Development of reflection and decentralization as the factor in formation of primary schoolchildren interpretive processes

- Шиловська, О.М. (2021) Development of reflection and decentralization as the factor in formation of primary schoolchildren interpretive processes Актуальні проблеми психології: Том: Психологічна герменевтика, 13 (2). pp. 63-73. ISSN 2072-4772

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Abstract

The article reflects an empirical study’s results of the interpretive processes’ development of constructing experience by primary schoolchildren and the relationship of these processes with the development of reflection and decentralization. In the course of the study there were detected three levels of personality’s interpretive processes: semantic, pre-semantic and transitional. Also some primary schoolchildren who took part in the study did not form the interpretive processes at all. It was investigated the conditionality of the interpretive processes’ development such key processes as decentralization and reflection. It is proved that the primary schoolchildren with the high level of reflection development have a semantic level of interpretation. And the immaturity of interpretive processes is associated with low level of reflection development. It is determined that decentralization development of the primary schoolchildren, as the process which determines the interpretive processes formation of personality begins from the development of the emotional decentralization. Marked ability is successfully developed by the primary schoolchildren who are opened to communication, ready to interact, friendly, capable of compassion and empathy. It is proved that openness in communication correlates positively with the existing semantic, pre-semantic and transitional levels of personality interpretation. The immaturity of interpretive processes is connected with the isolation, incommunicability, alienation of the child, his or her inflexibility and conflict in communication.

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