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 of leadership qualities of the child, the improvement of children's cooperation, the overcoming of the egocentrism objectively characteristic of preschool children, expressed in the first attempts to act in the interests of other people. We propose a model for the social intelligence development in older preschoolers in the process of joint activities of various subject areas, which includes two parts: the first part reproduces the structural and functional relationships between the main components of the model and serves as a source for teachers to develop methodological tools for the development of social intelligence; the second part of the model reproduces the successive stages of the educational work of the teacher on the development of social intelligence in older preschoolers in the process of joint activity in the conditions of a preschool educational organization.
В статье обосновывается необходимость целенаправленной педагогической работы по развитию лидерства у детей в старшем дошкольном возрасте. На основе анализа отечественных и зарубежных исследований авторы определили структурно-содержательные характеристики лидерских способностей у детей старшего дошкольного возраста и разработали программу их развития в условиях дошкольной образовательной организации. Отличительной особенностью программы («Каждый может стать лидером») является ее направленность на предоставление возможности каждому ребенку в дошкольных группах стать организатором и руководителем различных видов совместной деятельности со сверстниками, а не только тем детям, у которых в результате диагностики выявлен достаточный уровень развитости лидерских качеств, или которые ярко их проявляют. Необходимыми условиями успешной реализации программы развития у старших дошкольников лидерских способностей являются: методическое сопровождение педагогов дошкольной организации с целью совершенствования их профессиональных компетенций в области проявления и развития лидерства в старшем дошкольном возрасте и выстраивание системы сотрудничества педагогов с семьями воспитанников на уровне социально-педагогического партнерства. Ключевые слова: детское лидерство, дети старшего дошкольного возраста, программа развития лидерских способностей.
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 which proves that the level of positive socialization depends on the development of skills and abilities of dialogic speech. The proposed program and methodology focus not only on the ability to build a dialogue in question-and-answer form but also on the ability of optimal listening (to hear the interlocutor, to make replicas-responses according to what was heard, to change the course of the conversation without deviating from its main topic), as well as etiquette and behavioral skills. During classes on the “Program on positive socialization and development of dialogic speech in older preschool children” developed based on the proposed methodology, along with dialogic speech, children develop important components of emotional intelligence: the ability to adequately express their own emotions; understand the emotions and motives of other people’s behavior; improve the skills of using nonverbal means (facial expressions, gestures, etc.) of communication in the course of dialogue; as well as to enhance the parameters that characterize positive socialization, such as self-esteem, independence, and successfulness. The program has passed an empirical test, which confirmed its effectiveness.
The modern sociocultural situation causes the need to use distance learning technologies even at the level of preschool education, as well as the increased use of information technologies as a means of working with preschool students. The goal of the present article resides not in the analysis of the positive and negative aspects of information technologies in preschool education but the search for and the substantiation of the mechanism of their effective implementation. One of the most effective mechanisms is presented by the technique of original children’s animation. The potential effectiveness of the indicated process is examined in the context of the development of children’s visual thinking. Thus, the article presents the authors’ attempt to substantiate the development of the method of original children’s animation determining the development of children’s visual thinking accounting for the requirements of modern information society and to propose specific recommendations for the software of a children’s animation studio. The set goal is achieved using the methods of content analysis, the methods of comparative analysis of scientific and methodological materials and system analysis, the method of mathematical and statistical data processing, expert assessment, and generalization of study results. Based on the study results, an educational module “I CREATE THE WORLD Animation Studio” is developed and introduced into the practice of preschool pedagogics as a potentially effective instrument for the development of visual thinking and recommendations for the software of a children’s animation studio in a kindergarten are proposed.
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