Modern Early Childhood Education: problem of amplification

1. Modern Early Childhood Education: problem of amplification Шиян О.А. Российско-шведский семинар: «Дошкольное образование: зона ближайшего развития». МОСКВА, 27- 29 мая 2014

2. Cultural-historical approach: the problem of amplification of development of preschool children • Do not accelerate the behavior • Do not defeat the stimulation of development Amplification value of the childhood value of cultural means

3. Cultural-historical approach: two directions of researches • Mediation:acquirement of symbolic function. overcoming natural stereotypical forms of action. In the zone of proximal development of preschool children – visual modeling • Arbitrariness, mindfulness: becoming self-regulation of subjectivity. Amplification: the emergence of game activity. In modern pre-school education these lines usually are separated Urgent problem of pre-school education: the combination of the two lines identified in Vygotsky: mediation and arbitrariness

4. Cyclic representations as a means of representation and development of children's creativity Cyclic representations as a means of representation of development in the world and development of children's creativity Research group: Веракса Н.Е., Айрапетян З., Бочкина Е., Крашенинникова Е., Шиян О.

5. Representation of developmental processes in the child's mind Piaget: the representation of the world in the mind of the child as an active process Features representation of developmental processes preschool age: • Natural immersion in the processes of change in the world • Fragmentary nature of representation of developmental processes

6. Fragmentary nature of representation of developmental processes Difficulties in •   Establishing relationships opposites • anticipating changes • change detection • In understanding the dynamics of the processes and phenomena (rather than fixing individual states) • Detection of transition moments • Understanding opposites transitions • Cyclical understanding of events

7. Cyclic representations as a means of representation of development: visual model of temporal relations

8. Natural perception cyclic relations in the preschool years: • No representation of the process of change: the sequence of events, and not turning as opposed to through the mediating link • no reflection of developmental processes in children's stories

9. In the picture of the child there are some events , but there is no mutual transitions and intermediate points

10. Contents of formative experiment: problem solving • Simulation time cycles: daily, annual • Committing transformations of objects and phenomena in the cycle • Planning and reflection events using visual model of the cycle

11. The traditional image of the cycle

12. Modeling of the cycle together with children

13. Child represents the gradual transformation of a snowman in the annual cycle

14. Visual model of the diurnal cycle as a means of representation of events: the children went on a campaign, and then portrayed their adventures