Technology of formation of senior preschoolers’ emotional and value attitudes toward social reality in kindergarten

- Маршицька, В.В. (orcid.org/0000-0002-7072-8844) (2017) Technology of formation of senior preschoolers’ emotional and value attitudes toward social reality in kindergarten Теоретико-методичні проблеми виховання дітей та учнівської молоді, 2 (21). pp. 31-44. ISSN 2308-3778

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Abstract

Analysis of philosophical and psychological studies has shown that the process of formation of emotional and value attitudes toward social reality as an integral part of the person’s general culture is related with development of a range of structural components of the personality. They consist of: 1) needs, which are determined by the functions of a social environment; 2) emotional readiness to realize the values of social reality; 3) motives of interaction with society based on awareness of the values of the social environment; 4) personal experience of emotional and value attitudes toward social reality. To form emotional and value attitudes of senior preschoolers toward social reality, the author defines the stages according to the structure of this attitude and interrelations between its constituent components. They are: 1) needs of the personality caused by the vital significance of social reality; 2) emotions and evaluation as mechanisms of direct experience of attitudes, goals that provide a conscious attitude and apperception of the action results; 3) motives as superior attitudes; 4) actions as factors of a stable and active attitude (behavior, actions, activity). Each component of the person’s attitude toward social reality has a certain internal (psychological) mechanism. In addition, the corresponding mechanism is displayed when each of the following components are generated based on the previous one. Senior preschooler’s attitude toward social reality has been determined by the degree of a personal significance of specific elements of social reality and total environment as well. Therefore, this attitude is a consequence of children’s needs and experiences that encourages them to act. A complex of social and ideal needs is a basis of emotional and value attitude toward social reality. In turn, these needs determine the direction of child’s emotions toward certain objects that are included into the child’s system of values. As a result, the author proposes the following stages to form senior preschooler’s emotional and value attitudes: 1st stage is aimed at correcting preschoolers’ needs, emotions, motives; 2nd stage is directed at the formation of children’s personal experience of emotional and value attitudes toward social reality.

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