Концепция преемственности дошкольного и начального общего образования в эпоху перемен

Постановка проблемы преемственности между детским садом и школой в современных условиях. Исследование проблемы преемственности в свете новообразований разных возрастов. Образовательная ситуация в детском саду как фактор успешности школьного обучения.

Рубрика Педагогика
Вид статья
Язык русский
Дата добавления 08.04.2022
Размер файла 48,2 K

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25. Ashiabi G. S. Play in the preschool classroom: Its socioemotional significance and the teacher's role in play // Early Childhood Education Journal. 2007. Vol. 35 (2). P 199-207. DOI: 10.1007/s10643-007-0165-8

26. Blatchford P, Battle S., Mays J. The First Transition. Home to preschool. Windsor: NFER, 1982. 181 p.

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29. Brostrom S. Transition problems and play as transitory activity // Australian Journal of Early Childhood. 2005. Vol. 30. № 330 (3). P 17-25.

30. Coggi C., Ricchiardi P La «school readiness» e la sua misura: uno strumento di rilevazione per la scuola dell'infanzia // Journal of Educational, Cultural and Psychological Studies. 2014. Vol. 1 (9). P 283-309.

31. Doyle O., Finnegan S., McNamara K. A. Differential caregiver and teacher ratings of school readiness in a disadvantaged community // European Early Childhood Education Research Journal. 2012. Vol. 20 (3). P 371-389. DOI: 10.1080/1350293X.2012.704761

32. Fabian H., Dunlop A. W. Outcomes of good practice in transition processes for children entering primary school [Электронный ресурс] // Background paper for the Education for all global monitoring report 2007: strong foundations: early childhood care and education. URL: https://unesdoc.unesco.org/ark:/48223/pf0000147463 (дата обращения:

20.06.2021).

33. Fisher K. Playing around in school: Implications for learning and educational policy / K. Fisher et al. // The Oxford handbook of play / ed. A. Pellegrini. NY: Oxford University Press, 2010. P 341-363.

34. Galyer K. T., Evans I. M. Pretend play and the development of emotion regulation in preschool children // Early Child Development and Care. 2001. Vol. 166 (1). P 93-108. DOI: 10.1080/0300443011660108

35. Hamerslag R., Oostdam R., Tavecchio L. Inside school readiness: the role of socioemotional and behavioral factors in relation to school, teachers, peers and academic outcome in kindergarten and first grade // European Early Childhood Education Research Journal. 2018. Vol. 26 (1). P 80-96. DOI: 10.1080/1350293X.2018.1412035

36. Hirsh-Pasek K. A mandate for playful learning in preschool: Presenting the evidence / K. Hirsh-Pasek et al. New York: Oxford University Press, 2009.

37. Hoffman J., Russ S. Pretend play, creativity, and emotion regulation in children // Psychology of Aesthetics, Creativity and the Arts. 2012. Vol. 6 (2). P. 175-184. DOI: 10.1037/a0026299

38. Hoffman J., Russ S. W. Fostering Pretend Play Skills and Creativity in Elementary School Girls: A Group Play Intervention // Psychology of Aesthetics, Creativity and the Arts. 2016. Vol. 10 (1). P. 114-125. DOI: 10.1037/aca0000039

39. Karma T., Evans M. Pretend Play and the Development of Emotion Regulation in Preschool Children // Early Child Development and Care. 2001. Vol. 166 (1). P. 93-108. DOI: 10.1080/0300443011660108

40. Lemche E. Emotion-regulatory process in evoked play narratives: Their relation with mental representations and family interactions / E. Lemche et al. // Praxis der Kingder- psychologie und Kinderpsychiatrie. 2003. Vol. 52. P. 156-171.

41. Lillard A. S. The Impact of Pretend Play on Children's Development: A Review of the Evidence / A. S. Lillard et al. // Psychological Bulletin of American Psychological Association. 2013. Vol. 139. No. 1. P. 1-34. DOI: 10.1037/a0029321

42. Marcon R. A. Moving up the grades: Relationship between preschool model and later school success // Early Childhood Research & Practice. 2002. Vol. 4 (1).

43. Margetts K., Kienig A. (eds.). International Perspectives on Transition to School. London: Routledge, 2013. 176 p. DOI: 10.4324/9780203111802

44. Miller E., Almon J. Crisis in the Kindergarten: Why Children Need to Play in School. College Park, MD: Alliance for Childhood. 2009. [Электронный ресурс] // Education Resources Information Center. URL: https://eric.ed.gov/?id=ED504839 (дата обращения: 20.06.2021).

45. Reilly E. The role of play in preparing children for big school // Transitions Children's Research Digest. 2016. Vol. 3. Issue 2. P. 45-50.

46. Schweinhart L. J., Weikart D. P The High/Scope Preschool Curriculum Comparison Study through age 23 // Early Childhood Research Quarterly. 1997. Vol. 12. P. 117-143. DOI: 10.1016/S0885-2006(97)90009-0

47. Sylva K. Final Report from the Primary Phase: Pre-school, School and Family Influences on Children's Development during Key Stage 2 (Age 7-11) / K. Sylva et al. Nottingham: DCSF Research Report 61 / Institute of Education, University of London, 2008.

48. Tomlinson H. B. Developmentally appropriate practice in the kindergarten year - Ages 5-6 // Developmentally appropriate practice in early childhood programs /

C. Copple, S. Bredecamp. Washington: National Association for the Education of Young Children, 2009. P. 186-216.

49. Worthington M.,Van Oers B. Pretend play and the cultural foundations of mathematics // European Early Childhood Education Research Journal. 2016. Vol. 24 (1). P. 51-66. DOI: 10.1080/1350293X.2015.1120520

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