Organization of the process of preschool education and upbringing based on a student-centered approach



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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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