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3.1. Working out of criteria of an estimation of a level of development of children of preschool age

At the given stage of experimental work following problems were consistently solved:

1. To develop criteria and indicators of integrated development of children of preschool age.

2. To reveal levels sformirovannosti knowledge, skills at children of preschool age on sections "Intellectual development" and «Personal development»

3.

To develop practical model of the integrated training to English language of children of preschool age in educational institutions of an additional education and to check up its efficiency in aspect of integrated development of the person of the child.

Experimental work on approbation of practical model of the integrated training of children included preparatory, ascertaining, forming and control stages.

At a preparatory stage the technique of teaching to preschool children of a propaedeutic course of English language and the program of this course has been made, selection of the maintenance and training methods, and also selection of diagnostic techniques is made for ascertaining and control stages of experiment, criteria of integrated development of preschool children are developed.

At an ascertaining stage of experiment we carried out the entrance control of a condition of intellectual and personal development
Preschool children. According to it criteria and levels of development of preschool children have been developed.

By working out of criteria of integrated development of preschool children we leant against necessity of continuity of various steps of formation (in our case - preschool and initial school) and on the psychological researches devoted to readiness of children of preschool age to training at school since their training in additional education sphere has among the purposes and problems and preparation for training at school.

Researches of readiness of children to training at school have shown, that it should be considered as the complex formation including physical and psychological readiness.

Physical readiness is defined by a state of health, level morfofunktsionalnoj a maturity of an organism of the child, including development of impellent skills and qualities (visually-motor coordination), physical and intellectual working capacity [57, c.8].

Psychological readiness includes intellectual, emotionally-personal and socially - communicative readiness.

Intellectual readiness assumes development of figurative thinking, imagination and creativity, and also bases of verbal thinking.

In emotionally-personal readiness the leading role is played by randomness of behaviour, uchebno - informative motivation and self-estimation formation [70, c.14].

Presence at the child of motives of the doctrine is one of the major conditions of success of its training in an elementary school. As preconditions of occurrence of these motives serve, on the one hand, formed to the end of preschool age desire of children to arrive in school, with another — development of inquisitiveness and intellectual activity.

Socially-communicative readiness is defined by development of motives and elementary skills of dialogue with adults and contemporaries.

As physical readiness (level of physical development) is defined by experts-physicians and does not enter neither into our competence, nor in frameworks of the given research (though such components of the technique offered by us as rhythmics, the pantomime and drawing, undoubtedly, promote physical development of preschool children, in particular, their visually-motor coordination), we have concentrated on research of the psychological readiness including as already it was mentioned above, intellectual, emotionally-personal and closely adjoining with it socially-communicative components.

As criteria of intellectual development us were levels of development of the basic mental informative processes are taken: attention, perception, memory, thinking, imagination, speech. The classical techniques entering into complete set Pavlovoj were used

H. N and Rudenko L.G. «Express diagnostics in a kindergarten» [121]. Test tasks in it are grouped for use in age groups interesting us, are simple and convenient in use and processing of results. Besides, they are intended for studying of the same processes in different age groups, that subsequently allows to compare results and to see dynamics of their development.

I. 4-5 years, an ascertaining stage (the entrance control)

1) Attention (the subtest "Labyrinth", the Appendix №1)

2) Perception (the subtest «Cutting pictures 4h-compound»)

3) Memory (the subtest of "8 subjects»)

4) Thinking (the subtest «Find a small house for a picture»)

5) Imagination (the subtest «On what it is similar?»)

6) Speech (the subtest «Show and name»)

On each of subtests 3 levels - high, average, low, designated for convenience of calculation by points, accordingly come to light: 2, 1 and
0 points (criteria of levels in the Appendix). Thus, a maximum quantity of points which the child can type, - 12.

Personal development of preschool children also was exposed to the entrance control. We recognised that an all-around development of the person of the preschool child includes kognitivnyj (informative), emotsionalnoyovolevoj and socially-communicative (behavioural) components [95, c. 22]. The knowledge mentions all parts pertseptivnyh, mnemicheskih and thought processes and is the important characteristic of each person, therefore we will begin with consideration kognitivnogo a component.

Kognitivnyj the component includes judgements of estimated character and comparison and soizmerenie signs of object with the purposes of the person (that is characteristic for valuable judgements of the subject) leans against process of an establishment of informative relations, representation about the abilities, appearance, the social importance etc.

The emotional component includes feelings concerning k.-l. Object; in our case this relation to employment and English language in general. We consider an emotional component central as the motivation of the child is connected with it: if the child speaks «it is not pleasant, I will not go!», research of other components is not meaningful. If at the child positive representation about itself (see above) was generated, it is in a situation of success and is engaged with the big desire; subsequently this relation - «on employment is interesting» - it can extend and to other subjects.

The behavioural component - readiness for action - includes tendencies of readiness to behaviour concerning those or other objects; it also aspiration to be understood to win liking, respect of companions and teachers, to raise the status or desire to remain not noticed, to evade from an estimation and criticism etc. (often four-year-old children, for the first time having got on employment - especially it concerns those who does not visit
Kindergarten - the task of the teacher do not carry out, refuse invitation to play, etc.)

Leaning against theoretical aspects of formation of the person at preschool children, and also on supervision and an expert estimation, we have defined criteria as: a subject orientation; an emotionality; social adequacy.

The subject orientation is characterised by the active relation to a studied material, to the process of training.

The emotionality is expressed in display by the child of the certain relation to a teaching material on employment, experiences and feelings; it is characterised by external display and an emotionally-shaped estimation the child of objects of world around.

Social adequacy is understood as behaviour on the employment, answering to norms of educational activity (respect for the teacher, friendliness, the aspiration to carry out the task as is possible is better, prevalence of informative motivation over game, etc.)

On the basis of the given criteria we had been revealed their levels sformirovannosti, and for children younger (4-5 years, the ascertaining stage of experiment, the entrance control) and senior (6-7 years, a control stage of experiment, the total control) age groups of the characteristic of levels differ.

1. A subject orientation, 4-5 years:

Low level - the child is not interested in an event on employment, does not join in educational process, wishes to leave home, etc.;

The average level - the child joins in employment, but does not show the initiative, quickly distracts;

High level - the child on employment is active, shows the initiative, tries to apply the received knowledge at once; expresses desire to be engaged more often and t. p.

2. An emotionality

Low level - the child is indifferent to an event on employment, does not react adequately, does not state emotionally-shaped estimations; indifferently or negatively concerns the process of employment;

The average level - the child adequately reacts to an event on employment, but does not state emotionally-shaped estimations and does not express pleasure from process of employment;

High level - the child it is live responds to an event on employment; states the emotionally-shaped estimation of an event and openly expresses pleasure from the process of employment.

3. Social adequacy

Low level - does not perceive the teacher as significant adult, does not carry out its requests and tasks, refuses to answer; aggressively concerns companions or does not communicate with them absolutely; has no concept about behaviour on employment (talks, cries out, jumps, etc.), brings on employment of a toy and plays them, etc.;

The average level - tasks carries out not everything, but only what like; and often does not carry out them up to the end or carries out carelessly; periodically breaks discipline; on employment involve only the game and entertaining moments; during educational games often breaks rules;

High level - understands a role of the adult on employment, tries to carry out of its task and the request; has preferred contemporaries and helps them; does not approve infringements of game rules and watches their observance, etc.

3.2

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A source: Zheltova Svetlana Stanislavovna. Pedagogical maintenance of integrated development of preschool children in additional education establishments (on a training material to English language). The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Ryazan - 2016. 2016

More on topic 3.1. Working out of criteria of an estimation of a level of development of children of preschool age:

  1. Integrated development of children of preschool age as concept
  2. Model of integrated development of preschool children on an example of employment by English language at Children's school of arts
  3. 2.3. The analysis of materials of experiment on research of activity of understanding of the text by children of preschool age
  4. 2.2. A technique of research of process of understanding of the text children of preschool age
  5. Ontogenez speeches in the light of statistical data about speech health of children of preschool age
  6. Duskazieva. ZH.G.gender of feature of uneasiness of often ill children of the senior preschool age and possibility of its correction, 2009
  7. 2.5. The analysis of influence of factors of a social environment of the child on process of formation of ability of understanding of the text by children of preschool age
  8. Chapter 2. EXPERIMENTAL STUDYING of PROCESS of UNDERSTANDING of the TEXT by CHILDREN of PRESCHOOL AGE With the ACCOUNT of FACTORS of the SOCIAL ENVIRONMENT of the CHILD
  9. Dizontogenez speeches, the reasons of its occurrence and communication with mental development of the child of preschool age
  10. 2.2 Working out of toolkit of a quantitative estimation of dependence of results of activity from level of a sustainable development of the company
  11. Chapter 2. An additional education role in integrated development of preschool children
  12. Kruzhilina Tatyana Vladislavovna. UNDERSTANDING of the TEXT CHILDREN of PRESCHOOL AGE With the ACCOUNT of FACTORS of the SOCIAL ENVIRONMENT the CHILD (EXPERIMENTAL RESEARCH). The dissertation on competition of a scientific degree of a Cand.Phil.Sci. Kursk - 2014, 2014