THE DEVELOPMENT OF REFLECTION IN PRESCHOOL CHILDREN AS A THEORETICAL PROBLEM

Abstract

The article analyzes the scientific and pedagogical literature dealing with the formation of the term reflection, shows the role of reflection of teachers and their role in formation and development of reflection in preschool children. Watching videos of children’s activities is especially important, where the child can see himself from the outside, his action, understand why it works or does not work, and on this basis figure out what to do next with this action, that is, to implement a reflexive output. The authors conclude that the development of reflection in children gives them an outlet for the results of activities, and then a reflexive way to change their own activities in accordance with new tasks. The teacher, participating in the reflective activity of the child, can become a means to start the formation of reflection already in preschool age. Reflection ensures human development, gives the possibility of detection and overcoming contradictions in solving emerging development problems, and, therefore, needs the formation and development of any person.