The dissertation is devoted to the theoretical and experimental study of the genesis of shyness in preschool children.
The analysis of philological, philosophical, psychological and pedagogical literature devoted to the research problem is carried out. The main approaches (biological, social, personal) and directions (psychodynamic, humanistic, behavioral, transactional) research are analyzed of shyness as a psychological formation of personality. It is noted that in domestic psychology, shyness has been studied as a personality trait, personality trait and socially acquired model of preschooler behaviour.
The definition of shyness in preschool-age as a stable psychological formation, accompanied by nonspecific and inadequate for preschool uncontrolled physiological reactions (redness, sweating, palpitations) and emotional-behavioral (hiding behind an adult, taciturnity, social fears, awkwardness, unrest, avoidance of social interaction, loneliness, etc.) systematic, situational or selective manifestations of the child in situations of social interaction, especially with random people.
In-depth knowledge of the peculiarities of the development of personality shyness, which includes physiological (rapid heartbeat, flushing, shortness of breath, sweating palms), affective (mental stress, constant anxiety, worry, anxiety, distress, fear, feelings), cognitive (constant analysis of one's behaviour, negative self-esteem and thoughts about one's inferiority, illusory-negative perception of social attitude) and behavioural (avoidance of eye contact, chaotic movements, introversion, social isolation, silence, low communicativeness) components and social psychologically conditioned.
The specifics of the development of shyness in preschool children are substantiated. It was found that shyness can be caused by early or inappropriate childhood socialization process, social isolation, personal insignificance, family upbringing style or fixing a "label of shyness" on the preschooler, the presence of personal fears, physical defects, the conflict between real and ideal “I", low self-esteem, self-doubt.
Based on the obtained quantitative results on the manifestation of shyness in preschool age and taking into account certain psychological criteria, indicators and genesis of the studied phenomenon, the model of psychological support of shyness reduction in preschoolers is substantiated, which allowed presenting components of the model such as educational and counselling activities of a psychologist with parents and educators and correctional and developmental work with preschoolers.
