Individual-Topological Features of Development of Musical, Artistic and Intellectual Abilities among Pre-School Age Children
Article Sidebar
Main Article Content
Abstract
The high effectiveness of present-day educational programs within the sphere of supplementary
artistic-aesthetical upbringing and continuous education of preschoolers may be provided in
the light of scientifically based typologies of special abilities at the core of which lie both
generic psychological and psychophysical (natural) components. In the presented exploratoryapplicative
research there is an outline of a solution of several goals related to scholarly research
and scholarly practice. On a diagnostic stage, in correspondence with the aim of the research
a selection of diagnostic methodologies has been made and a complex diagnosis has been
carried out (surveys among parents, consultation of pedagogues, testing of children) with the
use of the method of contrasting groups and engaging of respondents from various preschool
institutions for development of separate types of abilities. On an encompassing stage the results
of expositive statistics are analyzed and a qualitative interpretation of them is carried out. As
a result of comparative analysis in the groups of musical, artistic and intellectual development
veracious differences are demonstrated: in the manifestation in children of separate types of
sensorial sensitivity, which influences their cognitive development; in the distinct manifestation
of indications of creative abilities and parameters of creative thinking in correlation with a
concrete type of preschool institution and specificity of realization in it of educational programs.
On the prognostic-analytical stage with the aid of correlational analysis the preschoolers show the
defined specificity (character and closeness) of interconnections of audial, visual and kinesthetic
types of perception and processing of information with separate indications of creative abilities
and thinking. The conclusions are arrived at about the prognosticate value of examination of
the indicated types of as individual-personal predictors of harmonic development of separate
(general or specific) capabilities, and adequate recommendations are presented to parents and
pedagogues.
Keywords: creative abilities, children’s giftedness, individual-personal predictors, typological
approach.
Article Details
Copyright
The rights on the results of intellectual activity and equated means of individualization are protected in accordance with Part IV of the Civil Code of the Russian Federation. The authorship, author's name, executor’s name, inviolability of the work and result of execution are protected by the rules of Part IV of the Civil Code of the Russian Federation of the author or executor, regardless of providing legal protection of such results of intellectual activity at the time of their forming.
Copyright laws regulate the civil legal relations for using works of science, literature and art. Such relationships are formed as the result of the author’s writing his or her texts. In this case the author can rightfully claim copyright of the work.
The author has certain rights to reuse the work (see: “Ethical Aspects in Terms of Multifold Publications).
Licenses
All copyrights on the articles belong to their authors. The author transfers the rights on using the article the publisher.
PDF versions of scholarly articles of the journal PMN are published by using the license Attribution Non-Commercial No Derivatives cc by-nc-nd, allowing loading and distributing works on the assumption of indicating the authorship. The works may not be changed in any way or used for commercial interests.
Criteria for Authorship, Co-authorship
The term “author” refers to all persons (co-authors) who have made a substantial contribution to conducting the research and creation of the manuscript and responsible for its content. The person (author) who has submitted the manuscript to the editorial board shall bear responsibility for the complete list of the group of authors and the changes made to the manuscript in accordance with the results of the peer reviewing and editing.
1. Authorship is based on the following criteria:
1) The author made a substantial contribution to the research activity and development of concept, collected the data, made analysis and interpretation of the data.
2) The author carried out the writing of the text of draft articles and edited it attentively and substantially.
3) The author approved the final version of the article prior to its submission.
4) The author bears responsibility for the integrity of all parts of the manuscript.
2. The authors shall guarantee that the submitted manuscript is the original work.
3. Scholarly reviews for some issue or other should be objective, present material in a wide range and at the same time take into account the views of the author of the review.
4. The authorship of scholarly publications is obligated to reflect accurately the contribution of individuals to the research activity, with specific information about the authors.
5. The authors may not mislead the readers by publishing acknowledgements of gratitude to people who were not actually involved in writing the work. Other persons who made contribution to the work, but are nevertheless not the authors, may be listed in the rubric of “Acknowledgements,” with indications of the type and extent of their activities.
6. Authors are obligated to provide a description of their contribution to the publication.
7. The order of authorship must be a joint resolution of co-authors. The authors should be ready to explain the order of their enumeration and listing.
8. The authors shall be entirely responsible for the correct definition of authorship acting in accordance with the rules adopted in their institution.
9. Investigators must ensure that only those persons who meet the criteria for authorship (that made a significant contribution to the work), shall be considered the authors, and the researchers who do not merit authorship will be excluded from the list of authors.
References
2. Kirnarskaya D. K. Filogeneticheskaya model' talanta. Universum muzykal'nogo talanta [The Phylogenetic Model of Talent. The Universe of Musical Talent]. Psikhologiya odarennosti i tvorchestva: monografiya [The Psychology of Giftedness and Creativity: Monograph]. Moscow; St. Petersburg: Nestor-Istoriya, 2017, pp. 102–113.
3. Melik-Pashaev A. A. Printsipy diagnostiki khudozhestvennogo razvitiya [The Principles of Diagnosis of Artistic Development]. Psikhologiya obucheniya [Psychology of Learning]. 2015. No. 10, pp. 34–46.
4. Nagibina N. L. Psikhologicheskie tipy lichnosti: vliyanie na muzykal'nuyu deyatel'nost' i obuchenie muzyke: avtoref. dis. … d-ra psikhol. nauk [The Psychological Types of Personality: Influence on Musical Activity and Teaching Music: Thesis of Dissertation for the Degree of Doctor of Psychological Sciences]. Moscow, 2002. 61 p.
5. Sirotyuk A. L. Neyropsikhologicheskoe i psikhofiziologicheskoe soprovozhdenie obucheniya [Neuropsychological and Psychophysiological Accessary of Training]. Moscow: Printing Center Sphere, 2003. 288 p.
6. Starchenko M. G. Psikhofiziologiya kreativnosti [The Psychophysiology of Creativity]. Nauka i innovatsii [Science and Innovations]. 2014. Vol. 12. No. 142, pp. 15-19.
7. Porter L. Gifted Young Children: a Guide for Teachers and Parents. 2nd ed. Sydney, NSW: Allen & Unwin. 2005. 271 p.
8. Reinhard J. Howard Gardner’s Multiple Intelligences: a Minority View: Musical Intelligence. Problemy muzykal'noj nauki/Music Scholarship. 2015. No. 4, pp. 38–42. DOI: 10.17674/1997-0854.2015.4.038-042.
9. Runco M. A., Millar G., Acar S., Cramond B. Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement: A Fifty-Year Follow-Up. Creativity Research Journal. 2010. No. 22 (4), pp. 361–368.