Promoting self-expression in five-year-old children based on the Reggio Emilia approach

Abstract

The article highlights the problem of creating optimal conditions for the personal development and self-realization of children, forming in them an active cognitive and creative attitude towards the natural and social environment, developing their ability to successfully navigate the diversity of objects and phenomena, and mastering effective methods of activity and thinking strategies through understanding their own self. It has been established that the problem of self-expression has always attracted the attention of researchers (philosophers, psychologists, cultural studies specialists), but remains relevant because it is provoked by changes in the model of domestic education. The source base of fundamental ideas, conceptual approaches (philosophical, psychological, environmental, activity-based), and basic definitions on the topic of self-expression of five-year-old children (self-expression, educational environment, pedagogical conditions) are highlighted. The concept of “self-expression of five-year-old children” is defined, taking into account the psychological characteristics of children of this age group, as a process of realizing the child's potential, which is predominantly individual and personal in nature and manifests itself in independent actions when choosing one's own activities and methods of action; in the willingness to gain one's own experience without fear of making mistakes; in showing initiative and independence in gaining their own experience during research and discoveries; in presenting their own experience in languages that are accessible to the child. The components of self-expression in five-year-old children are interaction with their environment, understanding themselves, and choosing activities. The Reggio Emilia approach is characterized as a system that promotes self-expression in five-year-old children, and the pedagogical conditions for its implementation in Ukrainian preschool educational institutions are described. Three criteria (activity, cognition, and emotional motivation) have been identified to assess the levels of self-expression, on the basis of which three levels have been distinguished: active level of self-expression (from Latin activum – activity) – the child independently chooses materials and activities, experiments, is not afraid of mistakes, actively expresses thoughts and emotions; potential (from Latin potentia – power) – the child acts with the support of an adult, sometimes initiates actions, but often imitates others, needs advance approval; latent (from Latin latentis – hidden) – the child is passive, avoids independent decisions, does not show initiative, has difficulty verbalizing feelings. The description and results of the diagnosis of levels, criteria, and indicators of self-expression in five-year-old children at the ascertaining and control stages of the pedagogical experiment are presented. Quantitative and qualitative results of testing pedagogical conditions that promote self-expression in five-year-old children are presented (providing appropriate methodological support for preschool teachers (conducting seminars, webinars, trainings); creation of a developmental subject-game environment (dynamic, varied, appropriate to the age characteristics of children); support for children's self-expression during various innovative forms of organizing the educational process in preschool education institutions). The author's program “I-Activation” has been verified. It is a methodological tool for implementing pedagogical conditions that promote self-expression in five-year-old children, concerning changes in the group environment and methods and techniques for interacting with children. It was developed based on the modification of the Reggio Emilia approach in preschool education institutions in Ukraine. The content of the author's program has been validated in three components, which together contributed to the self-expression of each child in the group: the obligation to conduct a project circle every day; constant changes in the environment based on prior research into children's interests; highlighting the mandatory format of interaction with children based on their choice of activities (two days a week without classes