Manifestation of Initiative in Preschool Children in the Process of Interaction with the Teacher 570
PhD in Psychology, Associate Professor, Department of Preschool Pedagogy and Psychology, Faculty of Psychology of Education, Moscow State University of Psychology and Education, Moscow, Russia
PhD in Psychology, Professor of the Chair of Preschool Pedagogy and Psychology, Faculty of Education Psychology, Moscow State University of Psychology & Education, Moscow, Russia
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.
Vospitatelyu o lichnostnom obshchenii: psikhologiya
obshcheniya [The caregiver on the personal communication: psychology of
communication]. Petrovskii A.V. et al. Moscow, 1992. 77 p.
Klopotova E.E., Yaglovskaya E.K. Vozrastnye osobennosti
proyavleniya doshkol'nikami initsiativy v obrazovatel'noi deyatel'nosti [Age
Peculiarities of Taking Initiative in Learning among Preschool Children].
Voprosy obrazovaniya [Voprosy obrazovaniya], 2019, no. 3. pp.
Korotkova N.A., Nezhnov P.G. Nablyudenie za razvitiem
detei v doshkol'nykh gruppakh [Monitoring the development of children in
preschool groups]. Moscow: Linka-Press, 2017. 256 p.
Lisina M.I. Problemy ontogeneza obshcheniya [Problems of
ontogenesis of communication]. Nauchnye Issledovaniya. Institut obshchei i
pedagogicheskoi psikhologii Akademii Ped. Nauk SSSR [Scientific
research. Institute of General and pedagogical psychology of the Academy of
Pedagogical. Sciences of the USSR]. Moscow: Pedagogika, 1986. 144 p.
Prikaz Ministerstva obrazovaniya i nauki Rossiiskoi
Federatsii ot 17 oktyabrya 2013 g. N 1155 «Ob utverzhdenii federal'nogo
gosudarstvennogo obrazovatel'nogo standarta doshkol'nogo obrazovaniya»
[Elektronnyi resurs] [Order of the Ministry of education and science of the
Russian Federation from October 17, 2013 N 1155 "About the statement of Federal
state educational standard of preschool education»]. Available at:
http://www.rg.ru/2013/11/25/doshk standart dok.html (Accessed:
Psikholog v doshkol'nom uchrezhdenii: metodicheskie
rekomendatsii k prakticheskoi deyatel'nosti [Psychologist in preschool:
guidelines for practical activities]. Lavrent'eva T.V (eds.). Moscow: Gnom i D,
2002. 144 p.
Sidorenko E.V. Metody matematicheskoi obrabotki v
psikhologii [Methods of mathematical processing in psychology].
Saint-Petersburg: OOO «Rech'», 2001. 350 p.
Smirnova E.O. Razvitie voli i proizvol'nosti v rannem i
doshkol'nom vozrastakh [Development of will and arbitrariness in early and
preschool ages]. Moscow: Publ. «Institut prakticheskoi psikhologii»; Voronezh:
NPO «MODEK», 1998. 256 p.
Khakkarainen P., Bredikite M. Obuchenie, osnovannoe na
igre, kak nadezhnyi fundament razvitiya [Game-based learning as a solid
Foundation for development]. Psikhologicheskaya nauka i obrazovanie
[Psychological Science and Education], 2010, no. 3, pp. 71–79.
Tsukerman G.A. O podderzhke detskoi initsiativy [About
support of the children's initiative]. Kul'turno-istoricheskaya
psikhologiya [Cultural-Historical Psychology], 2007, no. 1, pp.
Tsukerman G.A., Elizarova N.V. O detskoi
samostoyatel'nosti [About children's independence]. Voprosy psikhologii
[Voprosy Psychologii], 1990, no. 6, pp. 10–21.
Yudina E.G. Professional'noe soznanie pedagoga: opyt
postanovki problemy v sovremennom obrazovanii [Professional consciousness of
the teacher: the experience of the problem in modern education]
Psikhologicheskaya nauka i obrazovanie [Psychological Science and
Education], 2001, no. 1, pp. 89–100.