Subjectivity formation of senior preschool children in joint socially significant activities with adults

Importance. The orientation of modern preschool education towards the subjective qualities’ formation of the preschoolers’ personality, determining the formation of their subjective position and indicating the achievement of target guidelines at the stage of completing the preschool education program, presupposes an active search for effective ways to implement this task. The purpose of the study is to determine the subjective qualities of the senior preschoolers’ personality and substantiate the effectiveness of their formation in joint socially significant activities with adults.

Materials and Methods. The study used a combination of theoretical and empirical methods: an analytical review of scientific sources devoted to the study of the phenomenon of subjectivity and its manifestations in senior preschool age children, results’ analysis and generalization, design, and a pedagogical experiment.

Results and Discussion. Based on the theoretical analysis, the qualities of senior preschoolers’s subjectivity (empathy, initiative, independence, responsibility) are determined, which ensure the “beginnings of socially significant activity” development and are formed through the inclusion of preschoolers in socially significant, socially useful activities carried out by children together with adults (teachers, parents, family members of pupils). In order to form the subjective qualities of the personality of senior preschoolers in socially significant activities, the project “Good Deeds” is developed and implemented, including a list of events (social actions, collective affairs, volunteer projects). 63 children aged 6–7 years, their parents (family members), and educators of the preschool educational organization took part in the experiment. The implementation period of the “Good Deeds” project is one academic year. A comparative analysis of the primary and repeated diagnostics’ results conducted at the final stage of the project implementation using Student’s t-test revealed statistically significant positive changes in the indicators of subjective personality traits of senior preschoolers (empathy tэмп1 = 10.8; initiative tэмп2 = 6.6; independence tэмп3 = 7.1; responsibility tэмп4 = 4.2) на уровне значимости 0.05.

Conclusion. The obtained results allow us to conclude that socially significant activities aimed at the benefit of others and implemented by senior preschoolers together with adults (teachers, parents, family members) contribute to the formation of a child-adult community and the development of subjective personality traits in children.