Socio-cultural preconditions for the formation of the personality of a senior preschooler in a multidimensional social space.

- Маршицька, В.В. (orcid.org/0000-0002-7072-8844) (2018) Socio-cultural preconditions for the formation of the personality of a senior preschooler in a multidimensional social space. Актуальні проблеми психології. Психологія розвитку дошкільника, 14 (4). pp. 196-207. ISSN 2072-4772

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Abstract

Socialization of senior preschoolers is considered as a process and result of their social development and education, achievement of the optimal form of social activity, which makes it possible to transform their own lives and environment, to show readiness for initiative and creative interaction with society. At the same time, the author defines the socio-cultural space as a general creative experience of the previous generations accumulated, enriched and transferred through a problematic form. Pedagogy of the past two centuries was based on educational postulates, on the optimistic belief in the power of the human mind, which might have led to the reconciliation and unification of various cultures and values, to the choice of the seemingly the only correct – a progressive trajectory of social development. Nowadays, we can assert that the type of culture of relationships between generations has changed. The postfigurative culture, the earliest historical type, was characterized by the correlation of the young generations with the tradition, experience of previous generations, that is, life values were concentrated in the past. In the configurative culture, the center of a values collision is modernity. A group of peers is more important than the experience of ancestors. Relationships between children and peers has become independent very early. In contrast to the previous types, the prefigurative culture in which we live is characterized by such rapid pace of transformation that it makes everybody – both children and adults – being condemned to a permanent creative living and different generations must become partners. At present, for children culture is not as a set of social standards of knowledge, skills and abilities, but as an open multi-dimensional system of problem-solving and creative tasks: the type of culture of relationships between generations has changed. Therefore, practice of interaction with children requires new models of education based on cooperation between adults and children in typical for contemporary time the prefigurative culture.

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