- Луценко, Ірина (orcid.org/0000-0001-8360-9943) and Рейпольська, О.Д. (orcid.org/0000-0002-5524-7110) (2021) Implementation of individual-typological approach to the organization of communication and children's activities in the subject-game environment Освітній дискурс, 8-9 (36). pp. 61-71. ISSN 2522-9699
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Abstract
Urgency of the research. At the present stage, the individual approach is implemented in preschool education both as an independent methodological approach and as a component of personality-oriented, along with age and activity approaches. At the same time, in the conditions of subject-game environment as a space in which children with different individual differences meet in active interaction, teachers feel the need to quickly focus not so much on diverse lists of such differences, but on generalized characteristics of children. This determines the need to integrate individual and typological approaches in pedagogical work with children. Target setting. In age psychology and preschool pedagogy, research is conducted to study individual, individual-typological features of the development of preschool children. At the same time, the disclosure of the importance of the individual-typological approach as a methodological tool for the organization of children's activities by the teacher in the space of the subject-play environment was not the subject of special attention. Actual scientific researches and issues analysis. Individual-typological features of preschool children are studied by V. Kuzmenko, O. Brezhneva, V. Pasichnyk, M. Pitin, O. Reipolska, M. Yaroshyk. Substantiation of the individual-typological approach is done by revealing and clarifying the concepts of "individualization", "typology", "individual approach", "typological approach", "individual-typological approach". The research objective The subject-play environment of a preschool institution is mostly focused on taking into account the age characteristics of preschool children. At the same time, its individual and typological differences are clearly revealed in play activities as the leading activity of a preschool child and communication. Under such circumstances, in establishing real interaction with children and children with each other, the teacher is faced with the task of taking into account the most important for the organization of communication and play activities of their development. The statement of basic materials. The article reveals the peculiarities of the implementation of individual and typological approaches in preschool education. The optimal set of individual psychological differences for the division of children in the subject-play environment into typological subgroups is substantiated. For this purpose, the following criteria are identified: 1. Type of temperament. 2. Socio-communicative competence. 3. Game competence. 4. Basic personality traits. Conclusions. In preschool pedagogy and practice of preschool education institutions, the individual-typological approach has not been properly studied and has not been widely used. The individual approach is more widely known. However, in working with children with normal ontogenesis, individualization is realized sporadically, in the form of separate, unrelated techniques aimed at taking into account randomly selected individual psychological differences of children. The individual-typological approach is called to change this situation, which allows to divide all children into typological subgroups and to carry out differentiated work with them, to focus on type-forming characteristics.
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