Keyword: «value orientations»

The problem of values and value orientations is quite relevant now. However, the question of the most effective methods of this phenomenon diagnosis has not been resolved. The article presents the results of content analysis of an individual value sphere. Based on the analysis of the respondents ' works, two groups of values were identified: personal and professional, and their structure was analyzed.

The problem of the educational process technological transformation in preschool age began to manifest itself recently, after the paradigm changes in education caused by rapid changes in society. Therefore, the technological approach in the educational process is still perceived by the scientific and pedagogical community ambiguously and has not received proper methodological and diagnostic support. The article deals with the problem of technologies use for the formation of value orientations of preschool children, as the basis of education solutions to the most complex educational tasks. To solve this problem, the authors chose the technology of problem dialogue, which brings the process of values formation to the personal and semantic level. The aim of the work is to develop and study the productivity of problem dialogues educational technology in preschool age for the formation of value orientations of preschool children. The principles of goal-setting, semantic motivation and personality-oriented, activity-based approaches are chosen as a conceptual basis of the study. The theoretical reference point is the humanistic orientation and interpretation of knowledge as an experience. The article gives a brief analysis of foreign and domestic research on the problem, clarifies the concept of" problem dialogue", the definition of this concept in education. The authors have worked out the conditions for the use of problem dialogue for the formation of value orientations of preschoolers, as well as plans, summaries of classes; they offer a fascinating, motivating version of the blogger-dialogue. The advantages of blogger dialogue to create an environment for the formation of value orientations, active involvement of the family in the process of education are shown. The article presents the results of a replication study of value orientations of preschool children in Slavyansk-on-Kuban, Krasnodar region, concludes on the importance of gender and place of residence for the formation of value orientations. The experiment on the formation of value orientations of preschoolers, using the technology of problem dialogue and its modifications blogger-dialogue, resulted in the perceptions of the technology universality, productivity, age-specificity and the efficiency of use to create a developing environment. Studies of the problem dialogue technology have shown the development of motivational and semantic sphere of the child. The worked out dialogues are intended for preschool children and may be included in the didactic system of education.

The article presents the results of analysis and systematization of research value orientations of senior preschoolers, revealed contradictions in the evaluation of values. The author proposes to use the method of measurement of latent variables, which is characterized by objectivity, accuracy and validity of the result, along with the traditional diagnostic tools of value orientations of preschool children.

The article is devoted to the problem of the characteristics of value orientations in adolescence. The main age-psychological characteristics of adolescent children, the specifics of the formation of personality and awareness of motives of behavior are considered. Features of the formation of values of orientations are revealed, taking into account the main problems of the development of modern society.

The author of the article examined the influence of the competitive educational environment (on V. Yasvina) on the value orientations and correlations between state requests in the framework of the national project of the Russian Federation «Education» using the example of a camp thematic shift.