Dynamics of the development of social competencies in preschool children in the process of implementing the author's pedagogical model

the article presents the results of an experimental study of the effectiveness of the author's pedagogical model of socialization of preschoolers in home education. A sample of 285 families (369 children) from the Kherson, Zaporozhye regions and the DPR proved the positive impact of a set of pedagogical conditions on the development of social adaptability, autonomy and activity. The regional features of the dynamics and key correlations are revealed. The study is driven by the growing popularity of home education for preschoolers with a lack of scientifically sound models of their socialization, especially in the context of socio-political crises affecting the majority of families in the sample (84.2%). The aim is to present the dynamics of the development of social competencies (adaptability, autonomy, activity) in preschoolers during the testing of the author's pedagogical model integrating: 1) expansion of social experience through interaction with peers; 2) moral education; 3) adult support program (educators, grandparents). The author's comprehensive model has proven its effectiveness in developing the social competencies of preschoolers in home education, especially in crisis contexts. The results confirm the hypothesis about the critical role of exposure to the microsocium (family) and mesosystem (peers) for successful socialization.

social competencies, preschool age, home education, pedagogical model, social adaptability, social autonomy, social activity, crisis conditions, zone of immediate development