Features of the Intellectual Development of Preschool Children in the China

The article examines the peculiarities of the intellectual development of preschool children in the People's Republic of China, reveals the connection between the dependence of a preschooler's intellectual development on the peculiarities of his/her interaction with the surrounding social environment. The purpose of the article is to analyze and characterize the features of the intellectual development of preschool children in the People's Republic of China. Among the research methods used, the following were decisive: analysis and generalization of scientific and methodical sources for theoretical substantiation of research problems, modelling, synthesis of the obtained data. Results. The results of the study of the intellectual development of high-status, medium-status and low-status members of educational groups of primary schools in the People's Republic of China are presented. It is shown that the intellectual development of high-status and middle-status children aged 4 to 5 years is higher than that of their low-status peers, primarily in aspects such as perception, attention, and memory. It is noted that the integral indicator of high-status subjects corresponds to an average or high level of intellectual development. Moreover, a high level is characteristic of the majority of subjects in this category. The integral indicator of intellectual development of middle-status test subjects is quite comparable to that of high-status subjects. Attention is drawn to the fact that, in fact, there is only one, but important feature between these two categories of subjects ‒ among the high-status children, there are no children with an integral indicator of intellectual development below the average. Conclusions. The integral indicator of intellectual development of the majority of low-status subjects corresponds to a low level of intellectual development. Through the prism of the concept of «interpersonal development situation», the dialectical relationship between the intellectual and socio-psychological development of preschool children in the People's Republic of China is analyzed. Methodical provision of the structure of interpersonal relations in educational groups of kindergartens of the People's Republic of China is presented. Based on the results of the research, a number of scientific and practical recommendations are proposed.