PSYCHOLOGICAL FEATURES OF INTERPERSONAL COMMUNICATION OF SENIOR PRESCHOOLERS IN THE TRANSITION TO SCHOOL EDUCATION

Anastasia Klimenko

Abstract


The article provides an in-depth scientific understanding of the interpersonal communication of senior preschoolers as a basic factor in their social readiness for school. A new approach to the development of interpersonal communication of children of senior preschool age in the process of interactive learning and gaming activities is developed and substantiated. Psychological features and socio-psychological content of interpersonal communication of senior preschoolers in the transition to schooling are determined.
The features of relationships between children and adults and peers at the stage of transition from senior preschool age to school are revealed, the specifics of relationships during the educational process due to its fundamental changes are revealed, the socio-psychological and psychological conditions affecting the process of formation of these relations at the transition stage from senior preschool to schooling are revealed. The main causes of the socio-psychological need for early learning and its possible negative consequences are highlighted. The most important changes in the public consciousness and in the consciousness of the pedagogical and educational community are determined by the essence of the phenomenon of early learning, as well as the factors and conditions of its effectiveness. The intrinsic value of each child’s period is emphasized. It justifies the importance of enhancing the professional readiness of psychologists and educators of preschool educational institutions to implement a psychologically justified strategy of advanced training for senior preschoolers using a special program of psychological support for the personal development of children in conditions of organized didactic interventions aimed at accelerating their mental development. The results of studies of modern psychologists regarding the effects of early learning are summarized.

Keywords


individuality; social development; zone of proximal development; early learning; psychological intervention

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DOI: http://dx.doi.org/10.21303/2504-5571.2018.00804



Copyright (c) 2018 Anastasia Klimenko

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ISSN 2504-5571 (Online), ISSN 2504-5563 (Print)