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

Применение компьютерных игровых технологий для развития регуляторных функций дошкольников

Introduction. Computer applications are important for the development of preschoolers’ executive functions. This paper is the first study to overview foreign studies of computer game-based methods for the development of executive functions. Theoretical Basis. The study describes (a) A. Miyake’s model of executive functions and (b) the cultural-historical approach. Results. The study revealed the main reasons for the use and development of serious videogames. Their advantages over standard methods were as follows: (a) Some data indicated the developmental effect of the existing games. (b) Such a format of training tasks had a positive impact on motivation. (c) The game adapted flexibly to a trainee’s level. (d) Such tasks had a high ecological compatibility. The review analyzed the existing programs and applications for the development of preschoolers’ executive functions, which required the participation of parents or teachers in the process of training and organized peer interaction. The paper described the basic principles of creating serious games, which can not only adapt to the user’s development level, but also maintain motivation when training executive functions. The literature on the creation of serious video games showed the importance of a subject’s learning of certain sets of actions and their use in appropriate situations for the development of memory and inhibition. Timely actions were important for the development of cognitive flexibility. Discussion. The comparison of the analyzed computer game-based methods made it possible to distinguish the most significant features, which can develop executive functions at preschool age. The findings can be successfully used for evaluating the existing applications and creating new videogames, aimed at the development of executive functions.Введение. Авторами показывается актуальность использования и разработки компьютерных приложений для детей дошкольного возраста с целью развития регуляторных функций. В работе впервые представлен обзор зарубежных исследований, посвященных компьютерным игровым методам развития регуляторных функций. Теоретическое обоснование. В статье описывается модель регуляторных функций А. Мияке, а также культурно-исторический подход, на который опирались авторы при проведении теоретического исследования. Результаты. Данный раздел включает рассмотрение основных причин популярности использования и разработки развивающих компьютерных игр и их преимуществ перед стандартными методами: наличие данных о развивающем эффекте существующих игр, о положительном влиянии такого формата тренировочных заданий на мотивацию, возможность гибко адаптировать игру под уровень тренирующегося и более высокая экологичность выполняемых заданий. В обзоре проанализированы существующие программы и приложения по развитию регуляторных функций у детей дошкольного возраста, требующие участия родителей или воспитателей в процессе тренировки, а также направленные на организацию взаимодействия сверстников. Также в статье рассмотрены основные принципы создания развивающих игр, способных не только адаптироваться к уровню развития пользователя, но и поддерживать необходимую мотивацию во время тренировки регуляторных функций. В исследованиях, посвященных созданию развивающих видеоигр, подчеркивается значение заучивания испытуемым определенных наборов действий и применение их в соответствующей ситуации для развития памяти и процессов торможения, а также значимость заданий на скорость для развития когнитивной гибкости. Обсуждение результатов. Авторы сопоставляют проанализированные разработки в области компьютерных игровых методов и выделяют наиболее значимые черты, способные оказывать развивающее воздействие на регуляторные функции в дошкольном возрасте, что может стать основанием как для оценки уже имеющихся приложений, так и для разработки новых компьютерных видеоигр, направленных на развитие регуляторных функций

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

Сложные системы в психофизиологии представляют эффект «повторение без повторений» Н. А. Бернштейна

The discussion of special properties of living systems still continues. The authors present a new understanding of complexity and systems of the third type (W.Weaver) in the new theory of chaos and self-organization, as well as in postneclassic(V.S.Stepin). The paper explains ineffectiveness of applying stochastics and deterministic chaos (I. R.Prigogine, J. A.Wheeler and M.Gell-Mann) for describing complexbiological systems. The authors introduce a new concept of homeostatic systems. These systems are in continuous random motion. Thus, statistical methods are inappropriate here. The authors dene the limits of modern deterministic and stochastic science in describingcomplex homeostatic biological systems. These propositions signify a new stage in the development of the philosophy of science and the science of nature (complexity) in whole. The eect of “repetition without repetition” (N. A. Bernstein) which is now quantitatively described by the eect of Eskov–Zinchenko underlies this dierentiation.Продолжается дискуссия об особых свойствах живых систем – complexity (гомеостатических систем). Представлено новое понимание complexity и систем третьего типа W. Weaver в рамках новой теории хаоса-самоорганизации и постнеклассики В. С. Стёпина. Сейчас мы демонстрируем отсутствие эффективности в применении стохастики и детерминированного хаоса (которые были представлены I. R. Prigogine, J. A. Wheeler и M. Gell-Mann за последние 50 лет) для описания сложных биосистем. Возникает возможность нового представления о гомеостатических системах. Эти системы находятся в непрерывном хаотическом движении (неопределенность 2-го типа), и для них методы статистики применять нецелесообразно. Обозначается граница современной детерминистской и стохастической науки в описании сложных гомеостатических биосистем. Это знаменует и новый этап развития философии науки и науки о живой природе (complexity) в целом. В основе этого разделения – эффект «повторение без повторений» Н. А. Бернштейна, который сейчас количественно описывается эффектом Еськова – Зинченко

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