Nizhniy Novgorod, Nizhny Novgorod, Russian Federation
This article presents the results of longstanding experimental work on the problem of social and personal development of preschool children. Despite the steady and very long interest of scientists in this subject, it has not lost its relevance today, because the environmental factor is fundamental for the full development of the individual and the success of its socialization. Based on the theoretical analysis method, as structural components of social and personal development of children of preschool age, we highlight the emotional, volitional, and communicative. The integration of the developmental and educational and educational influences in the framework of development of these social and personal components, in our view, will ensure the success of social and personal formation of each child. Using a system of diagnostic techniques aimed at a comprehensive study of the selected contact the three components of the social and personal development of preschool children (emotional, volitional and communicative components), leads to the conclusion of non-conformity in most children the level of social and personal development of their age opportunities. This finding was the basis for the development and implementation of targeted work with the children of the system of psycho-pedagogical activities aimed at optimizing the process of their social and personal development.
social and personal development, emotional sphere ofpersonality, volitional personality, communicative sphere of personality
Интенсификация процессов обновления социально-экономической и политической сфер жизни и деятельности, наблюдающаяся в нашей стране в последние годы, объективно обусловливает и острую необходимость модернизации всей системы образования, повышение уровня его качества. Приоритетом же данных трансформаций в образовании, как считают современные ученые, должна стать оптимизация процесса личностного развития каждого человека, что, с нашей точки зрения, может быть достигнуто, в первую очередь, посредством пересмотра и обновления содержательных аспектов образовательного процесса, а именно, значительного смещения его целевых ориентиров с обучения, определяющего своей приоритетной задачей формирование системы знаний, умений и навыков, на воспитание и развитие личности.
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