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Обобщенные типы развития первоклассников на входе в школу. По материалам исследования iPIPS

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Карданова Елена Юрьевна - кандидат физико-математических наук, доцент, руководитель Центра мониторинга качества образования Института образования Национального исследовательского университета "Высшая школа экономики". E-mail: ekardanova@hse.ru Иванова Алина Евгеньевна - младший научный сотрудник Центра мониторинга качества образования Института образования Национального исследовательского университета "Высшая школа экономики". E-mail: aeivanova@hse.ru Сергоманов Павел Аркадьевич - кандидат психологических наук, доцент, директор Центра развития лидерства в образовании Института образования Национального исследовательского университета "Высшая школа экономики". E-mail: psergomanov@hse.ru Канонир Татьяна Николаевна - PhD, доцент, соруководитель образовательной программы "Измерения в психологии и образовании" Института образования Национального исследовательского университета "Высшая школа экономики". E-mail: tkanonire@hse.ru Антипкина Инна Вениаминовна - младший научный сотрудник Центра мониторинга качества образования Института образования Национального исследовательского университета "Высшая школа экономики". E-mail: iantipkina@hse.ru Кайкы Диана Николаевна - стажер-исследователь Центра мониторинга качества образования Института образования Национального исследовательского университета "Высшая школа экономики". E-mail: dkaiky@hse.ru Адрес: 101000, Москва, ул. Мясницкая, 20. Опыт первого учебного года крайне важен для дальнейших образовательных успехов школьников. Информация о поле возможностей и потребностей первоклассников, прогноз их образовательных траекторий позволяют образовательной системе заметно улучшать адаптацию детей к школе и повышать эффективность учебных подходов. В статье представлены результаты обследования 7778 первоклассников, поступивших в 2015 г. в школы четырех российских городов: Москвы, Набережных Челнов, Севастополя и Тамбова. На основании данных о когнитивном развитии детей (в виде показателей по математике и чтению) и их некогнитивном развитии (личностном, социальном и эмоциональном) методом кластерного анализа были выделены и описаны четыре группы первоклассников с типичными паттернами развития на момент поступления в школу. Включение в анализ когнитивных и некогнитивных показателей создает дополнительные возможности для понимания особенностей детского Статья поступила в редакцию в сентябре 2017 г. Исследование выполнено при поддержке гранта Российского научного фонда (проект № 16-18- 10401 "Прогнозирование успешности обучения детей в системе начального образования"). http://vo.hse.ru 9 Е. Ю. Карданова, А. Е. Иванова, П. А. Сергоманов, Т. Н. Канонир, И. В. Антипкина, Д. Н. Кайкы Обобщенные типы развития первоклассников на входе в школу развития в начальной школе и позволяет представить "галерею" из четырех типичных "портретов первоклассников". Полученные результаты могут быть использованы для помощи учителю в подборе и коррекции образовательных программ и других средств помощи ребенку в период адаптации.

Suggested Citation

  • Карданова Е. Ю. & Иванова А. Е. & Сергоманов П. А. & Канонир Т. Н. & Антипкина И. В. & Кайкы Д. Н., 2018. "Обобщенные типы развития первоклассников на входе в школу. По материалам исследования iPIPS," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 8-37.
    • Handle: RePEc:scn:voprob:2018:i:1:p:8-37
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