Влияние образовательной среды на речевое развитие дошкольников

Ощепкова Екатерина Сергеевна; Бухаленкова Дарья Алексеевна; Алмазова Ольга Викторовна

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UDC 373.29 DOI: 10.24412/1997-9 57-2021-5107- -18

Impact of the Educational Environment in the Speech Development

of Preschool Children

Ekaterina S. Oshchepkovaa,b, Daria A. Bukhalenkovaa, Olga V. Almazovaa

a Lomonosov MSU, Moscow, Russia

b Institute of linguistics, Russian Academy of Sciences, Moscow, Russia

The article discusses the factors that affect the development of speech in older preschool children, and the

place the educational environment takes in this process. A brief overview of the history of the concept of

educational environment in Russian and foreign pedagogy and educational psychology is given.

Aim of the study. The method of assessing the educational environment CLASS is considered, such

a component of the CLASS methodic as methodological support is analyzed. On the other hand, the

authors give a brief description of the child�s language development up to the senior preschool age and

conclude that for the most effective assessment of speech development at this age, it is necessary to use

elicited narratives (that is, stories told by the child based on a series of pictures). The literature overview

of the interrelations between the educational environment quality and the child�s speech development

showed that contradictory data were obtained. The hypothesis of this study was the assumption that such

a parameter of the educational environment as Methodological support would affect the development of

speech in older preschool children.

Sample. The study involved 2 1 preschoolers (49,4% of boys) aged 5� years, pupils of 2 senior groups

of kindergartens in Moscow. To test the hypothesis, two groups of preschool educational institutions were

identified using the Mann-Whitney test: with high and low quality of methodological support, and then,

using ANOVA, the speech parameters of children from these two groups were compared.

Results. As a result of the study, for the first time in the Russian sample, the results were obtained that

well-organized methodological support in a preschool educational institution contributes to the better

development of both lexical and grammatical indicators of speech and the ability to compose a coherent

statement (narrative). The article draws conclusions both about the limitations of the conducted study and

about possible ways for further research.

Keywords: preschool age, educational environment, CLASS, methodological support, language

development.

For citation: Oshchepkova E.S., Bukhalenkova D.A., Almazova O.V. (2021). Impact of the educational

environment in the speech development of preschool children. Preschool Education Today. 5:15, �18

(in Russian). DOI: 10.24412/1997-9 57-2021-5107- -18

Original manuscript received 05.06.2021.

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Contacts: [email protected]

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[email protected], ORCID: 0000-0001-8852-407

Information about the authors

Ekaterina S. Oshchepkova, Institute of linguistics,

RussianAcademyofSciences,SeniorResearcher,General

PsycholinguisticsSector,Moscow,Russia,oshchepkova_

[email protected], ORCID: 0000-0002- 199-4 49

Daria A. Bukhalenkova, Faculty of Psychology,

Lomonosov MSU, Associate Professor, Department

of Educational Psychology and Pedagogy, Moscow,

Russia, [email protected], ORCID:

0000-0002-4523-1051

Olga V. Almazova, Faculty of Psychology,

Lomonosov MSU, Associate Professor, Department of

Developmental Psychology, Moscow, Russia, almaz.

[email protected], ORCID: 0000-0001-8852-407

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41. Hutchinson, L. (2003). Educational

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� � � � � � � � � � � � � � � � � � � � � � � � � �

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status in kindergarten children. Developmental science.

8(1), 74-87. 10.1111/j.14 7-7 87.2005.00394.x

47. Patterson, C. J., Kupersmidt, J. B., & Vaden, N.

A. (1990) Income level, gender, ethnicity, and household

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competence. Child development. 1(2), 485-494.

10.2307/1131109

48. Perlman, M., Falenchuk, O., Fletcher, B.,

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systematic review and meta-analysis of a measure of

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52. Romberg T., Carpenter T., & Dremock F.

(2005) Understanding Mathematics and Science Matters.

Mahwah, NJ: Erlbaum 10.4324/9781410 12 18

53. Rutter, M., & Maughan, B. (2002)

School effectiveness findings 1979�2002.

Journal of school psychology. 40( ), 451-475.

10.101 /S0022-4405(02)00124-3

54. Shapiro L. R., & Hudson J. A. (1991) Tell me

a make-believe story: Coherence and cohesion in young

children�s picture-elicited narratives. Developmental

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55. Taylor B.M., Pearson P.D., Peterson D.S., &

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classrooms: The influence of teacher practices that

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5 . Veraksa A. N., Bukhalenkova D. A., &

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57. Wareham, Penny; Salmon, & Karen (200 ):

Mother-child reminiscing about everyday experiences:

Implications for psychological interventions in the

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535-554 10.101 /j.cpr.200 .05.001

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Влияние образовательной среды на речевое развитие дошкольников Текст научной статьи по специальности «Науки об образовании»

Аннотация научной статьи по наукам об образовании, автор научной работы — Ощепкова Екатерина Сергеевна, Бухаленкова Дарья Алексеевна, Алмазова Ольга Викторовна

Impact of the Educational Environment in the Speech Development of Preschool Children

Текст научной работы на тему «Влияние образовательной среды на речевое развитие дошкольников»