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Artículos de revistas sobre el tema "Socialization of preschoolers"

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Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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1

Denham, Susanne A., Daniel Zoller, and Elizabeth A. Couchoud. "Socialization of preschoolers' emotion understanding." Developmental Psychology 30, no. 6 (1994): 928–36. http://dx.doi.org/10.1037/0012-1649.30.6.928.

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2

Becker, Judith A. "Pragmatic socialization: Parental input to preschoolers." Discourse Processes 17, no. 1 (1994): 131–48. http://dx.doi.org/10.1080/01638539409544862.

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3

MINDE, KLAUS. "Aggression in Preschoolers: Its Relation to Socialization." Journal of the American Academy of Child & Adolescent Psychiatry 31, no. 5 (1992): 853–62. http://dx.doi.org/10.1097/00004583-199209000-00012.

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4

Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.

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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either
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5

Tatyana V., Bezrodnykh. "Distance Educational Technologies in the Socio-Cultural Space of a Preschooler." Scholarly Notes of Transbaikal State University 16, no. 2 (2021): 70–81. http://dx.doi.org/10.21209/2658-7114-2021-16-2-70-81.

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The article actualizes the issues of implementation of distance educational technologies in the socio-cultural space of preschoolers. The purpose of the study is to theoretically substantiate, systematize the possibilities of using distance educational technologies in the development of the socio-cultural space of a modern preschooler. The author has analyzed the theoretical literature on the problems of sociocultural space, sociocultural experience of preschoolers, digitalization of preschool education. The sociocultural space of preschoolers’ development is represented by the world of adults
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6

Muller, Olga Yurievna. "Logopedic technologies of positive socialization of preschool children with speech disorder development." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 1 (January 1, 2021): 75–80. http://dx.doi.org/10.33920/pol-01-2101-12.

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The article reveals the features of the use of correctional and developmental massage in the work of a speech therapist with preschoolers. Teachers have a need for new studies of speech development of preschoolers and the use of new pedagogical tech- nologies. The urgency and importance of the issue served as the basis for the development of a system of speech therapy technology for the use of developing massage in speech therapy practice. On the basis of the studied methodological literature, the author has developed five blocks of complexes of games and exercises for developmental massage. A
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7

Romanova, Maria, Tatiana Fedorenko, Tatiana Savenkova, and Ekaterina Ryabova. "Development of positive socialization and dialogic speech in older preschoolers." SHS Web of Conferences 98 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219801012.

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The article deals with the problem of positive socialization of children in the course of dialogic speech development. At the early stages, the effectiveness of the socialization process of the individual largely depends on the development of skills and abilities of oral speech, in particular dialogic speech. The study aimed to develop the content, organization form, personal enhancement methods, and methodology of dialogic speech advancing as a factor of positive socialization of the child’s personality during preschool age. Based on the purpose of the study, a methodology has been developed
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8

Denham, Susanne A., Hideko Hamada Bassett, and Todd M. Wyatt. "Gender differences in the socialization of preschoolers' emotional competence." New Directions for Child and Adolescent Development 2010, no. 128 (2010): 29–49. http://dx.doi.org/10.1002/cd.267.

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9

Kılıç, Şükran, and Abide Güngör Aytar. "Emotion understanding of Turkish preschoolers and maternal emotional socialization." Journal of Human Sciences 13, no. 1 (2016): 2102. http://dx.doi.org/10.14687/ijhs.v13i1.3708.

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The aim of the study is to investigate the relationship between emotion understanding and maternal emotional socialization responses to children's negative emotions. Emotion understanding was also investigated according to children's age and gender. The participants included 210 Turkish children and their mothers living in Ankara, Turkey. All children were recruited from kindergartens and all of them were between 48-72 month-olds. To gather data, Affect Knowledge Test (AKT) and Coping with Children’s Negative Emotions Scale were used. Confirmayory Factor Analysis was performed for construct va
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10

Hagan, Lisa Kindleberger, and Janet Kuebli. "Mothers' and fathers' socialization of preschoolers' physical risk taking." Journal of Applied Developmental Psychology 28, no. 1 (2007): 2–14. http://dx.doi.org/10.1016/j.appdev.2006.10.007.

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11

Evtushenko, Irina Nikolaevna, Elena Borisovna Bistray, and Boris Alexandrovich Artemenko. "Features of preschoolers’ gender education." Samara Journal of Science 7, no. 2 (2018): 239–45. http://dx.doi.org/10.17816/snv201872305.

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The paper emphasizes the importance of gender education of preschool children, determined by changes in the sociocultural background, by shifting the emphasis in peoples value orientations. The preschool age is characterized by intense physiological maturation of the body and psyche development. Besides, the childs personality is formed exactly in the preschool age, the potential for successful further life is created. A great role in the gender education of preschoolers is played by socium and norms of social behavior, the value orientations that prevail in it at a given time. In this connect
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12

Shkabarina, Marharyta, Liliya Melnychuk, Vadim Koval, and Svitlana Stupnitska. "Formation of Future Educators’ Professional Training for Introducing Social Experience by Means of Innovative Technologies of Education to Senior Preschoolers." Behavioral Sciences 10, no. 2 (2020): 42. http://dx.doi.org/10.3390/bs10020042.

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The purpose of the paper is to reveal the peculiarities of the introduction of innovative education technologies in the process of training future pre-school teachers in the field of the socialization of preschoolers, and to verify their effectiveness by experimental means. During the research, the methods of analysis and synthesis of philosophical, psychological and pedagogical sources in the field of professional training of the future teacher were used: modeling and designing, to determine the theoretical and methodological foundations of the research and development of innovative technolog
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13

Derscheid, Linda E., Yoon-Hee Kwon, and Shi-Ruei Fang. "Preschoolers' Socialization as Consumers of Clothing and Recognition of Symbolism." Perceptual and Motor Skills 82, no. 3_suppl (1996): 1171–81. http://dx.doi.org/10.2466/pms.1996.82.3c.1171.

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To investigate the relative influence developmental and environmental factors have on young children's socialization as consumers 45 verbal preschool children (2 to 5 years) were administered a verbal questionnaire to assess their recognition of 8 consumer symbols. The children's mothers completed a questionnaire concerning their perceptions of their children's identity and the roles media, peers, and siblings play in children's preferences for clothing symbols. Correlations and multiple regression confirmed the presuppositions that joint influences of developmental and environmental factors i
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14

Warren, Heather K., and Cynthia A. Stifter. "Maternal Emotion-related Socialization and Preschoolers' Developing Emotion Self-awareness." Social Development 17, no. 2 (2008): 239–58. http://dx.doi.org/10.1111/j.1467-9507.2007.00423.x.

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15

Denham, Susanne A., and Leslie Grout. "Socialization of emotion: Pathway to preschoolers' emotional and social competence." Journal of Nonverbal Behavior 17, no. 3 (1993): 205–27. http://dx.doi.org/10.1007/bf00986120.

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16

Bauminger-Zviely, Nirit, and Analia Shefer. "Naturalistic evaluation of preschoolers’ spontaneous interactions: The Autism Peer Interaction Observation Scale." Autism 25, no. 6 (2021): 1520–35. http://dx.doi.org/10.1177/1362361321989919.

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Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are scarce. This study examined psychometric qualities of the newly developed Autism Peer Interaction Observation Scale. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard report
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17

Reese, Elaine. "Conceptions of Self in Mother-Child Birth Stories." Journal of Narrative and Life History 6, no. 1 (1996): 23–38. http://dx.doi.org/10.1075/jnlh.6.1.02con.

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Abstract Family stories of children's early experiences may be important contributors to children's growing sense of self. In this study, 35 New Zealand Pakeha (European-descent) mothers told their preschoolers the story of the child's birth. Conversations were coded for mothers' emphasis on interpersonal aspects of the birth or for an exclusive focus on the child. Overall, mothers with daughters and younger preschoolers adopted a more interpersonal focus than did mothers with sons and older preschoolers. Mothers' focus was not solely a function of the topics that children brought up during th
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18

McShane, Kelly E., and Paul D. Hastings. "The New Friends Vignettes: Measuring parental psychological control that confers risk for anxious adjustment in preschoolers." International Journal of Behavioral Development 33, no. 6 (2009): 481–95. http://dx.doi.org/10.1177/0165025409103874.

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This investigation examined the links between preschoolers’ internalizing problems and anxiety-related social difficulties and two aspects of maternal and paternal psychological control: overprotection and critical control. Some 115 mothers and 92 fathers completed the New Friends Vignettes (NFV), a new measure of psychological control and supportive parenting designed to assess parenting relevant to young children’s internalizing problems and anxiety. Children’s anxious behaviors with peers at daycare or preschool were observed, mothers reported on preschoolers’ internalizing problems, and te
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19

Ren, Lixin, and Carolyn Pope Edwards. "Contemporary Chinese parents’ socialization priorities for preschoolers: a mixed methods study." Early Child Development and Care 186, no. 11 (2016): 1779–91. http://dx.doi.org/10.1080/03004430.2015.1132418.

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20

Reipolska, Olha. "FEATURES OF DEVELOPMENT OF PRESCHOOLERS’ PERSONALITY IN THE PROCESS OF SOCIALIZATION." Theoretical and Methodical Problems of Children and Youth Education, no. 22 (2018): 240–51. http://dx.doi.org/10.32405/2308-3778-2018-22-240-251.

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21

Haynes, Janice L., Diane C. Burts, Alice Dukes, and Rinn Cloud. "Consumer socialization of preschoolers and kindergartners as related to clothing consumption." Psychology and Marketing 10, no. 2 (1993): 151–66. http://dx.doi.org/10.1002/mar.4220100207.

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22

Caughy, Margaret O'Brien, and Margaret Tresch Owen. "Cultural socialization and school readiness of African American and Latino preschoolers." Cultural Diversity and Ethnic Minority Psychology 21, no. 3 (2015): 391–99. http://dx.doi.org/10.1037/a0037928.

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23

Grushetskaya, Irina N., Olga S. Shcherbinina, Zhanna A. Zakharova, Olga A. Koryakovtseva, and Lyubov A. Khlestakova. "Peculiarities of solving natural-cultural problems of socialization by gifted preschoolers." LAPLAGE EM REVISTA 7, Extra-C (2021): 477–84. http://dx.doi.org/10.24115/s2446-622020217extra-c1036p.477-484.

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Many Russian and foreign researchers, while studying developmental peculiarities of the gifted, observe problems in their personal and social development. The phenomenon of “children’s giftedness” is regarded by the majority of pedagogues and psychologists as a potential or some amount of cognitive, creative abilities and capabilities that become obvious since preschool childhood. These children frequently face a range of difficulties such as other people’s misunderstanding, complicated interaction and difficulties in self-esteem, which triggers complications in solving socialization problems.
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24

Yushchenko, Natalia Sergeevna, Elena Borisovna Pokivaylova, Lena Igorevna Cheshenko, Olga Victorovna Ershova, and Vladimir Manuilov. "Forming a culture of interpersonal relationships of senior preschoolers by means of art and play activities." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e16135. http://dx.doi.org/10.20952/revtee.v14i33.16135.

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The article is concerned with an urgent issue of art pedagogy, namely, the socialization and aesthetic development of senior preschoolers through group play activities. The authors of the article have highlighted the importance of individual and personal characteristics of children of this age when they are involved in joint creative activity and group interaction. Particular attention is paid to the culture of communication and interaction of senior preschoolers with their peers and teachers. At the same time, the study covers the issues of realizing the creative potential of senior preschool
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25

Barcaeva, Elena Vasilievna. "Theoretical foundations of preschoolers’ social orientation readiness structure." Samara Journal of Science 7, no. 3 (2018): 299–302. http://dx.doi.org/10.17816/snv201873301.

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This paper presents a theoretical analysis of psychological and pedagogical literature devoted to the problem of preschoolers readiness for social orientation. The author examines the key concepts of the study: socialization, social orientation, readiness, readiness for social and domestic orientation and readiness for social and domestic orientation with regard to preschoolers. The paper characterizes preschool age as a sensitive period of social and household orientation readiness development. The paper describes main neoplasms of age, social situation of development, as well as specificity
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26

Pearson, Emma, and Nirmala Rao. "Socialization Goals, Parenting Practices, and Peer Competence in Chinese and English Preschoolers." Early Child Development and Care 173, no. 1 (2003): 131–46. http://dx.doi.org/10.1080/0300443022000022486.

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27

Morris, Carol A. S., Susanne A. Denham, Hideko H. Bassett, and Timothy W. Curby. "Relations Among Teachers’ Emotion Socialization Beliefs and Practices and Preschoolers’ Emotional Competence." Early Education and Development 24, no. 7 (2013): 979–99. http://dx.doi.org/10.1080/10409289.2013.825186.

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28

Sonnenschein, Susan, Shari R. Metzger, and Joy A. Thompson. "Low-Income Parents’ Socialization of Their Preschoolers’ Early Reading and Math Skills." Research in Human Development 13, no. 3 (2016): 207–24. http://dx.doi.org/10.1080/15427609.2016.1194707.

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29

Cheah, Charissa S. L., and Kenneth H. Rubin. "European American and Mainland Chinese Mothers' Socialization Beliefs Regarding Preschoolers' Social Skills." Parenting 3, no. 1 (2003): 1–21. http://dx.doi.org/10.1207/s15327922par0301_01.

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30

Sorokina, O. A. "THE ROLE OF PARENTS` EDUCATIONAL STRATEGIES IN THE GENDER SOCIALIZATION OF PRESCHOOLERS." Habitus, no. 26 (2021): 122–26. http://dx.doi.org/10.32843/2663-5208.2021.26.22.

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31

Nalbantoglou, Sofia, Argyris Argyris Kyridis, and Konstantinos Tsioumis. "Political Socialization in the Contemporary Greek Kindergarten Views of Kindergarten Teachers and the Readiness of Preschoolers." Journal of Education and Training 2, no. 2 (2015): 180. http://dx.doi.org/10.5296/jet.v2i2.7845.

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<p>The purpose of this research is to study preschool children’s readiness to political socialization and to investigate kindergarten teachers’ views regarding citizenship education. It is appreciated that teachers’ views constitute strong evidence of plans, instructive choices and teaching practices, determining sometimes even their instructive effectiveness, i.e. the degree they consider themselves to be able to influence students’ performance. Children’s readiness is considered to be related to their ability for direct reaction in their political socialization. Two questionnaires were
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32

Becker, Judith A., and Patricia C. Smenner. "The spontaneous use of thank you by preschoolers as a function of sex, socioeconomic status, and listener status." Language in Society 15, no. 4 (1986): 537–45. http://dx.doi.org/10.1017/s0047404500012008.

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ABSTRACTThis study investigated whether preschoolers would spontaneously say thank you in a familiar context without their parents' presence. Two hundred and fifty 3 1/2- to 4 1/2-year-olds played a game with their teachers and received a reward from either an unfamiliar peer or adult. Across conditions, 37 percent of the children said thank you spontaneously, more than in previous studies. The frequency of the spontaneous use of thank you was assessed as a function of sex, socioeconomic status, and listener status. Preschool-aged girls said thank you spontaneously more than boys, χ2(1) = 7.95
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33

Schröder, Lisa, Heidi Keller, Pirko Tõugu, et al. "Cultural Expressions of Preschoolers’ Emerging Self: Narrative and Iconic Representations." Journal of Cognitive Education and Psychology 10, no. 1 (2011): 77–95. http://dx.doi.org/10.1891/1945-8959.10.1.77.

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The aim of this study was to investigate the socialization and internalization of children’s cultural self-representations. A total of 149 mothers and their 4-year-old children from four different cultural milieus representing different cultural models participated. The sociodemographic profiles of the four samples were associated with different emphases on autonomy and relatedness. There were 36 middle-class families from Berlin, Germany, and 42 middle-class families from Stockholm, Sweden (both representing the model of autonomy); 33 rural Cameroonian farming families (representing the model
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34

Kaznacheeva, N. N. "MASTERING THE RUSSIAN LANGUAGE AS A MOTHER TONGUE BY CHILDREN OF PRESCHOOL AGE IN THE CONDITIONS OF INFORMATION SOCIALIZATION." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 53, no. 3 (2020): 40–53. http://dx.doi.org/10.25146/1995-0861-2020-53-3-219.

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Statement of the problem. Nowadays, preschoolers are developing in a space of enhanced informational impact, which determines the qualitative changes in their perception, consciousness, thinking, motivational and emotional-volitional spheres, activities, ethical and value aspects of life. There are processes of too early inclusion of the child in the world of gadgets, which leads to disruption in communication with parents and adults, slower speech and communication skills development, autism spectrum disorders. The processes cause the problems in the formation of children’s thinking, the deve
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35

Doucet, Fabienne, Meeta Banerjee, and Stephanie Parade. "What should young Black children know about race? Parents of preschoolers, preparation for bias, and promoting egalitarianism." Journal of Early Childhood Research 16, no. 1 (2016): 65–79. http://dx.doi.org/10.1177/1476718x16630763.

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This qualitative study of 26 African American parents and caregivers of preschool children sought to address gaps in the current literature by exploring how the intersection of parents’ racism experiences and social class may play a role in race-related socialization during the early years. Analysis of narrative interviews revealed that egalitarianism surfaced as the most common content of racial socialization (ethnic-racial socialization) messages. We also found that preparation for bias emerged as qualitatively different for the working- and middle-class African Americans, however, and thus,
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Kolomoiets, Tamila. "SOCIALIZATION MODEL OF PRESCHOOLERS WITH SPECIAL NEEDS IN THE SYSTEM OF SPECIAL EDUCATION." Science and Education 22, no. 2 (2017): 46–53. http://dx.doi.org/10.24195/2414-4665-2017-2-9.

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Cho, Eunkkot, and Nana Shin. "The Effects of Maternal Meta-Emotion and Emotion Socialization on Preschoolers’ Emotional Intelligence." Korean Journal of Child Studies 36, no. 2 (2015): 145–66. http://dx.doi.org/10.5723/kjcs.2015.36.2.145.

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Hastings, Paul D., and Ishani De. "Parasympathetic Regulation and Parental Socialization of Emotion: Biopsychosocial Processes of Adjustment in Preschoolers." Social Development 17, no. 2 (2008): 211–38. http://dx.doi.org/10.1111/j.1467-9507.2007.00422.x.

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Cole, Pamela M., Tracy A. Dennis, Kristen E. Smith-Simon, and Laura H. Cohen. "Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-regulation." Social Development 18, no. 2 (2009): 324–52. http://dx.doi.org/10.1111/j.1467-9507.2008.00503.x.

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Garner, Pamela W., Diane Carlson Jones, and Jennifer L. Miner. "Social Competence among Low-Income Preschoolers: Emotion Socialization Practices and Social Cognitive Correlates." Child Development 65, no. 2 (1994): 622. http://dx.doi.org/10.2307/1131405.

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Hastings, Paul D., Caroline Sullivan, Kelly E. McShane, Robert J. Coplan, William T. Utendale, and Johanna D. Vyncke. "Parental Socialization, Vagal Regulation, and Preschoolers’ Anxious Difficulties: Direct Mothers and Moderated Fathers." Child Development 79, no. 1 (2008): 45–64. http://dx.doi.org/10.1111/j.1467-8624.2007.01110.x.

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Savenkova, Tatyana D. "Cooperative activity of preschoolers with peers and adults as a mean of positive socialization." Tambov University Review. Series: Humanities, no. 186 (2020): 104–13. http://dx.doi.org/10.20310/1810-0201-2020-25-186-104-113.

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We consider cooperative activity of preschoolers with peers and adults, which traditionally act as a necessary condition for improving positive social and behavioral manifestations and adapting children to full-fledged positive social relations. By joining in cooperative activity of various subject areas, the child learns the norms and rules of interaction with people, learns to coordinate his emotional reactions and actions with others, and develops his communicative and leadership skills and abilities. The presented forms of cooperative activity organization allow us to consistently complica
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Savenkova, Tatiana, and Svetlana Karpova. "Model of social intelligence development in senior preschoolers in the process of joint activity." Tambov University Review. Series: Humanities, no. 183 (2019): 128–36. http://dx.doi.org/10.20310/1810-0201-2019-24-183-128-136.

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The focus of preschool education national system is on the positive socialization of the individual, the development of flexible social behavior skills in children, the basis of which is social intelligence. The development of the basic parameters of social intelligence (cognitive, emotional, behavioral) most successfully occurs in the process of joint activity of a child with peers and adults. Joint activity with peers creates the prerequisites for positive socialization, the formation of the foundations of collective relationships, the development of communicative abilities, the development
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Septiani, Evi, Shinta Prawitasari, and Ova Emilia. "Perbandingan metode promosi kesehatan terhadap perubahan persepsi ibu tentang sex education pada anak prasekolah." Berita Kedokteran Masyarakat 32, no. 11 (2016): 421. http://dx.doi.org/10.22146/bkm.7528.

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Effectiveness of audiovisual health promotion campaign on perception of mothers in preschool children sex educationPurposeThis study aimed to compare the effect of health promotion through a lecture method with audiovisual aides and leaflets on the change of mother’s perception about sex education to preschoolers.MethodsPre and posttests were done with 64 mothers with preschool children who attend ABA Pringwulung and Al-Islam kindergarten. ResultsThe health promotion through lecture method with audiovisual aides increased mothers’ perception score about sex education to preschoolers higher tha
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Zelenskaya, Marina, Nina Tatarintseva, and Natalia Berdnikova. "The use of digital technologies in the process of organizing volunteer activities of preschoolers." E3S Web of Conferences 273 (2021): 12010. http://dx.doi.org/10.1051/e3sconf/202127312010.

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Recently, digital technologies have more and more come into our lives (distance learning, developing Internet platforms, digital teaching aids, etc.). It is not surprising that at the stage of preschool childhood education has undergone significant changes. Digital technologies today are a new way of transferring knowledge, a means of improving the efficiency of the educational process. The article presents the experience of involving older preschoolers in volunteer practices in order to develop initiative, socialization based on the use of digital technologies.
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Samoilova, V. M., Y. A. Kostenkova, and E. K. Lobacheva. "Formation of emotionally-valued lexis in high-functioning ASD preschoolers." Autism and Developmental Disorders 15, no. 1 (2017): 38–48. http://dx.doi.org/10.17759/autdd.2017150104.

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Limited use of emotionally-valued lexis of speaking children with autism spectrum disorders indicates the lack of understanding and assimilation of the moral norms of society, because words determine representations of objects and phenomena. Adequate understanding of emotionally-valued words and correct use of them in children with ASD are crucial for adaptation and socialization in the conditions of modern social environment. Authors disclose the features of the work on the formation of emotionally-valued lexis in senior preschoolers with ASD on the basis of a training experiment conducted in
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Allen, Jedediah W. P., and Michael Lewis. "Who peeks: Cognitive, emotional, behavioral, socialization, and child correlates of preschoolers’ resistance to temptation." European Journal of Developmental Psychology 17, no. 4 (2019): 481–503. http://dx.doi.org/10.1080/17405629.2019.1665014.

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48

Lugo-Candelas, Claudia I., Elizabeth A. Harvey, and Rosanna P. Breaux. "Emotion socialization practices in Latina and European-American mothers of preschoolers with behavior problems." Journal of Family Studies 21, no. 2 (2015): 144–62. http://dx.doi.org/10.1080/13229400.2015.1020982.

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49

����� and Natalia Belaya. "Formation of Communicative Competence in Hard-of-Hearing Preschoolers." Standards and Monitoring in Education 2, no. 1 (2014): 55–59. http://dx.doi.org/10.12737/2650.

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In this paper a competence-based approach concept in a modern education system of the Russian Federation has been considered. Value of competences
 for pupils� identity full development as well for their successful socialization has been shown. The "communicative competence" concept essence
 content has been reveled. Requirements to results of preschool education in a context of children�s communicative development have been defined. A
 short analysis of problem related to communicative and speech development of normally developing children and disabled children,
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50

Vlasova, Olena, Nataliia Dembytska, and Olena Kornienko. "Psychological Support of Children’s Privacy Development in Preschool Age." Current Problems of Psychiatry 20, no. 4 (2019): 318–27. http://dx.doi.org/10.2478/cpp-2019-0024.

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Abstract The goal of the article is to present the theoretical and empirical research as for development of preschoolers’ personal privacy and to determine their parents’ contribution to this process. Research methodology: In order to find out ways of preschoolers’ privacy development and parental attitudes towards it, the sample of adults was divided into two groups for comparison: 84 parents (42 parents of 4-year old children and 42 parents of 6-year old children). To this end, the following diagnostic techniques were used: the questionnaire “Sovereignty of a psychological space” (Nartova-Bo
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