The author presented the risks of digital space for the effective development and education of children on the example of the transformation of the saying "Do your own research". The question of forming critical thinking, developing reflection, one’s system of values, relations with the world, without which the results of the primary message of DYOR are counterproductive, is relevant.
The purpose of this work is to draw attention to the promise of psychological research into children's philosophizing as a method of self-actualization and objectification of a developing personality, which results in successful self-realization and communication of the child both in real life and digital space. For over a quarter of a century, the Russian practice of philosophizing with children has provided interesting material for scientific analysis for educators, philosophers, and psychologists. Positive personal and behavioral changes have been proved in children engaged in practical philosophizing within the framework of a philosophical club, additional developmental programs and vacation leisure activities using the methodology of playful philosophizing. The report is illustrated with an article from the children's philosophical newspaper "Owl". It presents the effectiveness of open and creative discussion of important philosophical topics by children for constructive interaction and the informational space.
Childhood, digital space, children's philosophizing, critical thinking, philosophical reflection
The education of our days faces an important challenge in the enrichment of the teachingeducational process, how to transmit the contents in a fun way that generates interest and motivates the students. This method called "gamification" is another way of educating,works with the potential of students and makes the appropriation of learning an active process where the subject is the protagonist. The present study is aimed at exploring the effect of the gamification method in the implementation of an educational program to develop the ability to
pose and solve problems, to 6th grade children of the René Fraga Primary School. It is a
qualitative study, of an exploratory nature, since the existence of investigations that inquire into the subject from this perspective is unknown. We have as results that in spite of not having achieved a total assimilation of the skill, the Gamification method motivated the students to work as a team and contributed to obtain better results. From the application of this method, there was a progressive increase in the quality of responses and a development of some of the Skill indicators. Generated a positive impact in the implementation of the Educational Program.
Gamification, teamwork, to pose and solve problems.
Relevance. This report presents "Play with Fori" an innovative educational program that develops emotional literacy in preschool children and their socio-emotional competence. "Play with Fori" has a clearly defined educational structure and a minimum of activities and competencies that are expected to be acquired by preschool children. The program lasts 10 weeks, with one module presented each week. The first module begin with the story and situation in which the main character Fori the hedgehog finds himself, the emotion he feels and the related facial expression, as well as his attempts to deal with the situation. Half of the content of the educational program is digitalized and as a result was developed a mobile application that can be used in family setting or in individual work.
Purpose of the study. The study has several objectives - to examine the level of emotional literacy in four different age groups, to examine the effectiveness of the educational program "Play with Fori", by comparing the results before and after the end of the educational program.
Research methods and sample. Pre- and post-assessment of the emotional vocabulary of children using a special picture test. SPSS is used for statistical analysis of data. Teachers record changes in children's behaviour after each educational module in the teacher's diary. The sample includes 154 children, from 3 to 7 years old, from four preschool groups.
Main results. "Play with Fori" not only improves children's vocabulary in terms of emotions, but also helps children manage various difficult emotional states and behaviours.
Conclusion. Teachers report improvement in language skills in relation to emotions, which corresponds to the data from the pilot study, as well as a reduced rate of aggressive behaviour and improved social skills of children.
socio-emotional competence, preschool, educational program
Introduction: Bullying is especially common in the teenage environment, in the real world, and in the digital one. In a bullying situation, victims are not only sufferers, but also other role positions – initiators and their accomplices, defenders of victims and even unwitting observers.
Research aim is interrelation of predispositions to bullying roles with personal traits and self-attitudes revealing.
Methods and sample group: Empirical techniques “Bullyinf-roles structure research technique” (Norkina E.G.), “Bid Five” (Costa P.T., McCrae R.R.), “Self-attitude research technique” (Pantileyev R.S.), statistics methods. Sample – 104 school-students (9 grade).
Most of tested teenagers tend to the role of "Defender", the second –"Initiator", the third – potential “Victims”. The least – "Accomplices" and "Observers".
The potential "Initiators" are people with high level of extraversion and self-attachment, and low level of neuroticism.
The potential "Defender" role correlates with the increasing conscientiousness and agreeableness.
The tendency to be a "Victim" combines with increasing neuroticism, self-accusations, intrinsic conflictness.
The potential "Observer" role correlates with degreasing self-attachment. The interrelations of the studied indicators with the “Accomplice” role were not revealed.
Conclusion: The discovered interrelations of the studied indicators allow us to determine the characteristics that can become a risk factor for being in a particular role in a bullying situation.
bullying, teenagers, school students, personal traits, self-attitude
Escaramujo es un proyecto educomunicativo cubano que, durante 13 años, ha contribuido al desarrollo psicosocial de infantes y adolescentes en situación de vulnerabilidad, potenciando su bienestar integral y protección. Para ello, asume las metodologías de la Educación Popular y trabaja con el concepto “educomunicación popular”. Los principales resultados se evidencian en ejercicios académicos de pregrado y posgrado, publicaciones y desde la participación de sus miembros en actividades de divulgación científica.
En el 2015, el proyecto concibe el evento “Adolescer”, como un espacio anual para compartir estos resultados, gestionado por profesionales y estudiantes de las ciencias sociales que, desde diferentes universidades cubanas integran Escaramujo. La VIII edición enfatizó en los resultados vinculados a la socialización de estos grupos desde los entornos virtuales y, a raíz de la experiencia y apoyados por UNICEF, se publicó un libro que sintetiza debates, reflexiones y resultados de expertos, que, desde tres paneles, una feria de experiencias y la presentación de libros afines a la temática ofrecieron un panorama de lo que acontece -al respecto- en la sociedad cubana actual. Estos intercambios develaron la necesidad de acompañar y educar a infantes y adolescentes, para lograr una socialización digital cada vez más efectiva y segura.
Escaramujo, Adolescer, digital socialization, Cuba.
According to numerous studies, intellectually gifted schoolchildren achieve greater academic success and satisfaction of learning in the homogeneously grouping on abilities classes than in heterogeneously grouped classes. Such differences are especially noticeable when using special programs for high ability students, such as acceleration or enrichment, subject-specific or interdisciplinary of education. In the recent decades digital devices and software provide opportunities for teachers to create a cognitively challenging environment for gifted students both in mainstream schools, in advanced classes and groups, and also individually. The data of qualitative researches demonstrate effectiveness of online education for intellectual gifted school children because it can permit to provide appropriate and individualized difficulties and challenges to each student. However, many questions regarding individualization, challenges, and student readiness for online learning, including Internet courses, still remain unresolved and need to be explored to help understand how gifted students and their teachers perceive their experience. The aim of our study is to analyze some of the issues of gifted children education in the digital age through the literature review and qualitative research. Evidence of many studies demonstrates that the variety of possibilities for intellectually gifted students to improve own knowledge and skills using the internet is much more than in pre-internet times. Virtual classroom, on-line discussion-clubs and other forms of media-associations benefit to educators in creating challenging environment for their high ability students. At the same time the teacher's role demands to take into account individuality of each student, specific needs and talents in cognitive sphere, emotional and social peculiarities, and variety of trajectories of giftedness development.
The researching results substantiate for appropriate professional, including special psychological, training for gifted education teachers and other school staff. The important directions and approaches to improving the qualifications of teachers are offered.
The family ensures the stability of society, evolves along with it, and also acts as a social space in which a person's personal development takes place. State support measures are generally aimed at its socio-economic well-being. At the same time, the psychological effect of these support measures remains uncertain. The analysis of historical experience of state policy intervention in family relations can serve as a basis for modeling the future. In the 30-50 years of the last century, a boarding school system was introduced for children of northern peoples who lead a nomadic lifestyle. Researchers note that the violation of child-parent relationships has led to a number of significant psychological problems, including in family relationships and in violation of ethnic identity. The purpose of the research is to study the representation of family identity in the Self-concept of the indigenous peoples of Yakutia. Research method «Who am I?». The article compares the sakha and indigenous peoples of the north: evens, evenks, yukagirs, chukoch and dolgan. The sample consists of 586 people aged 12 to 79. It is revealed that the Self-concept of modern residents of Yakutia reflects the features of the traditional mentality of indigenous peoples. However, the family identity of the indigenous peoples of the north is less represented than that of the sakha. Thus, the results of our research confirm the impact of state measures on the self-consciousness of the individual.
State support, family, self-concept, family identity, parent-child relationship, indigenous peoples of the north
The development of artificial intelligence technologies, understood as a set of technological solutions that allow simulating human cognitive functions (including self-learning and searching for solutions without a predetermined algorithm), and obtaining results that are at least comparable to the results of human intellectual activity at present goes pretty fast. Some AI-based technologies are included in our daily lives today.
The lack of a philosophical assessment of the prospects for using AI technologies in terms of values entails an increase of social, ethical, legal and psychological risks of its use.
Here are some of the most discussed risks of using AI technology by children or in working with children. In the field of education these are the risks of the reproduction of inequality (in cases of using adaptive learning systems); risks of unplanned discrimination (in the case of advisory programs); the risks of decreasing motivation and the formation of gaming addictions (in the case of gaming intellectual learning technologies) and others. The use of AI technologies in child care can lead to a threat to human dignity, a problem of distribution of responsibility.
Lehankova V. Belarusian State Pedagogical University named after Maxim Tank (Belarus) Chykiliova D. State educational institution “Nursery-kindergarten 5 of Zhlobin” (Belarus) Haliuk H. Belarusian State Pedagogical University named after Maxim Tank (Belarus)
The social situation of the development of the child (L.S.Vygotsky) of preschool age includes a set of conditions that ensure the individualization of child development and entry into the world of human culture. In modern conditions, it is determined by the nature of interaction between the main subjects of the educational process of preschool education (N.E.Veraksa, S.A.Kozlova) in the context of expanding the space of the developing educational environment of the preschool education institution, including through the use of information and communication technologies (E.O.Smirnova), to improve the quality of information and explanatory work when interacting with parents of pupils.
The empirical study included: identifying the difficulties of organizing the educational process in a pandemic (questionnaire of teachers of preschool education institutions, n = 261), evaluation of the organization's effectiveness educational process and remote forms of interaction of pedagogical workers of the preschool education institution with parents of pupils (questionnaire of legal representatives of pupils, n = 321).
Legal representatives of pupils are mainly satisfied (78.8% - completely, 19.3% - partially) with the organization of the educational process in preschool education institutions in a pandemic. Parents and teachers identify common difficulties in organizing the educational process related to the organization of holidays and entertainment. The relevance of the development and use of remote online content to improve the content and forms of interaction between teachers and parents is confirmed. The preferred forms of information and communication technologies on the part of parents are: the use of social networks, parental meetings online, online consultations and educational portals for parents.
The optimization of the forms and content of interaction with parents of pupils can ensure the improvement of the quality of the educational environment as a means of creating a social situation for the development of children of preschool age.
social situation of personal development, preschool education, assessment, interaction of kindergarten and parents
Current social situation has caused qualitative changes in the play activity of preschoolers: contemporary children spend less time on free play, while developed forms of role play are found rather rarely. These trends are associated with the global processes of informatization and digitalization. Many scholars argue that a new cultural and historical type of childhood - "digital childhood" - has emerged recently.
The research focuses on identifying specific traits of play activity in children with high level of screen time. Research methods include "Method of diagnostics of role-playing games" by E.O. Smirnova, I.A. Ryabkova and "Diagnostics of the development of playing skills" by R.R. Kalinina, as well as a questionnaire, elaborated by the authors to evaluate different aspects of children’s interaction with digital content. The empirical study was conducted from December 2019 to January 2021. 13 children between 4 and 6 years of age participated in the longitudinal study. The analysis of the collected data showed that the level of computer activity is associated with such characteristics of play activity assubject substitution; interaction, organizing the game; plot elaboration; role behavior; play actions; the use of attributes and implementation of rules. The more time the child spends interacting with gadgets, the lower are the indicated characteristics of play.
The results of the study are interesting for psychologists, educators, and parents, and may be used particularly in elaborating recommendations concerning preschoolers’ interaction with digital media.
play, play activity, preschool age, the level of computer activity, screen time, gadgets
Smartphone addiction is a growing concern in modern technophilic society. The main objective of the present study was to explore the association of smartphone addiction with depression and anxiety in Sri Lankan young adults. The specific objective of the study was to translate the Smartphone Addiction Scale – Short Version (Kown et al, 2013b) into Sinhala and do a partial validation to adapt it in the Sri Lankan context. The study adopted a cross-sectional, non-experimental, and quantitative research design. The study sample consisted of 786 Sri Lankan young adults between the ages of 18 and 25 years who were active smartphone users. Data were collected exclusively online and the participants were recruited through convenience and snowball sampling techniques. The 10-item SAS-SV was used to assess smartphone addiction in the sample. The depression and anxiety subscales of DASS-21 (Lovibond & Lovibond, 1995) were used to assess depression and anxiety of participants. A systematic and standard procedure was followed to translate the SAS-SV in to Sinhala and the content and consensual validity of the scale were established using the Delphi process. The translated SAS-SV Sinhala version demonstrated high internal consistency reliability of Cronbach’s alpha .87. Pearson correlation coefficient was computed to assess the strength and direction of the linear relationship between smartphone addiction, depression, and anxiety. A multiple linear regression analysis was conducted to determine the proportion of variance in smartphone addiction that could be explained by depression and anxiety. The results of the correlation analysis indicated that depression and anxiety were significantly and positively correlated to smartphone addiction. The results of the multiple regression analysis indicated that depression and anxiety significantly predicted smartphone addiction. The findings of the present study emphasize the importance of addressing the underlying psychological issues of young adults and encouraging them to productively use their smartphones.
Smartphone, addiction, depression, anxiety, young adults
Modernization of the education system, due to increased requirements for the quality of education and orientation to the personality of students, required scientists and teachers to develop new learning technologies. Due to the development of digitalization, Excel and other programs are becoming increasingly popular and accessible, including among children. The game "Life" will be an example of how the game can contribute to the development of intelligence and interest in science and education.
The purpose of the study is to consider the game as a factor contributing to the development of a child's interest in science.
The following methods were used in the course of the study: system-information analysis, comparison of statistical data, analysis and specification of the collected information.
The main results of the study are an increase in interest in mathematics and natural sciences, an improvement in concentration on the object under study, the development of perseverance and attentiveness.
After conducting the study, the following conclusions can be drawn. Firstly, digitalization contributes to the socialization of the child in the digital world, helps him to understand the features of computer programs and programming. Secondly, the use of digital forms in teaching instills in the child an interest in science. Thirdly, the introduction of various digital forms can provide a child with useful leisure. Fourth, digital methods expand the child's competence in the field of information technology. Thus, digital games contribute to the development of a mathematical mindset and spatial thinking, as well as increase the speed of decision-making.
Game of Life; Excel; science; children; digitalization; awakening; computers
This study aims to investigate the development of superior psychological functions during childhood, through the analysis of reports given by the subjects involved in this research (children), and also through the observation of moments in which role-play is established in the school routine in institutions of Children’s Education. The overall aim of this research is to analyze children’s reports about play in their routine and how this act takes place in institutions of Children’s Education. The research is based on historical-cultural psychology which encompasses a broad study on the appropriation of superior psychological functions since the natural processes that integrate them in children’s development. These psychological functions are separated, only for study purposes, into elementary psychological functions, directly related to biological development, and superior psychological functions, which only develop due to interaction with one’s culture. Elementary psychological functions are instinctive, related to biological functions such as involuntary attention and instinctive memory; however, superior psychological functions are acquired functions which involve the process of domain of external environments of cultural and thought development such as oral language, language through drawing, written language and calculations. Qualitative research is the methodology used, having as resources individualized interviews, chat groups with the children, photographs taken by the children and active observation. With this study, we intend to broaden the theoretical discussion on the moment when role-play takes place while considering the child’s opinion about the play.
Historical-Cultural Psychology; Role-play; Superior Psychological Functions.
Ríos Leonard I., Central Institute of Pedagogical Sciences (Cuba) Cano Pérez A., Center for the Improvement of Higher Education of the University of Havana (Cuba) Ponce Legrá U., Ministry of Education (Cuba)
The design of the project Fostering an audiovisual culture for early childhood children and families, through the use of multiple screens, was structured with the help of the definition of tasks and specific objectives linked to each other, so that the achievement of each one of them them, can lead to the achievement of the final goal.
The referential theoretical framework of the aforementioned research project, approved by the scientific community formed in the Central Institute of Pedagogical Sciences of Cuba (ICCP) and formally represented in its Scientific Council, fulfilled the essential function of supporting the research process and of course, to the organization of actions.
That is why, from the adequate interrelation, interpretation and contextualization, of the two great theoretical nuclei assumed (related to the conceptions of early childhood and its development and with an audiovisual culture), synthesized in the national context from the activity of the Center of Latin American Reference for Preschool Education (CELEP) and the Cuban Institute of Cultural Research Juan Marinello, emerge the main decisions that are made and the proposals that are made.
From these essential pillars, the result that is presented was built and whose general objective is to prepare a catalog of quality materials, with the potential to contribute to audiovisual consumption for early childhood development.
In order to fulfill the proposed objective, more than 500 audiovisuals of all origins, extensions, genres and formats were observed. For their selection, it was taken into consideration as inclusion criteria, that they were aimed at the first ages and that they were quality materials.
The focus of the study carried out is fundamentally qualitative, in which the theoretical, analytical-synthetic, inductive-deductive and systematization methods of scientific research are privileged.
Catalog, repository, quality audiovisuals, early childhood
Introduction. The presentation includes the results of an experimental study aimed at assessing the contribution the categorial abilities to the characteristics of search query formulations used by school students for educational online search. The categorial abilities are considered as the basic prerequisites for the effectiveness of educational activity. The ways of formulating search queries, on the one hand, are determined by the characteristics of the student’s cognitive activity, and, on the other hand, by the complexity of the search task. However, today it is unclear how these factors interact and what contribution they make together to the effectiveness of educational online search, which is considered as assimilation of the information.
Research question: What contribution do categorial abilities make to the formulation of such search queries that provide the effectiveness of educational online search in the situation of performing simple and complex search tasks?
Materials and methods. The experimental study involved 287 school students of 5th-9th grades. The students performed search tasks of varying complexity, similar to typical educational tasks for finding additional information. The search actions were recorded with the use of a video screen capture program. Search query formulation strategies were identified by the analysis of video recordings. The categorial abilities were assessed with the "Categorization" technique.
Results and discussion. We found two strategies for the formulation of search queries: direct formulations and clarifying formulations. Clarifying formulations are more likely to lead to assimilation of information, in comparison with direct formulations. The categorial abilities make a more significant contribution to the productivity of performing complex tasks, in comparison with simple ones.
Conclusions. The results of the study should be used for teaching school students the skills of effective online search.
Funding. The research is supported by Russian Foundation for Basic Research, project No. 19-29-14005.