Modern pedagogical theories of upbringing and development of preschool children. Modern pedagogical theories Transformation of the teachings of Comenius
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Similar documents
Basic concepts of pedagogy, basic categories of didactics. Goals and objectives of teaching, logic and structure of teaching. The relationship between training, methods of education and upbringing. Four levels of training V.P. Fingerless. Logical-didactic structure of psychology.
presentation, added 02/16/2015
The concept of methods and means of education. System of general methods of education. Classification of education methods. The choice of pedagogical methods of education. Methods of organizing activities. The relevance of education taking into account pedagogy and modern society.
test, added 12/14/2007
The essence of teaching and upbringing as the main object of study of pedagogy. Forms of teaching and upbringing as a subject of study of pedagogy. Education as a real holistic pedagogical process. Education and training as methods of the pedagogical process.
test, added 02/22/2012
The goal of humane pedagogy, the means of authoritarian education. Postulates of humane pedagogical thinking. Authoritarianism of modern pedagogy. Assumption as a way to create and develop new ideas. Principles of training according to Zankov. The problem of education of thought.
abstract, added 06/19/2012
The essence of the learning process. Goals, functions and specifics of training. The structure of the learning process, characteristics of structural components. Teaching methods, their classification. Forms of organization of training.
course work, added 11/05/2005
Didictics as a branch of pedagogy that studies the scientific foundations of teaching and education. A comprehensive system of principles of modern didactics. Development of teaching methods and methods, problems of their classification. Forms of organization of modern school education.
abstract, added 10/20/2009
History of the development and establishment of teaching methods. The concept and essence of the learning process, its tasks. Features of traditional learning. Basic ideas about learning in terms of a programmed approach. Principles of education and their characteristics.
Until the 1950s, education in Soviet pedagogy was considered as a set of knowledge, skills and abilities necessary for practical activities, and in the 1960s - already as a process and the result of this activity. The same meaningful interpretation of this concept is reflected in the Law of the Russian Federation “On Education”. Education is defined as a purposeful process of training and education in the interests of the individual, society, and the state, accompanied by a statement of the student’s achievement of a level (educational qualification) determined by the state, which is certified by relevant documents.
Education as a process of movement towards a given learning goal is characterized by subject-object actions of teachers and students. Education can be considered as the result of the state, public and personal acquisition of all values that arose in the process of educational activity and which are significant for the economic, moral, intellectual state of all consumers of educational products.
The result of education is multistructural and includes such concepts as literacy, education, professional competence, and mentality.
The classification of the principles of traditional education involves their division into three groups: general principles - humanization, scientificity, systematicity, development; principles related to the content of training - compliance of the goals and content of training with state educational standards, historicism, integrity, completeness; didactic principles - compliance of the didactic process with the laws of teaching; the leading role of theoretical knowledge; unity of educational, educational and developmental functions of training; stimulation and motivation of students’ positive attitude towards learning; problematic; combining collective educational work with an individual approach to learning; combination of abstract thinking with clarity in teaching; consciousness, activity and independence of students with the leadership role of the teacher; systematic and pos
research in teaching; availability; strength of mastery of learning content.
An analysis of the processes in the open education system shows that the above well-structured and well-founded principles are not enough. This is due to a significant change in fundamental ideas about man and his development under different education systems (Table 1.1).
Domestic and foreign experience in implementing open education and research conducted to study the activities of educational institutions of distance learning allowed us to formulate specific principles inherent in the didactic (pedagogical) system of open education, expanding their standard set characteristic of traditional education: the student-oriented nature of educational programs (marketing approach , taking into account the educational needs of students); practical orientation of the content and methods of joint activities (systematicity and integrity of the content of education and types of activities); activity and independence of students as the main subjects of education;
Table 1.1
| The paradigm of traditional classical education | Open Education Paradigm |
| The main goal of education is to prepare the younger generation for life and work Man is a simple system Knowledge - from the past (“school of memory”) The learning process is the transfer to the learner of known samples of knowledge, skills and abilities The learner is the object of pedagogical influence Monological subject-object relations between teacher and student “Response”, reproductive activity of the student | The main goal of education is to provide conditions for self-determination and self-realization of the individual Man is a complex system Knowledge - for the future (“school of thinking”) The learning process is the creation by students of an image of the world in themselves through their own active activities in society The student is a subject of cognitive activity Dialogical subject-subject relations between teacher and student Active creative activity of the student |
The problematic nature of the content and the dialogical nature of interaction in the educational process; reflexivity (students’ awareness of the content and methods of activity, and most importantly, of their own personal changes); variability (diversity) of educational programs - the content of education should reflect many points of view on the problem, many facets of its solution; principle of supportive motivation; modular-block principle of organizing the content of educational programs and student activities.
By now, the contours of the open education system, considered as a rational and organic combination of all known forms of education, are becoming increasingly clear. The educational and methodological base, educational and information technologies of any higher educational institution are such that they do not depend at all on whether it is a full-time form of education, correspondence or distance learning, etc. .
If knowledge, all educational material, all its didactic components are designed and are in a formalized form (in computers), then, in principle, it does not matter where this knowledge is presented: either to one classroom, or to a computer for a person located outside the city , countries, to a mega-audience, etc. These circumstances influence the conduct of educational work in a completely new way. The influence of information and telecommunication technologies can no longer be considered only in one coordinate - in its use in the educational process. The educational process itself, its content and organization are fundamentally changing.
An integral part of the open education system are pedagogical technologies of distance learning (DL), which have gone through several stages of formation and development.
The first stage is DL, within which training is organized according to the scheme: “teacher - one or more students.” The types of means of communication between the teacher and students are limited: regular mail, telephone, computers. At this stage, there is no consistency and completeness in the use of distance learning tools.
The second stage is DL, in which training is organized according to the scheme: “teacher - many students.” At this stage, types of communication began to increase and become more complex, including video and audio cassettes, computer programs, video lectures, etc. in their arsenal.
The third stage is DO through the World Wide Web. Learning via the Internet has become a serious alternative to traditional forms of education.
Recently, the formation of the fourth (integrating) stage of development of additional education has been taking place, based on a comprehensive virtual training technology of education using all known forms of distance learning.
With the maximum use of information technologies in the open distance education system, additional principles appear: activities - the content of educational materials and the organization of the educational process should be built around the main types of activities of the student; creating a supportive, friendly environment; the optimal combination of “soft” and “hard” forms of managing the student’s cognitive activity; person-mediated interaction; openness of the communication space; interactivity - reflects the characteristics of contacts between students and teachers, as well as between students; individualization - assessment of starting knowledge, input and current control is carried out; identification - control of learning independence is carried out; regulatory™ training - strict control and planning of the educational process is ensured; pedagogical feasibility of using new information technologies; ensuring openness and flexibility of learning.
The implementation of these principles leads to high-quality
changes in all elements of the pedagogical system of open education, which are as follows. The basis of the content of education is not the logic of scientific knowledge, but professional tasks. For this reason, open education allows for a transition from the subject principle of constructing the content of education to the creation of integrated training courses that reflect a holistic picture of professional activity. The nature of knowledge itself is changing. The main criterion when selecting the content of education is “knowledge for action.”
In the open education system, knowledge begins to act not only as an ontology, but also as a means for solving specific professional problems. However, this does not mean that fundamental knowledge disappears in open education. Naturally, it remains, but begins to be built according to other laws: knowledge is not for future use, but for real needs and problems that arise in practical activity. Universal (methodologists
technical) knowledge that allows one to evaluate and predict the future. The requirements for methods and forms of organizing education, and therefore for the level of training of teachers and their role in the educational process, are changing. Active individual and group (joint, collective) forms of work with educational material become facilitators. The type of activity and the nature of the relationship between the teacher and students are changing. The student becomes a full-fledged subject of activity in solving both educational and professional tasks and the actual professional tasks, while receiving the necessary help from the teacher.
(Quoted from: Kraevsky V.V. Methodology of pedagogy: A manual for teacher-researchers. - Cheboksary: Chuvash University Publishing House, 2001. - 244s).
Functions of pedagogy
Pedagogical science performs the same functions as any other scientific discipline: description, explanation, prediction of the phenomena of reality that it studies. , as well as their transformation.
General theoretical function of pedagogical science consists of a theoretical analysis of the laws of the pedagogical process. Science describes pedagogical facts, phenomena, processes, explains by what laws, under what conditions, why they occur, and draws conclusions.
Prognostic function of pedagogy consists in a reasonable prediction of the development of pedagogical reality (what, for example, the school of the future will be like, how the student population will change, etc.). Based on a scientifically based forecast, more confident planning becomes possible. In the field of education, the significance of scientific forecasts is extremely great, because by its nature, education is directed to the future.
Practical (conversion, applied) function pedagogy is that, on the basis of fundamental knowledge, pedagogical practice is improved, new methods, means, forms, systems of teaching and upbringing are developed. Management of educational structures.
System of pedagogical sciences(Quoted from: Pedagogy: Textbook / L. P. Krivshenko, M. E. Weindorf-Sy-P24 soeva, etc.; Edited by L. P. Krivshenko. - M.: TK Welby, Prospekt Publishing House, 2004. - 432 pp.).
I. General pedagogy - This is a basic scientific discipline that studies the general laws of human upbringing and training, developing the foundations of the educational process in educational institutions of all types and types.
General pedagogy contains four large sections. In recent decades, the volume of material in these sections has increased so much that they began to be distinguished as separate independent scientific disciplines:
1. General fundamentals of pedagogy
2. Theory of learning (didactics)
3. Education theory
4. Management of educational systems
II. Age-related pedagogy is a special group of pedagogical sciences that studies the specifics of educational activities within certain age groups.
It is customary to include in age-related pedagogy:
1. Pre-school (nursery) pedagogy
2. Preschool pedagogy
3. School pedagogy
4. Adult pedagogy and andragogy
5. Pedagogy of vocational and technical education
6. Pedagogy of secondary special institutions
7. Pedagogy of higher educational institutions
III. Special pedagogy (correctional pedagogy, defectology) is a science that studies the patterns of education and training of people with physical and mental disabilities. Defectology includes the following scientific disciplines:
1. Pedagogy of the deaf is a science that studies the patterns of teaching and upbringing of hearing-impaired and deaf children.
2. Typhlopedagogy is a science that studies the patterns of teaching and raising blind and visually impaired children.
3. Oligophrenopedagogy is a science that studies the patterns of training and education of mentally retarded children.
4. Speech therapy is a science that studies speech development disorders, as well as ways to overcome and prevent them.
IV. Particular (subject) methods are a special group of pedagogical sciences that explore the patterns of teaching and learning specific academic disciplines in all types of educational institutions.
V. History of pedagogy is a science that studies the emergence and development of teaching and educational practice, pedagogical theories, general and particular methodological concepts in various historical eras and periods. Knowledge of the history of pedagogy is necessary in order to better understand the issues currently being addressed.
The following branches of pedagogy have been brought to life and have recently taken shape by social needs:
1. Comparative pedagogy is a science that deals with analysis and comparison of education in different countries.
2. Industry pedagogy:
1. Military,
2. Sports,
3. Production,
4. Engineering,
5. Theater,
6. Museum, etc.
3. Ethnopedagogy is a science that studies the characteristics of the educational process in various ethnic groups.
4. Family pedagogy.
5. Philosophy of education.
6. Social pedagogy, etc.
The modern pedagogical process is based on theories that have been formed and evolved over many centuries. Almost any modern theory of education, training and personal development “grows” from psychological and pedagogical ideas and concepts of the past. (Quoted from: Sidorov S.V. Basic theories of the pedagogical process [Electronic resource: http://si-sv.com/publ/20-1-0-225]).
The first attempts to scientifically comprehend the pedagogical process were in the Ancient world. Thus, the views on education of Plato, Aristotle, Socrates, Democritus and other ancient Greek philosophers are widely known. Their ideas about the education of virtues are still relevant today.
As the human sciences developed, pedagogical theory also developed, the various directions of which were distinguished by significant diversity. So, based on the ideas of J.-J. Rousseau formed a theory free upbringing, the main ideas of which are the non-violent formation of the child’s personality, the development of his natural inclinations.
Completely different values are the basis authoritarian education which aims to develop obedience in a child, with the main means of education being threat, supervision, prohibition and punishment.
In the 20th century In different countries, pedagogical systems are actively being developed, at the center of which is the educational influence of the group on the individual(J. Dewey, L. Kohlberg, R. Steiner, etc.). In domestic pedagogy of the 1930-1980s. The theory has become very popular personal development in a team(A.S. Makarenko, S.T. Shatsky, I.P. Ivanov, V.M. Korotov, etc.).
Modern basic theories of the pedagogical process
As a rule, they represent a synthesis of not only pedagogical, but also philosophical, psychological, and natural science theories. Among the most well-known theories of education and personality development are pragmatism, neopositivism, neo-Thomism, and behaviorism. A common feature of these theories is their humanistic orientation, focus on educating a free, self-developing personality.
Pragmatic theory
It is based on the philosophy of pragmatism (second half of the 19th century - beginning of the 20th century), which recognizes practical benefit as the main value. In pedagogy, the ideas of pragmatic philosophy were most successfully implemented by J. Dewey (USA), who created an original educational system. Basic provisions of the pragmatic theory of the pedagogical process:
Education as an adaptation to life, the connection between teaching and upbringing, school and life;
Reliance in the educational process on children’s own activity, encouragement and development of their independence;
Practical orientation and usefulness of activities performed by children in the pedagogical process;
The main drawback of this theory was the neglect of systematic knowledge, which in the 1960s. led to a crisis in the American school system.
Neopragmatic theory
In the 1970s, pedagogical pragmatism was transformed into the theory of education and personality development, the essence of which boils down to the self-affirmation of the individual and strengthens the individualistic orientation of the pedagogical process. The ideas of such outstanding figures of neo-pragmatism as A. Maslow, K. Rogers, A. Combs and others formed the theoretical basis of modern humanistic pedagogy. However, in neo-pragmatism, according to I.P. Podlasy, there is a serious drawback: the complete absence of restrictions in personal development in practice often results in the individual’s inability to reckon with other people.
Neopositivism
“New positivism” or new humanism is a philosophical and pedagogical direction that tries to comprehend the phenomena caused by the scientific and technological revolution. This direction was formed on the basis of the ethical ideas of Plato, Aristotle, and Kant. The main provisions of the pedagogy of neopositivism (J. Wilson, L. Kohlberg, etc.):
Refusal of established ideologies in education, formation of rational thinking in the child;
Humanization of the education system, establishment of subject-subject relationships between teacher and student;
Creating conditions for the free development of personality, refusing to manipulate the child’s behavior.
Existentialism.
Existentialism recognizes personality as the highest value of the world and proclaims the uniqueness of each person. A person is in a hostile social environment that seeks to make all people the same, so he is forced to resist it in order to preserve his uniqueness.
The existentialist direction in pedagogy is represented by many schools and is distinguished by a wide variety of approaches. A common feature of existential concepts of education is distrust in the possibilities of pedagogical management of the development of a child’s personality (G. Marcel, W. Barrett, J. Kneller, etc.).
The role of the teacher, according to representatives of existential pedagogy, is, first of all, to create conditions for the child in which he could develop freely.
Neo-Thomism
Religious and philosophical doctrine, named after the Catholic theologian and thinker Thomas (Thomas) Aquinas (XIII century). The main position of neo-Thomism is the dual nature of man as the unity of his “material and spiritual essences.” The pedagogy of neo-Thomism (J. Maritain, W. McGucken, M. Casotti, etc.) affirms Christian and universal values in education (cultivating kindness, humanism, honesty, love for one’s neighbor, etc.). Neo-Thomism is not widespread in Russia, but this theory is very popular in countries where a significant part of schools is traditionally supervised by the Roman Catholic Church (for example, in Latin American countries).
Behaviorism
According to this theory, the purposeful formation and development of personality should be based on the latest achievements of the human sciences. Classical behaviorism (J. Watson) enriched pedagogical science with the concept of the dependence of the reaction (behavior) on the stimulus (“stimulus - reaction”).
Behaviorism makes an important contribution to the rational organization of the pedagogical process, to the development of modern methods and technologies (one of the promising applied developments of behaviorists is programmed training).
Behaviorists highlight the formation of a scientific worldview, rational thinking, organization, discipline, and enterprise as important tasks in the education of modern man.
The historical development of the teaching profession has led to differentiation, and sometimes to opposition, of the main pedagogical processes: teaching and upbringing. However, the idea that “the teacher teaches and the educator educates” is erroneous. In the pedagogical process, the formation and development of personality occurs, which is a holistic entity. The integrity of the student’s personality objectively requires the integrity of the processes influencing it.
Holistic pedagogical process- this is the highest level of development of the pedagogical process, which is characterized by the unity and harmonious interaction of all its components.
knowledge - theoretical information containing in a generalized and systematized form the experience accumulated by humanity (including knowledge about methods of action);
skills and abilities that represent experience in applying knowledge in actions using ready-made algorithms;
experience of creative activity - experience of acting in new situations when the algorithm is not known in advance;
experience of emotional-value and volitional attitude towards the world around us.
In the interrelation of these elements, the unity of the main functions of the pedagogical process is realized: educational, developmental and educational.
The variety of approaches to the essence, content and organization of the pedagogical process, created over centuries of development of pedagogical thought, is reflected in modern basic theories of the pedagogical process.
The learning process is based on psychological and pedagogical concepts, which are often also called didactic systems.
The didactic system is a set of elements that form a single integral structure and serve to achieve learning goals. Three didactic concepts can be distinguished: traditional, pedocentric and the modern system of didactics.
In the traditional education system the dominant role is played by teaching and the activities of the teacher. It consists of the didactic concepts of such teachers as J. Komensky, I. Pestalozzi.
The teaching structure traditionally consists of four stages: presentation, understanding, generalization, application. The logic of the learning process consists of moving from the presentation of material through explanation to understanding, generalization, and application of knowledge.
By the beginning of the 20th century, this system was criticized for its authoritarianism, bookishness, isolation from the needs and interests of the child and from life, for the fact that such a teaching system only transfers ready-made knowledge to the child, but does not contribute to the development of thinking, activity, creativity, and suppresses the independence of the student. Therefore, at the beginning of the 20th century, new approaches were born.
IN pedocentric concept The main role is given to the child’s activities. This approach is based on the system of the American educator D. Dewey and the labor school of G. Kershenstein.
The concept is called “pedocentric” because Dewey proposed building the learning process based on the needs, interests and abilities of the child, trying to develop the mental abilities and various skills of children, teaching them in a “school of work, life”, when learning is independent, natural, spontaneous in nature, and students gain knowledge in the course of their spontaneous activity, i.e. “learning by doing.”
Modern didactic system assumes that both sides - teaching and learning - constitute the learning process. The modern didactic concept is created by such areas as programmed, problem-based learning, developmental learning (P. Galperin, L. Zankov, V. Davydov), pedagogical technology, and cooperation pedagogy.
Three groups of principles of education:
A group of principles that defines the requirements for the goals and content of education (the principle of the humanistic orientation of education on the development of the individual; the focus of education on the development of culture, values of society, norms of behavior; the connection of education with life and work) - value-substantive principles;
A group of principles that defines the requirements for methods of education (the principle of education in activity; education based on the activity of the individual; education in a team and through a team; a combination of pedagogical leadership with the initiative and initiative of the students; respect for the students in combination with demands on them; education with support on the positive qualities of a person) – pedagogical principles;
A group of principles that define some social and psychological conditions that ensure the process of education (the principle of taking into account age and individual characteristics; the unity of the requirements of kindergarten, school, and the public) - sociopsychological principles.
Methodological foundations of preschool pedagogy.
Pedagogical methodology is a system of knowledge about the starting points of pedagogical theory, about the principles of considering pedagogical phenomena and methods for their research, about ways to introduce acquired knowledge into the practice of upbringing, training and education.
The methodological foundations of preschool pedagogy reflect modern level of philosophy of education. _______________
|
| SYSTEMS APPROACH | A system is an ordered set of interconnected elements and relationships between them that create a single whole. The pedagogical system (PSE) is considered as a set of educational goals, subjects of the pedagogical process (educators, children, parents), educational content (system of knowledge, abilities, skills, experience of creative activity and experience of emotional-volitional relationship), methods and forms of organizing the pedagogical process, material base (funds). |
| ACTIVITY APPROACH | Determines the special place of leading activities that provide the opportunity to realize the various needs of the child, awareness of oneself as a subject (S. L. Rubinshtein, L. S. Vygotsky, A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.) . Play is of great importance in the development of a child as a leading activity, creative in nature, independent in organization and emotionally attractive for expressing oneself “here and now.” The Federal State Educational Standard for the general education program of preschool education lists children's activities: motor, communicative, productive, cognitive-research, labor, musical and artistic, reading fiction. |
| ACTIVITY-CREATIVE APPROACH | Unlocking the potential of each child, his ability to be active, creative, and proactive. |
| PERSONAL APPROACH | Development of the child’s requests, desires, interests, and inclinations. Preference is given to a humane, democratic (helping) style of education. The meaning of the pedagogical position is support: an adult helps only what is already available, but has not yet reached the proper level, i.e. development of child independence. |
| SYNERGIC APPROACH | Consideration of each participant in the educational process (pupils, teachers, parents) as subjects of a self-developing subsystem. Each subject has the potential for a transition from development to self-development and self-improvement. The child is capable of self-organization and constant |
feedback from the teacher (for example, during the lesson the teacher with the helpuhyu questions determines how much the previous material has been mastered, and subsequent explanationdepends on the results of assimilation).
Methodological approaches to preschool pedagogy determine the postureiciyu of the teacher, his attitude to the child’s personality, understanding of his own role in the upbringing and teaching of children.
From point of view humanistic concept a person is considered as a person, an individual, possessing freedom, responsibility, and the need for creative transformation of himself and the environment. These ideas are directly reflected in the field of preschool education. The child is considered as a subject, i.e. carrier of subject-practical activity and cognition.
Thus, education is not just the transfer from the previous generation to the subsequent generation of social experience of activities and relationships, but also formation of subjective properties, which allow each subsequent generation to enrich and build on this experience.
Modern pedagogical theories and concepts of education and development of a preschool child
Pedagogical theory is a system of knowledge that describes and explains a strictly defined range of pedagogical phenomena, the structural elements of which are ideas (starting points), concepts; laws and patterns, principles, rules, recommendations.
A pedagogical concept is a system of ideas, conclusions about the patterns and essence of the pedagogical process, the principles of its organization and methods of implementation.
The following concepts of childhood are identified as methodological guidelines in modern preschool pedagogy.
The concept of the Nature of childhood is considered in the context
D. B. Elkonin specific historical conditions that determine
development, patterns, originality and nature of changes in human childhood.
Childhood is considered as a socio-psychological phenomenon in human life, as a necessary condition for an individual to acquire human ways of satisfying organic, social, spiritual needs, and mastering human culture.
The role of an adult is to assist the child in mastering his native language, practical actions, and culture.
| Concept by D. I. Feldshtein | Childhood is a special phenomenon of the social world. Functionally, childhood is a necessary state in the system of social development, the state of the process of maturation of the younger generation, preparation for the reproduction of the future society. In essence, childhood is a process of constant physical growth, the accumulation of mental new formations, defining oneself in the world around us, one’s own self-organization in ever-expanding and increasingly complex contacts and interactions with adults and other children. Essentially, childhood is a special state of social development, when biological patterns associated with age-related changes in the child significantly manifest their effect, “submitting” to an increasing degree to the regulating and determining action of the social. |
| Concept by Sh. A. Amonashvili | Childhood is defined as boundlessness and uniqueness, as a special mission for oneself and for people. A child is endowed by nature with a unique individual combination of capabilities and abilities. An adult must help him grow up, create conditions of kindness and care, and then the child, becoming an adult, will bring joy to the people around him. “Man needs man, and people are born for each other. Life itself, seething according to its own laws, calls for the birth of the right person. So he is born with his mission.” |
| Concept by V. T. Kudryavtsev | Childhood determines the existence of a cultural whole and the fate of an individual. The value of childhood lies in the mutual determination of culture and childhood as a sphere of culture itself. There are two leading complementary tasks that the child solves - cultural acquisition and cultural creation. The same problems are solved by an adult who supports and enriches the child’s experience of interaction with culture. The result of their decision for the children and for the teacher will be a subculture of childhood. |
| The concept of childhood by V. V. Zenkovsky | The special role of play in childhood is emphasized. In play, the child is active, he fantasizes, imagines, creates, experiences, creating images that emerge in consciousness and which serve as a means of expressing the emotional sphere, and the game itself serves the purpose of the physical and mental expression of the child’s feelings. |
Pedagogical theories are divided into global and specific, generated by the demands of real educational reality.
2.1 Modern pedagogical theories of upbringing and development of a preschool child
Pedagogical theory is considered as a system of knowledge that describes and explains a strictly defined range of pedagogical phenomena. Its structural elements are ideas (basic assumptions), concepts; laws and patterns, principles, rules, recommendations. Pedagogical theories are divided into global and specific, generated by the demands of real educational reality. Global theories are divided into theories of education and theories of learning (B.I. Korotyaev, B.T. Likhachev, I.P. Podlasy, V.G. Pryanikova, Z.I. Ravkin, etc.). One of their central problems is consideration of the relationship between the training, upbringing and development of a preschool child. By the end of the 30s. XX century Three main theories have emerged on this issue.
The first theory considers the development of a child as a process independent of training and upbringing (A. Gesell, Z. Freud, J. Piaget, etc.). It corresponds to the didactic principle of accessibility, according to which children can be taught only what they can understand, for which their cognitive abilities have already matured. This theory does not recognize developmental learning. The main thing in it is spontaneity of development, independence from the adult and his role.
The second theory is based on the relationship between development and learning (T.S. Kostyuk, N. Menchinskaya, etc.). According to it, development is determined by certain internal factors and, at the same time, by training and education, the specific nature of which depends on the real level of human development. Development and learning are practically identical to each other.
According to the third theory, the development of a child is mediated by his training and upbringing (L.S. Vygotsky). An adult, relying on the zone of proximal development, runs a little ahead, outstripping the child’s development. It leads to child development, which brings to life a whole series of processes that would be generally impossible without education. Education is an internally necessary and universal moment in the process of development in a child, not of natural, but of cultural and historical characteristics. These ideas were concretized by the subject content in the works of A.N. Leontyeva, P.Ya. Galperina, D.B. Elkonina, A.V. Zaporozhets, L.A. Wenger et al.
On this basis, the position on the leading role of training in development was substantiated, but the psychological and pedagogical conditions of developmental training were identified (L.V. Zankov, D.B. Elkonin, V.V. Davydov).
The pedagogical theory of developmental education presupposes a maximum level, a fast pace of learning, continuous repetition of educational material in new conditions, instilling in children positive motivation for learning and cognition, and the humanization of relationships between teachers and children.
The pedagogical theory of developmental education is reflected in modern practice of preschool education (F.A. Sokhin, N.N. Poddyakov, O.M. Dyachenko, A.P. Usova, V.A. Petrovsky. Z.A. Mikhailova, V. T. Kudryavtsev and others).
The idea of developmental education is implemented in the programs “Origins”, “Development”, “Golden Key”, “Childhood”, “From Childhood to Adolescence”, “School 2100”.
The priority of activities at the preschool level, according to this theory, is the development of children’s imagination and creative abilities. To do this, teachers should use games, construction, reading fairy tales, independent writing, symbolic substitution, modeling, experimentation (A.A. Agaeva, O.M. Dyachenko, A.Z. Zak, Z.A. Mikhailova, N.N. Poddyakov, T.I. Erofeeva, etc.).
At the same time, we cannot ignore the age periods of child development. As noted by E.O. Smirnova, “in their desire to “keep up with the times” and “keep up with life,” teachers and parents often begin to speed up the pace of child development. Under the guise of modernizing the education of young children, rhetoric, natural science, physics, computerization, etc. are being introduced in kindergarten.”
Educational theories must take into account children's developmental pathways. Acceleration - artificial acceleration of development often takes the form of simplification, i.e. excessive simplification and impoverishment (A.V. Zaporozhets). The development of the child in this case is identified with the accumulation of knowledge, skills and abilities. An alternative to acceleration A.V. Zaporozhets considered amplification of child development, i.e. its enrichment through living out age to the fullest extent possible. Specific types of children's activities should become the true sources of development. It is in them that such basic personality qualities as creativity, initiative, competence, responsibility, self-confidence, trust and respect for others are formed.
The development of a child should be oriented towards the maximum realization of all his potential capabilities. Knowledge, abilities, skills are considered not as an end in themselves, but as a means of the full development of the child’s personality. In communication and activity, an adult takes a position of cooperation and partnership. The priorities should be the interests of the child and the prospects for his further development as a member of society. Thus, modern preschool education as a whole can be called developmental (V.T. Kudryavtsev), and preschool pedagogy - developmental pedagogy.
In the light of educational anthropology, education is understood as creating conditions for the development of children. The starting point in them becomes the personality of the child as a subject who needs the help and support of an adult.
Pedagogical theories provide a classification of education according to content. The traditional approach includes mental, moral, aesthetic, and labor education. The question is raised about the need to expand the content of education through sexual, legal, environmental, ethnocultural, etc.
Psychoanalytic theories consider the development of the need-motivational sphere and the formation of sex-role behavior (3. Freud, E. Fromm, E. Erikson, E. Bern, A. Adler, etc.). They raise the issue of gender education and psychosocial development (the child’s relationships with loved ones).
Attachment theory, in which a central place is occupied by the child’s first relationships with close adults (authors J. Bowlby, Maria Ainsworth). In American and European educational psychology, more and more studies are appearing that show and prove the decisive influence of the mutual attachment of the child and mother on various aspects of the child’s life: the success of adaptation to the social environment, attitude towards peers, etc.
Behaviorist theory considers the development of personality through learning its ways of behavior: a person learns throughout his life, he is what he has learned to be (author J. Watson). Learning through imitation is the main way of acquiring new forms of behavior (A. Bandura, R. Sire, B. Skinner, etc.). The weakness of this theory is the overestimation of human consciousness, his will and his own activity.
Humanistic theories assume personal growth, self-development, self-activation, self-realization (C. Rogers, A. Maslow, S. Buhler). This includes personality-oriented pedagogy, “education in the spirit of peace,” the pedagogy of S. Frenet, etc.
The activity approach, widely used in our country, involves the development of personality in and through activity (L.S. Vygotsky, D.B. Elkonin, A.N. Leontyev).
Thus, modern scientific research, enriching pedagogical theory, reveals a positive trend of bringing together different types of activities, means, forms on content that is interesting for children and concentration on it. Children master various sections of the program in parallel, which allows them to achieve the necessary educational effect and save time for organizing play and independent activities.
Information about the work “Modern educational programs in physical education in the activities of a children's educational institution”
Efforts to increase the level of mastery of the speech development program by children of all age groups. Chapter 3. Project of measures and testing of the introduction of new pedagogical technologies in MDOU No. 165 of Novokuznetsk 3.1 Features of managing a preschool educational institution at the stage of introducing pedagogical technologies (draft of measures) Algorithm of management actions at the stage...
Mastering motor skills, able to navigate the environment, actively overcome difficulties encountered, and showing a desire for creative searches. The theory of physical education of preschool children is continuously developing and enriched with new knowledge obtained as a result of research covering the diverse aspects of child upbringing. Research data...
The Law “On Education” can only pay for those educational services that are not provided for by the basic programs for a given institution, financed from the budget. 3. Analysis and problems of financing the activities of preschool educational institution No. 29 “Alyonushka” 3.1 Analysis of the implementation of the cost estimate for the maintenance of preschool educational institution No. 29 “Alyonushka” for 2005 ...
This will allow him to guide students in the optimal direction of work on understanding new material. In the course of studying the peculiarities of organizing independent work of students of a pedagogical college when mastering a course in the methods of physical education and development of children, the relevance of the problem was reflected, the goal, subject and object of the study were determined. The following were studied and analyzed: - ...
