субъектность

Presented the theoretical position of becoming the subject of chil­dren’s age and options manifestations boundaries of subjectivity. It is shown that the parent-child relationship may have a fundamental role to form the boundaries of subjectivity. The results of an em­pirical study carried out on a sample of preschool children (n = 65, 4–6 years) and their parents (n = 65, range 25–46 years) with the use of diagnostic tools: questionnaires child-parent relationships, methods of observation and expertise.

The research provides the data of theoretical and methodological analysis of the essence of social and psychological maturity of personality from the point of view of socialization/individualization processes and the process of interpersonal interaction. Social-psychological maturity of personality has been regarded as a psychological construct appearing in the process of integration of social and individual components of maturity, such as subjectness, meaning and cognitive formation of personality.

The author of the article analyses the potential and risks of pedagogical maintenance of students’ subjective development in the educational environment on the basis of reflectiveenvironmental approach. Subjectivity is seen as an integral quality of a person, which includes activity, reflexivity, awareness, value orientations, and several other subjective properties. Reflexive-environmental approach to building this kind of maintenance is indicated as a possible way to overcome the problems mentioned.

The article presents some approaches to the theory of acmeology of education based on research carried out by B. G. Ananiev. The purpose of the study presented in the article is to give theoretical understanding of the phenomenon of education, relying not only on the achievements of pedagogy, but other sciences about a human, and, above all, psychology and acmeology. It has been shown that acmeology, as the science of creative potential self-realization on the way to the peaks of productivity, cannot bypass a problem of the development of human subjectivity.

The pedagogical co-action is the teacher’s orientation to the activity of a pupil in the process of self-determination. The pedagogical practice within the youth subjectivity is pupil by the space of peculiar human relations, co-existent community, joint aim-and value-determined activity and reflexive consciousness. The two directions of teachers’ activity are presented: the pedagogical support and co-action by means of creating upbringing environment as an event within the atmosphere of mutual understanding and respect.