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Relevance (context) of the subject of the article. The socio-cultural environment plays an important role in shaping the personality of boys and girls. In communication and interaction with significant adults, moral values and attitudes are developed, and such properties of personality as initiative, activity, independence, responsibility, which form the basis of the child’s subjectivity, are formed.

The aim of the study. On the example of studying initiative in the younger preschool, senior preschool and younger school ages to reveal the specific features of its manifestation among boys and girls in the situation of interaction with parents and teachers.

Description of the research progress. Initiative was investigated by obtaining a scale assessment from parents of preschool and primary school age children, and educational specialists working with these children. The evaluation criteria were such indicators of initiative as emotional, communicative, creative, and cognitive. The experiment involved 165 parents of preschool and primary school-age children and 88 educational specialists.

Research results. Based on the results of processing the data of parental and pedagogical answers, groups according to the degree of initiative in the preschool, senior preschool and junior school ages were identified: “low initiative”, “medium initiative”, “high initiative” and the psychological characteristics of the behavior of children with different degrees of its expression were presented. A gradual decrease in the indicators of initiative from preschool to junior school age was revealed. Differences in displays of initiative by boys and girls of the senior preschool and younger school age under learning conditions were revealed. The results of the study allow the conclusion that boys in the classes at pre-school educational institutions and at school require emotional support of their own actions, assistance in implementing the initiatives in the area of their manifestation, directing the initiative to comprehension of the tasks set by the adult and achievement of results to a greater extent than the girls.

Background. During the older preschool age, a child develops a pronounced arbitrariness of such mental processes as thinking, memory, attention, behavior is established, the emotional sphere becomes more complex, and creative abilities are manifested that determine the degree of the child’s readiness for the increasing demands of schooling. Due to the requirements of the Federal State Educational Standard for the integration of physical and intellectual and creative development of preschoolers, motor and creative activity is becoming a key factor in the formation of cognitive abilities, imagination and emotional intelligence. Particular attention is paid to the structural components of development: motor imagination, memory, attention, and coordination skills, but the role of outdoor games in the socialization of older preschoolers remains insufficiently studied.

Objective. The purpose of the study was to develop the content and use of new forms of physical education for older preschoolers, mainly aimed at developing the intellectual and creative sphere of the children’s personality, substantiating and evaluating their effectiveness, and studying the relationship between the development of the motor and intellectual and creative spheres of preschool children’s personality during classes.

Sample. The experiment involved 237 older preschoolers from five kindergartens in Irkutsk.

Methods. The study used various methods, such as structured analysis of outdoor games, questionnaires, observation, testing, pedagogical experiment and statistical processing of the data obtained. The effectiveness of new forms of physical education activities was assessed using diagnostic techniques based on level assessment: “Memorization of Motor Action” (V.R. Kuzekevich), “ Dynamic Practice Test “ (A.R. Luria), “Sun in the Room” (V.B. Sinelnikov, V.T. Kudryavtsev), “Tree of Desires” (V.S. Yurkevich).

Results. We have identified and supplemented the organizational forms of physical education and health classes in preschool educational institutions, supported them with methodological tools and tested in practice. It was found that the systematic use of educational outdoor games, obstacle courses, motor attractions and creative tasks contributes to a significant increase in the level of memory, imagination and independent movement control. The introduction of non-standard equipment and game plots intensified the cognitive activity of children and stimulated the development of motor creativity.

Conclusions. The results of the assessment of the level of formation of the intellectual and creative sphere of older preschoolers allow us to assert that the use of a wide range of motor and game organizational forms in the process of designing physical education can significantly increase efficiency. The results have practical value for developing programs in preschool educational institutions that combine physical activity with cognitive and creative development.