Middle preschool age children’s color comprehension development within the concept of color presentation in culture

Abstract

Introduction. The Education State standard for preschool children introduction experience revealed a characteristic problem of organizing work on the sensory color standard comprehension development and imprinting the understanding of color within full concept of color in culture by children. The concept of a sensory standard is understood in very scholar and standardized way that are contradicted with the real perception of a color and prevent the development of its inception. The authors advise to engage the correct process of perception development through practicing games. This way allows the adult to optimally control over the process of children’s learning of color elements within cultural color perception when they solve of problematic game situations. Methodologically, the author's approach is coincided with views of Vygotsky persuading the idea that it’s the most important for the preschooler to personally accept a training program offered to a him/her by an adult.

Data and methods. The experimental study was carried out on the basis of kindergartens in Ussuriysk, Primorsky Territory: Municipal Budgetary Children’s Educational Establishment (MBCEE) Kindergarten No. 129, MBCEE Kindergarten No. 39, MBCEE Kindergarten No. 4, 50 children of middle preschool age participated in the experiment. The authors used diagnostic techniques adapted by the authors to the tasks of this study by Strebeleva and Wenger.
Results. Evaluation of the color comprehension development at the stage of identification revealed a high level in 20% of children, an average level in 43% of children and a low level in 37% of children in the experimental group. The control experiment showed a positive dynamics of the children of the experimental group color comprehension development according to all criteria (high level - 59% of children, medium level - 37% of children, low level - 4% of children. The Student's criterion application made it possible to confirm the reliability of the differences revealed during the study. The obtained empirical value t (4) is in the zone of significance.
Conclusion. The results obtained showed the positive dynamics achieved during the study, which proves the effectiveness of the children’s color comprehension development at middle preschool age, when using a game problem situations solving as a tool.