The potential of museum pedagogy in the development of social skills of preschoolers

Abstract

This article is devoted to the study of the potential of museum pedagogy in the development of social skills of preschoolers. The relevance of the topic is due to the growing interest in the role of museums in the educational process and the need to find effective methods of socialization of children. The purpose of the work is to identify and analyze the possibilities of the museum environment in the formation of communicative, emotional and behavioral competencies of preschoolers. The tasks include the systematization of theoretical approaches, the development of a program of museum classes, and an empirical assessment of their effectiveness. The methodology is based on a combination of theoretical analysis, pedagogical experiment and statistical data processing. The empirical base consisted of 120 children aged 5-7 years, divided into experimental and control groups. The results showed a significant increase in social competence indicators in the experimental group: the coefficient of social adaptability increased by 23% (p<0.01), the coefficient of emotional intelligence - by 17% (p<0.05), the index of prosocial behavior – by 31% (p<0.01). The data obtained confirm the effectiveness of museum pedagogy as a tool for the social development of preschoolers. The prospects for the implementation of the developed program in educational practice and further study of the mechanisms of influence of the museum environment on the personal development of children are outlined.