Индивидуальный подход к развитию творческого воображения в дошкольном возрасте

Considering the current situation in the educational space of Ukraine, the teacher should cultivate in the younger generation the ability to analyze, think critically, find solutions to problems, develop a personality capable of taking responsibility for their own actions and deeds. In this context, the problem of independence education is relevant, significant both in theoretical and practical aspects. We associate perspective ways of research with the study of the implementation of modern scientific approaches to the transformation of the pedagogical process, increasing attention to the personality of the child as an agent of cognitive activity, providing him with freedom of choice of activities and forms of participation in it, democratization of the educational process on the basis of cooperation between teachers and pupils, differentiation of education and training, development of flexible pedagogical technologies that best meet the needs and capabilities of pupils, in their independent mastering of various aspects of life. In this context, problem tasks that put the child in a situation where he/she is encouraged to use various methods of mental activity (comparison, analysis, synthesis, classification) are of undeniable value. This activates independence, the ability to find ways to solve problems, draw conclusions and generalize. Therefore, the aim of the study is the search for effective ways to form independence in children of senior preschool age. Studying the formation of independence as a basic personal quality in children of senior preschool age, we were guided by the fact that the independence of children of this age group is best manifested in new unfamiliar situations. By solving them, children can demonstrate independence of thought, originality of ways to solve the problem. In the light of this, we took into account the children's interest in independent actions in the conditions of choosing between the new and the familiar; independence and autonomy of actions in relation to the adult; ways of solving the problem; the result of the activity. As a result of the experimental study, we found that a significant number of children in the experimental group do not realize the possibilities of independence and do not reach the optimal level of its formation. The search for ways to solve this problem made it possible to identify effective means of forming independence in children of senior preschool age, among which a special place is occupied by problem solving tasks. They put children in the conditions of practical search for a solution to the problem, which pushes them to search independently, awakens the child's opinion, forms non-standard thinking. Such tasks encourage children to express their original ideas, to analyze problematic and ambiguous situations, to establish cause-and-effect relationships, to think over the situation, to build hypotheses, which also stimulates independence of thinking, flexibility of mind, develops creative abilities of the child. Thus, problem-bases tasks effectively influence the development of preschoolers' independence as an integral quality of personality.

Rapid socio-political changes in the life of modern society make it necessary to prepare children for the development of social relations and various types of behavior in society from an early age. Such qualities as the ability to manage their behavior and ways of communication, the ability to choose appropriate behavior, orientation in new circumstances, a sense of their place among other people is the sphere of social development of the child, which contributes to their social well-being. The effectiveness of the implementation of the outlined tasks of social development of preschoolers is largely determined by the establishment of interaction between preschool education institutions and families of pupils. Only close relations of the preschool education institution on the basis of cooperation with the family provide conditions for the full process of socialization of the preschool child. Our research allowed us to find out the existing problems in socialization of the majority of children of senior preschool age, in particular: unformed ideas about "approved", "acceptable" and "unacceptable" forms of behavior; inability to establish and maintain positive relationships with others; short-term and unstable relationships with peers; unformed positive attitude to society and themselves; inability to solve problem situations. Purpose of article is to substantiate the psychological and pedagogical conditions for the socialization of the personality of a child of senior preschool age in the process of interaction between the family and the institution of preschool education. To achieve this goal, a number of theoretical and empirical methods were used: theoretical: analysis, systematization, and generalization of theoretical data presented in the psychological and pedagogical literature; empirical: a survey of educators using the method of T. Repina (2004), sociometric study "Birthday", observation of children's behavior in joint activities and games. In the process of organizing the work, the following methods and techniques have proved their effectiveness: organization of positive communication between parents, educators and children; involvement of parents in assessing the child's progress, forecasting the prospects for the child's development; encouraging parents to participate in joint work with the child and the teacher, the staff of the preschool institution; active listening to parents, trying to understand their problems, to help make a well-grounded pedagogical decision; building friendly, optimistic, cordial relations with parents.

The article considers the issue of professional training of future educators for the study of fairy tales of the peoples of the world by children of senior preschool age in the conditions of the information and communication space. The authors substantiate the importance of studying fairy tales of different cultures for the comprehensive development of children of senior preschool age, the formation of their worldview, moral qualities and intercultural competence. The effectiveness of integrating information and communication technologies into the educational process of a preschool educational institution is studied, which significantly increases its visualization, interactivity and immersion in the world of a fairy tale. Special attention is paid to the analysis of methodological tools that can be used to form the necessary knowledge, skills and abilities in the use of ICT for visualization, interactive presentation and creative processing of fairy tale material in preschool students. The experience of the author’s team in the context of training higher education applicants to use the potential opportunities of ICT in the formation of intercultural competence of children of senior preschool age is highlighted, in particular, examples of the use of digital resources for studying fairy tales of the peoples of the world by children of senior preschool age (interactive e-books, educational videos, audio tales, game educational platforms) are presented, as well as innovative services such as Animated Drawings and Google Earth Voyager. The scientific work presents the results of a survey of students, which revealed their interest in integrating ICT into the educational process, and also identifies key aspects that require increased attention during preparation. It was found that students see the importance of developing skills to adapt digital resources to the age characteristics of preschoolers and use them to develop intercultural communication. The structure of the methodological toolkit for training future educators is substantiated, which includes theoretical, practical, methodological, and project components. It is summarized that the integration of fairy tales of the peoples of the world using ICT is a strategically important direction in the training of future educators of the new generation. Prospects for further scientific explorations are identified regarding the study of the impact of ICT on the development of intercultural competence of future educators and, accordingly, preschoolers, as well as the creation of clear criteria and tools for assessing the readiness of future educators to effectively use ICT for organizing fairy tale therapy with preschool children, as well as for diagnosing their emotional state and development.

The article substantiates scientific approaches to modeling the development of divergent thinking in senior preschool children using Dienesh blocks. The main components of the model are considered: target, organizational-pedagogical, control-evaluative and resultative. The target component contains the goal (stimulating senior preschool children’s divergent thinking development using Dienesh blocks) and the task (encouraging children to create original constructions from Dienesh blocks, using new combinations; encouraging them to adapt constructions to new conditions, changing them in accordance with the given requirements; encouraging them to find non-standard ways of using blocks to solve problems; stimulating them to generate several solutions in a limited time quickly) of the developed model. The organizational-pedagogical component outlines the principles that contribute to involving children in the process of research, analysis and creativity; stages of effective use of Dienesh blocks; pedagogical conditions for its practical implementation. The control-evaluative component contains elements of diagnosing the development of divergent thinking component in children of senior preschool age – criteria and their indicators. The levels of tracking the dynamics of divergent thinking development in children of senior preschool age are determined – initial, optimal, creative. The resultative component reflects the expected result from the implementation of the model – positive component dynamics of divergent thinking development in children of senior preschool age using Dienesh blocks. Key words: divergent thinking, Dienesh blocks, children of senior preschool age, development, model.

The presented article shows the need for the development of self-organization in children of senior preschool age, as well as the importance of the teacher’s purposeful work on the development of the structural components of self-organization (goal-setting, planning, situation analysis, correction and self-control) with preschoolers in the process of physical culture and health-improving activities. The stages of development of self-organization in children of senior preschool age during the implementation of various types of physical culture and health-improving activities are reflected, mechanisms for the development of structural components of self-organization in senior preschoolers are shown in accordance with the stages of their development. The plan of selection of a system of means and methods for the development of structural components of self-organization in children of senior preschool age in various types of sports and recreational activities is proposed. The criteria for the development of self-organization in children of senior preschool age, as well as the levels of its assessment (low, medium, high) are determined

The article provides an analysis of gender roles and gender stereotypes in children of senior preschool age, as well as an analysis of changes in the social structure of society, which are reflected in the thinking and behavior of children of senior preschool age. The materials present the results of a study of the specifics of the formation of gender roles and gender stereotypes in children of senior preschool age, empirically showing the child’s awareness of his belonging to a particular gender and the formation of corresponding gender roles and gender stereotypes in a child of senior preschool age. These ideas have a strong influence on the future behavior and worldview of children of older preschool age.

The research outlines the relevance of the problem of using media in the educational process of preschool educational institutions. The object, purpose and objectives of the research are determined. The object of the research is the use of media in the educational process of preschool educational institutions. The purpose of the research is theoretical and methodological, methodological substantiation and experimental verification of the effective use of media in the educational process of preschool educational institutions. The objectives of the research: to study the theoretical and methodological, methodological foundations of the effective use of media in the educational process of preschool educational institutions; to investigate the features of experimental and pedagogical activities on the use of media in preschool educational institutions. The theoretical and methodological and methodological principles of the research are characterized, the analysis of which revealed contradictions that do not contribute to the effective use of media in the educational process of preschool educational institutions, between: the objective need of society for a person who has a need to know the environment, to dynamically assimilate and process information and insufficient attention of pedagogical theory and practice to its formation, in particular by means of media; the declaration of the need to use various media in the educational process of preschool educational institutions and the insufficiency of their use in educational practice; modern requirements for the use of media in the conditions of preschool educational institutions and the insufficient readiness of educators for the specified activity; the need of children of senior preschool age for psychological and pedagogical support of their upbringing, development, and learning based on the use of media and the insufficiency of methodological support for the educational process of preschool educational institutions in the specified context. Methodological foundations of the study: philosophical ideas of humanism and modern concepts of humanization of education; theories of personality and its development in activity; systemic, competency-based, activity-based, personality-oriented axiological methodological approaches to education and development of the personality, etc. Results, value and originality of the research. The content of the main concepts of the study «media», «media tools», «media texts» is clarified. The essence of the State Standard of Preschool Education (2021), a number of educational comprehensive and partial programs for preschool children («Child» (2020); «I am in the World» (2024); «Media Preschooler» (2019); «Tales and Paints» (drawing using elements of media education; 2018); «Media Education for Preschoolers»; 2019) regarding the content and features of the use of media in the educational process of preschool education institutions is outlined. Based on the analysis of the results of a number of psychological and pedagogical studies, it is proven that media have significant educational potential and can be used by teachers to organize educational interaction with children and the children themselves in various types of activities. Implementation of the research results. Examples of the use of media in experimental and pedagogical activities of preschool education institutions within the educational direction «Child in the Natural Environment» of the State Standard are proposed preschool education (2021). Qualitative and quantitative analysis of the results of the control stage of the experiment showed an increase in the level of development of the ability of teachers of the experimental groups to use media in the educational process of preschool education institutions, as well as an increase in the level of development of digital and natural and ecological competencies of children of senior preschool age, which indicates the effectiveness of experimental and pedagogical activities. The prospects of scientific research lie in the need for further in-depth study of the features of the use of media in order to form the competencies of children of senior preschool age within all areas of the State Standard of Preschool Education (2021) and in various types of their life activities.

The article objectifies the problem of formation of moral feelings in children of senior preschool and primary school age. The author's definition of the concept of moral feelings is offered “moral feelings of children of senior preschool and primary school age we consider to be emotional attitudes to the behavior of others and to their own, which reflect social morality, moral traditions, the real attitude of people to each other”. The main types of moral feelings that should be formed in children at the stage of senior preschool and primary school age are outlined. These include feelings of truth, trust, justice, empathy, kindness, commitment, dignity, friendship and camaraderie, fear, shame, guilt, conscience, altruism, responsibility, duty, success (failure), and civic feelings. Theoretical analysis of scientific and pedagogical literature showed that at the present stage of development of Ukrainian society scientists have paid insufficient attention to the development of theoretical and experimental model of moral feelings of preschoolers and primary school students, did not study the pedagogical conditions of their formation. The article highlights theoretical substantiation and development of pedagogical conditions for the formation of moral feelings in older preschool children. Here the researchers mean deepening and expanding children's knowledge and ideas about moral and ethical categories and their characteristics; emotional saturation of the content of tasks aimed at stimulating the manifestations of children's moral feelings in interaction with the social environment; acquisition by children of moral experience by involvement in various kinds of activity (game, educational-cognitive, pictorial, communicative, estimation-orientation, charitable, socially useful); maintaining a positive emotional state of each child; systematic diagnosis and correction of negative experiences. Various forms and methods were used for their implementation: reading and discussion of fiction and fairy tales, staging, puppet theatrical performances, fairy-tale game technologies and psychological technologies, ethical conversations, moral choice situations, building classes on the methodology of "philosophy for children", ethical training, various games, exercises, project and volunteer activities. Among the pedagogical conditions for the formation of moral feelings of junior students are identified: sufficient comprehension of moral knowledge, norms and rules of conduct by children of primary school age; development of the emotional sphere as a basis for the inclusion of students in educational and cognitive and diverse extracurricular activities, which is based on the principles of personality-oriented approach; gradual process of education of moral feelings of moral schoolchildren with systematic diagnosis and correction of negative experience. Their implementation is ensured by the propaedeutic course "Steps to Responsibility" and the club of extracurricular reading of children's works "Grammar of Morality".

Imaginative thinking is the main type of thinking in children of senior preschool age. The state of its formation largely determines the success of children in acquiring knowledge, forming skills and abilities following the Basic Component of Preschool Education, and in the future, the requirements of school curricula. The study aims to outline the results of the research on the state of formation of figurative thinking in older preschool children with speech disorders in comparison with children with typical speech development. The following methods of scientific research were used in the study: Analysis and synthesis of scientific and methodological literature on the research problem, experiment, testing, comparison, and quantitative and qualitative analysis of the experimental data. According to the results of the diagnostics carried out according to the author's methodology, which is based on a modification of the study of figurative memory, it was found that children with speech disorders have an insufficient level of figurative thinking, especially its topological, projective, ordered, and compositional substructures. These results indicate that children have difficulty creating mental images of objects or phenomena, operating with previously created and stored images, as well as analysing, synthesising, abstracting, mediating, comparing, and generalising perceived information. These difficulties are at the heart of the problems with preparation for studying at the New Ukrainian School. The practical value of the work is to inform specialists of special and inclusive preschool education institutions about the specific features of the state of formation of imaginative thinking in older preschool children with speech disorders. The results of the study can be used for the development and implementation of methods for the formation of imaginative thinking in senior preschool children with speech disorders

The article substantiates the current problems of raising independent children of senior preschool age in game activities. It has been established that upbringing of preschoolers consists in self-control of their activities, shortcomings and defects. Behind this short definition stands a huge number of abilities and skills: organizational, general-speech, cognitive, control-evaluative, that a child should acquire. It has been proved that in order to work independently, a child of senior preschool age must be able to organize his work, carry it out rationally, check the quality of the work done.Indicators of a child’s independence are outlined, which are reflected in three components: cognitive (knowledge, rules, norms, ideas about one’s traits and skills); emotional-value (a system of feelings related to one’s own states, needs, self-esteem, personal meaning); behavioral (willingness to act in a certain way, the ability to regulate one’s own behavior, analyze the situation and personal values). It has been established that each of these components is particularly important for the formation of the “self” of an individual. The leading importance of game activities in the structure of cognitive tasks is analyzed, attention to the wide use of the game environment enables children to show all forms of social and cognitive activity.One of the peculiarities of building children’s independence is the ability to make free choices, which is associated with self-development and self-creation. The basis of the choice of a child of senior preschool age is always game activity. Children are characterized by the desire to take on the role of an “adult” – this is where their desire for independence is manifested. While playing, they try to bring into the game what they observe in the surrounding life.It has been established that the ability to act quickly in new social conditions depends on the communication abilities and skills of senior preschool children, the sufficient level of which allows the child to be confident in himself. Throughout preschool childhood, children develop a need for communication with an adult, inclusion in various types of game activities, which contributes to the formation of an emotional and value attitude to reality and to oneself, self-knowledge, self-affirmation, assimilation of humanistic values, development of creative abilities and imagination. Keywords: independence; upbringing; children of senior preschool age; game activity; cognitive independence; communication abilities and skills; self-development; self-knowledge; self-affirmation; assimilation of humanistic values; development of creative abilities and imagination.

The article discusses the use of innovative technologies in the process of familiarizing children of senior preschool age with their native land. The ways of formation of knowledge of senior preschool children about their native land are highlighted.

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The article considers the definitions of the concept of "patriotic upbringing of children of senior preschool age". The structure of this concept is determined: cognitive, emotional-value, behavioral components, each of which includes elements that characterize and reveal their essence. Criteria ("perception of patriotism", "manifestation of patriotism in behavior", "desire to show patriotism") and the corresponding indicators, levels (high, average, low) of patriotic upbringing of children of senior preschool age are defined. The program of the ascertaining stage of the experiment, in order to study the state of patriotic upbringing of older preschool children in parental-educational interaction, is described.Key words: patriotic upbringing, children of senior preschool age, parental-educational interaction, structure of patriotic upbringing.

The scientific article proves that the functional aspects of motor-speech development in senior preschool children with stuttering are closely related to the basic morphofunctional provision of motor skills and speech, which involves activating the cerebral cortex, improving blood supply to the brain, restoring motor and articulatory innervation. By applying a multidisciplinary approach philosophical, psychophysiological, neurobiological, psychological and linguistic aspects of the nature of rhythm were highlighted. Comparative indicators of the level of motor and speech rhythm development were determined before and after performing logarithmic exercises. Theoretical and methodological analysis of the problem of motor and speech rhythms development in children of senior preschool age with stuttering confirmed the assumption about delayed rhythm development in children of this nosological group. The need for a comprehensive study of this issue was the driving force for carrying out the observational experiment, whose purpose was to study the peculiarities of the development of motor and speech rhythms in older preschool children with stuttering. In the process of analyzing the comparative characteristics of the levels of motor and verbal response in senior preschool children with stuttering, it was proved that these two processes develop simultaneously and are interdependent. The retardation of one process leads to the retardation of the other one, which affects the development of children's motor and verbal (speech) rhythm. Comparative characteristics of the formation levels of motor and verbal rhythms in senior preschool children with stuttering before and after correctional and developmental classes show that after performing correctional and developmental exercises there are no children with zero and low levels of reproduction, while medium and sufficient levels of motor reproduction and speech response prevail. This fact experimentally confirmed that the selected correctional and developmental work, conducting of speech therapy and logorhythmic classes aimed at the development of motor and verbal rhythms contributed to a significant improvement in the children’s results.