Scholarly record

THE INFLUENCE OF EARLY EDUCATION METHODS ON TRANSFORMATION THE BIOLOGICAL AND SOCIAL TIME OF CHILDREN

P. Ambarova

Abstract

The relevance of the research topic is due to the need to study ways for overcoming the contradictions between the biological and social time of preschool children. In the study the time is objectified in terms of the biological and social age of the child. The concept of asynchronicity – the discrepancy between biological and social age is revealed. The interpretation of the concept of a behavioral strategy for overcoming the asynchronicity is presented. The object of the study is children of preschool age and their parents. The subject is the influence of early development methods on transformation the biological and social time of children. The goal is to characterize the strategy of overcoming the asynchronicity of biological and social time in children through forced intellectual development. The research problem consists in unreasonable transformation of methods of early development of children in a fashionable trend. This trend characterizes few communities of parents in Russia. The practice of early intellectual development sometimes leads to a violation of the temporality of children, namely, to a mismatch of their biological and social time. Asynchronicity in turn, negatively affects their physical, mental health, social well-being. The author's position is based on an understanding of the contradictory relationship between the processes of acceleration and deceleration in children in modern society. The methodological foundations of the research are the theory of the unity and contradiction of biological, psychological and social time, as well as the theory of the nonlinearity of the social time of modern society. The key hypothesis is the assumption about the contradictory influence of early development methods on children's social time in conditions of a tendency toward deceleration. The author also assumes the existence of a temporary lag between biological and cultural processes. This is the reason for the preservation and fashionable replication of child-parental practices to accelerate the psychological and social time of children in the context of slowing their biological time. The research used methods: 1) analysis of the content of web-sites, forums and blogs devoted to the researched child-parent practices of early development; 2) interviews with parents, educators, psychologists of preschool institutions, primary school teachers; 3) secondary analysis of materials of socio-psychological and sociological research, close to the topic of the study.

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