Development of cognitive-personality system in senior preschoolers as a measure of psychological school readiness

Abstract

Features and dynamics of development of cognitive and personality systems structure in senior preschoolers were studied (N = 138). It was shown that under purposeful exposure children in experimental group (EG) achieved higher levels of intellectual and personal development than children in control group (CG). Under experimental exposure a number and tightness of relations between the studied parameters decrease. System differentiation proves effectiveness of developmental process. On the contrary under standard conditions of a preschool institution the interrelation of the studied parameters increases (false-integration as we called that phenomenon) by the end of the study which proves relatively low level of development of cognitive and personality systems in CG. The obtained results suggest that purposeful cognitive development during preschool period by complex exposure of some factors addressed to personality of senior preschoolers provides the development of high levels of cognitive-personality school readiness.