PSYCHOLOGICAL CHARACTERISTICS OF THE DEVELOPMENT OF SELF-REGULATION SKILLS IN SCHOOL-AGE CHILDREN
Keywords:
preschool education, children, self-regulation, persistence and goal orientation, voluntary behavior, skill, age periods, emotional and volitional sphere, creativityAbstract
This article is devoted to the study of the psychological characteristics of the development of self-regulation skills in preschool children and their improvement. The research examines volitional qualities such as self-control, perseverance, and goal orientation, as well as problems related to attention deficit, gadget dependency, and a decrease in behavioral control. The study highlights that one of the factors positively influencing the development of self-regulation skills in children is the activity of preschool educational institutions. Furthermore, the article emphasizes the connection of self-regulation skills in preschool children with their environment, upbringing, and age-related characteristics. The article provides a detailed presentation of a model, special developmental programs, and targeted recommendations for parents, educators, and psychologists aimed at fostering self-regulation skills in preschool children. This research focuses on important aspects of the psychological development of self-regulation skills in preschoolers, which can contribute to their successful social adaptation in the future and the formation of determined, independent, and free-thinking individuals.
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