Pedagogical tools for developing social competencies in senior preschoolers
DOI: 10.23951/2307-6127-2025-3-74-83
The article presents the results of a study on the use of pedagogical tools for the formation of social competencies in preschoolers. The study used the following methods, which together with the forms and means of work constitute a pedagogical toolkit: a problem-based learning method for the purpose of developing socially oriented thinking; a method of modeling life situations for the purpose of launching collective thought processes in a group of preschoolers; a case method for the purpose of preschoolers mastering the algorithms of socially approved behavior. The article presents four main components of the development of social competence in a preschooler, developed by the authors’ team: content – based on the social awareness of the preschooler; personal-regulatory – based on the development of reflection in pupils; emotional – based on the sensory experience of children; behavioral – consolidation of new knowledge in practice and the transfer of formed skills to new conditions. The article presents the results of using pedagogical tools for the development of each component of social competence in preschoolers. The article presents recommendations for teachers on working with pedagogical tools: cases of social and everyday situations; fairy tale cases; time control cases, daily routine control cases; photo cases; cases of events that children know well. The authors introduce readers to the results of a formative experiment using pedagogical tools for working with preschoolers.
Keywords: senior preschoolers, preschool age, personality, social competencies, components of social competence, social skill, pedagogical tools, socialization
References:
1. Abashina V.V., Yakob S.A. Lichnostnoye razvitiye rebyonka kak tsel’ sovremennogo doshkol’nogo obrazovaniya [Personal development of a child as the goal of modern preschool education]. Kontsept – Contsept, 2015, no. 17 (in Russian). URL: http://e-koncept.ru/2015/75234.htm (accessed 14 November 2024).
2. L’vova S.V., Nedel’kovich E.G. Vzaimodeystviye obrazovatel’nogo uchrezhdeniya i sem’i v razvitii lichnosti rebenka-doshkol’nika [The interaction of an educational institution and a family in the development of a preschool child’s personality]. Nauchnoye obozreniye. Seriya 2: Gumanitarnyye nauki, 2019, no. 1, pp. 77–86 (in Russian).
3. Urusova A.M. Aktual’nyye problemy razvitiya lichnosti doshkol’nika v sovremennom obrazovatel’nom prostranstve [Actual problems of preschool child’s personality development in the modern educational space]. Problemy sovremennogo pedagogicheskogo obrazovaniya, 2018, no. 61-64, pp. 320–323 (in Russian).
4. Shalina A.A., Suvorova O.V., Minaeva E.V. Lichnost’ starshego doshkol’nika kak sub’’yekt nravstvennogo vybora: usloviya i vozmozhnosti razvitiya [The personality of an older preschooler as a subject of moral choice: conditions and opportunities for development]. Nizhniy Novgorod, 2022. 256 p. (in Russian).
5. Chudesnikova T.A. Sotsiokognitivnyy podkhod k diagnostike i formirovaniyu sotsial’no-kommunikativnykh kompetentsiy u doshkol’nikov s zaderzhkoy psikhicheskogo razvitiya [A sociocognitive approach to the diagnosis and formation of social and communicative competencies in preschoolers with mental retardation]. Defektologiya, 2021, no. 5, pp. 57–65 (in Russian).
6. Simonova R.N. Formirovaniye sotsial’nykh kompetentsiy u detey doshkol’nogo vozrasta v sovmestnoy tvorcheskoy deyatel’nosti [Formation of social competencies in preschool children in joint creative activity]. Vospitaniye i obucheniye detey mladshego vozrasta, 2023, no. 15, pp. 836–838 (in Russian).
7. Rubtsov V.V., Ulanovskaya I.M. The Influence of Ways of Organizing Learning Interactions on the Development of Communicative and Reflexive Abilities of Children 610 Years Old. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2022, vol. 27, no. 1, pp. 5–16. DOI: https://doi.org/10.17759/pse.2022270101
8. De Verdier K. Children with blindness: Developmental aspects, comorbidity and implications for education and support. Stockholm University, Faculty of Social Sciences, Department of Special Education, 2018, p. 124.
9. Bystrova Yu., Kovalenko V., Kazachiner O. Social and pedagogical support of children with disabilities in conditions of general secondary educational establishments. Journal for Educators, Teachers and Trainers, 2021, vol. 12(3), pp. 101–114. DOI: 10.47750/ jett.2021.12.03.010
10. Bystrova Yu., Kovalenko V., Zan O. Psychological and pedagogical conditions for the predictive competence development of elementary school pupils with intellectual disabilities by means of fine arts. Nuances: Estudos sobre Educação, 2022, pp. e022012. DOI: 10.32930/nuances.v33i00.9497
11. Аlyokhina S.V., Bystrova Yu.A., Samsonova E.V., Shemanov A.Yu. Realizatsiya printsipa nepreryvnosti v inklyuzivnom obratsovanii v Rossii [Implementation of the Principle of Continuity in Inclusive Education in Russia]. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2024, vol. 29, no. 5, pp. 31–48 (in Russian). DOI: https://doi.org/10.17759/ pse.2024290503
12. Masalova V.S., Yaglovskya E.K. K voprosu o ponimanii doshkol’nikami emotsional’nykh sostoyaniy drugogo cheloveka [To the Question of Understanding by Preschoolers the Emotional States of Another Person]. Vestnik prakticheskoy psikhologii obrazovaniya – Bulletin of Practical Psychology of Education, 2020, vol. 17, no. 1, pp. 8–15 (in Russian). DOI: 10.17759/bppe.2020170101
13. Bystrova Yu.A. Razvitiye sotsial’noy kompetentnosti u podrostkov s OVZ v usloviyakh inklyuzivnogo obrazovaniya [Development of social competence in adolescents with disabilities in the context of inclusive education]. Psikhologicheskaya nauka i obrazovanie – Psychological Science and Education, 2022, vol. 27, no. 6, pp. 102–114 (in Russian). DOI: 10.17759/pse.2022270608
14. Salmina N.G., Iovleva T.E., Tihanova I.L. Investigating Socially Approved Behaviour in Preschoolers. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2006, vol. 11, no. 4, pp. 81–94 (in Russian).
15. Krakovskaya M.S. Kompetentsiya postroyeniya sotsial’nogo prostranstva otnosheniy doshkol’nikov v sisteme obespecheniya kachestva professional’noy podgotovki budushchikh pedagogov v vuze [The competence of building a social space of preschool children’s relationships in the system of ensuring the quality of professional training of future teachers at the university]. Pedagogika. Voprosy teorii i praktiki – Pedagogy. Theory and Practice, 2024, vol. 9, pp. 986–992 (in Russian).
16. Sodnomova N.B. Opyt vnedreniya pedagogicheskoy modeli protsessa formirovaniya sotsial’nykh kompetentsiy starshikh doshkol’nikov v obrazovatel’noy srede [The experience of introducing a pedagogical model of the process of forming the social competencies of older preschoolers in an educational environment]. Vestnik Buryatskogo gosudarstvennogo universiteta – The Buryat State University Bulletin, 2015, vol. 15 (1), pp. 172–177 (in Russian).
17. Bartsaeva E.V. Teoreticheskiye osnovy primeneniya igrovykh tekhnologiy v formirovanii sotsial’no-bytovoy oriyentatsii detey starshego doshkol’nogo vozrasta [Theoretical foundations of the use of gaming technologies in the formation of social and household orientation of older preschool children]. Sovremennyye naukoyomkiye tekhnologii – Modern High Technologies, 2022, no. 6, pp. 83–87 (in Russian).
18. Anan’yeva E.V., Valyavko S.M., Morozov S.A. O modelirovanii sotsial’nogo vzaimodeystviya starshikh doshkol’nikov v usloviyakh inklyuzii [On modeling the social interaction of older preschoolers in the context of inclusion]. Spetsial’noye obrazovaniye – Special Education, 2022, no. 2 (66), pp. 143–159 (in Russian).
19. Gabay T.V. Galperin’s Scientific Ideas and Their Development within Modern Activity Theory of Learning. Kul’turno-istoricheskaya psikhologiya – Cultural-Historical Psychology, 2012, vol. 8, no. 4, pp. 28–37 (in Russia).
20. Bystrova Yu.A. Razvitiye tsennostnykh oriyentatsiy u mladshikh shkol’nikov s ogranichennymi vozmozhnostyami zdorov’ya v usloviyakh psikhologo-pedagogicheskogo soprovozhdeniya [Development of value orientations in primary school students with disabilities in the context of psychological and pedagogical support]. Vestnik Moskovskogo gumanitarno-ekonomicheskogo instituta – Bulletin of the Moscow Humanitarian and Economic Institute, 2021, no. 3, pp. 314–332. URL: https://www.elibrary.ru/item.asp?id=47379495 (accessed 14 November 2024).
21. Sarsenova S.O. Problemnyye situatsii v protsesse obucheniya matematike [Problematic situations in the process of learning mathematics]. Simvol nauki – Symbol of Science, 2016, no. 12-2 (24), pp. 245–246 (in Russian).
( 455.31 kB ) 
( 447.78 kB )
Issue: 3, 2025
Series of issue: Issue 3
Rubric: THEORY AND METHODOLOGY OF TEACHING AND EDUCATION
Pages: 74 — 83
Downloads: 98