FORMATION OF ASSESSMENT-CONTROL ACTIVITIES OF PRESCHOOLERS: THEORETICAL ASPECT

Abstract

The age characteristics of preschoolers, in particular, the sensitivity of their development, are described. The contradictions concerning the formation of evaluation and control actions in preschool children are singled out. The purpose of our work is formulated – on the basis of the analysis of psychological and pedagogical literature and the empirical experience of upbringing preschoolers to find out the peculiarities of the formation of appraisal and control actions of preschoolers in the process of gaming activity. Differentiated concept: «action», «evaluative action», «control action», «skill», «assessment», «evaluation and control action». It is indicated that the problem of the formation of evaluation and control activities largely depends on the development of self-esteem and self-control in preschool children. The evaluation benchmark is defined as a criterion of evaluative activity, which is closely related to the assessment. The functions of the influence of assessments on the personality of the child are singled out: the approximate, influencing the mental work, contributes to the awareness of the process of this work and stimulatory, which affects the «affective-volitional sphere» due to the experience of success or failure. The essence of the pedagogical assessment and the conditions in which it has a positive impact on the pupils. It is established that the assessment is related to the assessment and control actions that pre-schoolers need to master. The definition of the essence of the formation of evaluation and control actions is formulated. The presence of factors influencing the formation of evaluation and control actions (self-esteem and self-control) is argued. The most effective methods of forming the actions of self-control are singled out: comparison of the made with the visual sample, comparison of the answer with the auditory sample, comparison with the internal sample, comparison with the generalized internal model. The stages of development of self-esteem and mutual assessment in pre-school children according to their age are determined and the main aspects of the manifestation of their formation are characterized.