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Introduction. The article examines the problem of cultural interaction of children of senior preschool age with peers, as well as the influence of the micro-social environment as one of the conditions for successful formation of a culture of interaction and building relationships that make up the system-forming personality quality (consciously active, integrated-selective), based on its experience with various sides of the surrounding reality.
Materials and methods. Testing the theoretical positions of the problem of forming a culture of interaction between older preschool children with peers, objective information about pedagogical work in the OED, as well as analysis and interpretation of the research results allowed the use of a system of diagnostics and diagnostic methods based on complex criteria and levels applicable to preschool children: “Formation of social forms of child behavior” (L. V. Kirs, A. M. Scheti-nina),”Interpersonal relations of a child” R. Gilles), interpersonal diagnosis ostnyh relations based on subjective preferences (modification of the sociometric method for children George. Moreno), projective techniques to identify the social “I” of the child and others. [6, p. 18].
Results. The structure of the educational process based on culturally-mediated forms of students' relations with reality in the micro-social environment has been determined, important points have been highlighted in solving the problem of cultural interaction in the senior preschool age, when: 1) the surrounding world is the object of the relationship for the child; the child himself, 3) the means of relations determines the culture, cultural form and cultural means, 4) the objects of the relationship are represented by the variety of objects surrounding the guide of the world, 5), the product of relations manifested in the transformed child subject and the formation of himself as a person.
Discussion. It is emphasized that the efficiency and effectiveness of the development of culturally-mediated forms of relations between the child and reality is successfully carried out in the process of regular, purposeful and qualitative changes in these relations in different types of children's activities (cognitive, speech, visual, physical, artistic and creative, etc.), including in the process of communication with peers.
Conclusion. The importance of the microsocial environment of the group and its influence on the formation of successful cultural interaction of children of senior preschool age with their peers in the process of mastering emotional, practical, situational and business, and other forms of communication has been proved.
socialization, micro-social environment, cultural interaction, forms of communication, peers, children of senior preschool age
The process of formation of successful cultural interaction of children of senior preschool age with their peers is ensured by:
Child's communication with peers as a “driving force” of development, a means of education and training;
Building relationships based on emotional, cognitive-evaluative and conservative-behavioral components, taking into account the substructures of the child's personality (orientation of the relationship, experience, individual characteristics of mental processes, biopsychical properties);
Vividly manifested emotional saturation in communicating a child with peers, a variety of communicative actions in a wide range, non-standard and non-ad hoc communication.
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