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Registration Number

0215U000395, 0113U001214 , R & D reports

Title

Theoretical and methodological principles of formation of basic personality traits of chaild under school age in kindergarten.

Head

Reipolska Olga Dmitrievna,

Registration Date

17-02-2015

Organization

The Institute of Problems on Education of National Academy of Pedagogical sciense of Ukraine

Description

As a result of: • Teachers found pre-schools need methodological tools for generating the older preschoolers basic personality traits in the unity of cognitive, emotional value and activity components; • scientifically grounded and the method of forming phase of the study, which aims formation in older preschoolers basic personality traits; namely rationality, creativity, sensitivity, piety, justice, independence, observation, interpersonal partnership, interpersonal harmony; • criteria and indicators (as defined areas of research within the educational potential of optimization problems kindergarten) for the experimental determination of the levels of preschool children basic skills. The structure of the basic personality traits distinguish older preschooler cognitive, emotional and behavioral values (and activity) components. Analysis of the results led to the conclusion that the educational potential of pre-school education is a significant and increasing its efficiency should be achieved by improving the content of the educational process, its differentiation and individualization. This approach ensures in practice children acquired knowledge and practical skills. The method of forming the older preschoolers basic personality traits; namely rationality, creativity, sensitivity, piety, justice, independence, observation, interpersonal partnership, interpersonal harmony. Thus, the formation of basic personality traits in older preschoolers carried out in the four activities inherent in this age period, namely: 1) the game; 2) communication; 3) subject-converting (employment); 4) training. An important were: a) providing children in these kinds of positive emotional stimuli, b) the organization of educators in these activities individually differentiated approach to children, c) creating communicative and behavioral orientation process of forming basic skills in these activities. The work was conducted in three areas: children, preschool teaching staff (teachers, methodologists, heads) and parents. The key attribute qualities of observation, judgment, creativity, responsibility, independence, justice, self-control, kindness, courtesy, interpersonal harmony and interpersonal partnership and consider them a priority, that is particularly important for child development. This made it possible to identify the structure of the basic qualities of older preschooler cognitive, emotional and behavioral values (and activity) components. It singled out the following components: cognitive, emotional value and activity (behavioral) to each of which the criteria and indicators to the levels of the four basic personality traits older preschooler: 1) cognitive criterion which acts of knowledge and ideas about children's basic qualities of moral awareness norms and rules of social behavior (high: the child existing ideas and basic knowledge of basic quality, moral norms, rules of social behavior, the optimal level of children have sufficient knowledge and understanding, but they are reproductive in nature, sufficiently informed, sufficient: knowledge and have an idea patchwork nature of awareness is transient in nature, minimal ignorance of basic information about the basic quality, lack of ideas about moral norms and rules of social behavior, 2) emotional value - criteria were the adequacy and sustainability (for high level indicators were: system formed feelings that are associated with a child's understanding of their own emotional states reasons associated with them; moral motives, needs, self-esteem of the child; personal meaning, which is endowed with this attitude; optimal level, almost formed the system senses that are related to the child's understanding of their own emotional states; moral motives and needs formed part; sufficient: the system senses manifested only in specially created situations; child partially understand their emotional states; familiar with the moral grounds, but needs formed part; Minimum system senses are not formed; not understand their own emotional states; moral motives and needs are not formed; 3) behavioral component - the criterion were its sustainability, self-regulation (compliance with moral norms of behavior, the ability to monitor, predict their own behavior in different situations, according to available knowledge, experience) and independence (high: readiness to act in a certain way in relation to the object, that has personal significance for the child, is appropriate actions, availability of skills moral behavior, formed ability to regulate their own behavior, the optimal level, can act a certain way in relation to the object that has personal significance, there are skills moral behavior, there is the ability to regulate their own behavior; reveals the basic personality traits, sufficient, able to act a certain way in relation to the object that has personal significance under the direction of adults have some skills moral behavior, but the ability to regulate their own behavior is almost there, showing basic quality in artificial conditions, modeled after the adult; low do not know how to act in a certain way regarding personally meaningful object only under the supervision of an adult; there are some skills moral behavior, but the ability to regulate their own behavior almost there; shows the basic quality in artificial conditions.5481

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Васільєва Світлана Андріївна
Гавриш Наталля Василівна
Діхтяренко Зоя Михайлівна
Маршицька Вікторія В'ячеславівна
Нечай Світлана Петрівна
Острянська Олена Анатоліївна
Полякова Ольга Петрівна
Рейпольская Ольга Дтитриевна
Рогозіна Вікторія Валентинівна