Diagnosis by personality-oriented technology in dow. Person - oriented technology. Brief historical background

MASTER CLASS

«APPLICATION OF PERSON-ORIENTED TECHNOLOGIES

IN WORK WITH CHILDREN»

Prepared by: senior teacher

Frolova S.P.

The main and very responsible task of the preschool educational institution is to reveal the individuality of the child, to help it manifest itself, develop, settle down, gain selectivity and resistance to social influences. The disclosure of the individuality of each child in the learning process ensures the construction of a student-centered education in modern educational institutions. The purpose of such training is to create a system of psychological and pedagogical conditions that make it possible to work with each child individually, taking into account individual cognitive abilities, needs and interests.

Personally oriented technology - this is such an educational system where the child is the highest value and is placed at the center of the educational process. Personally-oriented education is based on the well-known principles of humanistic pedagogy: the self-worth of the individual, respect for her, the natural conformity of education, kindness and affection as the main means. In other words, personality-oriented education is the organization of the educational process based on deep respect for the personality of the child, taking into account the characteristics of his individual development, attitude towards him as a conscious, full participant in the educational process.

Person-Centered Technology:

Evaluation criteria in a student-centered model of communication with children, which will help the teacher in his relationship with children:

Personally-oriented technology involves close interaction between the teacher and the child, therefore my pedagogical activity in relation to children includes showing respect for the personality of each child, benevolent attention to him:

I treat children affectionately, with a smile, stroking, hugging: in the morning when meeting, while eating, getting ready for bed, dressing, etc.;

I strive to establish trusting relationships, I pay attention to their mood, desires, achievements and failures;

I encourage independence in the implementation of security procedures, taking into account them individual characteristics(habits, temperament, preference for a particular food);

I am sensitive to the initiative in communication, the need for my support;

Listen to children carefully and respectfully;

Politely and kindly answer questions and requests, discuss problems;

I calm and cheer upset children, I strive to help in eliminating discomfort;

When talking with children, I choose the position “at eye level” - when talking with a child, I sit down next to or take him in my arms;

During the day I communicate not only with the group as a whole, but also with each child individually.

Being close to children, I create conditions for the formation of positive relationships with peers:

By their own behavior they demonstrate respect for all children;

- h putting the children together, calling their names, gently stroking the hand of the child with the hand of a peer, stimulating looks into the eyes, the manifestation of positive emotions, at the same time, not imposing contacts on the children if they evade them;

I draw attention to each other's emotional states, own example and with suggestions encouraging children to show sympathy, pity, a sense of joy for another;

When organizing joint emotional, mobile, objective games, I help to coordinate their actions, take into account the desires of each other, act as a benevolent participant in the games;

I strive to resolve conflicts between children in a mild form, without violence and shouting, by transferring them into positive forms of interaction or switching attention to other activities or objects;

I help to master speech methods of communication: call each other by name, formulate their desires, requests, agree on the sequence of actions, thank for help, etc.

Working for a long time with children, I made it a rule:

Do not limit the natural noise in the group (brisk activity, play, laughter, free conversation);

I teach to speak calmly so as not to interfere with other children to play and communicate, using motivational game techniques;

I serve as an example of calm communication: I talk to children in a calm, but not monotonous voice.

I build the educational process in such a way that:

In the course of organized educational activities, I take into account the age capabilities and interests of children;

I organize educational activities in the form of a joint game;

I organize a game in joint activities mainly with one child or a small group of children in such a way that each child participates in it;

I conduct training in a mild form, without violence: teaching a child to use a spoon, a comb or start a car, I gently guide his movement with my hand, and then give him the opportunity to perform the action on his own, helping him if necessary, but without taking all the initiative;

I respond to any request of the child for joint activities and assistance, and if it is impossible to implement them, I calmly explain the reason and ask you to wait;

In the course of joint play or organized educational activities, I find time and opportunity to address each child by name, show interest in what he is doing, encourage, help to cope with a difficult action;

When organizing joint games or organized educational activities, I do not force all children to participate in them: if a child refuses to listen to a fairy tale or watch a play, I allow him to do something else without disturbing the rest of the children;

I organize games for children, trying to interest the child in the plot of the game, to make him want to play;

I try to awaken the initiative by involving the child in the game, I suggest and discuss with him different variants development of the plot, taking into account his desire;

They help to give game characters names, characters, I speak on their behalf, I stimulate the development of a dialogue;

I am carried away by the search for substitute objects, opening up new opportunities for the child to play;

I show interest in the independent play of children, express approval, rejoice at the finds, original actions and statements of children;

I help diversify the child's game unobtrusively, without violating the plan;

By organizing joint games, I help distribute toys, roles, and establish interaction.

Supporting a positive self-perception of children, I contribute to the formation of their self-knowledge:

I give children independence in choosing toys, activities, partners

From time to time I bring the child to the mirror to examine parts of the body

(usually invisible - ears, hairstyle, etc.), I correlate the reflection in the mirror with

appropriate details of the child's clothing (consider the pattern on

pockets);

I address the child by name, emphasizing his dignity;

I encourage children to express their feelings and thoughts, talk about events,

participants they were (about their family, friends, preferences, dreams,

experiences, etc.);

More often I use encouragement, support, than censure and prohibition, censure refers only to individual actions of the child, it is not addressed to him

personality; failures are played up in a playful way, so as not to form

baby's lack of self-confidence;

I do not resort to physical punishment or other negative

disciplinary methods that offend, frighten or humiliate children, if the child refuses to eat or go to the toilet, I try to gently persuade him to transfer unwanted actions into a playful form, and in case of failure, let the baby be alone; if a child expresses obvious disobedience, goes into open conflict, interferes with other children or offends them, calmly explain to him the reason for undesirable behavior;

After resolving the conflict, I affectionately hug the baby, talk about my love for him and express my confidence that the bad deed will not happen again.

Building positive relationships with peers

By my own behavior I demonstrate a respectful attitude towards all children;

I draw the attention of children to the emotional states of each other, I encourage

manifestations of sympathy, empathy with peers;

I support the emotional comfort of unpopular children in the group, create

conditions for their acceptance by peers;

By organizing joint games, I teach children to coordinate their actions,

take into account the wishes of each other;

I am sensitive to the complaints of children, teaching them socially acceptable forms

interactions.

Interacting with children, take into account their age and individual characteristics:

In the course of routine procedures, I am tolerant of the difficulties of children: I allow them to act at their own pace, do not focus on the failures of the child, provide him with the necessary assistance and support, etc.;

Offering children examples of activities, I do not insist on their exact reproduction;

Pointing out the mistakes of children, I do it gently, without humiliating them in front of peers and without infringing on the dignity of the child;

Controlling the assimilation of the material, I take into account such features of the child as

embarrassment, shyness, not allowing him to have negative

experiences;

I give children the opportunity to choose activities according to their interests:

during a walk, in unregulated activities, in free

During a joint game or organized educational activity

address the child by name, look into his eyes, act interested

and benevolently, helping to master a difficult action;

I respond to any request of the child for joint activities, and in case

the impossibility of their implementation, I calmly explain the reason and ask you to wait;

I support the positive self-perception of children, I contribute to the formation of their knowledge about their capabilities and abilities.

More often they use encouragement, support for children than censure and prohibition;

I relate censures only to individual actions of the child, but do not address them to

his personality;

In condemning the child's actions, I offer a sample of the desired action or remedy.

to correct errors;

I celebrate the new achievements of the child in various activities, I draw

attention to his new opportunities and abilities: the achievements of the child are not

are not compared with the achievements of other children, but only with his own

(I say: “You jumped so far today, further than yesterday.” “You

acted badly,” but I don’t say: “You are a bad boy”;

Intentionally create a situation of success in which the child succeeds: by offering the child a younger preschool age to hit the ball in the basket, unobtrusively join in the action, ensuring its success and encouraging its achievement, and in case of failure in a difficult task for an older child, I offer a simpler activity;

I do not resort to physical punishment or other negative discipline

methods that offend, frighten or humiliate children.

I create conditions for the emergence and development of children's play:

I create conditions for enriching children with impressions that can be used in the game: I read books together, listen to CDs, discuss events in the life of children, talk about myself and other people, organize excursions, walks, attend cultural events;

I draw the attention of children to the content of people's activities and their relationships, to phenomena and the relationship of events in living and inanimate nature;

I encourage the deployment of the game: I appeal to the kids: “Look, the bunny’s leg hurts, let’s treat it”, I suggest older children play a specific game or choose a plot, I encourage them to accept the role and give it to a partner, I agree on the rules of the game with older children;

As a direct participant in the game, I offer examples of various game actions: I feed, bathe the doll, involve kids in the game, and show how to build a house.

Each teacher contributes to the pedagogical process something of his own, individual. Pedagogical individuality is determined by the level of comprehension of the content of the program, the equipment of the pedagogical process, the conditions in which the children are. Therefore, it is believed that each specific technology is considered copyright.

A fundamentally important aspect in pedagogical technology is the position of the child in educational educational process attitude towards the child on the part of adults. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

Personally-oriented technologies put the personality of the child at the center of the entire system of education and upbringing, providing him with comfortable conditions in the institution in which he is located, conflict-free and safe conditions for its development, and the realization of existing natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject: it is the goal of the educational system, and not a means to achieve any goal.

Kanapeeva Elmira Rakhimovna,
GBOU secondary school No. 21 structural unit "Kindergarten "Friendly family",
educator

Relevance:The leading strategic direction in the development of the system of preschool education in the world today is, personally - oriented education. Personally oriented learning is understood as learning that reveals the characteristics of the child, recognizing the originality and intrinsic value of subjective experience, building pedagogical interactions based on this experience. An important result of the orientation of education on a personal approach is the restoration of a reasonable relationship between the individual and the team, based on the understanding that the individual is the basis of the team, and not vice versa. Therefore, the main attention is directed to the development of subjective personality traits from early childhood: internal independence, independence, self-control, self-government, self-regulation, the ability to reflect, etc.

Task: The main and very responsible task of the preschool educational institution is to reveal the individuality of the child, to help it manifest itself, develop, gain selectivity and resistance to social influences. The disclosure of the individuality of each child in the learning process ensures the construction of a student-centered education in modern educational institutions.

Target Such training consists in creating a system of psychological and pedagogical conditions that make it possible to work with each child individually, taking into account individual cognitive abilities, needs and interests.

Personally-oriented technology involves close interaction between the teacher and the child, therefore, organizing pedagogical activities in our group, first of all, we show respect for the personality of each child, benevolent attention to him:

1. we strive to establish trusting relationships, we pay attention to their mood, desires, achievements and failures;

2. We encourage independence in the implementation of security procedures, taking into account their individual characteristics (habits, temperament, preference for one or another food);

3. we treat children affectionately, with a smile at all sensitive moments;

4. listen to children carefully and respectfully;

5. when talking with children, we choose the position “at eye level” - when talking with a child, we sit down next to him or take him in our arms;

6. during the day we communicate not only with the group as a whole, but also with each child individually.

We organize independent and free activities:

Without limiting the natural noise in the group (brisk activity, play, laughter, free conversation);

In the course of organized educational activities, we take into account the age characteristics of children, their capabilities and interests. We organize educational activities in the form of a joint game, mainly with one child or a small group of children, trying to attract the attention of others, to interest them.

We conduct training in a soft form, without violence.

We respond to any request of the child for joint activities and assistance, and if it is impossible to implement them, we calmly explain the reason, and ask you to wait.

We interact with children, taking into account their age and individual characteristics:

In the course of security procedures, we are tolerant of the difficulties of children: we allow them to act at their own pace, do not focus on the failures of the child, provide him with the necessary assistance and support, etc.;

We offer children examples of activities, we do not insist on their exact reproduction;

Controlling the assimilation of the material, we take into account such features of the child as

embarrassment, shyness, not allowing him to have negative experiences;

We give children the opportunity to choose activities according to their interests:

during a walk, in unregulated activities, in free time;

By supporting the positive self-perception of children, we contribute to the formation of their self-knowledge:

I give children independence in the choice of toys, activities, partners in the game;

I address the child by name, emphasizing his dignity;

I encourage children to express their feelings and thoughts, talk about events, participants they were (about their family, friends, preferences, dreams, experiences, etc.);

More often I use encouragement, support, than censure and prohibition, censure refers only to individual actions of the child, it is not addressed to his personality; failures are played up in a joking manner, so as not to form a lack of self-confidence in the baby;

After resolving the conflict, I affectionately hug the baby, talk about my love for him and express my confidence that the bad deed will not happen again.

From the analysis of the practice of working with children, it can be concluded that the current problem in raising children today is teaching them the ability to communicate effectively, reducing aggressive behavioral tendencies, removing defensive reactions, isolation, inclusion in group life, and accumulating experience of positive interaction. After all, the position of the child in the children's team largely depends on how friendly relations develop between children, the success or failure of his socialization, etc. build partnerships. Analysis of observations, conversations, products of play and theatrical activities of preschoolers shows the following results:

children's ability to social realization,
increase in speech memory,
children's ability to liberate,
the presence of a common culture of behavior.

All this testifies to the development of communication skills.

A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

Thanks to the use of personality-oriented technology that complies with the Federal State Educational Standard, trusting, friendly relations between teachers and pupils have been established in our group, which has a positive effect on the process of education and training.

Raising children is an extremely important process, as they are future members of society. They need to be prepared for life in it in such a way as to reveal their full potential and possibilities. In recent years, teachers are increasingly using student-centered technologies. They begin to apply them already from preschool institutions, which greatly increases their effectiveness.

What is it?

For the first time this term is found in the works of psychologist Carl Rogers. He owns the proof of the theory that for successful pedagogical and psychotherapeutic activities, in general, the same approach is needed.

Rogers says that the ability to empathize with another person, to accept his personality without any additional conditions, is extremely important for success in these cases. In domestic pedagogical circles, the term "personality-oriented technologies" is considered as one of the ways of interaction, in which the teacher ensures the most harmonious development of the child's personality and his abilities, based only on those qualities that are characteristic of a particular personality.

Brief historical background

A long time ago, that is, in the 17th-18th century, a landowner lived in Rus'. And he was famous for the fact that each of his serfs lived richly, and even had a reputation for being a rare craftsman in some area. The neighbors envied and wondered: where does the master get such a number of smart, talented people from?

Once, a local fool nailed to him. He was not fit for anything: he did not really know how to work in the field, nor was he trained in crafts. Another would have already waved his hand at the wretched man, but that landowner did not lower his hands, for a long time watching this strange man. And he noticed that the “fool” is able to sit all day, polishing a small piece of glass with his sleeve, bringing it to the state of rock crystal.

Just a year later, the former poor man was considered the best glass cleaner in all of Moscow, his services were so popular that the former serf, who by that time had already bought his freedom long ago, compiled a list of those wishing for almost six months in advance ...

Why did we say all this? Yes, the whole point is that this example is the classic personality-oriented technologies "in the field." The landowner knew how to look closely at each personality and identify those talents of a person that were originally laid in him. In schools and preschool children's institutions, teachers face exactly the same tasks.

How should the personality of the child be considered?

In this teaching, the personality of the child is a priority subject; it is its development that is the main goal of the entire educational system. In general, for a long time this approach has been called anthropocentric. The main thing that a teacher should always remember is that children should have full respect and support in all their creative endeavors. The teacher and student must work together to achieve their goals together.

In general, technology includes the concept that the educational process should be as comfortable as possible for the child, it should only give him a sense of security and a desire to develop his abilities further.

Simply put, the child should be given as much independence as possible. Having the opportunity to choose, a teenager develops much better, as he does this not under the influence of external factors, but only thanks to his own desire and desire to learn.

Main tasks and goals

What rules should be followed, "professing" personality-oriented technologies in pedagogical activity? Oh, there are quite a few. Let's list them in detail:

It is imperative to develop and implement individual training programs that focus on the abilities and talents of each child.
Constructive-imitation games, group dialogues should be held.
Students themselves should be directly involved in the creation of educational material. This greatly stimulates their interest in the topic under study.

In addition, student-centered pedagogical technologies must necessarily take into account the following features:

Throughout the lesson, you need to assess the psycho-emotional state of your wards.
Maintaining the maximum high level motivation.
Identification of the experience of each child on the topic proposed in the lesson. The material must be presented, focusing on the specific characteristics of each group being trained.
When explaining a new term unknown to the child, it is necessary to accurately bring its meaning to him. Questions "Understood?" and an affirmative nod of the head in response often indicates that neither the teacher himself nor his ward is interested in real assimilation of the material.
An experienced psychologist should consistently work with children, on the basis of whose recommendations the entire educational process is built. Actually, personality-oriented ones are impossible without the close work of psychologists with each class.
In the classroom, it is necessary to widely use the practice of group, pair or individual work, abandoning the habit of referring to the class in a "frontal" way.
Do not forget about the different level of perception of boys and girls. In other words, the work should definitely take into account the gender aspect. This technology of student-centered education is fundamentally different from many teaching methods that are used in
Each topic should be discussed using different didactic techniques. This allows the child to better master and consolidate the material in memory.
It is necessary to use a scheme of self-assessment and mutual assessment of the assimilation of the material by each student.
It is necessary to organize the educational process in such a way that children have confidence in their abilities and skills.
Reflection is mandatory at the end of each lesson: students repeat what they have learned, tell the teacher about all the points that interest them.

Concept classification

Why do you think the term "personal-centered technologies" is used in education? More precisely, why is this concept spoken of in the plural? Everything is simple. These are actually technologies, there are several of them. In the form of a table, we will not only describe them, but also give a brief but exhaustive description of each variety. So what are their types? Person-centered technologies are divided into six main categories, which are described below.

Technology name	Her characteristic
Research	The main feature is independent study of the material. "Discovery through knowledge". A large amount of handout and visual material is required, from which educators will learn the most important information.
Communicative	As the name implies, when conducting a lesson, it is necessary to place maximum emphasis on the debatable discussion of the material being studied by the trainees. "Truth is born in a dispute"! If before that it was already possible to arouse children's interest in the topic under discussion, this form of lesson can spur it even more.
	This technique is used not only by personality-oriented technologies in preschool educational institutions. The game is important not only for preschoolers: for example, for senior classes it is extremely important to conduct lessons that will model professional difficulties and methods for solving them, which can be encountered everywhere in adult life
Psychological	In this case, trainings and seminars are required. Their goal is one. The student must independently choose the preferred area and the way to further study the topic.
activity	The name is not entirely clear, but in practice everything is as simple as possible: the child participates in the preparation of educational material, feels like a subject of the educational process
reflective	Each student should be able to independently analyze the results of the past lesson, work on mistakes, formulate competent and specific questions to the teacher in case of any ambiguities.

The main options for the learning process

Modern teachers who use the technology of student-centered interaction immediately distinguish four main options for this very interaction. Each of them should be “try on for yourself”, since not every teacher can work equally effectively in all four areas.

Humane and personal approach to the child

In the center of the educational program in this case should be a set of personal qualities of each of the children you teach. The school here has only one specific goal - to awaken the dormant inner strengths and talents of the ward, to apply them for the harmonious development of the young personality. This approach is dominated by the following ideas:

Personality is put at the forefront. It is from its characteristics that the features of the entire educational process depend. Thus, student-centered technologies at school imply the maximum friendliness of the learning process to the student himself.
Pedagogical relations with students should be as democratic as possible. Teacher and student are equal partners, not leader and follower.
Let's say "No" to direct coercion as a method that often does not give a real positive effect in the long run.
An individual approach is not only welcome, but is also the main method used in teaching.
In addition, personality-oriented technologies (Yakimanskaya in particular) provide for the need to explain to the child the concepts of "personality", "personal freedom".

Didactic activating and developing complex

The main question is: what and how to teach students? In this case, the content of the curriculum itself is only a means for the dynamic and harmonious development of the personality of the ward, and not as the only goal of the school. Positive stimulation of students is widely used. It is necessary to introduce which directly stimulate children to learn something new.

The improvement of the educational process should be carried out on the basis of didactic ideas, which are described in the works of R. Steiner, V.F. Shatalov, S.N. Lysenkova, P.M. method.

Parenting concept

In this case, student-centered reflect the main trends common in modern school:

The school should be not only a source of knowledge, but also a means of educating the younger generation. In principle, Soviet teachers were well aware of this, but today, for some reason, this most important function is constantly forgotten.
As in all previous examples, the main attention should be paid to the personality of the student.
The orientation of education should be humanistic, in teenagers universal ideas of humanism and compassion should be brought up.
It is extremely important to develop each child without exception.
In the schools of regional centers, it is necessary to pay increased attention to the revival of national traditions and customs of the small peoples whose representatives live there.
Collective education must be combined with an individual approach.
Goals should be set from simple tasks to complex, adequately assessing the abilities of each individual student.

Environmental education

Historically, it was the school that became perhaps the most important social institution whose importance is difficult to overestimate. Along with the family and the social environment, it is she who is the most important factor that determines the further development of the individual.

The results of this formation are determined by a combination of all three factors. Here we come to the meaning of this method, which, again, has long been used by experienced domestic teachers. We are talking about the extreme importance of interaction with parents and public organizations, as this will create the most favorable environment for the formation of the child's personal qualities.

Features of work in a preschool educational institution

As we have already noted, personality-oriented technologies are also used in preschool educational institutions. Of course, in this case there are specific features that must be taken into account in the process of work.

Today, high technologies are prevalent, which are spread in every layer. modern society. The task of the teacher is to use the possibilities of interactive educational technologies even in kindergarten. This will immediately interest the kids, give them an incentive to independent study proposed topic.

The position of the child in the educational process is fundamentally important. The educator must adhere to a simple conviction: “Not next to him, not above him, but together!” The purpose of this approach is to promote in every possible way the harmonious development of a self-sufficient personality, self-confident, free from complexes that largely interfere with the normal educational process.

The main task of a teacher in a kindergarten is to form an exploratory type of thinking in a child, the ability to independently, consciously and effectively study the world around him. It should be remembered that the main method of educational work should be the technology of solving some practical problems in an easy, playful way. You should offer the children some kind of task that can be solved by conducting interesting and exciting experiments.

Basic methods of work in kindergarten

What methods and techniques should be followed in this case? Let's list them in more detail:

Conversations of the "heuristic type", during which children in practice can be convinced of the correctness of the material told by the educator.
Solving all emerging issues of a problematic nature "on the go", without delay. Otherwise, the child may lose interest in learning topics.
Constant monitoring of the environment.
Modeling of processes that constantly occur in wildlife.
Setting up similar experiments.
All results of experiments and experiments must be recorded in the form of colorful, detailed drawings.
If possible, you need to bring high-quality handouts to classes, include recordings of wildlife sounds.
The teacher should offer students to imitate these sounds by conducting thematic games.
The emphasis in the descriptions should be on the development of the artistic word, which allows you to accurately and beautifully express your thoughts, not to stumble. This is how correct diction also develops, which will certainly come in handy for a person in all subsequent periods of his life.
Statement of realistic situations that involve their resolution by creative methods.
Various work exercises.

So we have considered what should characterize the correct use of student-centered technologies in modern educational institutions and kindergartens.

Introduction …………………………………………………………………………3

1.1. Theoretical concept and essence of student-centered learning .............................................................. ................................................. ......................4

1.2. Modern concepts and principles of building a personality-oriented learning system .............................................................. ..........................12

Chapter 2

2.1. Technology of student-centered learning .............................................23

2.2. Research and analysis of personal learning technology

preschoolers…………………………………………………………………....30

2.3. Functions of the lesson in the system of personality-oriented education of preschoolers.................................................................. ................................................. ...........38

Conclusion ……………………………………………………………………...43

Bibliography…………………………………………………………… 45

Introduction

The urgency of the problem.

The issue of student-centered learning we are considering is extremely important. So far in mass primary school the influence of education on the mental and personal development of a preschooler is not enough: it does not lead to those personal neoplasms that are necessary at the next age level of schooling. The fact is that in the ZUN system of school and preschool education, spontaneous process formation and development of personality, and the main goal of education continues to be only the formation of knowledge, skills and abilities.

In personality-oriented learning, it should be exactly the opposite: the main goal is the formation and development of the personality, taking into account the age and individual capabilities of the child, as a result of which his knowledge, skills and abilities are then formed through personality-oriented learning as a means. This was the basis for choosing the topic of our study.

Research in the field of student-centered learning was carried out by such scientists as G. G. Kravtsova, T. A. Matis, Yu. A. Poluyanova, V. V. Rubtsova, G. A. Tsukerman, I. S. Yakimanskaya, E. Yamburg and others.

Concepts on the use of modern pedagogical technologies in the learning process were developed by L. S. Vygotsky, L. V. Zankov, D. B. Elkonin, V. V. Davydov, G. A. Tsukerman, E.A. Yamburg, V.A. Karakovsky, MP. Shchetinin,A.A. Ostapenko, V. F. Shatalov, Z. I. Kalmykova, E. N. Kabanova-Meller, S. A. Smirnov.

Subject term paper – "Technologies of personality-oriented teaching of preschool children".

An object - theoretical (conceptual) and practical experience of personality-oriented teaching of preschoolers.

Item - modern (author's) personality-oriented technologies for teaching preschoolers.

Target term paper: the study of the principles and features of personality-oriented technologies in modern system preschool education.

In accordance with the purpose of the study, the following tasks:

To study the theory of the concept and the essence of "personally oriented learning".
Summarize the theoretical experience of the classics of scientists, teachers and psychologists.
To explore the general and the special in the author's modern technologies of the personality-oriented educational process.

Methods research: theoretical analysis of documents and official materials, scientific psychological and pedagogical literature, copyright systems, principles, curricula and manuals, generalization of best practices, analytical-synthetic method of research.

Theoretical and methodological baseresearches are the data of the analysis of psychological, pedagogical, methodical literature and periodical press. In addition, the work took into account the main provisions theoretical concepts on the application of modern pedagogical technologies in the learning process L. S. Vygotsky, L. V. Zankova, D. B. Elkonina, V. V. Davydova, G. A. Tsukerman, E.A. Yamburg, V.A. Karakovsky, MP. Shchetinina,A.A. Ostapenko, V. F. Shatalova, Z. I. Kalmykova, E. N. Kabanova-Meller, S. A. Smirnova.

Work structure.The work consists of an introduction, two chapters, a conclusion and a list of references. Made on 47 sheets of printed text.

Chapter 1

Theoretical concept and essence of student-centered learning

The leading strategic direction in the development of the system of preschool education in the world today is personality-oriented education.Personally oriented learning is understood as learning that reveals the characteristics of the child, recognizing the originality and intrinsic value of subjective experience, building pedagogical interactions based on this experience.

Person-centered learning has deep roots.

Personal development of a person depends on his individual characteristics. They are associated with the nature of human activity, features of thinking, range of interests and requests, as well as his behavior in society. That is why individual characteristics must be taken into account in the process of training and education. In addition, each age is characterized by certain features in development. It is known that the development of memory and mental abilities most actively occurs in preschool age. If these features are not fully used during this period, then it will be difficult to catch up later. At the same time, attempts to run too far ahead, not taking into account age and individual characteristics, may not give the effect expected by the teacher.

Taking into account age and individual characteristics served as the basis for a more active use of a new personality-oriented educational paradigm in the framework of teaching.

The theory and practice of personality-oriented learning was developed by: A. V. Petrovsky, V. I. Slobodchikov, G. A. Tsukerman, I. S. Yakimanskaya and others. All teachers-researchers believe that personality development comes to the fore in personality-oriented education. Thus, the implementation of a personality-oriented approach in education is possible subject to the following conditions:

availability of comfortable, health-saving safe learning conditions;
the implementation of the education of self-regulatory behavior of the personality of a preschooler;
formation and development of thinking;
taking into account the level of abilities and capabilities of each child in the process of preschool education;
adaptation of the educational process to the characteristics of groups of students.

Personally oriented learning involves a phased nature of the learning process: from studying the personality of the child through awareness and correction of the personality, and is based, basically, on cognitive aspects.

Personality-oriented learning is based on the concept that a person is a combination of all his mental properties that make up his individuality. The technology of student-centered learning is based on the principle of an individual approach, which takes into account the individual characteristics of each, which helps to promote the development of personality.

The Swiss psychologist J. Piaget studied the cognitive development of the child for over half a century. Piaget considered the knowable from two main points of view: formal and dynamic. At the same time, Piaget considered the dynamic aspect to be more important, "since only the dynamic aspect of consideration allows us to understand the nature of things."

Piaget's views on cognitive development are based on the adaptation model. "People restore a state of equilibrium, partly by changing their behavior and adapting it to changes in the environment, partly by changing those of the elements of the environment that they know how to control."

According to Piaget's point of view, the cycles of personality development precede the cycles of learning. This means that learning builds on development, but does not change it. It is necessary to single out at least two levels of development of the child, without knowledge of which it is impossible to find right attitude between the course of a child's development and the possibilities of his learning.

As has already been shown, the process of assimilation of social experience plays a decisive role in the formation of a person's personality. Education- one of the types of such learning. Any kind of training is aimed at changing a person, at increasing his capabilities, i.e. for its development.

Development is characterized primarily byneoplasms,those. qualitative changes in the mental life of a person. In psychology, the influence of education on the cognitive sphere of children has been most fully studied. But training changes all aspects of a child's mental life, including a significant impact on the development of his personality.

Consider the impact of education on the mental (intellectual) development of preschoolers.

intellectual developmentgoes in two directions: 1) functional development of the intellect, which consists in enriching its content with new mental actions, new concepts: 2) stadial (age) development, which characterizes qualitative changes in the intellect, its restructuring. A.V. Zaporozhets, emphasizing the features of this line of development, writes that in this case, “fundamental changes take place, which no longer consist in mastering individual actions in their sequential implementation at various levels, in various plans, but in the formation of these levels themselves, for example, in emergence .. . internal plan representations, imaginary transformations of reality".

At present, three stages of intellectual development are known in psychology;visual-effective intellect, visual-figurative and verbal-logical.The stage of development of intelligence characterizestypical conditionaccumulated mental actions, i.e. in what form the subject usually performs them, is he able to recognize them, use them arbitrarily, etc. It is important to note that these two lines of intellectual development are interrelated. On the one hand, the transition to a new stage involves the mastery of certain actions. Thus, the child's transition from the stage of visual-effective intellect to the stage of visual-figurative is facilitated by the mastery of generalized actions of substitutions and actions of game modeling. Usually the kid masters these actions at preschool age during the game. (It is known, for example, that a child can replace a horse with a stick and ride it with delight.) Thus, accumulations along the first (functional) line are not equally effective for qualitative (stage) changes in intelligence. A student can learn many new actions, but remain at the same stage of intellectual development.

On the other hand, stadial development has an impact on functional development. So, if a child is at the stage of visual-effective intellect, then when mastering each new action, he must begin mastering from a material (or materialized) form. But if the child's intellect is characterized as visual-figurative, the material (materialized) form can be skipped, then the perceptual form will be available to him from the very beginning.

So, mental development has both quantitative and qualitative changes. The quantitative (functional) line of development directly depends on the activity of the teaching: it is replenished through the assimilation of new actions. Qualitative (stadial) changes are mediated by functional development. In this case, the decisive factor is not the number of learned actions, but their content and features.

One of the central problems of pedagogical psychology is the identification of conditions, the implementation of which in learning activities leads to high rates of development of the preschooler. Let's consider the most significant of them.

Teaching as a leading activity.A person performs various activities. However, at each age stage of life, one can single out the main leading activity that determines the success of development.

It is this activity that leads to development. In the leading activity, new formations arise and form, a new leading activity is born, which leads to a new stage of development. Teaching should be the leading activity in elementary school. In the preschool period of life, the development of the child goes, first of all, through different types of play activities.

Teaching is born in the game and gradually assumes the role of leading activity. For some children, this happens even before entering school, while other children remain in the game and at school age.

It should be remembered that play remains the leading activity for preschoolers. The activity of teaching for them does not lead to development, that is, it is not the leading main activity.

It is necessary to carry out systematic work with older preschoolers so that gradually game activity gives way to teaching.

L.S. In the early 1930s, Vygotsky introduced two clarifications to this proposition:

1. Teaching is of decisive importance for mental development when, and only when, it is the leading activity.

2. The leading role of teaching in the mental development of a person does not have clearly defined age limits. As a rule, it fulfills its leading role within the limits of primary school age. However, in many cases this role is retained until student age. At the same time, even among preschoolers, learning in the form of a game can become a leading activity.

Leading activity most effectively influences the development process in the period of its formation.

Orientation to the zone of proximal development.

Teaching leads to development only when it is the leading activity and when he learns what is for him in the zone of proximal development and becomes available to him only with the help of an adult who teaches him.

Speaking about the importance of cooperation between a child and an adult in a personally developing aspect, it is necessary to dwell on the issue of children's independence. At first glance, it seems that it is independent types of learning that lead to a high developmental effect. Actually it is not. The fact is that a preschooler cannot independently discover the essence of primary scientific concepts, causal relationships, etc. In the best case, a child of this age can independently learn the external properties of objects, on this basis make up general idea about them. Because of this, the independent activity of preschoolers should be used only after they become familiar with the content of scientific concepts and methods of working with them. Children should not rediscover, but assimilate what is already discovered and stored in the social experience of mankind. The validity of this is confirmed by the experience of the so-called problem learning. All attempts to introduce it into the practice of teaching preschoolers have failed. At the same time, as was shown in the analysis of the assimilation process, at all its stages, children deal with problems. Starting from the stage of materialized actions, they successfully solve them, but this happens only because at the previous stages they collaborated with the teacher and received with his help all the necessary information in the form of an indicative basis of actions scheme.

A well-known specialist in the field of developmental and educational psychology D.B. Elkonin writes in this regard; "Limiting the forms of education based on cooperation with the teacher, and expanding the forms of education based on the so-called independence, in fact means limiting the initial education of preschoolers to the field of empirical concepts and reducing developmental processes to exercises".

Thus, cooperation with an adult, imitation of him, act as a decisive condition in the transition of a child from what he can to what he does not know, but what he can learn. L.S. Vygotsky, emphasizing the role of the adult in this transition, writes: “Imitation, if understood in a broad sense,- this is the main form in which the influence of education on the development of the preschooler is carried out.

The presence of contradictions in the teachings.Development must be stimulated by creating conflict situations between those modes of action that are required by the task and those modes of action that the child is capable of. Here is one example.

D.B. Elkonin writes about it this way: “... If empirical knowledge remains the main content of education in a preschool educational institution, then no matter how active and effective the methods of teaching are, it does not acquire a decisive influence on the formation of basic mental neoplasms in preschoolers.”

So, the direct impact of teaching on development is determined by the nature of the activities of children- its personal orientation. At the same time, the possibility of using the most effective type of orientation is limited by the construction of a training session. By virtue of this, L.S. Vygotsky and his followers D.B. Elkonin, V.V. Davydov and others, when they write that learning "carries out its leading role in mental development only if the child himself lives this experience through the content of the knowledge he assimilates".

The issue of personality-oriented teaching of preschoolers that we are considering is extremely important. Until now, in the mass system of preschool education, the influence of education on the mental development of children is not sufficient: it does not lead to those new formations that are necessary for preschool children at the next stage of education. The unpreparedness of preschoolers, in particular for theoretical thinking, is expressed in the fact that when they enter school, they lose interest in learning. What is the way out of this situation? Who should carry out the work of restructuring the courses being studied on an invariant, student-centered basis?

Obviously, such work involves special training of both educators and methodologists. And teachers of preschool education should be aware that some textbooks and methodological manuals have already been published that implement new personality-developing principles for constructing training sessions for preschoolers. Educators working on these teaching aids undergo appropriate retraining. The Center for the Retraining of Workers in the Sphere of Preschool Education, established in 1989 at the Faculty of Psychology of Moscow University, is working in the same direction. This Center trains methodologists and educators who are able to implement in the practice of teaching an activity-oriented personality-oriented theory of learning in general.

In conclusion, we note that the use of the third type of teaching opens the way for the early formation of the mental abilities of preschool children.

Mentality- this is a quality that is oriented to be realized and developed in that essential that underlies a large number of particular phenomena. Because of this, one who has mastered this kind of activity, in the future, without any training, successfully copes with any particular phenomenon of this class. And he is considered capable.

On the other hand, if the child, working with individual particular cases, each time performed an activity suitable only for this case, then he will be forced to learn anew when he encounters each new variety of these phenomena. And they will not say about him that he is capable.

Mental ability can be formed when teaching a child even motor skills, if with theirformation to orient him to knowledge that reveals the essence of movement and objects with which he works. Having learned to divide the contour into segments, the child is able to reproduce any contour. Of such a child, we can say that he has masteredgraphic ability.

At the same time, a preschooler can gain knowledge in mathematics without gaining mathematical abilities, without learning to think mathematically, if he does not penetrate into the essence of mathematics, but focuses only on the external signs of mathematical phenomena.

The teacher should always remember that the effectiveness of the development of the personality of a preschooler must be judged by the level that his abilities reach.

So, the first group of methods and technologies of personality-oriented teaching of preschoolers is aimed at the level of maximum individual development of all mental functions of the child, which has developed as a result of certain, already completed, cycles of its development.

The second group - personality-oriented learning, sets as its main goal the formation of the child's personal qualities.

1.2 Modern concepts and principles for building a student-centered learning system

So, personality-oriented learning technologies are a set and an algorithmic sequence of processes and methods for transforming initial data, which makes it possible to obtain an optimal result that develops a personality according to the given parameters. This is the most effective ways obtaining results at this level of development of the child. This is a way of learning, where the educator performs the function of managing the means of education and stimulating the activities of preschoolers.

The concept of Z. I. Kalmykova refers to personality development, as it forms the productive creative thinking of children. Indicators - originality of thought, speed of associations, susceptibility to the problem and its solution. The principle of her education is the organization of mnemonic activity (memorization).

V. F. Shatalov implemented the principle of solid assimilation and operational application of knowledge with the help of enlarged blocks of information. This is work with reference reference signals. He recommends the use of a variety of options for interviewing children with limited time: as a powerful factor in inducing regular work.

The concept of E. N. Kabanova-Meller is connected with the formation of operations of thinking, methods of work. This is the organization of learning, controlled by their cognitive interests, the attention of children.

The concept of G. A. Tsukerman is devoted to teaching children the skills of cooperation in educational activities.

Principles:

Ensuring mental (mental) health;
Development of intellectual abilities of children;
Develop communication and collaboration skills;
Learn to learn on your own.

The concept of S. A. Smirnov reflects the technology of joint creativity, the creation of conditions for maximum development and self-confidence.

Principles:

Attitude to the child as a subject.
Dialogue style of relations with the teacher and peers.
Organization of active interaction.
Creating a positive emotional background.
Reliance on game elements in training.

First of all, one should point to the experiment conducted under the direction of D.B. Elkonin and V.V. Davydov. This experiment made it possible to identify the conditions for upbringing and developmental education, as well as the age-related capabilities of children in the assimilation of scientific knowledge.

The main person in the educational process- baby j. Efforts of the teacher are aimed at organizing the learning process. For this, it is necessary that the child wants to learn and knows how to do it. Therefore, the goal of a personality-developing teaching is to form the ability to learn, which consists of a different type cognitive activities aimed at obtaining new knowledge, new operating systems. These actions are combined into the ability to learn according to the function they perform: they are cognitive means.

With a personality-developing teaching, the development of the ability to learn includes actions such as general as well as specific. These are two groups: psychological actions that make up the methods of logical thinking .

But the general activities do not end there. Common activities include actions such asplanning activities, monitoring, evaluating the results of actions, adjusting their activities.All these activities are included in the ability to learn. The personality of the child, performing a new action, controls the progress of the implementation, based on the model given to him. Control inevitably requires evaluation- how correctly the preschooler performs the action. In case of detection of deviations, errors educational action, the child must be able to correct their implementation.

The tasks of personality-developing education of preschoolers necessarily include sign-symbolic actions:modeling, encoding, decoding.This group of actions, on the one hand, is general, as it is necessary for the assimilation of any educational action.

An educator who owns the methodology or technology of the personality-developing teaching of a preschooler, starting to study any content of training sessions, any topic, must be sure that the child has all the necessary cognitive means to master this phenomenon. If they don't own- it is necessary to form the missing actions either in the course of working with the subject material, or before that.

Author's concept -this is an individual reading of the general idea of personal development training and its implementation in practice in accordance with personal understanding, specific capabilities. Today, there are hundreds of educational institutions in Russian pedagogy, where thousands of wonderful teachers work. The best examples of our technologies are superior to the famous Western systems. For us, they are especially valuable because they are inscribed in our realities, created for our conditions.

The author's personality-oriented system V.A. Karakovsky.V.A. Karakovsky, folk teacher USSR, academician, director of the Moscow school No. 825. In this school, the ideas of pedagogy of cooperation were established and developed, developing and improving, rallied into an integral technology of education. The system of school education includes a children's combine - preschool educational institution, which adapted the principles, conceptual ideas, views of the pedagogy of cooperation in relation to the organization of personality-developing education for preschoolers.

And although the core of the educational system V.A. Karakovsky considers a close-knit team of different ages, in his system there are many elements characteristic of the democratic free education of children of different ages. "Updating the educational system,– writes V.A. Karakovsky, - went along the path of actualization.

The ideology of the educational system under consideration is based on universal, eternal moral values. Children are brought up on basic concepts:

Earth - common Home humanity;
homeland - the only homeland for a person;
family - the closest environment of a person, his support;
labor is the basis of human life;
knowledge is a means of development necessary for a person;
culture is the spiritual wealth of mankind;
peace is the main condition for the existence of the Earth and humanity;
man is the highest absolute value.

For the assimilation of the main values by each child, subordination to the requirements arising from them, an integral system of educational work has been developed and implemented. It combines educational activities in an optimal proportion. The annual cycle of educational work is concentrated around several key activities of the team. Key things are, as a rule, bright events, periods of increased stress, education in “large doses”.

The strongest catalyst is the formation of a sense of "we" - the most important for each pupil to comprehend and understand his place in life, belonging to the world, country, group of children.

He created a system of large and small traditions. For many years, for example, a special creative program has been prepared for Teacher's Day, in which all teachers of all structures take part. One of its parts is a solemn ritual of initiation into a school teacher. New teachers, educators (and these are usually graduates of the school) undertake to work in accordance with traditions, multiply them and develop them.

Not only teachers, but also pupils themselves are obliged to develop in themselves the “seven virtues”: 1) loyalty, 2) good manners, 3) honest attitude to business, 4) kindness, 5) desire for self-improvement, 6) love for people, 7) respect for elders.

The list of all forms and methods of educational work used in the personality-oriented system V.A. Karakovsky, great. Among them: public review; integrated classes; inter-age classes; various exhibitions creative works children; educational diagnostics; bringing forms of work into the family; mutual learning; benefit classes; three levels of classes; outdoor activities; creating situations of free choice; multivariate tasks; partnership of teachers and children; defense of ideas; "silent poll"; journey to the land of secrets; club "why"; read-city; historical games; pedagogy; defense of fantastic projects; business and role-playing games; brain attack; briefing; holiday of knowledge; 60 seconds interesting information; organization of personal exhibitions of children and teachers; the work of the help desk "Direct Line"; kindness practice; interview with a historical character; five minutes of reflection; questions contest; hour of questions and answers; oral magazine "Unusual near"; didactic tales; journey; knowledge auction; five minutes of inquisitive; robinsonade; didactic theater; ABC of didactic knowledge: excursions; hiking, etc. .

What is the effectiveness of the author's technology V.A. Karakovsky? Without a doubt, this is a significant step forward in the democratization of an educational institution, turning it into an open social system, bringing the educational process beyond the framework of strict regulation, and moving away from rigid command and administrative management schemes. School V.A. Karakovsky is moving in the direction of personally developing free education. According to press reviews, graduates of his school fit better than others into market realities, and this is one of the main indicators of the correctness of the chosen direction.

Personally oriented school of M.P. Shchetinina. MP. Shchetinin is a well-known teacher who has been advocating the ideas of transformation on the principles of humanism for many years. Like Vittorio de Feltre, who opened his “School of Joy” more than 550 years ago, he has created his own unusual school in our days and in our educational space. At the school of M.P. Shchetinin, there are no classes and age groups of children, no one can say what class he is in, there are no lessons in our usual understanding, there are no established and approved topics for classes, there are no programs and textbooks, there is no teaching staff in the generally accepted sense.

M.P. School Shchetinina is more like a traditional Russian community with its way of life. It is the communal way of life that makes it possible here in a completely different way, both to see and solve educational problems. The child is taught to be human. Here he is taught to think with his heart, calculate with his mind, and create with his hands.

Five foundations of Shchetinin's pedagogy:

1) moral and spiritual development of everyone;

2) the desire for knowledge;

labor, love for labor in all its manifestations;
fostering a sense of beauty;
physical training.

At the school of M.P. Shchetinin children are brought up not with harsh sermons and prohibitions– fosters an accepted way of life. Here they live in love and respect for each other, work for the common good, study, create beauty. The moral and spiritual development of everyone is the result of a way of life. The spiritual qualities of the pupil are formed in specific situations that demonstrate patterns of moral behavior, kindness and mercy. It can be said that visualization-example are the most important methods of Shchetinin's pedagogy.

Training is carried out according to the method of immersion. Children of different ages can study any topics, courses of their own free will. Specialists are invited, the necessary means of supporting the process are purchased. Diving is combined with self-training. Groups of children are divided into subgroups of two, three, five people, they are helped by those children who have already passed the exam and received a trainer's certificate.

The leading role in the formation of the child's personality is assigned to labor. The students themselves built a conference hall, a choreographic hall, a sports ground, a kitchen-dining room, a bakery, a soy milk production workshop, a bathhouse, carpentry workshops, a sewing workshop, and a water intake. Pupils here do not learn to work, they work.

The sense of beauty is developed by the whole way of life, organized according to the laws of harmony and beauty. Everything is subordinated to the fact that a growing person realizes that it is impossible to be sloppy, it is a shame not to know folk songs, not to be able to dance. Daily, everyday affairs, gradually form spiritually and. aesthetically developed person.

The core of physical education is Russian hand-to-hand combat, imbued with a special philosophy and aesthetics. Classes help to form the most important qualities of a person in a child: to be able to dominate oneself, respect an opponent, bring up the speed of reaction, strength, accuracy, unexpectedness of maneuver, mercy to the vanquished. Children are taught to understand that mastering the methods of Russian hand-to-hand combat is necessary to protect the weak, self-defense and protect their homeland.

An adaptive model of a personality-oriented system E.A. Yamburg.

Basic features of the adaptive model:

the presence of a heterogeneous (heterogeneous) composition of children;
orientation to the abilities, inclinations, needs, life plans of each child;
flexibility, openness, timely adequate response to changes in the socio-cultural and psychological-pedagogical situation while maintaining the basic basic values;
creation of all necessary conditions for the implementation of variable education within the framework of one system (updating the content of education, selecting pedagogical technologies, etc.);
ensuring content and methodological continuity at all stages of education and development of the child;
differentiation, various forms of differentiated and multidisciplinary education;
the presence of diagnostic, organizational and didactic procedures that allow for soft forms of differentiation, offering a permanent regrouping of children based on tracking the dynamics of their development;
health physical, mental and moral, as an integral indicator of the effectiveness of the functioning of the model;
the optimal combination of teaching and educational models.
flexible organization of the educational process, taking into accountthe dynamics of the development of children, their psychophysical characteristics, abilities and inclinations.

The role of educators is not limited to their learning process. They assist children in solving their personal problems, select an individual path of development and learning, depending on their capabilities, results and desires. The results are evaluated by a group of teachers and mentors of children. The educator becomes a mentor. Contacts with parents who are interested in the team and the position of the child in it are expanding.

Teachers are united in a one-year team. The work is led by a middle-level manager. Within each team, mentors are quite autonomous, free to choose approaches to educating children, intra-collective differentiation. A common strategy for teaching children of the same age is agreed upon.

Speaking about the effectiveness of the pedagogical work of student-centered learning in general and the effectiveness of the work of a team of teachers in particular, it must be remembered that, firstly, these results are never reduced to quantitative indicators, but certainly require qualitative assessments. And secondly, as a rule, the true consequences of the introduction of certain innovations in education appear years later, sometimes highlighting the meaning of what happened from the most unexpected side, which the authors of personality-oriented education did not even suspect at the very beginning of their journey. So, for example, when creating a system for the development and education of children with developmental disabilities, M. Montessori could not at first assume that it would also be extremely effective for ordinary, intact, developmentally normal children. The experimental teacher always, like the scientific breeder, has to deal with the delayed results of his work.

Personally oriented learning system A.A. Ostapenko.

The described approaches are implemented in the pedagogical practice of the Azov State Pedagogical Lyceum of the Seversky District of the Krasnodar Territory, where a peculiar educational system has been created, which includes a complex of preschool and school institutions. Educational concept of lyceum looks natural approach to the holistic nature of man.It is known that the integrity of man lies in the hierarchical trinity of his nature: spirit - soul - body. The health (health) of an integral person is the “absence of illness, illness” of the spirit, soul and body. Goalspreservation and restoration of children's health: a) the development of the mind as the basis of the spiritual part of man; b) education of feelings (morality) as the basis of the soul; c) preservation (and restoration) of bodily fullness(A.I. Osipov). Thus, the work is reduced to a triune taskcreation of pedagogical conditions for the preservation (and restoration) of mental, moral (mental) and corporal (physical) healthchild and teacher. The trinity of the task determines threecomponent groupsof the health-saving pedagogical system of the Azov State Pedagogical Lyceum: a) components that contribute to the preservation mental health; b) components that contribute to the preservation moral health; c) components that contribute to the preservation physical health.

So, in our theoretical analysis of the systems and concepts of personal learning for preschoolers, we determined that they can basically be combined into two large groups: personality-developing - aimed at developing the cognitive mental functions of preschoolers (perception, memory, thinking, etc.) and personality-forming - aimed at the personality traits of the child.

Chapter 2

2.1. Technology of student-centered learning

One of the new concepts for pedagogy is the concept of technology, which is often found in pedagogical literature (scientific, journalistic, educational). The heterogeneity of the content invested in this concept by various authors suggests that it has not yet reached the degree of formation necessary for legitimate use.

At the same time, the further development of pedagogical science shows that the appearance of this term and the direction of research in pedagogy is not an accident. Let's try to consider why the "accidental" transition of the term "technology" from the sphere information technologies in pedagogy is in fact not accidental and has a serious basis.

Social technology is a technology in which the initial and final result is a person, and the main parameter that undergoes a change is one or more of its properties. A classic example of social technology is the technology of teaching students, built on the basis of computer software. Social technologies have some differences from the technologies used in production (industrial technologies). The main difference is that industrial technology is a strictly defined set and sequence of precisely selected technological processes and operations. Replacing one process with another, as well as changing the sequence of one process after another, entails a decrease in productivity or a complete stop of the processing process.

In social technology, strict consistency is not necessary, and moreover, strict consistency does not produce the best results. Social technologies are more flexible, not so rigidly determined. The selection of a certain sequence of even the most effective methods or techniques does not guarantee the achievement of high efficiency. A person is too multidimensional and multifactorial system, he is influenced by a huge number of external influences, the strength and direction of which are different, and sometimes even opposite. It is often impossible to predict the effect of this or that influence in advance. Repetition and secondary return to unlearned material play a significant role in human learning. Therefore, social technology cannot be called a strictly defined set of precisely selected processes, as it was in industrial technology.

In the encyclopedic dictionary we find the following definition: technology is “a set of methods of processing, manufacturing, changing the state, properties, form of raw materials, material or semi-finished products carried out in the production process”.

However, technology is not just a “set of methods”. The methods were not chosen by chance, and all of them are aimed at one single goal - obtaining specific products. From this point of view, a more precise definition, reflecting the very essence of the process, we find in the textbook "Fundamentals of Management" (M. Kh. Melson et al.), where technology means "any means of converting source materials - be it people, information or physical materials to obtain the desired products or services. This definition is not accurate enough, since the phrase “any means” may include not only the technological method of production, but also the means of production, for example: tools, machines, etc. However, the essence of the concept of “technology” in the second definition is more vivid expressed.

So, the definition of technology, which is formed with a cursory glance at the problem, can be formulated as follows: technology should be understood as a set and sequence of methods and processes for converting raw materials that make it possible to obtain products with specified parameters.

Feedback plays a huge role in the technology of personality-oriented teaching of preschoolers. On the example of the learning process, it can be seen that the teacher, conducting current diagnostics and control, constantly identifies students who have difficulties with mastering the lesson. Having identified who is having difficulty, he does additional work to bring them up to general level. However, repetition is not carried out for everyone, but only for those who have not sufficiently mastered the content of the lesson, i.e. we have a selective repetition of individual elements of the learning process. Moreover, the sample is based on two parameters: on the participants in the learning process (the weakest are selected) and on the elements of the learning process (only those topics that children have not learned enough are selected for repetition).

So, we see that in the technology of personality-oriented learning, preschoolers should be more flexible and able to correct the shortcomings of individual processes and methods that make up the technological process and, having additionally worked with a lagging child on material that he has not mastered, "pull" him to the general level. . The technologies of student-centered learning are more complex in organization and implementation. We can say that the technologies of student-centered learning are technologies of a higher level of organization of the educational process of preschoolers and give a more optimal qualitative result.

Technologies of student-centered learning involve feedback (definition of a weak link and extra work with him).

But this approach to the concept of “personally oriented learning technology” does not allow us to distinguish between methodology and technology. Systematization of different points of view allows us to identify three main approaches to the definition of learning technology.

In the first approach, the technology of student-centered learning often means a particular methodology for achieving a separately set goal (for example, the technology of developing the skill of oral counting with preschoolers, the technology of organizing their group activities, etc.). Equating technology to a private technique, the authors of this approach rely on one of the most important characteristics of technology - they emphasize that it is a way to achieve any specific goal. The use of the concept of "technology" in this sense does not give pedagogy something new, does not specify the learning process itself. There is simply a substitution of one concept for another.

If earlier the technique (or system) of V. V. Davydov-D. B. Elkonin, now in order to show off their erudition, they say “the technology of V.V. Davydov-D. B. Elkonin. Proponents of this approach by technology mean the pedagogical system as a whole. However, it should be noted that the most important elements of the pedagogical system, according to the interpretation of V.P. Bespalko, are children and educators. The technology of student-centered learning, on the other hand, is a characteristic of the way of learning that is embedded in the pedagogical system. And it is not by chance that the term "learning-centered learning technologies" appeared, implying the most effective and quick ways obtaining results at a given level of development of the child.

So, in the technology of personality-oriented education of preschoolers, the most important and leading role is played by learning tool.

Consider the structure of the technology of teaching preschoolers in a preschool educational institution. It includes the following main components:

1. Preliminary diagnosticsthe level of assimilation of educational material (not to be confused with the level general development children) and the selection of trainees in groups with a homogeneous level of already existing knowledge and experience. The results of the widespread use of preliminary diagnosis in preschool educational institutions during recruitment and grouping with the same (or close) level of preparedness proved the need to include this element in practice. Preliminary diagnostics of student-centered learning technology selection is necessary not only for admission to a preschool educational institution, but also in most cases at the beginning of the study of any material.

2. Motivation and organization of educational activities of preschoolers. Motivation is one of the leading areas of work of the educator. With the introduction of the technology of personality-oriented education of preschoolers, this direction in the work of the educator acquires special significance - the interaction of the child with the means of education cannot always bring joy and pleasure, although this is possible (for example, computer games are very attractive to children). Therefore, the main task of the educator when introducing the technology of teaching preschoolers is to involve children in cognitive activities and support this interest.

3. Effect of learning tools. This stage is the actual process of implementing the technology of student-centered learning, which is carried out through the interaction of preschoolers with teaching aids. At this stage, the learning material is assimilated by the child when interacting not with the educator, as in frontal or individual learning, but with the learning tool.

4. Quality control of mastering the material. The technology of personality-oriented teaching of preschoolers pays considerable attention to the process of control. If, when using the methodology, the main attention was paid to the process of organizing the activities of children in mastering knowledge and accumulating experience, then in technology the components of organizing activities and control are equivalent.

Any used in social sphere technology has its own characteristics. The learning technology is characterized by the following features:

the uncertainty of the result, the lack of methods and means that immediately after one cycle of interaction (training) give the required 100% result;
periodic monitoring of the improved parameter;
identification and selection of lagging behind;
additional work with those selected, i.e., conducting a repeated cycle of interaction;
secondary control after additional work;
in the case of a persistent misunderstanding of new material by preschoolers, a diagnosis of the causes of misunderstanding or lagging behind is also carried out.

In some cases, the learning process, which contains a significant element of communication and interaction of children, can be called a technological process. This becomes possible if:

teaching aids play a leading role in learning;
the goal of learning is set diagnostically (indicating the required level of assimilation);
the achievement of the final result is carried out with an accuracy of at least 70% (for a given level of assimilation).

The creation of highly effective technologies for student-centered teaching of preschoolers allows, on the one hand, children to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to issues of individual and personal growth to guide their creative development.

Thus, the technologies of student-centered learning of preschoolers increase the effectiveness of each child's learning and feedback systems, allow teaching children in accordance with their individual capabilities and character traits. For example, if one child learns the material the first time, then another may work through the material two or three times or more.

Shifting the main function of teaching to teaching means frees up the teacher's time, as a result, he can pay more attention to the issues of individual and personal development of preschoolers.

In accordance with the Law of the Russian Federation "On Education", education itself is a set of learning and upbringing processes. With training, the situation is extremely clear - for training, you can define a diagnostic goal. This can be a certain amount of educational material, methods of action that a preschooler needs in the future in preparation for educational activities, etc. The quality of assimilation of a particular educational material is easily amenable to final control. Thus, in teaching preschoolers, it is possible to build and use technologies in practice.

A preschooler is too multifactorial and complex structure, with a significant number of both psychological and personal characteristics. Neither describe in detail, nor build pedagogical processes that could form these qualities at the required level, much less combine them into one and foresee (prevent) all possible cases of overlapping processes and distorting the results of pedagogy at the current level of its development is not able to.

The current level of knowledge in psychology (a science that studies only one side of a child's development - the mental one) and the almost complete absence of systemic data on the other side of the concept of "development" - the personal one, do not allow us to set a diagnostic goal in the development process. Neither education nor development can be organized at the technological level.

Thus, the technologies of student-centered learning for preschoolers can also be divided into three levels:

lesson technology;
technology of educational activity;
technology of successful education of preschoolers.

2.2. Research and analysis of the technology of student-centered education of preschoolers

We have studied the technology of personality-oriented education of preschoolers "Development of partnerships through theatrical activities", implemented in the MADOU "Child Development Center - Kindergarten No. 2", Slavyansk-on-Kuban.

The technology of personality-oriented teaching of preschool children is based on the methodological recommendations of E.G. Churilova “Methodology and organization of theatrical activities of preschool children and junior schoolchildren”, O.I. Kiseleva “Development of the creative abilities of children by means of theatrical and gaming activities”, I.G. Sitkina and N.V. Rumyantseva "Study of the influence of theatrical activity on the development of the child's personality."

The proposed technology is focused on the comprehensive development of the child's personality, its uniqueness and individuality. Specially organized theatrical classes allow children to form partnerships.

The technology is designed for a 4-year period of teaching children from 3 to 7 years old and is based on the following principles:

The principle of accessibility and individualization, provides for taking into account the age characteristics and capabilities of the child.

The principle of systematic - refers to the continuity and regularity of classes.

The principle of specificity of theatrical activity, which combines the game (free, involuntary) and artistic (prepared, meaningfully experienced) components.

The principle of complexity, which implies the relationship of the theatrical game with different types of art and different types of artistic activity of the child.

The principle of improvisation, which determines creative activity, which determines the special interaction between an adult and a child, children among themselves, which is based on a free atmosphere, encouragement of children's initiative, lack of a role model, the presence of a child's own point of view, the desire for originality and self-expression.

All these principles find their expression in the principle of integrativity, according to which purposeful work for the development of theatrical and gaming activities is included in a holistic pedagogical process. This implies, among other things, the organization of work on theatricalization, taking into account the stages of artistic activity.

Technology implementation goals:

Creating the most favorable conditions for the development of children's creative abilities.
Formation of communication skills in children through theatrical activities.

Technology implementation tasks:

Awaken children's interest in theatrical art.
Cultivate an aesthetic attitude to the phenomena of the surrounding reality.
develop cognitive interests preschoolers through the expansion of ideas about the types of theatrical art.
Form the ability to build partnerships through theatrical activities.
Develop a positive relationship with peers.
To form initial ideas about the means of acting expressiveness, the ability to transform, to take on a role.
develop mental processes: attention, memory, imagination, thinking, speech, emotional-volitional sphere, as well as intellectual, musical and creative abilities.

The technology is designed for children 3-7 years old.

Lesson algorithm:

The younger group - 2 times a month for 15 minutes.
The middle group - 2 times a month for 20 minutes.
Senior group - 2 times a month for 25 minutes.
Preparatory group - 2 times a month for 30 minutes.

Forms of organization of work:

Psychocorrective games.
Communication games.
Games and tasks aimed at developing arbitrariness.
Games aimed at developing imagination, attention.
Games for the development of expressive and dialogic speech.
Finger games.
Games with elements of dance movements.
Culture and technique of speech.
Etude work.
Articulation gymnastics.

Expected result:

Manifested in Everyday life the ability to establish partnerships with peers, the formation of skills of collective interaction.
Mastering children's communication skills and abilities.
The ability formed in children to play various roles using expressive means.
Acquisition of knowledge about theatrical art by children.
The behavior of preschoolers in a team determined by social norms is the ability to negotiate, resolve conflicts, defend their point of view in socially acceptable ways, the manifestation of self-confidence and self-sufficiency in children.

For successful implementation, the following conditions are used:

the required number of training hours;
bright, spacious hall, group;
provision of lessons with musical accompaniment (piano, tape recorder, video recorder, TV, player);
availability of the necessary equipment (attributes for games, dances, etc.)

Technology implementation methods:

Game, method of game improvisation, staging and dramatization, explanation, children's story, show, personal example, conversations, watching videos, discussion, observations.

Pedagogical diagnostics.

sociometric method,
Method "Ladder",
Watching children play
Conversation,
Performances in theatrical productions.

Criteria for evaluating children:

1. They have the peculiarities of being free and relaxed when performing in front of adults and peers.

2. Improvise through facial expressions, pantomime, expressive movements and intonation (when transmitting characteristic features various characters, etc.)

3. Distinguish the mood, feelings, emotional state of the characters.

4.Fast text memorization.

5.Extensive vocabulary.

6. Great concentration of attention.

Block 1. Tasks of the first year of study:

To acquaint children with types of theaters;
Awaken children's interest in theatrical and gaming activities.
To teach children to convey an emotional state (facial expressions, posture, gesture, movement).
Develop dialogic and monologue speech, diversify intonation expressiveness, pay special attention to the diction of children.

Table 1.

Educational and thematic plan of the 1st year of study.

	Section name	Number of hours
	rhythm
	Articulation gymnastics
	Acquaintance with types of theater
	Conversations
	Listening and viewing material
	Work on sketches
	finger games
	Games - improvisations
	Puppet driving techniques
	Work on the play
	Making attributes, decorations
	Total

The technology of student-centered learning fulfills the social order for the preschool educational institution, identified in the framework of social research implementation of the graduate model and forms the following key competencies of children:

communication skills (the ability to find a common language, the ability to negotiate, resolve conflicts, the ability to take into account the interests of others, to defend one's point of view in socially acceptable ways, self-confidence);
communicative qualities (self-control, patience with the shortcomings of others, the ability to negotiate, take the initiative in making contacts, create a friendly atmosphere of mutual assistance, trust, friendly and open communication of children with each other);
activity skills (skill of reincarnation, ability to resolve difficult situations, socially approved behavior);
activity qualities (active attitude to the surrounding world, to oneself);
universal values (love, compassion, empathy, kindness, aesthetic attitude to the phenomena of the surrounding reality, humane attitude to nature).

Observations of children in a group where this technology is not implemented allowed us to discover that the relationship of children with each other is far from always developing successfully. It is possible to highlight some psychological groups children:

1. Some feel like "owners";

2. Others were subordinated to the first;

3. Still others remained out of the game altogether, children do not accept them (moreover, they treat some of these children extremely negatively, others do not notice at all);

4. The fourth, although they keep themselves confidently, in the absence of any quarrels and insults, they themselves move away from their peers, preferring to play alone.

This is a far from complete list of our observations in relations between children, indicating that the same environment is not the same for different children, each of them already has experience of emotional relationships with close adults, which, unfortunately, is not always positive, and also experience with adults and peers.

The study of the dynamics of psychological conflict by educators showed that, regardless of the characteristics of such a conflict, the child is not able to resolve it on his own, which does not allow him to fully develop as a person. Such children require a special, individual approach to themselves, they need the help of an adult to establish full-fledged relationships with their peers.

The implementation of such technology solves this problem. Children, where this personality-oriented technology is implemented, have become more responsive and compassionate, show the ability to build partnerships. Analysis of observations, conversations, products of play and theatrical activities of preschoolers shows the following results:

children's ability to social realization,
increase in speech memory,
children's ability to liberate,
the presence of a common culture of behavior.

All this testifies to the development of communication skills.

From the analysis of the practice of educators working with children, it can be concluded that the current problem in raising children today is teaching them the ability to communicate effectively, reducing aggressive behavioral tendencies, removing defensive reactions, isolation, inclusion in group life, and accumulating experience of positive interaction. After all, the position of the child in the children's team largely depends on how friendly relations develop between children, the success or failure of his socialization, etc.

As a result of theatrical activities, children can find and learn practical material to develop communication skills.

This personality-oriented technology aims, first of all, at the formation of children's feelings of love, compassion, empathy, the ability to forgive, help one's neighbor, and be tolerant of others. It is at preschool age that children become familiar with the riches of nature and culture, learn to live in society, create their own picture of the world around them. Active and emotional living in the images of magical masks of heroes allows children to realize their inherent good feelings, teaches them to make a moral choice in the direction of good. The ability to play the situation is a way to help you actively and creatively relate to your own destiny. Generosity, helping a person in need, the ability to forgive are the most important manifestations of the quality of character. The child involuntarily identifies himself with fairy tale characters, trying to imitate them in his life. Reincarnating in fairytale heroes, following them, the guys gain knowledge about the relationship of people, problems and obstacles, learn to resolve difficult situations.

Playing a certain scenario (rhyme, short fairy tale), children change roles several times. They manage to be both a wolf and a bunny, try themselves as a butterfly or a duckling. The child has the possibility of repeated reincarnation. Children do this with great pleasure and spontaneity. Looking at each other, in a calm atmosphere, they manage to stir up the most constrained, squeezed child. Aggressive children have the opportunity to feel like a defenseless victim or, in a socially acceptable form, throw out aggression.

In the course of dramatization games, children learn to control themselves, to behave correctly, as their favorite characters do. And this helps them get rid of difficulties and easily find a common language with others.

During the implementation of this personality-oriented technology, the following personal qualities of children are realized.

Communication qualities:

the ability to accept oneself and others;
the ability to see in another person his dignity;
emotionally positive attitude towards peers;
knowledge of the culture of human communication.

Communication skills:

accumulation of experience of positive interaction;
the ability to find a common language;
the ability to resolve conflicts without violence;
effective communication skills;
the ability to express one's opinion in public;
teamwork skills;
skills of mutual respect and recognition;

Activity qualities:

the ability to plan their activities;
the ability to establish partnerships, interact in pairs, groups;
ability to act in conflict situations.

Human values:

family value;
value healthy lifestyle life;
knowledge and respect for folk traditions.

So, the student-centered technology studied by us showed that its use solves educational problems and meets the requirements of the quality of education.

2.3. Functions of the lesson in the system of personality-oriented education of preschoolers

The teacher will not be able to build his work in the classroom in line with a personality-oriented approach, without knowing the psychological characteristics of preschoolers. After all, children are very different. One is very active in the class, the other knows the answer, but is afraid to answer, one has problems with discipline, the other with auditory memory, etc. That is, the teacher must build his work by studying his children, studying their personalities. After all, the educator, realizing in pedagogical activity the reflexive-adaptive and activity-creative functions of education, organizes the process of teaching and educating children in a completely different way compared to the traditional system. The first function is to "teach children to learn", to develop in their personality the mechanisms of self-awareness, self-regulation, and in the broad sense of the word means the ability to overcome one's own limitations not only in the educational process, but also in future human activity.

The second function involves the development in the child of "the ability to think and act creatively", the formation of creativity in the child's personality through creative and productive activity, taking into account the motivational and axiological aspects of the personality. In the new educational space, the picture of the world and the personality of the child are built in the process of joint activities of the child with adults and peers. Here the child has the right to search, make mistakes and make small creative discoveries. In this process of searching for truth, there is a transition from alienated knowledge, through personal discoveries to personal knowledge.

The goal of each specific educator in the total personality-developing space of the preschool educational institution is to organically coordinate with the goals of other teachers, with the holistic personality-developing life situation of the pupil. The educator is simply obliged to provide an influx of fresh information from a variety of sources in the classroom; give advice on what to read, see, hear, give those who wish the opportunity to supplement the narrative and encourage them for this with a higher rating. The teacher not only teaches and educates, but encourages children to psychological and socio-moral development, creates conditions for his self-promotion. Along with depth, the brightness of the information communicated to children, which affects both the intellectual and emotional spheres of their perception, is of particular importance. The educator will never succeed if he fails to establish contact with children based on trust, mutual understanding and love.

But every child has its own characteristics, including- and in the field of motivation. Ideally, the ways of forming learning motives should be determined taking into account the initial level of learning motivation of each child and his individual characteristics. Unfortunately, this is not yet possible. At the same time, in any group there are several children with whom it is necessary to conduct individual work. As a rule, these are children with a negative attitude towards learning activities, as well as with a low level of motivation. Before considering the features of working with such preschoolers , let us turn to the levels of learning motivation established in psychological research. Knowledge of possible states of the motivational sphere children will help the teacher more confidently choose the ways of individual work with them, A. K. Markova identified the following levels of development of educational motivation in preschoolers.

negative attitude towards educator . The motives for avoiding trouble and punishment predominate. Explanation of their failures by external causes. dissatisfaction and educator , diffidence.
Neutral attitude towards teaching. Unstable interest in external learning outcomes. Feeling bored, insecure.
Positive, but amorphous, situational attitude to teaching. A wide cognitive motive in the form of interest in the result of learning and in evaluation educator . Wide undifferentiated social motives of responsibility. instability of motives.
Positive attitude towards learning. Cognitive motives, interest in ways of obtaining knowledge.
Active, creative attitude to learning. Motives of self-education, their independence. Awareness of the correlation of their motives and goals.
Personal, responsible, active attitude to learning. Motives for improving the ways of cooperation in educational and cognitive activities. Stable internal position. Motives of responsibility for the results of joint activities 1 .

The described levels of motivation show the direction of the process of formation of motives. However, achieving high levels does not necessarily mean passing all the lower levels. With a certain organization of educational activities, most preschoolers from the very beginning they work on positive cognitive motivation, without going through the levels of negative motivation. But if a preschooler has a negative motivation, then the task educator - detect it and find ways to correct it,

Diagnostics of motivation.To determine the level of motivation, there are special methods. Without considering all of them, we will focus only on those that educator can use to detect the first two levels of motivation: a) negative attitude to learning, motivation to avoid trouble; b) a neutral attitude to learning, motivate the external results of learning.

To identify preschoolers having the indicated levels of motivation should be used observation. Children with a negative attitude to learning carelessly perform the task, do not ask questions educator.

caregiver can use conversation with a preschooler. During the conversation, the teacher asks which tasks aroused interest, which tasks were difficult for him, etc.

The third method is creating choice situations. For example, a teacher offers the child instead of classes, if he wants, to go take the package to the neighboring kindergarten group. At the same time, he adds that the package can be carried even after classes . They also use this technique: they offer the preschooler to make such a schedule of classes that suits him the most.

After the teacher will have objective facts that indicate a negative or neutral level of educational motivation of a preschooler, the question arises of the reasons for this. Before talking about them, we note that educator must ensure humane, friendly relations with the child. The data obtained about the child should not be the subject of discussion. children can't blame him low level learning motivation. It is necessary to establish the reasons for this state of affairs. Studies have shown that quite often the reason is the inability to learn. This, in turn, leads the preschooler to a poor understanding of the material being studied, poor success, dissatisfaction with the result and, as a result, low self-esteem.

All this distinguishes the features of a traditional occupation from a personally developing one.

Conclusion

So, the direct influence of the educator on the development of the child is determined by the nature of the activity- its personal orientation. At the same time, the possibility of using the most effective type of orientation is limited by the construction of learning activities. The problem of personality-oriented teaching of preschoolers that we have considered is extremely important. Until now, in mass practice, the influence of traditional preschool education on the mental development of children has been studied enough: it does not lead to those neoplasms that children need at the next stage of schooling.

So, we managed to determine that the first group of methods and technologies of personality-oriented teaching of preschoolers is aimed at the level of maximum individual development of all mental functions of the child, which has developed as a result of certain, already completed, cycles of its development, and the second group is personality-oriented learning, the main goal which is the formation of personal qualities of the personality of the child.

Currently, the education of preschoolers is moving in the direction of personal development education. The leading role in the formation of personality is assigned to creative work.The role of educators is not limited to teaching. They provide assistance in solving personal problems of children, select an individual training route depending on the results and desires of the child.The result of personality-oriented learning, first of all, is the formation of various types of cognitive activity or its individual elements: concepts, ideas, various mental actions.

Finally, the action does not exist outside the person (subject) who performs it and.Naturally, it always shows its individuality in action.

Technologies of personality-oriented teaching of preschoolers should be more flexible and able to correct the shortcomings of individual processes and methods. The technologies of student-centered learning are more complex in organization and implementation. We can say that student-centered learning technologies are technologies of a higher level of organization of the educational process. In the technology of student-centered learning, feedback plays a huge role.

Thus, modern technologies personality-oriented learning of preschoolers increase the effectiveness of each child's learning and the feedback system, allow teaching children in accordance with their individual capabilities and character traits. The teacher will not be able to build his work in line with a personality-oriented approach, without knowing the psychological characteristics of students.

The goal of each particular teacher in the total personal development space of the preschool educational institution is organically consistent with the goals of other teachers, with the student's integral personal development life situation. All this distinguishes the features of a traditional occupation from a personally developing one.

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1 Kovaleva Irina Viktorovna Pushkova Natalya Aleksandrovna Technology of personality-oriented interaction between a teacher and children. In recent years, the educational and upbringing space is rapidly gaining personality-oriented developmental education and upbringing. Firstly, the dynamic development of Russian society requires the formation of individuality in a person and that he remains himself in society. Secondly, modern programs are mobile and liberated, they require the teacher to use new approaches and methods. Thirdly, society is in dire need of the humanization of relations between children and adults. Preschool age is the period of the initial warehouse of personality. It is during this period that the formation of basic personal qualities takes place. Cognitive and emotionally personal spheres of the child develop closely related to each other. Only the attitude in kindergarten to childhood as a valuable time of life makes children full-fledged people in the future, forms such personal qualities as independence, individuality, responsibility, creativity, communication, which are so necessary in the future beyond childhood. The main task of the kindergarten is to reveal the individuality of the child, to help it manifest itself, to resist social interactions. Each teacher should bring something new, individual to the pedagogical process. Pedagogical individuality is determined by the level of the content of the program, the equipment of the pedagogical process, the conditions in which the children are, the use of methods and technologies for educational and educational activities. Personally oriented technology is the embodiment of philosophy, psychology and pedagogy. The focus of the teacher is the unique personality of the child, striving to realize their abilities, open to the perception of new experience, able to make a choice in a variety of life situations. Technology is based on explanation, understanding, mutual understanding. The fundamental idea stands in the transition from explanation to knowledge, from monologue to dialogue, from control to development and self-control. When considering the essence of a personality-oriented approach in the interaction of a teacher with children, it is necessary to dwell on a number of concepts, understanding of which, in the implementation of pedagogical actions, is the main tool of the teacher's mental activity.

2 Individuality is the unique originality of each person who carries out his life activity as a subject of development throughout life. Personality is a constantly changing systemic quality that manifests itself as a stable set of individual properties and characterizes the social essence of a person. Self-actualization - the desire of a person to become what he can be; full use by the person of talents, abilities, opportunities. Self-expression is the process and result of development, and the manifestation by the individual of his inherent qualities and abilities. The subject is an individual or a group that has conscious and creative activity and freedom in cognition and transformation of oneself and the surrounding activity. Subjective experience is the experience of life activity acquired by the child in the specific conditions of the family, educational institution. By the time of entering the school, the child is already the subject of the educational process, where he self-develops and fulfills himself. I am the concept of a system of ideas about oneself realized and experienced by a person, on the basis of which he builds his life, interaction with other people, attitudes towards himself and others. The choice is the exercise by a person or a group of people of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity. Pedagogical support for the activities of teachers to provide prompt assistance to children in solving their individual problems related to physical and mental health, communication, successful progress in learning, life self-determination. The child needs pedagogical help and support. These are the key words in the characteristics of the technology of personality-oriented interaction. For a personality-oriented model of education, the ways of interaction between adults and children are characteristic: - recognition of the rights of the child; - cooperation; - empathy and support; - discussion. The task of the educator is to assist each child in revealing his inner peace, giving him additional strength in search of new discoveries in building his own personality. Support is based on the principles: - love the child; - create an environment for development; - identify and direct individual abilities to the development of the child as a person.

3 A great place in the process is given to the formation of spiritual moral ideas and socially acceptable behavior. This technology is aimed at the study, development of personal qualities, their individuality. In my work I use games to establish contact: "Introduction", "Smiles", "Compliment". To identify the characteristic features of pupils, I use pictorial texts: “Dreams”, “House”, “Tree”, “Man”, etc. Personally oriented technology offers close interaction between the teacher and the child. Therefore, pedagogical activities in relation to children should include respect for the personality of each child, a friendly attitude towards him: - treat children affectionately with a smile: in the morning when meeting, during preparation for bed, dressing, etc.; - strive to establish a trusting relationship, to pay attention to the mood, desires, achievements and failures; - encourage independence in the implementation of regime moments, take into account individual characteristics (habits, temperament); - sensitively respond to the initiative in communication, the need for support; - listen to children carefully, with respect; - politely and kindly answer questions and requests, discuss problems; - soothe and cheer upset children, seeks to help eliminate discomfort; - during the day, deal not only with a group of children as a whole, but also with each child individually. The idea of personality-oriented interaction is the creation by the teacher of conditions for the maximum influence of the educational process on the development of the child's individuality, the actualization of the subjective experience of children; assisting them in finding and acquiring their own individual style and pace of activity, revealing and developing individual cognitive processes and interests. It is important to recognize that the main form of interaction between preschool children and the teacher is their Team work, which, from the standpoint of personality-oriented interaction, cannot but be a partnership. Preschool age is associated with the child's need for benevolent attention and respect from an adult, in cooperation with him. After all, it is the view of the child as a partner, respect and acceptance of the personality of the child as a partner, cooperation with him, providing a sense of security, relying on his interests, forming the basis of a personal culture while maintaining the individuality of the child, all these are essential components of personality-oriented interaction. In the process of personality-oriented interaction, the child is given the right to choose. The child is offered to make a conscious choice, the teacher helps him to form his own uniqueness.

4 Situation of choice when correct construction allows you to put the child in the position of the subject of activity, influences the development of his personal qualities (activity, individuality, independence). Distinctive features activity is creativity, the impromptu nature of the lesson, the play style of behavior of all participants, including the teacher, the lack of criticism of the result of creative work; partnership between the teacher and the child; emotional atmosphere. Being close to children, it is necessary to create conditions for the formation of positive relationships with peers. Draw attention to each other's emotional states. When organizing joint mobile, subject games, help coordinate their actions, take into account the desires of each other. Strive to resolve conflicts between children in a mild form, without shouting, by transferring attention to other activities. The child develops in activity. Activity is the only way of self-realization, self-disclosure of a person. The preschooler strives for vigorous activity, and it is important not to let this desire fade away, to promote its further development. One of the technologies aimed at the personal development of a child of his unique individuality is the pedagogical technology of the holistic development of a preschool child as a subject of specific children's activities. This technology is the main one in the implementation of the content of the program "Childhood". The technology of holistic development of the child includes: - Designing a single process of socialization. - Initiation together with the parents of the activity of the child. - Building the subject of subjective interaction between the teacher and children. - Pedagogical diagnostics. - Implementation of an individually differentiated approach. - Creative design of educational situations. - Way of positive influence. - Creation of comfortable conditions. - Presenting the child the freedom of choice. - Collaboration between teachers and parents. - Organization of the material developing environment. - Integration of the educational content of the program. Personally oriented pedagogy makes special demands on the personality of the educator. The most important among them are: sincerity, a positive concept of another person, emotionality. Personally-oriented technology puts the personality of the child in the entire system of preschool education, ensuring comfortable conditions in the preschool institution and the family, conflict-free and safe

5 conditions for its development, the realization of existing potentials, the creation of conditions for personality-oriented interactions with children in a developing space that allows the child to show his own activity, to realize himself to the fullest. There are three most important integrated properties of the teacher's personality, which mainly determine his success in personality-oriented interaction. 1. Socio-pedagogical orientation - the teacher's awareness of the need to defend the interests, rights and freedoms of the child at all levels of pedagogical activity. 2. Reflex abilities that will help the teacher stop, look around, comprehend what he is doing: “Do no harm!”. 3. Methodological culture is a system of knowledge and methods of activity that allow competently, consciously to build one's activity in the conditions of choosing educational alternatives; one of the important elements of this culture is the ability of the teacher to motivate the activities of their students. Person-centered technology is opposed to an authoritarian, callous approach to the child. An atmosphere of love, care, cooperation, creation of conditions for creativity should prevail in the children's team.

6 Department of Education of the Administration of the Starooskolsky Urban District of the Belgorod Region Municipal Budgetary Preschool Educational Institution General Developmental Kindergarten 45 "Rosinka" Seminar Topic "Modern pedagogical technologies in the context of the introduction of the Federal State Educational Standard of preschool education" "Technology of personality-oriented interaction between a teacher and children" Educator: Ushakova T.A. .

7 2014 year.

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