ПСИХОЛОГО-ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ТОЛЕРАНТНОСТІ У ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

The article is devoted to a review of psychological and pedagogical approaches to the definition of conditions (or factors) influencing the result of the formation of preschool children’s tolerance in educational institutions. In General Pedagogy, the condition is determined as a significant impact on the course of pedagogical process, to some extent constructed deliberately by the teacher, the observance of which in the process of learning can change the result both specifically and significantly. Most of the researchers recognize the importance of such conditions, as the creation of a tolerant educational environment, the experience of the child’s communicating with adults and the children of the same age; the child’s individual experience, mental development, working with the child’s emotions, involving the child into creative activities etc. All the scholars acknowledge the decisive role of teacher’s professional ability to the development of children’s tolerance. The indicators of teachers’ readiness to teaching preschool children tolerance are expressed in both tolerant attitude to children and a reference to a personality-oriented model of interacting with them