At primary school age, an important change occurs in the life of a child: he masters the skills of orientation in his inner world. At school, he meets with such a clear and detailed system of moral requirements, the observance of which is constantly monitored. Primary schoolchildren are faced with the task of mastering a fairly wide set of norms and rules of conduct, the application of which will allow them to properly organize relationships with teachers, parents and peers. By the age of 7-8, children are already psychologically prepared for a clear understanding of the meaning of these norms and rules. The actual and organic assimilation of norms and rules of behavior by children presupposes, first of all, that the teacher has a well-developed system of techniques and means of monitoring their implementation. A clear formulation of these norms and rules, the obligatory encouragement of their diligence are important conditions for instilling discipline and organization in younger students. Being formed in a child at this age, such moral qualities become an internal and organic property of the individual.
In primary school, children develop motivational sphere of personality. Among the various social motives for learning, the main place is occupied by the motive of getting high marks. The internal motives that encourage the child to go to school, attend classes include:
1)cognitive motives- these are the motives that are associated with the content or structural characteristics of the educational activity itself (the desire to acquire knowledge, the desire to master the methods of self-acquisition of knowledge);
2)social motives- motives that are associated with factors influencing the motives of learning, but not related to educational activities (the desire to be a literate person, to be useful to society, the desire to get the approval of senior comrades, to achieve success, prestige, the desire to master ways of interacting with people around them, classmates) .
In conditions learning activities general character changes emotions children. Educational activity is associated with a system of strict requirements for joint actions, with conscious discipline, with voluntary attention and memory. All this affects the emotional world of the child.
In the course of educational activity, the formation self-esteem. Children, focusing on how their work is assessed by the teacher, consider themselves and their peers "excellent students" or "losers", good and average students, endowing the representatives of each group with a set of appropriate qualities.
8. The emotional sphere of the personality of a younger student.
Educational activity changes the content of the feelings of the younger student and, accordingly, determines the general trend of their development - an increasing awareness and restraint. The change in the emotional sphere is caused by the fact that with the advent of the child’s sorrows and joys to school, it is not the game and communication with children in the process of playing activity that determines not the fairy-tale character or the plot of the read fairy tale, but the process and result of his learning activity, the need that he satisfies her, and first of all - the teacher's assessment of his successes and failures, the mark he gave and the attitude of others associated with it.
Compared to a child preschool age the younger schoolchild shows a great differentiation in the direction of feelings. Moral, intellectual and aesthetic feelings develop. By the third grade, feelings of camaraderie, friendship, collectivism are intensively formed. They develop as a result of meeting the needs of children in communication, under the influence of life in a team of peers and the whole school, joint educational activities. At the beginning of training, all of the above factors influence mainly through the personality of the teacher, who is an authority for the first grader, later, under the influence of the teacher and joint educational activities, comradely and friendly contacts with peers appear (sympathy, joy, a sense of solidarity). These relationships between students contribute to the development of a sense of collectivism in them, which is manifested in the fact that each of them becomes indifferent to the assessment of classmates.
In younger students, they begin to develop intensively intellectual feelings. Active cognition in the process of learning activities is associated with overcoming difficulties, successes and failures, therefore, a whole range of feelings arises: surprise, doubt, the joy of learning and, in connection with them, intellectual feelings leading to success in learning activities, such as curiosity, a sense of the new. The emergence of intellectual feelings is associated with the need for new knowledge in accordance with cognitive interest.
aesthetic feelings elementary school student, as in a preschooler, develop in the process of perceiving literary works, and the most fertile material for their development is, first of all, poetry. In the studies of a number of domestic psychologists, it is emphasized that thanks to this type of literary work (rhythm, musicality, expressiveness), children develop an emotional attitude towards poetry.
Personal development of students in the learning process
as an indicator
the quality of education.
Personal development of students is a capacious concept.
The main indicators of personal development: emotional
value attitude of students to knowledge, knowledge;
formation of motivation to achieve success;
readiness of students for self-determination. In my opinion,
the development of these basic indicators in students gives
enough opportunities for objective characterization
their personal development. At the same time, one should not forget that
the most important educational outcomes arise
Then,
when any impact of teachers,
educators begin to coincide with their own efforts
child by education.
Technologies of student-centered learning
most focused on the disclosure of individual
characteristics of students and their development. "Any action
claims I.S. Yakimanskaya, - is recognized as a quality
only when there is a personal meaning behind it,
internal component, which provides external,
recognized quality of this action by others”.
The world is changing rapidly, the new development of society in
current market conditions poses its challenges to
education. Another must be a graduate. In the same time
there are plenty of facts that indicate a decrease
the quality of education. The problem of the quality of education
requires constant attention, analysis and adequate
solutions.
The work of the teacher on the problem of development
students in the learning process helps him to master
effective technologies for the development of the personality of students,
skills to design a lesson in which the student becomes
the subject of their education,
and the teacher is
student development manager. In conditions
differentiated learning identified its main
principles that contribute to the development of such personal
qualities, such as the level of learning, cognitive interest
students to the subject.
Differentiated learning does not solve all problems
improving the quality of education, if in the educational process
no emphasis is placed on providing personal
student development. To resolve the exit issue
In that
education in the plane of today's requirements for its
quality at the center of the educational process should be
student, contributing to his successful socialization.
In the classroom, students find themselves in a situation of choice,
involved in the process of independent search and discovery
new knowledge, conditions are created for them for self-assessment and
mutual evaluation of educational activities.
In work
teacher constantly uses comparative
diagnostics.
The most acceptable for the teacher in the process
lesson form of tracking development is
questioning.
Various ways of forming
students motivation to achieve success allow
move them from the level of negative and indifferent
attitude to teaching on a positive, responsible,
deliberate.
helps the teacher
professionally thought-out formulation of the purpose of the lesson,
choice of methods of work in the lesson, methods of diagnostics
achievements of students in the development of personal qualities.
Questions for the lesson are posed in such a way that they allow
to direct the activities of students to the application of their
ways to obtain the missing knowledge, to choose the most
rational way of doing things. Students with
the teacher draws up their own action plan, which
allows them to focus their efforts on the development of motivation
achieving success. In the process of pedagogical diagnostics
Students are asked to analyze themselves
following positions: ready to overcome the situation
difficulties; I try to avoid failure in the lesson; I believe, that
knowledge gained in the classroom will be useful in life; I
I try to choose tasks of increased difficulty, etc.
Diagnostics allows the teacher to trace
the dynamics of changes in the attitude of students to learning and
knowledge as a value. Students are motivated to succeed
(70%) prevails over failure avoidance (30%).
An analysis of the diagnostic results also shows that
the professional position of the teacher has changed:
transition from the position of a knowledge carrier, “giving” knowledge to
the position of the organizer of cognitive activity
student. The teacher creates conditions for updating and
development of the subjective position of the student in the educational
cognitive process; in his practice
the dominating technology becomes personal-
oriented learning that ensures the creation
conditions in the classroom for the manifestation of individual
student abilities and independence.
From year to year there is a positive trend
academic performance,
their
cognitive interest in the learning process.
To achieve such results, the solution of the following
tasks:
Build your work based on the knowledge of age and
students' knowledge,
quality
psychological features students.
Be able to establish constructive contact with
students: avoid in the process of communicating with students
negative, low assessments of their work and the level of their
development.
Do not compare students with each other, evaluate
only actions, not giving negative ratings
personal qualities.
Demonstrate in your professional
focusing on students, on joint
activities with students and cooperation.
See each student as a personality, respect, appreciate,
show interest in his personal
manifestations.
Constantly create a situation of success in the training
activities to encourage students.
Rely on basic personality-forming
the needs of each student: in the creative
activities, in recognition, security,
self-realization, respect.
Constantly demonstrate to students a cheerful
mood, activity, love of life and optimism, faith
into their success.
Predict the results of your pedagogical
impact.
Focus on positive interaction
with parents, other teachers and
psychologists, pursuing a common goal - the development
student's personality, and work collaboratively on its
achievement.
To implement a person-centered approach,
it is necessary to build a special educational process, and this
involves a special design of the educational
text,
methodical
recommendations for its use, types of educational dialogue,
didactic material,
peculiarities
forms of control over the student's personal development during
mastery of knowledge.
For example, when working with text that needs to be reported
in the lesson, I, in addition to the nature of the presentation, the purpose of learning,
I take into account the personal attitude of children to work with this
text. If the text contains help information
character, it is "impersonal" - it is assimilated by everyone as
mandatory. But there is information expressing the results
someone else's experience. I aim students at the development of not memory,
and independence of thought. "The man seems to
created to think: this is all his dignity, all his
his merit, his whole duty, is to think as
should,” wrote Blaise Pascal.
When developing didactic material, I take into account
psychological and pedagogical
students
the objective complexity of the subject content of tasks, and
different ways to solve them.
In the content of the tasks I introduce a description of their methods
executions that I specify directly:
in the form of rules,
prescriptions,
Algorithms of actions,
base notes,
or by organizing
self search:
decide different ways,
find a rational way,
compare and evaluate two approaches,
Choose the correct answer.
All used didactic techniques can be conditionally
divided into three types:
Techniques of the first type are included in the content of digestible
knowledge. Described in the form of rules, regulations.
The second type - methods of mental activity,
aimed at organizing the perception of educational
material, observation, memorization, image creation
Techniques of the third type are given by training, but are not connected
with the subject content of knowledge. These tricks
provide organization of training,
make it
independent, active, purposeful. To them
include goal-setting techniques,
planning,
reflection - this creates the basis for self-education,
self-organization of the student in learning.
conversation
The same educational material absorbed through
active inclusion of various sensory systems: not only
vision and hearing, but also through motor skills, tactile perception,
various semantic codes, reference notes, i.e.
mental operations used by students,
working with educational material.
In the process of implementing student-centered
approach to teaching, it is necessary to change the function and form
lesson organization. Now the lesson must obey not
communication and knowledge testing (although such lessons are needed), and
revealing the experience of students in relation to the stated
content.
I will give a fragment of a physics lesson when studying the topic
"Electromagnetic waves".
I organize a free
(heuristic)
stimulating students
speak out without fear of making mistakes about how they
meaningful definition of these terms.
I often ask students the following questions:
What do you know about it? Where were you watching?
What features can be identified?
Where in life can it be used?
I aim the guys at the fact that during such a conversation there is no
right and wrong answers, there are just different
positions, views, points of view, highlighting which, we begin
work from the point of view of the subject. I do not force, but
urge students to accept the content that
offered from the standpoint of scientific knowledge. Scientific
content is born as knowledge that I do not own
only I am a teacher, but also a student, we have
a kind of exchange of knowledge, the collective selection of its
content. Under these conditions, acquired knowledge is not
“impersonal”, but becomes personally significant. Apprentice at
This is the creator of this knowledge, a participant in its generation.
On lessons Special attention I devote to the development of thinking
and student speech. I offer tasks to complete
which it is necessary, first of all, to compose algorithms.
This activity requires mental effort,
discussions, group and pair forms of work, within
which you can organize constructive communication and
cooperation.
Bibliography:
1 Osmolovskaya I.M. How to organize differentiated learning/
THEM. Osmolovskaya, - M .: September, 2002. - 160 pp., - ISBN 5 88753
0553
2 Selevko G.K. Modern educational technologies: Educational
allowance / G.K. Selevko, - M .: Public education, 1998. - 296 p., -
ISBN 879531279
3 Simonova A. Technology of level level differentiation /
A. Simonova // Teacher -2000. No. 6 - p. 2023.
4 Stepanov E.N. Person-oriented approach in the work of a teacher:
development and use / edited by E.N. Stepanova - M.: TC Sphere,
2006.128 p.
5 http://tcophysics.narod.ru/
6 [email protected]
Primary school age is called the pinnacle of childhood. The child retains many childish qualities - frivolity, naivety, looking at an adult from the bottom up. But he is already beginning a childish immediacy in behavior, he has a different logic of thinking. Teaching for him is a significant 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.
Personal development
The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-7 to 9-10 years. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. [Friedman, 2001: 58]
Starting school leads to a fundamental change social situation child development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. During primary school age, a new type of relationship with the surrounding people begins to take shape. The unconditional authority of an adult is gradually 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 increases.
Lead in junior school age becomes a learning activity. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. Gradually, the motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position, he has nothing to achieve. In order to prevent this from happening, learning activities need to be given a new personally significant motivation. The leading role of educational activity in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, in the course of which his new achievements are improved and consolidated.
With the beginning of schooling, thinking moves to the center of the child's conscious activity. The development of verbal-logical, reasoning thinking, which occurs in the course of the assimilation of scientific knowledge, restructures all other cognitive processes: "memory at this age becomes thinking, and perception - thinking."
During the primary school age, significant changes occur in the development of attention, all its properties are intensively developed: the amount of attention increases especially sharply (by 2.1 times), its stability increases, switching and distribution skills develop. By the age of 9-10, children become able to retain attention for a sufficiently long time and carry out an arbitrarily set program of actions.
At school age, memory, like all others mental processes undergoes significant changes. Their essence is that the child's memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.
Primary school age is sensitive for the formation of higher forms random memorization Therefore, purposeful developmental work on mastering mnemonic activity is the most effective during this period. There are 13 mnemonic techniques, or ways of organizing the memorized material: grouping, highlighting strong points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemonic techniques, recoding, completing the construction of the memorized material, serial organization of the association, repetition.
The difficulty of identifying the main, essential is clearly manifested in one of the main types of educational activity of the student - in the retelling of the text. Psychologists who studied the features of oral retelling in younger students noticed that brief retelling is given to children much more difficult than detailed. Telling briefly means highlighting the main thing, separating it from the details, and this is precisely what children do not know how to do.
The noted features of the mental activity of children are the reasons for the failure of a certain part of the students. The inability to overcome the difficulties in learning that arises in this case sometimes leads to the rejection of active mental work. Students begin to use various inadequate techniques and ways of performing educational tasks, which psychologists call "workarounds", including rote memorization of material without understanding it. Children reproduce the text almost by heart, verbatim, but at the same time they cannot answer questions on the text. Another workaround is to run the new job in the same way that some job was run before. In addition, students with deficiencies in the thought process use a hint when answering verbally, try to copy from their comrades, etc.
At this age, another important neoplasm appears - voluntary behavior. The child becomes independent, he chooses how to act in certain situations. At the heart of this type of behavior are moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws. Often this is due to selfish motives, and desires to be approved by an adult or to strengthen their personal position in a peer group. That is, their behavior in one way or another is connected with the main motive that dominates at this age - the motive for achieving success.
Such neoplasms as planning the results of action and reflection are closely connected with the formation of voluntary behavior in schoolchildren.
The child is able to evaluate his act in terms of its results and thereby change his behavior, plan it accordingly. A semantic and orienting basis appears in actions, this is closely connected with the differentiation of inner and outer life. The child is able to overcome his desires in himself if the result of their implementation does not meet certain standards or does not lead to the goal. An important aspect of the child's inner life becomes his semantic orientation in his actions. This is due to the child's feelings about the fear of changing relationships with others. He is afraid of losing his significance in their eyes.
The child begins to actively think about his actions, to hide his experiences. Externally, the child is not the same as internally. It is these changes in the child's personality that often lead to outbursts of emotions on adults, desires to do what one wants, to whims. "The negative content of this age is manifested primarily in the violation of mental balance, in the instability of the will, mood, etc."
The development of the student's personality depends on school performance, the assessment of the child by adults. A child at this age is very susceptible to external influences. It is thanks to this that he absorbs knowledge, both intellectual and moral. "The teacher plays a significant role in establishing moral standards and developing children's interests, although the degree of their success in this will depend on the type of his relationship with students." Other adults also play an important role in a child's life.
At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure.
Certain moral ideals, patterns of behavior are laid in the mind of the child. The child begins to understand their value and necessity. But in order for the formation of the child's personality to be most productive, the attention and assessment of an adult is important. The emotional and evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, an individual responsible attitude to the rules that he gets acquainted with in life. The social space of the child has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules.
Thus, at school age, the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child's life, including relationships with peers. Children find new group forms of activity, classes. At first, they try to behave as is customary in this group, obeying the laws and rules. Then the desire for leadership begins, for excellence among peers. At this age, friendships are more intense, but less durable. Children learn how to make friends and find mutual language with different children. Although it is assumed that the ability to form close friendships is to some extent determined by the emotional bonds that have been established in the child.
Children strive to improve the skills of those activities that are accepted and valued in an attractive company, in order to stand out in its environment, to succeed.
At school age, the child develops a focus on other people, which is expressed in prosocial behavior taking into account their interests. Prosocial behavior is very important for developed personality.
The ability to empathize develops in the conditions of schooling because the child is involved in new business relationships, involuntarily he is forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities. [Volkov, 2000: 313]
A child at school age masters his behavior. All this is due to the fact that the younger student more accurately comprehends the norms of command developed by society. These norms determine the behavior of a person and the nature of his relationship with other people. Younger students gradually master their behavior. Starting to express their emotions more restrainedly - discontent, irritation, envy.
At this age, higher feelings develop: aesthetic, social. A special role is played by the formation of social feelings: feelings of camaraderie, responsibility, sympathy for the grief of others, indignation at injustice, etc.
The development of a child is in itself a very laborious and rather complicated process, and the personal growth of a student, taking into account his age characteristics, requires maximum delicacy to obtain the desired results. It is necessary to take into account his emotional state, during an attempt to help him in personal growth, he can, due to his age, accept “with hostility”. Children are very sensitive creatures, but this does not mean that they do not want to develop and achieve the desired results, therefore, all that is required of us is to properly motivate the child to the desired result.
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Fundamentals of child development at school age
Each person from childhood is gifted with a certain set of facets of character, which in the future can change both for the better and for the worse. The main task of parents at this stage is not to try to suppress the character of the child, depriving him of his inherent individuality, just because it is necessary, but rather to cultivate them, delicately and subtly directing them in the right direction.
You must accept that your child will never be an exact copy of your idea of \u200b\u200bthe ideal person, so you should not actively fight against his "wrong" personality. I repeat, parents should only prompt and help the student make the right decisions on their own! but not in any way instead of him.
Allow him some liberties in his actions. Yes, some of them will be erroneous, but having “burned yourself” a couple of times in childhood, in the future a person will be able to avoid such situations on a subconscious level during adult life. The child will have no reason to reproach you in the future for the fact that his freedom of action was severely limited, that he was not allowed to independently manage his time. You should first of all help him with advice, but not choose the correct answer instead of him.
Rules for motivating a child
Before determining the moment that will be relevant for the beginning of the mission, the name of which is “personal growth of a student”, you must first determine the system of motivation for the child, because an uninterested child will not strive to achieve a result if there is no motivation as such. There are four unbreakable rules that should be followed in the first place:
1. Stability is a delusion. It is impossible to adhere to the same pace of development all the time - try to encourage the child, even if the result did not justify the effort and time spent, the main thing to achieve is the child's realization that the result is undoubtedly important, but also his desire for self-development, passed path.
2. Positive communication is much more effective than negative communication - in no case do not scold the child and do not reproach him if, for one reason or another, he could not cope with the assigned work. Parents, together with your child, you must understand the reasons and correct them, instead of projecting all the negativity onto him. After all, you are the child's support, not his guards. Try to gently and easily explain to the student where he made a mistake and what needed to be done to avoid it;
3. Encouragement not only for the result of the work done, but also for the manifestation of initiative - teach your child to take the initiative in their own hands, so you not only do not form personal development child, but provide him with a solid foundation for self-development and introspection in adulthood, which in the future will serve as a good start for personal and spiritual growth;
4. Take time to rest - working on yourself and comprehending knowledge is, of course, just wonderful, but do not forget that the child needs rest and switching attention from learning. First of all, you must provide him with a happy and joyful childhood, the memories of which will warm his soul throughout his life. Give him time not only during training, but also during the game. Be close to him, while not encroaching on his personal territory. The child must invite you himself - on his part, this is the most supreme manifestation confidence in you.
Diagnostics of personality development
Learning readiness study, definition effective methods motivation - this is the main goal of diagnosing the stage, on psychological development on which the student is located. It is thanks to various tests and methods that one can understand the relationship of a teenager to all aspects of his life: family, society, study, environment and inner self.
At the same time, the method of diagnosing the student's personal development remains the most effective. Her main feature, is that it does not compare the child with accepted general standards, but tries to track the personal growth of the student, the features of his behavior model (what they were before the use of various methods and what they became later) and taking into account the presence of such factors as his immediate environment.
This technique has three undeniable advantages: firstly, it gives an objective assessment of the desire of parents and teachers to help the student in achieving his goals, regardless of motivational tools. Secondly, it allows you to see progress in working with even the most difficult pupil, the desire to become a little better, and thirdly, this technique is also useful for people who have devoted their lives to teaching children - it can be used to identify a gap in their tactics of behavior with children .
But since the development of the personality of a teenager and a child is a dynamic phenomenon by its nature, such testing must be carried out at regular intervals in order to identify possible progress and build further teaching methods. Thus, teachers will have the opportunity to select a more individual development program, based on the psychotype of a teenager, including the features of his worldview.
Pedagogical diagnostics
Also very effective is the use pedagogical diagnostics, which is aimed at performance and achievements, as well as the search for the reasons that influenced these results. Its main functions are: educational - encouraging (the ability to help the student independently accept the result, while practically not using coercion); communicative (harmonious coexistence with representatives of their age category); feedback function (working on the principle “you tell me - I tell you”, the child is open to contact with adults, and he trusts them); prognostic (allows, on the basis of the results obtained, to build further forecasts on the result of the technique).
Factors influencing the personal growth of a student
There are a huge number of factors that can both push a child to an active desire to learn, and push him away from them. The most common negative reasons for refusing to make contact and perceive information are fears and complexes.
Presence of fears, which are associated with possible punishment for expressing one's own opinion will not lead to anything good. Often, these fears are found in children whose parents try to impose their point of view and behavior model almost by force. They do not realize that the child is also a person and it is vital to take into account his opinion.
We can see an example of these fears at the moment when students receive an assignment to write an essay, where they must characterize the characters. But what do we see - if the student's opinion does not coincide with the opinion of the teacher, he gets negative evaluation. As a result - in the future, he will avoid the manifestation of his own opinion, I am sure that he will be punished for this;
Another stumbling block is personal complexes. For example, an inferiority complex - a child, even if he achieves success in areas of interest to him, will still compare himself with others. He will consider himself incapable of anything.
In this situation, the best solution to the problem will be to convince the child of his uniqueness and originality. Do not set others as an example to him: “There is what Petrik Pyatochkin could achieve, but you can’t even do that.” The child must be sure that he is loved, that he is accepted as he is;
The hysterical component of character is another important factor that can greatly hinder the personal growth of a student. Interfere with an adequate perception of the world around and the assessment of building the necessary relationships with society. The only solution to this situation is to seek help from a narrowly specialized specialist. After diagnosing and choosing methods to deal with frequent outbreaks of hysteria, you can help your child. Do not be afraid to seek help from psychologists or psychiatrists, the main thing is your healthy and happy child.
All of the above factors are not congenital, they are acquired only as a result of improper upbringing and unfavorable conditions for the growth of the child.
Drawing up a personal growth plan
The first task for parents will be to help the student decide on the range of his interests. At the same time, the influence and opinion of the parents themselves should be reduced to zero. This is explained by the fact that the child will always strive to please adults. Especially to their loved ones (parents, grandparents), guided only by the desire to “praise me”. As a result, he is ready to sacrifice his interests, because it is better for mom and dad. A full-fledged personal growth of a student is possible only when he himself makes decisions that have a certain impact on his life order. It is necessary not only to be able to listen to the child, but to recognize his right to self-expression.
After the branch of development of interest has been chosen, it is necessary to develop a schedule for attending self-development classes. The child must be limited by time frames so that in the future he will not be tempted to shirk his duties. He must realize that if he has already taken up the execution of the case, then it is necessary to bring it to the end. However, if there is a complete loss of interest in the process, then there is a high probability that the choice of activity was made erroneously and it is necessary to change it.
The comprehensive development of the personality also provides for the ability to relax, as well as to abstract from work during rest. When the break comes, let the child completely change his environment. Invite your child to take a walk and play with peers. This need is caused by a reduction in the risks of constant stress and excessive fatigue. Do not forget that the amount of work that an adult can do is significantly different from the capabilities of children.
Responsibilities, Responsibilities and More Responsibilities
The final piece of planning advice personal growth child, it will be like this - do not let the child shoulder a lot of responsibilities. You do not need to give it to more than 2 circles, motivating this by the fact that it is necessary to develop. Your child will not thank you at all for choosing to realize your ambitions through his life.
"Why won't he say?" - you ask. Yes, because, firstly, doing an activity that is not of interest will give you nothing but fatigue and anger. The child will increasingly show his dissatisfaction, will refuse to attend educational institutions. As a result, you will simply become for the child, a kind of “saw” that does not hear him. And secondly - he will miss the time that he could spend with benefit for himself.
The student is not only continuous development skills and honing skills, but also training and transfer of experience. Be a wise mentor, because "there is time for business, and an hour for fun." Instill in your child more patience and love for the environment. Spend time with him, share your smile, tell stories, and don't be afraid to fantasize together!
Conclusion
As a summary of this article, I would like to give the main advice not only to parents, but also to teachers who work with children. Do not be afraid to make mistakes - we are all human and therefore each of us has the right to make a mistake. The main thing - do not persist in your wrong. Have the strength to admit the mistakes of your work methods, because the student's personal growth depends on your professional actions. You should be a beacon for the child, a person to whom he can turn, while not being afraid of condemnation. All children are future adults who, in the absence of proper upbringing, cannot live in society. These deficiencies in upbringing will prevent them from reaching their full potential and becoming truly happy people.
SLIDE #1-2 Business card and theme
Modernization Russian education significantly affects the organization of the educational process in general education educational institutions. One of the main tasks of improving the education system is to create conditions for self-realization and development of a comprehensively developed personality. The relevance of this topic lies in the fact that a person who is able to realize himself is in demand in modern society, which is noted in the legal documents that determine the educational policy of the state. In the Federal State educational standard elementary general education the changes necessary for the formation of a new person are clearly defined, in which it is emphasized that "the development of the student's personality is the goal and main result of education."
The general target setting of the Standard is “achieving the optimal general development every child."
Elementary school is a fundamentally valuable new stage in a child's life, the sphere of his interaction with the outside world is expanding, social status is changing and the need for self-expression is increasing.
A child comes to school already having many personal qualities, but personality development is a long process that takes place throughout a person’s life. It is the elementary school that makes a significant contribution to this process. During this period, competent, purposeful work on the formation of a child's personality acquires special significance. In order for the teacher to achieve the comprehensive development of the child's personality, it is necessary, first of all, to work on oneself.
SLIDE #3
Professional and personal development of a teacher is one of the goals teacher education. Practice shows that the teaching profession and pedagogical skills can only be mastered at the individual level.
SLIDE #4
Leading pedagogical idea consists in the formation and development of a comprehensively developed personality of a junior schoolchild, built on the main postulates of universal human values implemented in extracurricular activities. I am convinced that only the systemic use of the complex extracurricular activities will be able to give a consistently high result, will contribute to the comprehensive development of an erudite, spiritually rich personality.
SLIDE #5
What are the means to achieve the goal?
Holding extracurricular activities on education of spiritual and moral personality
Conducting extra-curricular activities aimed at patriotic education of the individual
Development of creative abilities
Project method
Participation in the school children's association "Nachalia"
SLIDE #6
Spiritual and moral development and education of students is the primary task of modern educational system, which is an important component of social contracting for education. Education plays a key role in spiritual and moral consolidation Russian society. Much work is being done on spiritual and moral education in our school. We visit the village library and the local house of culture, organize excursions to memorable places in our and nearby regions. These trips broaden children's horizons and leave indelible impressions. We spend class hours: mercy, tolerance, I am not like everyone else, what is friendship, hurry to do good, useful and bad habits, etc.
SLIDE №7
Patriotic education of a junior schoolchild is defined as a purposeful activity designed to form in children the value orientations, qualities, norms of behavior of a citizen and patriot of Russia. In the context of the formation of civil society and the rule of law, it is necessary to educate a fundamentally new, democratic type of personality capable of innovation. In the formation of such a civic personality, which combines a developed moral, legal and political culture, a tangible contribution should be made by modern school.
If we accept education as a purposeful organization of the process of the child's entry into modern society, the development of his ability to live in it with dignity, the formation of value relations of the child's personality to the world around him in all its manifestations, the urgency of solving the problems of patriotism education becomes obvious.
As my work experience shows, respect for one's country, for its national traditions, history and rich culture is the basis of any education. Agree that it is impossible to grow a real citizen and patriot of your country without a respectful, reverent attitude to your origins.
Work on the development of patriotic qualities of the individual is implemented through the following educational activities: visiting the surviving veterans and participants in the WWII in order to provide them with all possible assistance, making gifts with their own hands, performing with concert numbers. Holding class hours with the invitation to them the children of war. Organization of excursions to get acquainted with historical places, visiting monuments to fallen soldiers.
SLIDE №8-9
One of the main functions of a teacher should now be, it seems to me, the creation of conditions for creative development each student, his self-determination and self-realization not only in the classroom, but also outside of school hours. This can be achieved in elementary school by including students in activities that go beyond the program material. Such activities should interest the student, captivate. All my work is aimed at developing the individuality of the individual, at revealing the intellectual and creative abilities of children. Children take part in All-Russian Olympiads and take prizes, "Info-lesson", "Green Mathematics", "Min.obr". Every year we participate in school, district and all-Russian competitions crafts and drawings, participated in the regional competition design work. Repeatedly won prizes.
SLIDE №10
Raising children requires a variety of joint activities. Without it, there is no exercise and development of abilities, the necessary social habits are not established and a real team is not formed. The main ways of rallying the children's group are passion and its inclusion in joint activities, which is perceived as an upcoming joy, attracting, uplifting, which unites and unites. In our school, students attend the children's association "Nachalia". The children are happy to work on musical and literary compositions, fairy tales, performances, etc. With prepared numbers, children perform at schoolwide parent meetings, holidays, concerts for parents. The work in this association goes beyond the scope of the school. Children took part in the III district children's Christmas readings, in the military-patriotic song competition and became winners and prize-winners.
SLIDE #11 (Performance)
In the process of implementing a complex of extracurricular activities and classes, positive personal changes were noticeable among students. Children became more sociable - they were able to expand the circle of friends and acquaintances, they were no longer embarrassed by public speaking. They are active participants and winners of school, municipal, regional and federal competitions. And most importantly, they always strive to help each other and those around them.
The guys are inquisitive, proactive, strive for self-realization of their abilities, some attend several circles, both within the walls of the school and in institutions additional education. Children find application for their creative abilities: they are active participants in school and many city events. In our class there are children winners and winners of district and regional events in skiing, swimming, boxing, singing and dancing.
In my work, I rely on simple postulates:
if a child is encouraged, he learns to believe in himself;
if a child is praised, he learns to be grateful;
if a child is supported, he learns to value himself;
if a child is surrounded by friendliness, he learns to find love in this world.
The created conditions allowed:
reveal the individual abilities of children;
develop independence;
to show an active social, civic position;
promote self-development and self-realization, socialization of the individual in modern conditions.
