ویژگی های فرا قابلیت ها در کودکان دبستانی Features of meta-competences in primary school children

Meta-subjectivity in modern education becomes a key concept and a vector of development. Meta-subjective results as a means of action and regulation of a child’s activity are considered in the context of creating appropriate conditions for education. The ability to find meta-subjective connections is expressed and corresponds to a personality phenomenon – meta-competence. Meta-competences are understood as universal competences which have psychological essence. At the heart of meta-competences lies a universal and unitary process – reflection. The versatility and solidity of metacompetences lay the basis for creating effective relations between their subject and both the external world and his inner world; meta-competences contain a potential and resources needed to develop creative and constructive activity and self-realization. The question of meta-processes was first studied by A. Brown, G. Wellman and J. Fleywell. Meta-thinking was considered as a process of thinking regulation and its functions included planning, regulation and coordination of cogitation processes [1]. M.M. Kashapov describes the basic mechanism of creative thinking – above-contextuality or meta-position that helps to overcome challenges, contributes to the formation of views of definite situations without the influence of external factors [2]. The works by M.M. Kashapov also describe the concept of meta-cognition, which, in our opinion, gives a deeper insight into the essence of meta-competences [3]. Meta-cognition is understood as an interaction of processes related to meta-cognitive activity. Acquisition of meta-cognitive knowledge comes as a result of this interaction. Thus, meta-cognition implements the inner regulation of cognitive processes, monitoring, control, transformation processes and planning. As the result of the competences analysis and the peculiarities of their use in the training context foreign researchers (USA, Great Britain, Germany and France) have singled out competences necessary to ensure efficient work [4]. Among the key competencies meta-competences were identified as basic ones being the central link and providing acquisition of other competencies. Development of meta-cognitivism and the competence-based approach has also influenced the educational system, in particular as the ultimate goal of education has changed. Meta-subjectivity is the core of both secondary and higher professional education. Meta-subjective results are determined and implemented in the way of thinking which has been formed and perfected throughout man’s active existence. Being an a personality’s integrating element meta-competences combine knowledge, experience and skills needed to acquire new knowledge, identify missing information, manage one’s development, only to grow more complex throughout the life cycle, developing a specific system based on reflection [5]. In accordance with foreign [4.7] and domestic [2,3,6] views on the typology of competences within a holistic model of competences, we consider metacompetences as competences defining individual efficiency which facilitate the acquisition of other competences. The description of meta-competences is more often understood and illustrated by the examples of the activity of an adult person, a professional [6,7]. Developing conditions for meta-subjectivity formation as a result of education at all its stages changes the focus of view. Continuity of the concept of education and its stages raises the question about the genesis of meta-competences in childhood, at the beginning of primary education. The most developed sphere in childhood is an emotional one, unlike the scope of accumulated knowledge, skills and experience. Moreover, emotions and feelings is field of knowledge available for perception from the early age. The childhood period is related to the rapid development of emotions and thinking which are closely intertwined in their functioning. A child between the ages of 9-10 years masters its conscious regulation, to some extent. At the same time, the emotional attitude is the basis of a child’s life, estimation of facts and behavior also occurs on the basis of emotion. The object of the study is emotional perception in primary school children. The subject of the study is the characteristics of meta-competences in the context of emotional perception by children of the primary school age. We used a set of methods, including the methodology, now being tested, which diagnoses meta-competency in childhood through the child’s understanding of and orientation in the area of feelings and emotions. In the context of the set task it is appropriate to use art therapeutic methods. Art therapeutic methods facilitate access to unconscious processes; also by means of art therapy the subject has an opportunity to express the inner world through symbolic language performing some transformations of modalities of the content essence [8].