Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study

In this study, preschool teachers’ beliefs regarding play in preschool children in its various forms (role-play, rough-and-tumble play, digital play), and the process of its development in groups of children based on samples of Russian and Indian educators were examined. From Russia, 3,013 respondents (all women), aged 18–77 (M = 41.57; SD = 10.02) took part in the study, and 116 respondents (10.34% men), aged 23–50 (M = 36; SD = 9) from India also participated. An original questionnaire aimed at assessing attitudes toward different types of play in preschool educators was used. This instrument consisted of various sections which focused on the understanding of play and its place in the everyday routine of the child group, role-play patterns characteristics (i.e., preferred plots, play materials, course of the play), rough-and-tumble play practice, attitudes toward digital play, and educators’ play competence (self-assessment regarding difficulties with joining the play, suggesting a plot or materials for play, etc.). Our main finding was that although the vast majority of educators in both cultures recognize the value of play for child development, this belief does not find practical expression in the daily life of the child group. Our data showed that Indian educators are more likely to be mediators of children’s experience in play, while their Russian counterparts are more likely to be engaged in the role-play with the children. The content characteristics of play among children in Russia and India were also described. There are differences in attitudes toward digital play: more experienced teachers have a more positive attitude toward the activities of children with digital devices, they see opportunities for the development of a child in digital play. At the same time, teachers in whose groups children enter into digital play not only have a positive attitude toward this type of play but also evaluate themselves more positively in the process of playing with children

Learning motivation tendencies among preschoolers: Impact of executive functions and gender differences

The current study aimed to validate the Russian version of the Child Behaviour Motivation Scale (CBeMO), examine gender differences in motivational tendencies, and explore the impact of executive functions on learning motivation tendencies among children. The sample consisted of 434 typically developing 5-6 years old children. The confirmatory factor analysis showed that according to the evaluation criteria, the model is poorly fitted to the data. However, internal consistency analysis confirmed acceptable levels of reliability and unidimensionality of the CBeMO scales. The identified internal structure of CBeMO indicates an overlap between CBeMO items related to task avoidance and social dependence on the Russian sample. The study revealed differences between girls and boys in all three CBeMO scales. Concerning executive functioning, it was revealed that motor persis-tence skills and working memory have an impact on the learning motivation tendencies among children, when controlling for group size, age, gender and non-verbal intelligence

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

Kustannustenjakomallit Jokilaaksojen pelastuslaitoksessa

Tämän tutkimuksen tutkimusongelma oli löytää vaihtoehtoisia pelastuslaitoksen kustannusten jakomalleja. Lisäksi tutkimuksessa tehtiin vertailua eri kustannustenjakomallivaihtoehtojen välillä. Suomessa on tehty vähän julkishallinnon kustannustenjakomallitutkimuksia. Suomen pelastustoimi järjestäytyi 1.1.2004 alueellisiksi pelastuslaitoksiksi. Tuolloin Kuntaliitto antoi kustannustenjakomallisuosituksia pelastuslaitoksen alkutaipaleelle. Jokilaaksojen pelastuslaitoksella käytettiin ensimmäistä niin sanotun siirtymävaiheen kustannustenjakomallia vuoden 2007 loppuun, jonka jälkeen siirryttiin vaiheittain uuteen pysyvämpään kustannustenjakomalliin. Uutta jakomallia on kritisoitu kuluneiden vuosien aikana useaan otteeseen ja epäilty mallissa käytettyjen elementtien luotettavuutta. Jokilaaksojen pelastuslaitoksen kuntajohtajille lähetettiin kysely pelastuslaitoksen siirtymävaiheen ja käytössä olleen kustannustenjakomallien arvioimiseksi. Kuntajohtajilta pyydettiin myös ajatuksia kustannustenjakomallin edelleen kehittämiseksi. Kuntajohtajien ajatuksiin ja julkistalouden teoriaan pohjautuen muodostui tarkennettu tutkimusongelma. Seuraavassa vaiheessa muodostettiin kuntakohtainen vertailuluku, joka kuvaa pelastuslaitoksen käytännön toimia kuntien alueella ja muodostettiin mahdolliset kustannustenjakomallivaihtoehdot. Kustannustenjakomalleja testattiin vertailuluvulla ja testauksessa muodostui poikkeama-arvot. Eri kustannustenjakomallien poikkeama- arvoja vertailtiin rinnakkain tilastollisin menetelmin ja näin saatiin käsitys siitä, mikä kustannustenjakomalli toimi parhaiten. Tutkimuksessa parhaiten menestyi vaihtoehtoisista kustannustenjakomalleista verotuloihin ja pelastustoimen tehtäviin pohjautuva yhdistelmämalli. Tutkimuksen aikana vahvistui myös mahdollisuus, että kustannukset voitaisiin jakaa muodostetun kuntakohtaisen vertailuluvun suhteessa. Tämä vaikuttaisi kaikkein realistisimmalta käytännön elämän kanssa aiheuttamisperiaatteen pohjalta.The aim of this research was to find alternative cost-sharing models to Jokilaaksos rescue Department. Moreover in the research there was the comparison of various cost-sharing models between the alternatives. There have been low quantity cost-sharing model researches of public administration in Finland. Finnish rescue services was organized to regional rescue services in 1.1.2004. The Association of Finnish Local and Regional Authorities gave cost-sharing model recommendations for the early stages of the rescue department. At the beginning Jokilaaksos Rescue Department used the first cost-sharing model to the end of 2007. After that rescue department moved to a new permanent cost-sharing model in stages. New allocation model has been criticized over the years a number time. In this research a questionnaire was sent to region of Jokilaaksos Rescue Departments municipality leaders. The aim of this questionnaire was to find out how municipal leaders have experienced the cost-sharing models. Municipal leaders were also asked ideas on cost-sharing models for further development. The research problem based on the thoughts of municipality leaders and the theory of public finance. The next stage constructed municipality-specific reference figure which describes the practical steps of rescue department. After this researches made many alternatives of costsharing. Cost-sharing models were tested with reference figures. Deviation values were found in the testing process. Deviation values of cost-sharing models were compared in parallel with statistical methods. The most successful alternative model was combination of tax revenues and rescue missions. During the research strengthened the possibility that cost of rescue department could be divided into the municipality in relation to reference figure. This seems the most realistic with practical life

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

Comparative analysis of psychology responding to COVID-19 pandemic in Brics nations

The BRICS Forum, an independent international organization encouraging commercial, political, and cultural cooperation between Brazil, Russia, India, China, and South Africa, was formed in 2011, and these countries have a significant influence on their regional affairs. These nations were hit by COVID-19 at different times, and all adopted home quarantine to reduce the spread of the virus. We present a comparative analysis of actions of psychology and potential outcomes during the COVID-19 pandemic in BRICS nations regarding five aspects: psychology in health policies, social roles of psychology, socioeconomic context, actions for the general population, and health professionals during stage 1 of the pandemic, and possible actions in stage 2. Various types of actions were taken by psychologists in BRICS, with different levels of coordinated cooperation with respective governmental and non-governmental organizations, multiple and parallel efforts from different scientific societies, and professional regulatory agencies. Scientific societies have had an important role in coordinating some of these efforts, especially because they congregate the psychologists from different parts of these countries, improving communication and access to key information. The aim of these actions varies from improving situational skills and competences to increase the accessibility of psychological services and provide psychoeducation and telepsychology. We will consider the social importance of these actions within these countries as a global opportunity for psychology to stage in a complex context involving human health. The way psychology in BRICS will face this challenging situation is likely to produce important regional influence, stimulate scientific contribution, and increase the accessibility of psychology

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

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 aged 8-36 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