POLYSUBJECT APPROACH TO THE ORGANIZATION OF PRESCHOOL EDUCATION

The article focuses on the possibility of realization of polysubject approach to preschool education. The author draws attention to the fact that polysubject interaction can ensure the development of the personality of each child and development of his personality in the organized interaction within the educational process. Structural creation of the article is defined by the topic connected with the organization of preschool education in the context of polysubject interaction. The author consistently passes from the statement of the problem based on the necessity of polysubject approach implementation in the organization of preschool education, to the characteristic of essence of this approach, then to the description of modern vision of models of its realization and all this is summarized in certain conclusions. The author proves that polysubject or dialogical approach is focusing on development (self-development) of the person in the space of interactions and relationships with other people. In this regard the possibility of solving the priority problems identified in the new standard in the context polysubject approach are revealed, where each participant of the educational process acts as an active subject of activity. According to the author, polysubject interaction can provide the personality of each child and development of his personality in an organized dialog interaction in the educational process. The idea of designing, development of polysubject interaction in environment of kindergarten is dictated by the desire to give the child and any subject of educational process the opportunity to satisfy the personal and social educational needs. The long-term author’s experience in the system of preschool education has enabled to define a vector action directed on search of the mechanisms of implementation of called-for, but, unfortunately, not fully used models of polysubject interaction in the practice of teaching and upbringing of children. Detailed consideration of models of polysubject interaction of participants of preschool education allowed the author to draw some conclusions. So, the author considers that polysubject approach to preschool education provides, firstly, to solve problems of child’s interaction with other participants of educational process at professional level; secondly, to help endure the difficult period of adaptation at a new step of education and, thirdly, most important, to create conditions for achievement of high personal results and readiness for further learning and development.

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