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Authors information
Irina V. Astrakhantseva - Senior Teacher Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia, Email: avnokn@mail.ru
Alexsandr V. Nazarenko - Doctor of Pedagogics Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia A.V. Kirillov -Ppostgraduate Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 4, area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia
For citations: Astrakhantseva I.V., Nazarenko A.V., Kirillov A.V. Physical culture and ecology integration as the condition for the level of physical readiness increase and ecological world view formation among senior pupils, The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.3, pp. 98-103. DOI 10.14526/03_2017_243
DOI 10.14526/03_2017_244
PHYSICAL ACTIVITY INFLUENCE ON COGNITIVE DEVELOPMENT OF LATE PRESCHOOL AGE CHILDREN
Larisa M. Zakharova — Doctor of Pedagogical Sciences, Associate Professor,
V.S. Zakharova -Postgraduate Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia
E-mail: nazarenko_ld@mail.ru
Annotation. The effectiveness of the upbringing space organization of a pre-school child's development, the used methods and forms of work with children condition the success of cognitive and physical development and readiness to study at school. Native and foreign research works prove interconnection between cognitive and physical activity of children. Systematic involvement of schoolchildren into physical activity has a positive influence on cognitive processes, attention development. Materials. The peculiarities of cognitive activity determination among schoolchildren and conditions of its development revelation, one of which is a child's physical activity. Research methods: modern native and foreign authors' scientific and scientific-practical research works
analysis, questionnaire, statistical data manipulation. Results. It is revealed that the main index in cognitive and physical activity is arbitrariness development: awareness of own behavior, actions, goal-setting, reflexion, motive of the choice. Organizational-pedagogical conditions of late preschool children's cognitive development realization by means of physical activity are revealed. They include used methods of work with children, developing space organization, mutual activity of children and parents. Conclusion. Purposeful and systematic activity of teachers and parents concerning the interest and desire to go in for physical culture upbringing, develops physical abilities of a child, provides attention concentration and steadiness, which is necessary condition forpre-school child's cognitive activity development.
Keywords: physical activity, cognitive activity, pre-school child, organizational-pedagogical conditions.
Introduction. The problem of cognitive development among late pre-school age children is conditioned by the necessity of their readiness to go through studying at school. In this connection the problem of searching for organizational-pedagogical conditions of late pre-school age child's cognitive activity development in the kinds of activity, urgent becomes which mainly correspond with their age characteristics. Recently, there is a considerable decrease of motional activity among children because of gadgets availability; intellectualization of the upbringing process prevails at the expense of physical development and health improvement. At the same time, pre-school age is the period of a child's active development, his psychic and physical processes development. The effectiveness of pre-school education at a modern stage is characterized not only by the sum of mastered in the kindergarten knowledge and formed skills, but by personal qualities, developed cognitive processes (volitional attention, memory, thinking and others). Late preschool age child's physical activity is closely connected with mental processes transformation and development. The effectiveness of the upbringing space organization of a pre-school child's development, his educational activity effectiveness predetermine readiness for further age-related stage and school education, which place great demands upon cognitive development of children.
The aim of the research - on the basis of psychological-pedagogical research works determine interconnection between
physical activity of late pre-school age children and their cognitive development; give practical recommendations, which provide cognitive activity increase among late pre-school age children with the help of physical activity means.
Research methods and research organization. This work is the initial stage of physical activity influence study on cognitive activity of late pre-school age children; on volitional attention development. In order to determine the specificity of pre-school children's cognitive activity, on the basis of psychological-pedagogical literature analysis, we defined the specificity late pre-school age children's cognitive activity. The peculiarities of pre-school child's psychic development don't provide long-term attention fixing on a subject or an action, the interest preservation in the fulfilled action. It is mainly conditioned by psychological peculiarities of children, volitional attention development. The effectiveness of cognitive activity and voluntariness development are mainly conditioned by the ability to control a child's attention. Volitional attention development as the form of cognitive activity, as V.S. Mukhina mentions, is "out of a child's personality". If there is no adult's purposeful activity, concerning involving children into different kinds of activity, their attention "control", it is very difficult for children to focus on not interesting for them activity [6]. Volitional attention is considered by modern scientists as the most important condition and characteristic of a pupil's development as a subject of activity (N.A. Pakhomova). During pre-school age there goes the process of attention
development, its volume increases and the elements of randomness appear.
As attention is considered by modern scientists in a close interaction with cognitive processes development, personal qualities, urgent becomes the problem of children's activity organization conditions substantiation (in terms of family and social upbringing), which provide a child's volitional attention, cognitive activity development.
Cognitive activity of a pre-school child is characterized by the presence of interest, awareness, attention stability, transformative intellective actions, emotional responsiveness. Pre-school children's cognitive activity development is conditioned by different factors:
- mutual activity partner (an adult, whose influence determines purposefulness and emotional involvement into it; children, who influence another child's initiative) [2];
- materials of a subjective world, which form the content of search activity [8];
- individual approach realization; emotional sphere development of a pre-school child's personality, who are the most important regulating mechanisms of cognitive activity [4].
Modern research works analysis in the sphere of cognitive development, the conditions of intellectual activity intensification among pre-school children, the demands study of the federal state educational standard for pre-school establishments (FSES PE) concerning pre-school education (is able to make volitional efforts, can control own movements and manage then, is intellectually curious and others) helped to assume the interaction between cognitive and physical activity of children. Most native scientists mention, that motional activity of pre-school children is a necessary component and condition for their general development, including cognitive development [3]. Mutual interaction of intellectual and physical activity was underlined by P.F. Lesgaft, who suggested the principle of physical exercises fulfillment awareness. Physical exercises, according to P.F. Lesgaft, are the means of cognitive abilities development among children.
Motional activity of a child fulfills the function of the condition and factor of his psychic development, which itself undergoes the period of an active development, transformation into random movements, including the aim, kind of the action, control, correction and other psychological components of randomness [7]. Thus, the most important index, both in cognitive and motional activity, is randomness development: own behavior, actions awareness, goal-setting, reflexion, motive of the choice.
Physical activity influence on the level of cognitive activity among children is experimentally substantiated by the scientists abroad. Physical activity can have momentary and long-term positive influence on learning capability. After physical activity children show better attention concentration during the task fulfillment. The research works held at pre-school helped to set a positive correlation between physical load and further mental activity. Children, who ran quicker, got more points in mathematical test [10]. Right after one session of physical activity children have intellectual activity level and attention focusing increase. Budde supposed, that the exercises, which demanded considerable motor control, influence the parts of the brain, which are used during volitional attention (such as prefrontal cortex),which become active for further cognitive activity [12].
In the opinion of the scientists, physical activity, which corresponds with the development level, better physical training can have additional positive influence on children's cognitive activity and attention development.
At the same time, both native scientists and the scientists abroad mention that the character of modern children activity has changed: they move less, outdoor games "fade out of" independent activity of children; they less go for a walk, their notions of a healthy life style are not formed [1].
Since 1982 and till 1997 the time of free games among children was down by 25 %, and these changes happened because of structured by the adults motional activity increase. When a child plays outdoors he has
more opportunities for the appearing problems solution; own decision making, creativity, as outdoor spaces are more varied and less structured. Moreover, outdoors there are less restrictions for children's general motor activity and in the range of their visual and motor research [11].
Research results and their discussion.
At any pre-school establishment kindergarteners provide physical activity of children during educational activity, physical events and during the walk. Educational practice of kindergartens includes "days of health " and "olympiads ". At the same time, parents not always realize the importance of physical activity out of kindergarten. At the first stage of the research in order to reveal parents' awareness degree of physical activity importance in terms of family upbringing, parents' attitude to a healthy life style, we held a questionnaire survey among the parents of children, who attend town and country kindergarten. The analysis of children's activity preferences showed, that there are no considerable differences in favorite kinds of activity among children. Children (in town and in the country) prefer going for a walk with friends and outdoor games. During free time among sedentary kinds of activity prevail the following: TV watching, computer games (which prevail fourfold among children in town, than among children in the country). In terms of the held questionnaire survey it was revealed that 68,75% of children in town and 21,4% of children in the country go in for sports sections. In the families, where children are involved into sports sections or circles (both in town and in the country), approximately 65% of parents observe the principles of a healthy nutrition. There is a positive correlation in the received results between the parents, who have an active life style and their children, who prefer an active free time and who go in for sports sections. The next stage of the held research will be directed at the degree of attention concentration and its steadiness revelation among children of senior pre-school age
and at stating the influence of physical activity on their development.
The held analysis of modern research works in the sphere of children's mental activity intensification, questionnaire survey analysis helped to determine organizational-pedagogical conditions, which provide motional activity development among children in terms of family and home upbringing and this way create the opportunity for cognitive process activation. These conditions are the following:
- active introduction of outdoor games into educational process of a kindergarten, into the practice of family upbringing predetermines the dynamics of children's intellectual and cognitive activity development. Play activity, emotionally involving a child into motional objectives solution, which appear during the game, provides interest support, intellectual curiosity, attention steadiness development and it has a positive influence on cognitive development of a pre-school child. Great opportunities in cognitive skills development are based in initial rules and tasks of outdoor games complication, when children are involved into a realized choice of movements fulfillment way in accordance with the set circumstances. Following the rules of outdoor games, instructions, persistence in achieving the goal have a positive influence on volitional sphere development of a pre-school child's personality, provide randomness development;
- Individual initiative support in physical activity of children, which means personality oriented, physically stimulating developing environment creation at a preschool establishment. The opportunity to create a "Health meadow" on the territory of a kindergarten, which is the place for observations, experiments, physical activity of children. Presented on "Health meadow" trees and bushes, medicinal herbs provide children's cognition organization and natural obstacles (raises, slopes, "small ravines") form the base for mastering movements fulfillment, for motional activity development [5]. Subjective-developing, "physically-
active" educational environment stimulates motional activity of a child; provides the situation of attributes, equipment choice;
- different forms, methods and means of physical upbringing use at pre-school establishments, which can be filled with psychological content (health-improving and respiratory gymnastics, motional actions and variants of playing tasks in physical activity) and also variability of their use [3];
-pedagogical education of parents and mutual days of parents and children active rest organization, which provide their emotional and intellectual interaction in the set objectives fulfillment;
- maximum use of pre-school establishment opportunities in additional education realization in the sphere of physical upbringing; sections, circles creation, fitness and choreography for children organization;
- physical and intellectual activity of pre-school children integration, which can be realized during the walks (bicycle trips), before which children discuss and form their rout with a kindergartener, define the guiding marks and mention possible obstacle on the map and the ways of their overcoming. Motional and cognitive activity integration has a positive influence on psychic processes development among senior pre-school age children.
Conclusion. Thus, purposeful and systematic activity of teachers and parents concerning the interest and desire to go in for physical culture upbringing, develops physical abilities of a child, provides attention concentration and steadiness, which is necessary condition for pre-school child's cognitive activity development.
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Submitted: 25.07.2017 Received: 30.07.2017
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Authors information
Larisa M. Zakharova - Doctor of Pedagogical Sciences, Associate Professor, Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia, E-mail: nazarenko_ld@mail.ru
V.S. Zakharova -Postgraduate Ulyanovsk State Pedagogical University Named After I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia
For citations: Zakharova L.M., Zakharova V.S. Physical activity influence on cognitive development of late pre-school age children, The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.3, pp. 103-108. DOI 10.14526/03_2017_244
DOI 10.14526/03 2017 245
EDUCATIONAL ENVIRONMENT AS THE CONDITION OF SUPPORTING THE
WORLD OF CHILDHOOD
Ekaterina S. Subbotina - Senior Teacher of Pre-School and Elementary Education
Department, Larisa M. Zakharova - Doctor of Pedagogics, Ulyanovsk State Pedagogical University Named After I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia
E-mail: esnagatkina@mail.ru
Annotation. State educational standards introduction at the level of pre-school and elementary education among the most important aims defines educational environment creation, which will provide not only an effective pedagogical process realization, but also will support the world of childhood. The article presents the main approaches to childhood understanding, problem aspects and the principles of modern educational environment organization. Moreover, educational environment of the establishments should provide continuity between the stages of education, in particular during the transfer from pre-school to junior school. In this case pedagogical functions of adults (teachers and parents) are very important. Materials. Educational environment of kindergartens and schools analysis, the teachers' opinions about the problems and achievements of modern childhood study. Research methods: scientific-methodical and methodical literature analysis, interview with the teachers of kindergartens and elementary schools, the results of the
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