Адаптивний інтелект та адаптивність: сутність і специфіка формування у старших дошкільників

Abstract

У статті проаналізовано проблему формування адаптивного інтелекту дітей, з’ясовано сутність понять “адаптивний інтелект” і “адаптивність”; визначено структуру адаптивності. Систематизовано й згруповано навички адаптивності, подано їх графічну візуалізацію та здійснено зіставлення цих навичок із вимогами Базового компонента дошкільної освіти України. Представлене у статті дослідження підкреслює значущість розвитку адаптивних навичок для ефективної соціалізації та формування психологічної стійкості старшого дошкільника.

The article explores the essence and specifics of forming adaptive intelligence and adaptability in older preschool children, clarifying the meanings of the concepts “adaptive intelligence” and “adaptability,” and outlining the structure of adaptability. The study systematises and groups adaptability skills, graphically presents their interrelations, and compares them with the requirements of the Basic Component of Preschool Education in Ukraine. Adaptive intelligence is defined as a set of cognitive, emotional, social, and practical capacities that ensure the development of a child’s potential for effective interaction with the environment, anticipation of consequences, and making appropriate decisions in non-standard situations. Adaptability is interpreted as a behavioural manifestation of adaptive intelligence expressed through the regulation of behaviour, emotions, and thinking. An analysis of the works of R. J. Sternberg, H. Culton, Ya. Chaplynska and others demonstrates that the formation of adaptive intelligence is not determined by IQ level but is associated with emotional resilience and with creative, analytical, and social capacities. Particular attention is paid to the relationship between adaptability and emotional intelligence, emphasising the importance of recognising emotions, regulating one’s emotional state, and interacting effectively with others. The research made it possible to systematise adaptability skills into the following groups: emotional-regulatory, social-communicative, cognitive-regulatory, and integrative-practical, and to assess their correspondence to the standards of the Basic Component of Preschool Education of Ukraine. It is shown that active interaction among children in play and social environments promotes the formation of adaptive intelligence and stable adaptability skills, supporting successful socialisation and psychological resilience. Thus, the study underscores the importance of adaptive intelligence and well-developed adaptability skills as key resources for effective personality development, children’s readiness for learning, social interaction, and adaptation to contemporary conditions.