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a child a stable dynamic stereotype of correct, socially approved behavior in everyday
life and life, for example, washing hands before eating, keeping things clean and in
order, saying hello, thanking, etc. This has a beneficial effect on health, intellectual
and the physical capabilities of children and, as a consequence, the results of their
activities;
- special exercises are training exercises that have the goal of developing and
consolidating skills and abilities. In the learning process, all exercises are special, and
in upbringing it is training to follow basic rules of behavior associated with social
external culture.
The exercise method is often correlated with habituation — the organization of
systematic and regular performance of certain actions by the child in order to develop
good habits.
The example method is the most effective way to educate children in
preschool and primary school age. An example is a purposeful and systematic
influence on the consciousness and behavior of a child through a system of positive
role models.
The reason for the effectiveness of example lies in the child’s desire to imitate
an adult in everything. However, its psychological and pedagogical effects are not
limited to stimulating the activity of adaptation. It has long been known that words
teach, but examples lead. With all its possibilities and advantages, a word cannot
influence a person as much as a living example of a specific person in all the richness
of relationships.
A child from one to three years old reproduces the external actions and verbal
reactions of adults. At preschool age, he begins to imitate the actions of his elders,
while performing complex internal processing of the received samples. The younger
schoolchild begins to copy and borrow the personal qualities of an adult. The
teenager chooses peers as role models, that is, mutual imitation develops. And only in
adolescence do value orientations begin to play a major role in choosing an object to
emulate.
The example method is implemented through illustrations of the lives of
outstanding people, from the history of one’s state and people, from literature and art,
as well as through the personal example of parents or a teacher. A positive example
in the understanding of a teacher is such exemplary actions and deeds, human
qualities that correspond to the ideal. Children tend to identify themselves with a
popular personality, a cartoon or movie character, and imitate their actions and
behavior.
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But the example method should not be openly presented and imposed. In this
case, we may encounter a negative attitude on the part of the child — resistance,
when he will consider the urgent requirement to repeat the example as a belittlement
of his own independence.
The example has both a constant long-term effect and an immediate one, which
directs the child’s behavior in a specific life situation. With its help, children's
attention is focused on aesthetically attractive and moral models, their moral
consciousness is ensured by internal stability and confidence.
According to the method of influencing the consciousness of children,
examples can be systematized into two groups: examples of direct influence and
indirect influence.
The first group includes a personal example of influence, the example of
children, adults and parents. The second includes examples from the lives of famous
people, literary heroes, etc.
The following methods — competition, reward and punishment — can be
classified as a subgroup of stimulation methods.
Competition as a method is quite effective, since the desire for priority,
primacy, and self-affirmation is characteristic of all people, but especially children
and adolescents. Competition in an educational institution is akin to the best
examples of competition in sports. An important task of the teacher is to create an
atmosphere where it is unacceptable to turn competition into fierce rivalry or the
desire for championship at any cost.
The method of encouragement is externally active stimulation, encouraging a
child to engage in positive, creative, proactive activities, designed to encourage selfdevelopment and self-education. Encouragement arouses positive emotions, generates
a joyful mood and builds positive self-esteem.
This method is carried out through encouraging messages, gestures and facial
expressions of the teacher. All this causes a surge of energy in the child, a surge of
strength, confidence in his own abilities and, as a result, is accompanied by great
diligence and effectiveness. But the most important psychological effect of
encouragement is the emergence of a strong desire to behave in such a way and act in
such a way as to experience this state of mental comfort and joy as often as possible.
At the same time, encouragement cannot be used too often, so as not to depreciate it,
expecting a reward for the slightest success. The teacher must take special care to
prevent children from being divided into those who are neglected and those who are
praised.
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Encouragement can become the basis for positive motivation for learning and
the formation of socially positive forms of behavior if the teacher introduces the
solemnity of the reward ritual and its publicity into the educational process.
Punishment is a method of conflict deterrence, the conscious suspension of an
immoral act committed by a child that affects the interests of other people or the
team. It should not pursue the goal of causing moral or physical suffering to the
offender, but focuses attention on the experience of guilt. Punishment restores the
authority of moral norms, order and observance of the rules of behavior, and also
develops in the child self-inhibition, internal self-control, and awareness of the
impermissibility of such behavior.
Punishment generates a desire to change one’s behavior, to assert oneself, and
when planning future activities, the child may experience a feeling of anxiety and
reluctance to experience a complex of negative feelings again.
When using punishment, the teacher must be very attentive to the individual
characteristics of the child. You need to be able to predict his reaction to punishment
and choose adequate means of interaction with him, since this method is capable of
clearly revealing the characteristics of the child’s behavior and his character traits.
One should not punish for unintentional actions and without serious reasons,
only on suspicion (it is better to forgive ten guilty people than to punish one innocent
person).
If, nevertheless, punishment must occur, then one should act on the basis of the
principle of “do no harm,” therefore, when punishing, a teacher or parent should
move not from plus to minus, but from plus to zero, where zero is understood as an
even, neutral tone.
Punishment as a pedagogical mechanism consisting of the ability to point out
to a child his mistake, help him realize it, admit his guilt, direct him to actions that
would help correct the mistake, and in some cases convince him that without
mistakes in life it is impossible to learn anything.
Frequent use of punishment and anti-pedagogical means mentally suppresses
the child, takes away his self-confidence, gives rise to a feeling of inferiority, a
complex of active resistance to psychological influence and embitterment.
Coercion is the application of such measures to a child that encourage him to
fulfill his duties, even if he does not want to do this, to understand his guilt and
correct his behavior. Coercion is used correctly when it is based on persuasion and
other educational methods. Coercion should be used in moderation and wisely, not
abused or carried away by it.
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First of all, you need to convince, and then only force. Categorical
requirements made by a teacher or parent, in case of misunderstanding, must
certainly be explained and reasoned. The teacher or parent is obliged to monitor their
implementation and take action against those children who evade this. Lack of
performance and impunity give rise to irresponsibility.
The method of coercion in education has such forms as categorical demands,
prohibitions, and condemnations. It can be used when all other methods and means
have failed. He does not tolerate haste and requires a strictly individual approach.
The above methods can be grouped according to the type of directive and
humanistic orientation. Directive methods of education have an external influence,
and they include:
- requirement;
- suggestion;
- training and exercise;
- punishment and reward;
- directions, instructions and lectures.
Humanistic methods of education that address the emotional sphere of the
individual include:
- conviction;
- personal example;
- training;
- encouragement to reflect;
- moral co-creation;
- emotional situation (listening to music, enjoying beauty);
- freedom of choice;
- changing the meaning of the activity (game, competition, etc.);
- modeling of the educational situation;
- the situation of creating good;
- creating a situation of success.
The educational methods discussed do not exhaust their diversity; there are
many other ways of influencing a person, but the classifications of techniques given
and analyzed here help to understand the general characteristics of their system.
Let us dwell on the basic principles of personality education.
Principles of education are the fundamental ideas or value foundations of
education. They are subject to a number of requirements: mandatory, comprehensive,
equivalence. They determine the basic requirements for the content, organization and
methods of the educational process.
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The principles of education include:
1) social orientation of education;
2) the connection between education and life and work;
3) reliance on the positive in the student;
4) humanization of education;
5) personal approach to education;
6) unity of educational influences.
1. The principle of social orientation of education presupposes a focus on
supporting and strengthening the state system, government bodies, social institutions,
and the education of social and civic qualities on the basis of the generally accepted
constitution, ideology, and laws in the state.
This principle dictates the subordination of all teacher activities to the tasks of
educating the future generation in accordance with the state strategy and aims the
activities of educators at the formation of a socially necessary type of personality.
Today, the principle of social orientation is reflected in the strategy for the
development of education in the Russian Federation, educational standards and the
concept of spiritual and moral education of Russian schoolchildren. They declare the
adoption of a modern educational ideal as a national priority. Its core was civic
competence and instilling responsibility for the present and future of Russia. As a
person in the service of the state, the teacher fulfills the state order in the field of
education.
2. The principle of the connection between education and life and work
assumes that the formation of a person’s personality is directly dependent on his
initiative, personal participation in labor and social relations. Work instills positive
qualities in a child, thereby increasing the level of his socialization.
Implementing this principle, teachers actively operate in two main directions:
they widely and quickly introduce students to the working and social life of people
and the changes taking place in it; involve students in real life relationships and
various types of socially useful activities.
3. The principle of relying on the positive in a pupil involves the formation
of a positive “I” concept in the child. This requires seeing each child as a unique
personality, understanding and respecting it; create a situation of success and an
atmosphere of goodwill for students; provide opportunities to realize oneself in
activities.
The main idea is psychological and pedagogical support for the student’s
personality in any life situations, as well as the creation of conditions in which the
child will develop and demonstrate his abilities.
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By implementing this principle, teachers try to find, even in an insufficiently
educated child, those positive aspects of personality that can become the basis in the
future for achieving sustainable success in the formation of all other qualities
determined by the goal of education.
4. The principle of humanization of education means the social conditioning
of education to the realities of modern society, in which man is the main value.
Humanistic education is education where the choice of pedagogical goals and means
is determined primarily by the value of the human personality. The autonomy of a
person’s inner world is recognized and his right to free manifestation of the
individual “I” is affirmed.
Work with children should be built on a humane basis, combining respect,
sensitivity, attention, and the teacher’s kindness towards children with reasonable
demands on them. Humanistic education in terms of goals is the child’s orientation
towards humanistic values, and in terms of means is an orientation towards the child
as a value. The implementation of the principle of humanization of education
successfully influences the development of self-regulation and reflection in the pupil,
the formation of his relationships to himself and with himself, to the world and with
the world, with the development of self-esteem, tolerance, and responsibility.
5. The principle of a personal approach in education assumes that the
development of a person as an individual must necessarily include the development
of intelligence, the emotional sphere, self-confidence, a positive attitude towards the
world and acceptance of others, independence, and self-improvement. The essence of
the personal approach is to move not from the subject to the child, but from the
opportunities that he has.
The personal approach implies knowledge of the child’s individual traits;
taking into account the specific conditions that influenced the appearance of any
personality trait; knowledge of the motives of the pupil’s actions; sensitivity and tact
towards children; the ability to foresee the consequences of pedagogical influence.
To do this, it is necessary to abandon the focus on the average student. The
teacher is required to search for the best qualities of the child’s personality, to know
his interests, character traits, peculiarities of the thinking process, to take into account
personality characteristics in the educational process, to create individual personality
development programs.
The implementation of the personal approach is carried out through the
organization of personal interaction of all subjects of education, in which the ideal
and goal is interaction at the “person — personality” level.
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6. The principle of the unity of educational influences assumes that the
upbringing of children occurs through their mastery of the basic elements of social
experience, in the process and as a result of their inclusion by the older generation in
social relations, communication systems and activities. The process of successful
education should not look like a direct influence on the student, but as a unified social
interaction of various subjects: family, school and other social institutions.
The principles on which the educational process is based do not exist
separately, but form a complementary system.
Test questions and assignments
1. List the main methods of education. Expand one of the methods in more
detail.
2. What methods of education are most consistent with the psychological
characteristics of preschool children (primary school age)?
3. Which methods of education can be classified as directive and which ones as
humanistic?
4. List the principles of education and expand one of them in more detail.
5. What is humanistic education?
6. Explain the proverb: “If you sow an action, you will reap a habit; if you sow
a habit, you will reap a character; if you sow a character, you will reap a destiny.”
7. What statements of great thinkers do you agree or disagree with? Choose
one of them and write a short essay (reflection) on this topic (volume — 1 page).
- “Do not make a child an idol: when he grows up, he will demand sacrifices”
(Pierre Boiste);
- “Don’t try to turn education into a series of pleasures. Only effort will give
the necessary strength to the mind” (Andre Maurois);
- “The entire object of true education is to make people not merely do the right
things, but enjoy the right things — not merely industrious, but to love industry”
(John Ruskin);
- “If nature overshadows education in a person, the result will be a savage, and
if education overshadows nature, the result will be a scholar of the scriptures. Only
one in whom nature and education are in balance can be considered a worthy
husband” (Confucius);
- “The child is a rational being. He knows full well what his needs, difficulties,
and obstacles in life are” (Janusz Korczak);
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- “Your children will always live in abundance when they receive from you a
good upbringing that can regulate their morals and behavior. Therefore, do not try to
make them rich, but take care to raise them to be pious masters of their passions, rich
in virtues” (John Chrysostom);
- “Why in technical universities we study the resistance of metals, but in
pedagogical universities we do not study the resistance of the individual when they
begin to educate her” (A. S. Makarenko);
- “It is impossible to teach a person to be happy, but it is possible to educate
him so that he is happy” (A. S. Makarenko).
Recommended literature
1. Косенко, Т. С. Проблемы воспитания в современной философии
образования : монография / Т. С. Косенко, Н. В. Наливайко. — Новосибирск :
Изд-во НГПУ, 2014. — 252 с.
2. Российская педагогическая энциклопедия : в 2 томах. Т. 1 / гл. ред.
В. В. Давыдов. — Москва : Большая российская энциклопедия, 1993. — 608 с.
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CHAPTER 3. DIAGNOSTICS OF PERSONALITY EDUCATION
3.1. THEORETICAL BASIS OF DIAGNOSTICS OF PERSONALITY EDUCATION
It is a very common phenomenon in our country that in the same class
a teacher of one subject pulls in one direction, a teacher of another —
in another, a third — in a third, and they all do not agree
on the very original educational principles, if they consider it necessary
to think about them ; and the boss looks only at the external order,
under the cover of which the most motley educational disorder flourishes.
K. D. Ushinsky
Diagnosis of personality upbringing is an indicator of the level of socialization
of the child as a whole. Education cannot be considered as an isolated process,
organized, occurring and ending within the walls of an educational institution.
Educational work is a set of the following actions and stages:
1) study of children and children's groups: obtaining demographic, medical,
psychological and pedagogical data;
2) formulation of educational tasks common to the team and individual groups
or children;
3) planning educational work;
4) organization, conduct and adjustment of activities in accordance with the
objectives and plan;
5) analysis and assessment of the results of education, which is expressed in the
level of education of the child [A. M. Sidorkin].
As we see, diagnostics, being an integral part of the educational process, is
carried out at its different stages and performs diverse functions.
Thus, at the initial stage of organizing the educational process, pedagogical
diagnostics precedes the formulation of specific tasks in raising children, thereby
performing a prognostic function, which means foreseeing, predicting, and designing
changes in the development of individual children and groups of children in the
future. In addition, at this stage, the results of pedagogical diagnostics make it
possible to select optimal forms and methods of educational work, determine the
types of educational interactions and methods of their implementation.
Directly in the process of education, the educational function of diagnostics is
realized, since most diagnostic methods provide ample opportunities for organizing
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pedagogical interactions, and among them there are many that are aimed at selfknowledge and self-change of the child.
Finally, at the final stage of any cycle of the educational process, the control
and correction function of diagnostics comes to the fore, allowing for feedback and
making the necessary changes in the organization of the educational process, in the
activities of the teacher and children. The implementation of the diagnostic function
of pedagogical activity should be considered as a continuous diagnostic process,
organically included in the educational process.
Thus, psychological and pedagogical diagnostics of education performs several
functions:
1) prognostic;
2) educational;
3) control and adjustment.
The subject of psychological study of the results of upbringing is the internal
qualities of a person, as well as the external characteristics of a person, his behavior.
There are no specific and obvious answers to the question of determining the
criteria and indicators of educational levels. The approaches of researchers are
different both in determining the substantive features of these concepts and in
determining the criteria and indicators that characterize their essence.
The criteria can be defined as scientifically based samples by which the
degree of achievement in the development, formation, education, and training of
children is determined. The criterion denotes changes in the essence of the subject
and reveals the limit, the completeness of the manifestation of its content in a certain
expression. A criterion is a necessary assessment tool, but it cannot itself be an
assessment. Indicators characterize the level of development of an individual, his
upbringing, training, which can be actually observed and which establish a measure
of the implementation in practice of the habits and rules of behavior developed in
children, that is, the indicator is accessible to perception, this is something that
demonstrates the presence of something.
Psychological diagnostics is the study of the psychological and
psychophysiological characteristics of a person, the qualities and properties of his
personality. Its result is a psychological diagnosis, which clarifies and characterizes
the essence of individual and psychological characteristics of a person. Next, work is
expected to assess the state of the problem, determine a further prognosis for personal
development and develop recommendations.
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