Psychological Development of Preschoolers in Project-Based Learning: An Overview of Empirical Research

Introduction. The search for technologies to provide the harmonious development of preschoolers through the enrichment of children’s activities inherent in this age period is an urgent task for the modern education system. Recently, along with traditional forms of education, front-line work and free play, project-based learning has become widespread in kindergartens. To clarify the fundamental features of project-based learning and its developmental effects, a review of empirical studies on this topic was conducted. The purpose of the article is to present the results of the review and identify the main trends, limitations and prospects of studying the project-based learning impact on the psychological development of preschoolers. Materials and Methods. The literature review was conducted using the PRISMA. As a result of the search, 789 Russian-language publications and 687 English-language publications corresponding to the search query were found. As a result of screening and selection, 18 studies were included in further qualitative analysis. For the qualitative analysis a validated checklist of questions was used to assess the methodological level of quality of randomized and non-randomized studies (max. score 26). Results. 7 out of 18 studies satisfied less than half of the items on the checklist and scored less than 13 points, which indicates insufficient reliability of the results obtained in these works. As the result it was sufficiently reliably shown that the use of project approach in preschool age can positively affect the development of social and research skills, cognitive abilities, creative abilities and speech. Discussion and Conclusion. The review showed main trends in the field of studying the developmental effects of project-based learning, reflecting possible research directions in this area. The most promising perspectives for further research are connected with the comparison of the project approach with other forms and methods of education, which can contribute to determining the specifics of different educational methods and determining the conditions for their most effective use. The materials of the article would be useful for planning research in the field of child development, as well as for organizing project-based learning in educational institutions

Adaptation of the Russian version of "the sport imagery questionnaire

The results of the psychometric analysis of the suitability of the Russian version of the "The Sport Imagery Questionnaire" ("Questionnaire using imagery in sport") are presented. Powered meaningful comparison of the results in the Russian-speaking, Spanish and Finnish samples of athletes is obtained. Patterns of use of the sport imageries by Russian-speaking athletes in accordance with the specific age, gender, specific to that particular sport are identified. The possibility of use of presented version of the questionnaire for further research is measured

Development and reliability of the Russian version of "The Sport Imagery Questionnaire"

The purpose of this study was to investigate the psychometric properties of the Russian version of the "The Sport Imagery Questionnaire" (SIQ). The SIQ is directed on measuring frequency of use of images of various types by athletes. Participants were 253 athletes competing in 6 different sports. The results proved that the scale is a reliable instrument for the measurement of imagery use in Russian athletes and can be used in further imagery research in Russia. Age, gender and sport differences in types of imagery usage were found. © 2014, Facultat de Psicologia Universitat de Barcelona

Language Profciency in Preschool Children with Diferent Levels of Executive Function

Background. According to numerous studies, people’s development of executive function is a predictor of their successful acquisition of literacy skills. However, the data on the relationship between the development of verbal language and executive function in preschool aged children are insufcient and contradictory. Objective. Te goal of our research was to study the connection between the three main EF components (working memory, inhibition, and cognitive fexibility) and various spoken language skills in children of senior preschool age. It is the frst stage of a longitudinal study aimed at understanding the relationship between executive function and language development starting from ages 5–6, and proceeding through elementary school. Design. Our study sample included 279 children aged 5–6 years (M = 5.6 years) attending a senior group in Moscow kindergartens (139 boys and 140 girls). Te study used NEPSY-II diagnostic complex subtests and the Dimensional Change Card Sort (DCCS) test to measure the level of executive functions (working memory, cognitive fexibility, and inhibition). Language development (vocabulary, phonemic awareness, and word generation) was measured by neuropsychological methods (Akhutina, Pylaeva, 2015). Results. Te results of the study showed signifcant associations between all EF components and language skills development in preschool children. Oral language skills were more closely related to the level of development of verbal working memory and cognitive fexibility than they were to inhibition or visual working memory. Children with low levels of EF development were signifcantly less able to cope with tasks such as understanding prepositional structures, understanding similar sounding words, and showing verbal fuency, than children with a high EF level. Furthermore, children with normal and high levels of EF development displayed no signifcant diferences in language development. Tus, the study showed that children with a low level of EF have difculties with language development. Conclusion. Our results provide important details about understanding the relationship between executive functioning and language development in children of senior preschool age

Regularly Functions in Preschoolers Aged 4–7: the Impact of Kindergarten Attendance Span

Background. Executive functions are one of the factors that contribute to the balanced development of children and their success in the future. In this regard, the study of factors that may influence the development of executive functions is an urgent task. The study examines the role of the kindergarten attendance duration in the development of working memory, cognitive flexibility and inhibition as components of executive functions in preschool children. Methods. The NEPSY-II battery subtests were used to test the level of development of regulatory functions. Data on the period of children's kindergarten attendance were collected according to preschool attendance journal. Sample. The study involved 947 children aged 53 to 86 months (Mage = 70.3; SDage = 4.3), 515 boys and 495 girls from Moscow, Kazan, and Sochi. Results. As a result of comparison of averages using Welch's criterion, significant differences were found in the development of regulatory functions in children with different periods of kindergarten attendance. The level of visual and verbal working memory development was significantly higher in children who attended kindergarten for more than two years as compared to children with shorter time of attendance. Physical inhibitory control is significantly lower in children who attend kindergarten for less than a year compared to those who attend kindergarten for longer periods of time. Significant differences were shown in the level of visual working memory development depending on the region and on the duration of attendance. Conclusion. The study demonstrated significant differences in the level of visual working memory, verbal working memory, and physical inhibitory control in children depending on the duration of kindergarten attendance. The highest scores were found in preschoolers attending kindergarten for more than two years. Thus, the results of the study emphasize the importance of kindergarten educational environment for successful cognitive development of preschoolers

In Vivo Analysis of the Notch Receptor S1 Cleavage

A ligand-independent cleavage (S1) in the extracellular domain of the mammalian Notch receptor results in what is considered to be the canonical heterodimeric form of Notch on the cell surface. The in vivo consequences and significance of this cleavage on Drosophila Notch signaling remain unclear and contradictory. We determined the cleavage site in Drosophila and examined its in vivo function by a transgenic analysis of receptors that cannot be cleaved. Our results demonstrate a correlation between loss of cleavage and loss of in vivo function of the Notch receptor, supporting the notion that S1 cleavage is an in vivo mechanism of Notch signal control

COVID-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries(from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child’s development or vocabulary development benefited from intense caregiver-child interaction during lockdown

Unique establishment of procephalic head segments is supported by the identification of cis-regulatory elements driving segment-specific segment polarity gene expression in Drosophila

Anterior head segmentation is governed by different regulatory mechanisms than those that control trunk segmentation in Drosophila. For segment polarity genes, both initial mode of activation as well as cross-regulatory interactions among them differ from the typical genetic circuitry in the trunk and are unique for each of the procephalic segments. In order to better understand the segment-specific gene network responsible for the procephalic expression of the earliest active segment polarity genes wingless and hedgehog, we started to identify and analyze cis-regulatory DNA elements of these genes. For hedgehog, we could identify a cis-regulatory element, ic-CRE, that mediates expression specifically in the posterior part of the intercalary segment and requires promoter-specific interaction for its function. The intercalary stripe is the last part of the metameric hedgehog expression pattern that appears during embryonic development, which probably reflects the late and distinct establishment of this segment. The identification of a cis-regulatory element that is specific for one head segment supports the mutant-based observation that the expression of segment polarity genes is governed by a unique gene network in each of the procephalic segments. This provides further indication that the anterior-most head segments represent primary segments, which are set up independently, in contrast to the secondary segments of the trunk, which resemble true repetitive units