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Journal articles on the topic 'Activities for preschool children'
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Et. al., Nguyen Thi Ut Sau,. "ORGANIZING ACTIVITIES FOR CHILDREN IN THE ORIENTATION OF STEAM EDUCATION." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1676–80. http://dx.doi.org/10.17762/turcomat.v12i4.1422.
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The content of the article analyzes the advantages of STEAM education in the implementation of the kindergarten program in the current period and introduces the plan and results of activities for preschool children according to the STEAM orientation at the school at “May 19” Kindergarten - Thai Nguyen City - Thai Nguyen Province. On the basis of theoretical analysis and current situation, the author proposes a number of recommendations to effectively organize activities for preschool children according to the STEAM orientation in Preschools.
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Sirard, John R., Stewart G. Trost, Karin A. Pfeiffer, Marsha Dowda, and Russell R. Pate. "Calibration and Evaluation of an Objective Measure of Physical Activity in Preschool Children." Journal of Physical Activity and Health 2, no. 3 (July 2005): 345–57. http://dx.doi.org/10.1123/jpah.2.3.345.
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Background:The purposes of this study were 1) to establish accelerometer count cutoffs to categorize activity intensity of 3 to 5-y old-children and 2) to evaluate the accelerometer as a measure of children’s physical activity in preschool settings.Methods:While wearing an ActiGraph accelerometer, 16 preschool children performed five, 3-min structured activities. Receiver Operating Characteristic (ROC) curve analyses identified count cutoffs for four physical activity intensities. In 9 preschools, 281 children wore an ActiGraph during observations performed by three trained observers (interobserver reliability = 0.91 to 0.98).Results:Separate count cutoffs for 3, 4, and 5-y olds were established. Sensitivity and specificity for the count cutoffs ranged from 86.7% to 100.0% and 66.7% to 100.0%, respectively. ActiGraph counts/15 s were different among all activities (P < 0.05) except the two sitting activities. Correlations between observed and ActiGraph intensity categorizations at the preschools ranged from 0.46 to 0.70 (P < 0.001).Conclusions:The ActiGraph count cutoffs established and validated in this study can be used to objectively categorize the time that preschool-age children spend in different physical activity intensity levels.
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Olga V., Akulova. "Development of Cognitive Activity of Preschool Children: to the Problem Statement." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 6–13. http://dx.doi.org/10.21209/2658-7114-2021-16-2-6-13.
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The article deals with the interpretation of the “cognitive activity” concept. Based on the analysis of classical and modern studies, the author formulates the author’s definition of “cognitive activity of preschool children” as a motivational basis for children’s activities and research behavior; the quality of personality that affects the formation of initiative and independence in various types of activities; the condition for obtaining a higher result of activity and increasing the significance of the process of cognition for the child. The place of cognitive activity in the structure of children’s activities is shown. The system of cognitive activity of a preschooler is represented by two subsystems: the search for information and the use of experience in activities. The idea of the need to integrate the content of the knowledge areas for the initiation of cognitive activity of preschoolers is proved. Two types of cognitive activity of 3–7 years aged children are revealed: independent and initiated by an adult. The levels of preschool children`s cognitive activity are characterized: reproducing, heuristic, creative. The article substantiates the potential of three types variable educational routes technology using (“help”, “support”, “development assistance”) for building targeted support for the cognitive activity of preschool children. Keywords: cognitive activity, levels of cognitive activity, cognitive development, children of preschool age, preschool children activities, educational support, variable educational route
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Randoha, Antra. "PEDAGOGICAL FRAMEWORK CONDITIONS TO PROMOTE THE ARTISTIC ACTIVITIES IN PRESCHOOL." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 499. http://dx.doi.org/10.17770/sie2013vol1.584.
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The pedagogical process in preschool is based on children ascomprehensive personality’s development, using extensive pedagogic educational and learning methods. Preschool methodology includes very wide range both ofknowledge, ability and skills development ensuring. Preschool child is an individual with only his own typical characteristics, aptitudes and abilities, therefore the pedagogical process must be especially well-considered, with selected necessary materials, forms of training and education, to be able to contribute to the development of the whole individual with an emphasis on self development of preschooler in the process of pedagogical – artistic activity. The artistic activity in preschool significantly affects child development process therefore it is important to follow in process the pedagogical conditions of the artistic activity’s promotion.
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Puyau, Maurice R., Anne L. Adolph, Yan Liu, Theresa A. Wilson, Issa F. Zakeri, and Nancy F. Butte. "Energy Cost of Activities in Preschool-Aged Children." Journal of Physical Activity and Health 13, s1 (June 2016): S11—S16. http://dx.doi.org/10.1123/jpah.2015-0711.
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Background:The absolute energy cost of activities in children increases with age due to greater muscle mass and physical capability associated with growth and developmental maturation; however, there is a paucity of data in preschool-aged children. Study aims were 1) to describe absolute and relative energy cost of common activities of preschool-aged children in terms of VO2, energy expenditure (kilocalories per minute) and child-specific metabolic equivalents (METs) measured by room calorimetry for use in the Youth Compendium of Physical Activity, and 2) to predict METs from age, sex and heart rate (HR).Methods:Energy expenditure (EE), oxygen consumption (VO2), HR, and child-METs of 13 structured activities were measured by room respiration calorimetry in 119 healthy children, ages 3 to 5 years.Results:EE, VO2, HR, and child-METs are presented for 13 structured activities ranging from sleeping, sedentary, low-, moderate- to high-active. A significant curvilinear relationship was observed between child-METs and HR (r2 = .85; P = .001).Conclusion:Age-specific child METs for 13 structured activities in preschool-aged children will be useful to extend the Youth Compendium of Physical Activity for research purposes and practical applications. HR may serve as an objective measure of MET intensity in preschool-aged children.
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Erdem, Devrim. "Kindergarten Teachers’ Views About Outdoor Activities." Journal of Education and Learning 7, no. 3 (March 22, 2018): 203. http://dx.doi.org/10.5539/jel.v7n3p203.
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Preschool years constitute a vital developmental period during which foundations of later development are formed. It is during this period that essential developments such as establishing attachment bonds, forming a basic sense of autonomy and sense of self (ego), language acquisition and attaining life and social skills. Studies in developmental psychology and in a variety of other disciplines have established that the optimal growth at this stage will prepare the child for later developmental tasks and challenges. For a great part of human history care and education of children at this period was done by extended family and the immediate local community. However, as demands of recent centuries and decades have necessitated longer and more intensive periods of formal schooling, preparation of preschool children for later development has evolved accordingly. Therefore, preschool education has been added to traditional family education and socialization of children. The accumulated literature and experience in preschool education has reached to a point where not only the classroom learning experiences but also the surrounding school and neighborhood settings have been receiving attention. One of the significant aspects of these contextual factors has been the playground. A growing body of research has addressed importance of incorporating the playground into educational activities for preschool children. Studies focusing on the playground activities for preschool in Turkey have been limited. Therefore, this study aimed at examining preschool teachers’ use of playground. Fifty-four preschool teachers from three different cities were recruited for this qualitative study. Semi-structured interviews were conducted with each participant. Results of the study showed that although the preschool teachers reported overall positive attitudes toward educational use of the playground, they underutilized the playground due to concerns about children’s safety and a lack of equipment and quality playground arrangements. Furthermore, they reported playing certain typically outdoors games indoors for these reasons. Results, limitations of the study and implications the results for both educations and researchers were discussed.
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Määttä, Suvi, Reetta Lehto, Hanna Konttinen, Carola Ray, Nina Sajaniemi, Maijaliisa Erkkola, and Eva Roos. "Preschool group practices and preschool children’s sedentary time: a cross-sectional study in Finland." BMJ Open 9, no. 12 (December 2019): e032210. http://dx.doi.org/10.1136/bmjopen-2019-032210.
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ObjectivesPreschool is an important setting for regulating sedentary time (ST). The preschool day in Finland follows daily structures by having morning and afternoon slots for group-based activities that can encourage children for movement (eg, free play and outdoor time) or be still (eg, teacher-led sessions and sitting-based circles). This study aims to explore if the weekly routines in preschool and if more frequent visits in places encouraging physical activity (PA) are associated with children’s ST during preschool hours.DesignCross-sectional DAGIS (Increased Health and Wellbeing in Preschools) study in the years 2015 and 2016.SettingIn Finland.Participants864 children (48% girls, 4.7 years) from 159 preschool groups in 66 preschoolsOutcome measuresA total of 778 children wore required lengths of time (at least 240 min per preschool day, at least 2 days) the accelerometer during preschool hours. Each preschool group reported their weekly schedule during the week, and one early educator completed a questionnaire covering practices. The following five measures related to weekly structures were formed; times of outdoors (times per day), teacher-led sessions (times per day), free play (low, middle or high), organised PA lessons (no lessons at all/others) and mixed activities (no lessons at all/others), and the following five measures about the frequencies of visits in places encouraging PA; nature trips (times per week), play parks (times per week), neighbourhood sport facilities (no visits at all/others), visits to gym or other indoor facility (no visits at all/others) and field trips to neighbourhoods (times per week). Multilevel linear regression analyses were conducted to measure the associations.ResultsOf all the tested associations, only more frequently conducted nature trips were associated with lower children’s ST during preschool hours (β=−1.026; 95% CI −1.804 to −0.248).ConclusionFrequent nature trips in preschools may be important due to its association with lower preschool children’s ST.
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Korošec, Helena, and Marcela B. Zorec. "The impact of creative drama activities on aggressive behaviour of preschool children." Research in Education 108, no. 1 (July 11, 2019): 62–79. http://dx.doi.org/10.1177/0034523719858219.
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This article presents the findings of a research study examining the impact of creative puppetry activities on aggressive behaviour in preschool children. The aim of creative drama was to allow for experiences that help children understand interpersonal relations, put themselves in another’s shoes and see alternative possibilities of behaving or acting in given situations. Play with a puppet in small groups offers children opportunities to establish pro-social peer interactions and learn socialisation skills including solving minor conflicts. The research was conducted with 22 preschool teachers in Slovenian preschools and first grades of elementary schools (including 460 children aged 4–7). The teachers completed a scale of social behaviour for each child in the group before introducing the puppetry activities and after concluding them, i.e. after three months of intense, daily creative work with puppets. The paired difference t-test showed that according to the teachers’ assessments after the three-month conduct of creative puppetry activities in the group, the frequency of the occurrence of aggressive behaviour in the total population was diminished, especially in the children who had the lowest scores in the initial assessment.
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Kostić, Ljiljana, and Daliborka Purić. "Preschool teachers and the selection of lyllabies in activities with preschool children." Inovacije u nastavi 33, no. 4 (2020): 48–60. http://dx.doi.org/10.5937/inovacije2004048k.
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Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.
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Nguyen, Thao Bich Thi. "Childcare and education quality assurance at private preschools: A case study in Hanoi, Vietnam." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 83–87. http://dx.doi.org/10.52296/vje.2020.84.
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Research on quality assurance (QA) over nurturing, caring and educating preschool children is an urgent and crucial issue, especially at private preschools. Using questionnaire survey methods, the study evaluates the situation of ensuring the quality of nurturing and educating children in private preschools regarding the following main aspects: establishing quality standards of child nurturing and education; building a quality assurance system and procedure for preschools’ childcare and education; financial and infrastructure conditions for QA activities to nurture and educate children; the community’s participation into private preschools’ activities; developing a culture of preschools’ childcare and education quality. The research significance lies in the implications from the results to improve QA of nurturing and educating children in private preschools in Hanoi, Vietnam.
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Karuk, Inna, Kateryna Kolesnik, Tetiana Kryvosheya, Larysa Prysiazhniuk, and Oleksandra Shykyrynska. "ORGANIZATION OF GROUP ACTIVITIES OF OLDER PRESCHOOL CHILDREN IN THE PROCESS OF EXPERIMENTING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 729–43. http://dx.doi.org/10.17770/sie2021vol2.6247.
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The authors of the article analyze the advantages and disadvantages of group activities of older preschool children. The article focuses on the importance of children's experimentation for the versatile development and readiness of older preschool children to study at school. A comparative characteristic of the organization of individual children's experimentation and a group of older preschool children is presented. Based on a survey of older preschool children and their teachers, as well as monitoring the activities of children during experimentation, problematic aspects of organizing group activities of children are identified. Psychological and pedagogical conditions for organizing group activities of older preschool children for effective interaction during experimentation are presented. The expediency of using experimentation as a means of developing children's research activity is substantiated. The specifics of experimentation are indicated. The purpose and structure of experimentation as a kind of games for children's cognitive development are determined. The article also contains a list of devices and materials for arranging the experimentation centre which should be located in a preschool institution according to the thematic principle and teacher’s work plan; due to such centre children will be able to further freely experiment and consolidate the learned material through independent search activities. It is proved that the use of psychological and pedagogical conditions for the organization of group activities of older preschool children in the process of experimentation will contribute to the formation of their beliefs about nature and the world.
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Zaytseva, O. Yu, N. Yu Yablontseva, and O. N. Babitinskaya. "COLLABORATIVE EDUCATIONAL ACTIVITIES IN PRE-SCHOOL EDUCATION: VALUE-ORIENTED ASPECTS." Pedagogical IMAGE 14, no. 4 (2020): 545–55. http://dx.doi.org/10.32343/2409-5052-2020-14-4-545-555.
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Abstract. Introduction. Cooperative activity of an educator and preschool children is a priority form of education in the modern preschool organization. The purpose of the article is to conceptualize the definition of “Collaborative Educational Activity” and a humanitarian diagnostics of the preschool teachers’ readiness for designing this activity and its realization. Study materials and methods. The components of preschool teachers’ readiness to design and to realize variable forms of collaborative activities with children were subjected to diagnostic study. Purpose of the research is to determine the problems of FSES practical realization in the point of the requirements to the organization of collaborative educational activities in the context of a holistic preschool educational process. As well as to define the role of methodological support in preschool educational institution from the senior educator’s position in the development of educator’s readiness for open cooperation in educational activities. Results. In the process of analyzing theoretical and methodological positions in the field of collaborative activity of educators and children, the authors conclude that the importance of humanitarian methodological support in understanding this phenomenon. The results of educators’ self-analysis of organizing collaborative activities with children are presented for discussion. It turned out that most of educators have difficulties in selecting the content of collaborative activities; difficulties in designing the technological component, difficulties in implementing reflection of collaborative activities. Conclusion. The significance of the presented research materials is determined by the importance of increasing the readiness of educators for productive collaborative activities with children. In the future, these studies can serve as a basis for further research on the problems of educator and child’s collaborative activities. Keywords: holistic educational process, a collaborative educational activity of an educator and preschool children, an open cooperative action, social constructive didactic model, the educational situation, preschool education.
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Филиппова, О. Г., and И. В. Спиридонова. "FORMATION OF ENVIRONMENTAL SKILLS OLDER PRESCHOOL CHILDREN IN RESEARCH ACTIVITIES." Education and innovative research, no. 3(3) (June 30, 2021): 126–35. http://dx.doi.org/10.53885/edinres.2021.49.87.017.
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Исследована проблема формирования экологических умений детей старшего дошкольного возраста в исследовательской деятельности и описана эффективность разработанной программы «Узнай и защити» в практике работы дошкольной образовательной организации. Изучены научно-методическая литература и программы, по экологическому воспитанию детей дошкольного возраста. Разработаны и реализованы психолого-педагогические условия формирования экологических умений в исследовательской деятельности дошкольников в практике ДОО. The problem of the formation of environmental skills of older preschool children in research activities is investigated and the effectiveness of the developed program «Learn and protect» in the practice of preschool educational organizations is described. The scientific and methodological literature and programs on environmental education of preschool children were studied. Psychological and pedagogical conditions for the formation of environmental skills in the research activities of preschoolers in the practice of preschool educational institutions have been developed and implemented.
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Bakayeva, Ol'ga N., and Lyubov' N. Martynova. "Development of creative abilities in preschool children in theatrical activities." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 35–39. http://dx.doi.org/10.34216/2073-1426-2019-25-4-35-39.
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The problem of development of creative abilities at children of the senior preschoolage by means of theatrical activity is considered in this article. The first part presents a theoretical analysis of psychological-pedagogic research: the role of theatre as a means of development of creative abilities; the content of the concepts "creativity", "theatre", "theatrical activities", "theatrical game", etc.; classification of theatrical games. The authors focus on the importance of theatrical activities in the creative development of preschool children and the classification of theatrical games used in preschool educational institutions. Levels of development of creative abilities in children of the senior preschool age are defined on the basis of the developed criteria and indicators. As a result of the training phase of the experiment, there is a significant increase in the interest of children of preschool age in theatrical activities, reading works of art, making attributes for games-dramatisations. In conclusion, it is concluded that theatrical activity not only affects the formation of creative abilities, but also is a universal means of personal development.
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CORNEA, Georgeta-Gabriela. "THE EFFICIENCY OF AEROBIC GYMNASTICS PATTERNS IN THE PHYSICAL EDUCATION ACTIVITIES AT PRESCHOOL CHILDREN." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (July 31, 2017): 63–68. http://dx.doi.org/10.19062/2247-3173.2017.19.2.9.
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Le Th Bich, Van, and Danh Nguyen Duc. "The reality of using natural playground in organizing outdoor play for kindergartners." Journal of Science Educational Science 65, no. 9 (September 2020): 134–40. http://dx.doi.org/10.18173/2354-1075.2020-0100.
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The paper presents the situation of using the natural playground in outdoor play of preschool children in kindergartens in Cao Lanh, Dong Thap. The study shows that many preschool teachers in Cao Lanh have not used natural playgrounds to organize outdoor activities for preschoolers. The paper also analyzes the actual causes and discusses the direction of the measures. Research data was conducted on 10 preschools in the region with 199 teachers.
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Elvstrand, Helene, Jonas Hallström, and Kristina Hellberg. "Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool." Nordic Studies in Science Education 14, no. 1 (January 19, 2018): 37–53. http://dx.doi.org/10.5617/nordina.2670.
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In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they conceive of and experience technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of technology and technology education in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was coded and categorized with a thematic analysis. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, however, the teachers are also uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also want to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.
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Almeida, M. J., K. L. McIver, L. A. Hastings, K. A. Pfeiffer, M. Dowda, and R. R. Pate. "Cardiorespiratory Responses to Locomotor Activities in Preschool Children." Medicine & Science in Sports & Exercise 36, Supplement (May 2004): S65. http://dx.doi.org/10.1097/00005768-200405001-00307.
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Almeida, M. J., K. L. McIver, L. A. Hastings, K. A. Pfeiffer, M. Dowda, and R. R. Pate. "Cardiorespiratory Responses to Locomotor Activities in Preschool Children." Medicine & Science in Sports & Exercise 36, Supplement (May 2004): S65. http://dx.doi.org/10.1249/00005768-200405001-00307.
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LIFTER, KARIN, BETH SULZER-AZAROFF, STEPHEN R. ANDERSON, and GLYNNIS EDWARDS COWDERY. "Teaching Play Activities to Preschool Children with Disabilities." Journal of Early Intervention 17, no. 2 (April 1993): 139–59. http://dx.doi.org/10.1177/105381519301700206.
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Megersa, Addisu Kumsa, Wudu Melese Tarekegne, and Endalkachew Woldmariam. "Community Participation in Preschool Education of Ethiopia: the Case of South West Shewa Zone." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 274. http://dx.doi.org/10.26737/jetl.v4i2.883.
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<em>The objective of this study was to examine the state of community participation in preschool education and factors affecting their participation in selected woredas of South West Shoa Zone. Survey research design was used. Data were collected from 192 preschool teachers, 58 preschool principals, 12 cluster supervisors 4 woreda education expert, and 58 PTA members by using questionnaires, interview and focus group discussion. The findings of the study revealed that the participation of the community in preschool education is very low; the most common areas of community participation are cash contribution and participation in a meeting for the improvement of student behavior. Finally, the major factors identified are lack of awareness, failure to attend the meeting and failure to send their children to preschools. It is suggested that the preschools should be designed effective strategies of cooperation to work with the community in supporting preschools. In addition, continuous efforts should be made by preschools in the orientations and reorientation of community members about the objectives, scopes, principles, methods, and activities of preschool education.</em>
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Juliani, Vera Evelyn, Abu Bakar, and Ira Suarilah. "Impacts of Coloring Activities on the Decrease of Fear Behavior Due to Hospitalization in Children." Journal of Computational and Theoretical Nanoscience 17, no. 7 (July 1, 2020): 3005–10. http://dx.doi.org/10.1166/jctn.2020.9125.
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Fear behavior can happen to preschool children after hospitalization. Fear behavior after hospitalization can be caused by several things such as psychological trauma caused by the invasive procedure, unfamiliar hospital environment, and unfriendly medical staff. This study aims to explain the impact of coloring activity on the decrease of fear behavior in preschool children. This study used a Quasi-Experimental Pre-test Post-test Non-Equivalent Control Group Design method. The population is preschool children hospitalized in IRNA Children room Haji General Hospital Surabaya. The sampling technique of this study is purposive sampling with 33 respondents. The independent variable is the picture coloring activity. The dependent variable is the fear behavior response on preschool children caused by hospitalization. The data were collected using a questionnaire and analyzed using Wilcoxon and Mann Whitney Test with α = 0,05 significance. The study found there is a significant decrease in fear behavior of nine preschool children after the intervention (p = 0,001), and there is not significant respond change on fear behavior of the control group (p = 0,059). This study concludes that picture coloring activity can decrease the fear behavior response of preschool children. Suggestions for further research are expected to examine other effects of coloring pictures activities such as biological responses in preschool children undergoing hospitalization and researching other factors that influence fear behavior.
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Bondarchuk, Oksana. "PSYCHOLOGICAL FEATURES OF SHYNESS IN PRESCHOOL CHILDREN." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (11) (2020): 10–14. http://dx.doi.org/10.17721/bsp.2020.1(11).2.
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The article provides a theoretical and empirical analysis of the psychological characteristics of the manifestation of shyness in preschool children. Analyzed the scientists' views on understanding of the studied phenomenon, the classification of pathological and personal forms of manifestation of personality shyness is considered. The psychological characteristics of "internally" and "externally" shy preschoolers are characterized. The positive and negative influence of shyness on the mental development of a preschool child has been substantiated. Based on a theoretical analysis of psychological literature, has given its own definition of the concept of personal shyness of a preschooler. With the help of the conducted empirical research, the structural components of personal shyness in preschool children were identified. In preschool, shyness can take the form of "internal" or "external" introspection and stimulate the search for optimal ways to overcome negative experiences using primitive isolation, autistic fantasies, etc. In our opinion, shyness in preschool children is an integrated personal quality, which is a component of emotional and volitional behavior of the child and manifests itself in the form of low self-esteem, underdeveloped communication skills, fear, need for external support and intrapersonal conflicts. The components of the self-concept of a shy preschooler have their own specific features: behavioral is characterized by fear of novelty, insecurity, conformity, lack of initiative, neglect of joint play activities, etc .; affective-evaluative component – insecurity, anxiety, timidity, anxiety, loneliness, fear of social contacts, dependence on the assessments of others, emotional vulnerability to failure; the communicative component is characterized by silence, limitations, selectivity or avoidance of interaction, inability to maintain long-term contacts, express their own opinions, etc. The results of our observational experiment showed that the presence of indicators characteristic of a high level of personal shyness was found in 21.15% of preschool children, the average level of formation in 37.63% of subjects and a low level of shyness in preschool age was found in 41.22% of children.
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Millei, Zsuzsa. "Distant places in children’s everyday activities: Multiple worlds in an Australian preschool." Journal of Pedagogy 9, no. 1 (June 1, 2018): 133–53. http://dx.doi.org/10.2478/jped-2018-0007.
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Abstract Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. I use Massey’s (2005) concept of a ‘global sense of place’ in my analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. I pay special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude, I call for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.
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Vedernikova, O., N. Kleschenkova, A. Ushakov, and E. Perelman. "HEALTH IMPROVEMENT ACTIVITIES IN PRESCHOOL DAILY ROUTINE." Human Sport Medicine 19, S1 (August 17, 2019): 137–42. http://dx.doi.org/10.14529/hsm19s118.
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Aim. The aim of this article is to develop and justify a complex of physical education and health improvement activities, including swimming, for 4–5-year-old children. Materials and methods. The study was conducted on the premises of “A” and “B” preschool establishments in Chelyabinsk. 44 boys and girls aged 4–5 years participated in the study. Children from kindergarten “A” were involved in swimming with a complex of additional health improvement activities, including sauna, phytotherapy, and cold exposure training. During the study, the following methods have been used: the analysis and synthesis of special and methodical literature, pedagogical observations, pedagogical experiment, control tests for swimming skills assessment, calculation methods, mathematical statistics. Results. The application of the complex proposed (sauna, cold exposure training, phytotherapy) in the experimental group decreased significantly children’s disease frequency by the end of the course. This proves a positive influence of the complex proposed on immunity in 4–5-year-old children in preschool establishments. Conclusion. Methodical peculiarities of a health improvement program influenced the level of children’s swimming skills. The analysis of disease frequency during a year allows us to suppose that the complex proposed influenced positively body resistance to unfavorable environmental conditions
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Huang, Chi-Ching, and Lin-Ju Kang. "Participation in Play and Leisure Activities of Young Children with Autism Spectrum Disorder and Typically Developing Children in Taiwan: A Preliminary Study." International Journal of Environmental Research and Public Health 18, no. 11 (May 27, 2021): 5787. http://dx.doi.org/10.3390/ijerph18115787.
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Participation in enjoyable activities is essential for the health and development of young children with and without disabilities. For preschool children with autism spectrum disorder (ASD), there is limited knowledge regarding their participation in play, learning, recreation, and social activities. This was a preliminary study that compares the participation between children 2–6 years of age with ASD (n = 25) and age- and sex-matched typically developing (TD) (n = 25) children. The Chinese version of the Assessment of Preschool Children’s Participation (APCP-C) measures participation in play, skill development, active physical recreation, and social activities. Parents of the children in this study completed the APCP-C by structured interview. The results showed that children with ASD had lower participation diversity and intensity than TD children in play activities. A lower percentage of children participating in individual activity was found for children with ASD than TD children in most APCP-C activities. Professionals that serve young children with special needs are encouraged to partner with parents to provide playful and socially enhancing activities for preschool children with ASD.
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Honrubia-Montesinos, Cristina, Pedro Gil-Madrona, and Luisa Losada-Puente. "Motor Development among Spanish Preschool Children." Children 8, no. 1 (January 12, 2021): 41. http://dx.doi.org/10.3390/children8010041.
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The purpose of this study was to analyze motor development of Spanish preschoolers, taking into account sex and age, being an only child, prematurity, and the practice of extracurricular activities. The sample was composed of 300 preschoolers (132 girls, 168 boys) ages 3 to 6 years. Preschoolers were tested on 12 fundamental motor skills (locomotor and object control) through the Test of Gross Motor Development—Second Edition (TGMD-2). Nonparametric analysis indicated that there are differences between girls and boys in locomotor and object control skills in the age range of 3–4 years. However, boys and girls scored similarly at the age of 5 years in locomotor development. There were not differences between only children and those who are not only children. Similarly, prematurity was not associated with locomotor and object control development. Nevertheless, those preschoolers who practice extracurricular physical activities scored significantly higher in comparison with those children do not. Further research is needed to shed light on the differences between boys and girls in object control. It may be explained by the types of extracurricular activities.
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Taved, I. A. "Methodological Basis for the Development of Social Intelligence in Senior Preschool Children through Experimental Activities." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 2(80) (2021): 092–97. http://dx.doi.org/10.17277/voprosy.2021.02.pp.092-097.
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The methodological substantiation of socio-cultural, polysubject and problem-communicative approaches in the development of social intelligence of preschool children is given. The research was carried out on the basis of the analysis of psychological, pedagogical and philosophical literature. The author’s understanding of the concept of “social intelligence of preschool children” is presented. The methodological approaches to the development of social intelligence in older preschool children have been identified and substantiated.
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Mathur, Smita, and Gowri Parameswaran. "School Readiness for Young Migrant Children: The Challenge and the Outlook." ISRN Education 2012 (March 5, 2012): 1–9. http://dx.doi.org/10.5402/2012/847502.
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There is evidence that children from families of migrant workers are among the most disadvantaged in term of early academic achievement. Yet there are insufficient resources allocated to research exploring the reasons that existing preschool programs are not effective in closing the gap between migrant children and other groups of children in the USA. There are some Head Start programs that migrant children have access to, but many of them offer simply care-giving functions and offer little opportunities for enrichment activities for children in preschool. This paper explores some of the barriers to engaging the preschool child effectively in educational activities.
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Tatarintseva, Nina, and Marina Zelinskaya. "Socio-cultural context of older preschool children’s initiative development on the basis of volunteer activities." E3S Web of Conferences 210 (2020): 18074. http://dx.doi.org/10.1051/e3sconf/202021018074.
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In world modernization context modern challenges in education are formed. Federal normative legal documents reflect social demand to create conditions for development of an initiative person with socially active and civil position, capable of successful response to modern society requirements. Initial stages of solving this problem are in the senior preschool age, as synesthetic period of child's personality socialization and older preschoolers’ socio-cultural personality development. The federal state educational standard for preschool education directs teachers to create social situation for children’s initiative development through pedagogical conditions establishment in socio-cultural context. Analysis of theoretical methodological works and existing practices reveals volunteering pedagogical potential, tendency to involve older preschoolers into it. The paper examines theoretical, methodological foundations, psychological and pedagogical conditions of children's initiative development process on volunteer activities basis. Research purpose is to scientifically substantiate, develop and test psychological, pedagogical conditions for older preschool children’s initiative development. Research methods are comparative, complex system analysis of scientific research in pedagogical, sociological, philosophical works. Theoretical and methodological foundations and complex of psychological and pedagogical conditions for older preschool children’s initiative development based on volunteer activities are established as structural and functional model, "Preschool Volunteer" program and initiative developing technology for older preschool children. The author's concepts of “older preschool children initiative” and “volunteer activity of older preschool children” are formed. The socio-cultural context of initiative development involves volunteer practices with children. The research results can be used in lecture course preparation, professional programs for teachers and parents competence development in preschool educational organizations.
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Ärlemalm-Hagsér, Eva, and Bodil Sundberg. "Naturmöten och källsortering - En kvantitativ studie om lärande för hållbar utveckling i förskolan." Nordic Studies in Science Education 12, no. 2 (September 23, 2016): 140–56. http://dx.doi.org/10.5617/nordina.1107.
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This Swedish quantitative study aims to fill a research gap concerning how preschool teachers understand and work with education for sustainable development. Empirical data were collected in a questionnaire distributed to 187 Swedish preschools. The questionnaires consisted of 13 multiple choice questions and five open ended questions exploring how the preschool teachers interpret education for sustainable development and environmental education both as concepts and in practice. Both education for sustainable development and environmental education were mainly associated with nature experiences, recycling and reuse of resources. Descriptions reflecting the economic and social aspects of sustainable development were mainly missing. These views were reflected in the types of activities the children were afforded. Preschools supported by in-service training had a broader understanding of the concept and worked more actively with environmental and sustainability issues with the children. This suggests the need for support for providing children with quality education about sustainability issues.
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Kalinina, I. G., I. V. Enova, and N. M. Tolkova. "Development of communicative skills of preschool children in cognitive activity." SHS Web of Conferences 113 (2021): 00046. http://dx.doi.org/10.1051/shsconf/202111300046.
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The intensification of the development of society leads to significant changes in the education system. With the release of normative documents in preschool education, global changes have taken place aimed at developing technologies for the communicative development of children in various types of activities. The emphasis is on the development of universal educational skills, through the ability to independently find the necessary information using a variety of technologies and communication with peers and adults. The communicative development of preschool children is of great importance and is a strategic direction of Russian education. In the course of the study, theoretical (annotation, theoretical analysis, pedagogical modeling) and empirical research methods (studying the products of children’s activities, studying preschool documentation, observation) were used. The types of children’s activities aimed at the all-round development of the child have been determined. The communicative skills of a preschool child are systematized, the main features of the cognitive development of preschoolers are highlighted. The result of the study was the substantiation of the effectiveness of the use of lessons on cognitive activity on the development of communication skills of preschool children. Realizing the direction of the development of communication skills of preschool children through the use of cognitive activity, it is important to clearly think over the educational potential of a preschool organization.
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Markova, Ivana. "Effects of academic and non-academic instructional approaches on preschool English language learners’ classroom engagement and English language development." Journal of Early Childhood Research 15, no. 4 (January 15, 2016): 339–58. http://dx.doi.org/10.1177/1476718x15609390.
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This research compared the relative impact of different preschool activities on the development of bilingual students’ English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic) activities. The researcher utilized both quantitative and qualitative research approaches; data sources included 285 preschool observations made in three classrooms in Northern California. Data analysis consisted of descriptive statistics (e.g. frequencies/percentages, mean values, and standard deviations). In addition, children’s observed scores were also analyzed by normative scales using standardized z-scores. The findings of this study indicated that bilingual children engaged and interacted significantly more during free-play (non-academic) preschool classroom activities than during teacher-structured (academic) activities. Specific free-play activities enabling optimal engagement and second language acquisition were pretend play, free play, and monkey bars. The study’s major implication is that free-play (non-academic) activities may be much more helpful in developing bilingual preschoolers’ English-language skills than teacher-structured (academic) activities. Free-play activities are an affordance for making language available, which helps with building academic skills and cultural capital. This study proves that free-play activities are an affordance for language learning because bilingual children have shown dramatically greater engagement in non-academic activities (vs academic activities). The importance of free-play activities may extend beyond preschool classrooms (e.g. greater English-language development in early preschool may subsequently positively impact student performance in kindergarten). Thus, unstructured, social-based activities should be implemented for bilingual students in K-12 classrooms. Free-play (i.e. non-academic) activities should be implemented in preschool.
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Krauksta, Daina, Paula Rozenvalde, and Kalvis Ciekurs. "OUTDOOR ACTIVITIES TO PROMOTE CREATIVE THINKING IN PRESCHOOL CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 396. http://dx.doi.org/10.17770/sie2016vol2.1409.
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The article analyzes the influence of outdoor activities to creative thinking in children of preschool age (5-6 years). In today's education already from pre-school age is not sufficient with traditional learning. At the same time the use of this knowledge must be developed for use in various life situations. This requires creative thinking - the creation of new ideas. Perschoolers imagination knows no boundaries and therefore must be used. Excellent confirmation gives the outdoor environment - nature and natural processes, changing weather conditions.Outdoor physical activities is a precondition for the acquisition of skills necessary for life, while creative thinking promotes the development of these skills in the further use of the various life-changing situations. The study analyzes the outdoor activities lesson content and their organization, and proven creative thinking of fostering positive trends in the experimental group compared to the children in the control group.
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Sandel, Addison, Corliss McCallister, and William R. Nash. "Child search and screening activities for preschool gifted children." Roeper Review 16, no. 2 (December 1993): 98–102. http://dx.doi.org/10.1080/02783199309553549.
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Yazıcı, Elçin, and Hayrunnisa Bolay. "Story Based Activities Enhance Literacy Skills in Preschool Children." Universal Journal of Educational Research 5, no. 5 (May 2017): 815–23. http://dx.doi.org/10.13189/ujer.2017.050528.
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Rybakova, Elena Anatol’evna. "PRESCHOOL AGED CHILDREN PEDAGOGICAL SUPPORT FEATURES IN CREATIVE ACTIVITIES." Sovremennye issledovaniya sotsialnykh problem, no. 5 (May 29, 2016): 60. http://dx.doi.org/10.12731/2218-7405-2016-5-60-69.
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Saraieva, Irina. "ARTISTIC AND CREATIVE ACTIVITIES IN WORKING WITH PRESCHOOL CHILDREN." Continuing Professional Education: Theory and Practice, no. 1 (2021): 56–63. http://dx.doi.org/10.28925/1609-8595.2021.1.7.
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The development of children’s creativity is an urgent problem of modern pedagogy. The main goal of the educational system is to educate the younger generation of a creative approach to transform the world around them, active and independent thinking, to contribute the achievement of positive changes in the life of society. The formation of the child’s personality serves as a direction of the pedagogical process, which creates favorable emotional conditions for each child, ensures spiritual development and contributes to the formation of artistic and creative abilities of preschool children. The article deals with the problem of the development of children’s creativity by means of musical and theatrical art. The importance of cognition of musical art by preschool children is given. The structure of musicality and the ways of its research are revealed. It is noted that the child develops in the process of musical activity under the influence of the values of musical art, communication between music and adults. It was found that listening to music contributes to the development of artistic taste and the formation of value judgments. Exactly music enables the child to see the world around him in a new way because the diverse content of musical works arouses imagination, develops memory, perception, creativity, and enriches vocabulary. The article presents classification of one of the specific types of children’s activity. It is theatrical activity associated with dramatization and play, contains a creative principle and is a kind of artistic activity. Theatrical activity reveals the creative potential of the child, fosters a creative personality, teaches the child to notice interesting ideas in the world around him and to impersonate them, to create his own artistic image. It is noted that theatrical-play activity contributes to the child’s study of human feelings, fosters will, develops dreams, ideas, initiative of speech, creates a positive attitude, relieves stress, teaches how to solve conflict situations due to play. These types of art education’s activities in preschool age form the personality of the child, develop his creative abilities, direct the child’s manifestations to evaluative and control actions intuitively.
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Turgunov, Abdurashid Abdumannobovich. "Psychological advisory activities in the education of preschool children." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 1225–31. http://dx.doi.org/10.5958/2249-7137.2020.01419.6.
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KOTELIANETS, Yulia. "TRAINING OF A FUTURE TEACHER OF PRESCHOOL ESTABLISHMENTS FOR THE REALIZATION OF AN INTEGRATED APPROACH TO PRESCHOOLERS’ EDUCATIONAL PROCESS." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 192–98. http://dx.doi.org/10.31651/2524-2660-2020-4-192-198.
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The purpose of the article is to reveal the importance of preparation of future preschool teachers for implementation of an integrated approach into children's education and to identify key concepts of integration in which the future pre-school teacher should be competent. Integration as a principle of development of pedagogical theory and practice of preschool education is a leading idea that reflects the harmonious integration among educational lines and as a result creation of a single inseparable educational process and guarantees its implementation the achievement of higher results in the development and upbringing of children of preschool age. Integration as a process involves the direct establishment of harmonious links among the defined systems of integration and the creation of a new holistic education system for preschool children in accordance with the defined result. As a process, integration involves the integration of objects (educational lines, different types of children's activities, forms and methods) and designing a way to obtain the expected result. As a result of the educational activities of the preschool institution, integration does not involve the amount of knowledge, skills and abilities, but the acquired integrative qualities of the child, such as curiosity, activity, independence, responsibility, upbringing, etc. Integration as a result is considered by researchers through the form of its organization in the educational process, namely the possible forms of preschoolers’ integrated learning (projects, holidays, travelling, excursions, business and role-playing games), which immerse the preschooler into learning. In the process of integrated studying with the help of different interdisciplinary links, children’ comprehensive and objective vision of the problems of reality and diverse approaches to their solution are formed. A competent preschool teacher should be ready to implement an integrated approach in the process of their practical activities. This will allow to implement the tasks defined by the normative documents in the field of preschool education for teaching children and the formation of their life competencies.
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Đuranović, Marina, Irena Klasnić, and Irena Matešić. "Fostering children's creativity in preschool institutions." Školski vjesnik 69, no. 1 (2020): 111–32. http://dx.doi.org/10.38003/sv.69.1.9.
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Alongside family, preschool institutions present the most important factor of preschool children’s growth and development. They are places where children live, grow, learn and play. The preschool institution’s curriculum has to be flexible, open, adjusted to children’s needs and abilities, and founded on creativity. Children’s creativity can be fostered and developed through all activities in preschool institutions: play, music activities, art activities, drama, kinesiological and many other activities. A significant role in fostering children’s creativity falls upon the preschool teachers who, in order to successfully develop creativity in children, need to be aware of its importance and themselves work in an environment that supports creativity. The goal of this work is to raise awareness about fostering and developing children’s creativity and creation since the earliest child’s age as one of eight key competences for lifelong education.
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Foweather, Lawrence, Matteo Crotti, Jonathan D. Foulkes, Mareesa V. O’Dwyer, Till Utesch, Zoe R. Knowles, Stuart J. Fairclough, Nicola D. Ridgers, and Gareth Stratton. "Foundational Movement Skills and Play Behaviors during Recess among Preschool Children: A Compositional Analysis." Children 8, no. 7 (June 24, 2021): 543. http://dx.doi.org/10.3390/children8070543.
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This study aimed to examine the associations between play behaviors during preschool recess and foundational movement skills (FMS) in typically developing preschool children. One hundred and thirty-three children (55% male; mean age 4.7 ± 0.5 years) from twelve preschools were video-assessed for six locomotor and six object-control FMS using the Champs Motor Skill Protocol. A modified System for Observing Children’s Activity and Relationships during Play assessed play behaviors during preschool recess. Associations between the composition of recess play behaviors with FMS were analyzed using compositional data analysis and linear regression. Results: Relative to time spent in other types of play behaviors, time spent in play without equipment was positively associated with total and locomotor skills, while time spent in locomotion activities was negatively associated with total and locomotor skills. No associations were found between activity level and group size play behavior compositions and FMS. The findings suggest that activity type play behaviors during recess are associated with FMS. While active games without equipment appear beneficial, preschool children may need a richer playground environment, including varied fixed and portable equipment, to augment the play-based development of FMS.
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Schmidt, A. F. "Representations of kindergarten teachers of the conditions of creating an effective preschoolers’ joint action in the performance of productive tasks." Psychological-Educational Studies 7, no. 1 (2015): 89–96. http://dx.doi.org/10.17759/psyedu.2015070109.
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Inclusion of preschool children to work together allows to teach the child an effective means of addressing the productive tasks of varying complexity in cooperation with other children. The article presents the results of a study of representations of teachers of preschool education on creating conditions conducive to the formation of preschool children the skills of joint activities with peers. The paper highlights the aspects of pedagogical communication of caregivers, the formation and structure of the professional skills required for the development of effective joint activity of preschool children. Based on the study, conducted by focus groups and survey of teachers, we revealed teachers' representation of the means of self-organization of the joint group productive tasks solving in children and the role of educators in the development of joint activities for children of preschool age. We pay great attention to personal and professional qualities of the teacher in introducing preschoolers to work cooperatively with others.
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Otterborn, Anna, Konrad J. Schönborn, and Magnus Hultén. "Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice." Early Childhood Education Journal 48, no. 3 (September 14, 2019): 253–62. http://dx.doi.org/10.1007/s10643-019-00976-y.
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Abstract Modern preschool education is seen as an essential foundation for nurturing children’s digital literacy. Early childhood education environments have witnessed increased emphasis on integrating programming activities in combination with digital tablets. However, little is known about how preschool teachers implement programming as part of pedagogical strategies during practice. In Sweden, although there is a mandate to develop children’s understanding of the digital world, programming is not formally mentioned in the revised preschool curriculum. This study systematically investigates how Swedish preschool teachers implement programming activities in their teaching practice. Data was collected through a national online survey (n = 199). Findings revealed a range of apps and resources used in combination with tablets, where activity integration takes place as unplugged programming, digital programming, or as a combination of the former. Teachers markedly attributed intended learning goals around programming to tenets of computational thinking and “twenty-first century skills”. Moreover, programming was often actively linked to learning in other domains such as science, technology, mathematics, and language, approaches that show traditional Swedish preschool teaching practices being recontextualized in terms of programming. Based on the reported findings that provide insight into the implementation of programming in preschools, a logical future research avenue lies in exploring the documented programming activities from the perspective of the children.
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Masnan, Abdul Halim, Aqila Zahirah Zulfikri, and Hafizul Fahri Hanafi. "The knowledge of basic survival skills among preschool children." Aṭfāluna: Journal of Islamic Early Childhood Education 3, no. 1 (July 9, 2020): 58–64. http://dx.doi.org/10.32505/atfaluna.v3i1.1617.
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This study aims to understand the knowledge of basic survival skill activities among 6 years old children. This study employs qualitative method with case study design in which interview, observation and document analysis are part of the data collection for this study. The samples of the study are 10 children of 6 years old participated in the outdoor survival activities and a teacher is interviewed to support the data of the study. The findings of the study report that there are differences in pre-post-test conducted and the outdoor survival activities are created and adapted in line with the ability and development of 6 years old children. This study implies that children have lack of knowledge about basic survival skills activities and need to be exposed among children. Thus, this study has provided valuable insights into basic survival activities among children in order to help them improve their knowledge skills
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Anna N., Atarova. "The Developing Potential of the Preschool Educational Organization Framework in Solving the Problems of Developing the Independence of Children of Older Preschool Age." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 14–20. http://dx.doi.org/10.21209/2658-7114-2021-16-2-14-20.
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The article presents the results of a study of the developmental potential of the kindergarten space for solving development problems and supporting the independence of older preschool children. The development of children’s independence occurs as a result of the child’s accumulation of experience of independent activity, including the experience of integrating different types of children’s activities. Therefore, the space of a preschool educational organization should provide conditions for children to choose interesting activities, including for its integration, which allows them to obtain the intended result. The space of a preschool educational organization means not only a group room, which includes a bedroom and a dressing room, but also corridors of a preschool educational organization, staircases, walking areas, and specialists’ offices. The framework of a preschool educational organization is considered through the organization of a subject-spatial developmental environment. As a result of the study, it was revealed under what conditions the space of a preschool educational organization acquires developmental potential and contributes to the development of independence of children of senior preschool age: a variety of subject content, accessibility and ease of placement of materials, the possibility of integrating children’s activities and independent transformation of the subject-spatial environment, all types of children’s activities are reinforced in a subject-spatial environment. Keywords: Independence, developing framework, subject-spatial environment, children’s activities, integration of children’s activities, developing the potential of the subject-spatial environment
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Abramauskienė, Jolanta, and Emilija Ozarovska. "Expression of Leadership Rudiments of Preschool Children in Musical Activities." Pedagogika 126, no. 2 (June 5, 2017): 143–54. http://dx.doi.org/10.15823/p.2017.25.
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Aim of this work is to reveal expression of leadership rudiments of preschool children in musical activates. Used methods: Analysis of scientific literature and educational documents; quantitative questionnaire for parents and music educators; quantitative analysis of received documents. 43 music teachers and 66 parents of preschool children participated in this research. Analysis of scientific and methodical literature revealed that conception of leadership is ambiguous and it is a complex task to describe it. Any person, who has followers, can call himself a leader; therefore any person can become a leader or follower. One group can have more than one leader and they can engage in different activities and perform different functions. After performing analysis of research data, we can conclude, that musical activities influence development of children’s leaderships features. Child who is a leader always wants to sing solo in music hours, he wants to stand in first rows, other children like and respect the leader, ask him to give new ideas, ask his advice when making decisions. Analysis of research data also showed that teachers encounter certain problems while working with children who are leaders: exaggerated strive for attention, music teacher’s willingness to dedicate more time to child who is a leader. Teachers solve these problems by assigning objectives of music hour, solo and roles for shy children. Child, who is a leader, influences other children while thinking about the abilities of other children and assigning their role in group games, also he explains what is inappropriate in music activities and helps others improve.
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Podaneva, Tatyana V., Natalia P. Sazonova, and Nelli V. Shaidurova. "The development of cognitive activity of children in research activities." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 156–65. http://dx.doi.org/10.29025/1994-7720-2021-2-156-165.
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The article reveals the importance of research activity in increasing the degree of cognitive activity of preschoolers. In accordance with the requirements of the Federal State Educational Standard of Preschool Education, the development of the cognitive activity of preschool children is one of the priority tasks of modern preschool pedagogy. In the course of the experimental activity carried out at the ascertaining stage, the initial level of the pupils’ cognitive activity was revealed. In most cases, it was characterized by instability of cognitive interest and a lack of desire on the part of children to engage in activities requiring intellectual exertion. Therefore, the purpose of this study was to determine the pedagogical conditions conducive to the development of the cognitive activity of children in research and cognitive activity. The authors analyzed various views on the definition of the essence of the concept of “cognitive activity”, outlined the features of its development in cognitive research practice in a preschool educational organization; a number of general pedagogical conditions that contribute to the development of the cognitive activity of preschoolers are identified. One of the main conditions contributing to an increase in the degree of activity of children in cognitive activity was the development and implementation of a program aimed at developing a persistent cognitive interest in children and increasing the level of knowledge about the world around them by means of children’s experimentation. The developed program includes the goal, objectives, principles, content and description of forms, methods, means of organizing experimental research activities of preschoolers. The implementation of the presented complex of pedagogical conditions contributed to the fact that it became more accessible for children to understand the relationships in nature, to determine their capabilities and the role of a person in the development of society. Thanks to the manifestation of greater independence and initiative on the part of preschoolers in cognizing the world around them, there was an accumulation of specific ideas about objects and natural phenomena, the application of this knowledge in practical activity.
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Harman, Bronwyn, and Craig Harms. "Predictors of Unstructured Play Amongst Preschool Children in Australia." Australasian Journal of Early Childhood 42, no. 3 (September 2017): 31–37. http://dx.doi.org/10.23965/ajec.42.3.04.
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THERE IS EVIDENCE THAT unstructured play for preschool aged children is diminishing in Australia, however, the reasons for this decline have not been previously explored in depth. The current research examines the amount of time preschool children spend engaged in unstructured play and the predictors of unstructured play for these children. Data is drawn from the results of 564 Australian parent participants who completed an online survey, detailing the activities of their preschool aged children. Results found that children who participated in playgroup were more likely to participate in unstructured play, while children who participated in organised activities were less likely to participate in unstructured play. When the children in this study slept longer, read more and watched television less, they were more likely to participate in unstructured play, however, the number of hours spent watching television has no apparent effect on the number of hours a child engages in play. This research emphasises and reinforces the importance of balance in activities for optimal health and positive outcomes for Australian children.
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Kirkina, Elena N., and Maria S. Ustinova. "The development of artistic and creative abilities of senior preschool children in leisure activities based on oral folklore." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 248–62. http://dx.doi.org/10.32744/pse.2020.6.19.
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Preschool age is most favorable for the development of creativity, artistic and creative abilities. One of the main means of formation and development of such abilities of senior preschool children is leisure activities, which includes works of musical, visual, decorative and folk art. However, the educational work in preschool educational institutes is not always systematic and holistic in nature, educators use only episodic and mostly traditional measures to develop of artistic and creative abilities of senior preschool children, without paying due of attention to leisure activities based on oral folk creativity as the most effective tool. To identify the level of development of artistic and creative development abilities and knowledge of folklore works, a diagnostic methodology was developed, which included practical tasks and questionnaires, which was implemented during an empirical study on the basis of the Center for Child Development – Kindergarten No. 58 in the city of Saransk, Republic of Mordovia. The monitoring was attended by 84 children aged 6-7 years. The experiment showed that the highest level of the artistic and creative development prevails in 28% (24 children), the medium level is in 54% (45 children), and the lowest level is marked in 18% (15 senior preschool children). Knowledge of oral folk creativity are mostly medium – 41% (34 children), and low levels – 41% (33 children). During the study, the author’s program “Sudarushka” was used. Testing the author’s program, based on the use of leisure activities based on folklore in the practice of preschool educational institutions, allowed to increase the level of development of artistic and creative abilities, which confirmed its effectiveness.