Keyword: «senior preschooler»

The article presents a theoretical analysis of the concept of the role of the parental relationship in the development of anxiety in children of older preschool age. Through an analysis of the understanding of the parental relationship and its individual types, the author shows the prerequisites for the development of childhood anxiety in rejecting, overly controlling and demanding, as well as symbiotic types of parental relationship, opposing them to the receiving type, which minimizes the emotional tension of the child in the family and reduces the likelihood of anxiety stable personality traits.

The article analyzes the influence of child-parent relations on the emotional state of older preschoolers. The author focuses attention on the negative impact of unfavorable types of parental attitudes on the occurrence of fears of different content in children. It is concluded that rejection, authoritarian models of influence, infantilization of the child contribute to the development of violations of the emotional sphere, leading to the formation of a large number of stable and strong fears.

The article is devoted to the problem of the use of problem-search situations in the mathematical development of preschool children. Features of mathematical development of senior preschool children, and also scientific and methodical literature on a research problem are analyzed. It is revealed that the process of mathematical development of preschool children will be more effective if the complex of problem-search situations is used.

The article analyzes the results of an empirical study of the features of communicative readiness for school among senior preschoolers. The results obtained by the author indicate that the majority of senior preschoolers are characterized by lack of form and insufficiently shaped communicative component of school readiness, which is manifested mainly in low rates of development of cooperation and partnership dialogue.

The article analyzes the results of an empirical study of the features of communicative readiness for school among senior preschoolers attending and not attending kindergarten. The results obtained by the author indicate that the majority of older preschoolers attending and not attending kindergarten have a poorly developed communicative readiness for school, which indicates the need for attention to the problem of the targeted development of components of communicative readiness for school in children of this age category.