MENTAL UPBRINGING OF CHILDREN AS A SUBJECT OF SCIENTIFIC RESEARCHES OF LABORATORY OF UPBRINGING OF JUNIOR CHILDREN (THE 60S OF THE 20TH CENTURY)

In the article it is accentuated that the period of early childhood is characterized by the significant psychophysiological capabilities. The studies of modern pedagogy and psychology contribute to their implementation. It is proved that the Institute of preschool education of the Academy of Pedagogical Sciences of the USSR investigated explored the detection of the pedagogical conditions that increase the level of intellectual and language development in junior children. It is accentuated that at the investigated period it was little developed and practically not studied the problem: of the programming and possible planned information of children about the accessible for their age knowledge and formation of skills; of the specifics of conducting the lessons; of the teaching methods; of stimulation of their language and intellectual activities; of the usage of the emotional and art means (folklore, fiction literature, pictures); of the development of the subject-instrument activities already in the early age. Nowadays it is impossible to solve the problems of upbringing of junior children without taking into account the achievements of modern psychology, experimental works of the originators of pre-preschool pedagogy, professors M. Shchelovanov and N. Aksarina, the pedagogical learning aids of the employees of the laboratory of upbringing of junior children of the Scientific Research Institute of preschool age of the Academy of Pedagogical Sciences of the USSR, the laboratories of physical, moral, aesthetic, mental upbringing of the Scientific Research Institute of preschool age of the Academy of Pedagogical Sciences of the USSR in the 60s of the 20th century. The first studies of the laboratory of upbringing of junior children (1960 – 1962) were mainly directed to solve the problem which became the subject of heated debate in the program committee – of the legality and specificity of the didactic process concerning early childhood. In the further studies it was very necessary to perform deeper and wider experimental checking of the theoretical hypotheses, points and conclusions received earlier. The issues on consistent complication of mental tasks in children's activities with didactic toys were the subject of special learning (O. Radina); it was tightly developed the issue on the mental activity at the early age with the formation of the mediated activities (S. Novocyolova); it was continued learning the issue on the development of the language activity of the children of the second year of living in nursery schools (M. Popova). It was learnt the issue on the use of the emotional means of junior children, it was investigated the role of the fiction word while acquainting children with the environment. (N. Karpinska). Even in the first studies the laboratory stuck to the view that at the early age as well as at the preschool age very essential is the principle of programming, planning, consistent complication of the didactic process. As the materials of the studies (especially the data of the massive material) showed performing this principle is of rather a positive effect on rising the quality of the pedagogical process and mental development of all the children in the group. Thus, the legality of the theoretical hypotheses, points and conclusions concerning mental upbringing of junior children in the 60s of the 20th century was put as the goal of the first studies of the laboratory of upbringing junior children. The researchers investigated either the little developed or unlearnt issues. In the studies mental upbringing is viewed upon as a single integrated pedagogical process all links of which are subordinated. However, this does not mean leveling the specificity of some of the classes and games. On the contrary, the complex pedagogical solution of the problems of mental upbringing of junior children mental education of young children is based on the specificity of certain classes.