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Связь Процессуального Качества Образовательной Среды И Показателей Развития Речи

Author

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  • Веракса А. Н.
  • Гаврилова М. Н.
  • Бухаленкова Д. А.

Abstract

Веракса Александр Николаевич - член-корреспондент РАО, профессор, доктор психологических наук, заведующий кафедрой психологии образования и педагогики факультета психологии МГУ им. М. В. Ломоносова. Е-mail: veraksa@yandex.ruГаврилова Маргарита Николаевна - аспирант факультета психологии МГУ им. М. В. Ломоносова. Е-mail: gavrilovamrg @gmail.comБухаленкова Дарья Алексеевна - младший научный сотрудник факультета психологии МГУ им. М. В. Ломоносова. Е-mail: d.bukhalenkova@inbox.ruАдрес: 125009, г. Москва, ул. Моховая, 11, стр. 9.Представлен обзор зарубежных исследований связи процессуального качества образовательной среды с показателями развития речи у детей дошкольного возраста. Под процессуальным качеством понимается качество взаимодействия воспитателя с детьми. Актуальность работы обусловлена результатами многочисленных исследований, которые показали, что развитие речи в дошкольном возрасте выступает важным предиктором успеваемости ребенка на школьной ступени обучения. Анализ и систематизация результатов исследований произведены отдельно для частных шкал методики Classroom Assessment Scoring System (CLASS): методическая поддержка, эмоциональная поддержка и организация работы в группе. Показано, развитие каких компонентов речи (фонетический, лексический, символический) в большей степени зависит от процессуального качества образовательной среды, а каких - в меньшей. Представлены результаты корреляционных и лонгитюдных исследований. Согласованность результатов исследований свидетельствует об эффективности применяемого в них инструмента оценки процессуального качества образовательной среды - методики CLASS и о значимом влиянии процессуального качества образовательной среды на развитие указанных компонентов речи.

Suggested Citation

  • Веракса А. Н. & Гаврилова М. Н. & Бухаленкова Д. А., 2019. "Связь Процессуального Качества Образовательной Среды И Показателей Развития Речи," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 159-178.
    • Handle: RePEc:scn:voprob:2019:i:2:p:159-178
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    References listed on IDEAS

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    1. Hu, Bi Ying & Mak, Miranda Chi Kuan & Neitzel, Jennifer & Li, Kejian & Fan, Xitao, 2016. "Predictors of Chinese early childhood program quality: Implications for policies," Children and Youth Services Review, Elsevier, vol. 70(C), pages 152-162.
    2. Michal Perlman & Olesya Falenchuk & Brooke Fletcher & Evelyn McMullen & Joseph Beyene & Prakesh S Shah, 2016. "A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes," PLOS ONE, Public Library of Science, vol. 11(12), pages 1-33, December.
    3. repec:mpr:mprres:6904 is not listed on IDEAS
    4. repec:mpr:mprres:6903 is not listed on IDEAS
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