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1

PEDAGOGICAL CONDITIONS OF ACTIVATION OF CHILDREN’S MOTIONAL ACTIVITY

100%

Pakhalchuk N.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 7(61)

80-90

EN

The article deals with features of organization of children’s motional activity in the system of sport and recreational activities in kindergarten based on specified pedagogical conditions. In order to determine the levels of preschoolers’ motional activity the following levels were clarified: motivational, theoretical and practical, activation criteria, and observation and survey were used, methods of playing testing by Mykola Yefymenko, practical tasks of creative direction. Results of the study found out the prevalence of medium and low levels of children’s motional activity. In order to increase the level of motional activity, it was suggested to use physical and cultural playing trips, to realize generally developing exercises using unconventional equipment on a certain musical motif, with different rhythm and tempo, with different starting positions etc. (a pedagogical condition – to increase preschoolers’ interest to carry out physical exercises); technology of implementation of sport and recreational activities by Liubomyr Beiba, elements of gymnastics by Bothmer (exercise «Sun, air and water», «Rain» and others) etc. (a pedagogical condition – to use sport and recreation technology in the process of work with preschool children); conduction of consultations, briefings, workshops, «round tables», oral magazines, distribution of information materials, realization of funny starts, sportive brain-rings, festivals of folk games, sportive events and entertainments, tourist trips (a pedagogical condition – to ensure cooperation between kindergarten and family in order to form preschoolers’ motional experience). The article deals with the main strategic direction of world and national education system development, solving the problem of preservation and enhancement of health, technologizing of this process, as the volume of cognitive information is constantly increasing because of the growing degree of mental load in the mode of a child’s day. We find prospects for further investigations in the development of methodological guidelines regarding the use of recreational kinds of Bothmer’s gymnastics in the process of work with preschool children.

2

Risk factors and the incidence of overweight and obesity in pre-school children from the southern part of Poland

100%

Katarzyna Dereń K. , Sara Jarmakiewicz S. , Aneta Sokal A. , Edyta Łuszczki E. , Elżbieta Motyka E. , Justyna Wyszyńska J. , Regina Kowal R. , Artur Mazur A.

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2018

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nr 2

97-102

EN

Introduction. In recent years there has been a significant increase in the prevalence of overweight and obesity in humans. It turns out that the problem is not limited to adults; excessive body weight is occurring in children more often. Aim. The main purpose of this work was to determine the prevalence of overweight and obesity in preschool children from the Rzeszów district, and to determine risk factors for occurrence. Materials and survey method. The study was conducted among 200 preschool children (3 - 6 years of age) from the Rzeszów poviat area. Measurements of height, weight, and determination of BMI were performed and these values are standardized according to the WHO centile grids appropriate for each age group. Survey results. Normal weight was observed in 58% of the respondents, 11% were overweight, and 10.5% were obese, whereas 20.5% of children had undernourishment. Obese children were the largest group among 6-year-olds. Among 4 year old children, abnormal body weight were more frequent in boys. On the other hand, in children aged 5 years, undernourishment or overweight was found more frequently in girls. Conclusions. The study did not confirm a significant relationship between gender, place of residence and socio-economic situation of respondents, and the prevalence of overweight or obesity. The results of this study indicate that the problem of excessive body weight refers to the increasing number of children.

3

СТАН ВИХОВАННЯ ОСНОВ КУЛЬТУРИ СПОЖИВАННЯ У ПРАКТИЦІ РОБОТИ ДОШКІЛЬНИХ ЗАКЛАДІВ ОСВІТИ

100%

Іванчук С.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 4(58)

112-119

EN

In modern society the state determines the priority role of pre-school education, giving preference to the primary component of lifelong learning, which should provide a versatile personality development of the child. Essential in modern conditions for the person becomes a teacher, his/her competence, erudition, culture. Culture of consumption is an important element of a developed society with a high level of economic development. Definitions issue requires a separate study to determine the content, methods and techniques of education culture consumption in preschool children. The main factor in a culture of individual consumption is a social group in which it is brought up, and socio-economic values that prevail in it. Consumer behavior of other members of the group which becomes a role model can have a stimulating character both positive (for example, the desire for rational consumption along with others) and in a negative sense (for example, the desire to outdo the other consumption). Therefore timely attention and positive example to others promotes adult education of the children value attitude to consumer goods, imparting them with the skills of literate consumer behavior. The author analyzes the level of awareness of the importance of training teachers of cultural consumption, meaning ways of forming during preschool childhood. The content of the diagnostic survey, quantitative and qualitative analysis of the survey of teachers of preschool institutions is presented. The analysis of government regulations and programs for training, education and development of children of preschool age outlines areas of work with teachers on their review of the methods and techniques of education of cultural consumption in preschool children. The analysis of the level of knowledge of practicing teachers on the problem of education of preschool age children’s culture of consumption showed the need for in-depth work on the designated direction. This is due to incomplete and insufficient understanding of the phenomenon of “consumer culture” and the features of education in preschool age.

4

ПІДГОТОВКА МАЙБУТНІХ ПЕДАГОГІВ ДО РЕАЛІЗАЦІЇ АКСІОЛОГІЧНОГО ПІДХОДУ У ВИХОВАННІ ДОШКІЛЬНИКІВ ЗАСОБАМИ ПРИРОДИ

100%

Тарасенко Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 5(49)

380-389

EN

The purpose of the article is to present the methodological aspect of the problem of professional training of preschool stuff in the context of domination of axiological approach to education work with future teachers, substantiation the role of environmental and aesthetic values in the educational system of priorities that pedagogues are to realize during their work with preschool children, formulation the ways of correcting the future kindergarten teachers value treatment to nature during professional training. Theoretical methods related to the study of the philosophical and conceptual research methodology in the field of educational paradigms, causal analysis of educational phenomena, comparative juxtaposition of foreign and native scientific approaches to value education priorities are used. The author singled out the ways of correction of value attitude to nature of future kindergarten teachers in the studying the obligatory and optional courses and during teaching practice and extracurricular activities: rejecting of unilateral utilitarian focus on learning the basics of science and commissioning axiological potential of students a wide range of moral and aesthetic evaluative criteria relationship to reality; transforming the ways of students perceiving and evaluating nature into the motivation mechanisms of attitude towards it; raising the status of artistic and aesthetic activity of students to accumulate valuable experience through artistic and creative experiences; forming of individually-shaped attitudes of future kindergarten teachers to the nature with the transformation of them into educational activities settings based on the highest educational priorities. The practical significance of the research results is determined with the possibility of implementing them into the process of training future preschool education professionals to enrich their educational activity axiological potential. During the process of professional training a teacher’s value consciousness becomes at the thoughtful correction facility, since the teacher is a potential carrier and conductor of environmentally justifiable attitude towards nature. As the prospects for further research studies suppose the adequate methods and educational technologies search for in the domestic and foreign experience of educational innovation.

5

Metakognitívny monitoring pri riešení verbálnych a neverbálnych úloh u detí predškolského veku

100%

Urban K. , Zápotočná O.

Československá psychologie (Czechoslovak Psychology)

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2017

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tom 61

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nr 6

521-535

EN

Objectives. Metacognitive monitoring in preschool children plays an important role in the further learning process and help seeking. The aim of the present study is to determine whether the preschool children are able to monitor their performance while solving cognitive tasks (1). What is the relationship between the accuracy of metacognitive monitoring and the performance (2). How are these relationships related to the nature of cognitive tasks (3). Sample and setting. The sample consisted of total 97 children from 5 to 6 years old. Children individually solved 4 cognitive tasks and provided item-by-item or global confidence judgments (CJs) using the traffic light with red and green colours. Statistical analysis. Absolute accuracy index and bias index (Schraw, 2009) were calculated. To analyse age differences and bias differences (real and overestimated performance) independent samples t-test was used. To analyse task differences the ANOVA was used. Results. Preschool children are able to monitor their performance retrospectively (using CJs). They are more metacognitively accurate in verbal tasks than in non-verbal (Piagetian) tasks. Moreover, the monitoring accuracy significantly (p < .001) corresponds to the task performance. Study limitation. The finding requires further research concerning analyzing other characteristics of the cognitive task such as difficulty, and using different ways of analyzing and evaluating results, as well as taking into account the factors of social environment, which plays an important role in the development of metacognitive awareness in preschool children.

SK

Ciele. Skúmanie otázok metakognície na úrovni predškolského veku predstavuje významnú a v našich podmienkach relatívne novú oblasť psychologického bádania. Cieľom prezentovanej štúdie je zistiť, či deti predškolského veku dokážu pri riešení kognitívnych úloh monitorovať svoje výkony (1). Aký je vzťah medzi presnosťou metakognitívneho monitoringu a výsledným výkonom (2). Ako tieto vzťahy súvisia s charakterom riešených kognitívnych úloh (3). Výskumná vzorka – postup. Výskumnú vzorku tvorilo 97 detí vo veku 5 a 6 rokov, ktorým boli individuálne administrované 4 kognitívne úlohy spolu s posudzovaním správnosti ich riešenia na dvojbodovej škále retrospektívneho monitorovania (tzv. „confidence judgments“, CJs). Štatistická analýza. Pomocou t-testu boli analyzované rozdiely medzi deťmi v závislosti od veku (5 a 6 rokov) a presnosti odhadu (deti s realistickejším odhadom oproti deťom s nadhodnoteným odhadom). ANOVA bola použitá na zisťovanie rozdielov v presnosti monitoringu jednotlivých úloh vyjadrenej dvoma indexmi absolútnej správnosti (podľa Schraw, 2009). Výsledky štúdie dokumentujú, že 5–6 ročné deti sú schopné monitorovať a retrospektívne posudzovať úspešnosť svojich riešení, pričom v úlohách verbálneho charakteru vyžadujúcich porozumenie textu to zvládajú štatisticky významne lepšie. Presnosť metakognitívneho monitoringu korešponduje s výsledným výkonom, čo sa potvrdilo vo všetkých sledovaných úlohách na hladine štatistickej významnosti p < ,001. Limity. Uvedené zistenia budú vyžadovať ďalšie overovanie pri súčasnom sledovaní a kontrole viacerých charakteristík použitých kognitívnych úloh, s využitím rozličných spôsobov analýzy a hodnotenia výsledkov, ako aj zohľadnením faktorov sociálneho prostredia, ktoré – ako sa ukazuje – zohráva významnú úlohu vo vývine metakognitívneho uvedomovania detí predškolského veku.

6

ДІАГНОСТИКА РІВНІВ АДАПТАЦІЇ ДІТЕЙ ДО ДОШКІЛЬНОГО НАВЧАЛЬНОГО ЗАКЛАДУ

100%

Бурсова С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 10(54)

265-272

EN

The problem of assessing of child’s adaptation level to the conditions of preschool educational establishments, the warning of possible problems that can appear during this period inevitably puts before the participants of the educational process the task of determining the adaptation criteria and indicators, choice of appropriate diagnostic tools, distribution of children for adaptation groups and the development and implementation of children educational support system. The article is devoted to the problem of children’s adaptation to preschool educational establishments. Some of the results of conducted observation research are highlighted in it. In particular, the adaptation criteria and indicators were defined by the author for the diagnostics of adaptation level, namely: the physiological parameters (overall health, frequency and duration of the disease, peculiarities of the appetite, motor activity, specific features of sleep process, the course and duration of daytime sleep); the relation to cognitive activity (the activity in the game practice, interest to the educational process); the peculiarities of communicative activities (verbal activity, interaction with adults and with peers, social skills); the characteristic of the emotional states (the child’s behavior at the time of separation from parents, general emotional state, motivational readiness to visit preschool educational establishments, preference of negative or positive emotions). Theoretical study of literature sources showed that the number of methods by which to study the process of adaptation of children to preschool educational institutions is rather limited. Therefore, during the diagnostics of the levels of adaptation of the children we used the following methods: a survey of educators and parents; the social emotions test developed by M. Lusher; the method of determining the mental condition of the children of V. Manova-Tomova; monitoring of the activities and behavior of children in different periods of time; conversations with children and parents. For the level of children’s adaptability the author conventionally divided them into three groups. The first group includes children who are relatively easy adapting to kindergarten. The second group is characterized by a long period of adaptation and inconsistency of their behavior to the requirements of educational environment. The third group includes the children whose adaptation process is associated with considerable difficulties.

7

Corrective Gymnastics and Motor Skills of Five-and Six-Year-Old Children

100%

Rokicka-Hebel M.

Baltic Journal of Health and Physical Activity

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2014

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tom 6

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nr 2

114-126

EN

Background: The purpose of the study was to evaluate motor skills of children participating and not participating in corrective gymnastics activities. It has been assumed that children participating in additional physical activities conducted in nursery school have better motor skills than those staying out of this type of activities. Material/Methods: Tests were carried out in two stages. For quantitative research a questionnaire was conducted among headmasters of nursery schools in Gdansk. The qualitative and quantitative research involved: observation, document analysis, tests of educational performance verifying the level of motor skills. A total of 286 five- and six-year-old children were recruited from different preschools (eight preschools and three primary school preschool programs in Gdansk). Results: Comparing groups of preschoolers participating and not participating in the activities of corrective gymnastics showed that among five-year-olds attending corrective gymnastics greater skills were noticed only in two of the seven tests: I - walking on a balance bench and II - crawling on an inclined balance bench. Among six-year-olds only in one test: VI - throwing a ball against the wall and catching it. Conclusions: Corrective gymnastics viewed as additional physical activity exercise in preschools does not contribute to the development of new motor skills of five- and six-year-olds.

8

Comparing the physical activity patterns of 3-year-old Finnish and Australian children during childcare and homecare days

100%

Soini A. , Watt A. , Tammelin T. , Soini M. , Sääkslahti A. , Poskiparta M.

Baltic Journal of Health and Physical Activity

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2014

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tom 6

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nr 3

171-182

EN

Background: Limited previous research has contrasted physical activity (PA) patterns in preschool children across different hourly patterns or segments of day, or adopted similar methodologies to compare the PA behaviors of children from different countries. The purpose of this study was to examine how the PA levels and patterns differed between 3- year-olds within and between childcare and homecare days in Finland and Australia. Material/Methods: ActiGraph GT3X accelerometers were used to monitor 121 (80 Finnish, 41 Australian) children’s PA for five consecutive days. Results: No significant country differences were observed in children’s daily total PA (light-tovigorous PA [LMVPA]), except that during childcare days Finnish children spent more time in light PA compared to Australian children. During childcare attendance hours children engaged in moderate-to-vigorous PA (MVPA) for an average of 48 minutes (SD = 24) covering 54% of their daily MVPA in Finland, and for 53 minutes (SD = 34) covering 64% of their daily MVPA in Australia. Variation in children’s hour-by-hour PA was more pronounced during childcare days than homecare days. Conclusions: Despite the variations based on cultural practices, no major differences were observed in children’s daily total PA between the countries. However, these findings provide a better understanding of 3-year-olds’ PA behavior patterns and will serve as valuable evidence for the development of PA promotion in preschool children in both Finland and in Australia.

9

The use of synbiotic preparation in complex therapy of community-acquired pneumonia in preschool children

100%

Ihorivna Vasylyshyn K. , Volodymyrivna Gluschenko N. , Yuriyovych Vysotsky I. , Ivanovich Smiyan O. , Oleksandrivna Smiian-Horbunova K. , Robertivna Gladchenko O.

Pediatria i Medycyna Rodzinna

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2018

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tom 14

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nr 4

412-415

EN

The article discusses the effect of synbiotic therapy on the qualitative and quantitative changes in colonic microbiota in preschool children with community-acquired pneumonia. A total of 33 children aged from 1 to 3 years were included in the study. All patients were divided into two groups. The first group consisted of 17 children who received standard therapy. The second group consisted of 16 patients, whose treatment was supplemented with a synbiotic preparation at a dose of one sachet per day. The assessment of colonic microbiota was conducted in 33 patients with community-acquired pneumonia before treatment and on treatment days 12–14. The control group consisted of 20 healthy age and sex-matched children. Bacteriological study of gut microflora was conducted using the Epshtein-Lytvak method. The evaluation of the microflora composition changes in children suffering from community-acquired pneumonia showed an intensification of gut microflora imbalance after standard therapy. When studying the effectiveness of the synbiotic preparation in patients with community-acquired pneumonia, it was found that the state of colon microbiocenosis in patients who received complex therapy with synbiotic drug significantly improved compared to children treated with standard regimen. Thus, of the use of synbiotic therapy in patients with community-acquired pneumonia improves or fully restores gut microflora in some cases. This preparation can serve as a safe and convenient way to restore gut microflora balance and prevent the development of gastrointestinal pathologies.

PL

W artykule omówiono wpływ terapii synbiotycznej na zmiany jakościowe i ilościowe w mikroflorze jelita grubego u dzieci w wieku przedszkolnym chorujących na pozaszpitalne zapalenie płuc. Badaniem objęto 33 dzieci w wieku od 1 do 3 lat. Pacjentów podzielono na dwie grupy. Pierwsza liczyła 17 dzieci otrzymujących standardowe leczenie. Do drugiej grupy włączono 16 pacjentów, u których leczenie uzupełniono podawaniem preparatu synbiotycznego w dawce jedna saszetka na dobę. Ocenę mikroflory jelita grubego u 33 pacjentów przeprowadzono przed rozpoczęciem leczenia oraz w dniach 12.–14. terapii. Do grupy kontrolnej włączono 20 zdrowych dzieci dobranych pod względem wieku i płci. Badanie bakteriologiczne mikroflory jelitowej przeprowadzono metodą Epshtein-Lytvak. Ocena zmian w składzie mikroflory u dzieci z pozaszpitalnym zapaleniem płuc wykazała nasilenie zaburzeń równowagi mikroflory jelitowej u dzieci otrzymujących standardowe leczenie. W odniesieniu do skuteczności preparatu synbiotycznego u pacjentów z pozaszpitalnym zapaleniem płuc wykazano istotną poprawę mikrobiocenozy jelitowej u dzieci otrzymujących kompleksowe leczenie uzupełnione terapią synbiotyczną w porównaniu z dziećmi leczonymi według standardowego schematu. Zatem zastosowanie terapii synbiotycznej u dzieci z pozaszpitalnym zapaleniem płuc poprawia lub w pełni przywraca prawidłową mikroflorę jelitową w pewnych przypadkach. Preparat ten można stosować jako bezpieczny i dogodny sposób przywracania równowagi mikroflory jelitowej oraz zapobiegania patologiom przewodu pokarmowego.

10

Assessment of Physical Activity by Pedometer in Polish Preschool Children

100%

Czajka K. , Sławińska T. , Kołodziej M. , Kochan K.

Human Movement

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2015

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tom 16

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nr 1

15-19

EN

Purpose. The aim of the study was to evaluate and compare the physical activity patterns of preschoolers aged 6-7 years. Methods. A sample of 221 preschool children (116 boys and 105 girls) aged 6 (5.92 ± 0.30) and 7 (6.91 ± 0.25) years was recruited. Physical activity was assessed over 7 consecutive days by using pedometers to determine step counts (steps/day). Accrued anthropometric data included height, mass, and BMI. Data were compared with ANOVA to determine any significant differences between age and sex groups and the part of the week (weekday/weekend); intergroup differences were evaluated with Fisher's LSD test. A < 0.05 level of significance was adopted for all statistical tests. Results. No significant differences were found between the age groups (6- and 7-year olds). Physical activity over the 7-day period was significantly greater in the boys (13318 ± 2354 steps/day) than girls (12300 ± 2750 steps/day). Mean weekday step counts were greater among boys (13800 ± 2458 steps/day) than girls (12587 ± 2802 steps/day); this difference was statistically significant. Mean weekend steps were 12112 ± 3467 and 11579 ± 3930 steps/ day for the boys and girls, respectively. Mean weekday steps were significantly greater (p < 0.001) than mean weekend steps in both groups. The recommendation of 12000 steps/day was met by 60.6% of the sample (69.0% boys, 51.4% girls). Conclusions. Sex differences in physical activity patterns were observed in the sample of preschool children. Boys, compared with girls, were characterized with a higher physical activity level on both weekdays and weekend days. Physical activity for both sexes was lower on weekend days than weekdays. The results indicate the need for improved health literacy among parents on current recommended physical activity guidelines and the suitability of a pedometer-based assessment method.

11

Harmonious physique development and obesity prevention of preschool girls

88%

Osipov A. , Orlova I. , Iermakov S. , Ratmanskaya T. , Nagovitsyn R. , Kudryavtsev M.

Physical Activity Review

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2021

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tom 2

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nr 9

66-75

EN

Introduction: The main threats to the health and harmonious physical development of preschool children are overweight, obesity and abnormalities in the physique development. The aim of the study was to verify if particular (harmonious physique development and obesity prevention) PE intervention is more effective than standard PE classes for preschool children. Material and methods: Participants: The thirty healthy preschool girls (5-6 aged). All children practiced PE classes 3 times a week. Group 1 practiced the traditional PE sessions (games, gymnastic and dancing). Group 2 except games and dancing used a particular PE training (purposeful development of the shoulder girdle, upper limbs and motor abilities). The study used methods for estimating height and body weight, BMI, body composition, participants' biacromial breadth and Rees-Eysenck body index (REBI). Results: There were significant (p≤0.05) differences in BMI and biacromial breadth values between of participants' group in the study ending. Group 2 had a significantly (p≤0.05) lower BMI and a larger shoulder width values. Body composition assessment showed a significantly (p≤0.05) higher percentage of bone and muscle mass in group 2. There was a significant decrease in the participants' number of normosthenic body type in group 1. A significant increase in the participants' number of normosthenic body type and decrease in the in the participants' number of pyknic body type were found in group 2. Conclusions: PE programs related to the purposeful development of the shoulder girdle, upper limbs and motor skills contributes to the process of harmonious physique development of preschool girls (aged 5-6). An higher positive effect of using this PE practice in the control of body weight and BMI dynamics in preschool girls was found.

12

Exploring the link between a theory of mind and executive functions in preschool children

88%

Memisevic H. , Biscevic I. , Pasalic A.

Acta Neuropsychologica

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2018

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tom 16(1)

17-26

EN

Acquisition of the theory of mind (TOM) is a very important milestone in the development of preschool children. TOM is especially important for the development of children’s social skills. The goal of the present study was to examine the effects of age, gender and executive functions (EF) on the acquisition of TOM. The sample in this study consisted of 116 preschool children aged 36-72 months (mean age 58.8 months, SD= 9.5 months). In relation to the child’s gender, there were 56 girls (48.3%) and 60 boys (51.7%). The Sally Anne test- a task purporting to measure TOM, was used as a dependant variable and age, gender, and EF measures were used as the predictors. Logistic regression was used as a method to determine the effects of predictors on TOM. The results of this study indicated that success on the TOM test can best be predicted by the inhibitory control, followed by verbal fluency and child’s age. The gender of the child was not associated with TOM acquisition. The overall model explained between 27% and 38% of the variance in the TOM scores. Inhibitory control is the executive function that had the greatest predictive power for the results on the theory of the mind task. The findings of this study can help early interventionists in the modification of existing preschool curricula, so that they include more activities that would foster the development of the theory of mind in preschool children. Future studies should aim to find a better model of theory of mind predictors by examining the effects of other executive function constructs, such as working memory.

13

ЗАСТОСУВАННЯ ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНИХ ТЕХНОЛОГІЙ У ФІЗИЧНОМУ ВИХОВАННІ ДІТЕЙ 5–6 РОКІВ

88%

Старченко А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 3(57)

284-291

EN

In connection with annual increase of children who are ill, there is a necessity of reframing the contents and form of work in physical education both in preschool educational establishments and in a family. It should be noted that the specifics of working with children under school age takes into consideration their age and psychophysical features, and find the most interesting forms of presentation. The analysis of theoretical researches has showed that when children form positive motivation to classes of physical training and sports the most important is the factor of knowledge and influence that is exerted by the parents. Not less important condition for heightening the interest of children to the classes of physical training is experience of a teacher who should be good at modern technologies, aimed at strengthening and saving health of children. The purpose of the article is to prove the necessity of application health-saving technologies in physical education of preschool age children. The methods of research are the following: the theoretical analysis of scientific and methodical literature, testing, a pedagogical test, appraisal of the level of illness, the methods of mathematical statistics. The results of the research. By means of use of children fitness in different forms of physical education the following tasks were solved: progress in physical activity; forming the ideas of a healthy way of life; disease prevention, forming of necessary physical skills, heightening the interest to physical training classes. Use of gaming fitness, fitball-gymnastics and animal aerobics influenced on reduction of disease level, also on increasing motivation of children to physical training classes. The results have shown that the use of health-saving technologies, including technologies of child fitness is a prerequisite for the optimization of modern physical education of preschool children. Proper combination of children’s fitness facilities with traditional means increases the level of physical fitness, physical training formation of the child, an ideas about healthy lifestyles, reduce morbidity and increase interest in the classes that are very relevant today. Perspectives of further scientific researches lie in advanced studying of foreign practices of using children fitness and health-saving technologies in physical education of preschool children.

14

ДОСЛІДЖЕННЯ ЗВʼЯЗНОГО МОВЛЕННЯ В ДОШКІЛЬНИКІВ ІЗ ЗАГАЛЬНИМ НЕДОРОЗВИНЕННЯМ МОВЛЕННЯ

88%

Кравченко А. , Ступак Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 3(57)

498-503

EN

At the present stage of the development of the correctional education the process of diagnosis of preschool children speech disorders with general underdevelopment of speech becomes of particular importance. The main stages of experimental studies of the condition of coherent speech in preschool age children with general underdevelopment of speech are characterized in the article. A comprehensive survey included a series of successive experimental tasks, which were conducted with each child individually. There were examined 12 children of 5-6 years with general underdevelopment of speech at different levels, and 12 preschoolers of the same age with normal speech development. The basis of the ascertaining experiment was held on test methods for diagnostics of connected speech by V. Glukhov. To assess the success of the technique use the ball-tier system was included. The survey of connected speech in senior preschool children with speech disorders and normal speech development took place in accordance with the basic methodological requirements. The study was made in the pre-school educational establishment № 36 «The Scarlet flower» of the town Sumy. The analysis showed that children with general underdevelopment of speech are significantly lag behind children with normal development on the level of ownership of the means of coherent speech. Made by the children agrammatism has increased the number of errors in the use of prepositions and prepositional-case constructions, transmission, spatial and other relations. A significant number of errors were observed during the use of verbal forms. The majority of errors were identified during the construction of the sentence, especially manifested during the use widespread and compound sentences. The analysis of the results of the study confirmed the presence of several features characterizing the state of the connected speech of children with general underdevelopment of speech, which definitely should be taken into account when carrying out remedial work.

15

ТЕОРЕТИЧНІ АСПЕКТИ ПРОБЛЕМИ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ ДІТЕЙ У СИСТЕМІ ДОШКІЛЬНОЇ ОСВІТИ

88%

Бутенко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 9(43)

65-72

EN

The article tells about the actuality of the subject of preschoolers’ health status. The necessity of organizing the health saving process for preschool children is caused by understanding the fact that children may be taught easily in the early age and we should develop in them some habits of health promotion which will become a component of our culture and will influence the society positively. The essence of the health preservation process is explained in the article as well. The health saving process in pedagogical aspect is considered to be a value, a system and a result. Considering that health saving is a value in preschool education, it can be treated like a state, social and personal value. Health saving as a system characterizes the health aspect of functioning of preschool educational institutions the effectiveness of which depends on the aim and the content of the activity, on the tools which are used in the process of health saving and the principles which should be basic for this kind of pedagogical system. Among them are the principles of science, accessibility, visibility, consistency, age, taking into account individual characteristics, activity, humanization, democratization, integration, and unity of the kindergarten and the child's family. Health saving as a process in pre-school education involves the development, education and training which is not harmful to children's health and which creates safe and comfortable staying in kindergarten, provides individual educational trajectory of a child, prevents stress or some kind of overload or fatigue.The result of health saving activities in preschools is a basis of child's literacy, culture and competence. We believe that Ukrainian problems of health in kindergartens are particularly relevant; this is connected with the presence of negative medical and demographic situation in Ukraine and the unfavorable trend of indicators of children's health. Therefore, there is a necessity in the formation of new ideas based on the preservation of health and the child's consciousness, which requires the teachers of preschool education level to use careful selection methods, special tools, content and organizational forms. The problem for further research can be connected with the assurance of continuity in the organization of health saving process.

16

ТЕОРЕТИЧНІ ПІДХОДИ ДО ОРГАНІЗАЦІЇ АРТ-ТЕРАПЕВТИЧНОГО ПРОЦЕСУ В СИСТЕМІ ОЗДОРОВЧО-ФІЗКУЛЬТУРНОЇ РОБОТИ З ДІТЬМИ ДОШКІЛЬНОГО ВІКУ

75%

Литвиненко В. , Кукса Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 3(57)

204-212

EN

The article contains theoretical approaches to the organization of art therapy process in the system of recreational and sports work with children of preschool age. The attempt to deal with the problem of theoretical analysis of opportunity for the adoption of art therapy technologies with preschool children for their health and physical activity is very timely. It is a major survey and overview of a field which has a distinguished ancestry and has achieved increasing popularity in recent years with the purpose of deeper and more exact understanding of the conception of art therapy, to increase greatly stock of knowledge about, to open up new areas of this research. The present research draws attention to the often neglected topic of use art therapy with the purpose of health strengthening technologies for preschool children. The aim of the study is to report on the context of using art therapy for preschool children with health strengthening technologies, to provide an up-to-date explanation of the meaning of «art therapy», «means of art therapy». The research is dedicated to the urgent psychological and pedagogical problem of cognitive and artistic development of preschool children by means of art therapy. The components of the formation of health of preschool children were determined and were taken into consideration while creating a didactical and methodological system for improving health of the children by means of art therapy. Results. The meaning of «art therapy», «means of art therapy», «an art therapy process», «health strengthening technologies», «art therapy technologies» have been refined and concretized. Understanding of the integration health strengthening and art therapy technologies has been improved. The content of the methodology represents a complex integration of art therapy technologies for the purpose of formation the components of health which effect activity on preschool children. The methods used in the study are innovative. It has been established that the use of means of art therapy of preschool children for personal formation opens new opportunities for successful social integration and education at sсhool. Prospects of further scientific studies sees in using the peculiarities of art therapy process for children in the conditions of integration education; finding a solution of improving the children’s health, extending the work to embrace connection of art therapy with the medicine and education science for the purpose of substantiation of health strengthening technologies and art therapy technologies for children with different disabilities.

17

КОРЕКЦІЙНО-РОЗВИВАЛЬНА МЕТОДИКА ПОДОЛАННЯ ЗАЇКАННЯ У ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

75%

Кравченко А. , Харченко А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 5(59)

388-394

EN

The article presents a comprehensive analysis of relevant publications and current speech therapy techniques and programs in the context of the research problem; describes the main stages of the experimental research, the purpose of which was to develop and test the effectiveness of remedial and developmental techniques, oriented to overcome stuttering in preschool age children. The methodological basis of the study were the fundamental principles of psychology, neuropsychology and speech therapy place of speech in psycho-pedagogical process, about brain organization of speech process, as well as modern scientific views about the structure of the speech defect of children with stuttering. The system of correction of stuttering in preschool children included complex correctional and developmental tools (breathing exercises, articulation exercises, logarithmic, acupressure in combination with traditional speech therapy sessions), designed to relieve tension of the muscles of the vocal apparatus, the formation of skills of correct breathing skills and a smooth and rhythmic speech by imitation. The developed method showed high efficiency in overcoming the designated speech pathology and approximated the functional state of different components of speech norms: leveled speech breathing, steadied the pace and rhythm of speech, there have been shifts in overcoming laryngospasm; however, there were marked positive changes in the mood of children and the growth of motivation of pre-school children for visiting the speech therapy practice – that can recommend the correctional and developing technique for application in practice of individual and group work with stuttering children in preschool and special educational institutions, health care institutions and rehabilitation centers. In addition, theoretical development of the technique can be used to educate speech therapists, preschool educational institutions teachers and parents of stuttering children. Our research does not exhaust the problem solving, a complex negotiation of stuttering in preschool age children. It can be continued in the direction of studying the peculiarities of stuttering correction in primary school age children.

18

Exploratory behaviour and adaptation to novelty in preschool children with autism – a preliminary report

75%

Kawa R. , Pisula E.

Polish Psychological Bulletin

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2013

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tom 44

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nr 1

21-30

EN

The purpose of this study was to compare exploratory behaviours in children with autism and typically developing preschool children and the course of their adaptation to novelty. A series of fi ve repeated trials was conducted, during which children were allowed to freely explore the experimental room. The results revealed differences between study groups in the overall rate of exploratory activity, which was lower in children with autism. Patterns of time characteristics of exploratory activity showed both similarities and differences between the groups. In both groups, the rate of simple exploratory behaviours (i.e. looking at an object, touching the object, manipulating one object) decreased with time, while the levels of diversive exploration (i.e. touching the wall or fl oor) increased. Children with autism engaged in less complex object manipulation than their peers. Similarly, their adaptation and habituation to a novel environment proceeded in a different way in the low stimulation zone than in the high stimulation zone. In the low and medium stimulation zones, the rate of exploration decreased with time, while in the high stimulation zone it remained relatively constant. In typically developing children, habituation occurred in all stimulation zones. These results suggest the presence of some differences between the patterns of adaptation to novelty in the two groups, which emerge in a stimulation-rich environment. Due to the limitations of the study, in particular the small number of subjects, the present paper should be treated as a preliminary report.

19

The use of play activities working with the children having speech defects

75%

BAZALEY E.

Edukacja-Technika-Informatyka

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2014

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tom 5

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nr 1

542-543

EN

The article deals with the development of colour perception of pre-school children with vision defects. The play therapeutics method is very important and effective for such children.

20

ЗАРУБІЖНИЙ ДОСВІД ВИКОРИСТАННЯ ЕЛЕКТРОННИХ ІГРАШОК У НАВЧАННІ Й ВИХОВАННІ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

75%

Горленко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 8(52)

204-211

EN

The article analyzes theoretical and experimentalforeign research on the use of electronic toysin pre-school education as a means of information and communication technologies.The problem of the use of electronic toys in preschools consideredresearch within different levels: global – project «Recognizing thepotential of ICT in early childhood education» under the auspices of UNESCO;European – «The Fibonacci Project» financed byThe European Union; National – British project «Computers and Children’s Electronic Toys» and scientific exploration of individual Russian researchers. The researches were built around the use of toys such as Bee-Bot, Furby and Lego WeDo. Some other researches were built on simultaneous use of different approaches such as combination of PC and toys interaction, combination of children interaction and parallel use of different ICT means. Receivedresults indicate that the world scientific community considerselectronic toys as a means of information and communication technologies with only some difficulties in the proper use of electronic toys as such. Older researches had a goal to prove or disprove bad influence electronic toys can exert on education process in preschool. And they successfully disproved existence of such bad influence. More recent work provedpositive impact on the development of children due to electronic toys that to some extentdepends on the type of a toy and made some suggestions on proper use of the electronic toys in preschool education. So in general experiments conducted by researchersprove the feasibility of the use of information communication technologies means in preschools. Considerable attention is given to the global results of the project «Recognizing the potential of ICT inearly childhood education» based upon use of Bee-Bot – programmable electronic toy with possibility to move according to custom list of actions the user enters. Children were the operators of such toys and were given insights on basic principles of programming. Results lead to conclusions onthe use of electronic toys in preschool education, on shapinginformation and communication competence of the teachers of preschool institutions,on the use of electronic toys in the educational process.In summary, the author suggests paying attention to formation ofinformation and communication competence of teachers in preschool institutionsin the light of the experience of other countries with the use of electronic toys inpreschools.