Education Of Preschool Children Research Articles

Mobile games as a means of increasing the motor activity of younger school students during physical education lessons

Among a large number of various means of physical education of primary school pupils, outdoor games are widely used, which carry a high educational potential and contribute to the solution of educational and health problems. Play activities are especially important during the period of the most active character formation - in childhood. The need for movement, increased motor activity is the most important biological feature of the child's body at the age of 7-9 years. At the same time, at this age, the foundations of children's conscious attitude to their own physical fitness and awareness of the need for physical activity are laid.
 Younger children need to improve gross and fine motor skills, visual-motor and auditory-visual-motor coordination, i.e. to create a "reserve" of motor capabilities for motor development in general and for successful schooling in particular. The effectiveness of physical qualities development is determined by the choice of optimal means, methods, forms of physical education of preschool children. One of such means is outdoor activities and sports games. Thus, it should be noted the great social and pedagogical importance of outdoor games, as well as the need for their use in the physical education of primary school children.
 In the process of physical education, knowledge about movements is transferred, children are introduced to the most rational ways of performing movements that positively affect the functioning of organs and systems, allowing them to solve motor tasks with less effort. The younger age is important in terms of the effectiveness of pedagogical influence, which should ensure the completeness and timeliness of children's physical and motor development, promote the correct formation of the structure of natural movements, the analytical function of the motor apparatus

Theoretical aspects of modeling language education of preschool children in the modern educational environment

Introduction. The article gives an analytical overview of research investigations in the field of child language development and its methods. It is shown that traditional approaches to language development do not solve the main problems in the personality development of preschool children. On the basis of the analysis, contradictions are revealed and the research problem is substantiated, namely the need for a conceptual understanding of language education as a means of developing the child's personality. The purpose of this article is to search for and substantiate the theoretical and methodological bases for modeling the process of language education as a means of personality development of a child of preschool age. Materials and Methods. The research methodology is based on the ideas of a cultural-historical approach that describes the mechanisms of child development in the process of coming to terms with culture; axiological and sociocultural approaches that determine the content and direction of child development in culture; communicative and dialogical approaches that reveal the principles of organizing social and educational interactions between children, adults and peers. The system of research methods includes both theoretical (source analysis, terminological analysis, cross-cultural analysis of language teaching programs, scientific modeling) and empirical (questionnaires, analysis of pedagogical practices) ways of achieving the aims. The authors applied the modified version of O.S. Ushakova and A.I. Lavrentieva’s inventory for evaluating value-semantic aspects of preschool children’s speech. Results. The authors demonstrate the relevance and impact of developing theoretical aspects of modeling language education as a means of developing children's personality. This is determined by the role of speech development as the implementation of a language system, a means of communication, and a personal tool for self-development. The authors have revealed contradictions that determine the necessity and possibility to solve the research problem, which is associated with the conceptual understanding of language education as a means of developing the child's personality. The authors emphasize the key role of language in creating a unified value-semantic space for the consolidation of Russian society and the transmission of socio-cultural experience from generation to generation. The authors show the relationship between language and speech, comparing the functions of speech and the targets for educating a new generation of Russian citizens. This served as a source for determining key approaches - axiological, sociocultural and communicative, which are the bases for modeling language education of children. The authors revealed the essence of language education aimed at familiarizing children with traditional values of Russian society. The terms "language education" and "language development" are clarified. On this basis, a model of language education of preschool children has been constructed, including the following components: the purpose, objectives, principles, forms of interaction (communication), teaching methods, a system of conditions (social, activity-based, subject-spatial), which are required and sufficient for the successful solution of educational problems. A three-stage method of language education of preschool children in the educational environment is proposed. The essential characteristics of the educational environment, which are necessary for the successful implementation of the model, are described: axiological, content-rich, integrative, systematic, and predictive. Conclusions. The article concludes that conceptual understanding of language education and the rationale for theoretical and methodological foundations of modeling this process contribute to organizing favorable psychological and educational conditions aimed at developing the personality of a preschool child. Language education, organized on the basis of the presented model, becomes an integrating link in ensuring the unity and interconnection of the main directions of teaching and learning within preschool education. The proposed model of organizing children's activities and communication with adults and peers facilitates moral education of preschool children with the focus on traditional Russian values.

The problem of subjectivity in the health care of a pre-schooler

The article reveals subjectivity as a fundamental problem of developing and health-preserving education of preschool children, the dialectic of which reveals itself in the concept of joint subject activity; an attempt is made to approach the understanding of the fundamental question of health psychology, developmental psychology, developmental and health-preserving pedagogy: How to carry out pedagogical influences against the background of high rates of physical and mental development of preschool children, high sensitivity of the child’s body and psyche to environmental influences, rather low indicators of the child’s health? The answers to these questions are supposed to be obtained through the methodology of interdisciplinary research based on the ideas of evolutionism of scientific knowledge and cultural-historical approach aimed at creating a holistic picture of the health and development of the child through the prism of the formation of his or her subjectivity. The initial theoretical positions of scientific reflection are the idea formed in Russian psychology about health as a complex phenomenon associated with the spiritual growth of a person, their comprehension of the meaning of their existence and the practically achievable norm of child development (V. A. Ananyev, B. S. Bratus, V. T. Kudryavtsev, B. B. Egorov, Yu. I. Rodin); philosophical teachings about man in culture (M. K. Mamardashvili), about the ideal in the interpretation of E. V. Ilyenkov; provisions developed in cultural and historical psychology about activity as a process and result of socio-historical human development (L. S. Vygotsky, A. R. Luria, V. V. Davydov, etc.); E. V. Ilyenkov’s understanding of the jointly-divided objective activity as an objective reality and a unit of socio-historical production; D. B. Elkonin’s position on the movement of the child from the contextuality of objective comprehension of the world to comprehending the meaning of objective activity through the mediation of an adult and their development by D. B. Elkonin and V. V. Rubtzov. The conclusion is that the formation of the child subjectivity is an essential condition of joint developmental and health-care activity of an adult and a child.

Культурные действия в игре детей дошкольного возраста

<p>The article is devoted to the analysis of the key mechanisms of children's development in the play – the correlation of cultural actions and the conditions of their formation that arise in the process of children's play. A detailed analysis of the concepts of "situation" and "normative situation" is given. According to L.S. Vygotsky, a special role in children’s play is assigned to the imaginary situation, which determines the subjective nature of children's activity, and directs it to the development of the semantic side of actions due to the specifics of the imaginary situation. In other words, conditions are created in preschool childhood both for mastering normative action and for establishing an attitude to normative action. This is possible due to the presence of two spaces: culture and the space of an imaginary situation. Within these spaces, cultural artifacts themselves are mastered and a subjective attitude to various aspects of cultural objects is generated. The relevance of the theoretical analysis of the mechanisms of development in the play is due to the growing interest in the play as a means of purposeful development and education of preschool children.</p>

METHODOLOGICAL APPROACHES IN THE PREPARATION OF FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES

The article is devoted to the analysis of methodological concepts of training future teachers for professional activity. Particular attention is focused on the fact that the improvement of the professional training of future teachers for the education of preschool children is connected with the establishment of those educational relationships that provide for the implementation of methodological approaches in the educational process of a higher education institution, the unity of forms, methods and means of creative and spiritual development of future teachers, which is connected with the implementation of the cultural and educational mission of the Higher Education Institution. It is emphasized that the basis of methodological approaches is a system of values related to the professional training of future specialists, the formation of respect for the social environment and oneself. It was found that scientists interpret the meaning of the concept of "methodological approach" as a set of appropriate approaches, methods (methods) of theoretical knowledge of practical activity, which are based on the provisions of a specific theory, determine the search directions of the subject of research, contribute to the achievement of the goal. It is specified that the methodological approaches outlined by us (personally-oriented, axiological, activity-based, competence-based) are the scientific basis for the formation of the professional competence of the future teacher. It is emphasized that the focus of the educational process of the institution of higher education on the preparation of education seekers is strengthened with the outlined competencies, which activates students' acquisition of relevant professional knowledge in pedagogy, general psychology, the formation of relevant abilities, skills, and key competencies aimed at demonstrating the readiness of future specialists to form artistically - children's constructive activities. In the mentioned professional training, it should be taken into account that the methodological approaches outlined by us contribute to the formation of value orientations of education seekers on the basis of national, universal, ethno-aesthetic values, since it is basically aimed at children's mastering of national symbols and traditions, provides conditions for the personal self-expression of the subject of education , satisfies the natural need of the individual in the direction of self-realization, affirmation of one's own "I", activating individual natural abilities and inclinations.

An Analytical Study of Family Investment in Education at the Pre-school Level in China - A Comparative Analysis Based on Eastern, Central and Western China

Since the publication of China's National Medium- and Long-Term Education Reform and Development Plan in 2010 and the active development of preschool education, the development of preschool education has gradually received attention from all sectors and the positive effects of the expansion of preschool education in China are evident. However, as the national household share of preschool education still falls short of international standards, the issue of education consumption by households affected by their individual economic development in the expansion of preschool education cannot be ignored. This paper examines the relationship between factors such as household socio-economic income and cultural background and education expenditure of preschool children's families, based on a regression analysis of macro data from the provincial statistical bureaus of the three provinces and micro data from the China Household Tracking Survey in 2018, from the perspective of combining macro and micro data in Guangdong, Henan and Gansu provinces selected in the eastern, central and western regions of China respectively. The study found that for the families themselves, the higher the economic level, the higher the expenditure on preschool education. Also, the higher the level of education of the mother, the higher the expenditure on preschool education. For different regions, the more economically developed the region, the more parents are willing to spend more on their children's pre-school education.

The influence of kindergarten on students’ performance: The Spanish case

ABSTRACT Most Spanish parents enrol their children in preschool education (ages 3–5) as a way of preparing them for compulsory education. However, not all parents decide to enrol their children in kindergarten (ages 0 to 2). In this context, the aim of the present study is to analyse the influence of kindergarten attendance on students’ academic performance in 3rd and 6th grades. In order to address this issue, we employ census and longitudinal data from the Spanish region of the Canary Islands and an instrumental variable approach to go beyond simple correlation. Our results show that kindergarten attendance improves students’ performance in around 1 standard deviation in 3rd grade, but that this influence is reduced and almost disappears when reaching 6th grade, particularly in reading.

Health Education for preschool children in daycare centers.

The promotion of health is carried out in preventive services of medical units, in educational programs and textbooks from the general perspective of the population. To determine baseline characteristics of health education for pre-school children, their parents and teachers, by means of specialist doctors. Cross-sectional study of an educational program for preschool children. Life skills and health competencies were evaluated. The preschoolers developed resilience (84.12%), empathy (92.23%), assertive communication (93.5%), interpersonal relationships (91.0%), correct decision making (92.56%), problem solving (81.05%), creative thinking (98%), critical thinking (86.08%), emotion management (80.76%), physical activation (97.94%), self-knowledge (98.96%), hygienic habits (94.90%) and co-responsibility (86.25%); 95.59% liked the workshop and 95.75% chose the correct option in the problems described. 63.04% of parents generated changes in their habits and those of their children. The educational program implemented can promote empowerment in health from childhood.

Research on Early Childhood Bilingual Education in China from the Perspective of Cognitive Neuroscience

With the rapid development of globalization and the world economy, English, as the universal language, plays a pivotal role in the international political, economic and cultural fields. English non-native speakers are paying more and more attention to popularizing English education as an important part of basic education, and English learning is also showing a trend of becoming younger and younger. However, the early childhood language acquisition process is influenced and controlled by various complex factors, including acquisition age, acquisition methods, family ecological environment and socio-cultural factors. At present, the early childhood bilingual education in China is booming, but due to the mentality of most parents and the immaturity and incompleteness of various conditions, combined with the lack of scientific theoretical basis and empirical research on early childhood bilingual learning, the bilingual education in early childhood There have been many problems in the development process. In recent years, the development of brain development in the field of cognitive neuroscience has made important progress, prompting people to continuously explore how to more effectively promote early childhood language development and bilingual ability. Starting from the concept of bilingual education, this paper expounds the latest research results of early childhood bilingual ability development and brain development, the current situation, existing problems and development path of bilingual education for preschool children in China, and provides a large number of parents, educators and educational decision-making departments. Useful lessons are learned from experience.

Iekļaujoša pirmsskolas izglītība bērniem ar autiskā spektra traucējumiem: teorētiskais aspekts

Although inclusive education is implemented in Latvia and children with autistic spectrum disorders must attend general education pre-school groups, where special education programmes are implemented for children with learning or speech development disorders, various educational policy planning documents indicate that children with autism are difficult to include. In order to understand the reasons for this phenomenon, identify possible obstacles and find possible solutions, the employed literature review includes the following parts: inclusive education development trends in the pre-school stage in the world and in Latvia in various political reports, educational policy planning documents, regulatory acts and scientific studies; development profile of a pre-school child with autism spectrum disorders, including the characteristic features of the relevant age group and developmental disorder, and identification of possible obstacles, indicating possible solutions for the provision of pre-school education for children with autism spectrum disorders.

Okul Öncesi Öğretmenlerinin Çevre Bilinci Oluşturma Etkinliklerine Yönelik Görüşlerinin İncelenmesi

The general aim of this research is to determine and analyze the opinions of pre-school teachers in Genç province of Bingöl on the educational activities aimed at educating preschool children about environmental awareness. The sample of the research is composed of 17 pre-school teachers who provide education within the Ministry of National Education during the academic year of 2017-2018 in Genç Province. A semi-structured interview form consisting of seven open-ended interview questions based on expert opinions was used to collect data. The data collected were analyzed by descriptive analysis method which used in qualitative research. For this purpose, phenomenological study method is used as qualitative research methods. According to the findings of the study, it was determined that the teachers mostly focus on the Turkish language field and then on the environment topic within the scope of science and nature activities and they emphasize the question and answer and experiment methods in their practice. Teachers were found to be inadequate in the pre-school education program in terms of achievements and indicators for environmental awareness building, and they mostly used the observation techniques to assess the persistence of environmental awareness in children. The biggest problem faced in establishing environmental awareness was the inability to cooperate with the family, and as a solution, the school was determined to plan general family participation activities. Keywords: Environment, Environmental Awareness, Environmental Education, Preschool Education Programme

Features of Teaching Young Preschool Children a Foreign Language

The relevance of early learning of a foreign language is determined by the needs of society. Teaching a foreign language to preschool children creates excellent opportunities for learning a foreign language. In this regard, this article is devoted to the need to study the peculiarities of teaching young children English in order to achieve the most effective result in its further study. The purpose of the work is to identify and describe the features of teaching English to young children, to identify methods that allow developing constructive interaction between teachers and students, as well as the development of lesson plans. The object of the study is the process of teaching a foreign language. The subject of the study is the use of methodological recommendations in teaching preschool children. The question of when to start teaching a child a foreign language is of interest to many parents. This is quite expected, because knowledge of at least one foreign language in our time has turned from a desire into a necessity.

Factors Affecting Children’s Language Development: A Systematic Review

Language development is a crucial part of preschoolers’ entire growth trajectory. Meanwhile, with the development in economics and the advance in science and technology, the issues of education for preschool children have received unprecedented attention. The review focuses on the factors that may affect children’s language development, like learning speed differences, vocabulary variations, and grammatical accuracy. Therefore, this review takes a lot of reading on literature with the aim of collecting opinions and data from different perspectives, also analyzing them. Ultimately summarizing the possible factors as comprehensively as possible. The research points out that there are various factors related to children’s language development, which can be divided into internal and external factors. Internal factors include gender difference and language aptitude. The external actors, for instance, parent-infant interactions, bilingual family effects, and speech heard at school. What’s more, whether have a preference for using symbols to express needs and wants in infancy has also influenced children’s language development to a certain extent. The possibility of these results occurring is discussed in light of the separating situations. Some paradoxes of the research are also mentioned in the end.

Application of Somatosensory Computer Game for Nutrition Education in Preschool Children

With the popularization of technological products, people’s everyday lives are now full of 3C (computer, communication, and consumer electronics) products. Children have gradually become acquainted with these new technological products. In recent years, more somatosensory games have been introduced along with the development of new media puzzle games for children. Several studies have shown that somatosensory games can improve physical, brain, and sensory integrated development in children, as well as promoting parent–child and peer interactions and enhancing children’s attention and cooperation in play. The purpose of this study is to assess the effect of integrating somatosensory computer games into early childhood nutrition education. The subjects of this study were 15 preschool children (aged 5–6 years old) from a preschool in Taichung City, Taiwan. We used the somatosensory game “Arno’s Fruit and Vegetable Journey” as an intervention tool for early childhood nutrition education. The somatosensory game production uses the Scratch software combined with Rabboni sensors. The somatosensory game education intervention was carried out for one hour a week over two consecutive weeks. We used questionnaires and nutrition knowledge learning sheets to evaluate the early childhood nutrition knowledge and learning status and satisfaction degree in the first and second weeks of this study. The results showed that there were no statistically significant differences between the preschool children’s game scores and times, as well as nutritional knowledge scores, before and after the intervention. Most of the preschool children highly enjoyed the somatosensory game educational activities. We reveal some problems in the teaching activities of somatosensory games, which can provide a reference for future research on designing and producing somatosensory games for preschool children and somatosensory game-based education.

Foreign experience of using information and communication technologies in preschool education for children with special educational needs

Foreign experience of using information and communication technologies in preschool education for children with special educational needs

Research on the Application of Orff Music Rhythm in Rural Preschool Children's Education

Research on the Application of Orff Music Rhythm in Rural Preschool Children's Education

Savremeni pristup menadžmentu kao faktor efikasnog funkcionisanja dječijih vrtića

The provision of open opportunities, the acquisition of experiences where it is possible to develop the capacities of the child's personality and their potential in the period of early age are elements on which his future activities, opportunities and functioning as an active member of society will depend. Through communication, children of pre-school age gain freedom of speech, are independent, learn to navigate different situations, are creative, inquisitive, curious, and this way contributes to the development of dispositions for active action and learning. Quality preschool upbringing and education should be based on this development of preschool children, on the competence of educators, active participation of parents of children in the organization of work and life of their children, and other systems with the aim of progressive changes. All these systems condition the presence of managers in all educational institutions, including kindergartens. We see the development plan and program as an opportunity to raise awareness of the value of the system of organizing educational work in kindergartens, as well as the joint activities of all factors that participate in the process of raising and educating preschool children, through the prism of management in kindergartens.

Music education for preschool children in the new media environment: Development dilemmas and improvement strategies

Music education for preschool children in the new media environment: Development dilemmas and improvement strategies

ANALYSIS OF THE CONTENT OF SPIRITUAL AND MORAL EDUCATION IN THE PRACTICE OF PRESCHOOL EDUCATION

The article analyzes the content of preschool children’s software in the aspect of spiritual and moral education. It has been found that in the concept of the Ukrainian educational ideal, spiritual and moral education is a component of national, national-patriotic education, which is emphasized in a number of works of representatives of Ukrainian pedagogy of the present and past. Spiritual and moral education in the works of teachers is based on the education of Christian values and is aimed at the revival of morality in Ukrainian society with the elevation to a high level of its spiritual culture, education, science and art. A theoretical analysis of educational programs, in particular “Child in preschool years”, “Sunflower”, “Confident start”, “Treasury of morals”, “Ukrainian kindergarten”, “I am in the World”, proved the orientation of their content to the development of spiritual and moral qualities of the individual, which actualizes their wide use in modern conditions of the development of Ukrainian society against the background of improving the quality of national education of the younger generation. In the partial programs “Spiritual and moral education of preschool children based on Christian values” and “Seed of love”, the emphasis is on the formation of skills in children: socially recognized behavior, the ability to navigate in the world of human relationships, readiness to empathize and sympathize with others. The carried out analysis of the programs proved a purposeful focus on the formation of the value foundations of the child’s personality, the development of spiritual and moral feelings, the assimilation of norms and rules of behavior, spiritual and moral habits, which will ensure their full development at the next stages of life.

STRESS CONDITIONS OF PRESCHOOL CHILDREN WITH MENTAL DISORDER

The article deals with the problem of stressful conditions of preschool children with mental retardation, having emotional, physical, social, intellectual, linguistic and other health characteristics, as well as their social adaptation to society, which is currently extremely relevant. The corresponding pedagogical conditions for the development of certain mental processes and qualities that are very difficult to form at later age stages are analyzed. The practical experience of educating preschool children, which require special methodological approaches and the creation of a whole range of additional conditions, is summarized. Therefore, this article discusses the stressful conditions of preschool children with mental retardation and the principles of development of young children. Particular attention is paid to the modern life of preschool children who are constantly faced with stress. The article is devoted to the peculiarities of psychological and pedagogical assistance to preschool children with mental retardation. As a result of the study, the experience of developing and implementing an early intervention program for children with multiple developmental disorders is recommended.