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PSYCHOLOGICAL RISKS IN THE EDUCATIONAL ENVIRONMENT OF PRESCHOOL EDUCATIONAL ORGANIZATIONS // Pedagogical Review. 2017. Issue 3 (17). P. 93-98

The article touches upon the problem of psychological safety of children of early and preschool age in preschool educational organizations. The main models of educational environment described in the psychological and pedagogical literature are presented. The definition of psychological safety, possible risks in the educational environment (I. Baeva) is given. The urgency of the problem of psychological safety for children of early and preschool age in a pre-school educational organization, related to the age-specific features – impressionability, emotionality, suggestibility is described. “Areas of psychological risks”, based on the ontogenetic principle of child development, are defined – early adaptation of children to pre-school educational organization, the relationship of the child with the educator, low sociometric status of the child in the peer group; lagging behind in development, behavioral and emotional disorders in childhood, problems of child relationships in the family (problematic relations between parents, neurotic styles of upbringing, sibling relationships), social and psychological problems in the pedagogical collective. The reasons determining psychological risks in preschool age are revealed, the most significant of which is insufficient psychological and pedagogical competence of teachers of preschool institutions, parents. The conditions of psychological security in the educational environment of the pre-school educational organization are systematized, among them – the organization of the system of child support in the OED, from the moment of admission to release; the integrated nature of the escort, the close interaction of all OED specialists, their cooperation with the family; increase of psychological and pedagogical competence of teachers in the field of personalityoriented interaction with pupils.

Keywords: educational environment of pre-school educational organization (OED), risk zones of children of early and preschool age in OED

DEVELOPMENT OF SENIOR PRESCHOOL CHILDREN’S SELF-REGULATION IN THE PRESCHOOL EDUCATIONAL ORGANIZATION CONDITIONS // Pedagogical Review. 2018. Issue 3 (21). P. 9-15

Effective development of self-regulation among preschool children is one of the most urgent problems of theory and practice today. The problem of development of self-regulation among senior preschoolers is raised in the context of their psychological readiness for schooling. The paper presents different approaches to the definition of the concept of self-regulation as a psychological phenomenon in modern psychological science. The author’s approach to understanding self-regulation is indicated. A diagnostic toolkit is chosen to determine the level of senior preschoolers’ self-regulation. The results of diagnostics of self-regulation among the children of a kindergarten senior group are presented. The most effective conditions for the formation of senior preschoolers’ self-regulation are determined. Specific features of the organization of the developing environment for the development of self-regulation among the children of senior preschool age are formulated in the conditions of a pre-school educational institution. Particular attention is paid to child-adult interaction. Formation and consolidation of self-regulation is carried out on a specially selected material. An integrative approach to the formation of self-regulation components in educational and cognitive activity is used. Developing psychological and pedagogical work with children is based on the principles of individualization and differentiation of methods, techniques and means.

Keywords: self-regulation, preschool institution, kindergartener, parents, preschool children, culture of behavior

INDIVIDUALIZATION PRINCIPLE IMPLEMENTATION IN THE PROCESS OF MASTERING MATHEMATICAL REPRESENTATIONS BY PRESCHOOLERS // Pedagogical Review. 2018. Issue 3 (21). P. 32-36

In accordance with the Federal state educational standard, the introduction of the principle of individualization in the educational process in preschool educational institutions is one of the pressing problems. Concepts of differentiation and individualization are revealed. The grounds of differentiation and individualization for the organization of educational activities in the preschool educational institutions are determined. The diagnostic tools for determining the level of intellectual development of preschool children, their individual characteristics are temperament, modality of perception, laterality. Presents the results of the diagnosis, a brief analysis. The directions and content of the forming experiment - testing of the program «Mate: plus» - are defined and partially described. Mathematics in kindergarten». Diverse didactic material «Mate: plus» allows children at an individual pace to develop spatial thinking, imagination, get acquainted with the basic geometric shapes, their properties, to form primary ideas about symmetry and geometric bodies, different sizes of objects, the ability to generalize and classify the basics of counting. The organization of activity on mathematical development of children was based in the form of direct educational activity (NOD) in which individual features of children were considered: features of perception of material, emotional and personal development, specifics of behavior in group activity. The prospects of the study are outlined.

Keywords: individualization, psychological features, mathematical representations, preschool education