Принцип интеграции как условие социально–личностного развития дошкольников

This article presents the results of empirical research on socio–personal development of preschool children. A survey on the socio–personal development of preschool children, we asked no accident. Despite a rather intensive theoretical and practical information base accumulated by scientists in the framework of this problem, it does not lose its relevance, because the environmental factor has the primary influence on the individual, the success of its development and socialization.

Using the method of theoretical analysis, as the structural components of socio–personal development of preschool children we distinguished between emotional, volitional and communicative components. The integration of developmental and educational influences in the framework of the implementation of these components of social and personal development, in our view, will ensure the success of this activity.

To study all three components of the socio-personal development of children was focused and the experimental part of our study. To explore the emotional component of socio–personal development we used the following methodology: a methodology for the perception of emotions A. M. Shchetinina, the methodology of «Oricellari» and «Revival» of the perceived character of A. S. Zolotnikovoy as well as a method of observation that helped clarify and specify the experimental data. The study of the volitional component of socio–personal development of preschool children us is based on the implementation methodology «the Study of peculiarities of the manifestation of the will» by R. M. Gevorgyan, and also diagnostics of volitional sphere of children of preschool age by the method of expert estimates I. T. Kushner. Communicative component of social and personal development, we studied through the methodology of «forms of communication» M. I. Lisina, and also the method «the Secret» T. A. Repina. Integration of all above mentioned methods allowed us to conclude not only on the level of development of the private components of social–personal development of children, but also the level of their social and personal development in General.

As a result of implementing the above described system of methods we have concluded not under the majority of children the level of social and personal development of their age capabilities. This conclusion served as the rationale for the development and purposeful implementation of the system optimization process of socio–personal development of children of preschool age as a result of integrated developmental influences on his private component the components (emotional, volitional and communicative).