The role of preschool education in the process of constructing an internal type of personality as a basis for modern society
Abstract
The article analyzes the current stage of preschool education and its importance for the further development of the child’s personality as a full member of society. The study was conducted among pupils of private children’s educational institutions of the developing type, the basis of which are special developmental programs and methods. The study involved 86 children, of which: 41 boys and 45 girls. We put forward the following hypotheses: The degree of development and complexity of the cognitive code depends on: a) the social status of the family, in particular, on the education and profession of the parents; b) on the specifics of the educational process and pedagogical work (what method - traditional or developing is used; how strict is the teacher). In educational institutions of preschool type, working on developmental programs and methods, there is a weakening of the relationship between the degree of development of the cognitive code and social origin, compared with educational institutions using traditional general education programs. According to the purpose of the study, to test the hypotheses, we used several methods: 1) testing (picture grouping test; children aged 5-6 acted as subjects; test material - Doman cards, 10 pieces with images of wild animals); 2) questioning or interviews with teachers, whose pupils are the subjects. In the course of the study, various approaches to the formation of the personality
of a preschool child were analyzed, and the main factors that influence this were identified. The internal personality type has been identified as important for the child’s continued success in life and learning. Summing up, it should be noted that the conclusions drawn from the results of our study, including a comparative analysis of data from two studies conducted using the same methodology in different years (2019 and 2020) and in preschool institutions of various types (working on the general state program and author’s intensive development programs) are approximate and rather hypothetical in nature (due to the small sample size). However, in our opinion, the data of our study and the conclusions drawn from the analysis are a convincing reason for a similar full-scale study.
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