Suchergebnisse

The causes of conflict among preschool children are well known. Much less is known about how preschool children act to protect the integrity of peer relations in the wake of conflict. Building on peace research on children & on nonhuman primates, this study demonstrates two complementary aspects of peacemaking among groups of European American preschoolers: peaceful associative outcomes to conflict ("together outcomes") & peaceful reunions between former opponents following a brief separation. The contexts in which conflicts occurred (inside classrooms & outside playgrounds) affected peacemaking, & so did the relationship of the opponents (friends vs nonfriends). Other factors, such as the use of conciliatory behavior or aggression by opponents & the sex of opponents, were found to be associated with peacemaking. One of the single most important predictors of peacemaking was preconflict interaction between the opponents, illustrating our participants' general concern with the continuity & integrity of their social interactions with peers. 3 Tables, 1 Figure, 58 References. Adapted from the source document.

This text is a thoughtful and effective response to preschool educators' and speech language pathologists' frustrations in meeting the needs of the Hispanic family. The chapters are reader-friendly, with subheadings, valuable tables, photos, side glossaries, brief summaries, resources for further reading and brief case studies as exemplars.

"Psychoeducational Assessment of Preschool Children, 5th Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive, skill-building overview is organized into four sections: foundations, ecological assessment, assessment of developmental domains, and special considerations. Chapters written by recognized scholars in the field cover theory, research, and application. This thoroughly revised new edition addresses current developments in preschool assessment, new policies and legislation, and student/family population demographics"--

Creativity is considered to be an exceptional personal skill determining one's success in the competitive world in the 21st century. The phenomenon of creativity has been analyzed as the process and result of the creativity, a personal quality and a thinking skill during the most recent decades. Such variety of the attitudes towards creativity is typical to the pre-school education process as well. In order to recognize creativity in the early educational environment, it is necessary to have a broad and democratic conception in accordance with which each child has creative potential which must be developed by focusing more on the process and less on the assessment of the quality of the products. On the basis of the research outcomes, the article discloses the characteristics of preschool children's creative expression. The summary of empiric research proves that identifying the traits of creative child, the educators primarily emphasized their personal traits: self-confidence, imagination, self-dependence, and independence, versatile interests, artistic inclinations, and the ability to generate ideas and to implement them. Among other important traits, the educators named original thinking, flexibility, the ability to promptly respond to creative impulses and to find unconventional ways of problem solution. KEY WORDS: creativity, expression, prie-school children. DOI: http://dx.doi.org/10.15181//atee.v1i0.1320

The article provides a theoretical and empirical analysis of the psychological characteristics of the manifestation of shyness in preschool children. Analyzed the scientists' views on understanding of the studied phenomenon, the classification of pathological and personal forms of manifestation of personality shyness is considered. The psychological characteristics of "internally" and "externally" shy preschoolers are characterized. The positive and negative influence of shyness on the mental development of a preschool child has been substantiated. Based on a theoretical analysis of psychological literature, has given its own definition of the concept of personal shyness of a preschooler. With the help of the conducted empirical research, the structural components of personal shyness in preschool children were identified. In preschool, shyness can take the form of "internal" or "external" introspection and stimulate the search for optimal ways to overcome negative experiences using primitive isolation, autistic fantasies, etc. In our opinion, shyness in preschool children is an integrated personal quality, which is a component of emotional and volitional behavior of the child and manifests itself in the form of low self-esteem, underdeveloped communication skills, fear, need for external support and intrapersonal conflicts. The components of the self-concept of a shy preschooler have their own specific features: behavioral is characterized by fear of novelty, insecurity, conformity, lack of initiative, neglect of joint play activities, etc .; affective-evaluative component – insecurity, anxiety, timidity, anxiety, loneliness, fear of social contacts, dependence on the assessments of others, emotional vulnerability to failure; the communicative component is characterized by silence, limitations, selectivity or avoidance of interaction, inability to maintain long-term contacts, express their own opinions, etc.

The results of our observational experiment showed that the presence of indicators characteristic of a high level of personal shyness was found in 21.15% of preschool children, the average level of formation in 37.63% of subjects and a low level of shyness in preschool age was found in 41.22% of children.

In our Republic, which is boldly pursuing the path of independent development and striving to build a democratic society based on the rule of law, a society is being built to ensure the free and prosperous life of everyone, all opportunities are being created for young people to be educated. In particular, the implementation of the National Training Program clearly shows that the mother tongue is the main subject of study at all stages of the education system, and in order to master the subjects, first of all, it is necessary to think correctly, expressively, systematically and creatively. Because our future, as the First President of the Republic of Uzbekistan A. Karimov said: "It requires innovative, modern professionals." This article is written about speech development in preschool children, and means of speech enhancement.