Studying children's sense tasks solving

In this article the age specifics of solving sense tasks by children of 4 to 10d is observed as an indicator of sense consciousness formation. Sense consciousness here is a certain stage in the many-sided world of a person's formation. It is closely connected with the moment when a child finds sense of subjects, phenomena and situations. One of the main characteristics of the process of sense consciousness formation is the specific of sense tasks solving by the child. 289 children took part in this research; all of them attended educational establishments. A face-to-face discussion with a child was the main method of research. 4 pictures with the most common problem situations of children's life were shown to the child one by one. The situation in the picture was discussed. The solution of such a task is to put oneself in somebody's shoes and to project one's behaviour in such a situation. Therefore a child solves a kind of a sense task. The answers given by children were very different. They were classified. The following aspects of solutions were found: the sense perception of a problematic situation (perception aspect); some actions which were suggested to find a way out of a problem situation (behaviour aspect); child's evaluation of a character's behaviour (evaluation aspect). According to each aspect of children's solving sense tasks some indicators were found, characterising different levels of sense consciousness development (harmonical, non-harmonical and transitional from non-harmonical to harmonical). The following age peculiarities of solving sense tasks show us that the world of a child becomes more and more complicated when one gets older (from paying attention to a part of the situation only as small children do, to paying attention to all the components of this situation as older children do; from non-constructive methods of solving problems as small children do, to more constructive methods of interaction as older children do; from stereotype evaluation, oriented to the social norm as small children do, to deeper and fuller evaluation as older children do). Nevertheless, the received data shows that there are more detailed (harmonical) and less detailed (non-harmonical) forms of sense consciousness in all age groups. So, we can say that besides age specific there also are individual peculiarities of a child's world formation. It is important to create conditions, which are promoting the process of harmonization of semantic consciousness.

Keywords

Authors

References