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THE INFLUENCE OF THE EDUCATIONAL ENVIRONMENT ON THE FORMATION OF THE SENSE CONSCIOUSNESS AT THE EARLY STAGE OF THE ONTOGENESIS // Tomsk State Pedagogical University Bulletin. 2013. Issue 6 (134). P. 157-163

The question of the influence of the type of educational environment on the formation of the sense consciousness is discussed in the article. One of the important characteristics of the educational environment is the type of the interaction between a child and an adult such as “closed”, “open”, or “mixed”. It is shown that the type of educational environment influences the formation of few personal characteristics among children (perception of situations, evaluation of others’ behaviour, ability to discuss situations, decentration, and readiness for interactions). “Openess” is an important characteristic of the environment.

Keywords: educational environment, communicative space, openness, sense consciousness, solving “sense problems“

ASSISTING THE PROCESS OF CONSCIOUSNESS DEVELOPMENT AMONG CHILDREN OF PRESCHOOL AGE // Tomsk State Pedagogical University Bulletin. 2016. Issue 5 (170). P. 19-22

The article deals with the question related to the process of consciousness development among children of preschool age. Discusses perceptive, cognitive, reflective levels of the process of forming consciousness among children of preschool age. Explains techniques of developing the processes such as solving tasks of significance with an adult (step by step implementation of concrete joint actions that open up personal significance of a particular situation), changing positions when working with the situation (giving the child the function of control, analyzing), expanding the experience related to the process of consciousness development (going outside the familiar situations, which helps to understand boundaries of their own understanding), construction of reality. These methods are presented in 4 stages. During each stage the child achieves a new level of understanding the situation, develops new meanings, new connections, emerges changes in self understanding when changing positions, understanding of self and the situations in changing circumstances. Changing consciousness of the child in accordance with acquired experience helps him to understand circumstances in a new way, understand actions of other participants, own actions and offers constructive way to solve the problem where everyone benefits, which helps his psychological development, maturity. The process of developing consciousness emerges during constructive interaction between an adult and a child.

Keywords: consciousness development, solving tasks of significance, co-activity between an adult and a child, positron, reflectivity

SUPERVISION IN PROFESSIONAL PREPARATION OF TEACHERS FOR WORKING WITH CHILDREN WITH DEVELOPMENTAL ISSUES // Tomsk State Pedagogical University Bulletin. 2016. Issue 9 (174). P. 128-134

The article discusses practice oriented form of educating students of pedagogical institution in working with children with developmental issues. Presents the technology of supervision as a universal method of professional preparation that ensures involvement of a future teacher in having experience of partnership with colleagues, students. Describes are stages of realizing supervision by a teacher - who teaches at the pedagogical institution and who is a carrier of technologies in working with children. Presents the experience of realizing the supervision technology in working with students of “pedagogical education” and “specialized (defectological) education. Recognizes the effects of realizing such way of professionally educating student in a form of value-sensible experiences, conscious relation to pedagogical activity with children with developmental issues, acquiring experience of constructive interaction with colleagues – partners-supervisors, acquiring first hand experience in realizing professional working activities.

Keywords: supervision, professional education, special training, practical oriented way, work with children with developmental issues

OPEN STYLE OF PEDAGOGICAL COMMUNICATION AS A KEY COMPETENCY OF A MODERN PRESCHOOL TEACHER // Tomsk State Pedagogical University Bulletin. 2017. Issue 1 (178). P. 9-16

The article deals with the question of demonstrating teacher’s competency which defines the specificity of a childadult interaction - realization of an open style of pedagogical communication. It demonstrates the results of studying the issue of preschool teachers’ professional difficulties in the sphere of communication with the participants of the educational intercourse. It provides the characteristic of an open style of pedagogical communication in the form of describing emotional and behavioral manifestations of an adult. The most significant in the demonstration of the open pedagogical communication style is the focus of an adult on the needs of a child. The article presents the examples of implementation of the open pedagogical communication style with the focus on the child’s actual needs: the need for love and acceptance; the need for impressions or cognitive need; the need for activity (physical, psychological); the need for cooperation and communication with the others; the need for self-realization and self-presentation. The described in the article manifestation of openness/closedness of children can be used as indicators when organizing children observations with the aim of identification of the sphere of communication difficulties, and for modeling constructive methods of child-adult interaction.

Keywords: child-adult interaction, teacher’s professional competencies, open style of pedagogical communication, preschool education

MODELING OF AN INDIVIDUAL EDUCATIONAL ROUTE FOR A CHILD WITH HIA AS AN OPEN JOINT REFLEXIVE ACTION OF SUPPORTING ADULTS // Tomsk State Pedagogical University Bulletin. 2018. Issue 1 (190). P. 15-21

The article discusses the question of modeling of an individual educational route (hereinafter IER) for a child with disabilities (HIA) as a tool for accompanying children of this category in the educational process. The terms ”modeling”, “inclusive competence of the teacher” are clarified with the purpose of more accurate description of the author’s material in this direction. The stages of modeling IER as a means of the child’s most effective comprehension of the educational program and the system organization of inclusive space in the educational organization are described. Modeling of IER as an open joint reflexive action (according to E. D. Fayzullaeva) is the coordination of the interests and tasks of all participants in accompanying the child with HIA and the construction of a system of joint actions included in correctional, developmental, rehabilitation and other activities for the child. 7 stages of modeling IER are described: 1) installation-reflexive; 2) organizational; 3) meaningful; 4) reflexive; 5) transforming; 6) expertanalytical; 7) reflexive-projecting. Each stage reveals the specifics of the work of adults with the child, detailing the contribution of each participant in the joint activity. At each stage there is solving of various tasks for all participants in joint activities: work with the IER concept; realization of a systematic approach that implies a holistic vision of the child included in the common space of life (in which there is an inclusive educational space of the institution, microsocieties - the group and the family, as well as the external space - additional educational institutions, medical and specialized institutions, etc. along with public places of common use); actualization of the partnership positions; implementation of pedagogical actions aimed at correcting and developing the child, increasing his or her social adaptability. These stages are the joint activities of adults involved in the life of the child (parents and teachers) and reflect the realization of their inclusive competence. Presented are the results of research activities (focus groups and approbations) on the procedure for creating IER by all subjects of the educational process, including corrective, developmental, rehabilitation and other measures for the child with disabilities. Positive effects of this work were noted, which manifested themselves in the form of the phenomena of decentration; actualization of communicative, research, managerial, and reflective competencies among participants in joint activities on the compilation of IER; conscious interaction of all specialists with a deeper understanding and a responsible attitude in working with children with disabilities.

Keywords: individual educational route, inclusive approach, modeling and IER, open joint reflexive action, child with disability, support for children with disabilities