Senior Preschool Children Research Articles

Features of self-esteem in anxious children of senior preschool age

The work is aimed at studying the manifestation of self-esteem in anxious children of older preschool age. The materials of an empirical study obtained on a sample of children of senior preschool age from kindergartens in Ulyanovsk are presented. The study involved children aged 6,5 to 7 years. The study included psychological diagnostics using the following methods: “The Train Engine Method” (Velieva S.V.), the method for identifying children's fears by A.I. Zakharov and M.A. Panfilova “Fears in houses”, Test “Fairy tale” (L. Duss), Method “Ladder” V.G. Schur. The results obtained make it possible to say that among the sample of children of older preschool age, signs of anxiety in one form or another were detected in 40 % of the subjects. Anxiety manifests itself both in a general negative emotional state and in the presence of certain fears. The most prominent are the fear of loneliness and the fear of punishment from parents. In anxious children, inflated self-esteem is less common than in children who are not prone to anxiety. In children with a normal level of anxiety, their own assessment of themselves is higher than the assessments of others (mother and teacher). In anxious children, the situation is reversed, they tend to evaluate themselves lower than the surrounding adults. One of the hypotheses of such results of the study is that the increased level of anxiety and fears in children of older preschool age may be the result of a strict and critical attitude towards them from their parents. In general, the study is intended to prove the fact that the structure of self-esteem in anxious children is characterized by inadequate perceptions of themselves and their achievements (the cognitive component of self-esteem) and low self-satisfaction.

Using types of games to develop the creative potential of senior preschool children

The article considers the use of Game forms to develop the creative potential of preschool children. Data on scientists who have studied the problems of creativity and the development of creativity are presented. Scientific definitions of the concept of creativity are given. It describes the manifestation of the problem of developing the creative potential of preschool children in the "model of development of preschool education and training". The importance of the game in the development of creative potential was touched upon and the analysis of the types of games used was carried out. The classification of children's games, the requirements for the organization to increase the effectiveness of the game and achieve good results, its features are differentiated. Among the creative games, focusing on the types of plot-role, theatrical, dramatic, directing, construction and constructive games, pre-game preparations, their content, main differences, tools used, genres are presented. Creative games greatly contribute to the development of creative potential of preschool children, helping them to develop memory, perception, attention, observation, imagination, figurative thinking, to abandon conventional thinking, to learn to use unusual methods, to make bold decisions. The article gives examples of practical creative games. The purpose of the games is specified, the course of the games is described, and the prospects for future research are predicted.

Развитие произвольного внимания детей старшего дошкольного возраста с расстройствами аутистического спектра с использованием перчаточной куклы

The aim of the study is to substantiate the necessity and possibility of developing voluntary attention of senior preschool children with autism spectrum disorders (hereinafter ASD) using a glove puppet. The article summarizes the views of modern foreign and domestic researchers on the problem of developing voluntary attention of preschool children with ASD, defines the tasks, main stages of pedagogical work, forms, methodological techniques for using a glove puppet in pedagogical work to develop voluntary attention of senior preschool children with ASD. The features of children’s attention from this category are analysed: involuntary attention dominates over voluntary, absent-mindedness of attention, increased distractibility, inertia, rapid exhaustion of attention, weakness of focused attention and concentration on the subject are observed. The scientific novelty of the study lies in determining the need to develop voluntary attention of senior preschool children with ASD as an important condition for success in cognitive activity. As a result, it is substantiated that such a pedagogical tool as a glove puppet is a means of developing voluntary attention of older preschool children with ASD; a methodology for pedagogical work on the development of voluntary attention of children from this category using a glove puppet is presented.

Correction of aggressive behavior in preschool children with hearing impairment

Introduction. At present, the causes and methods of manifestation of aggression in children with hearing impairment are considered as an insufficiently studied problem, and the available studies are contradictory: the unified principles, methods and techniques for diagnosing and correcting aggressive behavior in children are insufficiently developed and substantiated. Severe emotional states, including aggression, are a fairly common occurrence in older preschool children with hearing impairment, when they realize their difference from their normal hearing peers. Household methods of dealing with aggression do not always help, often exacerbate the problem. Preventive and corrective work should be based on the means available for understanding by children of preschool age. Fairy tale therapy has effective methods and techniques in correctional and developmental work with children with hearing impairment in work with manifestations of aggression.Materials and Methods. Review and critical analysis of scientific literature. Empirical research methods: study of medical records, experiment. Method of mathematical processing of research results.Results. Methods for diagnosing aggressive behavior and methods for its correction in preschool children with hearing impairment are analyzed. The initial level of manifestation of aggression in children of senior preschool age with hearing impairment was revealed. A program and methodological recommendations for the correction of aggressive behavior in senior preschool children with hearing impairment by means of fairy tale therapy in the conditions of a preschool educational organization have been developed. During the analysis of the results of the study of children in the experimental and control groups, a decrease in the indicators of the manifestation of aggressive behavior was observed, which confirms the effectiveness of the developed program.Discussion and Conclusions. The implementation of the program for the correction of aggressive behavior in children of senior preschool age with hearing impairments by means of fairy tale therapy should be carried out in the conditions of a preschool educational organization and boarding schools, when methods and techniques for preventing and correcting aggressive behavior of children based on fairy tales are included in the correctional and developmental lesson. taking into account in the process of its implementation the structure of hearing impairment, the psychological characteristics of preschool children with hearing impairment.

Educational project "Seasons in works of art" with children of senior preschool age

From birth, the child is the discoverer of the world that surrounds him. But independently, a preschooler still cannot find answers to all his questions teachers help him. At the preschool, educators use methods of problem-based learning: questions that develop logical thinking, modeling of problem situations, experimental research activities, etc.
 The development and implementation of the cognitive speech project will teach children to comprehend the acquired knowledge and use it in independent creative activity. It will expand children's knowledge of art, arouse a desire to visit exhibitions, museums, cultural events. It will develop inquisitiveness, curiosity, and the desire to live in active interaction with nature in children. It will allow you to more freely and easily own the material of the topic stated in the name of the project. Will introduce children to famous artists and their paintings such as: I.I. Shishkina "The First Snow", "Landscape with lake", "Rye"; I. I. Levitan. "Golden Autumn", "Blooming apple trees", "Spring. Big water", "Overgrown pond"; Savrasov A. K. "Rooks have arrived", "Winter"; poets and their poems: Pushkin A.S. "Winter morning", "sad time", Fet A.A. "Wonderful picture", "I came to you with the dawn", Tyutchev F. I. "Spring waters" "There is in the original autumn", Yesenin S. A. "white birch", "Blue May"; composer Tchaikovsky P. I. and his work "Seasons".
 We assume that the active involvement of children in joint project activities will contribute to the development of creative abilities in children with ONR, will allow for more productive correction of their existing disorders.
 Solving various cognitive-speech tasks together with adults and peers during the design process, children with speech underdevelopment motivatively enrich and activate their vocabulary, learn to speak publicly, communicate adequately with others.
 The project method can go through all kinds of children's activities and encourages teachers to improve their professional and creative level, which affects the quality of the educational process. It encourages the active interaction of all pre-school specialists, parents of pupils and the organization of society.
 It forms the ability of preschoolers to plan and independence in solving the problem, promotes the development of cognitive and creative activity. It is the project activity that allows you to unite teachers, children, parents, teach them to work in a team, cooperate, plan their work. Every child will be able to express, feel needed.

Use of educational module cartoon «I create the world» as a new form of organization for the development of speech of children of older pre-school age in the conditions of an educational organization

The purpose of the article is to present the experience of pedagogical work on the use of new forms of organization of children of senior preschool age, in particular the organization of a cartoon studio in kindergarten, in order to develop speech. The development of speech in children is a very important condition for the development of thinking and other mental processes, the formation of the child’s personality and further schooling. The informatization of our lives has influenced the interests of preschoolers; since childhood, they have been drawn to computers, smartphones and other information media. Therefore, in order to maintain children’s interest in learning, kindergarten teachers need to search for new forms and means of developing children in accordance with the requirements of the federal state standard for preschool education. The use of the educational module of the multi-studio “I create the world”, which is part of the partial modular program “STEM-education of children of preschool and primary school age” (authors: T. V. Volosovets, V. A. Markova, S. A. Averin), in pedagogical process of the kindergarten, from our point of view, is such a new form of organization of children.

Development of physical qualities and increase of motivation in children of older preschool age in different conditions of preparation for passing trp regulations

The paper considers the possibilities of expanding the content of physical education activities by including tasks for improving physical qualities, intellectual abilities, motivation of preschoolers in the context of preparing for passing the TRP standards of the 1st level. The influence of the developed means on the motivation of children of senior preschool age to pass the TRP standards of the 1st stage was analyzed. The level of readiness of children of senior preschool age to pass the norms of the TRP of the 1st stage was revealed.Purpose - to reveal the influence of different conditions on the physical readiness of children of senior preschool age to pass the TRP standards.Methods and organization of the study. The developed means of preparing children for passing the TRP standards are focused on the child's understanding of causal relationships between facts. At preschool age, this means that the child develops not only physical qualities, but also intellectual abilities.

Розвиток витривaлостi у дiтей стaршого дошкiльного вiку пiд чaс проведення рухливих ігор

The purpose of the study is to substantiate theoretically and investigate experimentally the effectiveness of the influence of active sports games on the development of endurance of senior preschoolers. Material and methods. The experimental study involved 25 children (11 - girls, 14 - boys) of senior preschool age. It was formed two experimental groups. The children of the groups had the same level of physical development, morpho-functional state and physical fitness. The first group – control one (CG, n = 12 (5 girls, 7 boys) – was taught according to the educational program "Child". The second group – experimental one (EG, n = 13 (6 girls, 7 boys) – was taught not only according to the educational program "Child" but also the developed system of work on development of endurance of senior preschoolers in the process of active sports games. Research methods: analysis of data from literary and Internet sources on the problem of the research, pedagogical testing, pedagogical experiment, methods of mathematical statistics. Results. At the ascertaining stage of the study, the general level of preschoolers’ endurance development was determined. The following results were obtained: 15% of children in experimental group and 14% of children in control group had high level of endurance, 43% of children in experimental group and 42% of children in control group had medium level of endurance, and 42% of children in experimental group and 44% of children in control group had low level of endurance. At the formative stage of the study, a system of work on the development of endurance of senior preschoolers by means of active sports games was developed. At the control stage, the effectiveness of the proposed system of work on the development of endurance of senior preschoolers in the process of active sports games was tested. It was defined that active sports games are an effective means of developing endurance of senior preschool children. At the control stage of the study, we obtained the following results: 42% of children in experimental group and 14% of children in control group had high level of endurance, 44% of children in experimental group and 42% of children in control group had medium level of endurance, and 14% of children in experimental group and 40% of children in control group had low level of endurance. Conclusions. A comparative analysis of the results of the ascertaining stage and control stage of the study shows that the dynamics of senior preschoolers’ endurance development in the process of active sports games after implementing the system of work is positive. Thus, the data of the control stage of the experiment confirmed the hypothesis of our study, which stated that the process of senior preschoolers’ endurance development in the process of active sports games would be more effective under the following conditions: targeted use of a system of active sports games focused on developing physical endurance; more frequent use of active sports games against the traditional system; creating a positive emotional atmosphere during active sports games.

Possibilities of effective formation of natural concepts in children of senior preschool age

The possibility of forming natural concepts in older preschool children is proved. Analyzed and selected in accordance with the purpose of the study, the definition of the term "concept" indicates that natural concepts are part of ecological competence of the child. Unlike representations, which reflect the object in a set of many different features, both significant and insignificant, the concepts carry a general, social experience, denote the essence of the object and distinguish it from all other objects. An important task of the teacher is to stimulate students' desire to acquire knowledge independently, to transform children in active participants in the educational process, to understand the essential features and connections of phenomena and objects of nature, which means to form concepts about them.
 In the process of forming a natural concept, it is impossible to do without thinking operations, which include comparison, analysis, synthesis, abstraction and generalization. At about 5 years of age, there are significant changes in the child's thinking, but purposeful pedagogical influence will significantly increase the effectiveness of this.
 In the course of the research methods, forms and techniques for the formation of natural concepts in students were selected. Verification of data formation initially took place at the ascertaining stage of the experiment and after the forming stage. Compared to the initial study, after organized work, the number of children with a high level of formation of natural concepts increased by 10 %, also the number of children with a medium level of formation increased by 7 %, and the number of low level decreased by 18 %. Thus, specially organized forms of work, selected methods and techniques help to form natural concepts in older preschool children

THE DEVELOPMENT OF COOPERATION SKILLS OF SENIOR PRESCHOOLERS IN THE EXPERIMENTATION PROCESS

The authors of the article consider the importance of cooperation skills as some of soft skills of a person. The significance of developing these skills from preschool age on is emphasized. The influence of children's experimentation on their all-round development and readiness of senior preschool children to study at school is considered. The interrelation between group activities in the process of experimentation and the development of senior preschoolers’ cooperation skills is shown. Based on the observation of children's activities in the process of experimentation, the educator’s participation in this process and the survey of senior preschoolers and educators reveal the aspects of the organization of children’s group activities that have to be improved. The peculiarities of the educator's participation at all stages of the experiment done by senior preschool children in groups are analyzed – during the goal setting, discussion of the experimental procedure, summarizing, as well as during the verbal report on the results of the experiment. Emphasis is placed on the fact that it is important to organize experimentation centres at preschool institutions, which will allow children to freely experiment and form a team to carry out search activities. The psychological and pedagogical conditions for the children's experimentation in groups being organized at preschool institutions by educators for the successful formation of senior preschoolers’ cooperation skills are formulated.

Pedagogical Conditions of Formation of Moral Feelings in Children of Senior Preschool and Primary School Age

The article objectifies the problem of formation of moral feelings in children of senior preschool and primary school age. The author's definition of the concept of moral feelings is offered “moral feelings of children of senior preschool and primary school age we consider to be emotional attitudes to the behavior of others and to their own, which reflect social morality, moral traditions, the real attitude of people to each other”. The main types of moral feelings that should be formed in children at the stage of senior preschool and primary school age are outlined. These include feelings of truth, trust, justice, empathy, kindness, commitment, dignity, friendship and camaraderie, fear, shame, guilt, conscience, altruism, responsibility, duty, success (failure), and civic feelings. Theoretical analysis of scientific and pedagogical literature showed that at the present stage of development of Ukrainian society scientists have paid insufficient attention to the development of theoretical and experimental model of moral feelings of preschoolers and primary school students, did not study the pedagogical conditions of their formation. The article highlights theoretical substantiation and development of pedagogical conditions for the formation of moral feelings in older preschool children. Here the researchers mean deepening and expanding children's knowledge and ideas about moral and ethical categories and their characteristics; emotional saturation of the content of tasks aimed at stimulating the manifestations of children's moral feelings in interaction with the social environment; acquisition by children of moral experience by involvement in various kinds of activity (game, educational-cognitive, pictorial, communicative, estimation-orientation, charitable, socially useful); maintaining a positive emotional state of each child; systematic diagnosis and correction of negative experiences. Various forms and methods were used for their implementation: reading and discussion of fiction and fairy tales, staging, puppet theatrical performances, fairy-tale game technologies and psychological technologies, ethical conversations, moral choice situations, building classes on the methodology of "philosophy for children", ethical training, various games, exercises, project and volunteer activities. Among the pedagogical conditions for the formation of moral feelings of junior students are identified: sufficient comprehension of moral knowledge, norms and rules of conduct by children of primary school age; development of the emotional sphere as a basis for the inclusion of students in educational and cognitive and diverse extracurricular activities, which is based on the principles of personality-oriented approach; gradual process of education of moral feelings of moral schoolchildren with systematic diagnosis and correction of negative experience. Their implementation is ensured by the propaedeutic course "Steps to Responsibility" and the club of extracurricular reading of children's works "Grammar of Morality".

Professional Training of Future Educators for the Usage of Ethnological-Aesthetic Means in Work with Children of Senior Preschool Age

The relevance of professional training of future educators of IPE (institution of preschool education) for usage ethnological-aesthetic means in work with children is substantiated in the article. The concept of "means" is concretized and a complex of ethnological-aesthetic means, effective for the forming in preschool age children's ideas about culture, life, traditions, customs, rites of the Ukrainian people and aesthetic taste (folk toys, crafts and handicrafts, state and folk symbols, everyday life, arts and crafts) is proposed. Importance of involving senior preschool age children in folk crafts and handicrafts, arts, making folk toys is actualized, which promotes patriotism, development of personal qualities such as kindness, compassion, courage. The role of aesthetics of everyday life, state and national symbols in awareness of the beauty of the surrounding reality by child is determined. The paper suggests theoretical and methodological aspects of professional training of students for decorative drawing and decorative application classes (drawing and application of Easter eggs on planar forms, Yavoriv toys, exercises in elements of Hutsul and Petrykivka painting), making a folk toys from various materials (threads, fabric, hay, straw), modeling visits to a virtual museum in work with senior preschool age children; the importance of such classes for mental, speech development, preparation for schooling of senior preschool age children is substantiated. The pedagogical conditions for the effectiveness of the usage of ethnological-aesthetic means in the practice of institutions of preschool education are proposed. The authors emphasize the importance of training future educators to create an appropriate educational environment, develop skills to select tools and methods for work with children that would promote their creative attitude to the aesthetic development of reality, reflecting it in their own creative activities.

Изучение грамматического строя речи детей среднего и старшего дошкольного возраста с тяжелыми нарушениями речи

The paper aims to present the results of an experimental study of particularities characterising the grammatical structure of speech in children of middle and senior preschool age with severe speech disorders (SSD) (general speech underdevelopment of the second and third levels of speech development) in the process of doing didactic play-based exercises with toys and picture material according to the author’s diagnostic methodology. The paper presents the scientific-theoretical and practical foundations for developing and improving the study of the grammatical structure of speech in preschoolers, the content and criteria for assessing the formation of the grammatical structure of speech in preschoolers with general speech underdevelopment (GSU) in the course of performing play-based tasks. Scientific novelty of the research lies in developing the diagnostic tasks for studying the grammatical structure of speech in preschoolers with GSU in the process of speech therapy that are oriented at the content section of the “Adapted Basic Educational Programme of Preschool Education of Children with Severe Speech Disorders”. As a result of conducting a qualitative and quantitative analysis of speech development particularities in preschoolers with SSD, the research material for speech therapy aimed at developing their grammatical structure of speech has been enriched.

Research value relationship of preschool children to the environmental world

Introduction. Value relations are an integral component of the personality of older preschool children and characterize the sphere of reality that is most significant for them. It should be noted that the works related to the study of value relations of preschool children are extremely insufficient. This greatly complicates the effectiveness of spiritual and moral education of preschoolers. The purpose of the article is to investigate the value relations of older preschoolers to the surrounding reality, to identify their features, to justify the need for the formation of value relations of older preschoolers as the basis of spiritual and moral development of personality. Materials and methods. The study involved 417 children of senior preschool age (without emphasis on gender manifestations of preschoolers), educators in the number of 32 people and parents of children in the number of 397 people. The bases of the study were 28 preschool educational organizations of Magnitogorsk, Chelyabinsk region. The main method of studying the value relations of older preschoolers was the method of conversation. Diagnostic methods for teachers and parents included questionnaires aimed at obtaining data on the peculiarities of adult understanding of modern preschool children and their problems. Statistical methods (reference tables, diagrams) were used to process the results obtained. The results of the study. The analysis of the value relations of preschool children carried out in the study showed the preservation of a traditionally high level (46%) of the value attitude of children to themselves, to peers and close adults (parents and educators); to the upcoming schooling, to educational activities – 42%. An increased interest (56% of preschoolers) in material values was revealed, and 49% of preschoolers showed a high level of value attitude and ability to use modern electronic means. At the same time, children demonstrate a low level of spiritual choices (41%): children's preferences in the field of fiction, musical art, and more. Conclusion. The novelty of the conducted research lies in determining the features of the value attitude of preschool children to the world around them today. The analysis of the value relations of preschoolers is supplemented by the assessments and comments of their parents, as well as kindergarten teachers. The results obtained can be used as recommendations in the planning and organization of the educational process in order to form the value relationships of children during preschool childhood.

The influence of rhythmic gymnastics on the physical preparedness of children of senior preschool age

Preschool age is the period of the most intensive growth and development of the organism. One of the tasks of working with older preschool children is to prepare them for a successful transition to a systematic organized schooling. Children's health and ability to work largely depend on the development of motor skills and physical fitness in particular. This is reflected in the performance of basic vital motor skills - walking, running, jumping, throwing, swimming. At the beginning of the experiment, we tested the children of the experimental and control groups to determine the initial level of physical fitness of children. The data obtained showed that the initial level was not equal. In the control group, the indicators were probably better than in the experimental group. After the experiment, most children in the experimental group have an average level of physical fitness. The best results in the children of the experimental group were observed in the exercises "jumping on the spot", "jumping with a turn" to the right and left, "tilt", "hanging on the crossbar", "running" for 10 m, "long jump". In the control group, the average level in most children was observed in the tests "jumping with a turn to the right", "tilt", "hanging on the crossbar" and "long jump". The implementation of the program "Rhythmic Gymnastics for Preschoolers" allows you to form the correct technique for performing vital motor skills and increase the level of physical fitness in children 5-6 years. Our proposed program significantly affected the level of physical fitness of children in the experimental group. The results of the control group had a slight improvement compared to the experimental.

Формування логічного мислення дітей старшого дошкільного віку засобами логіко-математичних ігор

The article is devoted to the theoretical substantiation and experimental verification of the methods of forming the thinking of senior preschool age by means of logic-mathematical games.The analysis of the researched problem is carried out, the essence of concepts “thinking”, “formation of thinking of children of senior preschool age” is found out, their features are revealed. Thinking of the child of preschool age is interpreted as indirect and generalized reflection of reality phenomena, natural connections and relations between them. The criteria (cognitive, speech and regulatory) and levels of formation of thinking of preschool children in modern conditions are specified. The peculiarities of the use of logic-mathematical games for the purpose of development of thinking of preschool children in the conditions of preschool education institution are characterized.A set of didactic games and exercises for the formation of logical thinking of children of senior preschool age has been developed. The method of its use has been substantiated. It is determined that the effectiveness of the method will be ensured under the following pedagogical conditions: creation of a positive, emotionally-saturated atmosphere during the educational activity; use of various teaching aids (didactic, plot-didactic, logical-mathematical games and developmental exercises, fiction, folklore, innovative pedagogical technologies, etc.); implementation of a personality-oriented model of education; development of cognitive mental processes (sensation, perception, attention, imagination, memory, thinking and speaking), self-awareness, analytical and creative abilities, as well as the formation of adequate self-esteem; stimulation of the motivational-volitional sphere.

TO THE PROBLEM OF DEVELOPMENT OF FINE MOTOR SKILLS OF HANDS IN PRESCHOOLERS WITH SPEECH DISORDERS

The purpose of the article is to analyze and substantiate the features of the development of fine motor skills of hands in children of senior preschool age with speech disorders. The study of the influence of the development of fine motor skills on speech impairment plays an essential role for correctional pedagogy. Disturbances in the development of the motor sphere of the child are successfully overcome and corrected, provided that early pedagogical assistance is provided to children. A favorable period for an active corrective and developmental impact on the violation of speech activity is the senior preschool age. Fine motor skills are one of the sides of the motor sphere, directly related to the mastery of objective actions, the development of productive activities, writing, speech of the child. Scientists believe that speech, like the entire cognitive sphere of a person, today has its highest forms of development due to labor, complex hand operations, starting with the development of fine and general motor skills. The formation and development of fine motor skills of the hands is closely related to the development of the left temporal and left frontal areas of the brain, which in turn are responsible for the formation of many mental functions. The results of the study show that the level of speech development in preschool children is always directly dependent on the degree of development of fine finger movements. Fine motor skills are the basis of development, are the foundation for the development of all mental processes (attention, memory, perception, thinking, speech). Children with speech disorders are characterized by a lag in the development of all types of motor skills – general, mimic, fine and articulatory, violations in the development of basic movements and their physical qualities, insufficient static and dynamic coordination of general and small movements, a decrease in speed and dexterity when performing exercises. Their constructive praxis is disturbed, which is mainly associated with underdevelopment of fine motor skills of the fingers.

PSYCHOLOGICAL CHARACTERISTICS OF OLDER PRESCHOOL CHILDREN

This article presents the result of a theoretical study of the psychological characteristics of children of senior preschool age. The relevance of the problem under consideration is shown, the characteristic individual psychological characteristics of children aged five to seven years are revealed.

The peculiarities of vocabulary development children of senior preschool age

The peculiarities of vocabulary development children of senior preschool age

Analysis of the readyness of future educators for the formation of media culture in children of senior preschool age

Analysis of the readyness of future educators for the formation of media culture in children of senior preschool age