Age Peculiarities of Taking Initiative in Learning among Preschool Children

Ekaterina Klopotova - Candidate of Sciences in Psychology, Associate Professor, Chair of Preschool Pedagogy and Psychology, Department of Developmental Psychology, Moscow State University of Psychology and Education. E-mail: klopotova@yandex.ruElena Yaglovskaya - Candidate of Sciences in Psychology, Professor, Chair of Preschool Pedagogy and Psychology, Department of Developmental Psychology, Moscow State University of Psychology and Education. E-mail: yaglovskaya_ek@mail.ruAddress: 29 Sretenka Str., 127051 Moscow, Russian Federation.The article presents the results of an experimental study designed to identify the age peculiarities of taking initiative in learning among preschool children. Empirical data was obtained through non-participant observation of a teacher-guided group of children performing various productive tasks. A total of 480 preschoolers aged between 3 and 7 years were observed. Since teacher-guided peer learning prevails in preschool classrooms, we assume that child initiative could be determined as behaviors directed at co-participants in such learning. In this study, children's initiative during interaction with adults and peers is defined as questions and suggestions that children raise in connection to the learning process, instigated by the need to coordinate joint actions. Analysis of the empirical data obtained allows determining the age dynamics and age-specific characteristics of preschoolers taking initiative while interacting with teachers. The number of self-initiated statements made by children is found to decrease and change in both direction and content throughout the preschool years.