Peculiarities of the Formation of Social Experience in Senior Preschool-Age Children

Abstract

The article reveals the relevance of social experience for children of senior preschool age, which accumulates knowledge, ideas, skills, values, and ways of behaving and serves as the foundation for the formation of a personality, its moral maturity, and emotional stability.
It is determined that senior preschool age is a critically important stage in the development of a child as a subject of the social environment (at this age, intensive enrichment of social experience occurs through active play, communicative, cognitive, artistic activity, ideas about the “I” and others are formed, moral and ethical guidelines are laid, the ability to compassion, empathy, responsibility develops; it is during this period that the child can master the basics of social behaviour).
The features of the formation of social experience of children of senior preschool age are substantiated: the creation of a developmental educational environment in which the child can actively interact with others, experiment with social roles, express judgments, show emotions, overcome difficulties in communication and develop acceptable forms of behaviour; organization of educational activities, participation in which provides experience of interaction in a socially significant context, becomes a source of new information, experience of belonging to a group, responsibility, mutual respect; implementation of reflective activities (situations of moral choice, modelling of social interactions), which should be adapted to the age capabilities of the child; inclusion of children in plot-role-playing games as a leading means that allows children to master social roles, models of behaviour, rules of interaction and moral and ethical norms in a safe symbolic space; conducting conversations of moral and ethical content and fairy tale therapy, which contribute to the development of primary reflection, the ability to empathize and critically understand social situations; exercises for the development of emotional intelligence (emotional “minutes”, recognition of emotions by facial expressions, gestures, cards), which allow children to better understand themselves and others.