ВЛИЯНИЕ СЕМЬИ НА РАЗВИТИЕ ЦЕЛЕПОЛАГАНИЯ ДЕТЕЙ 5–6-летнего ВОЗРАСТА

Abstract

Statement of the problem. The fundamental signs of human activity are its conscious and purposeful nature. The ability of a person to independently formulate goals acts as a fundamental characteristic of its subjectivity. The problem of the development of goal-setting in childhood is associated with such areas of its formation as intellectual, creative, communicative, educational activity, as well as the formation of volitional, emotional, and regulatory functions. Despite the fact that goal setting is a subject of study in philosophy, acmeology, pedagogy, psychology, social psychology and sociology, nevertheless, information about the development of goal setting in preschool age is incommensurably small in comparison with the significance of this function. Moreover, the questions of the influence of the family on the development of children,s ability for purposeful activity are extremely poorly described. Hence the purpose of the article is to bring out the influence of family structure on the development of the goal-setting productive activity of 5–6 year-old children. The research methodology includes analysis, comparison and synthesis of research works by foreign and Russian scientists on the following problems: the role of goal-setting, goal-setting and goal-creation in activities, the role of the structural characteristics of the family in the development of mental functions of a preschool child; empirical research methods to diagnose the development of goal-setting activity; methods of mathematical statistics to identify the reliability of differences in the data. Research results. The theoretical information about the nature of the manifestation of goal-setting in preschool age, as well as the role of this phenomenon in the development of self-regulation and self-organization of children is presented. The results of an empirical study reveal typical behavioral signs that indicate the level of goal-setting among children, provides information on the development of productive goal-setting activity of 5–6 year-old children, gender characteristics of development, the influence of structural characteristics of the family on the formation of goal-setting ability. Conclusion. The information obtained in this study allows pedagogical forecasting of the development of the ability to set goals based on the analysis of the composition of the family in which the child is brought up, and timely measures to ensure the development of this function in preschool children are made. The results allow us to reasonably implement an individual approach to a child, as well as optimize the development of volitional, regulatory and educationally significant qualities of a child through the organization of children,s activities and the education of family members.