PEDAGOGICAL CONDITIONS FOR DEVELOPING DILIGENCE IN PRESCHOOL CHILDREN BY INTRODUCING THEM TO THE ADULT WORLD
Keywords:
preschool children, diligence, pedagogical conditions, adult-world exposure, self-regulation, early childhood education, intrinsic motivation.Abstract
This study investigates the pedagogical conditions that facilitate the development of diligence in preschool children through exposure to elements of the adult world. Diligence, defined as the ability to sustain effort, complete tasks, and demonstrate persistence, is a critical factor in early childhood development, influencing cognitive, social, and emotional growth. The study emphasizes theoretical frameworks such as Vygotsky’s socio-cultural theory, Erikson’s psychosocial stages, and self-determination theory, which highlight the importance of guided participation, autonomy, and intrinsic motivation. Empirical evidence suggests that structured, age-appropriate adult-like activities, scaffolded guidance, and consistent feedback enhance children’s persistence, self-regulation, and task engagement. The findings underscore the role of intentional pedagogical strategies in fostering diligence, providing valuable insights for educators and curriculum designers to support holistic development and lifelong learning skills in young learners.
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