Stages of personality development

We believe that the signs of continuity in the development of students moral values are the following:

– reliance on the positive, the achieved level of development of the previous age stage,

– perceptiveness, focus on the future in the development of a student’s personality,

– communication in development, i.e. a genetic link between the stages of personality development, the components of process of development of the pupils moral values (the goals, content, forms, methods),

– focus – the succession process is controlled by the activity of a teacher

– communication, the impact of students on each other in succession,

– selectivity, selectivity, retention and development of the best in the development of students moral values.

In our opinion in this process it is possible to allocate 2 types of continuity: vertically and horizontally.

Vertical continuity is based on the actual level of moral development, but focuses on the available level of such development.

B. E. Shirvindt, G. N. Bela believes that continuity at this level is a way of resolving contradictions between the old and new state. It’s not an easy transition to a new state, and critical processing of existing in accordance with the features of the new stage.

Horizontally – formed based on the ratio of development of moral values in the process of improvement visit international adoption community.

Analysis of philosophical, ethical, psychological and pedagogical literature on the problem of development of students moral values helped to highlight features of continuity in the process. It is revealed that they are due to the unity of the General and the specific.

Common is the fact that this process is organized based on the objectives and tasks of moral education provided for the post by International Adoption research blogger and columnist.

To specific:

1) students belong to different age groups,

2) as they grow older the content, forms and methods are updated, become more complex, new means of educational activity that comes with this new age stage,

3) various perspectives of moral development,

4) with the development of students moral values are changing pedagogical ways of guiding the process.

On the basis of General and specific features of continuity in the development of students moral values are derived:

1) update the goals and objectives of moral education in modern conditions

2) from the systemic nature of process of development of moral values, reflecting and taking into account the continuity of its components, as well as the mutual influence and interpenetration, mutual enrichment of the content, forms and methods

3) the development of moral values, reflecting the need to take them into account in continuity at the level of individual student of different age groups.

Having considered the above-mentioned features of the concept, its implementation in the development of students moral values, and given their intrinsic characteristics, we have attempted to describe a theoretical model of continuity in the process look for more info international adoption agencies.

In the description of the model we proceed from the common in sociology approach to the prediction according to which there are two types of social forecasts: exploratory and normative.

The first aims to describe the possible status based on current trends; the second is associated with setting goals that describes the desired state, the way and the means to achieve it(5).

In our opinion, this model should consist of the following components: task, personal, meaningful, and effective evaluation.

The target component is determined by the goal of moral education is characteristic of a given society. It has cross-cutting implications for other components.

Personality is subjective-object position of the schoolboy.

Content is determined by the content of moral values and is specified by the teacher taking into account age peculiarities and level of development of moral values.

Effective-evaluation – involves simultaneously monitoring progress in the implementation of process of development of moral values by teachers and self-control student evaluation of the teacher by pupils and the results achieved.

All components of this model interact and vzaimousilivat each other.

Based on the foregoing, we have hypothetically defined the basic ways of realization of continuity in the development of moral values.

They include the following: age-appropriate.

B. E. Shirvindt believed that the succession should justify and disclose arising from age-related features of the sequence and the stages, steps in the educational work. Research B. E. Shirvindt, Z. A. Jodorowsky, L. P. Ivanova show that it is impossible to put an equal sign between the problem of continuity and the problem of taking into account age peculiarities in the educational process. The consideration of age peculiarities is an essential prerequisite to address the issue of continuity.

Each age stage has a relative autonomy and specific features. It is characterized its contents, forms, methods and objectives for the development of moral values. Also carried out targeted work related to General preparation for the development of moral values at the next stage, each of which differs from the previous amount of moral knowledge, the formation of moral sentiments, evaluations, moral belief, moral behavior.

Learned at a previous age stage, generally included in a new system of connections and relationships that form the basis for the further development of moral consciousness and moral behavior.

2) Continuity in terms of staff.

The analysis of psychological and pedagogical literature (A. A. Bodalev, T. E. Konnikova, L. I. Novikova, V. A. Sukhomlinsky) allows us to conclude that the team has been effectively implemented continuity in the development of moral values.

In our opinion, its main mechanisms and factors are effective in relation to continuity of this process. In saying this, we take the point of view of scientists (L. P. bueva, L. I. Novikova) that the staff is a tool of education and all means of development of each.

3)Individual attention to students in the development of moral values.

In modern psychological-pedagogical literature (Galutskiy V. M., K. M. Gurevich, N. N. Vertinskaia, A. A. Derkach, I. Z. Krasaina, I. I. Reznicki) there are many scientists – teachers, psychologists on the definition of the essence of an individual approach, its content and features.

For our research interest is the position of scientists on defining the conditions of implementation, which include:

– knowledge of accounting and cash exposure situations (A. P. Krakovsky, V. A. Krutetskiy, L. S. Slavina);

– nature of relationships with other people and the style of relations of teachers to students, class team (Y. L. Kolominsky, R. L. Krajewski, D. I. Feldshtein);

– features of development of children (L. I. Bozhovich, L. V. Zankov, etc.).

On the basis of the essential characteristics of the individual approach, the main directions of its implementation in the realization of continuity in the development of students moral values, are as follows:

– identify objective and subjective causes of deviation from norms of behavior by studying the peculiarities of pupils, conditions of their education;

– identification of positive and negative qualities in order to build on the positive in the process of self-education;

– work with parents to change the conditions of education in the family;

– involvement of students in various socially useful activities through the system’s instructions;

– encourage moral education;

– submission of certain requirements for the provision of trust and respect;

– a systematic sequence of implementation of individual approach, regardless of, he shows the negativity in the behavior or not;

– reliance on positive interests and inclinations of the learner, respect for their identity;

– creation of conditions for disclosing and realization of individuality.

3 thoughts on “Stages of personality development

  1. All of these skills is aimed at implementation of professional duties of a teacher which he performs in the process of solving instructional problems. Suffice it to mention the characteristics of constructive, organizational, communicative and Gnostic functions, to make sure that the implementation of each of them involves selected didactic skills.
    The theoretical basis of formation of students ‘ professional teaching skills is developed on the basis of General provisions of the activity approach model of individual pedagogical activity, which includes the pedagogical action, subordinate to a common goal. This model became the base for the construction of structurally-descriptive models of specific kinds of pedagogical activity, each of which is a source for selected generic teaching skills.
    As an example, consider the original model of pedagogical activity, the basis of the generalized skills to organize a successful perception of educational material for primary school children.
    The main objective of pedagogical activity of the source in this case is to achieve a successful perception by pupils of a teaching material. The achievement of this goal consists of the following didactic tasks:
    the correct selection of sources of educational information;
    preparing students for the perception of educational material;
    activation of children in the process of perception.
    Each of these tasks can be solved by using certain pedagogical actions, the source for private didactic abilities:
    the ability to carefully select the sources of educational information;
    skills to prepare students for perception of the educational information;
    the ability to activate students in the process of perception of educational material.

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  2. The object of management under this approach are motivated and purposeful actions of students, as the awareness of the cognitive tasks of what should be taught to student; subject, perceptual, symbolic activity associated with the perception of knowledge; the elements of MNEMIC activities; intellectual activities associated with the deepening and generalization of knowledge; transfer of intellectual skills in practical activity, to develop skills of self-control, self-esteem.
    Our skills are broad skills, because they have wide property transfer and can be used for solving a wide range of tasks beyond the scope of pedagogy as an academic subject, the study of which laid the Foundation of their formation.(1)
    The source for each pedagogical skills is a separate educational activity, aimed at achieving a certain goal and consisting of pedagogical action, which together form the method of its execution. Committed and exploring, these actions are transferred into the appropriate (simple, private) pedagogical skills, which are part of more complex (generic) teaching skills.
    Therefore, professional didactic skills necessary to manage the process of assimilation younger students of knowledge and ways of activity are generalised skills of teachers, formed by some combination of private skills, are creative solve specific didactic problems. Based on our long fixed observations of the progress of the learning process and theoretical analysis of psychological and pedagogical literature were identified the scope and content of generalized didactic skills and their subsequent verification by a representative collection of empirical expertise. In the final version of the structural-logical model of generalized didactic skills, providing management of process of mastering of knowledge and ways of activity of younger schoolchildren, took the following form:
    (1) In this case, we relied on the interpretation of the concept of “generic skills” given in the A. V. Usova.

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  3. This approach is consistent with not only the structure of educational-cognitive activity, but is consistent with the requirement of a General theory of management to take into account the nature of the process, in our case the didactic nature of the learning process, which, as you know, consists of such basic elements as posing to students and their awareness of the goal of assimilation; the creation of the necessary incentives to assimilate; the perception of students in various forms (receiving, obtaining, search) and from a variety of sources of educational information, its comprehension, the practical handling of information received: consolidate and improve the acquired knowledge of students, formation of skills, the analysis of the results (N. And.Sorokin). At the same time, this approach does not contradict the known research problems of educational activity of the teacher (A. S. Podymova, A. V. Polyakov, L. M. Fridman, G. I. Khozyainov). So, for example, L. S. Podymova, developing the structure of the didactic training of primary school teachers, determines the implementation phase of training activities to be the following:
    goal-setting;
    the organization of perception and comprehension of new material;
    organization of consolidation and application of knowledge in practice;
    current control and regulation, the receipt of feedback.

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