Initiative Development in Preschool Children

AbstractThis article deals with the psychological and pedagogical approaches to initiative development at the preschool age, interpreted as an individual's integrative quality, characterized by motivational readiness to implement some activity, certain knowledge (ideas) about how to implement it, certain reproductive, productive skills as well as a conscious attitude to the purpose and activity results. The research is based on an activity approach, defining the components of children's initiative as being motivational, cognitive, behavioral, and reflexive. It gives a general description of these components; on its basis the article reveals levels of initiative in preschool children (high, medium, low) and identifies the characteristics of psychological and pedagogical support for developing children's initiative on the part of an adult, which is line with the current objectives of modern preschool pedagogy and psychology