PEDAGOGICAL CONDITIONS OF THE FORMATION OF 5-6 YEAR-OLD CHILDREN’S WORLD PERCEPTION

Abstract

The article is devoted to the problem of forming world perception of children 5-6 years. The relevance of the study is determined by: the lack of theoretical and experimental research in this area, performed on children of this age; the importance of the age period, when the child develops the ability to world perception, builds his own worldview, which corresponds to social life, lays the foundation of an optimistic worldview; demand for pedagogical practice of developing methodological orientation to optimize the process of forming world perception of children 5-6 years in preschool education and family. An analysis of the psychological and pedagogical literature on the study of this problem is presented. The essence of the concept of world perception as a component of worldview, personal phenomenon and a certain experience of forming cognitive ideas about the world with the help of perceptions is determined. The most favorable period for the development of the child's personality and his world perception is preschool age. A set of interrelated pedagogical conditions aimed at optimizing the process of world perception in older preschoolers: expanding and deepening the knowledge of children 5-6 years old about the relationships of the world in the process of different forms of perception of children's literature; giving children 5-6 years the right to make judgments and generalizations based on the content of children's literature texts, to make their own decisions about the vision and perception of the world around them; gradual restructuring of the teacher's interaction with children on the basis of personality-oriented approach to the formation of the world perception of children 5- 6 years. The meaning of each of these conditions is detailed and their essence is revealed. These conditions constitute a set of pedagogical conditions, in which each of the previous prepares the groundwork for the next in order to effectively shape the world perception of older preschoolers.