Abstract
Introduction. The present publication presents the results of an experiment conducted on the territory of Bulgaria with children aged 4.5 to 6 years. The aim of the research is to work out a model of interaction based on the contemporary knowledge of preschool children’ development and cognitive process peculiarities of children aged 4.5 to 6. Methodology and research methods. The methodology of the research is based on theories and classifications of values by Rokeach, Graves, Inglehart (values of survival and self-expression) and Hofstede (desired and desirable values). Active approach and principles of determinism (S. L. Rubinstain, A. C. Brushlinskiy) and interiorization (L. S Vigotskiy, A. I. Leontiev), systemic approach (B. F. Lomov, B. N. Rizhov) are used in the experimental part of the research work. Psychological neoformations are educed by means of the diagnostic test proposed by P. V. Stepanov, D. V. Grigoryev; I. V. Stepanova. Results. There have been visible changes in the profiles of children after the experiment held. It is found out that value system formation in childhood is influenced by the development of higher cognitive processes. This formation can be accelerated by specially organized social cultural and learning environment that widens children’s understanding of the world they live in. As a result they start finding sense and realize values. There appears a transfer from knowledge to self-regulation behavior. Scientific novelty. Pilot data got during the experiment prove the model is an innovative method of pedagogical interaction and a «practical tool» for teachers. Four algorithms are developed to support cognitive, emotional and volitional processes, including thinking for accelerating the formation of values of children 4 to 6 years old. Practical significance. The suggested model is particularly suitable for use in multicultural and heterogeneous social composition groups.
Highlights
The present publication presents the results of an experiment conducted on the territory of Bulgaria with children aged 4.5 to 6 years.The aim of the research is to work out a model of interaction based on the contemporary knowledge of preschool children’ development and cognitive process peculiarities of children aged 4.5 to 6.Образование и наука
It is found out that value system formation in childhood is influenced by the development of higher cognitive processes
Educational institutions need to compensate deficits in socialization of specific risk groups, including children from marginalized groups, children left in the country while their parents work abroad, children of immigrants who need to integrate into the host society
Summary
The present publication presents the results of an experiment conducted on the territory of Bulgaria with children aged 4.5 to 6 years.The aim of the research is to work out a model of interaction based on the contemporary knowledge of preschool children’ development and cognitive process peculiarities of children aged 4.5 to 6.Образование и наука. The fact that value systems are formed by the age of 10 gives the targeted impacts in this crucial period and defines a special role of educational institutions They need to form effectively stable values tailored to the specific characteristics of modern society – the availability of intensive interaction of different cultures in particular. Educational institutions need to compensate deficits in socialization of specific risk groups, including children from marginalized groups, children left in the country while their parents work abroad, children of immigrants who need to integrate into the host society. These tasks faced by the educational system make them set new goals and find new methods for children’s adaptation and upbringing
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