That latin word"processus" means "moving forward", "change", we already know. The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. In other words, the pedagogical process is a process in which social experience is melted into personality qualities. In the pedagogical literature of previous years, the concept of "educational process" was used. P.F. Kapte-reva, A.I. Pinkevich, Yu.K. Babansky and other teachers have shown that this concept is narrowed and incomplete, not reflecting the complexity of the process and, above all, its main distinguishing features - integrity and generality. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process. Otherwise, the terms "educational process" and "pedagogical process" and the concepts they denote are identical.

Consider the pedagogical process as a system (Fig. 5). The first thing that catches your eye is the presence in it of many subsystems embedded one into another or interconnected by other types of connections. The system of the pedagogical process is not reducible to any of its subsystems, no matter how large and independent they may be. The pedagogical process is the main, unifying system. It combines the processes of formation, development, education and training together with all the conditions, forms and methods of their flow.

Pedagogical theory has taken a progressive step by learning to represent the pedagogical process as a dynamic system. In addition to clearly identifying the constituent components, such a representation makes it possible to analyze the numerous connections and relationships between the components, and this is the main thing in the practice of managing the pedagogical process.

The pedagogical process as a system is not identical to the process flow system. The systems in which the pedagogical process takes place are the system of public education, taken as a whole, the school, the class, training session and others. Each of these systems operates in certain external conditions: natural-geographical, social, industrial, cultural and others. There are also specific conditions for each system. Intra-school conditions, for example, include material and technical, sanitary and hygienic, moral and psychological, aesthetic and other conditions.

Structure (from Latin structura - structure) is the arrangement of elements in the system. The structure of the system consists of elements (components) selected according to the accepted criterion, as well as links between them. It has already been emphasized that understanding the connections is most important, because only knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Relationships in a pedagogical system are not like connections between components in other dynamic systems. The expedient activity of the teacher appears in organic unity with a significant part of the means of labor (and sometimes with all of them). The object is also the subject. The result of the process is directly dependent on the interaction of the teacher, the technology used, and the student.

To analyze the pedagogical process as a system, it is necessary to establish an analysis criterion. Such a criterion can be any sufficiently weighty indicator of the process, the conditions for its flow, or the magnitude of the results achieved. It is important that it meets the goals of studying the system. It is not only difficult, but there is no need to analyze the system of the pedagogical process according to all theoretically possible criteria. Researchers choose only those, the study of which reveals the most important connections, provides insight into the depths and knowledge of previously unknown patterns.

What is the goal of a student who first gets acquainted with the pedagogical process? Of course, first of all, he intends to understand the general structure of the system, the relationship between its main components. Therefore, the systems and criteria for their selection should correspond to the intended goal. To isolate the system and its structure, we use the well-known in science criterion of row arrangement, which allows us to distinguish the main components in the system under study. Let's not forget about the process flow system, which will be the “school”.

The components of the system in which the pedagogical process takes place are teachers, educators, and the conditions of education. The pedagogical process itself is characterized by goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system - target, content, activity, and result.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component in the literature is also called organizational or organizational and managerial. Finally, the resultant component of the process reflects the efficiency of its flow, characterizes the shifts achieved in accordance with the goal (Fig. 6).

Many systems of the pedagogical process are allocated for the analysis of the connections that appear between the components of the system. Of particular importance are information, organizational, activity, communication links, manifested in the process of pedagogical interaction. An important place is occupied by the connections of management and self-government (regulation and self-regulation). In many cases, it is useful to take into account causal relationships, highlighting the most significant among them. For example, an analysis of the reasons for the insufficient effectiveness of the pedagogical process makes it possible to reasonably design future changes and avoid repeating the mistakes made. It turns out to be useful to take into account genetic ties, i.e., to identify historical trends and traditions in teaching and upbringing that ensure proper continuity in the design and implementation of new pedagogical processes.

Recent decades The development of pedagogical theory is characterized by the desire to single out functional connections between the objects of pedagogical systems, to use formalized means for their analysis and description. This brings tangible results so far only in the study of the simplest acts of training and education, characterized by the interaction of a minimum number of factors. When trying to functionally model more complex, multifactorial pedagogical processes approaching the real, excessive schematization of reality is obvious, which does not bring any noticeable benefit to cognition. This shortcoming is stubbornly overcome: they use more subtle and precise formalized descriptions of the process of introducing new sections of modern mathematics and the possibilities of computer technology into pedagogical research.

In order to more clearly imagine the pedagogical process taking place in the pedagogical system, it is necessary to clarify the components of the public education system as a whole. In this regard, the approach outlined by the American educator F.G. Coombs in The Crisis of Education. System Analysis. In it, the author considers the main components of the education system: 1) goals and priorities that determine the activities of systems; 2) students whose training is the main task of the system; 3) management that coordinates, manages and evaluates the activities of the system; 4) the structure and distribution of study time and the flow of students in accordance with various tasks; 5) content - the main thing that schoolchildren should receive from education; 6) teachers; 7) study guides: books, blackboards, maps, films, laboratories, etc.; 8) premises necessary for the educational process; 9) technology - all the techniques and methods used in teaching; 10) control and assessment of knowledge: admission rules, assessment, examinations, quality of training; 11) research work to increase knowledge and improve the system; 12) costs of system performance indicators 1 .

Professor I.P. Rachenko in the education system that has developed in our country identifies the following components:

1. Goals and objectives that determine the operation of the system.

3. Pedagogical personnel that ensure the implementation of the goals and objectives of the content of training and education.

4. Scientific personnel providing scientifically substantiated functioning of the system, continuous improvement of the content and methods of organizing training and education at the level of modern requirements.

5. Pupils, whose education and upbringing is the main task of the system.

6. Logistics (premises, equipment, technical means, tutorials

7. Financial support of the system and indicators of its effectiveness.

8. Conditions (psychophysiological, sanitary and hygienic, aesthetic and social).

9. Organization and management.

In this system, the place of each component is determined by its value, role in the system and the nature of relationships with others.

But it is not enough to see the system in general. It is necessary to understand its development - to see the outgoing past, and the present, and the coming future by its constituent elements, to see the system in its dialectical development.

The pedagogical process is a labor process, it, like any other labor process, is carried out to achieve socially significant goals. The specificity of the pedagogical process is that the work of educators and the work of educators merge together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.

As in other labor processes, objects, means, and products of labor are singled out in the pedagogical process. The objects of the teacher's activity are a developing personality, a team of pupils. The objects of pedagogical work, in addition to complexity, consistency, self-regulation, also have such a quality as self-development, which determines the variability, variability, and uniqueness of pedagogical processes.

The subject of pedagogical work is the formation of a person who, unlike a teacher, is at an earlier stage of his development and does not have the knowledge, skills, skills, and experience necessary for an adult. The peculiarity of the object of pedagogical activity also lies in the fact that it develops not in direct proportion to the pedagogical influence on it, but according to the laws inherent in its psyche - the features of perception, understanding, thinking, the formation of will and character.

The means (tools) of labor is what a person places between himself and the object of labor in order to achieve the desired effect on this object. In the pedagogical process, the tools of labor are also very specific. These include not only the knowledge of the teacher, his experience, personal impact on the student, but also the types of activities to which he should be able to switch students, ways of cooperating with them, the method of pedagogical influence. These are spiritual means of labor.

The products of pedagogical labor, the creation of which is directed by the pedagogical process, have already been discussed in the previous sections. If what is “produced” in him is presented globally, then this is an educated, prepared for life, social person. In specific processes, "parts" of the general pedagogical process, particular tasks are solved, individual qualities of the individual are formed in accordance with the general target setting.

The pedagogical process, like any other labor process, is characterized by levels of organization, management, productivity (efficiency), manufacturability, economy, the selection of which opens the way for substantiating criteria that make it possible to give not only qualitative, but also quantitative assessments of the levels achieved. The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion that allows you to reliably judge how quickly and efficiently this process proceeds.

I I. Fill in the blanks

PEDAGOGICAL PROCESS- this is a system in which, on the basis of integrity and commonality, the processes of upbringing, development, formation and training of the younger generation are merged together with all the conditions, forms and methods of their flow; purposeful, consciously organized, developing interaction between educators and students, during which the socially necessary tasks of education and upbringing are solved; movement from the goals of education to its results by ensuring the unity of education and upbringing.

PEDAGOGICAL PROCESS- in the very general view two interrelated processes that proceed in close unity: the activities of educators as a process of purposeful influences of educational influences on pupils; the activity of the pupils themselves as a process of assimilation of information, physical and spiritual development, formation of relations to the world, inclusion in the system of social relations; an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person.

The structure of the pedagogical process includes two groups of components - constants and variables. The permanent components include: teachers, pupils, the content of education (subjects of the pedagogical process). Variable components of the pedagogical process, depending on the subjects of the pedagogical process and their interaction - the goal, methods, means of form and results of the pedagogical process

There are other approaches to determining the structure of the pedagogical process (V.I. Smirnov and others).

Target - includes goals and objectives that are implemented in certain conditions. Content - determines the totality of knowledge, relationships, value orientations, experience of activity and communication formed in the subjects of the pedagogical process.

Activity - characterizes the forms, methods, means of organizing and implementing pedagogical interaction aimed at solving the goals and objectives of the pedagogical process and mastering its content.

Productive - the results achieved and the degree of effectiveness of the pedagogical process; provides quality management of pedagogical activity.

Resource - reflects the socio-economic, psychological, sanitary and hygienic and other conditions for the course of the pedagogical process, its regulatory, legal, personnel, information and methodological, material and technical, financial support.

The structure of the pedagogical process is universal: it is inherent both in the pedagogical process as a whole, carried out within the framework of the pedagogical system, and in a single (local) process of pedagogical interaction.

The pedagogical process is a specially organized interaction between teachers and pupils, aimed at solving developing and educational goals. The pedagogical process performs the following interrelated functions:

1) training - the formation of motivation and experience of educational, cognitive and practical activities, mastering the foundations of scientific knowledge and the experience of value relations contained in them;

2) educational - the formation of the relationship of the individual to the world around him and himself and the corresponding qualities, personality traits;

3) developing - development mental processes, properties and personality traits.

The driving forces of the pedagogical process are its inherent contradictions: between the requirements for the individual put forward by society, the microenvironment and the achieved level of its development; between the variety of life interactions of the child and the impossibility of the school to embrace them with its pedagogical influence; between the integrity of the student's personality and specially organized influences on him in the process of life; between group forms of education and upbringing and the individual nature of mastering knowledge and spiritual values; between the regulation of the pedagogical process and the student's own activity, and others.

Patterns and principles of the pedagogical process

Pedagogical science discovers, establishes regularities and, on their basis, formulates principles. Patterns provide knowledge about how processes proceed; principles provide knowledge on how to build a process, guide pedagogical activity. The regularities of the pedagogical process are objectively existing, repetitive, stable, essential connections between phenomena, individual aspects of the pedagogical process. There are connections with phenomena external to the process (the social environment, for example) and internal connections (between the method and the result). Below are the most common patterns of the pedagogical process.

1. Communication of education and social system. The nature of education in specific historical conditions determined by the needs of society, the economy, national and cultural characteristics.

2. The relationship between education and upbringing, it denotes the interdependence of these processes, their versatile mutual influence, unity.

3. Communication of education and activity. One of the basic laws of pedagogy says that to educate means to include the child in different kinds activities.

4. Relationship between upbringing and personality activity. Education is successful if its object (child) is at the same time a subject, that is, it reveals active behavior, shows its own will, independence, need for activity.

5. Communication of education and communication. Education always takes place in the interaction of people: teachers, students, etc. The child is formed depending on the richness of interpersonal relationships,

The principles of the pedagogical process follow from these and other regularities.

Principles of a holistic pedagogical process(pedagogical principles) - the initial provisions that determine the content, forms, methods, means and nature of interaction in a holistic ped. process; guiding ideas, regulatory requirements for its organization and conduct; manifestation of what is due. They are in the nature of the most general instructions, rules, norms governing the entire process.

Unity of knowledge and behavior- the essence of the principle is determined by the law of the unity of consciousness and activity, according to which consciousness arises, forms and manifests itself in activity. During the implementation, it is necessary to constantly organize the activities of children and children's groups so that its participants are constantly convinced of the truth and vitality of the knowledge and ideas received, and exercised in social behavior.

Democratization‒ providing participants with ped. process of certain freedoms for self-development, self-regulation, self-determination.

Accessibility in education and upbringing(principle of gradual increase in difficulties) - the principle, following which in educational and educational work it is necessary to proceed from the achieved level of development of students, take into account their age, individual and gender characteristics and capabilities, level of education and upbringing. Teach from near to far, from easy to difficult, from known to unknown. But this principle cannot be understood as a requirement for ease in training and education. Training and education according to the degree of difficulty and complexity must be oriented towards the "zone of proximal development" of the student.

humanization- the principle of social protection of a growing person; the essence lies in the humanization of the relations of students among themselves and with teachers, the priority of universal human values.

Individual approach in education- ped. the process is organized taking into account the individual characteristics of students (temperament, character, abilities, inclinations, motives, interests, etc.). The essence of the individual approach is the teacher's flexible use of various forms and methods of educational influence and interaction in order to achieve optimal results of the educational process in relation to each child.

The collective nature of upbringing and education in combination with the development of the individual characteristics of the personality of each child- the implementation of this principle is the organization as an individual and front work, and group, which requires participants to be able to cooperate, coordinate joint actions, and be in constant interaction. Socialization in the process of educational interaction unites the interests of the individual with the public.

visibility- the principle according to which training and education is based on the "golden rule of didactics" (J. A. Komensky): "Everything that can be presented for perception by the senses." Visibility involves not only direct visual perception but also perception through motor and tactile sensations. Visibility in the educational process, provided through a variety of illustrations, demonstrations, laboratory and practical work, TSO, including multimedia equipment, enriches the range of students' ideas, develops observation and thinking, and helps to better assimilate the perceived information.

Science in education and upbringing- the principle according to which students are offered for assimilation only the provisions established in science and teaching methods are used that are close in nature to the methods of science, the foundations of which are being studied. It is necessary to acquaint students with the history of the most important discoveries and modern ideas and hypotheses; actively use problematic research teaching methods, technology active learning. Remember that no matter how elementary the transmitted knowledge is, it should not contradict science.

Positive emotional background of the pedagogical process- such an organization of ped. a process where all participants find it interesting and exciting to engage in joint activities, whether educational, extracurricular or extracurricular.

The principle of cultural conformity- maximum use in upbringing and education of the culture of the environment in which a particular educational institution: cultures of the nation, society, region, country; formation of the child's personality within the national culture.

The principle of natural conformity- the starting position, requiring that the leading link in any educational interaction and ped. process acted as a child (teenager) with its specific characteristics and level of development. The nature of the pupil, his state of health, physical, physiological, mental and social development are the main and determining factors of education; plays the role of ecological protection of a person from the possible destructive influence of ped. process, its violent pressure.

The principle of strength, awareness and effectiveness of the results of education and training- the mastery of knowledge, skills, abilities and worldview ideas is achieved only when they are thoroughly comprehended and well assimilated, and stored in memory for a long time. This principle is implemented through constant, thoughtful and systematic repetition, exercise, consolidation, testing and evaluation of knowledge, skills, habits and norms and rules of conduct. In this case, one should be guided by the following rules: “Nothing should be forced to learn by heart, except for what is well understood by the mind” (Ya. A. Comenius); “An educator who understands the nature of memory will incessantly resort to repetition, not in order to repair what has collapsed, but in order to strengthen the building and bring it to a new floor” (K. D. Ushinsky).

The principle of cooperation- orientation in the process of education to the priority of the individual; creation of favorable conditions for its self-determination, self-realization and self-promotion in development; organization of joint life activity of adults and children on the basis of intersubjective relations, dialogical interaction, the predominance of empathy in interpersonal relationships.

Relationship between theory and practice- a principle that requires a harmonious connection of scientific knowledge with practice Everyday life. Theory gives knowledge of the world, practice teaches how to effectively influence it. It is implemented by creating conditions for the transition in the process of training and education from concrete-practical thinking to abstract-theoretical and vice versa, applying the acquired knowledge in practice, forming an understanding that practice acts as a source abstract thinking and as a criterion for the truth of the knowledge obtained.

Systematic and consistent- observance of logical connections in the learning process, which ensures the assimilation educational material larger and more durable. Systematism and consistency allow you to achieve great results in less time. Implemented in various forms planning and in a certain way organized training. Everything should be conducted in an inseparable sequence so that everything “today strengthens yesterday and paves the way for tomorrow.” (Ya. A. Comenius).

Consciousness, activity, self-activity‒ the principle, the essence of which boils down to the fact that the learner's own cognitive activity is an important factor in learning and upbringing and has a decisive influence on the pace, depth and strength of mastering the transferred amount of knowledge and norms and the speed of developing skills, habits and habits. Conscious participation in the educational process enhances its developmental influence. Contribute to the implementation of this principle methods and techniques of activation of cognitive activity and technology of active learning.

subjectivity‒ development of the child’s ability to realize his “I” in relationships with people, the world, evaluate his actions and anticipate their consequences, defend his moral and civic position, counteract negative external influences, create conditions for self-development of his own individuality and disclosure of his spiritual potentialities.

Respect for the personality of the child, combined with reasonable demands to him- a principle that requires the teacher to respect the pupil as a person. The problem of personality, A. S. Makarenko believed, can be resolved if every person (even the smallest) is seen as a personality. A peculiar form of respect for the child's personality is reasonable exactingness, the educational potential of which increases significantly if it is objectively expedient, dictated by the needs of the educational process, the tasks of the full development of the personality. The exactingness of students must be combined with the exactingness of the teacher to himself, taking into account the opinion of his pupils about himself. Respect for the individual implies reliance on the positive in a person.

Aestheticization of children's life- a positive result of education can only be achieved in a beautifully organized space of education: aesthetically designed classrooms and recreational facilities, the presence of flowers, greenery, aquariums, works of art, living corners, flower beds in the school area, etc.

Questions for self-control

1. Expand the essence of the pedagogical process.

2. Describe the various approaches to the structure of the pedagogical process.

3. Formulate the general patterns of the pedagogical process.

4. What are the principles of the pedagogical process?

5. What is the relationship between the functions of the pedagogical process?

6. What are the driving forces of the pedagogical process?

7. Expand the essence of the following principles of the pedagogical process:

Accessibility in education and upbringing;

Systematic and consistent;

Connection of theory with practice;

The principle of natural conformity;

visibility;

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Introduction

3. Features of the pedagogical process in a personality-oriented pedagogical process

Conclusion

Bibliographic list

Introduction

An appeal to the origins of the emergence of the teaching profession shows that the differentiation and integration that spontaneously proceeded within its framework led first to a distinction, and then to a clear opposition of teaching and upbringing: the teacher teaches, and the educator educates. But by the middle of the 19th century, well-grounded arguments in favor of the objective unity of education and upbringing began to appear in the works of progressive teachers. This point of view was most clearly expressed in the pedagogical views of I.F. Herbart, who noted that education without moral education is a means without an end, and moral education without education is an end without a means.

The idea of ​​the integrity of the pedagogical process was expressed more deeply by K. D. Ushinsky. He understood it as a unity of the administrative, scientific and educational elements of school activities. The progressive ideas of Ushinsky were reflected in the works of his followers - N. F. Bunakov, P. F. Lesgaft, V. P. Vakhterov and others.

A great contribution to the development of ideas about the integrity of the pedagogical process in the new socio-economic and political conditions was made by N. K. Krupskaya, S. T. Shatsky, P. P. Blonsky, M. M. Rubinshtein, A. S. Makarenko. However, since the 1930s The main efforts of teachers were directed to in-depth study and education as relatively independent processes.

Scientific interest in the problem of the integrity of the pedagogical process, caused by the needs of school practice, resumed in the mid-70s. There are also different approaches to understanding the integral pedagogical process. At the same time, the authors of modern concepts are unanimous in their opinion that it is possible to reveal the essence of the pedagogical process and identify the conditions for acquiring the properties of integrity by it only on the basis of the methodology of a systematic approach.

1. Pedagogical process as a system

The pedagogical process is the interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. This is a process in which social experience is transformed into the qualities of a formed person. This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.

1.1 The pedagogical process as a holistic phenomenon

In pedagogical science, there is still no unambiguous interpretation of this concept. In a general philosophical understanding, integrity is interpreted as the internal unity of an object, its independence from environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity - an objective, but not their permanent property, can arise at one stage of the pedagogical process and disappear at another. The integrity of pedagogical objects, the most significant and complex is the educational process, is built purposefully.

The integrity of the pedagogical process is ensured by:

	Organizationally
Reflection in the purpose and content of education of the experience accumulated by mankind, i.e. the relationship of the following elements: Knowledge, including how to perform actions; · Skills and abilities; Experience of creative activity; Experience of emotional-valuable and volitional attitude to the world around	The unity of these component processes: Mastering and designing the content of education and material base; · Business interaction between teachers and students in the implementation of the content of education; · Interactions between teachers and students at the level of personal relationships; Mastering the content of education by students independently

1.2 The essence of the pedagogical process

The pedagogical process is a specially organized, purposeful interaction of teachers and pupils, aimed at solving developmental and educational problems.

Teachers and pupils as actors, subjects are the main components of the pedagogical process. The interaction of the subjects of the pedagogical process (exchange of activities) has as its ultimate goal the appropriation by pupils of the experience accumulated by mankind in all its diversity. And the successful mastering of experience, as is known, is carried out in specially organized conditions in the presence of a good material base, including a variety of pedagogical means. The interaction of teachers and pupils on a meaningful basis using a variety of means is an essential characteristic of the pedagogical process that takes place in any pedagogical system.

The system-forming factor of the pedagogical process is its goal, understood as a multi-level phenomenon. The pedagogical system is organized with a focus on the goals of education and for their implementation, it is entirely subordinate to the goals of education.

1.3 Structure and components of the pedagogical process

pedagogical process oriented learning

Pedagogical process (PP):

Purposeful pedagogical activity of adults and its carrier - the teacher are the system-forming components of PP;

The child is the main and main component of the pedagogical process;

Organizational and administrative complex - forms, methods of training and education;

Pedagogical diagnostics - objective fixation with the help of special methods of the success of certain areas of PP;

Criteria for the effectiveness of PP - assessment (characteristics): of the knowledge, skills and abilities acquired by children; instilled beliefs; everyday behavior(main criterion);

Organization of interaction with the social and natural environment - the external spectrum of interaction, which is both targeted and spontaneous in nature;

2. Methodological approaches to building a modern pedagogical process: systemic, student-oriented, complex

The systematic approach allows developing a coherent system of the theory of upbringing and learning theory, characterizing all its main elements (goal, content, means, methods). Essence: relatively independent components are considered as a set of interrelated components:

1) goals of education;

2) subjects of the pedagogical process; subjects - all participants in the pedagogical process (students and teachers);

Personal approach - recognizes the individual as a product of socio-historical development and a carrier of culture, does not allow the reduction of the individual to nature (vital or physiological needs). Personality acts as a goal, as a result and the main criterion for the effectiveness of the pedagogical process. The uniqueness of the individual, moral and intellectual freedom are valued. The task of the educator from the point of view of this approach is to create conditions for the self-development of the personality and the realization of its creative potential.

An integrated approach - focuses the researcher on considering a group of phenomena in the aggregate (for example, when studying the topic "the system of social education at school", the researcher takes into account objective and subjective conditions and factors that affect the effectiveness of social education of children at school, the relationship of civil, moral, labor, economic, physical and other types of education, the unity and coordination of the influence of the school, family, society on the upbringing of children).

3. Features of the pedagogical process in a student-oriented pedagogical process

Student-centered learning - learning, in which the goals and content of learning, formulated in the state educational standard, training programs, acquire personal meaning for the student, develop motivation for learning. On the other hand, such training allows the student, in accordance with his individual abilities and communicative needs, the possibilities to modify the goals and learning outcomes. The student-centered approach is based on taking into account the individual characteristics of the trainees, who are considered as individuals with their own characteristics, inclinations and interests.

The person-centered approach has been around for a long time. Such outstanding psychologists as A.N. Leontiev, I. S. Yakimanskaya, K. Rogers wrote about the influence of the school on the formation of the personality of students. For the first time, the term "personal-oriented approach" began to be used by K. Rogers. At the same time, he spoke of such a teaching method as a fundamentally new one, allowing the student not only to study, but to study with pleasure and receive information-rich material that develops the imagination. Rogers also emphasized that, according to the established tradition, the emphasis in education was only on intellectual development, and not on personal development. He singled out two main directions in education: authoritarian and human-centered, free education, in which students from the first days of schooling find themselves in a friendly atmosphere, with an open, caring teacher who helps to learn what they want and like.

Rogers has two words that characterize the educational process: learning and learning. By learning, Rogers understands the process of the teacher's influence on students, and by teaching, the process of developing the intellectual and personal characteristics of students as a result of their own activities. He identifies the following teacher attitudes when using a student-centered method: the teacher's openness to interpersonal communication with students, the teacher's inner confidence in each student, in his abilities and abilities, the ability to see the world through the student's eyes.

According to K. Rogers - training should carry personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of the personality of students. Also necessary condition is the use of common methodological techniques. These techniques include: the use of reading resources and the creation of special conditions that facilitate the use of these resources by students, the creation of a variety of feedback between the teacher and students, the conclusion of individual and group contracts with students, i.e. fixing a clear ratio of volumes academic work, its quality and assessments based on a joint discussion, organizing the learning process in student groups of different ages, dividing students into two groups: those inclined towards traditional learning and humanistic learning, organizing groups of free communication in order to increase the level psychological culture interpersonal communication.

Conclusion

The personality is at the center of learning, education. Accordingly, all education is centered on the student, on his personality, becomes anthropocentric in purpose, content and forms of organization.

Modern education is a unity of education and upbringing, which implement the basic principles of changing its paradigm from informational, informing to developing independent cognitive activity of the student. Directions of learning in the educational process reflect the search by psychological and pedagogical science of how to optimize this process, which is designed to provide a personal-active approach. The psychological service is an organic component of the modern education system, ensuring the timely identification and maximum use in the education and upbringing of children, their intellectual and personal potential, the child's inclinations, abilities, interests and inclinations. The pedagogical service is also called upon to ensure the timely identification of the reserves of the pedagogical development of children, their implementation in training and education. If we are talking about children who are lagging behind in their development from most other children, then the task of a practical teacher is to identify and eliminate possible causes of developmental delays in time. If it concerns gifted children, then a similar task, connected with the acceleration of the pedagogical development of the child, is transformed into a problem: ensuring the early detection of inclinations and their transformation into highly developed abilities. Another one difficult task in the psychological service in the education system is to constantly, throughout childhood, keep under control the processes of education and upbringing of children in order to improve the quality of education and upbringing. This refers to the need to build these pedagogical processes in strict accordance with natural and social laws. mental development children, with the main provisions of the psychological theory of training and education. Practical purpose The work of the teacher here comes down to evaluating the content and methods of teaching and educating children from the standpoint of this science, used in various children's institutions, to give recommendations for their improvement, taking into account scientific data on the development of children of different ages. Thus, education as a combination of training and upbringing is a means of personal development and the formation of its basic culture at various age levels.

Bibliographic list

1. Zimnyaya I.A. Pedagogical psychology. - M.: Logos, 2002. - 264 p.

2. Slastyonin V.A., Isaev I.F., Mishchenko A.I. Pedagogy. - M .: School-Press, 1997. - 512 p.

3. Talyzina N.F. Pedagogical psychology. - M.: Enlightenment, 1998. -139 p.

4. Talyzina N.F. Theoretical problems programmed learning. - M.: Enlightenment, 1969. - 265 p.

5. Yakimanskaya I.S. Student-centered learning in modern school. - M.: Logos, 1996. - 321 p.

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Introduction

Definition of the term "pedagogical process". Goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

Bibliography

Introduction

The pedagogical process is a complex systemic phenomenon. The high significance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.

In this regard, it is essential to understand the basic specific characteristics pedagogical process, to know what tools are needed for its most effective flow.

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.

The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:

analysis of the constituent components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

characterization of traditional methods, forms and means of the pedagogical process;

analysis of the main functions of the pedagogical process.

1. Definition of the concept of "pedagogical process". Goals of the pedagogical process

Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.

According to I.P. Podlasy’s pedagogical process is called “the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators” .

According to V.A. Slastenin, the pedagogical process is “a specially organized interaction of teachers and pupils aimed at solving developmental and educational problems” .

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his development and self-development" .

Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:

the main subjects of interaction in the pedagogical process are both the teacher and the student;

the purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";

the goal is achieved through the use of special means in the course of the pedagogical process;

the purpose of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;

the purpose of the pedagogical process is distributed in the form of tasks;

the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

All this and other characteristics of the pedagogical process will be considered by us in the future in more detail.

According to I.P. The mean pedagogical process is built on the target, content, activity and result components.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

Goal setting in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals so well displayed on paper may differ from the real state of affairs in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:

The following principles apply to the selection of educational targets:

humanistic orientation of the pedagogical process;

connection with life and field trip;

combining training and education with labor for the common good.

The development of means for presenting the content of education and upbringing is guided by the following principles:

scientific character;

accessibility and feasibility of teaching and educating schoolchildren;

combination of visibility and abstractness in the educational process;

aestheticization of all children's life, especially education and upbringing.

When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:

teaching and educating children in a team;

continuity, consistency, systematic;

coherence of the requirements of the school, family and community.

The activity of the teacher is governed by the principles:

combination of pedagogical management with the development of initiative and independence of pupils;

reliance on the positive in a person, on strengths his personality;

respect for the personality of the child, combined with reasonable demands on him.

The participation of the students themselves in the process of education is guided by the principles of consciousness and activity of students in a holistic pedagogical process.

The choice of methods of pedagogical influence in the process of teaching and educational work is guided by the principles:

combinations of direct and parallel pedagogical actions;

taking into account the age and individual characteristics of pupils.

The effectiveness of the results of pedagogical interaction is ensured by following the principles:

focus on the formation in the unity of knowledge and skills, consciousness and behavior;

strength and effectiveness of the results of education, upbringing and development.

2. Components of the pedagogical process. Effects of the pedagogical process

As noted above, among the goals of the pedagogical process as an integral phenomenon, the processes of education, development, formation and development are distinguished. Let's try to understand the specifics of these concepts.

According to N.N. Nikitina, these processes can be defined as follows:

“Formation - 1) the process of development and formation of a personality under the influence of external and internal factors - education, training, social and natural environment, own activity of the person; 2) the method and result of the internal organization of the personality as a system of personal properties.

Learning is a joint activity of a teacher and a student, aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world.

In doing so, the teacher:

) teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;

) manages the process of mastering knowledge, skills and abilities;

) creates conditions for the development of the personality of students (memory, attention, thinking).

On the other hand, the student:

) learns - masters the transmitted information and performs educational tasks with the help of a teacher, together with classmates or independently;

) tries to independently observe, compare, think;

) takes the initiative in the search for new knowledge, additional sources information (handbook, textbook, Internet), is engaged in self-education.

Teaching is the activity of the teacher in:

transfer of information;

organization of educational and cognitive activity of students;

assistance in case of difficulty in the process of learning;

stimulation of interest, independence and creativity of students;

evaluation educational achievements students.

“Development is a process of quantitative and qualitative changes in the inherited and acquired properties of a person.

Education is a purposeful process of interrelated activities of teachers and pupils, aimed at shaping schoolchildren's value attitudes towards the world around them and themselves.

IN modern science“education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:

) conveys the experience accumulated by mankind;

) introduces into the world of culture;

) stimulates self-education;

) helps to understand difficult life situations and find a way out of the current situation.

On the other hand, the student:

) masters the experience of human relations and the basics of culture;

) works on himself;

) learns ways of communication and manners of behavior.

As a result, the pupil changes his understanding of the world and attitude towards people and himself.

Concretizing for yourself these definitions, you can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between the student and the teacher. So the process of education is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development here are two key and basic ways to include these factors in the system of interaction between the student and the teacher. Thus, this interaction is “filled” with content and meaning.

The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to the expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of the goals, it is possible to describe the results with the words “education”, “learning”.

The criteria for assessing a person's upbringing are:

“good” as behavior for the benefit of another person (group, collective, society as a whole);

"truth" as a guide in assessing actions and deeds;

"beauty" in all forms of its manifestation and creation.

Learnability is “an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard) ".

These are by no means the only expressions. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations for the effectiveness of this very process. Where do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more concrete way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, order of the subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of an educated, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.

important in modern world see the expectations formulated by the state. They are concretized in the form of educational standards: “The standard of education is understood as a system of basic parameters taken as state norm education, reflecting the social ideal and taking into account the possibilities real person and education systems to achieve this ideal.

It is customary to separate federal, national-regional and school educational standards.

The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.

The national-regional component contains standards in the field of the native language and literature, history, geography, art, labor training, etc. They fall within the competence of the regions and educational institutions.

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.

The federal and national-regional components of the education standard include:

requirements for the minimum necessary such training for students within the specified scope of content;

maximum allowable volume study load students by year of study.

The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improvement of the quality of education should be singled out.

The function of social regulation is caused by the transition from a unitary school to diversity educational systems. Its implementation implies a mechanism that would prevent the destruction of the unity of education.

The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards.

The management function is associated with the possibility of reorganizing the existing system for monitoring and evaluating the quality of learning outcomes.

State educational standards allow to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education and set the lower acceptable limit of the level of education.

pedagogical process

3. Methods, forms, means of the pedagogical process

A method in education is “an ordered activity of a teacher and students aimed at achieving a given goal”].

verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of oral and printed word. This is explained by the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. This group of methods includes the following methods of pedagogical interaction: a story, an explanation, a conversation, a lecture, educational discussions, disputes, work with a book, an example method.

A story is "a consistent presentation of predominantly factual material, carried out in a descriptive or narrative form."

The story is of great importance in organizing the value-oriented activity of students. Influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral assessments and norms of behavior contained in it.

Conversation as a method is "a carefully thought-out system of questions that gradually leads students to gain new knowledge."

With all the diversity of their thematic content, conversations have as their main purpose the involvement of the students themselves in the assessment of certain events, actions, phenomena of public life.

The verbal methods also include educational discussions. Situations of a cognitive dispute, with their skillful organization, attract the attention of schoolchildren to the inconsistency of the world around them, to the problem of the cognizability of the world and the truth of the results of this cognition. Therefore, in order to organize a discussion, it is necessary first of all to put forward a real contradiction in front of the students. This will allow students to activate their creative activity and put them before the moral problem of choice.

The verbal methods of pedagogical influence also include the method of working with a book.

The ultimate goal of the method is to introduce the student to independent work with educational, scientific and fiction.

Practical methods in a holistic pedagogical process are the most important source of enriching schoolchildren with the experience of social relations and public behavior. The central place in this group of methods is occupied by exercises, i.e. systematically organized activity for the repeated repetition of any actions in the interests of fixing them in the personal experience of the student.

A relatively independent group of practical methods is laboratory works- a method of a kind of combination of practical actions with organized observations of students. The laboratory method makes it possible to acquire skills and abilities in handling equipment, provides excellent conditions for the formation of skills to measure and calculate, process results.

Cognitive games are “specially created situations that simulate reality, from which students are invited to find a way out. The main purpose of this method is to stimulate cognitive process» .

visual methods. The demonstration consists in sensual acquaintance of students with phenomena, processes, objects in their natural form. This method serves mainly to reveal the dynamics of the phenomena under study, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects.

The illustration involves the display and perception of objects, processes and phenomena in their symbolic image using diagrams, posters, maps, etc.

Video method. The teaching and upbringing functions of this method are determined by the high efficiency of visual images. The use of the video method provides an opportunity to give students more complete and reliable information about the phenomena and processes being studied, free the teacher from part of the technical work related to the control and correction of knowledge, and establish effective feedback.

The means of the pedagogical process are divided into visual (visual), which include original objects or their various equivalents, diagrams, maps, etc.; auditory (auditory), including radio, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound films, television, programmed textbooks that partially automate the learning process, didactic machines, computers, etc. It is also customary to divide teaching aids into those for the teacher and those for the students. The first are objects used by the teacher to more effectively achieve the goals of education. The second is the individual means of students, school textbooks, notebooks, writing materials, etc. The number of didactic tools includes those that are associated with both the activities of the teacher and students: sports equipment, school botanical sites, computers, etc.

Training and education is always carried out within the framework of some form of organization.

All sorts of ways to organize the interaction between teachers and students have found their way into the three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.

The class-lesson form of organization of the pedagogical process is considered traditional.

A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.

Features of the school lesson:

the lesson provides for the implementation of learning functions in the complex (educational, developing and educating);

the didactic structure of the lesson has a strict construction system:

a certain organizational beginning and setting the objectives of the lesson;

updating the necessary knowledge and skills, including testing homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

control and evaluation of educational achievements of students during the lesson;

summarizing the lesson;

homework;

each lesson is a link in the system of lessons;

the lesson complies with the basic principles of teaching; where the teacher uses certain system methods and means of teaching to achieve the goals of the lesson;

the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

I distinguish the following types of lessons:

a lesson introducing students to new material or communicating (learning) new knowledge;

a lesson in consolidating knowledge;

lessons on developing and consolidating skills and abilities;

summary lessons.

The structure of the lesson usually consists of three parts:

Organization of work (1-3 min.), 2. main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 min.), 3. summing up and homework (2- 3 min.).

The lesson as the main form is organically complemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the class-lesson system (excursion, consultation, Homework, educational conferences, additional classes), others are borrowed from the lecture-seminar system and adapted to the age of students (lectures, seminars, workshops, tests, exams).

Conclusion

In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, the significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture in general. This is primarily reflected in special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person projected by teachers.

The main characteristics of the pedagogical process are integrity and consistency. They are manifested in the understanding of the goals of the pedagogical process, its content and functions. So the processes of upbringing, development and training can be called a single property of the pedagogical process, its constituent components, and the basic functions of the pedagogical process are educating, teaching and educational.

Bibliography

1. Barkhaev B.P. Pedagogy. - M., 2001.

Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.

Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity: theory and practice. - M.: Academy, 2008 - 224 p.

Podlasy I.P. Pedagogy. - M.: Vlados, 1999. - 450 p.

Slastenin V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576 p.

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In modern pedagogical science, there are several different points of view on understanding the essence of the pedagogical process (Yu.K. Babansky, B.P. Bitinas, Z.I. Vasilyeva, I.Ya. Lerner, B.T. Likhachev, V.A. Slastenin , G.I. Shchukina etc.). You can highlight and compare different author's positions on this issue, presented in the textbooks.

Such general definition makes it possible to highlight the leading characteristics and features of the pedagogical process kindergarten.

As can be seen from the definition, the leading characteristics of the pedagogical process are:

purposefulness;

Integrity;

The presence of connections between the participants;

Consistency and procedural (activity character).

Let's consider these characteristics in more detail.

Purposefulness of the pedagogical process. All authors consider the pedagogical process as a process to achieve special pedagogical goals. However, the very purpose of the pedagogical process is understood in different ways.

The nature of the goals of the pedagogical process of the kindergarten is due to current trends development of pedagogical science and practice before school education. In its most general form, the characteristic of the goal of the pedagogical process is determined by a number of simple questions - why does a child need a kindergarten? Why do parents bring their child to preschool?

To begin with, let's express our own position and refute the widespread opinion that kindergarten is the time and place that prepares the child for school. Such, unfortunately, an extremely common point of view, leads to the fact that the goals of the pedagogical process of the kindergarten become associated not with the development of the child, but with preparing him for passing the entrance examinations to school. With this understanding of the tasks of preschool education, this period does not become a valuable stage in a person's life, but a preparatory step before the start of the next one; and the life of a child with its unique values ​​and meanings that can only be lived in preschool age begins to take on more and more features of the school.

preschool educational institution is considered as a unique space for the child to accumulate experience of interaction with the world - the experience of learning and penetration into culture, acquaintance and familiarization with human relations. At preschool age, processes take place that allow children to discover the world for themselves and at the same time reveal themselves to the world. Therefore, the goals of the pedagogical process of the kindergarten are primarily related to the development of the integral nature of the child, his uniqueness, individual originality. In this regard, the actual pedagogical process becomes a set or complex pedagogical conditions aimed at the development of the child's personality, the disclosure of his individual world, abilities and inclinations, the accumulation of experience in communication and interaction with the world of people and culture.

What is the mechanism for determining the goals of the pedagogical process? Or, in other words, where do the goals of the pedagogical process come from?

The reasons for the appearance of the goals of the pedagogical process are understood in modern pedagogy ambiguously - from the dictated social order of society to following the personal needs and interests of the child. The goals of the pedagogical process are often identified with the goals of the teacher's activity, which is interpreted by different authors very broadly - from the activity of formation, management and leadership - to the activity of assistance, assistance and support.

It is important for the teacher to know that the goals of the pedagogical process are formed by combining four components at a single point:

The value position of the teacher. The goals of the pedagogical process are determined by the peculiarities of your pedagogical position, your interpretation of the philosophy of childhood, the originality of your value attitude towards the child, your understanding of the priority tasks of preschool education.

Target settings of the educational institution. The goals of the pedagogical process are determined by those regulatory documents that contain a social order for what society wants to see a graduate of a given educational institution. At the school and vocational education such documents are primarily state educational standards. Kindergarten - as an educational institution of a special type, less subject to standardization. Its target settings are determined by regulatory documents, and, of course, by the objectives of the selected educational program.

Taking into account the possibilities, needs, interests and inclinations of children. The goals of the pedagogical process are determined individual features pupils. The modern diagnostic tools available in the arsenal of pedagogical science and practice, your pedagogical intuition and skill allow you to study your pupils, adjust the goals of their development and education, in fact, turning the pedagogical process into an individual educational route child.

Accounting for the social needs of parents. The goals of the pedagogical process are determined taking into account how parents see their child's stay in kindergarten. This may be the desire to look after and care for the child, organize his communication and games with peers, early special education and preparation for school.

The complexity of determining the goals of the pedagogical process lies in finding a harmonious unity of often contradictory components. We emphasize that they are equivalent and their equivalent consideration ultimately determines the effectiveness of the pedagogical process.

The integrity of the pedagogical process. One of the leading characteristics of the pedagogical process is its integrity. Integrity as an internal unity and consistency of all components of the pedagogical process characterizes highest level his organization.

Integrity - characteristic pedagogical process of kindergarten. Indeed, unlike the system of school education, in the pedagogical process of the kindergarten there is no clear boundary in the forms of organization of the processes of upbringing and education of the child. However, in modern science and practice of preschool education, the problem of the integrity of the pedagogical process is considered as one of the leading ones. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of a preschooler, the preservation of the nature of the child and its development in culture, the enrichment of individual cultural experience in the process of inclusion in sociocultural experience, the unity of development and education.

So, what kind of pedagogical process can be called holistic? Or what are the essential characteristics of the integral pedagogical process of the kindergarten?

Firstly, this is a pedagogical process in which the integrity of the medical, psychological and pedagogical support of the child is ensured. Age features preschooler, flexibility, mobility and sensitivity in the development of somatics, physiology, psyche require a special kind of support for the baby in the pedagogical process. The presence of a complex of reliable information about the state of health, the development of mental processes, the manifestation of special inclinations, the achievements and problems of each child makes it possible to design the lines of his individual holistic development. The use of the system of medical, psychological and pedagogical support in the pedagogical process turns it at the stage of practical implementation into an individual educational and developmental route for a preschooler.

Secondly, this is a pedagogical process in which the integrity of educational, educational and developmental tasks is ensured. In the pedagogical process of kindergarten, a large number of teachers interact with children. In modern preschool institutions there are more and more additional educational services, and therefore all large quantity specialists who solve, as a rule, narrowly focused tasks. It is necessary to coordinate the work of teachers, the choice of common priority tasks of development and education, a holistic vision of the child in terms of interaction with different specialists and the design of a single pedagogical process. Implementation of the health-saving function of the pedagogical process in modern conditions associated with finding ways to integrate different types activities of children, organization of the educational process, synthesizing the work of different specialists.

Third, This is a pedagogical process in which the integrity of the child's life is ensured. Macro- and meso-factors, the modern socio-cultural environment have changed the life of a child, filled it with new cultural attributes. The objective world surrounding the preschooler has changed, new sources of information have become available. The integrity of the pedagogical process can be ensured if the enrichment of the child's sociocultural experience occurs on the basis of, and taking into account the already existing experience, an individual subculture, the source of which is not only the pedagogical process of the kindergarten, but the living environment surrounding the preschooler.

Fourth, it is a pedagogical process in which integrity is ensured in the process of interaction of the child with the world of adults. The effectiveness of the pedagogical process, the optimization of its developmental potential is possible if the teacher is well informed about the uniqueness of the child's life in the family, and the parents know how children live in kindergarten. Comprehension of the world of a preschooler, understanding of his right to this unique world are tasks that unite both teachers and parents in common process child development. Cooperation between teachers and parents makes it possible to build unified strategic lines for the formation of the integrity of the individual, the disclosure of its inner potential.

Fifth, it is a pedagogical process in which the integrity of the educational space is ensured. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The variability of the educational space provides children with the opportunity to choose and manifest independence in accordance with their interests and inclinations. The organization of polyfunctional types of children's activities initiates the creation of children's associations in which each child performs a function he likes and at the same time cooperates with other children. In such an educational space, the processes of socialization and individualization leading at preschool age harmoniously complement each other.

The nature of the links between the participants in the pedagogical process. The most common type of connections between a teacher and children is interaction as a special kind of direct or indirect, external or internal relationship, connection.

The process of interaction between the teacher and children in the pedagogical process can be organized as:

Impact process

No-action process

Co-action process

Interaction as an influence is more characteristic of an authoritarian approach and is expressed in the teacher's desire to shape the child's personality in accordance with some ideal model. Evaluation of the effectiveness of pedagogical influences and the success of the development of children is assessed by the degree of approximation to this ideal. This type of interaction is characterized by level differentiation of children with low, medium and high performance. The teacher himself chooses the ways and forms of interaction aimed at increasing the level of development of pupils. This type of interaction is often found in the practice of preschool education. Its advantages are associated with the ease of organization, however, when the teacher influences children, the child's right to an individually unique line of development is not ensured.

Interaction as non-action is typical for teachers of a liberal or formal type. The formal organization of the pedagogical process, the life of children, is manifested in the fact that the teacher only nominally performs the functions assigned to him. The methods and forms of interaction are of a generalized nature, designed for the "average" child, the teacher does not delve into children's problems, superficially solves the problems of the pedagogical process. This type of interaction is perhaps the most dangerous, and, unfortunately, due to a number of reasons, it is present in the practice of kindergarten.

The organization of interaction as a process of co-action is inherent in the personality-oriented approach and involves the maximum possible consideration of the subjective positions of the participants in the pedagogical process, i.e. subject-subject relations of the teacher and children.

With this type of interaction, the teacher offers ways and forms that take into account the individual interests, relationships, inclinations of children and offer a wide "palette" of role-playing relationships and cooperation. The process of co-action is the most difficult in practical implementation, since the teacher not only determines the tasks of his own activity, but also designs the tasks of the child's activity in such a way that he perceives them as his own.

For the pedagogical process of the kindergarten, the adoption of a student-oriented model of interaction between the teacher and pupils has already become traditional. What are the characteristic differences of this model?

1. The special attitude of the teacher to the child. The teacher perceives the child as a unique holistic person. Pedagogical tasks are connected with the understanding of the world of the child, the study of his inner potential, the enrichment of individual socio-cultural experience. Of fundamental importance is the positive attitude of the teacher to children's manifestations. Every child is unique and talented in their own way. The “key” to this uniqueness and talent is the manifestation of true pedagogical skill. The actions and products of the child's activity are evaluated according to the "formula of success", in terms of achievements. In this case, the process of child development becomes a process of gaining more and more new heights and discoveries, and not a process of correcting existing shortcomings.

2. Organization of pedagogical interaction by means of support and maintenance, which implies (O.S. Gazman):

Consideration of the pedagogical process as a process based on the principles of the inner freedom of the child and the teacher, creativity, humanism of relationships;

Attitude towards the child as a subject of free choice and activity;

Providing pedagogical assistance to the child in knowing himself and his abilities, in situations of difficulty and experiencing success.

The meaning of the methods of support and accompaniment lies in the support by the teacher of that unique, individual quality or ability that is inherent in each individual person and is developed by him.

Consistency and procedurality (activity character) of the pedagogical process. The pedagogical process of a preschool educational institution is an example of a system object - a set of elements that are in relationships and connections with each other and form a certain integrity, unity. The following features are characteristic of the pedagogical process as a system:

Integrity, manifested in the interconnectedness and interdependence of all components of the pedagogical process. The change or disappearance of one of the components of the pedagogical process changes the whole nature of its course.

Structurality. The structure of the pedagogical process includes the following main components: target, meaningful, technological, productive, resource.

Openness. The pedagogical process of a kindergarten is a system open to the socio-cultural space, integrating into the system continuing education person.

Multiple descriptions. The pedagogical process can be described from the point of view of different aspects, depending on the positions from which the analysis of this system is carried out.

The actual structure of the pedagogical process of the kindergarten as a system is shown in Scheme 1.

A systematic consideration of the pedagogical process allows us to consider it structural components in a static, spatial image.

If we talk about the actual practice of organizing the pedagogical process, then in this case we can note such an important characteristic of the pedagogical process as procedurality or the implementation of the pedagogical process in time. In this context, the pedagogical process is an activity of successively replacing each other and requiring the solution of various and diverse tasks. The very same pedagogical task, as a result of the teacher's awareness of the goals of development and education of the child, as well as the conditions and methods for their implementation in practice, is a unit or "brick" of the pedagogical process. In the course of organizing the pedagogical process, the teacher solves tasks that are different in content, in terms of complexity, and in terms of the scale of the results. These are tasks that are designed in advance based on the results of the development of the child and tasks that arise situationally in the daily life of children.

The pedagogical process as a pedagogical system

In the organization of the pedagogical process, a number of stages can be distinguished:

1. Stage of situation analysis, definitions pedagogical task, designing solutions and choosing the optimal conditions for implementation.

2. The stage of implementing the plan for solving the problem in practice, which provides for the organization of activities and interaction between the subjects of the pedagogical process.

3. Stage of analysis of the results of solving the problem.