|
|
The development of Self-control of Cognitive Activity in Preschool Age 1733
Chernokova T.E.
PhD in Psychology, Assistant Professor at the chair of Psychology and Psychophysiology, Severodvinsk branch of Pomor State University, Severodvinsk, Russia
e-mail: tattyana-chernokova@yandex.ru
We discuss the problem of self-control formation in the context of metacognitive development of children. The hypothesis of the study was that in the preschool age, the structure of self-cognition begins to form, which includes anticipating, process and final self-control. The aim of the study was to identify the dynamics of self-control of cognitive activity in the preschool years. We used an experimental technique in which children were asked to identify the problem and plan of the learning activities, implement it and evaluate the results. The study involved 60 children aged 4 to 7 years. In all age groups higher rates of current and total self-control were found, but the most intensive dynamics were identified in terms of predictive self-control. In the preschool age children occasionally show a formal self-control. At the age of 5-6 years old, the children start to develop the self-control structure, and significant correlations were found between the indicators of current and final self. The most advanced children demonstrate meaningful self-control. This is due not only to the development of self-awareness, arbitrariness and traditionally described cognitive processes, but also to the development of dialectical thinking and metacognitions.
- Belolutskaya A.K.
Razvitiedialekticheskoistrategiimyslitel'nogooperirovaniyaprotivopolozhnostyami
u detei i vzroslykh [Development of dialectical opposites operating strategy
thinking in children and adults]. PedagogicheskiizhurnalBashkortostana
[Teaching Journal of Bashkortostan], 2011, no. 2, pp. 50–58.
- Veraksa A.N.Razvitiesimvolizatsii v detskomvozraste i
dialekticheskoemyshlenie [Development of a symbolization in childhood and
dialectical thinking]. Filologiya i kul'tura [Philology and
Culture], 2013, no. 3, pp. 298–302.
- Veraksa N.E. Dialekticheskoemyshlenierebenka i vozmozhnosti ego
aktivizatsii [Dialectical thinking of the child and the possibility of
activating]. VestnikMoskovskogogorodskogopedagogicheskogouniversiteta.
Seriya: Pedagogika i psikhologiya[Bulletin of the Moscow City
Pedagogical University. Series: PedagogyandPsychology], 2010, no. 2,
pp. 46–53.
- Grebennikova O.V.
Psikhologo-pedagogicheskieusloviyarazvitiyaproizvol'nogopovedeniyadoshkol'nikov
[Elektronnyiresurs] [Psychological and pedagogical conditions of development of
voluntary behavior of preschool children].
Psikhologicheskieissledovaniya [Psychological Studies], 2009,
Vol. 1 (3). Available at: http://psystudy.ru (Accessed: 26.08.2013).
- Gudareva O.V., Smirnova E.O.
Opytobsledovaniyapsikhicheskogorazvitiyasovremennykh 5-letnikh detei
[Experience survey of mental development of modern 5-year-olds].
Psikhologicheskayanauka i obrazovanie [Psychological Science and
Education], 2002, no. 3, pp. 24–34.
- Davydov V.V. Teoriyarazvivayushchegoobucheniya [Theory of developmental
education]. Moscow: Intor, 1996. 544 p.
- Nikiforov G.S. Samokontrol' cheloveka [Self-control of human].
Leningrad:Publ.Leningradskogouniversiteta, 1989. 192 p.
- Obukhova L.F., Kadankova N.N. Fenomen 5 let
[Phenomenon 5 years]. Psikhologicheskayanauka i obrazovanie
[Psychological Science and Education], 2001, no. 1, pp. 21–36.
- El'konin D.B., Venger A.L. (eds.)
Osobennostipsikhologicheskogorazvitiyadetei 6–7-letnego vozrasta [Features of
psychological development of children 6-7 years of age]. Moscow: Pedagogika,
1988. 136 p.
- Podd'yakov N.N., Govorkova A.F. (eds.) Razvitiemyshleniya i
umstvennoevospitaniedoshkol'nika[The development of thinking and intellectual
education preschool children]. Moscow: Pedagogika, 1985. 200 p.
- Smirnova E.O., Gudareva O.V.
Sostoyanieigrovoideyatel'nostisovremennykhdoshkol'nikov [State of modern gaming
activities preschoolers]. Psikhologicheskayanauka i obrazovanie
[Psychological Science and Education], 2005, no. 2, pp. 76–86.
- Chernokova T.E. Metakognitivnayapsikhologiya: problemapredmetaissledovaniya
[Metacognitive psychology: the problem of the research subject].
VestnikPomorskogouniversiteta [VestnikPomeranianUniversity],
2011, no. 3, pp. 153–158.
- Chernokova T.E.
Osobennostiprotsessovsamoregulyatsiipoznavatel'noideyatel'nosti u
deteistarshegodoshkol'nogovozrasta [Features self-regulation processes of
cognitive activity in preschool children].
Sovremennoedoshkol'noeobrazovanie: teoriya i praktika[Modern
Preschool Education: Theory and Practice], 2012, no. 4, pp. 62–67.
- Chernokova T.E. Dialekticheskiestruktury v metapoznanii [Dialectical
structure in metacognition]. Filologiya i kul'tura [Philology and
Culture], 2013, no. 3, pp. 322–329.
- Chernokova T.E. Tipysamokontrolya v poznavatel'noideyatel'nosti [Types of
self-control in cognitive activity]. ScienceTime, 2014, no. 7 (7), pp.
413–418.
- Shiyan I.B. Dialekticheskoemyshlenie i predstavleniya o
vozmozhnostyakhsituatsii u deteistarshegodoshkol'nogovozrasta [Dialectical
thinking and understanding of the possibilities of the situation in preschool
children]. Filologiya i kul'tura [Philology and Culture], 2013,
no. 3, pp. 329–332.
- Basilio M., Whitebread D.The emergence and early development of
self-regulation in young children. JournalofCurriculumand Teacher
Education, 2012. Vol. 16, no. 1, pp. 15–34.
- Carlson S.M., Moses L.J. Individual differences in inhibitory control and
children's theory of mind. ChildDevelopment, 2001. Vol. 72, no. 4, pp.
1032–1053.
- Veraksa N., Belolutskaya A., Vorobyeva I., Krasheninnikov E., Rachkova E.,
Shiyan I., Shiyan O. Structural dialectical approach in psychology: problems
and research results. Psychology in Russia: State of the Art, 2013. Vol.
6, no. 2, pp. 65–77.
|
|
