SOCIAL AND INSTITUTIONAL SITUATION OF THE PRESCHOOL CHILD’S DEVELOPMENT

The article deals with the important problem of preschooler's social development. It has been found, that social development of personality, is an interconnected process of preschool child's socialization and individualization. The theory of multidimensional personality structure is considered. The article analyzes the changes in the social situation of the child's existence and development, in particular, the ontogeny and sociogenesis conditions; socio-cultural and psychological bases of preschooler's life activity, who may be in different educational institutions; living conditions and prerequisites for the children development in various aspects; institutional and social situation of preschool child-hood. A special feature of the new social situation in society is the growing role of the media. It is proved, that the pre-school age is characterized by a new social situation of development, when the sphere of child interaction and the circle of communication are greatly expanded; communication with adults becomes more complicated, takes on new forms and content. The social transformation of the preschool child's game is shown, which characterizes by the absence of play environment, a decrease of play level, the impossibility of mastering by the child of social roles, which leads to a slow formation of the child's social identity at the beginning of school. It is argued, that education, training and devel-opment must occur in the unity of all the psychic qualities, which are inherent to a child of this age (curiosity, interest, play, ability to be creative and more). It is revealed, that in childhood the main criteria of periodization and personality formation are the position on the dynamics of the social development, the dynamics of leading activities and the dy-namics of their own personal new items in a certain order of significance. The growing up of a child indicates a change in the sequence and dynamics of social development. It is determined, that a psychologically mature preschooler is a child who, according to emotional, volitional and intellectual traits, is ready to changes in new situations of communi-cation and activity; ready to consciously regulate his/her intentions, actions, plans. This is a child who has developed volitional regulation, independence, motivation to manifest different kinds of activity: awareness of himself, positive attitude to the world, to him/herself and others, adequate self-esteem, willingness to interact, ability to organize a game, play, act together, desire to be a part of the group, the ability to empathize, provide and ask for help. This is a child who has advanced communication skills, listening skills to others, decision-making skills, etc.