ROLE AND IMPORTANCE OF THE PLAYING SPACE IN PSYCHIC DEVELOPMENT OF A PRE-SCHOOL CHILD
Abstract
In the research process it has been determined, that the full-value development of a pre-school child takes place at the expanse of high-quality organization and effective use of the playing space. It has been outlined, that high-quality organization of the playing space favors the harmonic combination of psychic, physical and spiritual development of a child. The conducted theoretical analysis allowed to separate four main components that must be taken into account in the process of organizing the high-quality playing space of pre-school children, namely: content, material, organizational and personal. It has been noted, that a structural model of the qualitatively organized playing space of a pre-school child is based on acknowledgement of the child-centered orientation priority. It has been proved, that the agreed combination of four components of the playing space provides psychological safety of a pre-school child and favors the high level development of its cooperation in the process of interaction with others. It has been revealed, that the content of realized playing actions, material filling of the playing space, its dynamics and mobility, inclusion of all children in the active playing activity need essentially other approaches. There have been fixed contradictions between necessary and real ideas of teachers as to the organization quality of the playing space for pre-school children.
The problem of quality organization of the playing space for pre-school children gains special importance under conditions of modern society that dictates new rules and requirements to the development of a successful person. The formation of the high level ability to understand own possibilities, to reveal initiative and comprehensively realize themselves in pre-school children provides the presence and interconnection of all structural components of the playing space.
Downloads
References
Vygotskii, L. S. (1991). Pedagogichekaia psikhologiia. Moscow: Pedagogika, 480.
Montessori, M. (2000). Pomogi mne eto sdelat samomu. Moscow: Karapuz, 272.
Frene, S. (1990). Izbrannye pedagogicheskie sochineniia. Moscow: Progress, 304.
Lishchyna, S. (2017). Psykholohu DNZ: formy roboty z ditmy, batkamy, pedahohamy doshkillia. Kyiv: Shkilnyi svit, 95.
Kashchuk, O. N. Spetsyfika orhanizatsii predmetno-ihrovoho seredovyshcha v konteksti sensornoho rozvytku ditei rannoho viku. Available at: http://www.ird.npu.edu.ua/files/kachyk.pdf
Kononko, O. L. (2003). Komentar do Bazovoho komponenta doshkilnoi osvity v Ukraini. Kyiv, 244.
Lavrentieva, H. (2001). Rozvyvalne predmetno-ihrove seredovyshche: yevropeiskyi dosvid ta novitni pidkhody. Palitra pedahoha, 4, 11–13.
Petrovskii, V. A. (2003). Postroenie razvivaiuschei sredy v doshkolnom uchrezhdenii. Moscow, 211.
Shteiner, R. (1993). Vospitanie rebenka s tochki zreniia dukhovnoi nauki. Moscow: Parsifal, 40.
Frost, J. L. (2012). Play and child development. Upper Saddle River: Pearson, 492.
Kononko, O. V. (2013). Plekaimo kulturu potreb dytyny. Doshkilne vykhovannia, 5, 2–9.
Karabaieva, I. I. (2016). Osoblyvosti vyznachennia rivnia sformovanosti etychnykh instantsii u starshykh doshkilnykiv. Aktualni problemy psykholohii, IV (12), 62–74.
Bekh, I. D. (2015). Zrostyty moralnu osobystist – holovna turbota. Doshkilne vykhovannia, 4, 6–8.
Karasova, K. (2014). Yak navchyty ditei... hraty? Doshkilne vykhovannia, 12, 2–7.
Karasova, K. V., Pirozhenko, T. (2011). Ihrovyi prostir dytyny. Kyiv: Shkilnyi svit, 128.
Dauch, C., Imwalle, M., Ocasio, B., Metz, A. E. (2018). The influence of the number of toys in the environment on toddlers’ play. Infant Behavior and Development, 50, 78–87. doi: http://doi.org/10.1016/j.infbeh.2017.11.005
Richards, M. N., Putnick, D. L., Bornstein, M. H. (2020). Toy buying today: Considerations, information seeking, and thoughts about manufacturer suggested age. Journal of Applied Developmental Psychology, 68. doi: http://doi.org/10.1016/j.appdev.2020.101134
Copyright (c) 2020 Oksana Bondar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Our journal abides by the CREATIVE COMMONS copyright rights and permissions for open access journals.
Authors, who are published in this journal, agree to the following conditions:
1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons Attribution License, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.
2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.
