A Brief Review of Russian and Chinese Research on the Formation of Social and Personal Experience in Younger Schoolchildren

The article presents a review of Russian and Chinese scholars' research on the for-mation of schoolchildren's social and personal experience. It is assumed that the growing relevance of research on this issue is influenced by external factors, including the globalization of education, which affects the development of value orientations. The article is aimed at reviewing and analyzing research by Russian and Chinese scholars on the formation of social and personal experience on younger schoolchil-dren. The objectives are to identify and substantiate the main shared approaches of Russian and Chinese scholars, as well as to determine the specific approaches used by Chi-nese researchers to address the problem of developing social and personal experience in younger schoolchildren. Based on an analysis of Russian and Chinese research on this issue, a common meth-odological framework has been identified, consisting of the systemic-activity, learn-er-centered, and subject-oriented methodological approaches. The main directions for developing positive social and personal experience in younger schoolchildren have been substantiated. Successful practices have been examined to highlight opportunities for improving the effectiveness of this process. The conclusions justify the potential of folk traditions, whose integration into the education process enhances the effectiveness of forming social and personal experience in younger schoolchildren. The novelty of the study is the analysis and systematization of Russian and Chinese scholarly research on the development of social and personal experience on younger schoolchildren.