Nykonchuk N. Reflexive-value regulation of the educational ability development in the primary school age

In the dissertation developed a theoretical model of reflexive regulation, the value of educational skills in primary school age. Pre-reflexive, socially-expected, performance-normative and subject-value levels of regulation are singled out. The basic factor of reflexive-value regulation of educational ability development of young schoolchildren is acknowledgement need, which is satisfied by positive evaluation of their achievements by reference people. Transition from lower to higher levels of regulation of ability development is related to the increase of subjectness of schoolchildren. Complications of regulation processes are associated with the growth of reflection of abilities and personal qualities and the formation of value consciousness. Abilities are successively represented in schoolchildren's consciousness as syncretic, object-centered algorithmic, decentralized algorithmic and generalized skills. The integration of components of abilities in the personality structure occurs according to the scheme: a way of action strategy of activity personality quality. Skills and strategies of activity performance in value consciousness of young schoolchildren are submitted as activity values, and strategies of interaction with social surrounding as moral values. The latter is the reflection of subject-value level of regulation of educational abilities development. With the purpose of actualization of reflexive-value regulation mechanisms in consciousness of schoolchildren we have developed the program of value support of educational abilities development. Ukrainian national sayings and proverbs served as the means of value support. Parables were applied for value support of educational activity, reflection of recognition and reflection of cooperation. The amount of children which passed on to the higher levels of reflexive-value regulation of educational abilities development has increased.