Introduction. Based on an interdisciplinary analysis, the authors have found a contradiction between a wide range of approaches which describe the essence and mechanisms of family education, and the lack of a universal tool which allows to identify, analyze, compare, classify, rank, describe, reveal the essence and specifics of various traditions, which are the bases for the inheritance of culture and transfer of experience from generation to generation. The problem of the article is the lack of tools to systematize and generalize family education traditions. The purpose of the research is to substantiate the approach to investigating traditions of family education and to develop a method that allows to systematize the traditions of family education in their significance, diversity, variability, and transformability. Materials and Methods. Based on a systematic analysis of philosophical, cultural, ethnographic, sociological, psychological, educational, and linguistic literature (n =70, including 35 international studies), the following ten methodological approaches were identified: axiological, hermeneutic, integrative, cognitive, cultural-historical, cultural, ontological, psychosocial, synergetic, and existential. By systematizing them, the main dominants in the study of family education traditions are determined. The typology of these approaches enabled the authors to determine the basis for classifying the traditions of family education. Results. The authors revealed the essential characteristics of family education traditions, identified their basic core based on the national culture values. In order to structure the diversity of family education traditions, the authors used the classification method and developed a research tool - a socio-pedagogical classifier of family education traditions. The tool classifies various traditions according to the following 16 bases: 1) mechanisms of origin; 2) causes of appearance; 3) ways of occurrence; 4) scale; 5) historical heritage; 6) sustainability; 7) the nature of the changes; 8) family functions; 9) methods of inheritance (transfer); 10) forms and methods of fixation; 11) orientation of educational influence; 12) the main purpose; 13) the content of the interaction between family members; 14) style of family education; 15) value-semantic guidelines; 16) goals, objectives, content of moral education of the younger generation. Conclusions. The interdisciplinary approach made it possible to determine the dominants of the identified approaches to the study of family education traditions. Diversity, variability and transformability of family education traditions are taken into account by the authors when developing a research method - a socio-pedagogical classifier. This tool serves as a basis for developing a model methodology for studying the transformation of family education traditions.
Introduction. The article gives an analytical overview of research investigations in the field of child language development and its methods. It is shown that traditional approaches to language development do not solve the main problems in the personality development of preschool children. On the basis of the analysis, contradictions are revealed and the research problem is substantiated, namely the need for a conceptual understanding of language education as a means of developing the child's personality. The purpose of this article is to search for and substantiate the theoretical and methodological bases for modeling the process of language education as a means of personality development of a child of preschool age. Materials and Methods. The research methodology is based on the ideas of a cultural-historical approach that describes the mechanisms of child development in the process of coming to terms with culture; axiological and sociocultural approaches that determine the content and direction of child development in culture; communicative and dialogical approaches that reveal the principles of organizing social and educational interactions between children, adults and peers. The system of research methods includes both theoretical (source analysis, terminological analysis, cross-cultural analysis of language teaching programs, scientific modeling) and empirical (questionnaires, analysis of pedagogical practices) ways of achieving the aims. The authors applied the modified version of O.S. Ushakova and A.I. Lavrentieva’s inventory for evaluating value-semantic aspects of preschool children’s speech. Results. The authors demonstrate the relevance and impact of developing theoretical aspects of modeling language education as a means of developing children's personality. This is determined by the role of speech development as the implementation of a language system, a means of communication, and a personal tool for self-development. The authors have revealed contradictions that determine the necessity and possibility to solve the research problem, which is associated with the conceptual understanding of language education as a means of developing the child's personality. The authors emphasize the key role of language in creating a unified value-semantic space for the consolidation of Russian society and the transmission of socio-cultural experience from generation to generation. The authors show the relationship between language and speech, comparing the functions of speech and the targets for educating a new generation of Russian citizens. This served as a source for determining key approaches - axiological, sociocultural and communicative, which are the bases for modeling language education of children. The authors revealed the essence of language education aimed at familiarizing children with traditional values of Russian society. The terms "language education" and "language development" are clarified. On this basis, a model of language education of preschool children has been constructed, including the following components: the purpose, objectives, principles, forms of interaction (communication), teaching methods, a system of conditions (social, activity-based, subject-spatial), which are required and sufficient for the successful solution of educational problems. A three-stage method of language education of preschool children in the educational environment is proposed. The essential characteristics of the educational environment, which are necessary for the successful implementation of the model, are described: axiological, content-rich, integrative, systematic, and predictive. Conclusions. The article concludes that conceptual understanding of language education and the rationale for theoretical and methodological foundations of modeling this process contribute to organizing favorable psychological and educational conditions aimed at developing the personality of a preschool child. Language education, organized on the basis of the presented model, becomes an integrating link in ensuring the unity and interconnection of the main directions of teaching and learning within preschool education. The proposed model of organizing children's activities and communication with adults and peers facilitates moral education of preschool children with the focus on traditional Russian values.
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