home Knitting The role of education in personality development. The essence of the concept of personality development and its relationship with the learning process Personality formation in the learning process

The role of education in personality development. The essence of the concept of personality development and its relationship with the learning process Personality formation in the learning process

The role of education in personality development

The development of personality and the formation of its properties is a natural and causally determined process. There are many patterns, but everything can be reduced into three interrelated groups: age, socio-psychological and activity.

Age patterns are manifested in a consistent change of periods into which a person’s life path is divided: childhood, adolescence, youth, adulthood, old age, old age.

A group of socio-psychological patterns of human life-time development connects it causally with the influence of external conditions. These conditions are many and varied. This is the state of society, the activities of all branches of government, government and education, supplies and the media, public organizations and culture, the standard of living and the state of crime, etc. The strong socio-psychological influence of parents (especially in childhood; including those allowed they include mistakes in preparing children for adult life), peer groups, school groups, psychological circumstances of leisure, etc.

Activity-based patterns of human psychological development are patterns of changes in internal conditions under the influence of one’s own activity. Activity is a universal law of development of any living organism and its properties.

What is active is what develops. To develop memory, you need to systematically practice memorizing increasingly complex material; in order to develop courage, you must repeatedly find yourself in conditions that cause anxiety, apprehension, worry, fear, etc., but force you to overcome them; in order to develop determination and perseverance, it is necessary to achieve the required result, not to retreat when encountering difficulties, to persistently overcome them, not to despair when failures occur, to force yourself to find new ways and means; to become smart, there is only one way - to solve problems that make your head crack, etc. There is no other way, since it is based on the mechanism of internalization, the psychological appropriation by a person of any human dignity, turning it into the property of his personality.

The main difference between activity patterns and age-related and socio-psychological patterns is that a person is almost entirely at the mercy of himself. And if he did not fully and incorrectly take advantage of these opportunities, he robbed himself psychologically, spiritually.

The problem of the relationship between training and development is not only methodologically, but also practically significant. The determination of the content of education, the choice of forms and methods of teaching depend on its solution.

Education should be understood not as the process of “transferring” ready-made knowledge from teacher to student, but as a broad interaction between teacher and student, a way of carrying out the pedagogical process with the aim of personal development through organizing the student’s assimilation of scientific knowledge and methods of activity. This is the process of stimulating and managing the external and internal activity of the student, as a result of which the mastery of human experience occurs. Development in relation to learning is understood as two different, although closely interrelated categories of phenomena: the biological, organic maturation of the brain, its anatomical and biological structures, and mental (in particular, mental) development as a certain dynamics of its levels, as a kind of mental maturation.

Of course, mental development depends on the biological maturation of brain structures, and this fact must be taken into account during the pedagogical process. At the same time, the organic maturation of brain structures depends on the environment, training and upbringing. That is why, when we talk about mental development, we mean that mental development occurs in unity with the biological maturation of the brain.

Development, in particular mental development, in the learning process is determined by the nature of the knowledge acquired and the very organization of the learning process. Knowledge must be systematic and consistent as hierarchical concepts, as well as sufficiently generalized. Education should be built primarily on a problem-based basis on a dialogical basis, where the student is provided with a subject position. Ultimately, personal development in the learning process is ensured by three factors: students’ generalization of their experience; awareness (reflection) of the communication process, since reflection is the most important mechanism of development; compliance with the stages of the process of personal development itself.

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INTRODUCTION 3

1. Formation of attitudes towards learning, development of cognitive interests and formation of moral qualities of the individual in primary school age.

1.1. Formation of attitudes towards learning in primary school age.

1.2. Formation of moral personality traits in a primary school student.

2. Formation of attitude to learning, development of personality traits in middle school age.

2.1. Formation of attitudes towards learning in middle school age

2.2. Development of personality traits in middle school age.

3. Formation of attitude to learning, development of personality traits in high school age.

3.1. Formation of attitude towards learning in high school age.

3.2. Personality development and self-determination in high school age.

CONCLUSION

INTRODUCTION

The concept of “personality” expresses the totality of social qualities that an individual has acquired in the course of life and manifests them in various forms of activity and behavior. This concept is used as a social characteristic of a person.

Personality is a social characteristic of a person; he is someone who is capable of independent (culturally appropriate) socially useful activity. In the process of development, a person reveals his internal properties, inherent in him by nature and formed in him by life and upbringing, that is, a person is a dual being, he is characterized by dualism, like everything in nature: biological and social.

Personality is awareness of oneself, the external world and place in it. This definition of personality was given in his time by Hegel.

The concept of “personality” is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race, humanity, which differs from all other material systems only in its inherent way of life.

Personality (the central concept for human sciences) is a person as a bearer of consciousness, social roles, a participant in social processes, as a social being and formed in joint activities and communication with others.

The word “personality” is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We do not say “personality of the newborn,” understanding him as an individual. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from his social environment. Therefore, personality is not a product of the intersection of biological and social factors. Split personality is not a figurative expression, but a real fact. But the expression “split of the individual” is nonsense, a contradiction in terms. Both are integrity, but different. A personality, unlike an individual, is not an integrity determined by a genotype: one is not born a person, one becomes a person. Personality is a relatively late product of human socio-historical and ontogenetic development.

In Russian psychology (K.K. Platonov), four personality substructures are distinguished:

Biopsychic properties: temperament, gender, age characteristics;

Mental processes: attention, memory, will, thinking, etc.;

Experience: abilities, skills, knowledge, habits;

Orientation: worldview, aspirations, interests, etc.

From this it is clear that the nature of personality is biosocial: it has biological structures on the basis of which mental functions and the personal principle themselves develop. As you can see, different teachings highlight approximately the same structures in personality: natural, lower, layers and higher properties (spirit, orientation, super-ego), but explain their origin and nature in different ways.

The concept of personality shows how socially significant traits are individually reflected in each personality, and its essence is manifested as the totality of all social relations.

A personality is a complex system capable of perceiving external influences, selecting certain information from them and influencing the world around them according to social programs.

The integral, characteristic features of personality are self-awareness, value-based social relationships, a certain autonomy in relation to society, and responsibility for one’s actions. From this it is clear that a person is not born, but rather becomes.

Most psychologists now agree with the idea that a person is not born, but rather becomes. However, their points of view differ significantly. These discrepancies in the understanding of the driving forces of development, in particular the importance of society and various social groups for the development of the individual, patterns and stages of development, the presence of specifics and the role in this process of crises of personal development, opportunities to accelerate the development process, etc.

Personal development is understood as a process of quantitative and qualitative changes under the influence of external and internal factors. Development leads to a change in personality qualities, to the emergence of new properties; psychologists call them neoplasms. Personality changes from age to age proceed in the following directions:

Physiological development (musculoskeletal and other body systems);

Mental development (processes of perception, thinking, etc.);

Social development (formation of moral feelings, assimilation of social roles, etc.).

The process of personality development is subject to psychological patterns that are reproduced relatively independently of the characteristics of the group in which it occurs: in the elementary grades of school, and in a new company, and in a production team, and in a military unit, and in a sports team. They will be repeated again and again, but each time filled with new content. They can be called phases of personality development.

Using our example, we will look at how school influences the development of a child’s personality. In general, the influence of school on the development of a child as an individual is episodic, although chronologically it occupies a period of time of about 10 years, from 6-7 to 16-17 years. At a certain period in a child’s life, school plays a significant role in his personal formation. This is the younger age and the beginning of adolescence - the years of accelerated development of abilities, and the older age is the time most conducive to the development of ideological attitudes, a person’s system of views on the world.

Upon entering school, a new powerful channel of educational influence on the child’s personality opens through peers, teachers, school subjects and activities.

At high school age, the processes that began in adolescence continue, but intimate and personal communication becomes the leading one in development. Within it, older schoolchildren develop views on life, their position in society, and realize professional and personal self-determination.

1. Formation of attitude towards learning, development of cognitive interests and formation of moral qualities of the individual in primary, secondary and senior school age.

1.1.Formation of an attitude towards learning, development of cognitive interests in primary school age, formation of moral personality traits in a primary school student.

Formation of attitudes towards learning and development of cognitive interests in primary school age. The transition to schooling and a new way of life associated with the position of the student, in the event that the child has internally accepted the corresponding position, opens up the further formation of his personality.

However, the formation of a child’s personality practically follows different paths depending, firstly, on the degree of readiness with which the child arrives for schooling, and, secondly, on the system of those pedagogical influences that he receives.

Children come to school with a desire to learn, to learn new things, and with an interest in knowledge itself. At the same time, their interest in knowledge is closely intertwined with their attitude to learning as a serious, socially significant activity. This explains their exceptionally conscientious and diligent attitude to business.

Research shows that young schoolchildren, in the vast majority of cases, love to learn. At the same time, they are attracted to serious activities and are much colder towards those types of work that remind them of preschool-type activities. Experimental conversations with students in grades I and II show that they prefer reading, writing, and arithmetic lessons more than physical education, handicraft, and singing lessons. They prefer class to recess, want to shorten their holidays, and are upset if they are not given homework. This attitude towards learning also expresses the cognitive interests of children and their experience of the social significance of their educational work.

The social meaning of learning is clearly visible from the attitude of young schoolchildren to grades. For a long time, they perceive a mark as an assessment of their efforts, and not the quality of the work done.

This attitude towards the mark subsequently disappears; its presence indicates that the initial social meaning of educational activity for children lies not so much in its result, but in the process of educational work itself. These are the remnants of the child’s still unresolved attitude towards his activities, which was typical for him in preschool childhood.

Experimental studies conducted by M. F. Morozov showed that students already in the first grade begin to be attracted to knowledge that requires a certain intellectual activity and mental stress. Children were especially attracted by the increasingly complex content of educational activities. M. F. Morozov provides data showing the interest with which 1st grade students move from sticks and elements of letters to writing the letter itself and the whole word, how they want to learn how to write correctly and beautifully. He made similar observations in reading and arithmetic lessons. And here they show exceptional activity and diligence; Children especially like it when they are given new material and in a form that makes them think.

Thus, the data from this study refutes the hitherto existing opinion that the interests of younger schoolchildren arise from and are supported by entertainment.

It turns out that the overwhelming majority of schoolchildren always preferred a complex and difficult task to an easier and simpler one. It is interesting that even the introduction of teacher assessment did not fundamentally change the nature of task selection.

Summarizing the observations and experiments presented in the study by M. F. Morozov, it can be argued that students of primary school age are interested in all types of serious academic work, but prefer those that, being more complex and difficult, require great mental effort, activate the students’ thoughts , give them new knowledge and skills.

And one more fact was established in the study presented. By the end of primary school age, children begin to develop a selective interest in individual academic subjects. Moreover, for some students it acquires the character of a relatively stable interest, expressed in the fact that they, on their own initiative, begin to read popular scientific literature on this subject.

The data obtained in our study of the motives of schoolchildren’s educational activities show that a turning point in students’ attitudes towards learning occurs approximately from the third grade.

Here, many children are already beginning to be burdened by school responsibilities, they tend to skip class, their diligence decreases, and the teacher’s authority falls.

Relationships between children in the class are built primarily through the teacher: the teacher identifies one of the students as a role model, he determines their judgments about each other, he organizes their joint activities and communication, his requirements and assessments are accepted and assimilated by the students. Thus, the teacher is the central figure for students in grades I-II, the bearer of the public opinion existing among them.

Let us recall that for students in grades I-II, their needs and aspirations, their interests and experiences are primarily related to their new social position. However, by grades III-IV, children are already getting used to this situation, getting used to their new responsibilities, and mastering the necessary requirements. The direct experience of the significance of the student’s position, its novelty and unusualness, which initially aroused a feeling of pride in children and, without any additional educational measures, gave rise to their desire to be at the level of the requirements placed on them, loses its emotional appeal.

At the same time, during this period the adult begins to occupy a different place in the children’s lives. Firstly, with age, children become more and more independent and less dependent on the help of adults. But the most important thing is that, upon entering school, they acquire a new sphere of life, full of their own concerns, interests, and their relationships with peers.

Now it is not only the opinion of an adult, but also the attitude of classmates that determines the child’s position among other children and ensures that he experiences greater or lesser emotional well-being. Thus, the assessments of comrades and the opinion of the children’s team gradually become the main motives for the student’s behavior.

1.2. Formation of moral personality traits in a primary school student.

To develop in children not only organization, but also many other personality traits. These conditions are: the presence of a sufficiently strong and long-lasting motive for behavior; the constancy of its assimilated forms, as well as their division into more elementary ones; the presence of external means that are a support for the child’s mastery of his behavior.

Research on the formation of schoolchildren’s personality traits has made it possible to draw conclusions on some general patterns of this process, which can and should be used by pedagogy when developing specific issues of constructing a methodology for the educational process.

These conclusions basically boil down to the following.

Personality qualities are the result of a child’s assimilation of the forms of behavior existing in a given society. By their psychological nature, they are, as it were, a synthesis, an alloy of a motive specific to a given quality and forms and methods of behavior specific to it.

The formation of personality traits occurs in the process of the child exercising appropriate forms of behavior, carried out in the presence of a certain motivation.

An acquired form of behavior becomes stable if the child, on the one hand, learns appropriate methods of behavior, and on the other hand, if he has an internal urge to behave in accordance with the learned patterns.

Nurturing the stability of a child’s moral and psychological qualities requires a certain organization, both of his motivational sphere and behavior. As for motivation, the stability of a quality arises, firstly, when a child feels the need for the behavior that forms the basis of this quality; -secondly, when this behavior acts as a model for him, as an ideal to which he strives. We would like to especially emphasize this last point, since there is still no sufficient understanding in pedagogy of the need to include the child’s own activity in the educational process. Meanwhile, research shows that the most important condition for successful upbringing is the presence of models presented to the child (maybe even visually) and the mobilization of his active desire to master these models. It is often possible even now to meet teachers and educators who are deeply convinced that one of the effective methods of education is to force children to obey the demands placed on them, and do not understand that the moral formation of personality is impossible through coercion.

2. Formation of attitude towards learning, development of personality traits in middle school age.

2.1. Formation of attitudes towards learning in middle school age.

In the middle grades, students begin to thoroughly master individual academic subjects, that is, to master the system of scientific concepts, the system of cause-and-effect dependencies that make up the content of the corresponding academic subject. True, even at the end of primary school age, subjects such as natural science, geography, and history are already introduced into the curriculum. But at this stage of training, these subjects are still very specific, descriptive in nature. In grades V-VIII, these same subjects acquire a much more abstract content, but, most importantly, the curriculum begins to include completely new academic subjects that impose fundamentally different requirements on students’ acquisition of knowledge. Such subjects include physics, chemistry, algebra, geometry, etc.

These educational subjects appear before students as a special area of theoretical knowledge, which often does not have direct visual support either in the child’s life ideas or in the knowledge that he acquired in the primary grades of school. Moreover, sometimes this new knowledge even comes into conflict with both his sensory experience and the ideas that he acquired before studying in the middle classes. For example, a child must understand and comprehend that when dividing a fraction by a fraction, the number increases, and when multiplying, it decreases, although in the elementary grades, meaning whole numbers, he was accustomed to thinking just the opposite. Moreover, this reverse idea (namely, that when dividing a number decreases and when multiplying it increases) is fully consistent with his everyday practical experience.

2.2. Development of personality traits in middle school age.

Education plays a great role in the formation of personality as a whole in middle school age. Learning at school always takes place on the basis of the child’s existing knowledge, which he has acquired through his life experience. Moreover, the child’s knowledge acquired before learning is not a simple sum of impressions, images, ideas and concepts. They constitute a meaningful whole, internally connected with the child’s ways of thinking characteristic of a given age, with the peculiarities of his attitude to reality, with his personality as a whole.

New knowledge not only replaces old knowledge, it changes and rebuilds it; They also rebuild the children’s previous ways of thinking. As a result, children develop new personality traits, expressed in new motivation, a new attitude to reality, to practice and to knowledge itself.

The process of mastering school knowledge is not only a process of education, but also a complex process of upbringing, directly related to the formation of the student’s personality. That is why it is so important to understand the specifics of knowledge acquisition in middle school in order to find out the impact it has on the formation of a teenager’s personality.

The formation of personal interests in middle school age creates a special image of adolescents: they quickly respond to new discoveries, inventions, are widely interested in technology, begin to attend various educational clubs, read popular science and technical literature, begin to carry out some experiments themselves, make models, assemble and disassemble radios, etc. It should be emphasized that this kind of interest is necessary when mastering academic subjects in the middle grades of school and that its absence, as will be seen from the further presentation, leads to inadequate assimilation of knowledge and to incorrect personality formation teenager.

Interest in the moral qualities of people, the norms of their behavior, their relationships with each other, their moral actions leads in middle school age to the formation of moral ideals embodied in the spiritual appearance of a person. A teenager’s moral and psychological ideal is not only an objective ethical category known to him, it is an emotionally charged image internally accepted by the teenager, which becomes a regulator of his own behavior and a criterion for assessing the behavior of other people.

The ideals of a middle-aged student, as well as a younger one, are presented, as a rule, in the form of a specific person. However, unlike younger schoolchildren, teenagers rarely find the embodiment of their ideals in the people around them (teachers, parents, comrades); they are mainly attracted by heroic images of works of art, heroes of the Great Patriotic War and other people who have accomplished feats that require courage and self-control.

The formation of self-awareness occurs on the basis of the teenager’s analysis and assessment of the objective features of his behavior and activities, which reveal the qualities of his personality. Consequently, the problem of self-awareness cannot be reduced to the problem of introspection, as was commonly thought in traditional psychology. The formation of a teenager’s self-awareness, as data from numerous studies show, consists in the fact that he gradually begins to isolate certain qualities from individual types of activities and actions, generalize them and comprehend them first as features of his behavior, and then as relatively stable qualities of his personality. In order for the entire complex process of self-awareness to take place, it is necessary for the child to reach that level of life experience and mental development at which it becomes possible to understand and evaluate such a complex activity as the moral and psychological appearance of a person. In this case, the development of conceptual thinking in adolescents, which we have already discussed in detail above, and the emergence of qualitatively higher features of speech become especially important. The most important of them is that in connection with the study of grammatical concepts, a teenager makes language the object of his consciousness, which leads him to a conscious and voluntary attitude towards his own speech. By making his speech an object of consciousness, he thereby becomes able to make his own thought an object of consciousness. In order to highlight a certain quality and determine your attitude towards it, it is necessary to designate it with a word and introduce it into the system of moral and psychological concepts.

3. Formation of attitude towards learning, development of personality traits in high school age.

3.1. Formation of attitude towards learning in high school age.

Senior school age is called early adolescence and corresponds to the age of students in grades 9-11 (15-17 years old) in high school.

Early adolescence is considered the “third world”, existing between childhood and adulthood. At this time, the growing child finds himself on the threshold of real adult life.

Leading activity: educational and professional. Educational activity, actively combined with a variety of work, is of great importance both for choosing a profession and for developing value orientations. The cognitive sphere is developing, knowledge of professions is taking place.

Senior schoolchildren are more interested not in their peers, but in adults, whose experience and knowledge help them navigate issues related to their future life.

A high school student says goodbye to childhood, to the old familiar life. Finding himself on the threshold of true adulthood, he is directed towards the future, which simultaneously attracts and worries him. Without sufficient self-confidence and self-acceptance, he will not be able to take the necessary step or determine his future path. Therefore, self-esteem in early adolescence is higher than in adolescence. At this time, a system of stable views on the world and one’s place in it—a worldview—is formed. The associated youthful maximalism in assessments and passion in defending one’s point of view are known. The central new formation of the period is self-determination. A high school student decides who to be and how to be in his future life. The final formation of the life world is also associated with the development of ideological attitudes, personal and professional self-determination.

Self-determination is associated with a new perception of time - the correlation of the past and the future, the perception of the present from the point of view of the future. In childhood, time was not consciously perceived or experienced; now the time perspective is realized: the “I” embraces the past, present and future that belongs to it.

Interpersonal relationships and family relationships become less important. Future life interests older schoolchildren primarily from a professional point of view.

The search for the meaning of life, for your place in the world, can be stressful, but not for everyone. Some high school students smoothly and gradually move towards a turning point in their lives, and then join a new system of relationships with relative ease. However, with such a successful course of early adolescence, there are also some disadvantages in personal development. Children are less independent, more passive, and sometimes more superficial in their attachments and hobbies.

3.2. Personality development and self-determination in high school age

A child's personality changes at each age stage. It is believed that the searches and doubts characteristic of adolescence lead to the full development of personality.

Early adolescence is the time of real transition to real adulthood. During this age period there are a number of new formations in the personality structure - in the moral sphere, worldview, the features of communication with adults and peers change significantly.

Self-determination, both professional and personal, becomes the central new formation of early adolescence. This is a new internal position, including awareness of oneself as a member of society, acceptance of one’s place in it.

In this relatively short period of time, it is necessary to create a life plan - to resolve the issues of who to be (professional self-determination) and what to be (personal or moral self-determination).

In the course of a study conducted by T.V. Snegireva, several types of temporary structure of the “I” were identified, expressed in the relationship between the past, present and future “I”.

In early adolescence, the most common variant is in which criticism of past childhood is accompanied by moderately high self-esteem and a focus on life prospects for the future. “I am the past” seems alien, and the attitude towards it is invariably critical. The “present self” gravitates more towards the future and acts as a new stage in personal self-determination. Probably, this option is more consistent with the youthful age norm - a combination of a critical attitude towards oneself in the past and a focus on the future.

For a significantly smaller number of high school students, all three “I”s are consistently connected with each other and equally correspond to the ideal “I.” This is a person’s subjective harmonious idea of himself.

Despite some fluctuations in the levels of self-esteem and anxiety and the variety of options for personal development, we can talk about a general stabilization of the personality during this period.

Personality stabilization begins with the formation of the “I-concept” at the border of adolescence and high school age. High school students are more accepting of themselves than teenagers; their self-esteem is generally higher.

Changes also occur in the emotional sphere. Self-regulation and control over one’s behavior and emotions are intensively developing. The overall physical and emotional well-being of children improves, anxiety decreases, and their contact and sociability increase. The mood in early adolescence becomes more stable and conscious. Children aged 16-17, regardless of temperament, look more restrained and balanced than those aged 11-15. All this suggests that the crisis of adolescence has either passed or is on the decline.

Youth is characterized by increased attention to a person’s inner world and a certain age-related introversion. But this is not thoughts and reflections only about oneself. These are, as a rule, thoughts about everything: about people, about the world, about philosophical, everyday and other problems. All of them personally affect older students.

At this age, there is a pronounced gender-role differentiation, that is, the development of forms of male and female behavior in boys and girls. They know how to behave in certain situations, their role behavior is quite flexible. Along with this, a kind of infantile-role rigidity is sometimes observed in situations of communication with different people.

The period of early adolescence is characterized by great contradictions, internal inconsistency and variability of many social attitudes. By the end of adolescence, the formation of a complex system of social attitudes is completed, and it concerns all components of attitudes: cognitive, emotional and behavioral.

Interpersonal communication in youth takes even more time than in adolescence, and most of the time is spent communicating with peers.

Psychologists have determined that relationships with peers at this age are associated with a person’s future psychological well-being. Among teenagers and young adults who were at odds with their peers during their school years, there is a higher percentage of people with difficult characters, life problems and even delinquents. Discord in peer relationships often leads to various forms of emotional and social isolation.

CONCLUSION

Man is an active being. Having become involved in the system of social relations and changing in the process of activity, a person acquires personal qualities and becomes a social subject.

Unlike an individual, a personality is not an integrity determined by a genotype: one is not born as a person, one becomes a person. The process of formation of the social “I” has a certain influence on the development and formation of personality.

The content of the process of formation of the social “I” is interaction with one’s own kind. The purpose of this process is to search for one’s social place in society. The result of this process is a mature personality. The main time points in the formation of personality are: awareness of one’s “I” and comprehension of one’s “I”. This completes the initial socialization and personality formation.

The formation of a social “I” is possible only as a process of assimilation of the opinions of significant people for a person, that is, through understanding others, the child comes to the formation of his social “I” (this process was first described by C. Cooley). We can say it differently: at the socio-psychological level, the formation of the social “I” occurs through the internalization of cultural norms and social values. This is the process of turning external norms into internal rules of behavior.

A person forms relationships that do not exist, have never existed, and in principle cannot exist in nature, namely, social ones. It expands through the totality of social relations, and, consequently, a dynamic ensemble of people connected by mutual ties. Therefore, personality not only exists, but is also born, precisely as a “knot” tied in a network of mutual relationships.

A person will become a person when he begins to improve the social factor of his activity, that is, that side of it that is aimed at society. Therefore, the foundation of personality is social relations, but only those that are realized in activity.

Having realized himself as a person, having determined his place in society and his life path (destiny), a person becomes an individual, gains dignity and freedom, which make it possible to distinguish him from any other person, to distinguish him from others.

Each of the school age groups we are considering has its own new personality formations.

At different age periods of personal development, the number of social institutions that take part in the formation of a child as an individual and their educational significance are different.

Teaching plays a leading role in the psychological development of primary school children. In the process of learning, the formation of intellectual and cognitive abilities occurs; During these years, through learning, the entire system of relationships between the child and surrounding adults is mediated.

In adolescence, work activity arises and develops, as well as a special form of communication - intimate and personal. The role of work activity, which at this time takes the form of children’s joint hobbies in some activity, is to prepare them for future professional activity. The task of communication is to clarify and assimilate the elementary norms of camaraderie and friendship. Here, a separation of business and personal relationships is outlined, which is consolidated by high school age.

At high school age, the processes that began in adolescence continue, but intimate and personal communication becomes the leading one in development. Within it, senior schoolchildren develop views on life, their position in society, and realize professional and personal self-determination.

LIST OF SOURCES AND REFERENCES

1. Abramova, G.S. Developmental psychology. - Ekaterinburg: Business book, 1999. - 624 p.

2. Apletaev, M.N. System of personality education in the learning process, 1998. - 543 p.

3. Blonsky, P.P. Psychology of junior schoolchildren.- M., Voronezh, 1997.-323 p.

4. Bozhovich, L.I. On moral development and upbringing of children/Questions of psychology. - M.: Education, 1975.- 230 p.

5. Bozhovich, L.I. Personality and its formation in childhood. - M., 1968. - 278 p.

6. Klimov, E.A. General psychology. General education course: Educational. allowance for Universities.-M.: UNITY-DANA, 2001.-511 p.

7. Klimov, E.A. Basics of psychology. Textbook.- M., 2000.-295 p.

8. Leontyev, A.N. Activity. Consciousness. Personality.-M., 1982.-320 p.

9. Nemov R. S. Psychology. Textbook for students higher ped. textbook institutions: In 3 books - 4th ed. - M.: Humanitarian publishing center. VLADOS, 2003. - Book 1: General fundamentals of psychology. – 688 p.

10. Nemov R. S. Psychology. Textbook for students higher ped. textbook institutions: In 3 books - 4th ed. - M.: Humanitarian Publishing Center. VLADOS, 2003.- Book 2: Psychology of Education. – 608 p.

11. Obukhova, L.F. Age-related psychology. M., 1996.- 245 p.

12. Petrovsky, A.V. Personality. Activity. Collective. - M., 1982. - 354 p.

13. Psychology. Textbook / Ed. A.A. Krylova.-M.: PROSPECT, 2000. -405 s.

14. Rubinstein, S.L. Fundamentals of general psychology.-SPb.: PETER, 2007.-713 p.

15. Stolyarenko, L.D.. Fundamentals of Psychology. - 5th ed., revised. and additional (Series. Textbooks, teaching aids). - Rostov n/d.: Phoenix, 2002.-672 p.

The proclamation of a personal approach to training and education requires giving this process a subject-subject character. This is very difficult, since a child cannot “absorb” knowledge like a sponge. He must demonstrate cognitive activity, overcome difficult situations, perform moral actions, etc., i.e. develop as a person by completing academic assignments, participating in extracurricular, extracurricular leisure activities.

What are the opportunities for a practical or educational psychologist to obtain information about the conditions for the development of a student’s personality in the classroom?

Personality is defined differently in domestic and foreign psychology, but most often the social nature of its manifestations is emphasized. Typical in the development of a person is the breadth of her connections with the world and the variety of interactions with people around her. A personality develops by realizing its capabilities in activities, therefore it is necessary, in the process of observation, to record manifestations of its activity in interaction with the teacher and other students. The activity of the individual is realized, first of all, in transformative activity, which creates the subjectivity of the individual. Therefore, when assessing the prospects for the development of a student’s personality based on observation of him in the classroom, one should pay attention to the manifestation of certain needs in his behavior.

In the lesson, using the appropriate analysis scheme (see Table 5 of Appendix 2), observation materials can be obtained indicating the dominance of one or another group of motives, which will allow one to draw a conclusion about the formation of a person’s orientation (business, personal, collectivistic). Mental states can be recorded that indicate the nature of the individual’s connections with the world, goals, motives, level of aspirations, self-esteem of the individual, etc.

Since personality is a complex formation, a dynamically developing structure, on the basis of a psychological analysis of a lesson one should not make broad generalizations and claim an accurate forecast of the development of a particular child’s personality. This requires a longitudinal study.

Conclusions regarding an individual's prospects should not be used as a "sentence". When discussing this problem in the teaching team with the parents of students or the students themselves, the psychologist is obliged to follow the principles of professional ethics.

The personal characteristics of students in the lesson are revealed in the process of their communication with the teacher (see Table 6 of Appendix 2). In this case, the psychologist can obtain data about the personal, primarily communicative, characteristics of both students and teachers. Based on observation, one can also obtain preliminary information about the quality of pedagogical communication.

The specificity of pedagogical communication is manifested in its focus not only on the interaction itself and on students in order to develop their personalities, but also on organizing the development of knowledge systems and the formation of skills. I. A. Zimnyaya notes the triple orientation of pedagogical communication: a) personal, b) social, c) subject. It should organically combine elements of person-oriented, socially-oriented and subject-oriented communication.

One can note some similarities between pedagogical communication and communication between a psychotherapist and his client. The teacher conveys to the child a certain culture of interpersonal relationships, confidence in the power of the human mind, a thirst for knowledge, a love of truth, and traits of moral behavior. As A. B. Dobrovich notes, by imitating such a teacher, the younger generation is formed as spiritually harmonious, capable of humanely resolving interpersonal conflicts.

One of the founders of modern humanistic psychology, Carl Rogers, singles out as the most important in the activity of a teacher facilitation function. This means that the teacher helps the student express himself, demonstrating a sincere interest in his success, in the fullest development of his abilities. Thus, a good teacher contributes to self-actualization (A. Maslow) and further development of the student’s personality.

The pedagogical situation is analyzed in psychological and pedagogical literature from different positions. By form of relationship it can be business/personal, formal/informal, formal/informal. By stages, parts of the lesson it can be a situation of familiarization with new educational material, training (development of generalized methods of action), control and evaluation. According to the dynamics of cooperation The pedagogical situation can be correlated with the stages of “entry”, work with a partner and exit from cooperation. By the nature of educational interaction it can be a situation of cooperation or confrontation, competition. May be problematic or neutral depending on the nature of the educational tasks being solved.

In the process of communicating with students, the teacher solves various communicative tasks and implements the following main functions: 1) stimulating; 2) reactive, which include a) evaluative and b) corrective; 3) controlling; 4) organizing, which include the functions of a) directing students’ attention to perception, memorization and reproduction; b) ensuring students’ readiness for upcoming work with text, etc.; c) indicating the consistency and quality of fulfillment of tasks and instructions; d) organizing individual, pair or group work in the classroom; e) regulating order and discipline in the classroom.

Psychological research makes it possible to explain many of the reasons for the failures of students and young teachers as a consequence of their lack of ability to solve certain types of communicative problems, that is, the lack of regulatory and affective-communicative skills. The following data is available. Over 70% of exercises are aimed at developing information skills, while about 60% provide the development of the ability to communicate something. The share of communicative tasks designed to develop regulatory and affective-communicative skills does not account for even 5% of the total volume. It is not surprising that given the nature of preparation for solving communicative problems, teachers largely prefer an authoritarian style.

What is communication style? This is a stable form of ways and means of interaction between people. It includes: 1) features of the teacher’s communicative capabilities; 2) the existing nature of the relationship between the teacher and students; 3) the creative individuality of the teacher; 4) characteristics of the student body.

From the position of the activity theory of teaching, communication styles can be considered in three main options (authoritarian, democratic and liberal) in accordance with the main functions implemented by the teacher in the lesson: 1) at the stage of presenting new educational material; 2) in the process of helping students learn new material; 3) during interaction with students at the stage of control and assessment.

The interaction of a teacher with students presupposes the presence of developed communication skills, and also gives an idea of whether the teacher relies on the “zone of proximal development” and takes into account the individual typological properties of the nervous system and the individual psychological qualities of the student’s personality.

You can evaluate how a teacher manages to establish contact with the class, typical difficulties in organizing educational interaction, the manifestation of the specifics of interpersonal relationships in a children's group, and the characteristics of the teacher's behavior in a situation of receiving feedback. The prevailing level of communication (businesslike, standardized, manipulative, etc.), management style, and pedagogical tact are recorded.

In the case of organizing collectively distributed activities of students (in developmental education classes), the nature of the teacher’s measured assistance to one or another student can be taken into account to a greater extent, as well as such properties of student activity as reflection and empathy, the general emotional tone in the lesson, students’ readiness for realization of their abilities, their communication skills, etc.

In Russian psychology, one of the most significant characteristics of personality development is considered to be the dynamics of the motives that make up such personal education as its orientation. Psychological features of changes in human motivation in specially created experimental conditions are studied not only in general psychology or personality psychology. One of the central problems of modern school teaching, and, consequently, educational psychology, is the problem of developing learning motivation (see Table 4 of Appendix 2).

Primary adaptation to the situation of a schoolchild is associated with the problem of creating educational motivation itself. Usually they talk about external and internal motives and their hierarchy, implying the subordination of motives and their gradual actualization. In educational or work activities, motives that are not directly related to the main activity, for example gaming, may appear. For a child who has just entered first grade, the motive and content of educational activity initially do not correspond to each other, and in the process of learning, external motives not related to the content of learning must be replaced by internal motives determined by the specific content of educational activity. The success of developing cognitive motivation largely depends on the type of learning and the student’s personal success. The child very quickly becomes convinced of the need to follow strict school regulations, which quickly depletes external motivation, and internal motives, primarily of a cognitive nature, are formed unevenly successfully and sometimes become significant motives of behavior only at the beginning of the second year of study. A broad social motive, based on the awareness that learning is a socially necessary activity approved by adults, is not rejected, that is, it is conscious, but cannot save the situation and replace the missing motives that are associated with success in mastering the content of a new activity for the child. Thus, positional motives associated with the need for evaluation from an adult and personal growth motives that promote self-actualization cannot appear spontaneously. Therefore, under the conditions of traditional learning, there is not only a rapid loss of external positive motivation for learning, but also a reduction of motives (substitution of content). The result is that motives associated with the external side of the learning and upbringing process become effective for the majority of junior schoolchildren.

With the developmental type of education, from the child’s first steps at school, the efforts of teachers are aimed at creating conditions for the formation of cognitive motivation in him. The position of the researcher, “expander of problems,” according to A.K. Dusavitsky, contributes to precisely this change in motives and “shift of motive to goal.” In the traditional teaching system, this process is complicated due to the predominance of coercive methods, when the main motivating agent (stimulus) is a mark.

In traditional schooling, there is a strict system of subordinating the child to the teacher, who constantly evaluates his behavior and performance indicators in a scoring or other form. External and (or) positional motives come first. Motives to avoid difficulties (conflicts) are very common. There is no point in counting on changing such motives without changing the content of teaching and the nature of communication in the “teacher-student” system, since the “black box” principle operates when, under seemingly identical conditions of training and education, the “scatter” of academic results is unreasonably wide and little predictable. behavior of schoolchildren in a situation of novelty and in the absence of strict control from adults.

It is difficult for a teacher to do without external support when creating motivation for learning. The simplest and most understandable way for a child to assess his worth as a student is a school grade. It is not for nothing that all or almost all future first-graders express the hope that they will study for fours and fives. For many of them, the surprise is that teachers initially do not give grades, but record successes and failures in some other way.

Although it is possible to do without grades in elementary school, it is difficult. And the children themselves require the teacher to evaluate the level of their success. But due to the absence of such criteria that would suit both the student, the teacher, and the parents of the students, the mark acts as an important tool, lever, gesture, means of punishment, etc., and is also interpreted in many ways by the teacher, the student, and the student’s parents.

An indispensable and obligatory component of organizing students’ activities in the classroom is the teacher’s creation of conditions for meaningful educational motivation. Unfortunately, there is a possibility of a reduction of motives (substitution of content), most often unconscious by the teacher, when, based on good intentions, he uses the motivation of coercion, believing that this is pedagogical exactingness. As a result, some children begin to be dominated by motives for avoiding activities (they do not raise their hands, do not participate in group discussions, repeat what a teacher or strong student says without understanding). The most well-known techniques for creating educational motivation are a problem situation, dramatization, positive emotional reinforcement, and encouraging the child’s cognitive activity. Motives are associated with purpose or a system (hierarchy) of goals, therefore they usually talk about a hierarchy (subordination) of motives

Motivation for learning is a dynamic system of motives associated not only with school-type learning. We must remember that a reduction (substitution of content) of motives is also possible, when the lack of meaningful motivation for teaching is compensated by external motives. Extreme forms of this phenomenon are associated with the loss of educational motivation. In the process of observation, one can record (especially in elementary school) such a phenomenon as the replacement of learning motivation with communication motivation, when the process of verbal communication with a teacher is attractive to the child, but he cannot answer the essence of the question posed.

Motive - this is a need associated with a ready-made way to satisfy it. Therefore, the presence of one or another motivation can be judged by the methods that the child uses while working in class.

We must remember that motives can be conscious, but not effective. In this regard, even if we have survey data where, for example, a certain subject is given a dominant role, we cannot expect that this will necessarily affect the student’s true attitude to lessons in this subject. Based on observation, one can obtain only preliminary information about the relationship between conscious and effective motives for learning.

SELF-TEST QUESTIONS:

What is the difference between educational activities and academic work?

What is the manifestation of a student’s attraction to irrational methods and methods of activity?

What is the difference between the group form of organizing class work and the collectively distributed activities of students in the lesson?

How to establish the type of reflection or the fact of its absence?

What is the significance of the motivational stage of teaching for the entire organization of educational work in the lesson?

How does a child’s acceptance of a learning task manifest itself?

What actions cause the most difficulty for students when solving problems?

What types of assessment are needed to develop children's creativity in the classroom?

How does the need for self-actualization manifest itself in students of different age groups?

Why can’t teenagers’ need to communicate with peers completely replace the need to communicate with adults (teachers and parents)?

What prevents the full satisfaction of the need for communication among primary schoolchildren, teenagers, and senior schoolchildren?

What is the level of personality aspiration? How can it be determined during lesson work?

What is "rationed assistance"? In what forms and why should it be provided to students?

How can you evaluate the effectiveness of a teacher’s evaluative statements during a lesson?

“Development of the student’s personality in the process of training and education” Prepared by: Alieva E.M. at the Department of Psychology and Pedagogy of Personal and Professional Development at the Department of Psychology and Pedagogy of Personal and Professional Development of St. Petersburg State University; Director of CSPS "DANA"

It is necessary to help teachers and educators get acquainted with and work through the concepts and upcoming transformations in the system of personal-active approach and begin to implement the recommendations of the Republican August Pedagogical Conference “Modernization of the education system - The main vector of qualitative growth of human capital” Idea of the seminar

The purpose of the seminar is to familiarize students with the features of modern modernization of education in the Republic of Kazakhstan. To demonstrate the differences between the concepts - educational environment; - sociocultural environment; - educational standard; - educational strategy; - individual educational space (IEP) - individual educational trajectory; - individual educational route;

Objectives of the seminar: Conduct a theoretical analysis of psychological and pedagogical literature and determine the psychological essence of the above categories. Conduct a theoretical analysis of psychological and pedagogical literature and determine the psychological essence of the above categories. To identify “targets” for self-knowledge of teachers, which are the key characteristics of psychological new formations in the modernization system. To identify “targets” for self-knowledge of teachers, which are the key characteristics of psychological new formations in the modernization system. Describe the features of transformations in the system of training and education of schoolchildren using a personal-active approach. Describe the features of transformations in the system of training and education of schoolchildren using a personal-active approach. To establish the relationship between the psychological characteristics of adolescents and their formation of individual self-awareness. To establish the relationship between the psychological characteristics of adolescents and their formation of individual self-awareness. To develop a course program for education specialists, preparing for the implementation of classes on personal development in the educational environment. To develop a course program for education specialists, preparing for the implementation of classes on personal development in the educational environment.

Awareness by teachers and educators of the system of the need to obtain complete and high-quality knowledge, accessible forms of explanation, implementation and implementation within the framework of the program of the head of state “Social modernization of Kazakhstan: Twenty steps to a Society of Universal Labor” Demand by students

The main task of the education system is to create the necessary conditions for the formation, development and professional development of an individual on the basis of national and universal values; Realization of the child’s rights to upbringing, education and comprehensive development, to awareness and health promotion. A feature of the modern approach to education is a systematic vision of the educational process and the identification of an integral complex of necessary conditions and factors. Individual self-determination, self-development and successful self-realization are highlighted as priority values.

The emergence of a new system of society’s requirements for personal development; Insufficient consistency of ideological guidelines that make it possible to identify goals and priority areas of education; Overestimation of the role of education and underestimation of the role of upbringing in the formation of new generations; Weakening the role of the educational role of the social institution of the family; Insufficient scientific and methodological support for the new education paradigm; Insufficient knowledge of modern educational technologies among teachers; Loss of the vocational guidance system; The limited network of children's interest groups and their insufficiently effective activities; Problems of educational influence

Requirements for modernization of education The modern order of the state is focused on the formation of human capital of a young person, the formation of a competent and competitive personality. The transition from the traditional formation focus on “knowledge, abilities, skills” to the development of personal qualities necessary for life in an open society, i.e. on subject-subject forms of relationship; Updating the internal reserves of schoolchildren: acquiring high-quality experience of individual cognitive processes, developing logical thinking, consolidating forms of behavior aimed at achieving set goals, demonstrating self-control and effective self-realization.

Education as a source of personality development The problem of personality formation in new economic conditions remains the most pressing and relevant. The dominant approach in the educational environment of modern psychology is the activity approach. The development of the student as an individual and subject of activity is considered as a system-forming component: Development of intelligence; Development of the emotional sphere, resistance to stress; Developing a positive attitude towards the world; Development of motivation for self-development, self-actualization and improvement;

Correlation of systems: Education and Personality Previously, education determined the dynamics of the development of a child’s personality, but now the features of personality development determine the specifics of its education. Educational standards are being replaced by the concept of individual educational space. Student-centered learning is becoming a necessity.

Educational environment - One of the broadest concepts that describes the totality of educational conditions in which personal development occurs. A set of historically developed factors, circumstances, situations, i.e. is its integrity, specially organized psychological and pedagogical conditions for personality development. The formation and creation of the OS type is based on the semantic dominants of the perception of the world. And the creative development of an individual can simultaneously take place in several educational environments - schools, cultural clubs, the Internet and the information network.

Educational space Ensuring the transmission of experience from generation to generation Necessary appropriate information support Appropriate infrastructure Social conditions The “narrower” the educational environment, the poorer the child’s ideas about the world around him, the poorer the experience, the value palette and behavioral behavior is monotonous and monotonous.

Educational standard A normative document reflecting the content aspect of education that the state guarantees to its citizens. Reflecting the social order and coordinating the requirements for education made by the family, society and the state. A set of three systems of requirements: - to the structure of educational programs, - to the results of assimilation, and - to the conditions of implementation.

Individual educational trajectory A program of educational activities for a high school student, developed together with a teacher and has several directions of implementation: - content-based (variable curricula), - activity-based (special pedagogical technologies), and - procedural (organizational aspect)

Individual educational route A subjective-level curriculum, compiled taking into account the development of the cognitive base, educational needs, abilities, characteristics and inclinations of the student, with the fulfillment of the necessary minimum requirements of the curriculum. Educational preferences of the student, contributing to the formation of IEP and the implementation of cognitive activity of the individual in the process of self-determination and self-development.

Individual educational space The sphere of a child’s activity, which has its own extent (boundaries) and density (multiple), in which he receives comfortable conditions for his individual development, consolidates knowledge and gains confidence in the reliability of adults, and the readiness to obtain knowledge regardless of evaluation. The surrounding reality (peers, teachers, family, clubs, sections, creative schools, consultations, educational hobbies, interests and activities) that contribute to learning (the formation of new competencies), upbringing (instilling norms, values and civic obligations) and the development of the child’s individual characteristics. The meaning of every person’s life is the most complete self-realization, the completeness of the most successful development of one’s abilities, the use of social conditions to reveal giftedness and bring benefit to loved ones and society.

The main and necessary condition of the humanistic paradigm in psychology The meaning of every person’s life is the most complete self-realization, the completeness of the most successful development of one’s abilities, the use of social conditions to reveal giftedness and bring benefit to loved ones and society.

Contents of the training on the formation of IEP and self-knowledge of adolescents The purpose of the training is to provide adolescents with the necessary methodological tools that facilitate familiarization, perception and reflection of adolescents’ subjective understanding of new and possibly unexpected knowledge about themselves. And help younger teenagers find answers to questions that are urgently needed in the minds of children about their personal and social position. First lesson: “Getting to know each other.” Lesson two: “On representation and attention.” Lesson three: “About thinking.” Lesson four: “Speech and perception.” Lesson five: “Emotions.” Lesson six: “Different feelings.” Lesson seven: the concept of “Motivational-volitional sphere.” Lesson eight: “Self-regulation.” Lesson nine: “The ability to have positive awareness for action.” Lesson ten: “Goals. Time perspective."

INDIVIDUAL EDUCATIONAL SPACE is the sphere of activity of a child, which has its own extent (boundaries) and density (multiple), in which he receives comfortable conditions for his individual development, acquisition and consolidation of knowledge, and confidence, reliability, comfort on the part of adults and the readiness of their knowledge transfer regardless of evaluation and its isolation from communication in this space, the surrounding reality (peers, teachers, family, clubs, sections, creative schools, all kinds of forms of consultation, cognitive hobbies, interests, activities, etc.), conducive to learning (formation of new competencies), education (instilling norms, values, moral and civic obligations, etc.) and the development of the child’s individual characteristics

WORKING PROGRAM OF THE EDUCATIONAL DISCIPLINE Module - 1. Education and personal development Topic 1. Educational categories in the system of education and upbringing Topic 2. Programs for individual organization of training. Topic 3. History of development research. Forms and goals of personality development. Concepts of mental development factors. Principles of development. Topic 4. Theories of child mental development. Mechanisms of child mental development.

Topic 1. Study of adolescent personality traits in the cognitive and emotional spheres. Topic 2. Study of the characteristics of the value and motivational-volitional sphere of the personality of adolescents. Determination of the cognitive, emotional and behavioral components of the self-concept structure. Topic 3. A practical tool for helping adolescents develop self-knowledge. Rules for conducting training. Topic 4. Interactive methods of working with teenagers. TRKM, Task Constructor. Topic 5. Continued training in interactive teaching methods. Web quest, case, debate. Module 2. Psychological characteristics of a teenager. Interactive models of interaction in the process of self-knowledge

Topic 1. Fundamental positions of a teacher for working with teenagers. Topic 2. Formation of goals for conducting classes with teenagers on self-knowledge. Topic 3. Testing of methodological tools in work on self-knowledge. Topic 4. Testing of methodological tools of the value and motivational-volitional sphere in the work on self-knowledge. Topic 5. Drawing up a portrait of one’s own personality Module 3. “Practical application of techniques that contribute to the expansion of self-knowledge of the individual.”

Let us recall that teaching should be understood not as the process of “transferring” ready-made knowledge from teacher to student, but as a broad interaction between teacher and student, a way of carrying out the pedagogical process with the aim of personal development through organizing the student’s assimilation of scientific knowledge and methods of activity. This is the process of stimulating and managing the external and internal activity of the student, as a result of which the mastery of human experience occurs. Development in relation to learning is understood as two different, although closely interrelated categories of phenomena: the biological, organic maturation of the brain, its anatomical and biological structures, and mental (in particular, mental) development as a certain dynamics of its levels, as a kind of mental maturation.

In psychological and pedagogical science, at least three points of view have emerged on the relationship between learning and development. The first, and most common, is that training and development are viewed as two processes independent of each other. But learning, as it were, builds on the maturation of the brain. Thus, learning is understood as a purely external use of opportunities that arise in the process of development. V. Stern wrote that learning follows development and adapts to it. And since this is so, then there is no need to interfere with the process of mental maturation, one must not interfere with it, but wait patiently and passively until the opportunities for learning ripen. J. Piaget noted that mental development follows its own internal laws, so training can only slightly slow down or speed up this process. However, for example, until a child’s logical operator thinking has matured, it is pointless to teach him to reason logically.

Scientists who adhere to the second point of view merge learning and development and identify both processes (James, Thorndike).

The third group of theories (Koffka et al.) combines the first two points of view and complements them with a new position: learning can go not only after development, not only in step with it, but also ahead of development, pushing it further and causing new formations in it .

This essentially new idea was put forward by L.S. Vygotsky. He substantiated the thesis about the leading role of training in personality development: training should go ahead of personality development and lead it along. In this regard, L. S. Vygotsky identified two levels of mental development of a child. The first level of actual development is the student’s current level of preparedness, which is characterized by what tasks he can complete independently. The second, higher level, which he called the zone of proximal development, refers to what the child cannot do on his own, but which he can do with a little help. What a child does today with the help of an adult, noted L.S. Vygotsky, tomorrow he will do independently; what was part of the zone of proximal development, in the process of learning, moves to the level of actual development. This is how personality develops in all directions.

Modern domestic pedagogy stands on the point of view of the dialectical relationship between learning and personal development, assigning, according to the position of L.S. Vygotsky, the leading role to learning. Training and development are closely related to each other: development and training are not two parallel processes, they are in unity. Without education, there can be no complete personal development. Education stimulates, leads to development, at the same time relies on it, but is not built on purely mechanically.