Genesis and Psychological-Pedagogical Mechanisms of Forming Social Experience as the Basis of Preschooler's Competence

Abstract

The article presents a comprehensive theoretical and methodological analysis of the process of forming a preschool child's social experience as a basic component of their life competence. Objective. The research is aimed at revealing the historical and pedagogical retrospection of the concept of "experience" and identifying the leading psychological mechanisms that ensure successful socialization of a child in the modern educational space. Methods. To achieve the set objective, a set of theoretical research methods was used: historical-comparative analysis of scientific sources (to study the genesis of the problem); system-structural approach (to determine the components of social experience); hermeneutic method (to interpret classical and modern concepts of socialization); content analysis of variable educational programs of preschool education in Ukraine. Results. During the research, it was found that the social experience of a preschooler is a dynamic formation that integrates knowledge about the norms of social life, emotional attitude towards them, and practical interaction skills. The author proves that the process of experience accumulation is not linear and depends on the "social situation of development" and specific mechanisms: imitation, identification, and social reflection. Special attention is paid to the analysis of current programs ("Ya u Sviti", "Vpevnenyi Start", "Dytyna", etc.), which allowed for the identification of variable strategies for supporting a child's social initiative. It is established that the key factor in transforming spontaneous experience into a conscious social position is play activity, which acts as a space for decentration and mastering new social roles. Conclusions. It is concluded that effective socialization in a preschool education institution is possible only if a balance is maintained between the child's adaptation to society's requirements and the preservation of their individual authenticity. The scientific novelty of the work lies in clarifying the structure of social experience and substantiating the role of the preschool education institution as a safe socio-cultural environment for the primary self-realization of the individual. The practical significance of the research lies in the possibility of using the obtained results to improve the methodological support of the social upbringing process in preschool education institutions.