Розроблено теоретичну модель рефлексивно-ціннісної регуляції учбових здібностей у молодшому шкільному віці. Виділено дорефлексивний, соціально-експектаційний, діяльнісно-нормативний і суб'єктно-ціннісний рівні регуляції. Доведено, що підгрунтям рефлексивно-ціннісної регуляції у розвитку учбових здібностей молодших школярів є потреба у визнанні, яка задовольняється шляхом оцінювання досягнень дітей референтними особами. Виявлено, що перехід від нижчих до вищих рівнів регуляції розвитку здібностей зумовлений суб'єктністю даних школярів. Установлено, що ускладнення процесів регуляції взаємопов'язане зі зростанням рівня рефлексії здібностей та формування ціннісної свідомості. Відзначено, що здібності у свідомості молодших школярів мають прояв як синкретичні утворення та предметоцентровані алгоритмічні уміння, а згодом - як децентровані алгоритмічні й узагальнені уміння. В учнів послідовно формуються способи виконання діяльності та взаємодії з оточуючими, стратегії і особистісні якості. В їх ціннісній свідомості збільшується кількість власних ціннісних утворень. Експериментально доведено, що використання програми цінісної підтримки, яка базується на використанні прислів'їв і приказок, актуалізує механізми вищих рівнів рефлексивно-ціннісної регуляції.
A theoretical model of reflexive-value regulation of educational ability development in the primary school age is developed in the dissertation research. 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.The priorities of children’s activity change from imitation of models and execution of external demands to solving the tasks which are at first stipulated by the activity logic and later on the higher levels of reflexive-value regulation by the logic of personal self-development.
A theoretical model is corroborated on empirical level. 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. At first children perceive their skills in integrity and cannot single out separate components of them. Then schoolchildren learn to single out actions and operations with a help of a subject and algorithm of activity performance. In due course schoolchildren in addition to the components, which are necessary for performance of a narrow task, single out the separate generalized actions and operations. On the top-level of reflection development the schoolchildren single out constituent skills, which are based on the generalized intellectual actions, and can be used for the solution of a wide range of tasks.
The integration of components of abilities in the personality structure occurs according to the scheme: a way of action р strategy of activity р personality quality. At first young schoolchildren imitate people around them or act casually and as a whole they hardly realize the influence of personality qualities on the achievement of success. In due course schoolchildren realize and use separate ways of activity and interaction with social surroundings. The purposeful application of the checked up ways by the children assists their generalization under new conditions. Gradually such ways get the characteristics of strategies and actually personality qualities.
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. Four kinds of combination of moral and activity constructs in consciousness of schoolchildren are revealed: isolated, conflict, double conflict and complementary. 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 efficiency of the developed program is experimentally proved. Young schoolchildren singled out more educational skills than earlier. The teachers and classmates were also included into the circle of referent persons of children, which consisted mainly of the parents and relatives earlier. At the expense of a mutual reinforcement of activity and moral values and occurrence of subject values the value consciousness of the schoolchildren has got integrity. The amount of children which passed on to the higher levels of reflexive-value regulation of educational abilities development has increased.
