Preschool Child Development in the Organized Information Space :

Abstract

The main objective of the study was to examine the influence of the curriculum on preschool children’s intellectual development in the organized information space. The sample was based on 600 older preschool children: 300 of them joined the experimental group, and another 300 children formed the control group. L. A. Yasyukov’s diagnostic Method of Defining School Readiness, Torrance Tests of Creative Thinking and Student’s t-test formed the methodological basis for the current study. The authors’ program to develop preschool children’s personality in the information space was aimed at addressing the following issues: development of motivation; formation of cognitive needs and of incentives to achievement and self-assertion; effective numeracy, writing and readings skills; development of advanced psychological functions, such as thinking, memory and attention; formation of preschoolers’ arbitrary mental processes; individual approach to children in the learning process; emotional development or, in other words, formation of the necessary skills to control one’s feelings and emotions and to overcome excessive anxiety. The study confirmed the effectiveness of the activities undertaken during the implementation of the program to develop preschool children’s personality in the information space: indicators for the children’s memory, thinking and speech development have improved, as well as their communicative competence, emotional intellect and creativity.