Keyword: «preventive work»

Based on the analysis of theoretical literature and empirical data, it was determined that a great number of fears among modern children is an urgent problem for preschool educational institutions. The purpose of the work is to examine the fears of preschoolers and make recommendations for preventive work with them. Methods of empirical research: ascertaining experiment; testing according to the methods: C-scale "Fears and worries in children" (A. I. Zakharov), drawing test "My family"; anxiety test (R. Tamml, M. Dorki, V. Amen) (for diagnosing children), anxiety test by Ch. D. Spielberger (interpreted by Yu. L. Khanin) (for diagnosing mothers); methods of mathematical and statistical data processing are represented by Spearman's rank correlation criterion. The study was conducted on the basis of the Municipal state preschool educational institution "Kindergarten No. 7" of the Yemanzhelinsky municipal district of the Chelyabinsk region (N = 60). As a result, the authors revealed statistically significant correlations of fears with the general level of anxiety of the child, the general level of personal anxiety of the mother, and the child's ideas about his/her family. Therefore, a comprehensive program of preventive work is required, taking into account the level of anxiety of children, the anxiety of their mothers and the peculiarities of family upbringing. The most commonly used preventive measures are those that provide information for a better understanding of problems and their resolution. Most of these prevention programs involve cognitive-behavioral approaches, which explains why most of the preventive measures were found in the field of pedagogy. But this pedagogical process must necessarily start with a diagnosis, which is necessary for the development of appropriate preventive strategies (for example, the formation of problem-solving skills, self-esteem or social support). Pedagogical interaction should be highly professional and begin with a diagnosis based on a battery of tests that we have tested. We recommend holding a series of educational meetings, trainings for parents on managing their own anxieties, discussing traumatic behavior by means of conferences, videos, lectures or newsletters.

The article reveals the relevance of the problem of the influence of electronic gadgets on the development of children. It is significant to analyze the negative impact of electronic gadgets on the personal characteristics of younger schoolchildren. The results of an empirical study are presented, obtained on the basis of a comprehensive secondary school in the city of Slavyansk-on-Kuban, Krasnodar Territory, using the questionnaire method, a projective methodology for schoolchildren, and an expert assessment. An analysis of the results of the study allows the authors to conclude that the problem of the irregular use of electronic gadgets by children is relevant in elementary school; younger schoolchildren, characterized by irregular use of gadgets, are prone to manifestation of aggressiveness, anxiety, and have difficulties with communication among classmates. The authors made an attempt to show ways to overcome the negative factors caused by the influence of electronic means on the development of children of primary school age, the expediency of preventive work among parents, teaching staff and schoolchildren is shown.