Building and constructive games as the means of pedagogical influence onto the formation of the personality of a pre-schoolchild

The article has theoretically substantiated the definition of "construction and constructive games", their features and influence on personality formation in preschool childhood. With the help of special methodics it has been experimentally proved that in constructive games there is a huge potential for full child development. During such games, the preschooler not only enjoys the fun, but also has the ability to do the active explore of the world, to plan and control his activities. Constructive and design games affect the child overall development, which is manifested in the in-depth assimilation of sensory standards, the formation of aesthetic tastes, practical skills to create strong and beautiful structures, to show creativity. They contribute to the self-affirmation of the child, the development of perseverance, the pursuit of success, form a variety of motivational qualities. Preschoolers improve their memory and thinking, including planning, forecasting, and choosing alternatives, which are important factors in the successful formation of a well-developed, harmonious personality. The article also has analyzed the pedagogical conditions of the organization and management of building and constructive games as means of forming the preschooler personality. In the organization of the educational process, their implementation is based on a model consisting of information-enrichment, reflexive-activity, integrative-creative stages and methods, which involves the implementation of pedagogical conditions for the usage of constructive games in the process of personality formation in senior preschool age. The system of proposed constructive games can be used in the educational process by preschool teachers and parents with older preschoolers.