ТHE DEVELOPMET OF VOLITIONAL QUALITIES IN PRESCHOOL CHILDREN
Keywords:
volitional qualities, preschool children, development, pedagogical workAbstract
The present empirical study focuses on the analysis of the level of development of volitional qualities in preschool children, with particular emphasis on the mechanisms of volitional regulation and manifestations of voluntary behavior. Will is conceptualized as a key regulator of children’s activity, ensuring the subordination of behavior to externally imposed rules, as well as the capacity for self-control, goal-directedness, and behavioral correction. The primary aim of the study is to determine the degree of formation of volitional qualities in children aged 5–6 years and to examine potential gender differences in their manifestation.
To achieve the research objectives, the “Model and Rule” methodology developed by L. A. Venger was applied—an established diagnostic instrument for assessing voluntary behavior, rule-following ability, self-regulation, and control over cognitive processes in early childhood. The research sample consisted of 30 children attending a preparatory group in a kindergarten, evenly distributed by gender (15 girls and 15 boys). The results indicate a moderate level of development of volitional qualities (M = 6.9; SD = 1.5), with the most developed aspects related to following a model and externally imposed rules. At the same time, difficulties were identified in the areas of self-control, sustained attention, and error correction, which may be considered zones for further development.
The analysis of gender differences reveals that girls demonstrate higher scores across all examined indicators, including attention, self-control, and compliance with rules. These differences may be interpreted in the context of uneven development of executive functions and self-regulation between the two genders during the preschool period.
In conclusion, the study confirms the importance of purposeful pedagogical work aimed at fostering volitional qualities from an early age. Practical recommendations include the need for more intensive work with boys to enhance attention and self-control, as well as the introduction of more complex and structured rules of action for girls in order to consolidate and further develop already formed volitional skills.
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