Паттерны социально-эмоционального развития первоклассника на входе в школу
Ключевые слова:
социальное и эмоциональное развитие, когнитивный прогресс, IPIPS
Аннотация
Социально-эмоциональное и личностное развитие ребенка — один из ключевых факторов, определяющих успешность образовательного процесса на ранних этапах обучения. То, насколько успешными будут первые шаги ребенка в его первый год в школе, безусловно связано с уровнем его личностного, социального и эмоционального развития (Merrel, Bailey, 2008). Понимание особенностей социально-эмоционального развития и выделение его типичных паттернов может позволить учителям выстраивать образовательный процесс наиболее эффективно, а учащимся быть более результативными и продуктивными. Социально-эмоциональное развитие является своего рода фундаментом для обучения младших школьников (Bradley et al., 2001). В настоящей работе предпринимается попытка описать основные паттерны социального, эмоционального и личностного развития ребенка в начале I класса на основе результатов широкомасштабного исследования первоклассников российских школ. В работе представлены инструменты, разработанные на материале крупного эмпирического проекта IPIPS (The International Performance Indicators in Primary Schools). Исследование было проведено на большой выборке (N = 1218) Республики Татарстан. В результате исследования действительно удалось выделить устойчивые паттерны развития, характерные для российского первоклассника на входе в обучение. Полученные в работе результаты могут стать важным инструментом для индивидуализации обучения и самооценки учителя и школы в целом на важном этапе старта обучения.Скачивания
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Литература
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11. Hawker, D., & Kardanova, E. Yu. (2014). Startovaya diagnostika detei na vkhode v nachal’nuyu shkolu i otsenka ikh progressa v techenie pervogo goda obucheniya: mezhdunarodnoe issledovanie iPIPS [The start diagnostics of children at the beginning of junior school and assessment of their progress during the first year of education: international study iPIPS]. In Tendentsii razvitiya obrazovaniya. Chto takoe effektivnaya shkola i effektivnyi detskii sad?: Materialy XI Mezhdunarodnoi nauchno-prakticheskoi konferentsii, Moskva, 19-20 fevralya 2014 g.[Tendencies of development of education. What is an effective school and an effective kindergarden? Proceedings of the XI International research and practice conference, Moscow, 19-20 February 2014] (pp. 311-320). Moscow: Publishing House “Delo” RANEPA.
12. John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 102-138). New York: The Guilford Press.
13. Kohn, M., & Rosman, B. L. (1973). Cognitive functioning in five-year-old boys as related to socialemotional and background-demographic variables. Developmental Psychology, 8, 277-294.
14. Leontiev, A. N. (1948). Psikhicheskoe razvitie rebenka v doshkol’nom vozraste [The psychic development of a child in a preschool age]. In A. N. Leontiev & A. V. Zaporozhets (Eds.), Voprosy psikhologii rebenka doshkol’nogo vozrasta[Issues of the psychology of a child of a preschool age] (pp. 4-15). Moscow/Leningrad: Akademiya pedagogicheskikh nauk RSFSR.
15. McCrae, R. R., & Allik, J. (Eds.). (2002). The five-factor model of personality across cultures. New York: Springer.
16. Merrell, C., & Bailey, K. (2008). Predicting achievement in the early years: How influential is personal, social and emotional development? Paper presented at the International Association for Educational Assessment Conference, Cambridge, UK.
17. Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77(1), 103-117.
18. Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor 54 structure in peer nomination personality ratings. Journal of Abnormal and Social Psychology, 66, 574-583.
19. OECD. (2015). Skills for social progress: The power of social and emotional skills. Paris: OECD Publishing.
20. Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J., Majeski, S. A., Wood, L. M., … Hogan, M. J. (2004). Academic achievement in high school: does emotional intelligence matter? Personality and Individual Differences, 37, 84-112.
21. Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177.
22. Soto, C., & John, O. (2009). Ten facet scales for the Big Five Inventory: Convergence with NEO PI-R facets, self-peer agreement, and discriminant validity. Journal of Research in Personality, 43(1), 84-90.
23. Stagner, R. (1932). The intercorrelation of some standardized personality tests. Journal of Applied Psychology, 16(5), 453-464.
24. Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion compentence as a predictor of their academic competence in first grade. Emotion, 7(1), 77-88.
25. Tymms, P. B., & Merrell, C. (2004). On-entry baseline assessment across cultures. In A. Anning, J.
26. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture. London: Sage Publishing.
27. Vygotsky, L. S. (2004). Psikhologiya razvitiya rebenka[The psychology of development of a child]. Moscow: Smysl.
28. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does research say?New York: Oxford University Press.
2. Bradley, R. H., Burchinal, M. R., & Casey, P. H. (2001). Early intervention: The moderating role of the home environment. Applied Developmental Science, 5, 2-8.
3. Cuncha, F., & Heckman, J. J. (2008). Formulating, identifying and estimating the technology of cognitive and noncognitive skills formation. Journal of Human Resources, 43(4), 738-782.
4. De Fruyt, F., Bartels, M., Van Leeuwen, K. G., De Clercq, B., Decuyper, M., & Mervielde, I. (2006). Five types of personality continuity in childhood and adolescence. Journal of Personality and Social Psychology, 91(3), 538 -552.
5. Department for Education. (2014). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. London: Department for Education. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf
6. DiPerna, J. C., Elliott, S. N., Mroch, A. A., & Lang, S. C. (2004). Prevalence and patterns of academic enabling behaviors: An analysis of teachers’ and students’ ratings for a national sample of learners. School Psychology Review, 33, 297-304.
7. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
8. Elias, M. J., & Haynes, M. N. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly,23, 474-495.
9. Elkonin, D. B. (2005). K probleme periodizatsii psikhicheskogo razvitiya v detskom vozraste [On the issue of periodization of the psychic development in childhood]. In A. K. Bolotova & O. N. Molchanova (Eds.), Psikhologiya razvitiya [The developmental psychology] (pp. 33-48). Moscow: CheRo.
10. Eysenck, S. B. G., Makaremi, A., & Barrett, P. T. (1994). A cross-cultural study of personality: Iranian and English children. Personality and Individual Differences, 16(2), 203-210.
11. Hawker, D., & Kardanova, E. Yu. (2014). Startovaya diagnostika detei na vkhode v nachal’nuyu shkolu i otsenka ikh progressa v techenie pervogo goda obucheniya: mezhdunarodnoe issledovanie iPIPS [The start diagnostics of children at the beginning of junior school and assessment of their progress during the first year of education: international study iPIPS]. In Tendentsii razvitiya obrazovaniya. Chto takoe effektivnaya shkola i effektivnyi detskii sad?: Materialy XI Mezhdunarodnoi nauchno-prakticheskoi konferentsii, Moskva, 19-20 fevralya 2014 g.[Tendencies of development of education. What is an effective school and an effective kindergarden? Proceedings of the XI International research and practice conference, Moscow, 19-20 February 2014] (pp. 311-320). Moscow: Publishing House “Delo” RANEPA.
12. John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 102-138). New York: The Guilford Press.
13. Kohn, M., & Rosman, B. L. (1973). Cognitive functioning in five-year-old boys as related to socialemotional and background-demographic variables. Developmental Psychology, 8, 277-294.
14. Leontiev, A. N. (1948). Psikhicheskoe razvitie rebenka v doshkol’nom vozraste [The psychic development of a child in a preschool age]. In A. N. Leontiev & A. V. Zaporozhets (Eds.), Voprosy psikhologii rebenka doshkol’nogo vozrasta[Issues of the psychology of a child of a preschool age] (pp. 4-15). Moscow/Leningrad: Akademiya pedagogicheskikh nauk RSFSR.
15. McCrae, R. R., & Allik, J. (Eds.). (2002). The five-factor model of personality across cultures. New York: Springer.
16. Merrell, C., & Bailey, K. (2008). Predicting achievement in the early years: How influential is personal, social and emotional development? Paper presented at the International Association for Educational Assessment Conference, Cambridge, UK.
17. Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77(1), 103-117.
18. Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor 54 structure in peer nomination personality ratings. Journal of Abnormal and Social Psychology, 66, 574-583.
19. OECD. (2015). Skills for social progress: The power of social and emotional skills. Paris: OECD Publishing.
20. Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J., Majeski, S. A., Wood, L. M., … Hogan, M. J. (2004). Academic achievement in high school: does emotional intelligence matter? Personality and Individual Differences, 37, 84-112.
21. Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177.
22. Soto, C., & John, O. (2009). Ten facet scales for the Big Five Inventory: Convergence with NEO PI-R facets, self-peer agreement, and discriminant validity. Journal of Research in Personality, 43(1), 84-90.
23. Stagner, R. (1932). The intercorrelation of some standardized personality tests. Journal of Applied Psychology, 16(5), 453-464.
24. Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion compentence as a predictor of their academic competence in first grade. Emotion, 7(1), 77-88.
25. Tymms, P. B., & Merrell, C. (2004). On-entry baseline assessment across cultures. In A. Anning, J.
26. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture. London: Sage Publishing.
27. Vygotsky, L. S. (2004). Psikhologiya razvitiya rebenka[The psychology of development of a child]. Moscow: Smysl.
28. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does research say?New York: Oxford University Press.
Опубликован
2018-11-05
Как цитировать
ОрелЕ. А., & ПономареваА. А. (2018). Паттерны социально-эмоционального развития первоклассника на входе в школу. Психология. Журнал Высшей школы экономики, 15(1), 107-127. https://doi.org/10.17323/1813-8918-2018-1-107-127
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