FEATURES OF THE CONTENT OF COGNITIVE COMMUNICATION WITH PEERS IN OLDER PRESCHOOL CHILDREN IN RUSSIA AND CHINA

Abstract

The article is devoted to identifying features of the content of cognitive communication between children of senior preschool age and their peers. The paper examines such aspects as the thematic preferences of preschoolers in communication with peers, the focus of questions arising in the process of cognitive communication, as well as the consideration of the partner’s interests when building communication. The study involved 200 children aged from 5 to 7 (100 children from Russia and 100 children from China), as well as 200 teachers (100 from Russia and 100 from China). The study used specially selected diagnostic techniques aimed at identifying individual aspects of cognitive communication: “Tree of Wishes” (V.S. Yurkevich), “Questioner” (N.B. Shumakova), “Unfinished Situations” (A.M. Shchetinina, L.V. Kirs), “Interview” (O.V. Dybina), as well as a questionnaire survey of teachers. The article describes features of cognitive communication of senior preschoolers with peers: the preferences of children in the subject of communication are revealed, the direction of questions is determined, and the degree of orientation of preschoolers to the interests of peers in the process of building communication is established. The obtained results allow to conclude that there is a need for purposeful pedagogical support of cognitive communication of senior preschool children with peers and can be used in the practice of preschool educational organizations.