FORMATION OF SOCIAL RESPONSIBILITY IN OLDER PRESCHOOLERS THROUGH WORK: METHODOLOGICAL APPROACHES AND PEDAGOGICAL PRINCIPLES
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Author(s): | Filippova O. G., Gavrikova M. E., Golub M. S., |
| Number of journal: | 1(74) | Date: | March 2026 |
| Annotation: | The article discusses the problem of developing social responsibility in older preschool children through work. The researchers argue that it is necessary to rely on three complementary methodological approaches: anthropological, valueactivity, and participatory. The anthropological approach focuses on recognizing the child as a whole, unique individual and is implemented through the principles of electivity, vitality, and cultural appropriateness. The value-based activity approach focuses on infusing work with personal meaning, promoting the development of awareness, initiative, and subjectivity. The participatory approach ensures that children are involved in collaborative social practices through dialogue, cooperation, and equal participation in decision-making, which is reflected in the principles of communicative partnership, synergy, and facilitation. Together, these approaches form a comprehensive pedagogical system aimed at fostering a sense of community, responsibility for collective outcomes, and a respectful attitude towards work in preschoolers. The article emphasizes the compliance of the proposed model with the requirements of the Federal State Educational Standard for Preschool Education and modern trends in humanistic, inclusive, and democratic education. The presented theoretical concepts are illustrated by specific pedagogical techniques, such as reflective conversations, a “thank you board,” joint creation of rules for duty, organization of a “Council of Labor Affairs,” and individual “labor cards.” These methods allow children to understand their personal contribution to the common cause, develop skills of cooperation, mutual assistance, empathy, care for others, and respect for the work of others. This approach makes the study not only scientifically grounded, but also practically significant for educators and parents who seek to raise socially responsible, proactive, caring, morally mature, active, responsive, and benevolent individuals in preschool age. | ||
| Keywords: | social responsibility, work, anthropological approach, value-activity approach, participatory approach, principle of electivity, principle of vitality, principle of cultural appropriateness, principle of subjectivity, principle of synergy, principle of facilitation |
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| For citation: | Gavrikova M. E., Filippova O. G., Golub M. S. Formation of social responsibility in older preschoolers through work: methodological approaches and pedagogical principles. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;1(74):289—295. DOI: 10.25683/VOLBI.2026.74.1526. |
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