Cultural and Educational Environment in the Development of Personal Potential of Preschoolers

   The purpose of the study is to study the relationship between the characteristics of the educational environment and the current personal potential, considered as a set of psychological opportunities in self-realization and self-development of preschool children.

   To assess the environment, the ECERS-R scales were used; to identify the features of the subjective-personal development of preschoolers, the observation card "Subjective manifestations of the child", modified methods for diagnosing creativity "Incomplete figures", LEGO construction, coherent speech "Story in pictures", as well as an analysis of initiative "Normative development card" and independence were used. The empirical base included 90 children aged 5-6 years, their parents (mothers) (n = 90) and educators (n = 15) from four preschool educational institutions of the city of Kazan, divided into two groups according to the municipal rating ("high-rating" and "average" kindergartens). It was found that in a creative environment with culturally appropriate content based on ethnocultural values, patterns and norms, the development of the child with the disclosure of his personal potential is more actively supported. Preschoolers are distinguished by subjective activity with the possibility of unique achievements in various types of activities. The results of the study can be used by specialists in the design and examination of the educational environment; child psychologists accompanying preschoolers in the process of implementing differentiated, individual approaches in the education system.

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