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  Previous issue (2019. Vol. 11, no. 3)

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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Developing Preschool Education: Promoting and Preventing Factors 218

Smirnova E.O.
PhD in Psychology, Рrofessor 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: smirneo@mail.ru

Abstract
The article analyzes the conditions that promote and prevent developing preschool education. The concept of "development" and its irreducibility to learning are considered. The necessity of a holistic approach to development, as opposed to the development of subject areas, is emphasized. As a key concept that defines integrity, the concept of “personality” is proposed. It is shown that personality development manifests itself and is carried out primarily in the initiative independent actions of a child. Initiative in different types of children's activities is considered as the main indicator of personal development. As the main form manifestation of initiative, the play is considered. The role of play in personality development and the consequences of its deficiency are discussed. Excessive concern for safety and order in kindergarten groups is also cited as reasons inhibiting the child’s activity. In conclusion, conditions are formulated that promote and impede developing preschool education.

Keywords: preschool education, development, learning, personality, initiative, children's activity, play, security

Column: Developmental Psychology

DOI: https://doi.org/10.17759/psyedu.2019110406

For Reference

Acknowledgements

The authors are grateful for assistance in data collection Platicina O.S and Molina-Garsia E.S.

References
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