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The Preventive Dimension of Executive Function in Preschool Children

100%
Poćwiardowska B.
Przegląd Pedagogiczny
|
2020
|
issue 2
173-188
EN
Executive functions may be viewed as factors supporting proper development in normative groups of children and adolescents, as well as when compensating or reducing risk factors in children and adolescents from higher risk groups. Current research findings indicate that long-term, longitudinal studies on executive functions in children and adolescents are necessary in order to reveal the key factors for the proper development of a young person and their further functioning in adulthood. From the pedagogical perspective, what is important in prevention is searching for knowledge on the conditions conducive to the development of higher cognitive functions. The development of pedagogical research methods that would allow the developmental conditions of children and adolescents to be diagnosed is no less important. Another significant task that cannot be achieved without the results of longitudinal studies is developing the developmental trajectories for dependencies or disorders, taking into account the level of executive function so as to empirically verify the assumptions adopted in this article.
2

СТАН ВИХОВАННЯ ОСНОВ КУЛЬТУРИ СПОЖИВАННЯ У ПРАКТИЦІ РОБОТИ ДОШКІЛЬНИХ ЗАКЛАДІВ ОСВІТИ

100%
Іванчук С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
112-119
EN
In modern society the state determines the priority role of pre-school education, giving preference to the primary component of lifelong learning, which should provide a versatile personality development of the child. Essential in modern conditions for the person becomes a teacher, his/her competence, erudition, culture. Culture of consumption is an important element of a developed society with a high level of economic development. Definitions issue requires a separate study to determine the content, methods and techniques of education culture consumption in preschool children. The main factor in a culture of individual consumption is a social group in which it is brought up, and socio-economic values that prevail in it. Consumer behavior of other members of the group which becomes a role model can have a stimulating character both positive (for example, the desire for rational consumption along with others) and in a negative sense (for example, the desire to outdo the other consumption). Therefore timely attention and positive example to others promotes adult education of the children value attitude to consumer goods, imparting them with the skills of literate consumer behavior. The author analyzes the level of awareness of the importance of training teachers of cultural consumption, meaning ways of forming during preschool childhood. The content of the diagnostic survey, quantitative and qualitative analysis of the survey of teachers of preschool institutions is presented. The analysis of government regulations and programs for training, education and development of children of preschool age outlines areas of work with teachers on their review of the methods and techniques of education of cultural consumption in preschool children. The analysis of the level of knowledge of practicing teachers on the problem of education of preschool age children’s culture of consumption showed the need for in-depth work on the designated direction. This is due to incomplete and insufficient understanding of the phenomenon of “consumer culture” and the features of education in preschool age.
3
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Metakognitívny monitoring pri riešení verbálnych a neverbálnych úloh u detí predškolského veku

100%
Urban K., Zápotočná O.
Československá psychologie (Czechoslovak Psychology)
|
2017
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vol. 61
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issue 6
521-535
EN
Objectives. Metacognitive monitoring in preschool children plays an important role in the further learning process and help seeking. The aim of the present study is to determine whether the preschool children are able to monitor their performance while solving cognitive tasks (1). What is the relationship between the accuracy of metacognitive monitoring and the performance (2). How are these relationships related to the nature of cognitive tasks (3). Sample and setting. The sample consisted of total 97 children from 5 to 6 years old. Children individually solved 4 cognitive tasks and provided item-by-item or global confidence judgments (CJs) using the traffic light with red and green colours. Statistical analysis. Absolute accuracy index and bias index (Schraw, 2009) were calculated. To analyse age differences and bias differences (real and overestimated performance) independent samples t-test was used. To analyse task differences the ANOVA was used. Results. Preschool children are able to monitor their performance retrospectively (using CJs). They are more metacognitively accurate in verbal tasks than in non-verbal (Piagetian) tasks. Moreover, the monitoring accuracy significantly (p < .001) corresponds to the task performance. Study limitation. The finding requires further research concerning analyzing other characteristics of the cognitive task such as difficulty, and using different ways of analyzing and evaluating results, as well as taking into account the factors of social environment, which plays an important role in the development of metacognitive awareness in preschool children.
SK
Ciele. Skúmanie otázok metakognície na úrovni predškolského veku predstavuje významnú a v našich podmienkach relatívne novú oblasť psychologického bádania. Cieľom prezentovanej štúdie je zistiť, či deti predškolského veku dokážu pri riešení kognitívnych úloh monitorovať svoje výkony (1). Aký je vzťah medzi presnosťou metakognitívneho monitoringu a výsledným výkonom (2). Ako tieto vzťahy súvisia s charakterom riešených kognitívnych úloh (3). Výskumná vzorka – postup. Výskumnú vzorku tvorilo 97 detí vo veku 5 a 6 rokov, ktorým boli individuálne administrované 4 kognitívne úlohy spolu s posudzovaním správnosti ich riešenia na dvojbodovej škále retrospektívneho monitorovania (tzv. „confidence judgments“, CJs). Štatistická analýza. Pomocou t-testu boli analyzované rozdiely medzi deťmi v závislosti od veku (5 a 6 rokov) a presnosti odhadu (deti s realistickejším odhadom oproti deťom s nadhodnoteným odhadom). ANOVA bola použitá na zisťovanie rozdielov v presnosti monitoringu jednotlivých úloh vyjadrenej dvoma indexmi absolútnej správnosti (podľa Schraw, 2009). Výsledky štúdie dokumentujú, že 5–6 ročné deti sú schopné monitorovať a retrospektívne posudzovať úspešnosť svojich riešení, pričom v úlohách verbálneho charakteru vyžadujúcich porozumenie textu to zvládajú štatisticky významne lepšie. Presnosť metakognitívneho monitoringu korešponduje s výsledným výkonom, čo sa potvrdilo vo všetkých sledovaných úlohách na hladine štatistickej významnosti p < ,001. Limity. Uvedené zistenia budú vyžadovať ďalšie overovanie pri súčasnom sledovaní a kontrole viacerých charakteristík použitých kognitívnych úloh, s využitím rozličných spôsobov analýzy a hodnotenia výsledkov, ako aj zohľadnením faktorov sociálneho prostredia, ktoré – ako sa ukazuje – zohráva významnú úlohu vo vývine metakognitívneho uvedomovania detí predškolského veku.
4

ДІАГНОСТИКА РІВНІВ АДАПТАЦІЇ ДІТЕЙ ДО ДОШКІЛЬНОГО НАВЧАЛЬНОГО ЗАКЛАДУ

100%
Бурсова С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 10(54)
265-272
EN
The problem of assessing of child’s adaptation level to the conditions of preschool educational establishments, the warning of possible problems that can appear during this period inevitably puts before the participants of the educational process the task of determining the adaptation criteria and indicators, choice of appropriate diagnostic tools, distribution of children for adaptation groups and the development and implementation of children educational support system. The article is devoted to the problem of children’s adaptation to preschool educational establishments. Some of the results of conducted observation research are highlighted in it. In particular, the adaptation criteria and indicators were defined by the author for the diagnostics of adaptation level, namely: the physiological parameters (overall health, frequency and duration of the disease, peculiarities of the appetite, motor activity, specific features of sleep process, the course and duration of daytime sleep); the relation to cognitive activity (the activity in the game practice, interest to the educational process); the peculiarities of communicative activities (verbal activity, interaction with adults and with peers, social skills); the characteristic of the emotional states (the child’s behavior at the time of separation from parents, general emotional state, motivational readiness to visit preschool educational establishments, preference of negative or positive emotions). Theoretical study of literature sources showed that the number of methods by which to study the process of adaptation of children to preschool educational institutions is rather limited. Therefore, during the diagnostics of the levels of adaptation of the children we used the following methods: a survey of educators and parents; the social emotions test developed by M. Lusher; the method of determining the mental condition of the children of V. Manova-Tomova; monitoring of the activities and behavior of children in different periods of time; conversations with children and parents. For the level of children’s adaptability the author conventionally divided them into three groups. The first group includes children who are relatively easy adapting to kindergarten. The second group is characterized by a long period of adaptation and inconsistency of their behavior to the requirements of educational environment. The third group includes the children whose adaptation process is associated with considerable difficulties.
5

ПІДГОТОВКА МАЙБУТНІХ ПЕДАГОГІВ ДО РЕАЛІЗАЦІЇ АКСІОЛОГІЧНОГО ПІДХОДУ У ВИХОВАННІ ДОШКІЛЬНИКІВ ЗАСОБАМИ ПРИРОДИ

100%
Тарасенко Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 5(49)
380-389
EN
The purpose of the article is to present the methodological aspect of the problem of professional training of preschool stuff in the context of domination of axiological approach to education work with future teachers, substantiation the role of environmental and aesthetic values in the educational system of priorities that pedagogues are to realize during their work with preschool children, formulation the ways of correcting the future kindergarten teachers value treatment to nature during professional training. Theoretical methods related to the study of the philosophical and conceptual research methodology in the field of educational paradigms, causal analysis of educational phenomena, comparative juxtaposition of foreign and native scientific approaches to value education priorities are used. The author singled out the ways of correction of value attitude to nature of future kindergarten teachers in the studying the obligatory and optional courses and during teaching practice and extracurricular activities: rejecting of unilateral utilitarian focus on learning the basics of science and commissioning axiological potential of students a wide range of moral and aesthetic evaluative criteria relationship to reality; transforming the ways of students perceiving and evaluating nature into the motivation mechanisms of attitude towards it; raising the status of artistic and aesthetic activity of students to accumulate valuable experience through artistic and creative experiences; forming of individually-shaped attitudes of future kindergarten teachers to the nature with the transformation of them into educational activities settings based on the highest educational priorities. The practical significance of the research results is determined with the possibility of implementing them into the process of training future preschool education professionals to enrich their educational activity axiological potential. During the process of professional training a teacher’s value consciousness becomes at the thoughtful correction facility, since the teacher is a potential carrier and conductor of environmentally justifiable attitude towards nature. As the prospects for further research studies suppose the adequate methods and educational technologies search for in the domestic and foreign experience of educational innovation.
6

PEDAGOGICAL CONDITIONS OF ACTIVATION OF CHILDREN’S MOTIONAL ACTIVITY

100%
Pakhalchuk N.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 7(61)
80-90
EN
The article deals with features of organization of children’s motional activity in the system of sport and recreational activities in kindergarten based on specified pedagogical conditions. In order to determine the levels of preschoolers’ motional activity the following levels were clarified: motivational, theoretical and practical, activation criteria, and observation and survey were used, methods of playing testing by Mykola Yefymenko, practical tasks of creative direction. Results of the study found out the prevalence of medium and low levels of children’s motional activity. In order to increase the level of motional activity, it was suggested to use physical and cultural playing trips, to realize generally developing exercises using unconventional equipment on a certain musical motif, with different rhythm and tempo, with different starting positions etc. (a pedagogical condition – to increase preschoolers’ interest to carry out physical exercises); technology of implementation of sport and recreational activities by Liubomyr Beiba, elements of gymnastics by Bothmer (exercise «Sun, air and water», «Rain» and others) etc. (a pedagogical condition – to use sport and recreation technology in the process of work with preschool children); conduction of consultations, briefings, workshops, «round tables», oral magazines, distribution of information materials, realization of funny starts, sportive brain-rings, festivals of folk games, sportive events and entertainments, tourist trips (a pedagogical condition – to ensure cooperation between kindergarten and family in order to form preschoolers’ motional experience). The article deals with the main strategic direction of world and national education system development, solving the problem of preservation and enhancement of health, technologizing of this process, as the volume of cognitive information is constantly increasing because of the growing degree of mental load in the mode of a child’s day. We find prospects for further investigations in the development of methodological guidelines regarding the use of recreational kinds of Bothmer’s gymnastics in the process of work with preschool children.
7
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Rola rówieśniczego tutoringu w rozwijaniu umiejętności komunikacyjnych dzieci przedszkolnych z niepełnosprawnościami

100%
Twardowski A.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2016
|
issue 15
43-64
PL
This article provides an overview of two approaches to peer-mediated intervention that have been effective in improving the social and communicative interactions among preschool children with developmental disabilities and their classmates without disabilities. These peer-mediated interventions involve teaching facilitative initiation and responsive interaction strategies to peers and teaching sociodramatic scripts. The studies presented in this paper prove that thanks to relationships with properly trained peers disabled children more often get involved in team games, more often establish interactions with their peers, are more eager to talk to them and less often exhibit socially unacceptable behaviors.
8
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Risk factors and the incidence of overweight and obesity in pre-school children from the southern part of Poland

100%
Katarzyna Dereń K., Sara Jarmakiewicz S., Aneta Sokal A., Edyta Łuszczki E., Elżbieta Motyka E., Justyna Wyszyńska J., Regina Kowal R., Artur Mazur A.
European Journal of Clinical and Experimental Medicine
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2018
|
issue 2
97-102
EN
Introduction. In recent years there has been a significant increase in the prevalence of overweight and obesity in humans. It turns out that the problem is not limited to adults; excessive body weight is occurring in children more often. Aim. The main purpose of this work was to determine the prevalence of overweight and obesity in preschool children from the Rzeszów district, and to determine risk factors for occurrence. Materials and survey method. The study was conducted among 200 preschool children (3 - 6 years of age) from the Rzeszów poviat area. Measurements of height, weight, and determination of BMI were performed and these values are standardized according to the WHO centile grids appropriate for each age group. Survey results. Normal weight was observed in 58% of the respondents, 11% were overweight, and 10.5% were obese, whereas 20.5% of children had undernourishment. Obese children were the largest group among 6-year-olds. Among 4 year old children, abnormal body weight were more frequent in boys. On the other hand, in children aged 5 years, undernourishment or overweight was found more frequently in girls. Conclusions. The study did not confirm a significant relationship between gender, place of residence and socio-economic situation of respondents, and the prevalence of overweight or obesity. The results of this study indicate that the problem of excessive body weight refers to the increasing number of children.
9
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Inter-relations of core language, pragmatic language, and social competence in preschoolers

100%
Lau C.
|
2015
|
vol. 13
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issue 4
404-425
EN
Language skills provide preschoolers with the foundational skills needed to socially interact, but little is known about the relationship between specific language skills and broad constructs of social competence. Sixteen preschoolers between 3-5 years with varying language abilities were recruited. Descriptive and correlational analyses were conducted to examine the relationships between language and social competence. The main finding of this study showed that early literacy skills and word knowledge and retrieval were significantly correlated with Social Independence and Social Interaction respectively. These findings support the notion that the content of preschoolers’ conversations rather than the accuracy of their speech or syntax is associated with success in social interaction and social independence.
10

ЗАСТОСУВАННЯ ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНИХ ТЕХНОЛОГІЙ У ФІЗИЧНОМУ ВИХОВАННІ ДІТЕЙ 5–6 РОКІВ

88%
Старченко А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
284-291
EN
In connection with annual increase of children who are ill, there is a necessity of reframing the contents and form of work in physical education both in preschool educational establishments and in a family. It should be noted that the specifics of working with children under school age takes into consideration their age and psychophysical features, and find the most interesting forms of presentation. The analysis of theoretical researches has showed that when children form positive motivation to classes of physical training and sports the most important is the factor of knowledge and influence that is exerted by the parents. Not less important condition for heightening the interest of children to the classes of physical training is experience of a teacher who should be good at modern technologies, aimed at strengthening and saving health of children. The purpose of the article is to prove the necessity of application health-saving technologies in physical education of preschool age children. The methods of research are the following: the theoretical analysis of scientific and methodical literature, testing, a pedagogical test, appraisal of the level of illness, the methods of mathematical statistics. The results of the research. By means of use of children fitness in different forms of physical education the following tasks were solved: progress in physical activity; forming the ideas of a healthy way of life; disease prevention, forming of necessary physical skills, heightening the interest to physical training classes. Use of gaming fitness, fitball-gymnastics and animal aerobics influenced on reduction of disease level, also on increasing motivation of children to physical training classes. The results have shown that the use of health-saving technologies, including technologies of child fitness is a prerequisite for the optimization of modern physical education of preschool children. Proper combination of children’s fitness facilities with traditional means increases the level of physical fitness, physical training formation of the child, an ideas about healthy lifestyles, reduce morbidity and increase interest in the classes that are very relevant today. Perspectives of further scientific researches lie in advanced studying of foreign practices of using children fitness and health-saving technologies in physical education of preschool children.
11

ДОСЛІДЖЕННЯ ЗВʼЯЗНОГО МОВЛЕННЯ В ДОШКІЛЬНИКІВ ІЗ ЗАГАЛЬНИМ НЕДОРОЗВИНЕННЯМ МОВЛЕННЯ

88%
Кравченко А., Ступак Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
498-503
EN
At the present stage of the development of the correctional education the process of diagnosis of preschool children speech disorders with general underdevelopment of speech becomes of particular importance. The main stages of experimental studies of the condition of coherent speech in preschool age children with general underdevelopment of speech are characterized in the article. A comprehensive survey included a series of successive experimental tasks, which were conducted with each child individually. There were examined 12 children of 5-6 years with general underdevelopment of speech at different levels, and 12 preschoolers of the same age with normal speech development. The basis of the ascertaining experiment was held on test methods for diagnostics of connected speech by V. Glukhov. To assess the success of the technique use the ball-tier system was included. The survey of connected speech in senior preschool children with speech disorders and normal speech development took place in accordance with the basic methodological requirements. The study was made in the pre-school educational establishment № 36 «The Scarlet flower» of the town Sumy. The analysis showed that children with general underdevelopment of speech are significantly lag behind children with normal development on the level of ownership of the means of coherent speech. Made by the children agrammatism has increased the number of errors in the use of prepositions and prepositional-case constructions, transmission, spatial and other relations. A significant number of errors were observed during the use of verbal forms. The majority of errors were identified during the construction of the sentence, especially manifested during the use widespread and compound sentences. The analysis of the results of the study confirmed the presence of several features characterizing the state of the connected speech of children with general underdevelopment of speech, which definitely should be taken into account when carrying out remedial work.
12

ТЕОРЕТИЧНІ АСПЕКТИ ПРОБЛЕМИ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ ДІТЕЙ У СИСТЕМІ ДОШКІЛЬНОЇ ОСВІТИ

88%
Бутенко В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
65-72
EN
The article tells about the actuality of the subject of preschoolers’ health status. The necessity of organizing the health saving process for preschool children is caused by understanding the fact that children may be taught easily in the early age and we should develop in them some habits of health promotion which will become a component of our culture and will influence the society positively. The essence of the health preservation process is explained in the article as well. The health saving process in pedagogical aspect is considered to be a value, a system and a result. Considering that health saving is a value in preschool education, it can be treated like a state, social and personal value. Health saving as a system characterizes the health aspect of functioning of preschool educational institutions the effectiveness of which depends on the aim and the content of the activity, on the tools which are used in the process of health saving and the principles which should be basic for this kind of pedagogical system. Among them are the principles of science, accessibility, visibility, consistency, age, taking into account individual characteristics, activity, humanization, democratization, integration, and unity of the kindergarten and the child's family. Health saving as a process in pre-school education involves the development, education and training which is not harmful to children's health and which creates safe and comfortable staying in kindergarten, provides individual educational trajectory of a child, prevents stress or some kind of overload or fatigue.The result of health saving activities in preschools is a basis of child's literacy, culture and competence. We believe that Ukrainian problems of health in kindergartens are particularly relevant; this is connected with the presence of negative medical and demographic situation in Ukraine and the unfavorable trend of indicators of children's health. Therefore, there is a necessity in the formation of new ideas based on the preservation of health and the child's consciousness, which requires the teachers of preschool education level to use careful selection methods, special tools, content and organizational forms. The problem for further research can be connected with the assurance of continuity in the organization of health saving process.
13

Prevention of Speech and Language Disorders in Preschool Children

88%
Tubele S.
Ad verba liberorum
|
2011
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vol. 3
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issue 1
19-31
EN
Article "Prevention of Speech and Language Disorders in Preschool Children" is devoted to reveal content and directions of the work with preschool children in the so called group of risk. Speech and language pathologists are working with children in Latvia mostly starting at the age of 5, but sometimes time is lost and specific problems are present. There are specialists of early intervention but their activities are not obligatory and mostly they are available in private kindergartens or in developmental centres. It is necessary to speak about prevention because this issue is as a topic in many countries in Europe and in the whole world, but there are no many countries where it is determined by legal acts. Speech and language pathologists are speaking about three levels of prevention: primary, secondary and tertiary, where each level has its main goals and objectives. When speaking about preschool children at the age of three, mostly it is the primary prevention which should be organized and carried out.There are statements about the categories of children which are included in the so called group of risk and what are duties of preschool teachers to help speech and language pathologist to think about children and to carry out some specific activities such as articulation exercises, breathing and blowing exercises, exercises to activate movements of fingers and tasks to promote phonological awareness. Physical impairments such as cleft lip, cleft palate and tongue-tie are not described in this context because in this case intensive speech therapy is needed.The aim of the study is to give a theoretical framework of content and tasks of prevention of speech and language disorders in preschool children.Methods include an analysis of theoretical literature.Although many articulation errors are developmental in nature, some are related to phonological processing disorders. Children with these disorders are at a very high risk for later learning disabilities (problems in reading and writing) and therefore should be taken into account and treated as early as possible.
14
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When Parents and Teachers Assess Intellectual Giftedness of Preschool Children

88%
Havigerová J. M., Juklová K., Haviger J.
The New Educational Review
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2013
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vol. 34
188-197
EN
The paper deals with the possibility of using a screening method for the assessment of intellectual giftedness at preschool age by two groups of persons – nursery teachers and parents. It presents The Characteristics of Giftedness Scale (CGS) for preschool children from Linda Silverman and its Czech translation that was verified from the aspect of parallel validity with a standardized IQ test. The CGS was filled in by experienced nursery teachers and by parents of preschool children and their assessments were analysed from the aspect of similarity and diversity. The results show that teacher assessment is closer to the IQ test results compared with parents who tend to overestimate their children. Eight items with low agreement between the two groups of respondents were identified and their expected sources discussed.
15

ЗАРУБІЖНИЙ ДОСВІД ВИКОРИСТАННЯ ЕЛЕКТРОННИХ ІГРАШОК У НАВЧАННІ Й ВИХОВАННІ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

75%
Горленко В.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 8(52)
204-211
EN
The article analyzes theoretical and experimentalforeign research on the use of electronic toysin pre-school education as a means of information and communication technologies.The problem of the use of electronic toys in preschools consideredresearch within different levels: global – project «Recognizing thepotential of ICT in early childhood education» under the auspices of UNESCO;European – «The Fibonacci Project» financed byThe European Union; National – British project «Computers and Children’s Electronic Toys» and scientific exploration of individual Russian researchers. The researches were built around the use of toys such as Bee-Bot, Furby and Lego WeDo. Some other researches were built on simultaneous use of different approaches such as combination of PC and toys interaction, combination of children interaction and parallel use of different ICT means. Receivedresults indicate that the world scientific community considerselectronic toys as a means of information and communication technologies with only some difficulties in the proper use of electronic toys as such. Older researches had a goal to prove or disprove bad influence electronic toys can exert on education process in preschool. And they successfully disproved existence of such bad influence. More recent work provedpositive impact on the development of children due to electronic toys that to some extentdepends on the type of a toy and made some suggestions on proper use of the electronic toys in preschool education. So in general experiments conducted by researchersprove the feasibility of the use of information communication technologies means in preschools. Considerable attention is given to the global results of the project «Recognizing the potential of ICT inearly childhood education» based upon use of Bee-Bot – programmable electronic toy with possibility to move according to custom list of actions the user enters. Children were the operators of such toys and were given insights on basic principles of programming. Results lead to conclusions onthe use of electronic toys in preschool education, on shapinginformation and communication competence of the teachers of preschool institutions,on the use of electronic toys in the educational process.In summary, the author suggests paying attention to formation ofinformation and communication competence of teachers in preschool institutionsin the light of the experience of other countries with the use of electronic toys inpreschools.
16

ТЕОРЕТИЧНІ ПІДХОДИ ДО ОРГАНІЗАЦІЇ АРТ-ТЕРАПЕВТИЧНОГО ПРОЦЕСУ В СИСТЕМІ ОЗДОРОВЧО-ФІЗКУЛЬТУРНОЇ РОБОТИ З ДІТЬМИ ДОШКІЛЬНОГО ВІКУ

75%
Литвиненко В., Кукса Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
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issue 3(57)
204-212
EN
The article contains theoretical approaches to the organization of art therapy process in the system of recreational and sports work with children of preschool age. The attempt to deal with the problem of theoretical analysis of opportunity for the adoption of art therapy technologies with preschool children for their health and physical activity is very timely. It is a major survey and overview of a field which has a distinguished ancestry and has achieved increasing popularity in recent years with the purpose of deeper and more exact understanding of the conception of art therapy, to increase greatly stock of knowledge about, to open up new areas of this research. The present research draws attention to the often neglected topic of use art therapy with the purpose of health strengthening technologies for preschool children. The aim of the study is to report on the context of using art therapy for preschool children with health strengthening technologies, to provide an up-to-date explanation of the meaning of «art therapy», «means of art therapy». The research is dedicated to the urgent psychological and pedagogical problem of cognitive and artistic development of preschool children by means of art therapy. The components of the formation of health of preschool children were determined and were taken into consideration while creating a didactical and methodological system for improving health of the children by means of art therapy. Results. The meaning of «art therapy», «means of art therapy», «an art therapy process», «health strengthening technologies», «art therapy technologies» have been refined and concretized. Understanding of the integration health strengthening and art therapy technologies has been improved. The content of the methodology represents a complex integration of art therapy technologies for the purpose of formation the components of health which effect activity on preschool children. The methods used in the study are innovative. It has been established that the use of means of art therapy of preschool children for personal formation opens new opportunities for successful social integration and education at sсhool. Prospects of further scientific studies sees in using the peculiarities of art therapy process for children in the conditions of integration education; finding a solution of improving the children’s health, extending the work to embrace connection of art therapy with the medicine and education science for the purpose of substantiation of health strengthening technologies and art therapy technologies for children with different disabilities.
17
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Exploratory behaviour and adaptation to novelty in preschool children with autism – a preliminary report

75%
Kawa R., Pisula E.
Polish Psychological Bulletin
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2013
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vol. 44
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issue 1
21-30
EN
The purpose of this study was to compare exploratory behaviours in children with autism and typically developing preschool children and the course of their adaptation to novelty. A series of fi ve repeated trials was conducted, during which children were allowed to freely explore the experimental room. The results revealed differences between study groups in the overall rate of exploratory activity, which was lower in children with autism. Patterns of time characteristics of exploratory activity showed both similarities and differences between the groups. In both groups, the rate of simple exploratory behaviours (i.e. looking at an object, touching the object, manipulating one object) decreased with time, while the levels of diversive exploration (i.e. touching the wall or fl oor) increased. Children with autism engaged in less complex object manipulation than their peers. Similarly, their adaptation and habituation to a novel environment proceeded in a different way in the low stimulation zone than in the high stimulation zone. In the low and medium stimulation zones, the rate of exploration decreased with time, while in the high stimulation zone it remained relatively constant. In typically developing children, habituation occurred in all stimulation zones. These results suggest the presence of some differences between the patterns of adaptation to novelty in the two groups, which emerge in a stimulation-rich environment. Due to the limitations of the study, in particular the small number of subjects, the present paper should be treated as a preliminary report.
18

КОРЕКЦІЙНО-РОЗВИВАЛЬНА МЕТОДИКА ПОДОЛАННЯ ЗАЇКАННЯ У ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

75%
Кравченко А., Харченко А.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 5(59)
388-394
EN
The article presents a comprehensive analysis of relevant publications and current speech therapy techniques and programs in the context of the research problem; describes the main stages of the experimental research, the purpose of which was to develop and test the effectiveness of remedial and developmental techniques, oriented to overcome stuttering in preschool age children. The methodological basis of the study were the fundamental principles of psychology, neuropsychology and speech therapy place of speech in psycho-pedagogical process, about brain organization of speech process, as well as modern scientific views about the structure of the speech defect of children with stuttering. The system of correction of stuttering in preschool children included complex correctional and developmental tools (breathing exercises, articulation exercises, logarithmic, acupressure in combination with traditional speech therapy sessions), designed to relieve tension of the muscles of the vocal apparatus, the formation of skills of correct breathing skills and a smooth and rhythmic speech by imitation. The developed method showed high efficiency in overcoming the designated speech pathology and approximated the functional state of different components of speech norms: leveled speech breathing, steadied the pace and rhythm of speech, there have been shifts in overcoming laryngospasm; however, there were marked positive changes in the mood of children and the growth of motivation of pre-school children for visiting the speech therapy practice – that can recommend the correctional and developing technique for application in practice of individual and group work with stuttering children in preschool and special educational institutions, health care institutions and rehabilitation centers. In addition, theoretical development of the technique can be used to educate speech therapists, preschool educational institutions teachers and parents of stuttering children. Our research does not exhaust the problem solving, a complex negotiation of stuttering in preschool age children. It can be continued in the direction of studying the peculiarities of stuttering correction in primary school age children.
19

Young children's detection and decoding of ironic intonation

75%
Rattray C., Tolmie A.
Psychology of Language and Communication
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2008
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vol. 12
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issue 1
29-54
EN
Two studies examined 3- and 4-year-olds' ability to follow the mental ‘sub-text’ of conversations employing ironic intonation. In Study 1, children were asked what a confederate thought was inside a tin, following an exchange in which she saw (joke conditions) or did not see (lie conditions) the contents (a stone) and heard these referred to in neutral or ironic tone as a cake. Study 2 repeated the joke conditions, with the confederate touching the stone. Amongst 4-year-olds, intonation was found to trigger complex assessment of the information available to the confederate, whilst 3-year-olds appeared confused. The data suggest that ability to track the belief implications of conversations is underpinned by substantial improvements in working memory between 3 and 4 years.
20
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Kształtowanie duchowej osobowości dzieci przedszkolnych przez pryzmat pedagogiki ukraińskiej

75%
Karpenko O.
Lubelski Rocznik Pedagogiczny
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2018
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vol. 37
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issue 2
EN
In the history of Ukrainian pedagogical thought, the problem of formation of a preschool child’s spiritual personality is given special attention. There are different approaches to the study of concepts, content and principles of spirituality, the spiritual world of an individual, spiritual and moral values. Spiritual values and priorities of society arise from cultural and historical traditions, the experience of the nation. The content of such dissimilar categories as “spirituality” and “cordiality” has been studied. Spirituality expresses orientation of a human being toward the transcendent, whereas cordiality is defined by kindness in respect of people. Spiritual values are monitored and supported by public opinion and human conscience which helps normalize relations, brings order to and maintains harmony in society. The main task of educators is to instill moral self-awareness in every child and teach it spiritual values. Program requirements include promotion of spiritual ideas about the spiritual ideal, enrichment of emotional experience and formation of a certain self-attitude. Formation of spiritual basics must begin in the first years of life. In preschools, components of spiritual education are implemented through various forms of educational work.
PL
W historii ukraińskiej myśli pedagogicznej szczególną uwagę poświęca się problematyce kształtowania duchowej osobowości dziecka w okresie przedszkolnym. Ustalono, że istnieją różne podejścia do uzasadniania pojęć, treści, zasad duchowości, duchowego świata osobowości, duchowo-moralnych walorów. Duchowe walory i priorytety społeczeństwa wyrastają z kulturalno-historycznych tradycji, doświadczenia narodu. W artykule zaprezentowano treść kategorii „duchowość” i „duszewność”, ponieważ posiadają one odmienne skierowanie. Duchowość wyraża skierowanie ludzkiego bycia do transcedentności, a duszewność cechuje dobre traktowanie ludzi. Walory duchowe są kontrolowane i wspierane przez opinię społeczną i sumienie człowieka, co umożliwia normalizację relacji, gwarantuje porządek, pozwala zachować porozumienie w społeczeństwie. Podstawowym zadaniem wychowawców jest moralne uświadomienie dziecku siebie jako osobowości oraz umożliwienie mu przyswojenia duchowych walorów. Wśród wymagań programowych znajdują się: wspieranie rozwoju wyobraźni o duchowym ideale człowieka, wzbogacanie własnego doświadczenia emocjonalnego oraz kształtowanie pewnej „postawy do siebie”. Kształtowanie podstaw duchowości powinno odbywać się już od pierwszych lat życia. Jest to okres poznania człowieka i społeczeństwa, odkrycia Boga przez dziecko, zapoznania się z życiem na Ziemi z całą jego barwnością. To początkowy okres tworzenia własnej tożsamości, podstawowych cech charakteru, stosunku do otaczającego świata, ludzi i siebie, a także przyswajania moralnych norm zachowania ważnych dla rozwoju osobowości, w tym jakości psychicznych. Jest to ciągły proces, trwający przez całe życie, skierowany na przyswajanie przez ludzi reguł i norm zachowania. W przedszkolach idea duchowego wychowania jest realizowana przy pomocy różnych form pracy wychowawczej.
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