Acquired child behavior and relationships with parents

Teaching – is that the acquired child behavior, relationships with adults and peers, moral knowledge and feelings are the Foundation on which the deepening of existing and the assimilation of a new, the development of new forms of moral behavior, consciousness, feelings, relations.

     Psychological is considered as a process of ascent from lower levels to higher and rely on positive, on previously acquired experience.

To reveal the essence of continuity in the development of students moral values, we have chosen the following aspects:

1) to determine the specificity of the concept of “moral personality”;

2) to identify the characteristics, types and features of continuity in the development of students moral values;

3) to provide a theoretical model of continuity in the development of students moral values.

Consider in more detail each of the above components.

1. Currently, the ethical, psychological and educational research there are different approaches to determining the nature of moral development.

Thus, in philosophical and ethical literature views of scientists can be divided into two groups.

The first group of authors comes from the understanding of moral development as a process of “gradual mastery of the principles and norms of the existing morality”(1). So, for example, G. G. Almanbetov believes that “the moral development of the individual is the assimilation of man in the process of individual development of lords at this time, norms of behavior and turn them into personal moral qualities”(2). This same position is shared by a number of other researchers, which, in essence, equate the moral development of the personality, with its progressive development visit international adoption community.

The second group of authors (A. M. Micklin, V. A. Podolskiy, E. S. Likhachev), describing the moral development of the individual, believes that development is not limited to progressive changes and therefore the moral development of the individual, in their view, is the process of folding her moral integrity, i.e. a new level of unity (conformity) moral consciousness and behavior of the individual, as well as their components, in the presence of certain moral orientations (dominant). The result of the development of personality can be positive (progressive line) and negative (line regression) the moral(3).

Without entering into a discussion on this issue, we note only that all authors see it as a qualitative change of personality.

Speaking about the structure of moral development, V. M. Sokolov(4) believes that it is necessary to proceed from the structure of morality.

In this regard, he identifies a number of systems and subsystems. The content of morality as a system of social phenomena consists of the following components:

– moral relations,

– moral motives of action,

– moral sense,

– moral consciousness.

Each component of the system consists of independent systems provided for the post by International Adoption research blogger and columnist. Their separation allows the author to formulate a number of important provisions related to determining what changes in the development of morality. In the General social development changes all the system components look for more info international adoption agencies.

In pedagogical literature, this problem is reflected in the writings of O. S. Bogdanova, E. V. Bondarevskaya, M. D. Grishina, A. V. Soskovskogo, I. S. Mar’enko, V. I. Petrova.

Despite certain differences, we can distinguish a General trend, the essence of which is that the process of moral development is associated with qualitative changes in moral consciousness and behaviour and expresses the process of understanding, finding it existing in society moral values.

The problem of moral development was widely covered in the foreign literature (E. Thorndike, L. Kohlberg, A. M. Mau).

L. Kohlberg sees moral development as the individual’s internalization of basic cultural rules of social action. The criteria on which to judge the degree of moral development of the individual, are intellectual, behavioural and emotional see more on international adoption public discussion group.

Intellectual – includes knowledge of relevant standards and regulations and the ability to Express their judgments, behavioral – the ability to resist the temptation to break these rules, and to emotional – feelings of guilt when violating these rules.

Moral development, in his opinion, represents the absorption of certain fixed social content.

4 thoughts on “Acquired child behavior and relationships with parents

  1. To successfully acquire the skills of students must be armed and operational knowledge, i.e. knowledge about how actions in the process of solving pedagogical problems: what specific operations, in what order and why is it necessary to perform. To realizoval aim of an action can be performed or the entire set of operations (a1, a2, …, andn), or some set of them, for example: 1, 3, …, n-1 etc. This approach requires the existence of student creativity in solving educational tasks, i.e. the execution of an action of that provides, ultimately, the creative character of formed skills. Particularize the example before us of skills.
    To achieve one of your goals actions that contribute to successful perception of students of educational material, namely: selected sources of information, which for a given composition of students in the class will provide the most rational perception of educational material, it is recommended that the composition of ways to perform action:
    To analyze the content of the training material and to correlate it with the existing children with the knowledge and practical experience, take into account age features of younger school students and the level of preparedness of the class.
    To identify the supporting knowledge necessary for successful mastering the new material.
    Highlight in the subject to be examined, the most important issues requiring in-depth work.

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  2. Supporting psychological knowledge
    Knowledge about activities, their structure and different types, about the development activities.
    Knowledge of the orientation of the individual: motives and interests, needs and peculiarities of their manifestation in Junior school age.
    Knowledge about the types and properties of attention, its features and the formation of children of primary school age.
    Knowledge about cognitive processes of personality: perception, thinking, memory, imagination and ways of development of children.
    To know the nature of the emotional-volitional sphere of personality and its manifestations.
    Knowledge of psychological peculiarities of personality: temperament, character, abilities.
    Knowledge of anatomical and physiological, age and individual peculiarities of children of primary school age.

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  3. Didactic reference knowledge of the purpose of action is knowledge about the tasks perception as the initial element of learning; the place of the stage of perception in the overall structure of the lesson depending on the lesson type, the nature of the new material; knowledge of didactic conditions for successful percolation of perception, methods, teaching techniques, teaching tools used at this stage of learning; knowledge of the sources of perception and their features. As a reference of psychological knowledge about the purpose of the action can be called insight perception as a cognitive process of the individual, its properties and types; knowledge about the characteristics of perception in children of primary school age and resulting typical errors in the study of the material; knowledge of the ways of development of perception in children. Supporting teaching and psychological knowledge as the goal and object of action, sinteziruemy on a wide interdisciplinary basis, creating a new integrated psychological and didactic knowledge, which is supporting our ability to be successful in the perception of students of educational material. The basis of such knowledge embedded in our developed structural-logical the model of interdisciplinary links with the courses of General didactics, and educational psychology, according to which should be the formation of this knowledge in learning didactics.
    So, the synthesis of different knowledge, primarily psychological and didactic components of interdisciplinary knowledge, contributes to the formation of the intellectual abilities of students, which, in turn, allows them to continue to analyze the educational situation and design the pedagogical challenges which they specific didactic tasks manage the process of mastering new knowledge and ways of activity.
    The foregoing allows us to assert that the theoretical form of software didactic skills interdisciplinary basis are integrated psycho-didactic knowledge. For the formation of such knowledge required the following supporting didactic and psychological knowledge (following L. F. Spirin, we Express them large blocks):

    Didactic reference knowledge
    To know the nature of the learning process, its driving forces and functions.
    Knowledge of the basic stages of learning.
    Knowledge of didactic principles and their implementation in the learning process.
    Knowledge of the content of school education.
    Knowledge of teaching methods, the requirements at present, different classifications of teaching methods.
    Knowledge of problem and programmed learning.
    Knowledge of the types of lessons and their structure, current requirements for the lesson.
    Knowledge of the pedagogical requirements for testing the knowledge, abilities and skills of students, types and functions check.
    Knowledge of assessment criteria oral and written responses of students.

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  4. Pedagogical action as any other action, consists of the following functional components, as indicative, Executive and controlling. Consider the content of each of them, i.e. build the intermediate model of the original teaching of action, clarifying them in relation to the above skills.
    Indicative component of the pedagogical action includes the purpose and object of the action, as well as a specific set of substantive and operational knowledge. On the basis of their awareness of the plan of operation, including indication and justification of those operations, the implementation of which will help you to achieve your goals.
    Exercising one or another pedagogical activity, the teacher affects students. The aim of any training effects is to cause some physical and mental activity of the student and guide them so that he had formed knowledge, abilities and skills.

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