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Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: https://doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

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Manifestation of Initiative in Preschool Children in the Process of Interaction with the Teacher 261

Klopotova E.E.
PhD in Psychology, Associate Professor of the Department of Preschool Pedagogics and Psychology of the Faculty of Psychology of Education, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: klopotova@yandex.ru

Yaglovskya E.K.
PhD in Psychology, Professor of the Department of preschool pedagogics and psychology of the faculty of psychology of education, Moscow State University of Psychology & Education, Moscow, Russia
e-mail: yaglovskaya_ek@mail.ru

Abstract
The article presents the results of an experimental study of the features of the manifestation of initiative in preschool children in the educational process. A total of 480 pre-school children aged three to seven years were covered by observation using specially designed formalized maps. As the main forms of manifestation of children's initiative in the process of interaction with adults, it is proposed to consider the issues and various proposals of children on the formulation and achievement of tasks in the framework of a particular activity. The article presents the results of an experimental study of the features of initiative in preschool children in the educational process. The position of an adult is considered as one of the factors influencing the manifestation of initiative by children in the educational process. The analysis uses the positions of educators, dedicated T.V. Lavrentieva. On the basis of expert evaluation of the results of unincorporated observation of teachers, 14 teachers with the most pronounced features of a particular position were selected. The results obtained in the study suggest the feasibility of using in the educational process with preschoolers of different situations, as situations that support children's initiative, and situations that "provoke" them to take the initiative. In General, the results showed that the initiative of children, becoming by the end of preschool age one of the manifestations of their increasing independence, still depends on the specific situations of interaction with adults.

Keywords: initiative, interaction of the teacher with children, preschool age, support of children's initiative

Column: Developmental Psychology

DOI: https://doi.org/10.17759/psyedu.2019110407

For Reference

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