Person-centered approach in physical education of preschoolers: A theoretical aspect

Modern trends in preschool education, such as the use of digital technologies, an emphasis on social and emotional development, and the integration of physical activity into everyday life, emphasize the importance of creating an educational environment that takes into account the unique needs and interests of each child. In a rapidly changing socio-cultural context, where the emphasis is on individualization of learning and the involvement of parents in educational activities, there is a need to find modern methods of education in accordance with the traditional moral and ethical principles of Russian society. The aim of the study was to theoretically substantiate the implementation of a person-centered approach to physical education of preschoolers. A comparative analysis of the traditional and humanistic paradigms of preschool education is carried out, and the main provisions of the person-centered approach and its distinctive features from the personality-oriented approach are determined. The developed system of physical education of preschool children based on the person-centered approach is presented. The purpose of the developed system is to create a physical education and health developing subject-spatial environment focused on the child's own interests and disclosure of the abilities and potential of the child. The content component on a coordinate system in space was presented, where the abscissa axis indicated the process of development of the components of the child's kinesiological potential, the ordinate axis the formation of the preschooler's subjectivity in the process of organizing their physical education, and the axis of the applicate the vector of spiritual development, directly the process of formation of value orientations. If in the process of physical education of preschool children, the implementation of the three above-mentioned vectors of development is observed, then the content component of the model can be presented as a three-dimensional model of a cube. The conducted theoretical analysis of the differences between the person-oriented and person-centered approaches revealed that the latter not only takes into account the individual characteristics and needs of each child, but also actively promotes the development of his initiative, independence and activity in learning and education. This creates a more dynamic and involved educational environment in which the child becomes not only a recipient of knowledge, skills and abilities, but also an active participant in his educational process. The author declares no conflicts of interests.

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