The role of the family in the upbringing of children of primary school age. Psychological foundations of education of primary schoolchildren

14.06.2019

Development and education of children of primary and secondary school (adolescence) age

The next age stage, no less important in the upbringing of a child, is the primary school age. During this period, the child goes through a difficult path from a novice first grader who has only a faint idea of the educational process to a student who has mastered the rhythm of school life, who has mastered a significant baggage of knowledge. Differences between the habits and way of thinking formed in the course of preschool education of children and the new skills of communication and cognition that arise under the influence of school education are gradually being smoothed out.

Under the influence of the educational process in elementary school, the child's development reaches a new level. First of all, cognitive interest develops intensively and in various directions. However, the pace of a child's development is largely determined by the characteristics of the upbringing of children, adopted by a particular teacher. A child comes to school with a great desire to learn everything new, and upbringing, methods of teaching and assessing student success largely determine whether this interest develops in the future or is slowed down under the influence of teacher discontent and bad grades. At this time, the children finally develop inclinations and inclinations for certain types of art and areas of knowledge. Therefore, the upbringing of children at this age should be aimed not only at gaining knowledge indirectly, from teachers or parents, but also at the formation of a number of skills necessary for independent learning and work with various educational materials.

At the initial stage of school education, the upbringing of a child is based on maintaining the authority of the parents and especially the teacher. The power of the influence of the teacher on the personality of the child is very great. This is a period when upbringing and development are closely interconnected: the level of development is still a determining criterion in the choice of teaching methods, and vice versa, the intensity of a child's development depends on the quality of upbringing.

The upbringing of children in adolescence, with the transition from primary to secondary school, is marked by the fact that the child is gradually emerging from the influence of teachers and parents. During this period, the upbringing of the child is hampered by special physiological processes leading to increased excitability of the nervous system and, as a consequence, imbalance in the child's behavior.

This period is characterized by a heightened sense of adulthood, the desire to get rid of the guardianship of elders. The circle of interests of the adolescent is determined to a greater extent by himself, rather than is the result of the influence of his parents. It is at this age that friendships with peers are strengthened, new authorities appear - both in the immediate environment and among famous people or even literary and film heroes. In the process of raising children during this period, it is important to show sensitivity and tact, respect for the individuality and the right to independence of each child. An important role in this period can be played by the awakening of interest in self-education, based primarily on the desire to imitate your favorite characters.

Basically, a child's development ends in high school. At this time, most of the contradictions of adolescence are smoothed out. The role of the teacher in the upbringing of the child is again strengthening - now as a mentor who helps to form the foundations of the worldview in students, to realize their inclinations and interests in certain types of activities or professions.

It should be emphasized that at present there is a lot of methodological literature on this issue. Often, it highlights only certain aspects of the moral and patriotic education of children in specific types of activity, and there is no harmonious system that reflects the entirety of this issue. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. This is love for their native places, pride in their people, and the feeling of their inseparability with the world around them, and the desire to preserve and increase the wealth of their country.

The tasks of moral and patriotic education of preschoolers are:

Raising a child's love and affection for his family, home, kindergarten, street, city;

Formation of a respectful attitude towards nature and all living things;

Fostering respect for work;

Development of interest in Russian traditions and crafts;

Formation of basic knowledge about human rights;

Acquaintance of children with the symbols of the state (coat of arms, flag, anthem);

Developing a sense of responsibility and pride in the country's achievements;

Formation of tolerance, a sense of respect for other peoples, their traditions.

These tasks are solved in all types of children's activities: in the classroom, in games, at work, in everyday life - as they bring up in the child not only patriotic feelings, but also form his relationship with adults and peers.

The immediate environment is of considerable importance for the education in children of interest and love for their native land. Gradually, the child gets to know the kindergarten, his street, city, and then with the country, its capital and symbols.

The system and sequence of work on the moral and patriotic education of children can be represented as follows:

Of course, this scheme cannot convey the entirety of the work on this issue. All these tasks are present, as it were, within the work on moral and patriotic education.

Adolescence is commonly referred to as transitional age, as the transition from childhood to adolescence occurs during this period. For students of this age period, the features of childhood and features are intertwined, in many respects inherent in adolescence, but still in the stage of formation and development. This is why the adolescent is sometimes described as half-child and half-adult. As a semi-adult, he feels the rapid growth of physical strength and spiritual needs, as a semi-child, he is still limited by his capabilities and experience in order to satisfy all emerging requests and needs. This explains the complexity and contradictory nature of the character, behavior and development of adolescents, which gives reason to consider this age, to a certain extent, difficult for education.

The "separation" from childhood and the approach to adulthood are clearly manifested in those peculiar features of physical and spiritual development that distinguish adolescents from younger schoolchildren. First of all, the physical development of secondary schoolchildren proceeds differently. It is characterized by greater intensity, unevenness and significant complications associated with the onset of puberty.

In particular, there is an increase in the activity of the pituitary gland and the thyroid gland. This stimulates physical growth and enhances metabolic processes in the body. However, there is a disproportionality in physical development: the limbs grow faster, while the development of the trunk lags somewhat behind. Outwardly, this manifests itself in the fact that in adolescents the arms and legs seem somewhat elongated, and their movements are distinguished by angularity and some awkwardness. At the same time, unevenness is noted in the process of growth itself: in certain periods it either slows down or occurs too intensively. This process is accompanied by ossification of the skeleton and a decrease in cartilage. At the same time, muscle tissue and, in particular, thinner fibers develop, which, together with the strengthening of the skeleton, gives adolescents greater physical strength. At the same time, a number of scientists note the acceleration (acceleration) of these processes, which is expressed in the fact that the physical development of adolescents is currently happening 1-1.5 years faster than 30-40 years ago.

Some imbalances are also observed in the development of the cardiovascular system. The heart grows faster, while the development of blood vessels lags behind somewhat, which leads to a lack of blood flow to individual organs and systems, to an increase in blood pressure and associated headaches. Adolescents are distinguished by great mobility, increased agility, a desire for activity and the practical application of their strength in work, in lifting weights, in physical competitions, "and boys in fights with each other. But both the muscles and the circulatory system are not strong enough, so adolescents get tired quickly, unable to endure prolonged physical stress, and excessive physical activity (for example, long and high jumps, jumping ditches and other obstacles) often lead to physical injuries.That is why the correct dosage of physical activity is an important task in organizing the practical activities of adolescents ...

The need for constant attention and the creation of favorable conditions for the physical development of adolescents (organization of daily morning exercises, sports events, outdoor games, ensuring sufficient stay in the fresh air, etc.) is also due to hypodynamia (from the Greek huro - a prefix that used in the sense of "under" and indicates a decrease against the norm and dinamus - strength, mobility), that is, insufficient mobility. Learning that requires a sedentary lifestyle can lead to stagnation in the body, to insufficient oxygen supply, which negatively affects the physical development of students.

The development of the brain, further structural formation of nerve cells and associative fibers create the prerequisites for improving the cognitive activity of adolescents. The entry into the blood of hormones produced by the organs of internal secretion causes an increase or decrease in vitality, then an increase, then a decline in working capacity and energy, and is also accompanied by an alternation of good mood, then withdrawal into internal experiences, then cheerfulness, then passivity. During periods of low mood and low energy, adolescents may develop irritability, an indifferent attitude towards studies, quarrels with friends and conflicts with friends, as well as many misunderstandings in relations with teachers and adults.

But the periods of rising energy and activity of adolescents bring a lot of anxiety. Often they are accompanied by mischief, pranks, the desire to show their strength, physical and moral superiority. It is during such periods that some adolescents display "false heroism": they secretly leave home and set up "partisan camps" in the forest, organize unauthorized "trips" to other cities, and so on. These "breakdowns" in behavior just speak about the half-childishness and half-maturity of adolescents, about the lack of ability to seriously approach thinking about their actions and deeds. All this, of course, complicates education. Therefore, you should in every possible way spare the nervous system of adolescents, show special sensitivity and provide assistance in learning during periods of declining academic performance, so that an accidental "bad" does not kill the desire to learn.

For adolescents, significant shifts in thinking and cognitive activity are characteristic. Unlike younger schoolchildren, they are no longer satisfied with the external perception of the objects and phenomena being studied, but strive to understand their essence, the cause-and-effect relationships existing in them. Striving to comprehend the deep causes of the phenomena under study, they ask many questions when studying new material (sometimes tricky, "with a cunning"), demand from the teacher more argumentation of the proposed theses and convincing proof. On this basis, they develop abstract (conceptual) thinking and logical memory. The natural character of this feature of their thinking and memory is manifested only with the appropriate organization of cognitive activity. Therefore, it is very important to pay attention to imparting a problematic character to the learning process, to teach adolescents to find and formulate problems themselves, to develop their analytical and synthetic skills, the ability to theoretical generalizations. An equally important task is the development of skills for independent educational work, the formation of the ability to work with a textbook, to show independence and a creative approach when doing homework.

Of particular importance in the organization of educational work of adolescents is the internal stimulation of their cognitive activity, that is, the development of their cognitive needs, interests and motives for learning. It should be borne in mind that incentives do not arise by themselves. They are formed only when teachers pay special attention to this side of the work, which was already discussed in the chapter on the essence and laws of education.

The process of moral education should be different from that in the lower grades. Adolescents are weighed down if their behavior is determined by external regulation. They are more willing to observe rules of conduct if these rules are well understood by them and act as their own moral principles. That is why a deep explanation of moral norms and rules and the formation of moral views and convictions in adolescents should be an essential feature of moral education. At the same time, tactfully carried out regulation, as well as control over the behavior of students as measures to prevent rash actions, does not lose its pedagogical significance.

The personality traits of adolescents associated with their position in the collective of peers, attitudes towards teachers and adults, as well as towards themselves, seem to be very prominent. Adolescents, as a rule, are distinguished by collectivism, they are attracted by common interests and joint activities, although during periods of mood recession and withdrawal into internal experiences, they also notice some desire for isolation.

An essential age feature of adolescents is the desire to assert their dignity and prestige among their comrades. The main paths to this are good studies, social activity, the manifestation of abilities in certain types of activity, external charm, etc. If this or that teenager does not achieve a worthy place in the team, he is going through his situation hard. It is quite understandable that teachers should carefully study the relationship of students and help them strengthen their prestige in the team.

The adolescent's position in the team affects his relationship with teachers and adults. It is noticed that in cases where a conflict situation is created and it is necessary to make a choice between the opinion of the teacher and the opinion of the class, the teenager most often adheres to the opinion of his peers. Therefore, when resolving sensitive issues, the teacher should be very careful and strive to rely on the opinion of the student body.

Increasing intellectual abilities, general spiritual growth and expansion of interpersonal ties stimulate the development of self-awareness in adolescents, inspire dreams of their vocation and future. They compare themselves with their peers, assess their strengths and weaknesses. But if they judge the shortcomings of others harshly, then in relation to themselves they are less exacting. This necessitates the development of self-criticism in them and the motivation for self-education.

An essential feature of educational work with adolescents is vocational guidance. When conducting it, one should take into account the fact that students of this age usually see their future in romantically elevated tones. They dream of bright professions and prefer to become astronauts, pilots, geologists, sailors, etc. Manufacturing professions attract them less. That is why, while supporting the striving of adolescents for a bright and dignified life, it is necessary to reveal to them the heroism and beauty of everyday work in industry and agriculture, to orientate them to work in the sphere of material production.

The period of schooling poses specific educational tasks. This is a qualitatively new stage in the formation of personality (in comparison with the previous preschool period). The peculiarities of the upbringing of school-age children are both a redistribution of the load (a sharp increase in mental, and an equally noticeable limitation of physical activity), and a change in the child's social role, and constant conscious activity within the team.

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Photo gallery: Features of education of school-age children

For the family, the school period is also a serious challenge.

The responsibility of the parents lies, first of all, in the ability to organize the day of the student. It is the parents (usually the mother does this) who play the leading role here. It's good if mom maintains her organizing role throughout elementary school. At the very beginning, she completely builds the process (determines the time when together with the student they prepare lessons; sets the time for a walk, for helping around the house, communicating with friends, attending circles, as well as free time). But gradually and very consciously, the mother delegates part of her responsibility to the child. So, already from the second grade, girls are usually able to prepare lessons on their own (boys - from the third). Mom is left with only general unobtrusive control over the process.

A huge role in upbringing is played by the daily routine, which presupposes a physiologically grounded alternation of workload and rest. At the same time, reasonable shifts in studies are quite possible (after all, a person does not exist for a regime, but vice versa). But in general, the general repetition of actions should be maintained. Then the student's body adjusts to this rhythm of activity, and the child is easier, his day becomes predictable and understandable.

Gradually transferred to the student and responsibility for certain work in the field of household. The student must necessarily have some responsibilities that are acceptable for his age, which he must regularly perform. The principle is the same. First, the child does a new job with his mother, then gradually the responsibility for its implementation is shifted to the student.

Domestic work responsibilities are of great importance in home education. They form the skills of reasonable discipline, teach self-organization, and train the volitional sphere. At the same time, boys usually need more independence, and girls - more caring for them.

Other features of the upbringing of school-age children include a gradual increase in the child's independence. It allows the student to feel in a new social role of an adult or almost an adult. In addition, he has the opportunity to practice solving problems set by himself or an external significant environment (parents or school). Parents should be sympathetic to these changes in their child's personal development. He desperately needs your constant support, understanding and approval of his activities. Good parents are flexible enough and try to take into account that their child has grown up, that his successes and failures in school are of great importance to him now. After all, schooling is perceived by children as a socially significant activity. That is why the lack of understanding and reasonable approval (not praise!) From the parents can disrupt the initial contact in the family.

The physical development of the child is important during this period, although not all parents are aware of this. After all, the modern passive lifestyle of city dwellers deprives schoolchildren of the physical activity vital for a growing organism. Therefore, playing sports is designed to make up for this lack of load. Exercise isn't just for health. They are an important part of the upbringing system. With their help, the volitional sphere is strengthened, the child learns to set goals for himself and achieve them, learns to overcome laziness, inertia, fatigue. Ultimately, proper physical activity teaches the student self-control and self-discipline.

Quality upbringing of school-age children
impossible without certain knowledge of the developmental psychology of the child. In particular, it is important to take into account that the growing influence on the upbringing of the student's personality begins to be exerted not by the family, but by the society. This is exactly the environment that, ideally, would have to confirm the basic attitudes learned by children in the family, to strengthen them in the minds of schoolchildren. In real life, this rarely happens today. As a rule, school society (especially in adolescence) seeks to oppose itself to the traditional attitudes of family education. Unfortunately, this has already become part of the culture of the last few generations. But don't despair! Practice shows that it is possible to raise worthy children even in the presence of this temporary conflict period between the generations of "fathers" and "children". Contrary to all fears, the conflict age passes, and family relations stabilize. At the same time, both the parents and the adolescent, unexpectedly for themselves, realize quite clearly that there have been some qualitative changes in the relationship.

The peculiarities of the upbringing of children at school age also provides for taking into account the gender and age specifics of behavior in these years. For example, it has been noticed that from about 8 years old, children play mainly with representatives of their own gender. At the same time, there is ignorance, and even there are elements of hostility towards members of the opposite sex. This is just a natural stage of development. During this period, all girls for boys become sneaks, bothers and bores. Girls, on the other hand, consider all boys to be fighters, bully and braggart.

It is in the minds of schoolchildren that such concepts as friendship and camaraderie are formed. Closer to adolescence, elements of the perception of inter-sex relationships are also formed. It is during this period that first love usually occurs, especially among girls.

Views on parenting change with changes in society. At the end of the 20th century, in the countries of the former Soviet Union, the main role in the upbringing of a school-age child was assigned to the school. This was due not only to the existing ideology, but also to material difficulties, which is why, in most families, the parents had practically no time to raise their children.

Today the situation has changed quite a lot, and many parents realize that it is family education that is decisive in the development of a child as a person. However, at the same time, the role of the school in this process should not be underestimated, since a school-age child spends most of his time in the circle of teachers and peers. In addition to gaining the necessary knowledge, the role of the school in raising a child is to develop the ability to cooperate and foster a sense of tolerance for another person, regardless of his beliefs, abilities and social status.

Difficulties in raising a school-age child

It seems to many parents that the upbringing process ends when the child goes to school, and of all their functions, they reserve the sole responsibility for checking the diary. However, this often leads to many negative consequences when a teenage child withdraws into himself or, on the contrary, begins to show aggression.

In this case, the role of teachers and psychologists in the upbringing of a school-age child increases significantly, since quite a few cases are known when uncontrolled aggression develops into extreme forms and can even lead to human casualties. Therefore, quite often it is the teachers who draw the parents' attention to the shortcomings in the upbringing of children.

Also, the Internet and modern technologies are making their own adjustments in the upbringing of a school-age child. On the one hand, on the Internet you can find the necessary knowledge and many opportunities for self-education. On the other hand, children in most cases prefer to spend time on social networks, replacing live human communication with virtual acquaintances and entertainment.

In addition to the mental disorders that Internet addiction causes, there are a host of health problems associated with low physical activity. In this regard, the efforts of parents and teachers should be united to promote a healthy lifestyle. Children need to be offered an interesting alternative in the form of various circles and sports sections. For its part, the school must also strengthen its role by showing the benefits of friendly behavior and healthy living.

The role of the school in raising a child

School is not just an institution in which children receive a narrow range of necessary knowledge, but a kind of social institution where children learn to interact with their peers and adults, thereby preparing for adult life.

The role of the teacher changes depending on the child's age. Parents usually pay special attention to the choice of the first teacher. In elementary school, it is of great importance not only how well the teacher presents the material, but also how easily the child will adapt to the school process and the team.

It is very important, especially during this period, that the methods of raising a child of primary school age, adopted in the family and preschool educational institution, do not contradict the school approach. This is the time of the greatest excitement and close attention on the part of parents to the learning process.

In high school, it is usually almost impossible to influence the choice of teachers. Therefore, parents can only hope that the teaching staff is able to fully engage in the upbringing of a school-age child.

School, being a part of society, reflects and concentrates in itself all the positive and negative experiences accumulated in it. Therefore, often the claims of many parents to the quality of teaching and the relationship in school between teachers and students, although they are justified, cannot be fully taken into account.

If, when raising a child of primary school age, problems of relationships between peers arise extremely rarely, then in adolescence they can be quite pronounced.

One of the important problems that arises in ordinary public schools is the simultaneous education of children from different social groups. Usually, problems arise between children who have communication skills and a sufficient culture of behavior, and children from disadvantaged families who have to learn all this at school.

Many components are embedded in the concept of a dysfunctional family. These are single-parent families, families in which one of the parents is an alcoholic, as well as families in which existing relationships are far from harmonious. The unkempt appearance of children from such families often contributes to the aggravation of the conflict.

Therefore, quite often, when raising a school-age child, the help of a psychologist is needed. At the same time, it is equally necessary for both children from disadvantaged families and children who have a negative attitude towards those who are below them in social status or level of intelligence.

Quite often, the role of the school is not limited to raising a child, but it becomes necessary to work with parents who either cannot cope with raising their children on their own, or simply do not pay them the necessary attention, shifting all responsibility to school teachers.

Therefore, a very important role is assigned to the teacher, who can create comfortable relationships in the classroom, which will serve not only good learning, but also the mental health of children.

It is necessary that in the hustle and bustle of school days, the teacher, regardless of social status and academic performance, could discern the deep potential of each personality. The upbringing process is quite long and requires patience and dedication from both teachers and parents. But without these efforts, as a rule, the child will grow up unadapted to modern life, which, in addition to knowledge, makes demands on tolerance and the ability to communicate.

Younger school age is called the pinnacle of childhood. A child retains many childish qualities - frivolity, naivety, a bottom-up look at an adult. But he is already beginning to be childlike in his behavior, he has a different logic of thinking. Learning for him is a meaningful activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values of the child, the whole way of life are changing. Younger school age is called the pinnacle of childhood. A child retains many childish qualities - frivolity, naivety, a bottom-up look at an adult. But he is already beginning to be childlike in his behavior, he has a different logic of thinking. Learning for him is a meaningful activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values of the child, the whole way of his life are changing. The boundaries of primary school age, which coincide with the period of study in primary school, are currently set from 6-7 to 9-10 years old. During this period, further physical and psychophysiological development of the child takes place, providing the opportunity for systematic education at school.

The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a "public" subject and now has socially significant responsibilities, the implementation of which receives a public assessment. Throughout primary school age, a new type of relationship with the people around begins to take shape. The unconditional authority of an adult is gradually being lost, and by the end of primary school age, peers begin to acquire more and more importance for the child, and the role of the children's community is growing.

Primary education aims to lay the foundations for the future of human education, which in modern conditions continues throughout life. The child should be taught to read, write, count, express thoughts coherently and competently, reason logically, and draw correct conclusions. Literacy training is accompanied by intensive education - moral, physical, aesthetic, labor, legal, economic, environmental. Upbringing at this age is the prevailing process and subordinates training and education. If a person is not brought up as it should, it is both useless and dangerous to give knowledge to him, for knowledge in this case is a sword in the hands of a madman.

A six-year-old learns primary ethical standards. He turns out to be predisposed to the education of moral ideas. The emergence of moral motivation refers specifically to the age of six. With the emergence of moral motivation, behavior can be presented in three varieties: moral (positive and negative); objectively morally significant, but not regulated by individual, moral consciousness, behavior, and extramoral. Evaluation at this time acquires a specifically moral character.

Serious changes are taking place in the relationship of children with the teacher and peers. The independence of the child increases, manifested in self-esteem and autoregulation of behavior from the standpoint of not only authority, but also the learned norm. The desire to engage in joint activities and communication of a group of peers is clearly manifested.

The activities and communication of six-year-olds are regulated by the teacher. Under its formative influence, children acquire the skills of collective relationships that have a social orientation.

which processes in a younger student acquire an indirect character.

Children deliberately use the norms developed in society, with the help of

which makes it possible to master their own actions and deeds. This is the basis of arbitrariness as a psychological new formation. The relative stability of the composition of microgroups increases. Group norms are formed, which in some cases conflict with the requirements of the rules of conduct. The possibility of the development of a contradiction to the level of conflict is not excluded. At the primary school age, the prerequisites for the emergence of moral convictions are formed. The correctness of the moral assessment is achieved, the level of its argumentation and compliance with the model increases. The volume of concepts used in the assessment increases, the awareness of the moral motives of behavior deepens. The development of moral knowledge of primary schoolchildren goes in the following directions: the qualitative composition of moral knowledge improves, their internal structure changes, their awareness increases, and the volume increases.

Children of primary school age experience an intensive development of needs: their orientation changes, needs become more conscious and self-governing. In children 7-10 years old, all types of self-assessments are found: adequate stable, overestimated stable and unstable (overestimated or underestimated). At this age, self-esteem develops under the influence of the assessment of adults. There is a need for self-education, for defining one's own individuality, for isolating character-logical qualities.

A modern primary school puts forward the requirement for the full assimilation of knowledge, skills, the formation of a learning product in accordance with a specific goal and at the level established by the learning objectives. Therefore, it is so important to know how the process takes place and what its effectiveness depends on.

In elementary school, a teacher can use various forms of organizing the perception of new knowledge: oral presentation of knowledge, supported by visualization, independent observations of students, performing search tasks.

Perceived and conscious knowledge, skills are mastered by schoolchildren. The result of this is the formation of concepts that reflect the student's own ideas about the essence of objects, phenomena, processes that were studied in the lesson or independently. These concepts are not always clear and correct, so work on them continues at the next stages. While developing, the process of assimilating new material, forming new knowledge and skills leads to the development of results in quantitative and qualitative terms. Judgments, concepts, knowledge are gradually formed.

At the stage of primary consolidation, further improvement of the newly formed concepts and concepts is carried out. This happens mainly in the process of applying the acquired knowledge and skills in practice. The arsenal of tools used by the teacher includes all kinds of exercises, problem and search tasks, work with reference signals (notes), etc. At this stage, a firm memorization of knowledge and skills occurs, because more than 80% of what is accumulated in elementary school, the student will remember and use all his life. Often the teacher is not limited to the primary consolidation and organizes special exercises to consolidate what has been learned. Pupils learn to apply the acquired knowledge, skills, methods of action in conjunction with those already known to them.

Without all this, there can be no question of the development of the child, and since thinking and memory are closely interconnected, at each lesson, repetition is carried out in various forms. It prevents forgetting, helps to connect new material with old, makes it possible to clarify, deepen, expand, systematize what has been learned. Active, interesting repetition, based on the child's thinking, and not on mechanical memory, is a powerful means of strengthening what has been learned. V.F. Shatalov, for example, uses multiple repetition of material in various versions, gradually compressing its volume and achieving a solid assimilation of the main concepts, which are then entered into the supporting synopsis.

The stage of generalization of what has been learned involves the inclusion of acquired knowledge and skills into the general system of concepts and ideas available to students. In elementary grades, various types of generalizations are used, but most of all empirical and theoretical. In the course of the first, on the basis of specific features, children isolate a general feature, during which generalization is due to the analytical and synthetic understanding of the phenomena being studied. A system of progressively more complex types of generalization is applied depending on the purpose. Usually, the partial ones are formed first, then the conceptual and inter-conceptual ones.

Classroom teaching is complemented by student homework. A school lesson can be viewed as preparation for independent cognitive activity, during which there is an active assimilation of knowledge. No matter how good the lesson is, no matter how brightly it is conducted, but if the student does not independently work on the material, does not lead knowledge through his mind, does not comprehend and remember them, there will be no use from the teaching. Therefore, children need to be taught to independent mental work in elementary school. A quality lesson in elementary school should contain a separate stage of orientation in independent work to improve and consolidate the knowledge presented at it. While homework time in primary school should be kept to a minimum, teachers will act well if they do not ignore a single moment of independent learning outside of school. Already at the first independent attempts, the student has conflicts between his desire to do his homework and his understanding of how to do it. If the child is faced with this difficulty and has not overcome it at least a couple of times, then the conscious completion of homework in the future can be questioned. The lesson prepares the student to overcome the difficulties of self-study of a lifetime.

The final stage of the teaching process is to determine the effectiveness of the teaching, and the learning process is to monitor and evaluate knowledge, skills, and the level of learning by the students themselves. At this stage, the teacher himself or the students under his guidance carry out the diagnostics of learning - they establish at what level knowledge and skills are formed. The results of diagnostics (self-diagnostics) obtained become a guideline for further work - to go back and repeat again, pay attention to individual gaps, move on to a new one, etc. After repetition and consolidation of what was learned, establishing connections with what the children already know, the learning outcomes increase even more and reach almost the maximum possible in this lesson. The goal of the training is achieved when its products meet a given level. Learning with this approach is a process of gradual, controlled transfer of students from a lower level of learning to a higher one.

If we talk about the content of primary education, then everything depends on age-related learning opportunities. It has been noted more than once that a child can remember a lot, and the younger, the more and faster; another thing is to comprehend, understand, consciously assimilate all this, he can only at a certain level of development.

The requirements for the content of education in primary school are determined by the state strategy. Two aspects are traced in it - national and universal. The state documents define the general foundations for the formation of the content of school education: humanization, integration, differentiation, focus on the all-round development of the personality and the formation of a citizen, scientific and practical significance, compliance of the complexity of education with age-related capabilities, widespread use of new information technologies.

Particular attention is paid to the humanization of the content of education. Pupils now acquire school science together with knowledge about a person, his life, which leads to the formation of a humanistic type of thinking, optimistic views on the problems of life and survival, understanding the meaning of life. The priority role in the humanization of the school belongs to language and literary education, aesthetic education, human studies courses, allowing children to better know themselves and the world around them.

When forming the content for primary school, they are guided not by the maximum of what the child can learn, but by how much it meets the social order and what gives the child for further development. At the primary level, education is aimed at the all-round development of children and the full mastery of all components of educational activity. Therefore, in its formation, the following are taken into account: consistency and prospects; potential opportunities for solving problems of training, education, development; sufficiency in terms of duration and frequency of influences on the final results; the possibility of organizing the activities of students at various levels of complexity.

It has long been known in pedagogy that the younger the child's age, the more opportunities for the formation of his social feelings and persistent habits of behavior; the plasticity of his nervous system allows him to achieve high results in solving all educational problems.

Like the educational process, the education process is clothed in certain forms for the implementation of the intended content. In elementary school, it is organically connected with work in the classroom, but there are special forms of extracurricular and extracurricular work - educational affairs (VD). VD is an organization of bright cooperation filled with work and play, creativity and camaraderie, dream and joy of life. Here forms, means and methods of interaction between educators and schoolchildren merge, and their main distinguishing features are necessity, usefulness, and feasibility.

At the heart of educational affairs are two approaches - active and complex. The first requires the organization of various types of activities of schoolchildren: cognitive, labor, social, artistic, sports, value-orientated and free communication, the second - the organic "fusion" of all types of activity in its moral, aesthetic, labor, intellectual aspect.

Introduction

The initial formation of a person's personality

Education and development of the child

Conclusion

Introduction

The personal development of a person bears the stamp of his age and individual characteristics, which must be taken into account in the process of education. The nature of a person's activity, the peculiarities of his thinking, the range of his needs, interests, as well as social manifestations are associated with age. At the same time, each age has its own capabilities and limitations in development. So, for example, the development of thinking abilities and memory most intensively occurs in childhood and adolescence. If the possibilities of this period in the development of thinking and memory are not properly used, then in later years it is already difficult and sometimes impossible to make up for lost time. At the same time, attempts to run ahead, realizing the physical, mental and moral development of the child without taking into account his age-related capabilities, cannot give the effect.

Many teachers drew attention to the need for deep study and skillful consideration of the age and individual characteristics of children in the upbringing process. These questions, in particular, were posed by Ya.A. Comenius, J. Locke, J.-J. Rousseau, and later A. Disterweg, K.D. Ushinsky, L.N. Tolstoy and others. Moreover, some of them developed a pedagogical theory based on the idea of conformity to nature in upbringing, that is, taking into account the natural characteristics of age-related development, although this idea was interpreted by them in different ways. Comenius, for example, put into the concept of conformity to nature the idea of taking into account in the process of upbringing those patterns of child development that are inherent in human nature, namely: the desire for knowledge, for work, the ability for multilateral development, etc. Rousseau and then Tolstoy interpreted this issue differently. They proceeded from the fact that a child is supposedly a perfect being by nature and that upbringing should not violate this natural perfection, but follow it, revealing and developing the best qualities of children. However, they all agreed on one thing: you need to carefully study the child, know his characteristics and rely on them in the upbringing process.

Useful ideas on this issue are contained in the works of P.P. Blonsky, N.K. Krupskaya, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and other scientists. Krupskaya emphasized that if you do not know the characteristics of children and what interests them at a particular age, education cannot be carried out well.

In developmental and educational psychology, it is customary to distinguish the following periods of development of children and schoolchildren: infancy (up to 1 year), early childhood (2-3 years), preschool age (3-5 years), preschool age (5-6 years), younger school age (6-10 years old), middle school age or adolescence (11-15 years old), senior school age, or early adolescence (15-18 years old).

The art of upbringing has a peculiarity that to almost everyone it seems familiar and understandable, and to others it is even easy, and the more understandable and easier it seems, the less a person is familiar with it, theoretically or practically.

parenting school teenage

1. The initial formation of a person's personality

1 Modern scientific ideas about education as a process of purposeful formation and development of personality

A person's personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people, acting spontaneously or according to certain goals. At the same time, the person himself is not thought of as a passive being that photographically reflects an external influence. He acts as a subject of his own formation and development.

But what is the essence of upbringing, if we consider it as a specially organized and consciously carried out pedagogical activity?

However, both the first and the second definitions reflect only the external side of the educational process, only the activities of the educator, teacher. Meanwhile, the external educational influence in itself does not always lead to the desired result: it can cause both positive and negative reactions in the educated person or be neutral. It is quite understandable that only if the upbringing effect causes an internal positive reaction (attitude) in the personality and excites her own activity in working on herself, it has an effective developmental and formative influence on her. But just about this in the above definitions of the essence of upbringing is silent. It also does not clarify the question of what this pedagogical influence in itself should be, what character it should have, which often allows it to be reduced to various forms of external compulsion. Various elaborations and moralizing.

These shortcomings in disclosing the essence of upbringing were pointed out by N.K. Krupskaya and attributed them to the influence of the old, authoritarian pedagogy. “The old pedagogy,” she wrote, “asserted that the whole point is in the influence of the educator on the educated person ... The old pedagogy called this influence the pedagogical process and spoke about the rationalization of this pedagogical process. It was assumed that this influence is the nail of education. " She considered this approach to pedagogical work not only incorrect, but also contrary to the deep essence of education.

Trying to more concretely represent the essence of upbringing, the American educator and psychologist Edward Thorndike wrote: "The word" upbringing "is given different meanings, but it always indicates, but it always indicates change ... ... The question is: how are these changes made in the development of personality? As noted in philosophy, the development and formation of a person, as a social being, as a person occurs through "appropriation of human reality." In this sense, education should be viewed as a means designed to facilitate the appropriation of a growing personality of human reality.

2 Features of the development and education of younger students

Younger school age is associated with teaching children in primary grades. By this time, their physical development is characterized by important features: basically, the ossification of the skull ends, fontanelles close, cranial sutures are formed, and the strengthening of the skeleton as a whole continues. However, the development and ossification of the limbs, spine and pelvic bones are at a stage of great intensity. Under unfavorable conditions, these processes can proceed with large anomalies (from the Greek anomalia - deviation from the norm). In particular, physical overload (eg prolonged writing, tiring physical work) can have harmful effects. Improper sitting at a desk during exercise can lead to curvature of the spine, the formation of a sunken chest, etc.

An essential physical feature of younger schoolchildren is increased muscle growth, an increase in muscle mass and a significant increase in muscle strength.

Anthropometric studies show that seven-year-old children are able to lift from 9 to 12 kg with their right hand, and ten-year-olds lift 16-19 kg. An increase in muscle strength and the general development of the motor apparatus determines the great mobility of younger schoolchildren, their desire to run, jump, climb and the inability to stay in the same position for a long time. In this regard, it is very important to practice in the classroom various types of educational work (alternating writing with reading, with performing exercises and other practical exercises, using visualization, combining methods of explanation with conversation, etc.), conducting physical pauses (physical education minutes), in warm weather. study with open vents or windows, and in cool weather more often ventilate classes and ensure a sufficient flow of fresh air into recreational (from Lat. hesgeatio - recuperation) rooms and corridors. It is also necessary to ensure that children can eat in the school cafeteria or canteen during recess, in good weather, take walks or quiet outdoor games with them, and after class organize excursions to nature, teach them to do morning exercises at home every day, etc. ...

A necessary element of sanitary and hygienic work in the lower grades is regular (at least once a school quarter) medical examinations, checking the weight of children, hearing, vision. Teachers should also bear in mind that when a child suddenly becomes withdrawn or excessively mobile, when he has difficulty concentrating on the perception of the studied material, suffers from forgetfulness and reduces the quality of academic performance, the causes of all these anomalies can sometimes be associated with physical illness and deterioration. health. In these cases, you need to promptly seek help from a doctor.

No less important are the features of the development of the psyche and cognitive activity of younger schoolchildren. An essential factor in this regard is the development of the brain to improve their nervous system. The development of the brain in younger schoolchildren is manifested both in an increase in its weight and in a change in structural connections between neurons (nerve cells). By the end of primary school age, the weight of the brain reaches 1400-1500 g and approaches the weight of an adult's brain, while its frontal lobes develop relatively faster than other parts. Peripheral nerve branches are also improved. All this creates biological preconditions for the development of the neuropsychic activity of children. They have increased control of consciousness over behavior, and elements of volitional processes develop. The functional development of the brain and, in particular, its analytical and synthetic functions are also noted. There are shifts in the relationship between the processes of excitation and inhibition: the processes of inhibition are intensified, but the processes of excitation remain predominant in behavior. Intensive development of neuropsychic activity, high excitability of primary schoolchildren, their mobility and acute reaction to external influences are accompanied by rapid fatigue, which requires a careful attitude to their psyche, skillful switching from one type of activity to another.

The improvement of the neuropsychic activity of younger schoolchildren also occurs under the influence of education. In psychology and pedagogy, the idea of L.S. Vygotsky on the leading role of education and upbringing in the mental development of children. That is why the efforts of teachers should be aimed at using teaching and educational work for their intensive mental development, taking into account the characteristics and age capabilities of children. What aspects of teaching and educational work are of decisive importance in this regard?

The correct organization and improvement of their cognitive activity is of great importance for the mental development of primary schoolchildren. First of all, it is important to develop those mental processes that are associated with direct cognition of the surrounding world, that is, sensation and perception. However, their perceptions are characterized by insufficient differentiation. Perceiving objects and phenomena, they admit inaccuracies in determining their similarities and differences, often focus on minor details and do not notice essential signs. For example, when writing, they often confuse the letters "z" and "e", the numbers "6" and "9". In one of the math lessons, we witnessed how the first graders confused the words "circle" and "ball". That is why, in the learning process, it is necessary to pay attention to the formation of the accuracy of the perception of objects and phenomena in schoolchildren and thereby develop the so-called concrete thinking.

However, as already noted, the second signal system, associated with abstract thinking and speech, is intensively developing in younger schoolchildren. This creates conditions for the assimilation of many issues of program material not only at the level of ideas, but also at the level of theoretical concepts, especially in languages and mathematics. But a certain measure is needed here. An attempt in the 60s and 70s to raise the theoretical level of education in the primary grades turned out to be unsuccessful: it led to an overload of children and a decrease in the quality of their knowledge. This, however, does not remove the task of developing analytical and synthetic thinking in younger schoolchildren when assimilating the material under study, the need to teach them to divide the whole into parts, to isolate essential and less essential features of the objects and phenomena being studied, to make comparisons, conclusions and theoretical generalizations, to formulate rules and etc. The experiments of L.V. Zankov and his collaborators found that with purposeful development, children develop the ability to perceive and determine the essential features of the objects and phenomena under study, they learn to embrace a greater number of these features and reveal the most important of them.

Under the influence of improving learning and giving it a developmental character, qualitative changes are taking place in improving the memory of primary schoolchildren. Pupils of this age usually have a predominant mechanical memory, and they memorize the material being studied relatively quickly. Meaningful assimilation of knowledge requires significant analytical and synthetic cognitive activity, which, naturally, causes certain difficulties for individual schoolchildren. Therefore, instead of overcoming these difficulties, they prefer to memorize the material mechanically, which, as a rule, leads to a lag in their studies. These shortcomings can be prevented only by encouraging children to deeply comprehend knowledge and develop logical memory.

The successful organization of the educational work of younger schoolchildren requires constant care for the development of their voluntary attention and the formation of volitional efforts in overcoming the difficulties encountered in mastering knowledge. Knowing that involuntary attention predominates among children in this age group and that they find it difficult to concentrate on the perception of "uninteresting" material, teachers tend to use various pedagogical techniques to make school learning more entertaining.

It should not be forgotten, however, that not everything in learning has external amusement and that children need to develop an understanding of their school responsibilities. In particular, K.D. Ushinsky:

Of course, having made your lesson entertaining, you may not be afraid to bore children, but remember that not everything can be entertaining in learning, but there are certainly boring things, and should be. Teach the child to do not only what occupies him, but also what does not occupy him, to do for the pleasure of fulfilling his duty.

The organization of the practical activities of primary schoolchildren is characterized by important features. At preschool age, the main activity of children is play. Even the simplest types of labor are better and more willingly performed by them when they are clothed in a playful form. Significant shifts are taking place in younger schoolchildren in this regard. Although play takes a prominent place now, they are beginning to realize the importance of productive work, self-service work, helping adults and strive to acquire the work skills and skills available to them. That is why it is so important to expand the scope of labor activity of primary schoolchildren, especially its collective forms. What is specific is that it is on the basis of their inclusion in learning and work activity that an awareness of their social responsibilities is formed, an interest and desire for participation in public life is formed.

The moral development of primary schoolchildren is distinguished by a noticeable originality. In their moral consciousness, mainly imperative (imperative) elements predominate, conditioned by the instructions, advice and requirements of the teacher. Their moral consciousness actually functions in the form of these demands, and in assessing behavior they proceed mainly from what should not be done. That is why they notice the slightest deviations from the established norms of behavior and immediately seek to report them to the teacher. Another feature is connected with this: reacting sharply to the shortcomings in the behavior of their comrades, the guys often do not notice their own shortcomings and are uncritical of themselves. Self-awareness and introspection in younger schoolchildren are at a low level, and their development requires attention and special pedagogical work from teachers.

A certain external turn of moral consciousness and an insufficient level of development of self-awareness have as their consequence that their regulatory role in the behavior of younger schoolchildren turns out to be weak. The actions of children of this age are often imitative in nature or are caused by impulsively arising internal urges. This must be taken into account in the upbringing process. It is very important, in particular, to develop the moral consciousness of children and enrich them with vivid moral ideas on various issues of behavior. At the same time, moral exercises should be skillfully used to develop and consolidate stable forms of behavior in children. Explanatory work, not supported by habituation and moral exercises, has little effect on improving the behavior of younger students.

In the upbringing and development of younger students, the personality of the teacher, as well as the influence of parents and adults, is of great importance. Their sensitivity, attention and ability to stimulate and organize both collective and individual activities of children decisively determine the success of upbringing.

3 Development and education of children of primary and secondary school (adolescence) age

The tasks of moral and patriotic education of preschoolers are:

raising a child's love and affection for his family, home, kindergarten, street, city;

the formation of a respectful attitude towards nature and all living things;

fostering respect for work;

developing interest in Russian traditions and crafts;

formation of basic knowledge about human rights;

acquaintance of children with the symbols of the state (coat of arms, flag, anthem);

developing a sense of responsibility and pride in the country's achievements;

the formation of tolerance, a sense of respect for other peoples, their traditions.

These tasks are solved in all types of children's activities: in the classroom, in games, at work, in everyday life - since they bring up in the child not only patriotic feelings, but also form his relationship with adults and peers.

The system and sequence of work on the moral and patriotic education of children can be represented as follows:

Of course, this scheme cannot convey the entirety of the work on this issue. All these tasks are present, as it were, within the work on moral and patriotic education.

The need for constant attention and the creation of favorable conditions for the physical development of adolescents (organization of daily morning exercises, sports events, outdoor games, ensuring sufficient stay in the fresh air, etc.) is also due to physical inactivity (from the Greek huro - a prefix that is used in the sense of "under" and indicates a decrease against the norm and dinamus - strength, mobility), that is, insufficient mobility. Learning that requires a sedentary lifestyle can lead to stagnation in the body, to insufficient oxygen supply, which negatively affects the physical development of students.

2. Education and development of the child

1 Individual characteristics of the development of students and their consideration in the process of education

The age characteristics of the development of students are manifested in different ways in their individual formation. This is due to the fact that schoolchildren, depending on their natural inclinations and living conditions (the relationship between biological and social), differ significantly from each other. That is why the development of each of them, in turn, is characterized by significant individual differences and characteristics that must be taken into account in the process of teaching and upbringing.

What are the problems facing the school staff in this case?

When taking into account the age-related characteristics of the development of children, the teacher largely relies on the generalized data of pedagogy and developmental psychology, which were discussed earlier. As for the individual differences and characteristics of the upbringing of individual students, here he has to rely only on the material that he accumulates in the process of personal study of students. What questions should be paid attention to when studying the individual characteristics of students? It is essential to study the physical condition and health of schoolchildren, on which their attention in the lesson and general performance largely depend. It is necessary to know the diseases previously suffered by the student, which have severely affected his health, chronic diseases, the state of vision and the warehouse of the nervous system. All this will help to correctly dose physical activity, determine the place of landing for students in the class - mass and recreational activities.

It is very important to know the peculiarities of the cognitive activity of students, the properties of their memory, inclinations and interests, as well as the predisposition to more successful study of certain subjects. Taking these features into account, an individual approach to students in learning is carried out: the stronger need additional lessons in order to develop their intellectual abilities more intensively: the weakest students need to be provided with individual assistance, to develop their memory, intelligence, cognitive activity, etc.

Much attention must be paid to the study of the sensory and emotional sphere of students and in a timely manner to identify those who are characterized by increased irritability, react painfully to comments, and are unable to maintain friendly contacts with comrades. No less important is knowledge of the typology of the character of each student, which will help to take it into account when organizing collective activities, distributing social assignments and overcoming negative traits and qualities. It is difficult, but very important to study the internal motivating factors of the behavior and development of schoolchildren - their needs, motives and attitudes, their position in relation to learning, events and changes taking place in society, work, as well as to teachers and a team of comrades. The study of students should also cover familiarization with the conditions of home life and upbringing, their extracurricular hobbies and contacts, which have a significant impact on their upbringing and development.

A significant place is occupied by teachers' knowledge of those important issues that are related to the learning ability and educability of students and include the degree of receptivity of pedagogical influences, as well as the dynamics of the formation of certain personal qualities. In conclusion, we emphasize that only a deep study and knowledge of the characteristics of the development of each student creates the conditions for the successful consideration of these characteristics in the process of teaching and upbringing.

In the concept of developing learning, the child is viewed not as an object of the teacher's teaching influences, but as a self-changing subject of skill, as a student. According to V.V. Davydov, the bearer of any activity is the subject. Its content and structure belongs to the subject, as a result of which it is impossible to separate the activity from the subject, which in turn has such qualities as consciousness, initiative, independence, responsibility and others.

Purposeful formation and development of personality provides scientifically organized upbringing.

Modern scientific ideas about upbringing as a process of purposeful formation and development of a personality have developed as a result of a long confrontation between a number of pedagogical ideas.

Already in the Middle Ages, the theory of authoritarian education was formed, which continues to exist in various forms at the present time. One of the brightest representatives of this theory was the German teacher I.F. Herbart, who reduced parenting to managing children. The purpose of this control is to suppress the child's wild playfulness, "which throws him from side to side," controlling the child determines his behavior at the moment, maintains external order. Herbart considered supervision of children and orders to be methods of management.

As an expression of protest against authoritarian upbringing, the theory of free upbringing, put forward by J.J. Russo. He and his followers called for respect in a child of a growing person, not to restrain, but in every possible way to stimulate the natural development of a child in the course of upbringing.

Soviet teachers, proceeding from the requirements of the socialist school, tried to reveal the concept of "upbringing process" in a new way, but did not immediately overcome the old views on its essence. So, P.P. Blonsky believed that upbringing is a deliberate, organized, long-term impact on the development of a given organism, that the object of such an impact can be any living being - a person, an animal, a plant. A.P. Pinkevich interpreted education as a deliberate systematic influence of one person on another in order to develop biologically or socially useful natural personality traits. The social essence of upbringing was not revealed on a truly scientific basis in this definition.

Describing education only as an impact, P.P. Blonsky and A.P. Pinkevich has not yet considered it as a two-way process in which educators and children are actively interacting, as the organization of life and activities of pupils, the accumulation of social experience by them. In their conceptions, the child acted primarily as an object of upbringing.

V.A. Sukhomlinsky wrote: "education is a multifaceted process of constant spiritual enrichment and renewal - both those who are being brought up and those who are raising." Here, the idea of mutual enrichment, the interaction of the subject and the object of education, stands out more clearly.

Modern pedagogy proceeds from the fact that the concept of the upbringing process reflects not a direct impact, but the social interaction of the teacher and the educated person, their developing relations. The goals that the teacher sets for himself act as some product of the student's activity; The process of achieving these goals is also realized through the organization of the student's activities; the assessment of the success of the teacher's actions is again made on the basis of what are the qualitative shifts in the consciousness and behavior of the student.

Any process is a set of regular and consistent actions aimed at achieving a certain result. The main result of the educational process is the formation of a harmoniously developed, socially active personality.

Upbringing is a two-way process, involving both organization and leadership, and the individual's own activity. However, the leading role in this process belongs to the teacher. It would be appropriate to recall one remarkable incident from Blonsky's life. When he was fifty years old, the press approached him with a request for an interview. One of them asked the scientist what problems he was most worried about in pedagogy. Pavel Petrovich thought for a moment and said that the question of what is upbringing does not cease to interest him. Indeed, a thorough understanding of this issue is a very difficult matter, because the process that this concept designates is extremely complex and multifaceted.

First of all, it should be noted that the concept of "education" is used in a variety of meanings: preparing the growing generation for life, organized educational activities, etc. It is clear that in different cases the concept of "education" will have a different meaning. This distinction is especially clear when they say: it is the social environment, the household environment, and the school that educates. When they say that "the environment educates" or "educates the everyday environment", they do not mean specially organized educational activities, but the everyday influence that socio-economic and living conditions have on the development and formation of the personality.

The expression "educates the school" has a different meaning. It clearly indicates a specially organized and consciously carried out educational activity. Even K.D. Ushinsky wrote that, in contrast to the influences of the environment and everyday influences, which are most often spontaneous and unintentional, education in pedagogy is considered as a deliberate and specially organized pedagogical process. This does not mean at all that school education is fenced off from the influences of the environment and everyday influences. On the contrary, it should take these influences into account as much as possible, relying on their positive aspects and neutralizing negative ones. The crux of the matter, however, is that education as a pedagogical category, as a specially organized pedagogical activity, cannot be confused with various spontaneous influences and influences that a person experiences in the process of his development.

But what is the essence of upbringing, if we consider it as a specially organized and consciously carried out pedagogical activity?

When it comes to specially organized educational activity, then usually this activity is associated with a certain influence, influence on the formed personality. That is why, in some pedagogical textbooks, upbringing is traditionally defined as a specially organized pedagogical influence on a developing person in order to form social properties and qualities determined by society. In other works, however, the word “impact” is omitted as an incongruous and allegedly associated with the word “compulsion” and education is interpreted as a leadership or management of personality development.

However, both the first and the second definitions reflect only the external side of the educational process, only the activities of the educator, teacher. Meanwhile, the external educational influence in itself does not always lead to the desired result: it can cause both positive and negative reactions in the educated person, or it can be neutral. It is quite understandable that only if the upbringing effect causes an internal positive reaction (attitude) in the personality and excites her own activity in working on herself, it has an effective developmental and formative influence on her. But just about this in the above definitions of the essence of upbringing is silent. It also does not clarify the question of what this pedagogical influence in itself should be, what character it should have, which often allows it to be reduced to various forms of external compulsion. Various elaborations and moralizing.

She considered this approach to pedagogical work not only incorrect, but also contrary to the deep essence of education.

Trying to more concretely represent the essence of upbringing, the American educator and psychologist Edward Thorndike wrote: “The word“ upbringing ”is given different meanings, but it always indicates, but it always indicates change. We do not educate someone if we do not bring about changes in him. " The question is: how are these changes made in the development of personality? As noted in philosophy, the development and formation of a person, as a social being, as a person occurs through "appropriation of human reality." In this sense, education should be viewed as a means designed to facilitate the appropriation of a growing personality of human reality.

What is this reality and how is its appropriation by a person carried out? Human reality is nothing more than social experience generated by the labor and creative efforts of many generations of people. In this experience, the following structural components can be distinguished: the whole set of knowledge developed by people about nature and society, practical skills in various types of work, methods of creative activity, as well as social and spiritual relations.

Since this experience is generated by the labor and creative efforts of many generations of people, this means that in knowledge, practical skills and abilities, as well as in the methods of scientific and artistic creativity, social and spiritual relations, the results of their diverse labor, cognitive, spiritual activities and life together. All this is very important for education. In order for the younger generations to “appropriate” this experience and make it their property, they must “distribute” it, that is, in essence, in one form or another, reproduce the activity contained in it and, with creative efforts, enrich it and even more developed form to pass on to their descendants. Only through the mechanisms of his own activity, his own creative efforts and relationships, does a person master social experience and its various structural components. It is easy to show this with an example: in order for students to learn the Archimedes' law, which is studied in a physics course, they need to "distribute" the cognitive actions performed by a great scientist in one form or another, that is, to reproduce, repeat, even under the guidance of a teacher, that the way he walked towards the discovery of this law. In the same way, the mastery of social experience (knowledge, practical skills, methods of creative activity, etc.) and in other spheres of human life takes place. It follows that the main purpose of upbringing is to include a growing person in the activity of “de-objectifying” various aspects of social experience, to help him reproduce this experience and thus to develop his social properties and qualities, to develop himself as a person.

On this basis, education in philosophy is defined as the reproduction of social experience in the individual, as the translation of human culture into an individual form of existence. This definition is also useful for pedagogy. Bearing in mind the activity-oriented nature of education, Ushinsky wrote: "Almost all of its (pedagogy's) rules follow mediocre or directly from the basic position: give the pupil's soul the right activity and enrich it with the means of unlimited, soul-absorbing activity."

For pedagogy, however, it is very important that the measure of a person's personal development depends not only on the very fact of his participation in the activity, but mainly on the degree of the activity that he shows in this activity, as well as on its nature and orientation, which in the aggregate, it is customary to call the attitude to activity. Let's take a look at some examples.

Students learn mathematics in the same class or student group. Naturally, the conditions in which they practice are about the same. However, the quality of their academic performance is often very different. Of course, this reflects the differences in their abilities, the level of previous training, but their attitude to the study of this subject plays an almost decisive role. Even with average abilities, a schoolchild or student can study very successfully if they show high cognitive activity and perseverance in mastering the material being studied. And vice versa, the absence of this activity, a passive attitude to educational work, as a rule, lead to lagging behind.

No less important for the development of the personality is also the nature and direction of the activity that the personality shows in the organized activity. You can, for example, show activity and mutual assistance in work, striving to achieve the overall success of the class and school, or you can be active in order only to show yourself, earn praise and derive personal benefit for yourself. In the first case, a collectivist will be formed, in the second - an individualist or even a careerist. All this poses a task for each teacher - to constantly stimulate the activity of students in organized activities and to form a positive and healthy attitude towards it. It follows from this that it is activity and the attitude towards it that act as the determining factors in the education and personal development of a student.

The above judgments, in my opinion, quite clearly reveal the essence of upbringing and make it possible to approach its definition. Upbringing should be understood as a purposeful and consciously carried out pedagogical process of organizing and stimulating the various activities of the formed personality to master social experience: knowledge, practical skills and abilities, methods of creative activity, social and spiritual relations.

This approach to the interpretation of personality development is called the activity-relational concept of education. The essence of this concept, as shown above, lies in the fact that only by including a growing person in a variety of activities to master social experience and skillfully stimulating his activity (attitude) in this activity, it is possible to carry out his effective education. Without the organization of this activity and the formation of a positive attitude towards it, education is impossible. This is precisely the deep essence of this most complex process.

Modern problems of preschool and primary school education and ways to solve them.

What does D. Vorobieva, Candidate of Pedagogical Sciences, Professor, Corresponding Member of the International Academy of Pedagogical Sciences, suggest in this regard?

Over the past decade, the education system in the country has changed significantly. In modern education, the variability of the types of educational institutions has significantly increased, numerous author's schools have appeared, offering their own educational programs for children of preschool and primary school age, which undoubtedly forms new requirements for the teacher.

Life more and more insistently sets the task of revising the nature of the interaction of a teacher with children in the pedagogical process of a preschool educational institution (preschool educational institution) and primary school. This ambiguous, multifaceted task is associated with the teacher's attitudes and the need to change them, which presupposes an awareness of the modern goals of education.

The brake for changing the relationship between the main subjects of the pedagogical process (child - teacher) is the existing system of training and retraining of specialists. Unfortunately, today they are being trained in such a direction so that specialists can mainly implement the tasks of developing the cognitive sphere of a child. Of course, this is an important, but not the only direction of the teacher's work with children, moreover, in practice, in a strange way it is replaced by a desire beyond measure download a child in primary school and, which is especially alarming, in a preschool educational institution with a large amount of knowledge.

An increase in the volume of educational material leads to an overestimation of the requirements for children and increased pressure on them in order to assimilate it. However, various administrative educational structures do not adequately respond to this state of affairs. By supporting and encouraging such practices, they, to a certain extent, shape public opinion, which is based on the conviction that the accumulation of large amounts of knowledge is a blessing and that this is exactly the path that leads a child to development. In these conditions, a rush of parents' demand for teachers and institutions of this type is created, and educational institutions, satisfying it, improve the system of training teachers and continue to bring to schools and preschool educational institutions graduates who have poor ideas about how to solve the problems of the integral development of a child at the age of 3-10 years.

The most striking thing is the lack of miscalculation of the global consequences of such education of children, its influence on the formation in subsequent years of the child's attitude to school, teacher and learning.

The observational data and statistics at our disposal under these conditions indicate that already in the preschool period of childhood, children lose their natural interest in learning and, unfortunately, do not acquire it, as a rule, in primary and secondary school.

However, some scientists and administrative structures in charge of education, despite the negative attitude of children towards learning and their associated asocial behavior, stubbornly close their eyes to the essence of the problem. Often wishful thinking, they refuse to see the reason in the violence against the child's personality in the educational process. At the same time, the same structures are looking for an opportunity to mobilize their efforts to find methods that provide an opportunity to assess the knowledge of schoolchildren and preschoolers. It is possible to foresee what this will lead to: a teacher, a preschool teacher will increase the threshold of pressure on children, since it is the volume of the student's knowledge that will determine the teacher's image. As you can see, the circle is closed, and the result is deplorable. Once again, educational problems associated with the development of a child's positive attitude to learning remain outside the field of vision of the pedagogical community.

It must be admitted that the teacher of preschool educational institutions and schools is constantly under rather tough pressure, which contradicts the call to introduce humanistic pedagogy.

The teacher acts according to the rules learned even within the walls of educational institutions: the teacher (educator) must teach, and the child must master the material. Whether a child can learn is not a question. The entire management system, willingly or unwillingly, prompts the teacher to treat the child as a given, a unit that can always learn everything if you try. And the teacher, sometimes contrary to objective facts and common sense, tries, not particularly caring for the child to feel comfort and a sense of the joy of learning, to be successful in the process of introducing him to social experience (knowledge, abilities, skills). Out of the field of attention of the teacher are the state of health, medical indicators, sometimes age, as well as mental and individual characteristics of the child.

Against the background of these alarming tendencies, we are actively looking for ways that provide the opportunity to form a teacher of a new warehouse.

The main direction is the formation of a professional ideal-teacher capable of exerting such an influence on a child that would ensure his success in intellectual, emotional and moral-volitional development. To this end, we are working out the conditions that contribute to the formation of the teacher's ability to realize the idea of the holistic development of a child of 3-10 years old in the process of his participation in the development and testing of a new pedagogical technology.

We note the rapid professional growth of a teacher if he has a sufficiently high level of critical self-esteem and an active desire to improve himself in the practice of working with children.

The analysis showed that in a fairly short period of time there is a dramatic change in the teacher's attitudes towards the process of teaching children. The task of developing children's interest in learning about the world around them is brought to the fore.

An integrated approach is used - combining various educational material in one lesson (lesson); at the preschool educational institution, classes are conducted individually and in small subgroups, where children gather on their own initiative, according to their interests. Classes are held against the backdrop of playing children. The teacher begins to take into account the state of health and psyche of the child to a greater extent, he develops the ability to purposefully select and vary educational material.

The conducted monitoring indicates the possibility of forming new attitudes among preschool and primary school teachers, ensuring the introduction of humanistic pedagogy into the pedagogical process, based on a dialectical approach to solving the problem of upbringing and education.

Mastering a new pedagogical technology requires the teacher to have sufficient knowledge of the psychology of the child, a conscious approach to the choice of methods and the appropriateness of their use in work, taking into account the knowledge of the characteristics of children and the inadmissibility of hard pressure on them in the process of appropriating social experience. The new technology brings the teacher to positions that ensure the development of a sense of success for each participant in the pedagogical process, forms the child's desire to learn and explore the world.

The presence of an ideal image presupposes the advancement of the teacher to success in teaching. This happens on condition that he realizes the need for self-improvement and himself becomes the developer of a new pedagogical technology. The feeling of deep satisfaction experienced by the teacher opens up new opportunities for professional growth, which also contributes to solving the problems of preschool and primary school education.

2 The current state of education

A feature of the modern approach to assessing the educational activities of educational organizations is a systemic vision of the upbringing process and the allocation of an integral complex of necessary conditions and factors that ensure the effectiveness of this work.

Analysis of the regulatory framework showed the widespread use of the concepts of "personality development", "human rights", "personal interests" and others. These formulations imply democratization, first of all, at the primary level of educational organizations. Individual self-development, successful self-realization and self-determination are highlighted as priority values.

The new model of education is of an activity nature, aimed at the formation of the desire for independent continuous education and the development of creative abilities. On its basis, a system of education for children and youth is being built, covering various levels of education: preschool, general secondary, technical and vocational, post-secondary higher postgraduate, additional. Scientific and methodological support of the educational process is carried out: educational programs have been developed and implemented, both at the level of the republic - the Comprehensive Education Program in educational institutions of the Republic of Kazakhstan for 2006-2011, - and at the regional level, in educational institutions; author programs are created; criteria for evaluating the effectiveness of the educational process and the level of upbringing of the individual are being developed.

Work is underway to staff the educational process. Staff units have been introduced for deputy directors for educational work of schools, vocational schools, colleges, vice-rectors for educational work, class teachers, organizing teachers, senior counselors, social teachers, educational psychologists, released class teachers, additional education teachers, methodologists, group curators.

In a number of educational organizations of the Republic of Kazakhstan, educational systems have been created and are successfully functioning, focused on the needs of students, teachers and parents, taking into account specific socio-pedagogical conditions, which makes it possible to expand the range of opportunities for educational influence on the individual. But in the matter of education in the regions of the republic, there are still many problems, including:

the emergence of a new system of society's requirements for the individual, generated by new social realities;

insufficient consistency of ideological guidelines, allowing to designate the goal and priority areas of education;

social stratification of society, demonstration by a part of the population of welfare based not on labor activity, gives rise to a feeling of inferiority, disbelief in social justice;

overestimation of the role of education and underestimation of the role of upbringing in the formation of new generations of Kazakhstanis;

weak effectiveness of the activities of teachers in the formation of students of a responsible attitude to universal and national values;

weakening of the educational role of the social institution of the family;

underestimation of human life as the most important value, insufficient formation of healthy lifestyle skills;

negative influence of mass media on personality formation;

insufficient scientific and methodological support of the new paradigm of education;

insufficient knowledge of modern educational technologies by teachers;

low efficiency of the educational potential of children's public organizations;

loss of the system of labor education and vocational guidance;

limited network of children's and youth associations of interests (clubs, circles, sections, etc.) and insufficient efficiency of their activities.

Based on the above-mentioned problems, the upbringing of the younger generation should be considered as one of the main strategic and priority tasks of the development of modern Kazakhstani society, which is the fundamental basis of state policy.

The Concept develops the basic principles of the educational policy of Kazakhstan, defined by the Constitution of the Republic of Kazakhstan, the Law of the Republic of Kazakhstan "On Education", the Law of the Republic of Kazakhstan "On the Rights of the Child in the Republic of Kazakhstan", the Law of the Republic of Kazakhstan "On Freedom of Religion and Religious Associations" by the Law of the Republic of Kazakhstan "On Marriage and family "Strategy" Kazakhstan - 2030 ", the Law of the Republic of Kazakhstan" On the prevention of delinquency among minors and the prevention of child neglect and homelessness ", the Law of the Republic of Kazakhstan" On family-type children's villages and youth homes ", the Law of the Republic of Kazakhstan" On the prevention of AIDS disease " The Law of the Republic of Kazakhstan "On the prevention and limitation of tobacco smoking", the Decree of the President of the Republic of Kazakhstan "On the State Program" People's Health ", the Strategic Development Plan of the Republic of Kazakhstan until 2010, the State Program for the Development of Education, the Concept for the Development of Education Of the Republic of Kazakhstan until 2015, the Convention on the Rights of the Child, etc.

The concept defines parenting as a nationwide priority. The proposed Concept of education should become a system-forming element of a unified management system in the organization of education. In accordance with this Concept, an Action Plan for its implementation is being developed.

Upbringing values

Values - socially significant for the individual, social community, society as a whole, material, social objects, approved and shared by the majority of people ideas about what is good, justice, patriotism. They serve as a standard, an ideal for all people; the pedagogical process is aimed at their formation.

Man is an absolute value, the highest substance, "the measure of all things." The highest value of our state is a person, his life, rights and freedoms. In modern conditions of development, a person is presented not just as an object of study, but, first of all, as a subject of creativity and cognition, creating the greatest examples of culture and captivating with his desire for creativity.

The family is the initial structural unit of society, the first collective of the child, the natural environment for his development, where the foundations of the future personality are laid. A marriage of two people does not yet form a family; a family arises when a child appears in it.

Homeland, native land - the only native land, unique for each person, given to him by fate, inherited from his ancestors, connecting with the spiritual culture of his people, his historical past.

Health, a healthy lifestyle is an indispensable condition for a happy, productive life; a responsible attitude to one's health should become a natural inner need of a person. In the Address of the President of the country to the people of Kazakhstan "Kazakhstan - 2030" health is recognized as one of the strategic long-term priorities for the development of the republic.

Labor is the basis of human existence, "the eternal natural condition of human life." Spiritualized, conscious, creative work most naturally expresses the natural essence of man.

Education is a necessary condition for the development of every personality and social progress. Knowledge is the result of learning. The educational essence of education is that it is not an end in itself, but a means to an end.

Cultural heritage is the great wealth of every nation and of all mankind in the sphere of spiritual and material life. Real culture combines in itself the eternal striving for truth, goodness and beauty.

Language is the main means of human interaction, one of the most important sociocultural values.

Friendship is an individually selective, free and sympathetic relationship. Friendship presupposes not only loyalty and mutual assistance, but also inner closeness, frankness, trust, love.

Conclusion

Modern Kazakhstani society requires from a person not only polytechnic knowledge, high cultural level, deep specialization in various fields of science and technology, but also the ability to live and coexist in society. The main parameters of a child's personal development can be considered his orientation towards universal human values, humanism, intelligence, creativity, activity, self-esteem, independence in judgment. The level of development of these qualities can be considered as indicators of the formation of social competence and social formation of the individual.

The main task of the education system is to create the necessary conditions for the formation, development and professional development of an individual based on national and universal values; realization of the child's rights to upbringing, education and all-round development, preservation of the native language, culture, national customs and traditions, to awareness, health promotion.

The creation of conditions for the formation and development of these qualities is increasingly seen as the most important task of the education system of the Republic of Kazakhstan.

The focus of state policy on the integrity of the education of a student as a citizen of the Republic of Kazakhstan and ensuring his constitutional rights are reflected in the Concept of ethnocultural education in the Republic of Kazakhstan, the Concept of legal education of students in the Republic of Kazakhstan, the Concept of state youth policy in the field of education in the Republic of Kazakhstan, the Concept on moral and sexual education in the Republic of Kazakhstan, the Concept of humanitarian education in the Republic of Kazakhstan, the Comprehensive program of education in educational institutions of the Republic of Kazakhstan, the State program of patriotic education of citizens of the Republic of Kazakhstan, etc.

The concept of upbringing in the system of continuous education of the Republic of Kazakhstan (hereinafter - the Concept) is a document that defines the general strategy, goal and objectives of state policy in the field of upbringing, the content and technology of upbringing, the main directions and conditions for their implementation.

The study of this topic makes it possible to compare the features of the physical development of students of junior, middle and senior school age, provides a comparative analysis of the neuropsychic and cognitive spheres of students of different ages and shows their influence on the organization of educational activities. Also, the study of this topic shows what features characterize the behavior and personal development of students of different age groups, determines the issues that should be in the center of attention of teachers when studying the individual characteristics of students.

List of used literatures

1.Pedagogy: Educational. - 6th ed. - Minsk: Universitetskae, 2000. - I.F. Kharlamov "Pedagogy".

Textbook for pedagogical institutes, edited by Bobnyanskiy.

Pedagogy: Textbook for students of pedagogical educational institutions / V.A. Slastenin, I.F. Isaev and A.I. Mishchenko, E.N. Shiyanov. - M .: School-Press, 1997.

Divnogortseva Svetlana - Theoretical Pedagogy. Textbook for students of pedagogical educational institutions in 2 parts, part 1

5. Stolyarenko A.M. General pedagogy: textbook, Publisher: Unity-Dana, 2012

Pidkasisty P.I. Pedagogy - Textbook, 2004

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