Emotional and Cognitive Development of Preschool Children: Overview of International and Russian Studies on Role of Dialectical Thinking in the Regulation of Affect and Recognition of Complex Feelings

The article contains an overview of studies on the problem of emotional and cognitive development of preschool children (43 papers, including 6 in Russian and 37 in English) conducted in the United States, Australia, New Zealand, Canada, Spain, Germany, Norway, Russia, etc). Special attention is paid to works that consider the reflexive aspect of childrens experiences characterized by duality, inconsistency and multypositionality, which makes it possible to identify and trace the line of dialectical transformations based on preschool childrens emotional experiences. The following statements are formulated as key conclusions: (1) dialectical thinking can be considered as a cognitive mechanism necessary for the analysis of complex, ambivalent and hidden feelings; (2) the unit of cognitive and affective development is experience, which involves reliance on an internal dialectical structure; (3) a two-position perspective in the game activity is a condition for forming preschool childrens dialectical thinking operations, which in turn can become a cognitive mechanism for regulating affect; (4) the cognitive basis of the emotional anticipation phenomenon includes a mental action of changing the alternative, which is in the zone of proximal development of preschool children and allows adults to use it as a mechanism of emotional co-regulation; and (5) philosophical dialog practices, which imply a discussion of problematic-contradictory content with preschoolers and are aimed at forming in them such actions of dialectical thinking as transformation, mediation and change of alternatives. These provisions represent are an effective tool for developing the ability to distinguish dual complex feelings and analyze their causes and consequences. The results of the work can serve as a basis for creating and implementing conceptually new preschool education programs aimed at both the creative and emotional development of children, where dialectical thinking is considered, inter alia, as an ability necessary for regulating affect and helping children to experience and cope with complex conflicting feelings.

A Case–Control Study of Tackle-Based Head Injury Assessment (HIA) Risk Factors in the National Rugby League

Background The tackle is the in-game activity carrying the greatest risk for concussion in rugby. A recent evaluation of tackle characteristics in rugby union precipitated a rule modification to reduce head impact risk during tackles. This study aims to replicate the work conducted in rugby union by examining the association between tackle characteristics and head injury events in professional rugby league. Methods There were 446 tackles resulting in a head injury assessment (HIA) and 5,694 tackles that did not result in a head injury from two National Rugby League (NRL) seasons that were reviewed and coded. Tackle height, body position of players, and contact area on an opponent’s body were evaluated, with the propensity of each situation to cause an HIA calculated as HIAs per 1000 events. Results The propensity for tacklers to sustain a head injury was 0.99 HIAs per 1000 tackles, 1.74-fold greater than for the ball carrier (0.57 HIAs per 1000 tackles). There was a 3.2-fold higher risk for an HIA when the tackler was upright compared to bent-at-the-waist. The greatest risk of a tackler HIA occurred when head contact was very low (knee, boot) or high (head and elbow). HIAs were most common following head-to-head impacts. The lowest propensity for tackler HIA was found when the tackler’s head was in proximity with the ball carrier’s torso. Conclusions The result of this study replicated the findings in professional rugby union. This has implications for the injury prevention initiatives implemented to reduce HIA risk because the majority of injuries are sustained by the tackler.

The role of instilling moral values in primary schoolchildren

The aim of this study was a comprehensive coverage of the effectiveness of instilling moral values in the education of primary schoolchildren for their further update. The following tools were used for the collection and processing of statistical data: scientific literature review, survey results, questionnaires for parents, generalization of theoretical and empirical data, diagnostic methods (direct and indirect pedagogical observation, unfinished sentence technique, game activity, icon exercises, analysis of moral and ethical situations, independent characteristics), statistical methods of calculation. The online utility Text Analyzer was used to process open responses from parent questionnaires. The introduction of individual, group, as well as training forms of work, discussion, feedback techniques, games and art methods into the educational process of primary school has provided positive changes in instilling moral values in students. The interaction of family and school contributed to the development and improvement of parents’ pedagogical knowledge and skills. The levels of moral values in primary schoolchildren in experimental groups after the completion of the formative stage of the experiment significantly exceed the indicators of control groups.

Video Game Values: Play as Human-Computer Interaction

<p>Video games are a form of software and thus an obvious object of study in Human-Computer Interaction (HCI). Interaction with video games differs from the usual understanding of HCI, however, because people play video games rather than use them. In this dissertation we ask: " How can we analyse human-computer interaction in video games when the interaction in question is play?" We propose video game values, defined as sustained beliefs about preferable conduct during play, as a basis for video game HCI. In order to describe and analyse play we use activity theory, focusing on how the interface mediates players' beliefs about preferable conduct. Activity theory allows us to address the multiple levels of context and detail in play as well as the role of conflict. We employ a qualitative case study methodology to gather data about five popular video games: Civilization III, Fable, Grand Theft Auto: San Andreas, Half-Life 2, and The Sims 2. Our core data comes from observation and interview sessions with twenty-five experienced players of these games. We collected further data based on the games' interfaces, participant observation, and documentation such as manuals and walkthroughs. We make three key contributions to video game HCI: 1) We introduce video game values as a means to analyse play as a form of human-computer interaction and show how the values of PAIDIA and LUDUS influence all aspects of play; 2) we develop a video game activity framework for describing and analysing video game play at multiple levels of detail and context; and 3) we extend the video game activity framework to include contradictions and breakdowns as a means to describe and analyse the role of conflict and challenge in video game play.</p>

Video Game Values: Play as Human-Computer Interaction

<p>Video games are a form of software and thus an obvious object of study in Human-Computer Interaction (HCI). Interaction with video games differs from the usual understanding of HCI, however, because people play video games rather than use them. In this dissertation we ask: " How can we analyse human-computer interaction in video games when the interaction in question is play?" We propose video game values, defined as sustained beliefs about preferable conduct during play, as a basis for video game HCI. In order to describe and analyse play we use activity theory, focusing on how the interface mediates players' beliefs about preferable conduct. Activity theory allows us to address the multiple levels of context and detail in play as well as the role of conflict. We employ a qualitative case study methodology to gather data about five popular video games: Civilization III, Fable, Grand Theft Auto: San Andreas, Half-Life 2, and The Sims 2. Our core data comes from observation and interview sessions with twenty-five experienced players of these games. We collected further data based on the games' interfaces, participant observation, and documentation such as manuals and walkthroughs. We make three key contributions to video game HCI: 1) We introduce video game values as a means to analyse play as a form of human-computer interaction and show how the values of PAIDIA and LUDUS influence all aspects of play; 2) we develop a video game activity framework for describing and analysing video game play at multiple levels of detail and context; and 3) we extend the video game activity framework to include contradictions and breakdowns as a means to describe and analyse the role of conflict and challenge in video game play.</p>

Specific functions of the concept of game activity in physical education of children in children

In preschool age there is a formation of the child's personality, the formation of his physical and spiritual culture - the basis of harmonious development, as the beauty of the human soul and healthy body. Today, one of the main tasks of improving preschool education is to raise a harmoniously developed, perfect, healthy child, able to fully realize their spiritual, physical, intellectual and moral capabilities. An important area of ​​physical education of preschool children is the use of various forms and tools for their harmonious development, among which an important place is given to play activities Purpose: to characterize the specific functions of the concept of play activities in the physical education of preschool children. Research methods: theoretical analysis and generalization of literature sources, induction and deduction, abstraction, comparison, classification and systematization. Results: specific functions are indicated as a certain category of system approach. It is represented by independent properties and has the purpose of describing the system of game activity within the physical education, which should be carried out to achieve the generalized goal. The group of specific functions of the concept of play activity in physical education includes the competence, interdependence, effectiveness and density, which are largely implemented by the author's concept and justified by us and implemented depending on the specifics of play in the relevant group of educational institutions. The fundamental changes taking place in the modern cultural and educational space, social demands and needs confirm the idea of the priority of childhood as the most responsible period of personality development. It is in preschool age that the formation of a child's personality takes place, the formation of his physical and spiritual culture - the basis of harmonious development, as the beauty of the human soul and a healthy body.

What Children with Neuromotor Disabilities Need to Play with Technological Games

Game activity is fundamental for children’s cognitive and social development. During recent years, technology development has led to changes in several areas, including the ludic one. However, while in the literature, there are plenty of studies that report the importance of technology-based games in rehabilitation program, little attention has been paid to their role as pure entertainment. In contrast, the market does not provide videogames that are engaging, accessible, and inclusive. In this context, a survey was distributed to families who have a child with neuromotor limitations to investigate how these children deal with play, in particular with videogames, and what the requirements are for accessible and inclusive videogames. FightTheStroke distributed the questionnaire to families with a child with neuromotor impairments in April 2020. Fifty-six families responded to the survey. The answers revealed that children generally manifest positive feelings when playing with videogames, especially with cooperative ones, even if they are not fully accessible. The survey also collected user needs and suggestions from families about the design of videogames for neuromotor-impaired children. Guidelines derived from the survey are reported for the development of entertaining, inclusive, and accessible videogames, playable by children with neuromotor disabilities.

Evaluation of socialization technology effectiveness in motor-play activity of preschoolers

Motor-play activity is the basis for the social experience recreation and development among older preschoolers, a condition for positive socialization. The relevance of the research is conditioned by the need to comprehend the potential of socialization technology in motor-game activity of preschoolers. The use of technology in the educational process at kindergartens contributes to the complex impact on a child, the development of his physical, social, communicative and personal potentials. The purpose of the study is to assess the effectiveness of socialization technology in motor-play activity among 5-7-year-old children. Study methods: theoretical: analysis, synthesis, generalization; empirical: observation and assessment of independent motor activity among children, game diagnostic situations, conversation; the methods of mathematical statistics: Wilcoxon t-test. The study involved 120 senior preschool children attending the kindergarten No. 78 in the city of Belgorod, No. 15 in the village of Razumnoe, Belgorodsky District, Belgorod Region. The analysis of the study results showed that in the process of socialization technology implementation in motor-play activity among preschoolers, 95% of children who participated in the experiment use successfully the social experience in motor-play activity and show the optimal and sufficient level of its recreation.

Acutely increased workload is correlated with significant injuries among national basketball association players

Background Particularly at the level of professional athletics, injury prevention is of critical importance. We hypothesized that elevated in-game statistics over a period of 3-10 games places increased cumulative stress on players’ joints and thus predisposes players to injury. Methods Utilizing a comprehensive database of National Basketball Association (NBA) player statistics, we identified 34 NBA players who suffered significant in-game injuries during the 2016-2019 seasons, leading them to miss at least ten consecutive games. We then assessed several potential markers of increased player workload during the cumulative one, three, five, and ten games directly preceding the injuries and compared them to season averages for each player. Results Increased minutes played per game over the cumulative three (4.9% increase, p = 0.04), five (5.8% increase, p = 0.004), and ten (4.0% increase, p = 0.02) games directly preceding injury were closely related to increased injury occurrence. In-game activity level as measured by statistics such as points scored and rebounds per game did not relate to injury occurrence. Conclusion In addition to injury mitigation practices currently used by NBA teams, maintaining players’ minutes played per game constant over time may be an additional effective strategy to be used by coaches and general managers in the future.

Cardiac Cycle Puzzle: Development and Analysis of Students’ Perception of an Online Digital Version for Teaching Cardiac Physiology

Cardiac physiology is a basic subject in the curriculum of health Science undergraduate courses, which allow students to understand the functional mechanisms of cardiovascular organs as well as the physiopathology of cardiovascular diseases. The puzzle of cardiac cycle has been developed to help students to understand and integrate the concepts of morphology and physiology of normal and pathological states of the heart. Considering the good acceptance of the printed puzzle by students and professors, its online version has been developed as a digital educational tool. The aims of this work were to describe the development of the online digital version of this educational game and to evaluate the students’ perception of the utility of the digital game for their learning. The digital version was developed using the figures and answers of the original printed cardiac cycle puzzle, including stages 1 and 2, in three languages: Portuguese, English and Spanish. The digital version was tested by professors of Physiology from different university institutions for validation. The final version of game was used in remote teaching in three courses in the health area, during the COVID-19 pandemic. The opinion of students about the usefulness of the game activity for their learning was analyzed by using a survey. In the opinion of participants in this study, the activity with the online digital version of the cardiac cycle puzzle was useful for their learning.