Preschool Educational Organizations Research Articles

Компетенция построения социального пространства отношений дошкольников в системе обеспечения качества профессиональной подготовки будущих педагогов в вузе

The study aims to determine the content and structure of the competence of constructing a social space of preschoolers’ relationships and, based on this, to identify the features of its formation in the quality assurance system of professional training for future educators in higher education institutions. The article analyzes the problem of the quality of professional training for future educators of preschool educational organizations. The scientific novelty of the study lies in describing and characterizing the competence of constructing a social space of preschoolers’ relationships of future educators, determining its structure and content, identifying the components of the competence, and presenting the features of its formation in the educational process of the university, taking into account the requirements of state educational standards. The formation of this competence is carried out through innovative forms, means, methods, and technologies. As a result of the study, it was found that the competence of constructing a social space of preschoolers’ relationships includes professional and personal qualities of future educators that determine their readiness for future professional activities. The structure of the said readiness is comprised of motivational, cognitive, active, and communicative components. The content of these components is substantiated. Features of competence formation in the quality assurance system of professional training for future educators in higher education institutions have been identified.

Оценка качества образовательной среды в детском саду для детей с РАС: методика ECERS-R

<p style="text-align: justify;"><strong>Objectives. </strong>When providing comprehensive support for children with autism spectrum disorders (ASD), it is necessary to create a special educational environment. A study was conducted on the quality of the educational environment of a preschool educational organization for children with ASD using the Early Childhood Environmental Assessment Scale (ECERS-R) tool, which was originally designed to assess the environment in preschools for typically developing children.</p> <p style="text-align: justify;"><strong>Methods. </strong>The ECERS-R diagnostic methodology evaluates the main components of the educational environment in a preschool organization across seven areas: Space and Furnishings; Personal Care Routines; Language — Reasoning; Activitie; Interaction; Program Structure; Parents and Staff. In 10 groups of children aged 2 to 8 years of special kindergarten for children with ASD “WE ARE TOGETHER”, quality monitoring of the preschool’s work was carried out by both external and internal (staff) experts.</p> <p style="text-align: justify;"><strong>Results. </strong>The strongest aspects of the kindergarten’s educational environment for children with ASD were identified as “Staff-Child Interaction” and “Program Structure”. Lower scores were obtained in the areas of “Language — Reasoning” and “Activities”. The “Space and Furnishings” was rated similarly by both external and internal experts (4.5 points), which indirectly indicates the objectivity of the expert assessment. Internal experts rated their own performance in caring for children with ASD lower, at 3.4 points, while external experts rated the difficulty of caring for children with ASD slightly higher, at 3.6 points.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>In general, kindergarten staff, who work with children in this educational environment on a daily basis, rated its quality significantly higher than external experts. This discrepancy is likely due to the specific nature of the educational environment for children with ASD, as well as the individual characteristics of the children themselves. For a qualitative assessment of the educational environment using ECERS-R in a kindergarten with a special focus, the tool needs to be adapted to better meet the special educational needs of the children. Adding subscales for different conditions seems feasible.</p>

Формирование логического мышления у старших дошкольников с тяжелыми нарушениями речи на основе информационной теории развития психики Л.М. Веккера

<p style="text-align: justify;"><strong>Objectives. </strong>Contemporary methods of development of logical thinking in preschool children with severe speech disorders (SSD) help to smooth out problems of academic failure at school and social disadaptation. A program for the development of verbal and logical thinking in senior preschool children with SSD was tested. The program was based on the information theory of mental development by L.M. Vekker.</p> <p style="text-align: justify;"><strong>Methods. </strong>The implementation of the experimental program for the development of logical thinking included the creation of psychological and pedagogical conditions: modeling of surrounding relationships and processes; consistent introduction of models of different levels of concretization of the abstraction; creation of problem situations between surrounding objects and phenomena. The study involved children with a diagnosis of SSD (7 boys, 2 girls) aged 6 to 7 years (M = 6.5), attending a preschool educational organization. To identify “deficits” of verbal-logical thinking in children with speech disorders, a group of children without speech disorders (4 boys, 5 girls) of the same age (M=6.5) was used. Two measurements were taken — before and after the implementation of the formative program. To diagnose the parameters of verbal logical thinking, the “Methodology for studying the level of children’s readiness for school” by L.A. Yasyukova was used.</p> <p style="text-align: justify;"><strong>Results</strong>. Comparison of the indicators of the level of development of thinking in children with speech disorders with the results of children without speech disorders at the first stage of the study showed differences (p≤0.01) in the following parameters: speech and visual classifications, abstract thinking. At the second — developmental — stage, a positive shift at a reliable statistical level occurred in the parameters of the methodology: speech analysis-synthesis (p≤0.05), selection of antonyms (p≤0.05), speech analogies (p≤0.01), speech classifications (p≤0.01), visual analysis synthesis (p≤0.01), visual classifications (p≤0.01).</p> <p style="text-align: justify;"><strong>Conclusions</strong>. The results of the study showed that children with speech disorders have learned to use symbolic and speech models to understand logical relationships at the level of visual-effective and visual-figurative thinking. According to the indicator visual analysis-synthesis, children with speech disorders demonstrated results even higher than children without speech disorders. Work is planned to further replenish the children’s vocabulary, to include in the program a set of training in different types of judgments and conclusions.</p>

Функциональная модель психологической службы в системе образования: направления деятельности и ее организационно-правовое регулирование

<p>The article presents the results of a monitoring study of the functional model of psychological service in the system of general education and secondary vocational education. The purpose of the monitoring is to study variable approaches to the implementation of psychological and pedagogical support in various regions of the Russian Federation. The study was conducted from March to April 2024 in 8 constituent entities of the Russian Federation, and involved educational psychologists (educational psychologists) from preschool, general education and professional educational organizations. The total sample size was 2288 people. The article discusses the analysis of the results obtained in accordance with the identified functional blocks: organizational and legal regulation of psychological and pedagogical support activities and areas of activity of psychological services in the system of general education and secondary vocational education. The study made it possible to comprehensively present the current state of the psychological service, its development resources and areas of improvement. This study will become the basis for further development of a draft functional model of psychological service in the system of general education and secondary vocational education, as well as variable models of its organization.</p>

The influence of phytoncidal properties of indoor plants on the air microflora of preschool educational organizations

BACKGROUND: The quality of indoor air is an important factor affecting health. AIM: To study the effect of phytoncidal properties of indoor plants on closed space under normal operating conditions of preschool educational institutions. MATERIAL AND METHODS: The dynamics of the microorganisms’ total number in the air of group rooms of preschool educational institutions was assessed according to current guidelines. The rooms were identical in area. The radius of phytoncidal action of indoor plants was determined. Air samples were taken after a week of exposure at different distances from a group of these plants in the breathing zone of children using an aspiration method with a sampling device. Statistical processing was carried out using the Statistica 10.0 and Microsoft Excel packages, ANOVA analysis of variance was applied. RESULTS: Plant species with phytoncidal activity were selected and designated (Chlorophytum comosum, Aspidistra elatior, Begonia ricinifolia, Hibiscus rosa-sinensis, Kalanchoe blossfeldiana, Plectranthus scutellarioides, Murraya exotica, Nephrolepis, Sansevieria trifasciata, Cyperus alternifolius). The total number of microorganisms in the air of group rooms before and after the installation of phytoncidal plants was compared (1201 and 584 CFU/m3). The maximum radius of plant placement at which bacterial contamination of the air decreased was determined. It was found that within a radius of 5 m from the placement of plants, the number of microorganisms was in the range of 380–481 CFU/m3, more than 5 m — 728–1101 CFU/m3. CONCLUSION: The use of indoor plants with phytoncidal activity in closed spaces of organized children's groups can serve as an additional way to improve the quality of the air environment.

TECHNOLOGIES FOR FORMING TEAMWORK SKILLS IN CHILDREN OF PRESCHOOL EDUCATIONAL ORGANIZATIONS

Teamwork skills are essential in preparing children for future social and academic environments. In preschool educational organizations, fostering these skills at an early age provides a solid foundation for collaboration, communication, and problem-solving. This article explores the use of various educational technologies to develop teamwork skills in preschool children. These include interactive learning tools, digital applications, play-based learning, and structured group activities. The goal is to identify and assess effective strategies that enhance children's ability to work together, resolve conflicts, and achieve shared goals.

Коммуникативно-речевое развитие старших дошкольников с неродным русским языком в условиях русскоязычной среды детского сада

The purpose of the study is to develop and implement the content of correctional and developmental activities for the communicative and speech development of senior preschool children with a non-native Russian language in the Russian-speaking environment of a preschool educational organization. The article examines the problems of child bilingualism from the point of view of pedagogy, sociolinguistics, and speech therapy. The paper presents theoretical (analysis, generalization and systematization of approaches to determining the communicative and speech skills of senior preschoolers with a non-native Russian language) and empirical (non-included observation, diagnostic situations, conversation, quantitative and qualitative processing of research results) research methods. The results of the diagnosis of the communicative and speech skills of senior preschoolers with a non-native Russian language allowed the author to identify the dominance of a low level. The scientific novelty of this study is that it adds to our understanding of how children learn languages. It explains how to assess the communication and language skills of older preschoolers who speak a language other than Russian as their first language. It also suggests methods for helping these children improve their communication skills by immersing them in a Russian-speaking environment, practicing conversations in Russian in typical situations, and playing language games. The effectiveness of these methods is shown by the positive results of the control experiment.

Features of emotional burnout of teachers of preschool educational organizations

Features of emotional burnout of teachers of preschool educational organizations

INTERACTION BETWEEN FAMILY AND PRESCHOOL EDUCATIONAL ORGANIZATION IN CHILD DEVELOPMENT: PARTNERSHIP OR...?

The peculiarities of interaction between family and preschool educational organizations in the development of children aged 3-7 years are considered. The features of the formation of knowledge, skills and abilities by parents in the process of familiarization with the culture of using modern technical systems, norms of communication with different people are highlighted. The requirements of regulatory documents for the content and organization of children's education in preschool are analyzed, taking into account age and individual characteristics. The main requirements for the creation of partnerships between a family and a preschool educational organization are determined. It is noted that they arise on the basis of the use by parents and teachers of common mechanisms of child development and self-training in the process of growing up. Based on the materials of an empirical study, it is shown that, on the one hand, families are interested in the fact that the child acquires in kindergarten the knowledge and skills necessary for successful schooling. On the other hand, many parents do not show willingness to follow the recommendations of teachers when solving the tasks of forming children's curiosity, self-care skills, self-organization, compliance with norms, rules of behavior with peers, solving conflicts arising in play activities. The problem of developing partnerships in overcoming the child’s selfish motives through joint efforts, familiarization of children with the culture of cooperation that focuses on developing the ability to coordinate personal interests with the needs of others, is highlighted.

Features of adaptation to the preschool educational organization of children with different levels of health

Features of adaptation to the preschool educational organization of children with different levels of health

FORMS OF EDUCATIONAL PROCESS ORGANIZATION IN PRESCHOOL EDUCATION INSTITUTIONS IN THE CONTEXT OF THE CRISIS IN UKRAINE

The review article identifies and characterizes the current state and peculiarities of the organization of the educational process in preschool educational institutions in the context of the crisis in Ukraine. The normative documents regulating the specifics of preschool education institutions are analyzed. The challenges in organizing the educational process in various forms are substantiated. The features of implementing various forms of preschool education under the legal regime of martial law are characterized. The issues of organizing the educational process in preschool education institutions in the new realities are analyzed in detail, the lack of systematic research and the novelty of the problem of the mixed form of organization of preschool education in the context of the crisis in Ukraine are established. The author identifies barriers to the organization of educational activities in the context of the crisis in Ukraine. The author presents statistical data from the operational information of the departments of education of the regional military administrations as of February 15, 2024, on the organization of the educational process in preschool education institutions in various forms of education, the number of children covered by preschool education and the human resources of teachers. It is noted that an important place in the new realities should be occupied by rethinking the system of methodological work. The formation of teachers' reflective skills, training of a teacher-facilitator who ensures successful communication between all participants in the educational process, helps parents and guides their actions, enabling them to act independently and supporting their desire for self-realization, self-improvement, and self-development should come to the fore. This is one of the main challenges of organizing the educational process during martial law. The organization of the educational process cannot have a rigid construct of planning and organization and must be replaced by a flexible response to the "live" situation, taking into account the real needs and interests of children, which is now a necessity. In the article, the author notes that teaching teams should act more independently and responsibly, realizing all the risks in the specific conditions in which they have to work, meaningfully assessing their potential and resources to preserve the life and health of all participants in the educational process and implement the State Standard. Partnering with parents is one of the most important conditions for organizing the educational process in the context of the crisis in Ukraine.

Технология использования мультипликационных фильмов в обучении бурятскому языку детей дошкольного возраста

The Buryat language is in danger of extinction. Vitality of the language is determined by children's use of it. At present, there is an urgent need in the republic to develop and apply in the process of teaching the Buryat language such technologies that will be interesting and demanded by pre-school children. The purpose of the study is to show the possibilities of using cartoons in the process of teaching Buryat language as a second language to preschool children. In the course of the study we applied the following methods: generalization of experience in teaching Buryat language as a second language to preschool children, analysis of scientific literature on the methods of early foreign language teaching, speech development of preschool children, use of cartoons in language classes, observation of the process of language skills formation in preschool children, experimental and pedagogical work, conversation with Buryat language teachers of preschool educational organizations of the Republic of Buryatia. The study revealed that cartoons created in the Buryat language have a great didactic potential. To use them for the purpose of teaching the Buryat language, a selection of cartoon series was made and a set of tasks for them was developed. This set of tasks realizes the methods of teaching second languages and the algorithm of work on video materials. Scientific novelty of the study consists in methodical analysis of the teaching potential of cartoons in the Buryat language, the study of linguistic and speech content of cartoon texts and the possibility of using them in the formation of linguistic skills and the development of technology of using these cartoons in teaching the Buryat language to preschool children. The practical significance of the study lies in the description of a set of tasks for working on cartoons, which makes it possible to use the results of the study in the development of new technologies of teaching Buryat language and other languages with the use of cartoons, in particular, in the development of a set of tasks and exercises for different types of language and speech skills, in the creation of educational cartoons.

THE CONTENT OF TEACHING CHILDREN OF THE SCHOOL PREPARATION GROUP TO LITERACY

Currently, special attention is paid to preparing children for high-quality school education in preschool educational organizations under the jurisdiction of the Ministry of Preschool Education of the Republic of Uzbekistan. Implementation of the "Ilk Kadam" program in the educational process, the role of methodical support and methodical support in the full development of the program was determined.

Content-related characteristics of the “movements culture” concept, the possibilities of its forming in senior preschoolers

This article is devoted to the problem of formation of movements culture in senior preschool children. The relevance of the article is determined by the need for competent organization of motor activity in preschool educational organizations, the search for new scientific and methodological approaches. The article provides an overview of academic works reflecting the content of the concepts of “motor culture” and “movements culture”: T. N. Zhurina and I. A. Milekhina define motor culture as part of the general culture of society, aimed at strengthening health, developing physical abilities of a person. E. V. Bondarenko, E. S. Medvedeva, N. Yu. Shumakova distinguishe the “movements culture” as an independent term and consider it part of the general culture of a person.The article offers the author’s definition of the concept of “movements culture of a preschool child”, it also reveals the possibilities of forming its components (motivational, cognitive-motor, creative) in senior preschool children by means of physical exercises and musical-rhythmic movements.

Organizational and pedagogical conditions for the development of technical creativity of older preschool children

The article reveals the issues of updating the educational activities of preschool teachers, taking into account the technical content. The urgency of the problem of the development of children's technical creativity is indicated; the concept of "children's technical creativity" is characterized. The theoretical substantiation of the organizational and pedagogical conditions ensuring the effective development of children's technical creativity in the conditions of a preschool educational organization is presented. The content and results of experimental work on the implementation of organizational and pedagogical conditions for the development of children's technical creativity are described.

UKRAINIAN PRESCHOOL EDUCATION IN THE CONTEXT OF MODERN REALITIES

The article analyzes the current state of organization of preschool education in Ukraine, considering the results of the research of the IEA, SES, UCECE, and the algorithms for effective organization of educational activities in preschool educational institutions, as well as a roadmap for further development of preschool education. International research has been analyzed in the context of the importance of investing in preschool education. The current regulatory documents that effectively organize the activities of preschool education institutions were analyzed. According to the results of the study, the IEA, SESQA analyzed 8 key positions: organization of the educational process in institutions providing preschool education services; organization of a safe environment in institutions / units of preschool education; educational and methodological support of the educational process and continuity between preschool and primary education; organization of preschool education for children with special educational needs; organization of nutrition in institutions (units) of preschool education; access to preschool education for internally displaced persons; The real state of the research problem is determined and solution algorithms are proposed. The article analyzes the practical experience of organizing the educational process in preschool education institutions under martial law. The issue of educational losses in the system of preschool education is characterized and attention is paid to the organization of an action plan to overcome educational losses and gaps.

Formation of Spatial Representations in Preschool Children with Disabilities

The article presents a theoretical analysis and an experimental study of the formation of spatial representations in preschool children with disabilities. The difficulties associated with the development of spatial representations in preschool children with disabilities are analyzed. The description of the program for the formation of spatial representations in preschool children with disabilities is given. It is based on the author's correctional and developmental program N. Ya. Semago «Program for the formation of spatial representations in children of preschool and primary school age». The program for the formation of elementary mathematical representations in preschoolers with disabilities in the conditions of a preschool educational organization in a combined orientation group, in children of the experimental group, has effectively manifested itself in the development of such indicators of the formation of spatial representations as «Spatial analysis and synthesis», «Spatial representations at an impressive level», «Spatial representations at an expressive level (images)» and «Spatial representations at an expressive level (plot picture)».

CREATIVE AND TECHNOLOGICAL COMPONENT OF THE MANAGERIAL CULTURE OF THE HEAD OF A PRESCHOOL EDUCATIONAL ORGANIZATION

The paper examines the creative and technological component of the managerial culture of the personality of the head of a preschool educational organization depending on their age and management experience. Research results reveal the features of the leadership style, managerial skills, leadership qualities that affect the effectiveness of activities. The obtained data may be taken into account when structuring the management process in a preschool educational organization, both by the educational authorities and directly by the heads of institutions.

Pedagogical effectiveness and improvement of the process of fostering a culture of safe behavior in primary school children

Introduction. The authors propose to comprehend the reasons for the relevance of the problem of forming a safety culture in pedagogical theory and practice and the need to build educational programs, directions that take into account the reality of modern childhood, the specific conditions of a person's growing up during this period, implementing all available options for the formation and accumulation of life experience by the child, in which the culture of safe behavior occupies one of the leading places. The purpose of the work is to identify the validity of the inclusion of the subjects of the system of additional education for children in the process of forming a culture of safe behavior of younger schoolchildren and to formulate the idea of the dissertation research. Materials and methods. In November-December 2023, a pilot study was conducted to establish the level of formation of basic concepts related to safe behavior in children who have reached primary school age. The methods of survey, content analysis, and conversation were used. The theoretical basis of the study is the concept of uncertainty as a condition of growing up in a changing world (A.G. Asmolov), the activity approach, the principle of complementarity in relation to pedagogical systems (N. Bohr), culturological and subject-object approaches to the study of childhood. The results are presented by the authors in full, and they testify to the well-known effectiveness of the work of preschool educational organizations and schools in the field of forming children's ideas about human safety in the environment. In preschool age, parents are active participants in this process for most children. In the course of the conversations, it was found that children form an indicative basis for activities based on a list of specific situations that may develop in everyday life, but its reproduction is difficult if it is not supported by the child's experience. The absence of situations of experience, teaching safe behavior only in the format of game activities in constructed situations with the use of any visuals, including information and communication technologies (rollers, videos, etc.), or in the format of classes using the explanatory and illustrative method do not allow us to draw conclusions about the formation of safe behavior skills in preschool children. Discussion and conclusion. The authors present a discussion of debatable issues related to the bias in favor of the theory of programs for the education of a culture of safe behavior, with insufficient operationality of the concepts of «danger» and «risk» for the purposes of education. Based on the results of the pilot study and theoretical analysis of some existing approaches, the inclusion in this process of subjects of additional education that carry out activities in the field of physical culture and sports, as a natural environment for the life of children, with pedagogical conditions for modeling situations of controlled danger in order to form real skills and experience of risk in children, is substantiated. This is the idea behind the intended dissertation research.

Первопроходцы дошкольного образования в России С. А. Люгебиль и А. С. Симонович

The aim of the study is to characterize the efforts of Sofia Andreevna Lyugebil (1824-1914) and Adelaida Semyonovna Simonovich (1844-1933) to open the very first preschool institutions in Russia. The article reveals little-known facts of their biographies and provides data on their practical teaching activities. The text of the article includes memoirs of contemporaries (E. N. Vodovozova, the ‘Sovremennik’ journal), as well as those of former students (A. N. Benois, I. V. Petrashen) of K. I. May’s private gymnasium, where S. A. Lyugebil worked. The scientific novelty of the study lies in introducing into scientific use factual material related to the initial stage of preschool education development in Russia, which remains little known. The participation of S. A. Lyugebil, A. S. Simonovich and their spouses in the work of the first Russian pedagogical society is noted. The contribution of A. S. Simonovich to the development of the theory of preschool education is characterized, her efforts to open the ‘Detsky sad’ journal, the first Russian periodical on preschool subjects, are shown. Information is provided on the initial stage of the organization of preschool education abroad, as well as in Russia (in the pre-Soviet period). The publication of the article coincides with the 200th anniversary of the birth of S. A. Lyugebil and the 180th anniversary of the birth of A. S. Simonovich.