Scientific and Methodological Basics of Formation of Preschoolers’ Readiness for Social and Personal Orientation

  • Authors

    • E. V. Barcaeva
    • N. V. Ryabova
    • E. V. Zolotkova
    2018-12-03
    https://doi.org/10.14419/ijet.v7i4.38.24320
  • Readiness for Social and Personal Orientation of Preschoolers, Formation of Readiness for Social and Personal Orientation of Preschoolers at An Additional Education Institution.

  • Abstract

    The article deals with the theoretical justification and development of a model of the formation of readiness for social and personal orientation of preschoolers, as well as the evaluation of the pedagogical conditions of such formation. The leading approaches to studying the problem are the social and cultural approach, the system approach, the activity approach, and the anthropological approach that constitute the theoretical and methodological basis of the readiness under consideration.

    The article presents the theoretical review of the literature related to the problem of formation of readiness for social and personal orientation of preschoolers at additional education institutions. The definitions of the following terms are given: "social and personal orientation", "readiness for social and personal orientation of preschoolers", and "formation of readiness for social and personal orientation of preschoolers". The article describes the main components of the structure of readiness for social and personal orientation of preschoolers – personal, cognitive, and activity components. The model of the formation of readiness for social and personal orientation of preschoolers at additional education institutions is elaborated. The main components of the model – theoretical and methodological, target, content, process, and resultative and evaluative – are presented and characterized in detail. The pedagogical conditions of implementing the model are justified and tested. The results of the summative and formative assessment and the control experiment are presented and analyzed. The pilot testing was carried out at additional education institutions in Saransk, Republic of Mordovia. The theoretical analysis of the literature on the topic and the empirical methods have been used in the research.

    The relevance of the research aimed at studying readiness for social and personal orientation of preschoolers at additional education institutions is defined by the fact that the obtained results contribute to the successful social orientation of children of this category in society.

     

     

  • References

    1. [1] Federalnyy zakon "Ob obrazovanii v Rossiys-koy Federatsii" â„– 273-FZ [the Federal Law of the Russian Federation "On Education in the Russian Federation"]. 2012. Rossiyskaya gazeta, 303.

      [2] Kontseptsiya razvitiya dopolnitelnogo obra-zovaniya detey ["The Concept of Additional Education of Children"]. 2014. Collection of legislation of the Russian Federation, 37.

      [3] The Order of the Ministry of Education and Science of the Russian Federation "On Approving the Procedure for Organization and Performance of Educational Activity under Additional Education Programs". 2013. Rossiyskaya gazeta.

      [4] Vygotsky LS (1991), Pedagogicheskaya psikhologiya [Pedagogical Psychology], Pedagogika, Moscow.

      [5] Lisina MI (2008), Formirovanie lichnosti rebenka v obshchenii [Formation of a Child’s Persona in Communication], Piter, Saint Petersburg.

      [6] Mukhina VS (2012), Vozrastnaya psykhologiya. Fenomenologiya razvitiya [Developmental Psychology. Phenomenology of Development] (12th ed., updated and revised), Akademiya, Moscow.

      [7] Veraksa N (2011), Development of Cognitive Capacities in Preschool Age, International Journal of Early Years Education, 1, 79-88.

      [8] Bespanskaya E (2007), Regulation of Behaviour and Formation of Leading Psychic Functions in Preschool Age, In ECP2007 (10th European Congress of Psychology), Prague. Retrieved July 27, 2018, http://www.ordinepsicologi.piemonte.it/DocsImgs/docs/Congresso%20Praga/files/abstract-2184.html

      [9] Lenira H (2002), An Integrated Approach to Early Childhood Education and Care, UNESCO Early Childhood and Family Policy, 3. Retrieved September 16, 2018 http://unesdoc.unesco.org/images/0012/001279/127983e.pdf

      [10] Schoonmaker S (2006), Kids in Context: The Sociological Study of Children and Childhoods, Contemporary Sociology, 35(6), 579-580.

      [11] Golovanov VP (2007), Razvitie polisfernosti dopolnitelnogo obrazovaniya detei [Development of Polysphere of Additional Children’s Education], Teoriya i praktika dopolnitelnogo obrazovaniya, 9, 23-27.

      [12] Evladova EB (2013), Dopolnitelnoe obrazovanie v shkole: V poiskakh smyslov i tsennostei [Additional Education in School: Searching for Meanings and Values], Izdatelstvo YaGPU imeni K.D. Ushinskogo, Yaroslavl.

      [13] Mudrik AV (2004), Sotsializatsiya cheloveka: ucheb. posobie dlya stud. vyssh. ucheb. zavedenii [Socialization of a Person: A Textbook for Students of Higher Education Institutions], Akademiya, Moscow.

      [14] Roedder DJ (1999), Consumer Socialization of children: A Retrospective Look at Twenty-Five Years of Research, Journal of Consumer Research, 26(3), 183-213.

      [15] Miloslavova LM (1974), Struktura sotsialnoy adaptatsii: PhD (Philosophical Sciences) [Structure of Social Adaptation (Ph.D. Thesis Abstract)], Leningrad, 19.

      [16] Berry JW (1997), Immigration, Acculturation and Adaptation, Applied Psychology: An International Review, 46(1), 5-34.

      [17] Lynn RK (1984), Attitudes and Social Adaptation: A Person-Situation Interaction Approach, Pergamon Press, Oxford.

      [18] Phillips L (1968), Human Adaptation and Its Failures, Academic Press, London.

      [19] Bayborodova LV, Zolotareva AV (2014), Dopolnitelnoe obrazovanie dlya detei s osobymi obrazovatelnymi potrebnostyami [Additional Education for Children with Special Educational Needs] RIO YaGPU, Yaroslavl.

      [20] Ward S (1974), Consumer socialization, Journal of Consumer Research, 1, 1-16.

      [21] Hartmann H (1958), Ego Psychology and the Problem of Adaptation, International Universities Press, New York.

      [22] Hensel H (1974), Grundbegriffe und neuere Aspekte der physiologischen Adaptation, Kolloquien des Sonderforschungsbereiches "Adaptation und Rehabilitation", 2, Marburg, 1-8.

      [23] Dyachenko MI, Kandybovich LA (1976), Psykhologicheskie problemy gotovnosti k deyatelnosti [Psychological Problems of Readiness for Activity], Izdatelstvo BGU, Minsk.

      [24] Rubinshtein SL (2009), Osnovy obshchei psikhologii [Fundamentals of General Psychology], Piter, Saint Petersburg.

      [25] Ryabova NV, Parfyonova TA (2015), Study of Personal and Social Orientation Ability of the Disabled Pupils, International Education Studies, 8(5), 213-221.

      [26] Ryabova NV (2008), Didakticheskaya systema formirovaniya deyatelnosti pedagoga po sotsialno-bytovoi orientatsii uchashchikhsya [The Didactic System of Formation of the Activity of a Teacher for Students’ Social and Personal Orientation], The Mordovia State Pedagogical Institute, Saransk.

      [27] Parfyonova TA (2016), Osobennosti formirovaniya gotovnosti k sotsialno-bytovoi orientatsii obuchayushchikhsya v nachalnom obshchem obrazovanii [Specific Features of Formation of Readiness for Social and Personal Orientation of Students in Primary General Education], Sovremennye naukoyemkie tekhnologii, 3(1), 186-189.

      [28] Barcaeva EV (2018), Sushchnost lichnostnogo komponenta gotovnosti k sotsialno-bytovoi orientatsii doshkolnikov [The Essence of the Personal Component of Preschoolers’ Readiness for Social and Personal Orientation], Problemy sovremennogo pedagogicheskogo obrazovaniya: Ser.: Pedagogika i psikhologiya. Sbornik nauchnykh trudov [Problems of the Modern Pedagogical Education. Series: Pedagogics and Psychology. Collection of Scientific Papers], 59(3), 67-69.

      [29] Barcaeva EV (2018), Soderzhanie kognitivnogo komponenta gotovnosti k sotsialno-bytovoi orientatsii doshkolnikov [The Subject Matter of the Cognitive Component of Preschoolers’ Readiness for Social and Personal Orientation], Sovremennye nauchnye issledovaniya. Vypusk 9: sbornik statei uchastnikov Vserossiiskogo konkursa "Luchshaya molodezhnaya nauchnaya statya 2018’ [Modern Research. Issue 9: Collection of Articles by the Participants in the All-Russia Competition "The Best Scientific Article by the Young 2018"], Izdatelstvo MTSITO, Kirov.

      [30] Druzhinin VN (2001), Kognitivnye sposobnosti: struktura, diagnostika, razvitie [Cognitive Abilities: Structure, Diagnostics, and Development], IMATON, Saint Petersburg.

      [31] Krutetsky VA (1972), Osnovy pedagogicheskoi psykhologii [Fundamentals of Pedagogical Psychology], Prosveshchenie, Moscow.

      [32] Sanzhaeva RD (1997), Psikhologicheskiye mekhanizmy gotovnosti cheloveka k deyatelnosti [Psychological Mechanisms of a Person’s Readiness for Activity], Novosibirsk.

      [33] Haynes J (2013), Children's Readiness for School: Perspectives and Evidence, Community practitioner, 86(1), 12.

      [34] Prikaz Minobrnauki Rossii № 1155 “Ob utverzhdenii federalnogo osudarstvennogo obrazovatelnogo standarta doshkolnogo obrazovaniya†[the Order of the Ministry of Education and Science of the Russian Federation № 1155]. October 17, 2013.

      [35] Ezhovkina EV, Ryabova NV (2015), Psychological and pedagogic support of children with health limitations, International Education Studies, 8(4), 60-67.

      [36] Barcaeva EV, Ryabova NV (2015), The Components of Successfully Adapting Child with Health Limitations, Biology and Medicine, 7(4), BM-130-15.

  • Downloads

  • How to Cite

    V. Barcaeva, E., V. Ryabova, N., & V. Zolotkova, E. (2018). Scientific and Methodological Basics of Formation of Preschoolers’ Readiness for Social and Personal Orientation. International Journal of Engineering & Technology, 7(4.38), 54-59. https://doi.org/10.14419/ijet.v7i4.38.24320

    Received date: 2018-12-18

    Accepted date: 2018-12-18

    Published date: 2018-12-03