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Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching
Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution.
Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test.
Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05).
Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.
Keywords: experimental program, pedagogical conditions, problem foreign language teaching, preschoolers, thinking skills development
For Reference: Kartashova, V. N., & Volynkina, N. V. (2021). Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 49 (1), 289-298. doi: 10.32744/pse.2021.1.20
Information about the authors:
Valentina N. Kartashova (Russia, Yelets) - Doctor of Pedagogical Sciences, Professor, Professor of the Department of Foreign Languages and methods of their teaching. Bunin Yelets State University. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0002-2057-5659 Natalia V. Volynkina (Russia, Voronezh) - Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Foreign Languages. N.E. Zhukovsky and Y.A. Gagarin Air Force Academy. E-mail: Volynkina_n@mail.ru. ORCID ID: 0000-0002-2532-7785
Model of interaction between libraries and preschool educational institutions in terms of the moral and aesthetic education of preschool children
Nowadays, the role of educational and cultural institutions in the process of early formation of moral and aesthetic qualities of the child is greatly increasing, which becomes an additional incentive to search for new forms of work with preschoolers in children’s libraries and cultural institutions.
For effective implementation of such interaction, a universal model of interdepartmental interaction was developed on the basis of the project method using Internet platforms and innovative technologies for constant communication with preschoolers and their parents. The model is based on the creation of a unified cultural and educational space using specific and general approaches to the moral and aesthetic education of preschool children.
During the verifying stage of the experiment, children aged 3 to 7 years and their parents took part. 4276 preschoolers took part in the experiment implemented on the basis of Internet platforms. To analyse the effectiveness of the developed model, a survey of parents, library staff, and teachers was conducted, as well as a study of the results of the children’s creative activity.
Analysis of the results of the initial levels presented in table 4 showed that preschoolers are eager to participate in projects, their parents noted that the creative activity has increased, especially in CG at an average and high level from 50.4% to 69.9% and from 7.7% to 18.8%, respectively. In EG, the low and high levels of indicators increased from 7.7% and 50.4% to 11.3% and 69.9%, respectively.
The results of control levels show that the quality of moral and aesthetic education of preschool children in the formative experiment is significantly higher. Integrated project data showed an average absolute increase from -55% to 40%.
The materials of the article can be useful for implementation in educational and cultural institutions, for further theoretical research and practical development in the field of moral and aesthetic education of preschool children.
Keywords: library, kindergarten, preschool department, preschoolers, preschool children, integration, moral and aesthetic education, interdepartmental interaction, project, project method
For Reference: Golovachev, V. S., & Zatsepina, M. B. (2020). Model of interaction between libraries and preschool educational institutions in terms of the moral and aesthetic education of preschool children. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 47 (5), 170-185. doi: 10.32744/pse.2020.5.12
Information about the authors:
Vladimir S. Golovachev (Moscow, Russian Federation) - Postgraduate student of the Department of Pedagogy. Moscow Region State University. ORCID ID: 0000-0002-6972-2832. E-mail: email@example.com Maria B. Zatsepina (Moscow, Russian Federation) - Doctor of Education, Professor of the Department of Primary Education. Moscow Region State University. ORCID ID: 0000-0002-81113333-8614. E-mail: firstname.lastname@example.org