Виховання самостійності дітей старшого дошкільного віку як психолого-педагогічна проблема

Abstract

У статті висвітлено аналіз теоретичних та емпіричних підходів до трактування суті процесу виховання самостійності у працях педагогів-класиків; доведено актуальність виховання самостійності дітей дошкільного віку в XXI ст.; проаналізовано методи, форми та засоби виховання самостійності у працях педагогів-класиків; охарактеризовано психолого-педагогічні особливості дітей дошкільного віку в аспекті формування в них самостійності; охарактеризовано умови інтеграції видів дитячої діяльності у закладах дошкільної освіти.This article deals with the analysis of theoretical and empirical approaches to the interpretation of the essence of the process of learning of independence in the works of classic scientists. The absence of general approach to the interpretation of the essence of the process of learning of independence in the works of classic and modern scientists have been ascertain. The topicality of learning of independence of preschool children in the XXI century have been proved. The effective methods and forms, instrumentalities of learning of independents in the works of classic and modern scientists have been analyzed. The psychological and pedagogical peculiarities of preschool children in the aspect of independence formation in them have been characterized. The influence of learning of independence to development of preschool children. The content of process of learning of independence of preschool children has been defined. The aim of learning of independence of preschool children has been formed. The effective methods and forms of learning of independence in the scientific researches of modern teachers and of those who worked in past years have been identified. The basic functions of independence (educational, developmental, rearing, corrective, socializing, self-controlling, self-esteeming, self-organizational) have been defined. Factors of which influence to process of learning of independence have been reviled. Types of integration children’s activity have been characterized. The conditions of integration of children’s activities in the preschool education institutions have been characterizes. The author states that the integration of different kinds of children’s activities is the effective precondition for developing the independence of preschool children.