the methods of managing of children's activities, updating of the active games content,
the assortment of means of direct and indirect influence upon the sensual sphere of the
child for the sake of its formation in the direction of nobility. In this case, the active
game will exist in the life of the child timespace not for the sake of her or his personal
satisfaction from the process and the result, but for the sake of providing o
opportunities for constantly taken steps to moral elevation, movement of feeling of
oneself in the game through the feeling of another, to the feeling of community.
1.2. Formation of empathy as a basic quality of personality in preschool age.
The term "motor mimicry" conveys the technical meaning of empathy, in which it was
first used in the 1920-s by american psychologist E. B. Titchener. It differs from the
word of greek origin "empathy." The term of such theorists as aesthetic philosophy of
science, used to describe a person's ability to perceive the subjective experience of
another person because empathy originates from physical imitation of an action, and
then generates a man who imitates, the same feeling [3, 184]. Empathic attitude of
children to each other is the result of educational exposure to adults using many
different means.
Describing the situation in the manifestation of sympathy in kindergarten,
D. Goulman reveals the essence of formation of the interpersonal intelligence
(empathy) in preschoolers as the ability to recognize the feeling of their mates easily
and quickly, to establish communication with them, the ability to express
understanding. These skills are very important in adult life, but they usually are formed
in early childhood.
G. Gardner has identified a personal connection – the ability to empathize and
establish a relationship that helps to interact with others, to recognize people's feelings
and toreact properly upon them as one of the components of interpersonal intelligence.
With these skills, the child becomes a good "team player", a good friend. [3]
Senior pre-schoolers in the process of communication during the activities learn
certain models of cooperation, learn to co-operate, empathize and recognize the mood
or state of their mates. Thus they develop their emotional intelligence, especially
empathy as a basic quality of the person of preschool age.
At one time, L. Vygotskiy argued that to educate – means to create educational
environment and organize life; in a properly regulated environment - to grow children
up correctly."Subordinating the behavior to all well-known conventional rules, the
game teaches intelligent and conscious behavior. It is the first school of thought for a
child ... "- he wrote [2, 127].
The development of empathy cannot take place without the development of
observation and thought. A child of the senior preschool age learns to analyze game
situations and make decisions independently. During the reflection, the teacher
supervises children, teaches them to be observant, notices those ones who were
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