Senior Preschool Research Articles

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ ИНФОРМАЦИОННО-ЯЗЫКОВОЙ КОМПЕТЕНТНОСТИ У ДЕТЕЙ ДОШКОЛЬНОГО И МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА В УСЛОВИЯХ ЭМОЦИОГЕННОЙ НЕСТАБИЛЬНОСТИ ОБЩЕСТВА

The article is devoted to the study of the formation of information and language competence in preschool and primary school age. Children of the modern world are immersed in the information space, where they manage a variety of information stored and transmitted by the culture of society. At the same time, they must be aware of the value of information, which is the Foundation of motivation to learn, be able to find and analyze information, critically evaluate information content, be able to build meaningful statements and participate in new communication situations. This article includes a theoretical analysis and description of the organization of an experimental study of the process of formation of information and language competence in children of senior preschool and primary school age. Presents the research methods, criteria and indicators characterizing the level of development of information and language competence identified and approved a complex of psycho-pedagogical conditions providing efficiency of formation at pupils and students of information and language competence. Necessary and sufficient conditions of formation of information and language competency are the use of project activity in educational process of preschool and primary General education; development and conducting series of lessons aimed at the formation of information language competence, and orientation preschool and primary school children for language tolerance in direct communication and interaction in the virtual information-educational space. The observed changes in indicators for all components of information and language competence (cognitive, motivational, value-based, reflexive-evaluative and activity-based) convincingly prove the feasibility of using these conditions. Also, the formation of information and language competence is revealed as the prevention of asocial behaviors and intolerant signs of speech aggression at a younger age.

СОТРУДНИЧЕСТВО В ИГРОВОЙ ДЕЯТЕЛЬНОСТИ ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА И УСЛОВИЯ ЕГО ФОРМИРОВАНИЯ

Objective: to theoretically substantiate and experimentally test the pedagogical conditions for the formation of cooperation in children of senior preschool age through construction and constructive games. Methods: the complex diagnostic procedures included tasks designed by G.A. Uruntaeva, J.A. Avancini and focused on assessing the cognitive-communicative component of cooperation; G.A. Zuckerman focused on the assessment of behavioral and emotional components of interaction. Results: the research revealed that the majority of children of senior preschool age are assigned to the average level of cooperation (50% of children in the experimental group and 60% of the control group). We have identified the following features of cooperation between children aged 6-7 years. So, the cognitive component: children actively interact with adults and peers. They feel calm during communication, but they don't stay in game groups for long. They show a culture of communication episodically often when reminded by an adult. The process of nonverbal communication often prevails over verbal communication. Children gesticulate a lot, prefer to show, but not to explain. However, if necessary, children can readily explain. Behavioral component: children can negotiate, build their relationships, and are able to coordinate their actions, opinions, and attitudes with the needs of their fellow communicators at the very beginning of work, but in the process of work they forget about the contract and do not seek to continue the dialogue, so the result is different. At the same time, when evaluating the overall result, the responsibility is shifted to each other. Emotional component: children show little sensitivity, responsiveness, empathy for their communication partner. They can not sufficiently evaluate each other's emotional behavior: they hurry and shout, so the positive emotional sphere is not always favorable when interacting. Scientific novelty: in the article uses a complex of psychological and pedagogical methods to identify and characterize the dynamics and conditions for the formation of cooperation in older preschool children. Practical significance: the main provisions and conclusions of the article can be used in scientific and pedagogical activities when considering the issues of the essence and trends in the formation of cooperation in older preschool children.

ВОСПИТАНИЕ ТРУДОЛЮБИЯ У ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА ПОСРЕДСТВОМ ЭТИЧЕСКИХ БЕСЕД

Objective: identify the features of hard work of children of senior preschool age. Methods: a diagnostic procedure aimed at evaluating the structural components of hard work of children of senior preschool age (cognitive, emotional, motivational, behavioral), developed by R. S. Bure, I. V. Zhitko, G. A. Uruntayeva, Yu. a. Afonkina, allowed us to analyze the features of hard work and outline the prospects for its further education, in terms of pedagogical conditions. Results: the results of the study revealed that the majority of children of senior preschool age are at an average level, which is characterized by a manifestation of interest on the part of children in adult work, but there is insufficient volume and depth of ideas about adult work and its significance. Children are characterized by a lack of initiative and independence. The level of labor skills in household work is characterized by insufficient responsibility: children do not maintain order in the group, forget to clean up their toys; lack of independence, initiative, consistency: children do not know where to start cleaning, where to get the necessary equipment, how to properly perform duty. Scientific novelty: based on the use of a set of complementary research methods, the article substantiates the features of hard work of children of senior preschool age and defines the pedagogical conditions for its education through ethical conversations. Practical significance: the results of this research can be used in the educational process and practice of teachers of preschool and additional education, as well as individual work of teachers and parents with children of older preschool age to foster hard work through ethical conversations.

Volitional Effort Formation in Senior Preschool Children with Speech Impairments Using Visual Modeling

The aim of this research is to investigate the process of volitional effort formation in senior preschool children with general speech underdevelopment (GSU) by visual modelling. The study was conducted using theoretical and practical methods and methods of mathematical statistics. The main indicators of volitional effort formation were determined at the ascertaining stage using methods developed by Smirnova (2005). Methods were partially adapted for 5-year-old children with GSU, and a map of observations was made. Based on the results of observations of children in experimental and control groups (a total of 38 children), pupils were allocated into four categories according to their behavior in direct educational activities. At the control stage of the study, (after the special work on volitional effort formation by visual modeling) children in the experimental group demonstrated positive dynamics in volitional regulation. The number of children, achieved a high level in volitional effort formation, has increased, and the number of children with a lower average level has decreased, moreover, none of the pupils remained at a low level. The results of the study showed the effectiveness of the work on volitional effort formation using the method of visual modeling.

Social and psychological portrait of the modern preschooler: construction’ tools

The article is devoted to the carried out on the basis of several pedagogical universities analysis of the research on students' studyingin the form of the research task of priorities and preferences of modern senior preschoolers and comparison of received results with appropriatecharacteristics of preschoolers of the second half of last century. The results of interviewing of modern children are compared with the social andpsychological characteristic of the six-year-old boy – the literary character of V. Dragunskiy who lived more than 60 years ago. Students have found similarity and differences in such aspects as: an attitudes to the close people, to estimation of himself by others; favourite kinds of activity, attitude to the nature, tastes preferenses, favourite entertainments and so on. The realization of such research task by students revealed his positive influence on formation of the valuable attitude to the children and childhood, future profession motivation among students.

Introduction of means of rhythmic gymnastics in the process of Physical Education at the institutions of preschool education in order to form the movements culture in children of senior preschool age

It’s a well- known fact that beautiful and correct movements are formed in the young age. In the future on this basis it will be easy to master more complex movements and actions, including sports. Purpose of the research. On the ground of analyzed literature we are to determine the means of rhythmic gymnastics, which are aimed at the formation of movements culture and to develop the program of PT classes of 5-6 years old children in conditions of institutions of preschool education of Ukraine. Methods of the research: analysis of scientific and methodical literature, Internet resources and educational programs, and pedagogical supervision of the educational process in several preschool educational establishments and in the sport school of Olympic reserve in rhythmic gymnastics. The research results. We analyzed 6 kindergarten programs. One of the tasks is the development of the ability to correctly use the acquired motor experience in independent motor activity. In our opinion, it is the means of rhythmic gymnastics that will be effective for solving this problem.
 Among the variety of means of rhythmic gymnastics we offer to identify basic and auxiliary ones, as the most effective for the formation of movements culture of preschool children in conditions of preschool education. Music and motor games improve the emotional background of the lesson, aesthetic behavior of preschoolers and creative skills. Summary. So Rhythmic gymnastics exercises is a universal means for forming the culture of movements of preschoolers because this sport has aesthetic and technical components of performing exercises, namely beautiful posture, beautiful head turn, and the ability to perform movements together and gently. Prospects for further research. To develop a set of exercises for the formation of a "culture of movements" for senior preschool children with the use of means of artistic gymnastics in the conditions of preschool educational institutions.

Создание условий для развития связной речи детей старшего дошкольного возраста

The authors of this article reveal the issues of development of coherent speech of children of senior preschool age in the conditions of a preschool educational organization. They present the author's experience of working on the speech creativity of children by means of modern educational technologies, describe specific methods, techniques and tools in this area of children's activity. They share the forms of work on enriching the developing subject-spatial environment for activating children's coherent speech and working with parents. Present the results of their work on this issue.

КАЗКА ЯК ЗАСІБ ФОРМУВАННЯ МОРАЛЬНИХ ПОЧУТТІВУ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

Senior preschool age is a period of active development of ethical norms, rules, the formation of moral feelings and inclinations. It is considered to be the most important stage in the formation of mechanisms of behavior and activity; in the development of the individuality of a preschooler in general. This is due to significant changes that occur in the emotional and volitional, mental development of children, the development of the motivational sphere, communication with coevals and adults, especially acquired by the level of moral culture. Hence, the opportunities for moral education of senior preschoolers are rising nowadays.The article aims at groundingthe possibilities of a fairy-tale as a means of formation moral feelings of children of preschool age; at determining pedagogical and methodical methods of moral education of senior preschoolers by means of fairy tales.The article highlights the notion of fairy-tale as means of formation of moral feelings of children of preschool age. The urgency of the problem under consideration lies in the necessity of formation moral and ethical norms and rules of behavior, which are transmitted to a child due to the influence of fairy tales onto preschooler’s personality. Various types of fairy-tales have been selected and their role in formation of moral qualities have been analyzed. Scientific novelty of the present article is to highlight the algorithm of using pedagogical and methodological techniques to acquaint children with different types of fairy tales and their importance in the development of the personality of the preschooler.Conclusions. Summing up the information mentioned above, it is possible to conclude that the methods of pedagogical work with fairy tales in a preschool educational establishment is caused by the qualitative heterogeneity of this genre. In order to intensify the depth of world concept of fairytales, its metaphorical, moral and social content, emotional connotations to children, the teacher must guide the reading of fairy tales based on the literary specifics of the fairy tale genre, purposefully form the optimal range of skills of preschoolers. In addition, one of the factors of the low level of moral education of preschoolers is the insufficient use of fairy tales and its means in the daily work of the educator of a modern preschool educational establishment. The language of a fairy tale, especially of a folk fairy-tale, is close to a child, it helps a child to solve moral problems, due to clear, determined moral position of characters in a fairy-tale. In the process of implementation of different types of fairy tales, it is advisable to use the following pedagogical and methodological methods and techniques: reading, retelling, describing the illustrations, coloring and drawing fairy tale characters, applying dramatization games, self-composition of fairy tales that contribute to the formation of ethical and moral norms of everyday life. At the same time, this problem demands further study in order to improve the state programs of preschool education, which in turn will increase the level of moral education of preschoolers.Key words: children of senior preschool age, fairy-tale, moral feelings, education, preschool educational establishment.

ПСИХОЭМОЦИОНАЛЬНЫЕ ОСОБЕННОСТИ ДОШКОЛЬНИКОВ С РЕЧЕВОЙ ПАТОЛОГИЕЙ И ИХ ВЗАИМОСВЯЗЬ С ЭМОЦИОНАЛЬНЫМИ ОСОБЕННОСТЯМИ МАТЕРЕЙ

The article deals with the problem of studying the psychoemotional characteristics of preschool children in their connection with the features of interaction in the «mother-child» dyad. The relevance of the work is determined by the increasing number of children with speech pathology. A number of works by Russian and foreign authors are devoted to the study of the psychological characteristics of preschool children with speech development disorders. The novelty of the presented research is to consider this issue through the prism of the family, in particular, mother-child emotional interactions. This study reflects the importance of developing the emotional competence of mothers raising preschool children, namely: teaching mothers to understand their own emotions, control expression, the ability to perceive the child's condition, understand its causes and influence it; and it justifies the high importance and necessity of including mothers in the rehabilitation process when working with preschoolers with speech pathologies. The study involved 120 pairs of «child with speech pathology – mother», divided into three groups according to age. The first included children of young preschool age (3-4 years old, 35 couples), the second – middle preschool age (4-5 years old, 54 couples), the third – senior preschool age (5-6 years old, 31 couples). Similarly, three normotypic groups were formed according to age ranges, the first of which included 32 child-mother pairs, the second – 36 child-mother pairs, the third – 35 child-mother pairs, a total of 103 dyads with normotypic speech developmentThe study found that the mothers of preschoolers with speech pathology differ in the level of development of emotional intelligence components, the characteristics of emotional interaction with the child from mothers raising regulatory developing children. Links have been determined between the level of development of the emotional intelligence of the mother, the features of maternal-child emotional interaction and the psychoemotional features of preschoolers who have speech pathology.

Development of leadership abilities as a factor of positive socialization among senior preschool children

The development of leadership abilities among senior preschool children is an important component of the general, fundamental task solved within the educational field of social and communicative personality development at the early stages of education. The basic concepts related to the nature of children's leadership are leadership as a type of special giftedness, a wide range of personality traits and a quality of any child that manifests itself under certain conditions. The qualities of preschool children with a pronounced leadership potential are: the desire for dominance, initiative, a high level of mental development, speech and behavioral activity, emotionality (impressionability, impulsivity, lability), adequate self-esteem, independence, the ability to invent and organize different games. Based on an analytical review of scientific sources on the issue of child leadership we define leadership abilities in the senior preschool age as an integral dynamic personal education developing in the joint activity of a child with peers under the guidance of an adult, whose structure is formed by the unity of cognitive, emotional-volitional, activity-creative and evaluative-reflective components. A structural model of leadership abilities of a preschooler is presented. The main conditions for the development of leadership abilities in senior preschoolers are the inclusion of children in various types of joint activities and the guidance of a teacher. Developed leadership abilities are an important indicator of positive socialization of a child’s personality.

Development of cognitive activity in senior preschool age by means of contemporary artistic literature

Development of cognitive activity in senior preschool age by means of contemporary artistic literature

Issues of gender pedagogy: teaching boys the masculinity (preschool childhood stage)

The article deals with the issues of supporting and developing the gender identity of boys at the stage of preschool childhood. The authors argue that it is possible to form the socially determined ideas about males in boys and to teach them the gender behavior based on these ideas but it should be carried out at the stage of pre-school childhood. The article contains the material of the experiment including specially selected forms, methods and conditions for teaching boys the masculinity at a senior pre-school age. The scientific novelty lies in the fact that the totality of the findings contains a solution to the problem: the special forms and methods of working with preschoolers used in teaching allowed us to form specific features of gender-role behavior at a pre-school age. The theoretical significance is that the study defines the components of gender identity (cognitive, emotional-personal, behavioral) and their content, and identifies the factors that contribute to the development of gender identity in boys. The practical significance of the study lies in the applied orientation of the findings that can be widely employed in the practice of pre-school educational organizations.

Education of human attitude towards animals in senior preschoolers by means of works of literature

Education of human attitude towards animals in senior preschoolers by means of works of literature

Developing the emotional intelligence of senior preschoolers through various types and forms of social practice

The article presents the results of an empirical study aimed at assessing the effectiveness of the author’s program for developing the emotional intelligence of senior preschoolers through various types and forms of social practice. Like other personality traits, the emotional intelligence of senior preschoolers manifests itself and develops in various types of social practice. One of the most widespread options is different joint activities with peers and adults. Joint activity with peers and adults based on more complex forms of interaction is regarded as the most accessible option for the social practice of children. The article presents a model of children’s emotional intelligence that serves as a basis of the author’s program of its development in senior preschoolers through various types and forms of social practice. The diagnostic assessment of the emotional intelligence of senior preschoolers was conducted with the use of the author’s methodology developed for teachers and psychologists of preschool educational organizations. Teachers of preschool educational organizations participated in the study as experts assessing the emotional intelligence of children. The results were determined based on the average values provided by each expert for each child and indicator. The study has demonstrated that an important condition for the effective development of the emotional intelligence of senior preschoolers is specially organized social practice based on the child’s gradual mastering of the basic components of social intelligence. To gradually improve the emotional intelligence of senior preschoolers, it is necessary to include them in more complex joint activities with peers and adults.

СТВОРЕННЯ ЦІННІСНОГО СЕРЕДОВИЩА ЗАКЛАДУ ВИЩОЇ ОСВІТИ ЯК УМОВА ОСОБИСТІСНО-ПРОФЕСІЙНОГО ЗРОСТАННЯ МАЙБУТНІХ ВИХОВАТЕЛІВ

The topicality of creating value environment of higher educational institutions as a condition for personal and professional growth of future educators in preschool education is substantiated in the article. The significance of the problem is argued by the Law of Ukraine «On Education», «On Higher Education», by the Standard of Higher Education of Ukraine at the first (bachelor's) level of specialty 012 – Preschool Education, by scientific works of teachers and psychologists. The purpose of the article is to present the results of the author's research in the problem of development of the personal and motivational components for the readiness of higher education students in specialty 012 – Preschool Education to the development of benevolence in children of senior preschool age. The peculiarities of implementation of various forms and methods of work are revealed, namely trainings «Goodness begins with you», «Benevolent teacher – benevolent children», «How do we perceive ourselves?», «Road to ourselves as a teacher», «Benevolent communication – the basis of humanity», «Doing good together»; volunteer activities «There's no such thing as other people's children», «Random acts of kindness day», «Being a good Angel for a week» etc.; extracurricular communication (consultations, excursions, travels, leisure activities); keeping diaries in the context of developing your practice of self-awareness; drawing up a program of self-improvement «I am a benevolent person»; organizing of joint activities of students and teachers. Emphasis is placed on the fact that emotional well-being in the process of obtaining higher education is a prerequisite for personal development, the key to the success in educational activities and professional development of future professionals. It is concluded that the above mentioned forms and methods of work contribute to the development of benevolent relationships and value orientations of participants in the educational process which is a determining factor in preparing future educators to development of benevolence in senior preschool children. The substantiation of pedagogical principles of personal and professional self-improvement is considered as a promising area of scientific research as well as continuous self-education of future educators of preschool education.

ДУХОВНО-МОРАЛЬНЕ ВИХОВАННЯ СТАРШИХ ДОШКІЛЬНИКІВ В УМОВАХ СЬОГОДЕННЯ

In the article, the author highlights the problem of spiritual and moral education of children of older preschool age in the present, outlines the means of moral education of children in preschool and family and environment institutions. Keywords: moral education, spiritual and moral education, preschool children, senior preschooler

Development of voluntary behaviour of senior preschool children using gamification in physical education lessons

The article examines the issue of voluntary behaviour as a process aimed at personality development that contributes to the formation of skills necessary for learning at school. Voluntary behaviour manifests itself in various aspects of a child’s life, including play activity. Playing children learn to regulate their behaviour. Games with rules acquire a special role, using game rules children have to act purposefully and overcome difficulties in solving a game task. The study of the level of voluntary behaviour development in senior preschool children was carried out using diagnostic techniques. The results of the study showed that at the beginning of the research the pre-schoolers had low indicators of voluntary behaviour. Therefore, a complex of outdoor games with rules was selected for voluntary behaviour development in senior pre-schoolers since they contain a number accompanying conditions that increase voluntary behaviour.

Readiness of future educators to the development of benevolence in children of senior preschool age

Readiness of future educators to the development of benevolence in children of senior preschool age

Formation of dialogue skills in children of senior preschool age

Formation of dialogue skills in children of senior preschool age

Content of socio-moral qualities of children through TV shows

This article deals with issues relating to the social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents “On education in the Uzbekistan”, the state educational standards. The analysis of theoretical and practice-oriented research in this area shows that the phrase “moral education” today is gradually being replaced by “social and moral education” and “social and moral development preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children and their relationships with each other and adults and to assess these actions (i.e., to correlate the situation with the moral norm). The analysis of the results showed that children of senior preschool age willingly include themselves in the retelling of the actions described in situations but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of the children, as well as the social and moral guidelines relevant to the current situation in regard to the development of society.