A Model for Getting Acquainted with Fiction to Enrich the Image of the World in the Preschool Age

Introduction The progress of information and telecommunication technologies granting us the access to information and ensuring its broad scope also provides an opportunity for a child in its senior preschool age to access information of most various types. Often the child is left alone amidst the manifold and frequently conflicting pieces of information. More and more time is spent by the TV without any control over the data perceived from the screen. The information received from the TV strongly influences the child's notions of the surrounding world and its values orientation, thus the image of the world. Fiction being a type of art gives us an opportunity to gain such experience that a child is unable to get under the given circumstances in his everyday life; therefore the child's experience is deepened and the formation of the values orientation is encouraged as well as the enrichment of the image of the world is being influenced as early as in the preschool age. Aim of the study Elaboration of a theoretical pedagogical model for the formation of the image of the world throughout the process of perceiving and experiencing fiction in the senior preschool age. Materials and methods Theoretical analysis of literature. Results Theoretical analysis of literature points to essential conditions influencing the formation of the person's image of the world and determining the organisation of the process of getting acquainted with fiction also in the preschool age. Conclusions Enrichment of the image of the world becomes possible when the content of the fiction makes personal sense in the child's cognition which, in its turn, is encouraged by emotional experiences during the process of perception and the child's purposeful post-perception action.