ФОРМИРОВАНИЕ МИРОВОЗЗРЕНИЯ ДОШКОЛЬНИКА И МЛАДШЕГО ШКОЛЬНИКА СРЕДСТВАМИ ИНТЕГРИРОВАННЫХ ЗНАНИЙ О ЧЕЛОВЕКЕ И МИРЕ

The article deals with the integrated technology of the educational process on the basis of a common integrated system of educational content. The ideas of humanization and humanitarization of education, orientation to the full development of the preschool/primary school children lies at the heart of this technology. The explored technology model is considered as a complete system, the general direction of which is the formation of a child’s entire perception of the world and the correct orientation of the objective activity and the success in it. The author focuses on the expediency of an integrated method of education and training, as well as provides the functional components of integrated knowledge of preschool and primary school children of the person and surrounding world. The development of a child during assimilation of integrated knowledge about the person and the surrounding world is a special process that is characterized, first and foremost, by the active emergence of new structures, new elements in the development and establishment of the new ties between the parties of an object. This process is determined by the integration of practical and theoretical skills. The conducted studies confirmed the importance of this approach. In conclusion the author identifies three functional components of the integrated knowledge of preschool and primary school children about the person and the surrounding world: informational, emotional, and motivating. An integrated approach allows significantly intensify both the “intellectualization of the child’s senses” (L. Vygotsky), and emotion and intellect. One of the conditions of implementation of the program is also to develop in children such qualities as self-collection of information from various sources (books, media, etc.); analysis, synthesis and classification of the received information: flow of knowledge (in particular, an effective speech); participation in shared activities with adults and peers, mastery of the norms and rules of behavior, relationships, understanding their appropriateness and necessity, the formation of a constructive relationship to change, constructive conflict resolution; development of own position, their own point of view. Knowledge and skills that are received at the end of the experiment become central to the understanding of reality while retaining its importance for the further development of the real world.