Abstract
Objective: to theoretically substantiate and experimentally test the pedagogical conditions for the formation of cooperation in children of senior preschool age through construction and constructive games. Methods: the complex diagnostic procedures included tasks designed by G.A. Uruntaeva, J.A. Avancini and focused on assessing the cognitive-communicative component of cooperation; G.A. Zuckerman focused on the assessment of behavioral and emotional components of interaction. Results: the research revealed that the majority of children of senior preschool age are assigned to the average level of cooperation (50% of children in the experimental group and 60% of the control group). We have identified the following features of cooperation between children aged 6-7 years. So, the cognitive component: children actively interact with adults and peers. They feel calm during communication, but they don't stay in game groups for long. They show a culture of communication episodically often when reminded by an adult. The process of nonverbal communication often prevails over verbal communication. Children gesticulate a lot, prefer to show, but not to explain. However, if necessary, children can readily explain. Behavioral component: children can negotiate, build their relationships, and are able to coordinate their actions, opinions, and attitudes with the needs of their fellow communicators at the very beginning of work, but in the process of work they forget about the contract and do not seek to continue the dialogue, so the result is different. At the same time, when evaluating the overall result, the responsibility is shifted to each other. Emotional component: children show little sensitivity, responsiveness, empathy for their communication partner. They can not sufficiently evaluate each other's emotional behavior: they hurry and shout, so the positive emotional sphere is not always favorable when interacting. Scientific novelty: in the article uses a complex of psychological and pedagogical methods to identify and characterize the dynamics and conditions for the formation of cooperation in older preschool children. Practical significance: the main provisions and conclusions of the article can be used in scientific and pedagogical activities when considering the issues of the essence and trends in the formation of cooperation in older preschool children.
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