Формування мотиву та мотивації у старших дошкільників як передумови розвитку емпатії засобами театралізованої діяльності

Abstract

У статті здійснено теоретичний аналіз понять “мотив”, “мотивація”, “емпатія”, “театралізована діяльність”; розкрито особливості становлення мотиваційної сфери у старшому дошкільному віці; визначено структурні компоненти мотиву. Виокремлено основні види мотивів, що сприяють становленню емпатії у дітей 5–6 років; розроблено схему структури мотивації і таблицю базових мотивів формування емпатії у старших дошкільників; обґрунтовано специфіку розвитку у них мотивації до емпатійної поведінки засобами театралізованої діяльності.

The article addresses the relevant issue of forming motive and motivation in older preschool children as an important prerequisite for the development of empathy through theatrical activities. The significance of motive as an internal driving factor of a child’s behavior that determines the direction of their activity, and motivation as an integral system of interrelated motives that determine personal activity in the process of cognition, communication, and emotional response, is emphasized. A theoretical analysis of the concepts of “motive” and “motivation” is conducted based on psychological and pedagogical studies by domestic and foreign scholars, revealing the peculiarities of the development of the motivational sphere in older preschool age. The interrelation between motive and motivation is characterized, and the structural components of the motive are defined. The main types of motives that contribute to the formation of empathy in children aged 5–6 are identified, and a visual model of the motivational structure of an older preschooler is developed, reflecting the dynamics of emotional and moral development in the process of interaction with peers and adults. The article reveals the essence of the definitions “empathy” and “theatrical activity” as pedagogical phenomena. In particular, empathy is defined as a child’s ability to understand another person’s emotional state, empathize with it, and respond appropriately. Theatrical activity is considered an effective means of emotional development that combines elements of play, creativity, and communication, creating conditions for the manifestation and formation of empathy. The paper presents the author’s table of basic motives for the formation of empathy in older preschool children and substantiates the specifics of developing motivation for empathic behavior through theatrical activities. The obtained research results can be applied in preschool education practice to improve educators’ work in developing the emotional and moral sphere of children.