Вплив розвивального середовища на розвиток сенсомоторного інтелекту молодших дошкільників
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Дата
2019
Автори
Білєр Оксана Славіківна
Bilier Oksana Slavikivna
Данько Наталія Павлівна
Danko Nataliia Pavlivna
Павлущенко Наталія Миколаївна
Pavlushchenko Nataliia Mykolaivna
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано науково-педагогічні джерела, на основі яких охарактеризовано розвивальне середовище молодших дошкільників, визначено його компоненти, а саме: соціальний, просторово-предметний, психо-дидактичний та принципи його побудови, зокрема: принцип дистанції, принцип активності, принцип стабільності, принцип комплектування, принцип емоційності середовища, індивідуальної комфортності, принцип сполучення звичних і неординарних елементів в естетичній організації середовища; принцип урахування, статевих і вікових відмінностей дітей; принцип поваги до думки дитини. Розглянуто поняття сенсомоторного інтелекту та обґрунтовано необхідність його розвитку в молодшому дошкільному віці. Визначено, що вчені надають різних відтінків функціональності та впливу розвивального середовища на розвиток дитини, насамперед, визначаючи його виховний вплив. Авторами статті виявлено вплив розвивального середовища на розвиток сенсомоторного інтелекту молодших дошкільників та окреслили вимоги до нього.
Education, upbringing and development of the child should occur in an atmosphere of protection, psychological comfort, which necessitates the environment of the children of preschool age to be safe both in terms of hygiene, living conditions in general, and in the moral and psychological aspect, and thus a quality developmental environment must be ensured. The problem of organization of the developmental environment has been considered, to various degrees, by many researchers in different historical periods. However, today, the issue of the influence of developmental environment on the development of a touchmotor intelligence of children of preschool age remains unexplored. The purpose of the article was to analyze the scientific and pedagogical sources and to characterize the developmental environment of children of preschool age, its components and principles of construction; to investigate the concept of a touchmotor intelligence and to substantiate the need for its development in early childhood; to identify the impact of the developmental environment on the development and requirements of the touchmotor intelligence of children of preschool age. The study identified the principles on which the developmental environment should be built, among them the principle of distance, positions of interaction; principle of activity; the principle of stability – the dynamics of the developmental environment; the principle of flexible zoning; the principle of emotionality of the environment, individual comfort and emotional wellbeing of the child and the adult; the principle of combining usual and extraordinary elements in the aesthetic organization of the environment; the principle of consideration of gender and age differences of children; the principle of respect for the child’s thoughts. A three-component structure of the developmental environment, namely social, spatial-object and psycho-didactical components, was also identified in the article. The concept of a touchmotor intelligence is defined, as the ability of specific direct material actions with objects. Through action with objects, junior preschoolers move to internal, mental actions. Further, social experience is gained through speech and special education. The authors also identified requirements for the developmental environment of the children of preschool age, which will contribute to the development of a touchmotor intelligence through the formation of sensory etalons. To create such an environment, educators need to know the functionality of the game material, the age characteristics of the children of preschool age and the completeness of game materials. When replenishing the equipment in the play area, the educator should offer the children of preschool age new toys and games according to the requirements of the program and the knowledge they acquire in the classroom. It should be noted that all equipment must be constantly updated, modified and easily transferred from one cell to another. We see the prospects of further research in the development of appropriate methodological recommendations in order to increase the pedagogical literacy for the parents about development of a touch motor intelligence of the children of preschool age.
Education, upbringing and development of the child should occur in an atmosphere of protection, psychological comfort, which necessitates the environment of the children of preschool age to be safe both in terms of hygiene, living conditions in general, and in the moral and psychological aspect, and thus a quality developmental environment must be ensured. The problem of organization of the developmental environment has been considered, to various degrees, by many researchers in different historical periods. However, today, the issue of the influence of developmental environment on the development of a touchmotor intelligence of children of preschool age remains unexplored. The purpose of the article was to analyze the scientific and pedagogical sources and to characterize the developmental environment of children of preschool age, its components and principles of construction; to investigate the concept of a touchmotor intelligence and to substantiate the need for its development in early childhood; to identify the impact of the developmental environment on the development and requirements of the touchmotor intelligence of children of preschool age. The study identified the principles on which the developmental environment should be built, among them the principle of distance, positions of interaction; principle of activity; the principle of stability – the dynamics of the developmental environment; the principle of flexible zoning; the principle of emotionality of the environment, individual comfort and emotional wellbeing of the child and the adult; the principle of combining usual and extraordinary elements in the aesthetic organization of the environment; the principle of consideration of gender and age differences of children; the principle of respect for the child’s thoughts. A three-component structure of the developmental environment, namely social, spatial-object and psycho-didactical components, was also identified in the article. The concept of a touchmotor intelligence is defined, as the ability of specific direct material actions with objects. Through action with objects, junior preschoolers move to internal, mental actions. Further, social experience is gained through speech and special education. The authors also identified requirements for the developmental environment of the children of preschool age, which will contribute to the development of a touchmotor intelligence through the formation of sensory etalons. To create such an environment, educators need to know the functionality of the game material, the age characteristics of the children of preschool age and the completeness of game materials. When replenishing the equipment in the play area, the educator should offer the children of preschool age new toys and games according to the requirements of the program and the knowledge they acquire in the classroom. It should be noted that all equipment must be constantly updated, modified and easily transferred from one cell to another. We see the prospects of further research in the development of appropriate methodological recommendations in order to increase the pedagogical literacy for the parents about development of a touch motor intelligence of the children of preschool age.
Опис
Ключові слова
діти молодшого дошкільного віку, розвивальне середовище, розвиток, сенсомоторний інтелект, сенсорні еталони, компоненти розвивального середовища, children of preschool age, developmental environment, development, touchmotor intelligence, sensory etalons, components of developmental environment
Бібліографічний опис
Білєр, О. Вплив розвивального середовища на розвиток сенсомоторного інтелекту молодших дошкільників [Текст] / О. Білєр, Н. Данько, Н. Павлущенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 9 (93). – С. 56–68. – DOI: 10.24139/2312-5993/2019.09/056-068.