SUBJECT-GAME ENVIRONMENT AS A SPACE OF IMPLEMENTATION OF PERSON-ORIENTED TECHNOLOGIES

Abstract

The relevance of the topic of the article is determined by the importance of the subject-game environment as the most specific component of the developmental environment of preschool education for the development of the preschooler’s personality. The author substantiates the expediency of applying a person-oriented approach to creating conditions for children in the subject-game environment. Specific person-oriented approaches are considered as special holistic person-oriented technologies.
The purpose of the study is to study the state of development of such technologies in preschool education and to highlight the parameters of their selection for using within the subject-game environment.
Based on the analysis of psychological and pedagogical literature, the following parameters of technology selection are identified: 1) Subject orientation of technology on the preschooler’ personality structure; 2) Structural completeness of technology that allows to implement it as a formative experiment; 3) Implementation of technology on the basis of organization of interpersonal interaction between teacher and children accompanied by emotionally supportive speech communication, which opposes the rigid algorithmization of pedagogical actions as a prerequisite for the introduction of technology; 4) Flexibility of technology: the availability of options for individualized and levels of differentiated application; 5) Correlation of the content of technology with the content of the subject-game environment: the available equipment, the list of toys, materials, their orientation, the types of game activities that unfold in it. The article presents examples of person-oriented technologies that meet the selected parameters; the necessary transformations within the subject-game environment which are caused by practical realization of person-oriented technologies are defined.