Diagnosis of the Interpersonal Tolerance Manifestation of Senior Preschool Children

The article analyses the research methodology of levels of interpersonal tolerance manifestation among senior preschool children according to proposed criteria. Based on the structure of the tolerant personality of the senior preschool child, which consists of cognitive, emotional, motivational, evaluative, and behavioral components, the following criteria for diagnosing interpersonal tolerance of children has been singled out. These consist of the completeness of knowledge about society and about oneself, positive emotional intentions, social motives, acceptance of a human being as the supreme value, impartial assessment of actions and personality traits, tolerant behavior, and social competence. Each criterion is measured by the indicators presented in the article. Based on the existing academic literature, the following methods and techniques for diagnosing the peculiarities and levels of interpersonal tolerance formation of six year old children are analysed: conversation, observation, K. Taylor's game test "Tale", the projective technique "Cactus", icons, drawing, the methodology "Diagnosis of socio-psychological settings of the personality in the motivational sphere" by O. F. Potemkin, the test "Drabinka", and the express diagnostics of values by T. Pirozhenko, S. Ladyvir. The experimental work carried out made it possible to draw conclusions about the major problems and shortcomings that take place in the structure of the tolerant personality of the senior preschool child. Furthermore, these conclusions point towards the direction of further work that is needed to increase the level of interpersonal tolerance formation. In particular, this applies to the knowledge of peoples and nations living in other countries, including their peculiarities and traditions. Additional work is also required in the sensory sphere, the ability to respond to the condition of another person, and detachment from one’s own selfish position. Therefore, it will be appropriate to focus on the development of the child’s decentralization and self-assessment. The obtained results lend support to simulating the content-technological support that will increase the level of interpersonal tolerance of children.