ТЕОРЕТИКО-МЕТОДИЧНІ ЗАСАДИ РОЗВИТКУ МОРАЛЬНОЇ ПОЗИЦІЇ ДОШКІЛЬНИКА У ВЗАЄМОДІЇ З ОДНОЛІТКАМИ

Abstract

The problem of development of moral position as a personal phenomenon and integrative education in older preschool children is relevant given: lack of domestic theoretical and experimental research on the analysis of the basics of development of preschoolers’ values to themselves, partners and joint activities with them; the importance of implementing a comprehensive approach to the organization of value – oriented interaction of preschoolers with peers; lack of methodological support for the development of a child 5–7 years as a subject of moral position, able to analyze the consequences of their own actions, make appropriate adjustments to their decisions and behavior, todevelop basic forms of adequate self-esteem. The article is devoted to the disclosure of the content and structure of the leading category, the definition of criteria and indicators for the development of moral position, the characteristics of its typology, the coverage of the program of optimization of the educational process in ZDO. The purpose of the article: to theoretically substantiate and experimentally determine the features of development in the senior preschool age of elementary forms of moral position as an indicator of the subjectivity of the child in joint activities with peers. Methods: analysis and generalization of data of philosophical, psychological and – pedagogical literature on the researched problem; theoretical modeling in order to create diagnostic tools; observations, conversations, projective methods, organization of situations of moral choice. Results. The main results of the preliminaries were: the value of the structure of the moral position as a special phenomenon of the integrative nature; breakdown of criteria for assessing the development of preschool senior preschool students; concretization of indicators of skin criterion in protocols; the establishment of a comprehensive diagnostic  methodology, adequate to the subject of advancement; characteristic of the author’s typology of the moral position of children of 5–7 years, to the warehouse which has gone to the warehouse with a somewhat reflective, socially-oriented, destructive-demonstrative and glaringly cunning tipi; development of programs for optimizing the life of preschool children, directing on the activation of the centralized interaction of preschool children with the same pages in the minds of the educational institution; The value of criteria for evaluating the effectiveness of optimization programs (positive dynamics of changes in the quality of indicators and indicators of fewer children of the day, analyzing theinheritance of their own business and success in them). Originality. For the first time: the author’s variant of criteria of an estimation of a degree of development at children of senior preschool age of a moral position in relations with peers is offered; the author’s typology of the studied phenomenon is characterized; the individual features of the representatives of the conscious-reflexive, socially-oriented,  estructive-demonstrative and contemplative-evasive types are determined; developed an original program to optimize the lives of children 5–7 years in order to progressively develop their moral position in relationships with peers. Received further development: conceptual  approaches, diagnostic tools and technology for optimizing the phenomenon under study. Conclusions. In the study, the moral position is qualified as a complex personal formation that reflects the world of moral values of a child 5–7 years. The moral position is evidenced by the independent and responsible choice of the preschooler as an active subject of their own decisions and actions, the ability to analyze them, make  adjustments, adequately evaluate. Criteria for assessing the degree of formation of the moral position of preschoolers in relationships with peers were: self-esteem, respect for the partner and a responsible attitude to the process and results of joint action. The author’s typology of the moral position of the studied 5–7 years is characterized, which included: consciously-reflexive, socially-oriented, destructive-demonstrative and contemplative-evasive types. program for optimizing the process of developing the moral position of preschoolers,aimed at organizing their value-oriented interaction with peers, training in the ability to analyze and evaluate the consequences of their actions, independently and responsibly self-determine, make their own moral choices.