Lisovets O. Organizational and pedagogical conditions for autonomy development in 5-7 years old children of different sexes

A theoretical generalization and scientific solution to autonomy development in 5-7 years old children of different sexes have been made in the thesis. It consists of grounding and experimentally checking the organizational and pedagogical conditions and autonomy development methods in 5-7 years old children of different sexes.We determine the topic's relevance, the intensity of modern scientific research, and importance for pedagogical theory and practise based on the analysis results of the state of scientific development of the topic on autonomy development in 5-7 years old children of different sexes. The following scientific approaches to the interpretation of a child's autonomy have been analyzed: activity-based, personal, interpersonal, integrative. It is defined that autonomy as an integrative quality has a complex structure, and in a generalized form represents a system that contains the following components: intellectual and cognitive, emotional and value, and active and practical. The dynamics of changes in autonomy development during early childhood is traced. It is stated that the autonomy of a child of older preschool age is manifested in the mentioned below spheres. They are the following: cognitive; emotional and value and activity-based. It is stated that the concept of “autonomy of a 5-7 years old child” should be considered comprehensive since it has a multi-faceted and dynamic character. It should be interpreted as quality of personality and a manifestation of activity, characterized by a conscious and responsible attitude to actions. It manifests in initiative and criticality in behaviour, the desire to act without external assistance, and seeking it only if necessary. Organizational and pedagogical conditions for autonomy development in 5-7 years old children of different sexes have been developed and theoretically justified. Experimental verification of organizational and pedagogical conditions and specially selected methods has been carried out by implementing a comprehensive program for autonomy development in 5-7 years old children of different sexes. It aimed to develop educational work with children, consulting and methodological work with teachers, and information and educational work with parents. The staged application of a set of specially selected and developed forms, methods and tools contributed to achieving the result of experimental work, i.e. increasing the level of components forming autonomy of 5-7 years old children of different sexes. It is confirmed by a quantitative and qualitative analysis of the program implementation results, conducted at the control stage of experimental work.