the organizational culture towards greater inclusiveness, provided that the management supports inclusion and the involvement of subjects of educational interaction in changing it.

Lessons on health promotion from Japanese early childhood development.

Early childhood development (ECD) has received increasing attention in both developed and developing countries since the 1990s. In Japan, ECD facilities have pursued integrated practices of education and health care to provide appropriate services to promote children's welfare. This ECD approach appears to embody objectives of health promotion in young children. Therefore, information about Japanese practices may help to support ECD in other countries, especially developing countries. In this context, the present study discussed the potential application of health-related ECD practices in Japan for developing countries by reviewing an outline of Japanese ECD, along with a case study describing practices in ECD facilities in Japan. We identified four main points: (i) distinct legal grounds including a legal basis for allocating health specialists; (ii) outlines of activities based on national standards and flexible practices at the facility level; (iii) teachers' attitudes that respect children's initiative, and explicit and independent activities embedded in children's daily lives that reflect the child's developmental status; and (iv) various useful practices to enhance the effect of health-related activities, such as cooperation with parents, lesson study and hoiku- (teachers) conference. As these practices are based on the Japanese context, it is essential to consider both the Japanese context and potential risks of transplanting such concepts, to enable optimum use of these lessons in other countries.

Context facilitation in text reading: A study of children's eye movements.

Words are seldom read in isolation. Predicting or anticipating upcoming words in a text, based on the context in which they are read, is an important aspect of efficient language processing. In sentence reading, words with congruent preceding context have been shown to be processed faster than words read in neutral or incongruous contexts. The onset of contextual facilitation effects is found very early in the first-pass-reading eye-movement and electroencephalogram (EEG) measures of skilled adult readers. However, the effect of contextual facilitation on children's eye movements during reading remains largely unexplored. To fill this gap, we tracked children's and adults' eye movements while reading stories with embedded words that were either strongly or weakly related to a clear narrative theme. Our central finding is that children showed late contextual facilitation effects during text reading as opposed to both early and late facilitation effects found in skilled adult readers. Contextual constraint had a similar effect on children's and adults' initiation of regressive saccades, whereas children invested more time in rereading relative to adults after encountering weakly contextually constrained words. Quantile regression analyses revealed that contextual facilitation effects had an early onset in adults' first-pass reading, whereas they only had a late onset in children's gaze durations. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Maternal Sociodemographic Factors Are Associated with Methylphenidate Initiation in Children in the Netherlands: A Population-Based Study

Multiple factors may contribute to the decision to initiate methylphenidate treatment in children such as maternal sociodemographic factors of which relatively little is known. The objective was to investigate the association between these factors and methylphenidate initiation. The study population included 4243 children from the Generation R Study in the Netherlands. Maternal sociodemographic characteristics were tested as determinants of methylphenidate initiation through a time-dependent Cox regression analysis. Subsequently, we stratified by mother-reported ADHD symptoms (present in 4.2% of the study population). When ADHD symptoms were absent, we found that girls (adjusted HR 0.25, 95%CI 0.16–0.39) and children born to a mother with a non-western ethnicity (compared to Dutch-Caucasian) (adjusted HR 0.42, 95%CI 015–0.68) were less likely to receive methylphenidate. They were more likely to receive methylphenidate when their mother completed a low (adjusted HR 2.29, 95%CI 1.10–4.77) or secondary (adjusted HR 1.71, 95%CI 1.16–2.54) education. In conclusion, boys and children born to a mother of Dutch-Caucasian ethnicity were more likely to receive methylphenidate, irrespective of the presence of ADHD symptoms.

Empirically based developmental and behavioral intervention programs targeting the core symptoms and language development in toddlers and preschool children with autism spectrum disorder

Empirically based developmental and behavioral intervention programs targeting the core symptoms and language development in toddlers and preschool children with autism spectrum disorder Abstract. This systematic review summarizes findings of articles included in the German AWMF-S3 clinical guideline on early intervention in autism spectrum disorders (ASD). We present the current state-of the art of evidence-based interventions for toddlers and preschool-aged children with ASD, specifically targeting the core symptoms and language development. We included studies on manualized developmental and behavioral interventions for children with ASD aged <7 years according to DSM-III(R), DSM-IV(TR), DSM-5, and ICD-10. The publication dates ranged from 1 January 2011 to 31 August 2018 or as included in the NICE-children guidelines. Studies were included by an iterative hierarchy: systematic review > randomized-controlled trial > clinically controlled trial. Outcome measures were core ASD symptoms and precursor abilities, or language abilities. The interventions were collated by (1) frequency and (2) approach. The studies focused on low-intensive interventions targeting parental synchrony, the child's initiations, reciprocity, joint attention, play and imitation skills as well as comprehensive interventions. Improvement of core ASD symptoms regarding social communication was observed for low-intensive training of parental synchrony and child's reciprocity as well as for low-intensive comprehensive developmental interventions implementing natural-learning paradigms. High-frequency discrete trial interventions did not improve social communication. Language abilities improved by comprehensive interventions. In conclusion, intervention recommendations are summarized.

An investigation into children's agency: children's initiatives and practitioners’ responses in Finnish early childhood education

ABSTRACT This paper investigates adult–child interaction in the early years of education. The intention is to understand how children's initiatives and practitioners’ responses support and/or hinder children's agency. Our ethnographic data include 150 h of video data supplemented by observational field notes from a Finnish Early Childhood Education (ECE) centre with eight five-year-old children and two ECE practitioners. The video data were analysed abductively by using an Interaction Analysis method. The children's initiatives were found to manifest in several modes, namely asking a question, suggesting, challenging, refusing and ideating. The responses to these initiatives by the ECE practitioners included accepting, accepting after a rejection, adapting, rejecting or ignoring. The analysis points to ways in which adult–child relationships are negotiated in everyday activities, showing the relational nature of agency and suggesting that the ways in which adult engages in the child's initiations are an intricate part of children's agency.

Socio-cultural context of older preschool children’s initiative development on the basis of volunteer activities

In world modernization context modern challenges in education are formed. Federal normative legal documents reflect social demand to create conditions for development of an initiative person with socially active and civil position, capable of successful response to modern society requirements. Initial stages of solving this problem are in the senior preschool age, as synesthetic period of child's personality socialization and older preschoolers’ socio-cultural personality development. The federal state educational standard for preschool education directs teachers to create social situation for children’s initiative development through pedagogical conditions establishment in socio-cultural context. Analysis of theoretical methodological works and existing practices reveals volunteering pedagogical potential, tendency to involve older preschoolers into it. The paper examines theoretical, methodological foundations, psychological and pedagogical conditions of children's initiative development process on volunteer activities basis. Research purpose is to scientifically substantiate, develop and test psychological, pedagogical conditions for older preschool children’s initiative development. Research methods are comparative, complex system analysis of scientific research in pedagogical, sociological, philosophical works. Theoretical and methodological foundations and complex of psychological and pedagogical conditions for older preschool children’s initiative development based on volunteer activities are established as structural and functional model, "Preschool Volunteer" program and initiative developing technology for older preschool children. The author's concepts of “older preschool children initiative” and “volunteer activity of older preschool children” are formed. The socio-cultural context of initiative development involves volunteer practices with children. The research results can be used in lecture course preparation, professional programs for teachers and parents competence development in preschool educational organizations.

A Century of Childhood

A Century of Childhood Elisheva Baumgarten (bio) "I saw a jewish lady only yesterday with a child at her knee and from whose face towards the child there shone a sweetness so angelical that it seemed to form a sort of glory round both." With these words quoted from W. M. Thackeray's Pendennis, Solomon Schechter began his essay "The Child in Jewish Literature," printed in the second volume of the old series of JQR in 1889. Schechter used this opening to underscore the idea that "sainted" mothers' attitudes toward Jewish children was proof of the exceptional treatment of children by Jews of eras past. He seems to be suggesting that this uniqueness was so evident as to be discernible by "even" a non-Jew. Rereading Schechter's essay, one is struck by its originality. Schechter was studying premodern childhood long before it became a popular topic of historical inquiry. It is also interesting to note how research methods and perspectives have changed over the course of the intervening years. Where and how does he differ from current scholarship and what can be gained by rereading his essay more than 130 years after its publication? A first observation relates to the sources he quotes throughout the article. Many of them have remained central in the scholarly publications of the last centuries. To provide a few examples: his discussion of children's initiation to Torah was based on the same central sources used by Ivan Marcus in his seminal 1996 study that opened up new directions for examining what Marcus called "inward acculturation."1 Schechter discusses customs concerning the sandek, a medieval feature that has been at the center of [End Page 606] multiple studies, especially from the mid-1990s onward,2 and comments on unique medieval practices concerning childhood and education that were later featured in Ephraim Kanarfogel's 1992 study on medieval education.3 His essay, ranging from comments on rituals to such matters as lullabies, contains the stuff studied by modern social historians interested in childhood in past eras.4 In short, Schechter's essay touches on many topics and sources that have become cornerstones of recent research. His particularistic approach, evident in the opening lines quoted above, is perhaps the most important difference. His assumption throughout the essay—one that has yet to be radically altered—is that Jews, whether late antique, medieval, or premodern, were a defined group, clearly distinguishable from their neighbors. Yet unlike the scholarship of the past decades that has sought to define the ways Jews were both part of their surroundings and a distinct minority, he rejects any blurring of boundaries between Jews and those who were not Jews. Interestingly, the result of this rejection is not expressed by ignoring customs that were not "wholly" Jewish. Schechter knew that many of the customs the essay explores, as well as those outlined by Güdemann, Löw, and others whose work he references and praises, had parallels in contemporary non-Jewish culture.5 In these cases, he has a quick solution in the form of derogatory comments concerning the practices he is describing. Such customs are either "superstitious" or those of the gentiles. For example, when describing customs related to warding off Lilith, "the devil's mother suspected of stealing children and killing them," he declares: "Now I do not intend to enumerate here all these various precautions [against Lilith] […] But of whatever origin they may be, Judaism could do better without them" (p. 5). In contrast to Schechter's dismissiveness, later scholars have explored such customs and their parallels, often eager to understand how premodern Jews fit in among the nations, [End Page 607] and seeking ways to redefine what Judaism was.6 Schechter, on the other hand, is only willing to admit that Jews were like their neighbors when it came to pastimes (p. 18). Schechter is also explicitly judgmental of some of his sources, even while acknowledging the importance of the evidence they contain. For example, when discussing the story of a Jew serving as a Christian's godparent that is found in Schudt's Jüdische Merkwürdigkeiten, he refers to the text as a "very learned and very...

Children's initiative in the historical context: essence, conditions, methods

Children's initiative in the historical context: essence, conditions, methods

PENERAPAN TEORI BELAJAR HUMANISTIK DALAM PEMBELAJARAN

&lt;p&gt;Students are human beings whose human identity as a conscious subject needs to be defended and enforced through educational systems and models that are "free and egalitarian". The future challenge of education is to realize the process of learning democratization. A democratization process that reflects that learning is on children's initiative. To develop so that humans become mature, it is not enough if they are only trained, but also must be educated. Students must be educated for realists, recognize a life that is multidimensional, not uniform and invited to live a complementary diversity. Whereas in training, what is primarily formed is outward behavior. This learning theory talks more about the concepts of education to shape human beings who are aspired to, and about the learning process in its most ideal form. In other words, this theory is more interested in the notion of learning in its most ideal form than the understanding of the learning process as it is, as has been studied by other learning theories. In its implementation, this humanistic theory, among others, also appears in the learning approach proposed by Ausubel.&lt;/p&gt;

Increasing Cigarette Excise Tax Prevents Smoking Initiation in Children and Finances National Health Insurance in Indonesia

AbstractIndonesia has ranked third among countries with the highest number of smokers in Asia because the price of cigarettes in those countries is still affordable. The strategy to make the price of cigarettes is not affordable is increasing cigarette excise tax. This instrument is considered the most effective way to control cigarette consumption. The purpose of this study was to find out how the public perceive the increase of the cigarette excise tax to cover the National Health Insurance (NHI) deficit and to identify the factors which affect such perception. This study used mobile phone survey and the sample were 1000 respondents. The list of potential respondent’s mobile phone numbers was selected using the systematic random sampling method with an interval of 100,000 to 200,000. The result showed that 87.9% respondents agree to increase cigarette price so that the children do not start to smoke. The majority of respondents (86.2%) also agree to increase the price of cigarettes to finance the JKN deficit. Perceptions of respondents who agreed to increase the price of cigarettes to prevent smoking initiation in children also tended to accede the increase in cigarette prices for financing the JKN deficit. Abstrak Indonesia menempati peringkat ketika jumlah perokok tertinggi di Asia karena harga rokok masih terjangkau. Strategi agar harga rokok tidak terjangkau adalah menaikkan cukai rokok. Instrumen tersebut dinilai paling efektif untuk mengendalikan konsumsi rokok. Tujuan penelitian adalah untuk mengetahui bagaimana persepsi masyarakat terhadap kenaikan cukai rokok untuk pembiayaan Jaminan Kesehatan Nasional (JKN) dan mengidentifikasi faktor yang memengaruhi persepsi tersebut. Metode penelitian menggunakan survei melalui telepon dengan sampel 1000 responden. Daftar nomor telepon seluler calon responden dipilih dengan cara systematic random sampling interval 100.000 sampai 200.000. Hasil penelitian menunjukkan bahwa 87,9% setuju harga rokok dinaikkan agar anak-anak tidak mulai merokok. Mayoritas responden (86,2%) juga setuju mengenai kenaikan harga rokok untuk pembiayaan defisit JKN. Persepsi responden yang setuju terhadap kenaikan harga rokok agar mencegah inisisasi merokok pada anak-anak juga cenderung setuju terhadap kenaikan harga rokok untuk pembiayaan defisit JKN.

School Bullying in Ukraine

&#x0D; &#x0D; &#x0D; School bullying is a phenomenon that was once difficult to define and normalized to many; however, this view has changed in recent decades. School bullying is now understood to be the systematic and repetitive abuse of power by one or many individuals over another. It occurs in many forms, directly and indirectly, and involves a breadth of actions that cause serious harm to the victim. The issue of school bullying has spread across the globe to the extent that the United Nations has taken a stance on the matter in its End Violence Against Children initiative after a published report that 24% of Ukrainian children are facing harassment in schools. A review of the literature on school bullying is outlined, including the definition of bullying, prevalence, leading causes, and consequences. Ukraine school bullying prevalence and recommendations are discussed in light of global and national initiatives and actions. Finally, recommendations are offered in relation to what Ukrainian teachers, parents, and students need to know regarding how to prevent and alleviate the psychological, physiological, biological, and social symptoms that often result from school bullying.&#x0D; &#x0D; &#x0D;

Getting help for others: An examination of indirect helping in young children.

When young children recruit others to help a person in need, media reports often treat it as a remarkable event. Yet it is unclear how commonly children perform this type of pro-social behavior and what forms of social understanding, cognitive abilities, and motivational factors promote or discourage it. In this study, 48 three- to four-year-old children could choose between two actors to retrieve an out-of-reach object for a third person; during this event, one actor was physically unable to provide help. Nearly all of children's responses appropriately incorporated the actors' action capacities, indicating that rational prosocial reasoning-the cognitive basis for effective indirect helping-is common at this young age. However, only half of children actually directed an actor to help, suggesting that additional motivational factors constrained their prosocial actions. A behavioral measure of social inhibition and within-task scaffolding that increased children's personal involvement were both strongly associated with children's initiation of indirect helping behavior. These results highlight social inhibition and recognizing one's own potential agency as key motivational challenges that children must overcome to recruit help for others. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Impacts of a shared book-reading intervention for Italian-speaking children with developmental language disorder.

The regular practice of shared book reading (SBR) at home may play a key role in fostering the linguistic development of children with developmental language disorder (DLD). However, more evidence is needed of the benefits of home-based SBR interventions on the parents' conversational strategies and on the communicative and linguistic production of children with DLD. To examine the impacts of a parent-based SBR intervention on the parent's use of conversational strategies, and on the engagement, conversational participation and linguistic production of Italian-speaking children with DLD. The mothers trained in the use of SBR strategies were expected to increase their use of these strategies. The children were expected to show gains in their level of engagement and conversational participation during SBR; in turn, moderate increments of the indices of language production were expected. Thirty-two preschool children with DLD participated in the study; all were receiving speech language therapy. Using a non-randomized pre-post-test control trial, 20 mother-child dyads implemented an 8-week SBR programme (the SBR intervention group), while 12dyads acted as a comparison group. Based on the 'dialogic reading' method, eight verbal and non-verbal SBR strategies were employed during individual and small-group parent training sessions. Speech-language therapists were involved in the individual parent training sessions to provide suggestions focused on the specific characteristics of each mother-child dyad. Measures of parents' intervention strategies, children's engagement, conversational participation and oral language were included. At post-test, mothers in the SBR intervention group used three of the eight SBR strategies-Shared Book Handling, Captivating Talking, and Utterances with a familiar topic-significantly more than the comparison group. Children whose mothers implemented the intervention showed significant gains in terms of time spent in engagement and amount of verbal production during shared reading. No effects were found for the children's communicative initiatives and answers, or for indices of language complexity and diversity. The present parent-based SBR intervention for Italian-speaking preschoolers with DLD showed effects, albeit modest, on both maternal and child communicative behaviours. The results suggest that extralinguistic strategies may be implemented successfully by parents and may be effective in enhancing children's engagement and language production in the short term. Further investigations are needed that provide a longer intervention period and examine the joint impact of therapist- and parent-based intervention for children with DLD.

Готовность воспитателей к развивающему взаимодействию с детьми

The article discusses the concept of “the teacher’s readiness for developing interaction,” which is regarded as a professional personality quality associated with the uniqueness of each child. It is also characterized by the ability of a teacher to provide subjective interaction with a child, to support the development of children's initiative, to design skills for the individual space of the child’s personal development, to form personal qualities that ensure the emotional well-being of each child. The article provides the data on the level of readiness of educators to implement developing interaction with preschool children. The implementation of the developing interaction largely depends on the style of pedagogical communication, the chosen position in communication: Adult, Parent or Child (E. Berne) and the level of emotional intelligence development of the educators. Analysis of the study results showed that all educators have the first and second levels of effectiveness of pedagogical communication, characterized by particular skills in the organization of children. The majority of educators while communicating prefer the ego position of “Adult” with the formula A-P-Ch, and most educators have a low level of integrative emotional intelligence and empathy, which does not contribute to the development of interaction with children. The results of the diagnosis showed the need to strengthen not only the practical component of the teachers 'professional readiness, but also the concretization of students' ideas about the developing nature of interaction, as well as the identification of the benefits of traditional types of children's activities in the development of children's interest and initiative.

О критериях деятельностной педагогики

The goal of this article is to discuss diagnostic criteria that are directly observable and at the same time allow to judge with sufficient reliability whether learning is activity-based not only in its project, but also in its implementation - in a cooperative child-adult action. Only one criterion is proposed here: children's initiative aimed at discovering and appropriating new concepts. In an attempt to elucidate the blurred meaning of such terms as “activity-based education”, “student as an agency (initiator) of learning activity” the authors suggest revising the subject matter behind these words, and for this purpose to visit the lessons and highlight the events that manifest children's learning initiative. The evidence from the literacy lessons taught according to the Elkonin’s ABC primer shows how the guesses and questions by individual students reveal to the observer that the students relate the concept mastered here and now and the concepts that belong to the same system but have not been discussed as yet in the classroom. Such transcending beyond the scope of the task as initially set by the teacher, discloses children's efforts to construct the concepts that outstrip the teacher's plan by several hours, weeks, and even months. As a rule, such initiatives are accompanied by expressed emotions of joy, surprise, pleasure, inspiration, interest, signifying their personal meaning for children.