Shishova E.O. The Impact of an Educational Environment’s Quality on Personality Development in Early Preschool
Download PDF
Keywords:
To cite this article:
Shishova E.O. The Impact of an Educational Environment’s Quality on Personality Development in Early Preschool // Preschool Education Today. 2017, Issue 10 -
p. 50–59.
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
The study considers the problem of the development of children’s personality in the system of preschool education. The analysis is focused on issues related to the influence of the quality of the educational environment and its developing psychological and pedagogical potential on the formation of children’s subjectivity. At present, one of the most important issues in psychology is the study of the development and formation of the child’s psyche in the process of interaction with their environment. The research is based on concepts and approaches to the educational environment as the source of the person’s mental development (L.S. Vygotsky, V.I. Slobodchikov, V.A. Yasvin); the systemic-environmental approach in education (A. Bandura, K. Rogers, I.A. Baeva, V.A. Yasvin); and statements on the development of the psyche and the formation of the personality as a subject of development during activities (B.G. Ananyev, L.S. Vygotsky, D.B. Elkonin, L.V. Alekseeva). The results of the study of the quality of the educational environment in early childhood confirm that all the preschool institutions in Russia have different capacities and developing potential. According to the results of the cluster analysis, four distinctive modern types of educational environments with different capacities were identified. Tendencies towards associating the quality parameters of the educational environment and the subjectivity of children were revealed, as well as significant differences in the subjective characteristics of preschool children in different types of educational environments. A “stimulating productive educational environment” and a “learning environment” contribute to the development of passivity and dependence in the child, while a “heuristic educational environment” and a “creative environment” are characterized by their focus on the free development of the active child and the unlocking of personal potential.