Keyword: «older preschoolers»

The article reveals the essence of the concept of "national outdoor games", highlights their classification. The features of the organization of national outdoor games with children preschool age. Identified and justified the need for a national outdoor games with children preschool age. Based on analysis of the specificity of the organization of national outdoor games with children preschool age is determined by the degree of participation of the teacher in these games.

The article is devoted to the peculiarities of psychological readiness for school at the senior preschool children, which acts as a psychological readiness of the cumulative result of the system of education aimed at the full personal development of each preschooler, and the process of formation of readiness of preschool children for school. The developed model is the author of its elements together.

The article presents an analysis of the formation of communicative abilities features at the senior preschool children (in the age of 6-7 years at the conditions of Mado CRR-D / s №453 of the Leninsky district of Chelyabinsk). It was found that the formation of communicative abilities at children of the senior preschool age depends on the level of qualification educator, the psychological climate in the children's collective, on the level of cognitive activity, work and rest.

The paper considers the problem of development of emotional sphere perceptual component of preschoolers. N. I. Semago’s technique of "Emotional faces" (two series) was used to identify the learning levels of perceptual component. The aim of this methodology is to study the ability to recognize emotional conditions in expression. In the research, children of senior preschool age distinguish three levels of human’s emotional conditions.

The article presents a theoretical analysis of the problem of fairy tales as a means of fairy tale therapy in correcting children's fears in children of senior preschool age. Through consideration of individual functions of a fairy tale in correctional work, the author analyzes the possibilities of overcoming the children of certain fears. The main mechanism for using fairy tales in correcting children's fears, according to the author's conclusions, is the child's identification mechanism with a fairy-tale image: the child "appropriates" the norms, values, patterns of behavior and resolution of various problems, overcoming the hero's experiences of the fairy tale, which indirectly "live" in a fairy tale a lot of models of emotional response in different situations. The more the child has an arsenal of similar patterns of behavior and response, the better he is adapted to the conditions of the world around him and has fewer fears.