Psychologycal and pedagogical conditions of development of arbitrary behavior of preschool children

Abstract

In this article represented investigation of problem of randomness and connected with it problem of will as central line of personal development of preschool child. These problems were investigated in classic psychology in two independent approaches: in conception of consciousness and motivation theories. The author studied formation of randomness in conception of social interaction in a small group. Obtained data proved hypothesis: general line in development of arbitrary behavior of pre-school children consistent goes from position of out – personal inspector in game to in-personal control in non-game activity, from game forms of control to non-game. These changes depend on the children's age and their personal relations.