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form the general orientation of the individual towards aesthetic activity. The highest
manifestation of aesthetic consciousness is the aesthetic ideal and taste.
Aesthetic culture of a person is a complex, systemic, integrative quality of a
person that unites the intellectual and emotional spheres.
The tasks of aesthetic education can be called:
1) formation of aesthetic interests and needs;
2) formation of aesthetic ideals, tastes, preferences;
3) the formation of aesthetic consciousness and aesthetic experience of the
individual;
4) the ability to build relationships with the outside world according to the laws
of beauty.
In the process of aesthetic education, both mental processes and personality
qualities are intensively developed, namely sensation, perception, emotional and
sensory experiences, creative abilities, productive thinking, and a strong-willed desire
for self-expression. The child not only develops an understanding of beauty, but also
develops ideals, tastes, preferences, and judgments.
If we compare two concepts (aesthetic and artistic), we should say that they
relate to each other as the general relates to the particular. The aesthetic is broader in
content than the artistic, since the artistic is one of the types of aesthetic, the core of
aesthetic culture.
The goal of artistic education is the development of human artistic culture. Its
tasks are:
1) formation of artistic needs and interests;
2) development of artistic tastes and ideals;
3) the formation of an individual’s artistic experience — the perception and
creation of original works;
4) education and improvement of artistic abilities.
There are a large number of criteria for aesthetic education, but the general
ones can be identified: aesthetic judgments and awareness of the ideal, the ability to
experience deep feelings, developed artistic taste and the ability for artistic creativity.
Educational psychology studies a number of issues interconnected with the
problems of aesthetic and artistic education: the mechanisms and laws of aesthetic
development of the individual, the psychology of creativity and creative abilities,
age-related and individual differences in the course of the process of aesthetic
development, the nature of the connection between the levels of cognitive and
aesthetic development, etc. Many issues of aesthetic education have been addressed
in the field of creativity psychology and differential psychology.
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The aesthetic and artistic culture of each individual is directly related to the
culture of the entire society. Each historical era has its own ideals and views, which
are reflected in all types of art: painting, sculpture, literature, architecture, etc.
Unfortunately, in the modern world there is widespread mass culture that
appeals to the unpretentious requirements of the majority of consumers. A child today
finds himself in an environment that often develops a primitive, undemanding taste
when exposed to simple, vulgar, light aesthetic forms and artless artistic templates
common in popular culture. Cinema, television, and literature often offer simple
plots, standard images, crude humor — everything that does not evoke an emotional
response, emotional disturbances, consideration of a moral choice, and, among other
things, aesthetic experience.
Thus, the psychology of aesthetic education touches on a number of aspects
that reveal the psychological and pedagogical mechanisms of the formation of
aesthetic taste and personal ideals, and the education of aesthetic culture.
Test questions and assignments
1. Name the purpose and objectives of aesthetic education.
2. Name the purpose and objectives of artistic education.
Recommended literature
1. Возрастная и педагогическая психология: механизмы и условия
психического развития и формирования личности : монография / Центр
развития научного сотрудничества. — Новосибирск : ЦРНС, 2013. — 163 с.
2. Выготский, Л. С. Собрание сочинений. Т. 3 / Л. С. Выготский. —
Москва : Педагогика, 1984. – 655 с.
3. Ильин, Е. П. Психология творчества, креативности, одаренности /
Е. П. Ильин. — Санкт-Петербург : Питер, 2012. — 448 с.
4. Мелик-Пашаев, А. А. Художник в каждом ребенке: цели и методы
художественного образования / А. А. Мелик-Пашаев. — Москва :
Просвещение, 2008. — 175 с.
5. Чернецкая, Н. И. Психология творчества: общепсихологический,
возрастной и педагогический аспекты / Н. И. Чернецкая. — Иркутск : Изд-во
ИГУ, 2016. — 196 с.
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4.3. PSYCHOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION
AND MENTAL HEALTH OF PERSONALITY
The body, like a child, needs education. But only physical exercise
can give you strength and health.
E. Sandov
Health is a state of complete bodily (physical), mental (psychological) and
social well-being. At the physiological level, health is a state of homeostasis, that is,
constancy of the internal environment, regardless of changing external conditions.
Mental health is a state of mental well-being, characterized by the absence of
painful mental phenomena and providing adequate regulation of behavior and activity
to the conditions of the surrounding reality.
Physical education is the interaction of a child with a teacher and the
educational environment, aimed at the formation and satisfaction of basic human
needs: biological needs for physical development and self-development, as well as
psychosocial needs for physical self-improvement.
The purpose of physical education is the formation of the physical culture of
the individual. It can be achieved by solving a number of physical education
problems, namely:
1) formation and development of physical preferences and ideals;
2) formation and development of needs for physical self-development and self-
improvement;
3) formation of individual sports experience.
Physical education is closely related to physical development, which is a
biological process of formation and change in the functions and forms of the body. It
is always aimed at improving the body, namely at developing physical qualities and
improving health.
Physical education, like all its other types, affects three areas of personality:
cognitive (knowledge about a healthy lifestyle); motivational or emotional-evaluative
(the body’s need for physical activity, interest and positive emotions from playing
sports); behavioral (development of motor skills, formation of moral and volitional
qualities of the individual, playing sports).
The need for movement gives birth to the motive for the emotional appeal of
physical exercise, which is based on the mechanisms of experiencing satisfaction
from the process of doing exercises. A significant need in human life is the need to
preserve health and life, as a result of which motives for strengthening health,
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physical development of one’s own body, development of strength, agility and
endurance are born.
The psychological basis of physical education can also be called the formation
of a person’s attitude towards strengthening and maintaining his own health and the
health of those around him. The formation of a responsible attitude towards health
helps to strengthen the value-semantic sphere in which health becomes a systemforming component.
In the process of physical education, the mental makeup of the individual is
formed as a relatively stable unity of the characteristics of orientation, character,
temperament, abilities, and the course of intellectual, emotional and volitional
processes of the individual.
Educational psychology studies the patterns and mechanisms of
psychophysical development of the individual in the educational environment,
individual and age differences in the process of psychophysical development of the
individual, the nature of the connection between the levels of cognitive and
psychophysical development of the individual. Also, many issues of physical
education are revealed in such a field of psychological science as sports psychology.
Thus, the role of physical education cannot be overestimated in the formation
in a child of important, life-forming personal qualities of character, such as
perseverance, courage, determination, patience and perseverance, self-control and
perseverance.
Test questions and assignments
1. Define the concepts of “health” and “mental health”.
2. Name the purpose and objectives of physical education.
3. Here is an excerpt from a student’s work on sports psychology: “In preschool
age, children should do more gymnastics and balance exercises. At primary school age,
relay-type exercises and outdoor games should be used. In adolescence, strength
exercises and accustoming children’s bodies to long-term stress are necessary.” On
what basis does the student make such recommendations? What age-sex factor does it
take into account? Are there any errors in his work? [E. N. Gogunov].
4. Determine which of the following signs corresponds to a particular volitional
quality (courage, perseverance, determination, initiative, self-control, dedication,
discipline):
a) the ability to overcome systematically arising difficulties;
b) the ability to subordinate one’s actions to established rules and norms of
behavior;
c) the ability to consciously overcome difficulties associated with danger;
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d) the ability to control one’s actions during strong emotional experiences;
e) the ability to quickly make the right decisions;
f) the ability to objectively assess a sports situation, taking responsibility for
the actions taken;
g) the ability to consciously set general and specific goals of activity
[E. N. Gogunov].
Recommended literature
1. Ильин, Е. П. Психология спорта / Е. П. Ильин. — Москва : Питер,
2012. — 352 с.
2. Психология физического воспитания и спорта / под ред.
А. В. Родионова, В. А. Родионова. — Москва : Академия, 2016. — 320 с.
4.4. PSYCHOLOGICAL FOUNDATIONS
OF LABOR EDUCATION AND PROFESSIONAL GUIDANCE
What does the idea mean: “Work is the basis of all-round harmonious
development”? In practical work with children and adolescents,
this means that strong threads go from work to intellectual, moral,
aesthetic, emotional, physical development, to the formation
of the ideological, civil basis of the individual.
V. A. Sukhomlinsky
Labor education is the formation of a conscious attitude towards work as a
basic need, as well as character traits that ensure success at work. The general goal
of labor education is the formation of diligence, the need for work, a conscious,
creative attitude towards it. This affects the holistic formation of personality, in
particular such qualities as determination, perseverance, accuracy, organization,
discipline, responsibility, and many others.
Labor is characterized by a number of absolutely mandatory characteristics.
First of all, by conscious anticipation of the result of the activity. This means that the
teacher must explain, and the child must clearly present the spiritual and material
results of his work, understand its significance both for himself and for the team.
With the correct organization of labor education, the child knows what needs to
be done, experiences a state of anticipation, joy, and possibly anxiety for the expected
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result that stimulates his work, and strives to overcome certain obstacles that
inevitably arise in the process of work.
Objectives of labor education:
1) formation of a system of knowledge necessary to perform work activities,
life and professional self-determination, and choice of profession;
2) the formation of a need-motivational component of work activity and a
positive emotional-value attitude towards it (the need for work, the experience of joy
from work activity, a sense of duty, responsibility);
3) formation of a work culture.
From preschool age, a child’s need for work can be observed as a general need
for activity. There is a fundamental difference between the work of a child and an
adult, which lies in the common goal: for an adult it is the creation of a socially
valuable product, for a child it is the training and development of personal qualities in
the process of work.
Labor education, like all its other types, affects the following areas of
personality: cognitive (knowledge of labor actions, beliefs in the moral meaning of
work); motivational or emotional-evaluative (the need for work, a positive attitude
towards it, interest and positive emotions from doing work and the significance of the
result obtained); volitional (manifestation of volitional efforts in achieving labor
results), behavioral (use of labor skills, ability to work responsibly and creatively).
Educational psychology studies the psychological content of the directed
formation of personality as a subject of labor, those changes that occur in the
consciousness and behavior of a person in the process of labor and which are
essential for the development of his personality [F. I. Ivashchenko].
Educational psychology allows us to present the psychological foundations and
conditions for the formation of personality in the process of labor and work activity.
Not every labor training can shape a person’s personality; sometimes it is only the
development of a certain set of labor skills and special knowledge. Educational
psychology is interested in the development of the individual in the process of
introducing him to work, nurturing socially valuable personality traits (a sense of
responsibility, mutual assistance, collective orientation), the formation of an
inclination and a positive attitude towards work.
In high school, the psychology of labor education is aimed at studying the
child’s personality for the purposes of career guidance and selection. It is important
to use reliable methods of professional psychodiagnostics during this period. For this,
in addition to conversations and interviews, psychologists and teachers use a number
of questionnaires: L. N. Kabardova’s professional readiness questionnaire,
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differential diagnostic questionnaire by E. A. Klimov, L. Yovaishi’s questionnaire of
professional inclinations modified by G. V. Rezapkina, matrix of choice of
professions by G. V. Rezapkina, D. Keirsey’s questionnaire and others.
Also, many issues of labor education are revealed by such a field of
psychological science as labor psychology, which studies the psychological
characteristics of labor activity.
Thus, psychological knowledge allows us to better plan the tasks and goals of
labor education, more accurately evaluate its results, and take them into account more
fully. The use of psychological patterns, taking into account the conditions for the
emergence and optimal functioning of mental processes, states and qualities will help
the teacher more successfully manage the formation of the child’s personality as a
subject of labor.
Test questions and assignments
1. Define the concept of “labor education”.
2. Name the goals and objectives of labor education.
3. Describe your personality qualities, which, in your opinion, determined your
choice of profession and will help you in the future to be successful in pedagogical or
psychological activities.
4. Make a plan for career guidance educational activities for children of any age.
Recommended literature
1. Иващенко, Ф. И. Психология трудового воспитания / Ф. И. Иващенко. —
Минск : Университетское, 1988. — 160 с.
2. Психология труда, профориентология и профконсультирование / сост.
В. А. Иванченко. — Новосибирск : НГПУ, 2015. — 128 с.
3. Толочек, В. А. Психология труда / В. А. Толочек. — Москва : Питер,
2016. — 480 с.
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CHAPTER 5. FEATURES OF EDUCATION
IN AN EDUCATIONAL ORGANIZATION
5.1. FEATURES OF THE EDUCATION OF CHILDREN OF DIFFERENT AGES
Loved you for no particular reason:
Because you are a grandson,
Because you are a son,
Because you are a baby,
Because you’re growing up,
Because you look like mom and dad.
And this love until the end of your days
Will remain your secret support.
V. Berestov
The result of various types of education is the formation of a person’s
character. The origins of it and the basic qualities of personality must be sought in the
relationships that a child develops with the people around him, primarily with his
parents. This fact is explained by the fact that in the early years a child’s personality
is formed and developed as a result of observation and imitation of other adults who
are significant to him.
Psychological features of raising children of early and preschool age. In
early childhood (from 1 to 3 years), character traits, which are called communicative,
are actively formed and developed. It has been established that the first qualities and
character traits of a small child that appear in ontogenesis are extraversion and
introversion, which become the basis for the development of the child’s sociability or
unsociability.
Already at the age of 2 or 3, a child’s will is formed, which can be clearly
observed with the appearance of the phrase “by myself” in the lexicon. This suggests
that he is ready to make volitional efforts to achieve his goal.
From 3–4 years old the process of development of social needs begins. Its
initiation occurs at a time when children have an increased interest in communicating
and interacting with people, in particular with peers in joint games. By participating
with others in various types of joint activities, children begin to better understand
human relationships, realize their significance for themselves, as well as the value of
the position that a person occupies in the system of relationships. Accordingly, at this
time, an active process of development in children of social needs begins, such as the
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need for recognition, respect, status, prestige, achieving success, establishing and
maintaining good relationships with people, receiving and providing help to people,
etc. At the same time, the process of the formation of social skills necessary to meet
relevant needs, including the ability to correctly perceive and evaluate people, take on
certain social roles, etc.
In preschool age (from 3 to 6–7 years), business and strong-willed character
traits begin to form, which are clearly manifested in the game.
This age is the most sensitive to the manifestation of social emotions
(sympathy, compassion, empathy, emotional responsiveness). Those “emotional
images”, motivational-semantic and motivational-emotional relationships that a child
experiences and acquires in childhood are an important prerequisite for his
sociocultural development.
Especially in preschool age, imitation is important as a method of education. In
the early years, the child repeats the verbal reactions and actions of adults. This is the
main way of social learning and the development of actions with objects in a child. In
preschool age, imitation is aimed at internal processing of experience received from
adults.
L. I. Bozovic, speaking about preschoolers, argued that the result of a child’s
upbringing and development is characterized by two criteria.
The first criterion: the child develops a hierarchy of motives — he is able to
overcome his own immediate impulses for the sake of something else. In such cases,
they say that the child is capable of indirect behavior. It is assumed that the motives
by which immediate impulses are overcome are socially significant. They are social
in origin and meaning, that is, they are brought up in man.
The second criterion: the child is able to consciously manage his own
behavior. This leadership is carried out on the basis of conscious motives, goals and
principles.
The second criterion differs from the first criterion in that it presupposes a
conscious subordination of motives. Simply, indirect behavior (the first criterion) may
be based on a spontaneously formed hierarchy of motives, and even “spontaneous
morality”: a child may not be aware of what exactly made him act in a certain way, but
nevertheless act quite morally. So, conscious mediation presupposes the presence of
self-awareness as a special instance of the individual [L. I. Bozhovich].
According to A. I. Savenkov, in preschool age, self-awareness begins to form —
one of the key directions of personality development [A. I. Savenkov. “Psychology of
Education”, 2016].
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Thus, in preschool age, the child begins to open up to the world of human
relations, ethical authorities appear, on the basis of which the child begins to make
his first moral choices. The formation of a preschooler’s self-awareness, his first
moral self-determinations and the foundations of his worldview depend on how
education is structured at this age (how oriented it will be to sociocultural
development and how much its organization will take into account the specifics of
this period of development).
Psychological features of raising children of primary school age. The
leading needs of a primary school student determine the motives for his behavior and,
as a consequence, the development of his personality. The main needs are:
- desire to be a schoolchild (desire to conform in appearance and behavior to
the role of a schoolchild);
- the desire to be successful in school (the need for recognition of his “school
ability” by the teacher, and then by classmates).
Primary school age is the most sensitive period for the development of will,
motivation, and social activity, which are clearly manifested in the leading activity —
learning.
The development of the will during this period is closely connected with
mental new formations, in particular with the main one — the arbitrariness of mental
processes and behavior, which manifests itself in the ability to control mental and
motor activity and behavior. Younger schoolchildren are more self-possessed and
persistent than preschoolers, but their effectiveness in overcoming obstacles and
difficulties still depends to a very large extent on external stimulation from adults. In
grades 1–2, schoolchildren perform volitional actions mainly at the direction of
adults, but already in grades 3–4 they acquire the ability to perform volitional acts in
accordance with their own motives. However, in this age period, schoolchildren show
volitional activity only in order to be good executors of the will of others, in order to
earn the favor of adults.
When a child enters school, a new stage in the formation of his motives and
needs, as well as other motivational formations, in particular interests, begins. This is
due to the active inclusion of children in educational activities and the expansion of
the sphere of communication. Due to this, the primary school student develops social
needs. The motives of children's social behavior are still unstable, can change,
continue to develop, and are often considered as situationally variable personality
traits. In different social situations, a child up to the age of 10 can demonstrate
various motives for social behavior, but this is not evidence that he has the ability to
clearly differentiate social situations and build his behavior in accordance with the
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