The article describes the conditions for the active development of psychological and pedagogical assistance to children 3–7 years old in Russian preschool institutions, the beginning of the using of movement-based psychotechnics in working with preschool children. The problem is formulated as the need to search and develop methods of psychological and pedagogical assistance to preschool children, which use motor tasks that “work” to identify and overcome difficulties in developing communication, arbitrariness, the emotional sphere, etc. A literature review of domestic scientific and practical research is given, which describe the possibilities of different technologies based on movement: emotional and motor psychotechnics (E.V. Gorshkova, E.V. Chernigina, Yu.V. Antipova, E.G. Zhabina), the technique of creating a spatial image of oneself in children on the age from 1,5 to 4 (E.O. Smirnova, E.A. Abdulaeva), the technique of “educational kinesiology” (A.L. Diterikhs). The research results showed the effectiveness of these techniques in the development and correction of emotional-personal sphere and behavior among preschoolers, however, these researches do not cover the whole range of psychological and pedagogical problems encountered in preschoolers of different ages. This review allows us to outline the problems of future research.
The paper presents a technique for assessing features of creative movement in children aged 3—6 years; the technique was used to test the hypothesis about the specifics of these features in each of the preschool ages. The paper outlines the creative task and the entire procedure of the technique; describes the parameters of creative movement (the use of various expressive movements, their originality, transformation into the character etc.) and the system of their assessments. The study involved 205 children aged 3—6 and the paper discusses the obtained data: compares the developmental dynamics of creative movement basing on its parameters and the correlation between them; provides intermediate conclusions concerning the predominance of the cognitive aspect of creativity (“use of means” of the language of movements) over the actual creative aspect (“transformation into the character”, “originality”).
The paper describes a research on the methods of psychological and pedagogical assessment of movement development in children of 5—7 years. The importance of creating a set of methods for identifying the actual motor development in children is discussed. According to the hypothesis, new types of movements (which appear at this age) and how children carry them out can become the basis of psychological and pedagogical assessment of motor development in children aged 5 to 7 years. The paper outlines the principles underlying the choice of movements for diagnostic purposes and provides data of the experimental study of movement in 100 children aged 5—7 and its comparison to the data of pedagogical monitoring. In the final part the paper discusses the perspectives of applying the described methods of psychological and pedagogical assessment of motor development - as more informative (basing on the revealed developmental features) and as more effective (less time-consuming).
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