АНАЛІЗ ОСНОВНИХ ПОНЯТЬ ДОСЛІДЖЕННЯ ПРОБЛЕМИ ФОРМУВАННЯ СОЦІАЛЬНО-ГРОМАДЯНСЬКОЇ КОМПЕТЕНТНОСТІ В ДІТЕЙ ДОШКІЛЬНОГО ВІКУ ЗАСОБОМ ХУДОЖНЬОЇ ЛІТЕРАТУРИ

Introduction. Among the main directions of modern preschool education, civic, patriotic and national-patriotic education occupy a prominent place. The priority of the indicated directions is due to the Russian-Ukrainian war, the need to educate the Ukrainian younger generation’s national consciousness, national dignity, and socio-civic competence. The foundations of patriotism, citizenship, awareness of national identity and self-sufficiency are formed in preschool childhood. Purpose. To represent the conceptual field analysis of research the senior preschool age children’s socio-civic competence forming by means of fiction. Methods are analysis of regulatory, reference literature and scientific research on the problem of patriotic, national-patriotic, civic and family education of preschool age children; synthesis of the received information, its grouping and generalization. Results. It has been found that the concept of socio-civic competence is formed by two terms “social competence” and “civic competence”. The interpretation of the concepts of “social competence” and “civic competence” has been considered. Based on the analysis of a number of interpretations of social competence, the author’s definition of the concept “senior preschool child’s social competence” has been formulated, namely it is a complexly structured, integrated personal quality that makes it possible establishing optimal interpersonal interaction with various representatives of society, adequate choice of behavioural style, easy adaptation to life situations, in accordance with motives, value attitudes, knowledge, age opportunities, personal qualities, social experience. It has been generalised the scientific views of researchers on the essence of the terms related to the basic concept of the study “social and civic competence”, namely: “civic education”, “patriotic education”, “national and patriotic education”, “family education”, “literature”, “fiction”, “literature for children”, “children's literature”. Together they form the conceptual field of the study. Originality. The novelty is in the identification of concepts that form the conceptual field of the study and the formulation of author’s definition of the concept “senior preschool child’s social competence”. Conclusion. The conducted analysis of the basic concepts of the study of preschool children’s socio-civic competence forming allows us to assert that it is an integrated, multi-component personality’s quality formed in the field of the following areas of education: civic, patriotic, national-patriotic, family. The tasks of the specified areas should be implemented comprehensively in the educational process of a preschool institution with an active participation of preschoolers’ families.