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Psychological Science and Education
2015. Vol. 20, no. 4, 46–56
https://doi.org/10.17759/pse.2015200405
ISSN: 1814-2052 / 2311-7273 (online)

Intellectual Development Features and Status in the Nursery Group in Preschool Age

 
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Abstract

The article presents the results of a study of intellectual development of high-status, middle-status and low-status members of the educational preschool groups. It is shown that the intellectual development of high status and middle status 4-5 years old children is higher than their low-status peers, especially in such aspects as perception, attention, and memory. This integral indicator of high status subjects corresponds to the average or high level of intelligence, and for most of the subjects of this category is characterized by a high level. An integral component of intellectual development of middle-status children is comparable to the one in high-status. In fact, there is only one, but not least, difference between the two categories: among high-status children there is no kids whose integral indicator of intellectual development is below average. Integral indicator of intellectual development of most low-status subjects corresponds to the low intelligence level. We analyzed a dialectical relationship of intellectual, social, and psychological development of preschool children according to the concept of «interpersonal situation of development». The article presents methodical maintenance of structure definition of interpersonal relations in the preschool educational groups. The study proposed a number of scientific and practical recommendations.

General Information

Keywords: intellectual development, status and role position, interpersonal development situation

Journal rubric: Educational Psychology

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OpenAlex trends: Psychology of Development and Education, Human Health and Disease, Educational Methods and Teacher Development

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Number of citations: 0

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Human Health and Disease

This cluster of papers focuses on the assessment and management of health risks in children and adolescents, covering factors such as environmental exposure, oxidative stress, educational technologies, nutrition, and physical development. The research also delves into hygienic assessments, epidemiological wellbeing, and the impact of socioeconomic factors on child health.

Number of works: 109807  |  Total number of citations: 360775

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

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Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2015200405

Published

For citation: Ilyin, V.A., Khrisanova, E.V. (2015). Intellectual Development Features and Status in the Nursery Group in Preschool Age. Psychological Science and Education, 20(4), 46–56. (In Russ.). https://doi.org/10.17759/pse.2015200405

© Ilyin V.A., Khrisanova E.V., 2015

License: CC BY-NC 4.0

References

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Information About the Authors

Valery A. Ilyin, Doctor of Psychology, Professor, Professor of the Department of Social Pedagogy and Psychology, Moscow Pedagogical State University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-7784-5616, e-mail: 0405@mail.ru

Elizaveta V. Khrisanova, Еducational psychologist, Child Development Center - kindergarten No 37 «Ryabinka», Post-graduate Student, Russian State Social University, Moscow, Russian Federation, e-mail: khrisanova.elizaveta@yandex.ru

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