Keyword: «older preschoolers»

The article presents a theoretical analysis of the understanding of the category of fear and features of age-related normative fears in children of older preschool age. An analysis of the main determinants of the fear experience described in scientific publications leads the author to an understanding of the social conditioning of the content of childhood fears among older preschool children. Among these determinants of particular importance is the communication with peers and the status of the child in the peer group. An analysis of a number of studies shows that emotional disorders are characteristic of children with low status and are less likely to manifest themselves in children with high status in the peer group. The author makes a conclusion about the need for an empirical study of the content of fears among older preschool children with different status positions in a group of peers.

The article examines the features of the motor sphere of older preschoolers with General speech underdevelopment, diagnostic tasks for the study of motor skills of children in the experimental group. The author highlights methods for diagnosing the motor sphere of older preschoolers with General speech underdevelopment, and presents the results of a survey of children in an experimental group.

The social order in the field of preschool education determines the need for the development of children's initiative and involves not only the development of pedagogical tools for this process, but also a theoretical and empirical justification of its applicability. The purpose of our research is to work out and test organizational and pedagogical conditions for the development of initiative in older preschool children on the basis of volunteer activities (criteria, indicators, levels, diagnostic techniques, partial program and technology, etc.). The article presents the author's criterion model for studying the level of initiative development in older preschool children, statistical processing of the experiment results. The content of diagnostic procedures is determined taking into account the targets of the Federal State Educational Standard for Preschool Education. The pedagogical tools are based on interviews with preschoolers, the method of pedagogical observation of children during free, specially organized activities. The article discusses scientific approaches to the study of the concept of "initiative", the types of initiative and its characteristics. On the basis of a theoretical analysis of scientific works, we found a set of criteria for assessing the level of initiative development as a multidimensional and multilevel phenomenon, which are in certain relationships with each other: 1) motivational-value; 2) informational-cognitive; 3) emotional-volitional; 4) regulatory activity-oriented. On a sample of these criteria for the level of initiative development in older preschool children of the experimental group (N = 53) under the conditions of a formative experiment based on the introduction of a partial program and technology for the development of initiative of preschoolers through their inclusion in volunteer activities, it was empirically found out that these criteria for the representation initiative as a system are chosen adequately to the set goal and in their sum will validly reflect its manifestation. In the course of the final comparative diagnosing the level of initiative development in older preschool children, a positive trend was obtained, which proves the effectiveness of the worked out organizational and pedagogical conditions aimed at developing initiative in older preschool children on the basis of volunteer activities.

This text is devoted to the peculiarities of the development of attention in children under the age of 7 years. Actual studies of all components of attention make it possible to increase the intensity of the development of cognitive processes in older preschool children. The author analyzes L.S. Vygotsky, A.N. Leontyev and other famous Soviet psychologists. The article highlights the basic principles of organization and development of attention in children, supported by theories and research of famous scientists.

This article is devoted to the peculiarities of the development of auditory-speech memory in older preschoolers with general speech underdevelopment. With the general underdevelopment of speech in children, the most often noted are violations of the development of auditory-speech memory, since mastery of speech is associated with the possibilities of processing information and its further storage and reproduction. The aim of our experimental study was to identify the features of the development of auditory-speech memory in older preschoolers with general speech underdevelopment. After conducting the research, it can be concluded that for the examined preschoolers, corrective work is needed to develop auditory-speech memory, which can include games and exercises aimed at developing phonemic processes, exercises for the formation of both logical and mechanical auditory-speech memory.