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International Journal of Early Childhood Special Education (INT-JECS)
ISSN: 1308-5581 Vol 14, Issue 03 2022
10059
DOI: 10.9756/INT-JECSE/V14I3.1169
5.
The principle of creativity and success. Individual and collective creative activity make it possible to
determine and develop the individual characteristics of the pupil and the uniqueness of the group. Thanks to creativity,
the child reveals hips abilities, learns about the "strengths" of his personality. Achievement of success in this or that
kind of activity promotes the formation of a positive I-concept of the child's personality, stimulates the child's further
work on self-improvement and self-building of his "self".
6.
The principle of trust and support implies a decisive rejection of the educational process, which is
authoritarian in nature. Faith in the child, trust in him, support for his aspirations for self-realization and self-
affirmation should replace excessive demands and excessive control. Not external influences, but internal motivation
ensures the success of the child's education and upbringing.
The definition of the concept and essential characteristics of the educational component of the personality-
oriented approach allows us to formulate its main differences from the individual approach.
First, the use of both approaches in pedagogical activity involves taking into account the individual
characteristics of the child.
However, if when applying a personality-oriented approach, this is done with the aim of developing the child's
individuality, then when using an individual approach, another target is realized - the development of social experience
by children, i.e., some knowledge, skills and abilities defined in standard training and education programs and must be
learned by every child.
Secondly, the choice of the first approach is connected with the desire of the teacher to promote the
manifestation and development of the brightly individual in the child, and the choice of the second one is with the focus
of the pedagogical process on the formation of the socially typical, which is also extremely difficult to implement
without obtaining and taking into account information about the individual characteristics of schoolchildren.
The technological arsenal of a personality-oriented approach, according to E. V. Bondarevskaya, consists of
methods and techniques that meet such requirements as:
- dialogue;
- activity-creative character;
- focus on supporting the individual development of the child; providing the child with the necessary space,
freedom for making independent decisions, creativity, choosing the content and methods of education and behavior.
In the concepts of personality-oriented education, the child acts as an active participant in the educational process,
its subject, capable of directing this process in accordance with the needs of his development.
At the same time, education is carried out as a process of subject-subject interaction based on dialogue, exchange
of personal meanings, and cooperation. It is the fact of recognizing that a child has an internal potential for self-
development that directs the attention and care of all subjects of the educational process to the development of
subjective personality traits that contribute to the actualization of internal potentials - internal independence,
independence, self-discipline, self-control, self-regulation, the ability to reflect Personally - oriented approach - the
basic value orientation of the teacher, which determines his position in interaction with each child and the team. The
personal approach involves helping the pupil to realize himself as a person, to identify and reveal his creative learning
and provide opportunities for the formation of self - awareness , the implementation of personally significant and
socially acceptable self - determination , self - realization and self - assertion . In collective education, a personality-
oriented approach means the recognition of the priority of the person over the team, the creation of humanistic
relationships in it, thanks to which the pupils realize themselves as individuals and learn to see the personality in other
people. The team acts as a guarantor of the realization of the possibilities of each person, the originality of the
personality enriches the team and its members, if the content, forms of organization of life are diverse and correspond to
their age characteristics and interests. A personal approach can only be carried out by a teacher,aware of himself as a
person , able to see personal qualities in a pupil , understand him and build a dialogue with him in the form of an
exchange of intellectual , moral , emotional and social values , developing his creative activity .
The system of preschool education began to rebuild - to turn from an authoritarian to a personality-oriented
model of building the pedagogical process. Her mission is special. As you know, the basis of personality is laid in the
first seven years of life. Components that were not included in the personality structure at preschool age are
subsequently either not assimilated (modification) or are assimilated with great difficulty, and are reproduced
(reproduced) with a low reliability coefficient. knowledge, if they are presented in an accessible, fascinating form, and if
the interests and cognitive abilities of the child in relation to the studied phenomena are taken into account.
Teachers must provide each child with the conditions for development and self-development, which is possible
only with a deep analysis of the individual characteristics of a person and strategic planning of teaching tactics intended
not for an abstract child (a child “in general”), but for a specific person with his personal, unique set of qualities. The
essence of the person-centered approach is:
• availability of various types of pre-school education institutions;
• in recognizing the formation of a person as an individual in its originality, uniqueness, originality as the main
value of education;
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