Readiness of Senior Preschool Children to Adapt to Social and Everyday Conditions
E. V. Barcaeva1, N. V. Ryabova2
1E. V. Barcaeva*, Mordovian State Pedagogical Institute Named after M.E. Evseviev, Saransk, Russia.
2N. V. Ryabova, Mordovian State Pedagogical Institute Named after M.E. Evseviev, Saransk, Russia.
Manuscript received on October 14, 2019. | Revised Manuscript received on 26 October, 2019. | Manuscript published on November 10, 2019. | PP: 2287-8897 | Volume-9 Issue-1, November 2019. | Retrieval Number: A5181119119/2019©BEIESP | DOI: 10.35940/ijitee.A5181.119119
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Based on the analysis of the relevant psychological and pedagogical literature, the article defines the concept of “one’s readiness to adapt to social and everyday conditions” and substantiates its structural components, including personal, cognitive and activity-based. The authors of the article have described each component with due regard to the distinctive features of senior preschool children: personal (values-based orientations, motivation, emotional well-being, integrative qualities of an individual); cognitive (basic ideas about oneself and the world around them, basic socio-cultural ideas, basic ideas about social and everyday activities, basic ideas about the norms and rules of social behavior); activity-based (general thinking, general labor, social and everyday, communication skills). The article presents methods for studying the readiness of senior preschool children to adapt to social and everyday conditions. The authors have developed a diagnostic tool to determine the formation of the above-mentioned readiness: high, average, low and unformed. To determine the formation of readiness components, the authors have distinguished criteria and indicators for evaluation and selected the following methods: the method of case problems (for studying the personal component), a survey (for studying the cognitive component) and practice-oriented tasks (for studying the activity-based component). Using the above-mentioned methods, the authors have conducted an ascertaining experiment aimed at studying the readiness of senior preschool children to adapt to social and everyday conditions. The experiment was carried out in institutions of additional education in the city of Saransk, the Republic of Mordovia. The authors have described the results obtained after studying the readiness of senior preschool children to adapt to social and everyday conditions. They have revealed that components common to the readiness of senior preschool children are undeveloped, which proves that it is necessary to organize specific activities in the system of additional education to form the readiness of senior preschool children to adapt to social and everyday conditions. This article studying the readiness of senior preschool children to adapt to social and everyday conditions is relevant since its results can be used for the formation of the above-mentioned readiness in the system of additional education, which will contribute to the social adaptation of these children.
Keywords: Readiness of Senior Preschool Children to Adapt to Social and Everyday Conditions; Structure of Readiness to Adapt to Social and Everyday Conditions; Personal, Cognitive and Activity-based Components of Readiness, Constituent Parts of Readiness Components, Research Methods and Methodology, Criteria and Indicators to Evaluate one’s Readiness, Development levels of the Readiness of Senior Preschool Children to Adapt to Social and Everyday Conditions.
Scope of the Article: Social Networks