Individual educational trajectory of the student. Building an individual trajectory of a child’s development in the light of the Federal State Educational Standard of Preschool Education An individual educational trajectory is being developed 1 ways to provide

An analysis of the psychological and pedagogical literature allows us to conclude that the concept of “individual educational trajectory” has a broader meaning than the concept of “individual educational route”.

A.V. Khutorskoy considers an individual educational trajectory as a personal way of realizing the personal potential of each student in education. Under the personal potential of the student here is understood the totality of his organizational, cognitive, creative and other abilities.

The process of identifying, implementing and developing these abilities of students occurs in the course of their educational movement along individual trajectories.

N.N. Surtaeva interprets individual educational trajectories as a certain sequence of elements of the educational activity of each student to achieve their own educational goals, corresponding to their abilities, capabilities, motivation, interests, carried out with the coordinating, organizing, consulting activities of the teacher in cooperation with parents.

S.A.Vdovina G.A.Klimov, V.S.Merlin consider this concept as a manifestation of the style of educational activity of each student, depending on his motivation, learning ability and carried out in cooperation with the teacher.

Due to the fact that we consider the individual educational trajectory as an educational program, it is necessary to specify the positions from which we study the educational program. Adhering to the position of scientists-teachers of the St. Petersburg School, we consider the educational program, on the one hand, as organizational and managerial knowledge that allows us to implement the principle of personal orientation of the educational process through the definition of conditions conducive to the achievement by students with different educational needs and opportunities of the established standard of education.

On the other hand, the educational program is defined as an individual trajectory of the student, created taking into account his individual features. Definition educational program as an individual trajectory is its leading characteristic and allows presenting the educational program as a kind of model of ways to achieve the educational standard, when the choice of the way to implement the standard depends on the individual characteristics of a particular student.

The concept of an educational program primarily reflects the ideas of individualization and differentiation of education. At the same time, the term “individualization” in pedagogy means taking into account the individual characteristics of students in the learning process in all forms and methods of teaching. “Differentiation” means taking into account individual characteristics in a form that involves grouping students on the basis of highlighting certain characteristics.

An individual educational trajectory is a targeted educational program that provides the student with the position of the subject of choice, development, implementation of the educational standard when the teacher provides pedagogical support, self-determination and self-realization.

The need to consider the process of building a student's individual educational trajectory, based on these ideas, is due to the fact that they create conditions for self-expression of the individual with the obligatory achievement of the set learning goals.

Acting as an individual student trajectory, the educational program is complexly structured. Its structure includes the following components:

Target (involves setting goals and leading directions in the field of education, which are formulated on the basis of the state educational standard, the main motives and needs of the student.)

1. The system of knowledge about nature, society, thinking, methods of activity, the assimilation of which ensures the formation of a dialectical-materialistic picture of the world in the minds of students, is armed with a methodological approach to cognitive and practical activities.
2. A system of social, intellectual and practical skills and abilities that are the basis of specific activities and ensure the ability of the young generation to preserve social culture.
3. Experience creative activity accumulated by man.
4. Experience of emotional-volitional attitude to the world, society.

Article 14 of the Education Law states that:

• ensuring self-determination of the individual, creating conditions for its self-realization;
• development of society;
• strengthening and improvement of the rule of law.

• adequate to the world level of the general and professional culture of the society;
• formation of a student's picture of the world adequate to the modern level of knowledge and the level of the educational program (level of education);
• integration of personality into national and world culture;
• the formation of a person and a citizen integrated into the society of his day and aimed at improving this society;
• reproduction and development of the personnel potential of the society.

Technological (includes used technologies, methods, techniques, systems of training and education).

Diagnostic (opens the system of diagnostic support).

Organizational and pedagogical (defines regime conditions for implementation, characteristics of the student (age, level of readiness for assimilation, educational needs), to whom the educational program is addressed; forms of attestation of achievements, etc.);

Effective (description of the expected results of implementation).

No one doubts that the educational process should be organized in such a way as to maximize the development of students. Despite the fact that L.S. Vygotsky formulated a number of fundamental provisions relating to the problem of "training - development", they have not yet reached the mass school. The main position of a prominent psychologist was that teaching should not focus on the level of development already achieved by the student, but looking a little ahead, i.e. take the student to a higher level, called by L.S. Vygotsky the zone of proximal development. In this regard, he attached great importance to the development of the content of education, especially the increase in the role of scientific and theoretical knowledge in it.

In personality-oriented education, the idea of ​​the content of education is changing. In the zone of primary attention is the activity of the student himself, his internal educational increment and development. Education in this case is not so much the transfer of knowledge to the student as education, its manifestation in oneself, the formation of oneself. From the point of view of student-centered learning, no information externally offered to the student can be transferred inside him if the student does not have the appropriate motivation and personally significant educational processes.

The main function of the student-centered content of education is to provide and reflect the formation of the system of personal educational meanings of the student. Personal meaning is an individualized conscious reflection of the actual attitude of the individual to the objects of his activity (A.N. Leontiev).

As a result of interaction with the educational environment, the student acquires experience that is reflexively transformed by him into knowledge. This knowledge differs from the primary information environment in which the student's activity took place. Knowledge here is associated with information, but is not identified with it. The main differences between the “knowledge” product of the student are the methods of activity he has mastered, understanding the meaning of the environment being studied, self-determination in relation to it, and the student’s personal informational and “knowledge” increment. The general reflected knowledge of the student thus includes the totality of the following components:

• “I know that” (information about the content of one's knowledge and ignorance);
• “I know how” (information about learned actions related to the ways of birth, development and transformation of knowledge);
• “I know why” (understanding the meaning of information and activities to obtain it);
• “I know” (self-determination of oneself in relation to given knowledge and relevant information).

The content of education created by the student is part of the overall content of education, along with the externally specified. The external content does not lead, but follows the content of education internally constructed by the student.

The creative self-realization of the student as the most important task of education is revealed in three interrelated goals: the creation by the student of educational products in the studied educational areas; mastering the basic content of these areas through comparison with their own results; building an individual educational trajectory in each of the educational areas based on their personal qualities. The activity leading to the creation of educational products reveals and develops the student's abilities, the originality of which contributes to building his individual educational trajectory.

The teacher faces the question: how to organize the education of students along their own, but different trajectories? The organization of training on an individual trajectory requires a special methodology and technology. To solve this problem in modern didactics, it is usually proposed in two opposite ways, each of which is called an individual approach.

The first method is the differentiation of teaching, according to which it is proposed to approach each student individually, differentiating the material studied by him according to the degree of complexity, focus or other parameters. For this, students are usually divided into groups according to the type of capable, average, lagging behind.

The second method assumes that each student's own path of education is built for each student studied by him. educational field.

The first approach is the most common in our schools. The second one is quite rare, because it requires not just individual student movement against the background of common goals set from outside, but the simultaneous development and implementation of different models of student learning, each of which is unique in its own way and related to the personal potential of any individual student.

The task of education is to provide a zone for individual creative development every student. The student creates educational products, builds his educational path, based on individual qualities and abilities, and does this in the appropriate environment that the teacher organizes. The simultaneity of the implementation of personal models of education is one of the goals of student-centered education.

An individual educational trajectory is a personal way of realizing the personal potential of each student in education.

Under the personal potential of the student here is understood the totality of his abilities: cognitive, creative, communicative. The process of identifying, implementing and developing these abilities of students occurs in the course of the educational movement of students along individual trajectories. Any student is able to find, create or offer their own solution to any problem related to own learning. The student will be able to move along an individual trajectory if he is presented with the following opportunities: to choose the optimal forms and pace of learning; apply those methods of teaching that best suit his individual characteristics; reflexively realize the results obtained, evaluate and adjust their activities.

The possibility of an individual trajectory of the student's education suggests that the student, when studying a topic, can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or extended assimilation of the topic. Preserving the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning path, will ensure that students reach the standard educational level. The educational products of students differ not only in volume, but also in content. This difference is due to individual abilities and their corresponding activities. The teacher can and should offer students for assimilation different kinds activities, both emotional-figurative and logical, but given the priority activities individually for each child, children should be allowed to choose these types when studying the same educational objects. In this case, not one common educational trajectory for all students will be provided, which differs in the amount of assimilation of standards, but individual trajectories leading students to create personal educational products that differ both in volume and content. Even with the same knowledge about the objects being studied, the educational products of different students are different, since the types of activities they have mastered and the level of their development are different.

The trajectory is a trace of movement. The program is her plan. In my opinion, the principle of an individual educational trajectory cannot be implemented within the framework of traditional forms (a class-lesson system). It is necessary to take gifted students out of this system (to develop special programs for them, to give them the opportunity to create their own product: educational games, tests, logic diagrams of the knowledge base, etc.), offer individual handouts, which will help to give a multi-level explanation of the material and different types of tasks for each student.

When compiling an individual educational trajectory:

• the teacher creates an opportunity for the student to choose, acting as a consultant and adviser. In the lesson, the teacher takes into account the individual interests of students; peculiarities learning activities; preferred types of studies; ways of working with educational material; features of the assimilation of educational material; types of educational activities;
• for a student, when drawing up an individual trajectory, the most important thing is to assess his capabilities, abilities, prospects, interests, efforts that he intends to make to study this or that material or to achieve the planned result.

The results of the movement along the educational trajectory can be checked, focusing on the product created by the students; acquired knowledge, which is realized in the ability to operate with them in a standard or creative situation, noting the formation of various types of skills - mental, communicative, cognitive, etc. In addition, constant feedback is needed, which allows not only to correct the student's movement along the trajectories (and sometimes the trajectory itself), but also to evaluate his progress.

The student himself chooses or, together with the teacher, considers methods, types of activities, forms of control, i.e. programs its educational activities.

As a result of an individual educational movement, each student proposes ideas, composes poems, develops models, designs crafts in connection with the material being studied. This is required by the principle of learning productivity - the leading principle of student-centered learning. The Portfolio of Achievement serves as a way to showcase his success. The content of the “portfolio” is not only a list of places taken by the student, certificates or prizes received, but also proposed ideas, principles for solving mathematical problems, crafts, etc.

Literature

1. Volodin E.Yu. Education is developing, advanced, scientific and theoretical ...//Mathematics at school. 2000, No. 6.

2. Didactics high school: Some problems of modern didactics / Ed. M.N. Skatkina. M., 1982.

3. Law of the Russian Federation “On Education” // First of September No. 29, 1996.

4. Selevko G.K. Modern educational technologies//Textbook for pedagogical universities. – M.: public education, 1998. - pp. 130–193.

5. Surtaeva N.N. Non-traditional pedagogical technologies: Paracentric technology Study guide. - M. - Omsk. 1974. 22 p.

6. Tryapitsyna A.P. Theory of Designing Educational Programs//Petersburg School. - St. Petersburg, 1994 - pp. 79–90.

7. Khutorskoy A.V. Development of Giftedness in Schoolchildren: Methods of Productive Learning: A Teacher's Guide. M., 2000.

8. Khutorskoy A.V. Methodology of personality-oriented learning. How to teach everyone differently?: A teacher's guide. - M.: Publishing house VLADOS-PRESS, 2005. 383 p.

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Individual educational trajectory of a student

The trend of individual learning is reflected in the regulatory document - the basic curriculum of the school, which provides for the allocation of separate hours for the student component.

The “learning component” is not limited to individual work with a student.
But this term makes it possible to deduce the understanding of not only scientists, but also administrators and teachers to the recognition of the role of the student in his own education. It is not only about the selection of the individual content of education, but also about the student's ability to choose his own style of learning, its philosophical foundations, the optimal pace and rhythm, diagnosis and evaluation of results.

Accounting for individual characteristics and the nature of learning is necessary already in primary school. Each student is given the opportunity to create their own educational trajectory for mastering all academic disciplines. The simultaneity of the implementation of personal models of education is one of the goals of education in high school. specialized school. The task of education is to provide an individual zone of creative development of the student, allowing him to create educational products at each stage, based on his individual qualities and abilities.

Individual trajectory of education- this is the result of the realization of the student's personal potential in education through the implementation of relevant activities. The organization of student-centered education of students aims to realize the following rights and opportunities:

- the right to choose or identify individual meaning and goals in each training course;

– the right to personal interpretations and understanding of fundamental concepts and categories;

– the right to draw up individual educational programs;

- the right to choose an individual pace of learning, forms and methods for solving educational problems, methods of control, reflection and self-assessment of their activities;

- individual selection of subjects studied, creative laboratories and other types of classes from those that are in accordance with the basic curriculum;

- excess (advance or deepening) of the mastered content of training courses; individual choice of additional topics and creative works on subjects;

– the right to an individual picture of the world and individual justified positions in each educational field.

The main elements of an individual educational activities student - this is the meaning of the activity (why am I doing this); setting a personal goal (anticipating result); activity plan; implementation of the plan; reflection (awareness of one's own activity); grade; adjustment or redefinition of goals.

The condition for achieving the goals and objectives of student-centered learning is the preservation of the individual characteristics of students, their uniqueness, diversity and diversity. For this, the following methods are used:

a) individual tasks for students in the classroom;

b) organization of pair and group work;

c) wording for children open assignments, which involve their implementation individually by each student (“My image of winter”, “My mathematics”, etc.);

d) offering students to draw up a lesson plan for themselves, choose the content of their homework, topic creative work, an individual educational program in the subject for a foreseeable period of time.

The main task of student-centered learning is the construction by each student of such an individual trajectory of his education, which would correlate with the generally accepted achievements of mankind. A student's education is not limited to achieving his personal goals. After the student's educational products are demonstrated, they are compared with their cultural and historical counterparts. This stage can give rise to a new learning cycle with appropriate goal setting. During the reflexive-evaluative stage of learning, the student's educational products are identified, related both to the individual results of his activity, and to the studied general cultural achievements, including educational standards.

The organization of training on an individual trajectory requires a special methodology and technology. To solve this problem in modern didactics, it is usually proposed in two opposite ways, each of which is called an individual approach.

The first way is the differentiation of training, according to which it is proposed to approach each student individually, differentiating the material studied by him according to the degree of complexity, focus. To do this, students are usually divided into groups according to the type: “physicists”, “humanities”, “technicians”; or: capable, average, lagging behind; levels A, B, C.

The second method assumes that each student builds his own educational path in relation to each educational area he studies. In other words, each student is given the opportunity to create their own educational trajectory for mastering all academic disciplines.

The first approach is most common in schools, the second is rare, because it requires not just individual student movement against the background of common goals set from outside, but the simultaneous development and implementation of different models of student learning, each of which is unique in its own way and is related to the personal potential of any individual student. student.

The task of training is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds his educational path. The simultaneity of the implementation of personal models of education is one of the goals of student-centered education.

An individual educational trajectory is a personal way of realizing the personal potential of each student in education.

Student's personal potential- the totality of his abilities: organizational, cognitive, creative, communicative and others. The process of identifying, implementing and developing these abilities of students occurs in the course of the educational movement of students along individual trajectories.

From this it follows that if we single out the specific personal abilities of students as guidelines for their educational activities in each academic subject, then the path of mastering these subjects will be determined not so much by the logic of these subjects, but by the totality of the personal abilities of each student. The main role among these abilities will belong to those thanks to which the student creates new educational products, that is, creative abilities.

In student-centered learning, the following provision is fundamental: any student is able to find, create or offer his own solution to any problem related to his own learning. The student will be able to move along an individual trajectory in all educational areas if he is given the following opportunities: to determine the individual meaning of studying academic disciplines; set your own goals in the study of a particular topic or section; choose the optimal forms and pace of learning; apply those methods of teaching that best suit his individual characteristics; reflexively realize the results obtained, evaluate and adjust their activities.

The possibility of an individual trajectory of the student's education suggests that the student, when studying a topic, can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or extended assimilation of the topic. Preserving the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning path, will ensure that students reach the standard educational level.

To organize the learning process “everyone is different”, it is necessary to have common methodological and organizational foundations. The individual way of mastering educational topics and sections by students presupposes the presence of reference points.

fiducial points- points, relative to which the learning trajectory of each will be built. These points will make it possible to compare and compare the personal content of education of different students, to assess the individual nature of their activities.

Structural and logical schemes, algorithmic prescriptions, and generalized activity plans can be used as universal foundations for individual education. Algorithmic plans can be reviewed and drawn up by students.

Let us consider the stages of the student's educational activity organized by the teacher, which make it possible to ensure his individual trajectory in a particular educational area, section or topic.

1ststage. Diagnosis by the teacher of the level of development and the degree of manifestation of the personal qualities of students necessary for the implementation of those types of activities that are characteristic of a given educational area or part of it. The initial volume and content of the subject education of students is fixed, that is, the quantity and quality of the ideas, knowledge, information, skills and abilities that each of them has on the upcoming subject topic. The teacher establishes and classifies the motives of the students' activities in relation to the educational field, preferred types of activities, forms and methods of classes.

2nd stage. Fixation by each student, and then by the teacher, of fundamental educational objects in the educational field or its topic in order to designate the subject of further knowledge. Each student makes up the initial concept of the topic that he will have to master.

3rd stage. Building a system of personal relationship of the student with the educational area or topic to be mastered. The educational area appears to the student in the form of a system of fundamental educational objects, problems, questions.

Each student develops a personal attitude to the educational field, self-determines in relation to the formulated problems and fundamental educational objects, establishes what they mean to him, what role they can play in his life, how his activity affects or will affect this area reality. The student (and the teacher) fix the priority areas of their attention in the upcoming activity, clarify the forms and methods of this activity.

4th stage. Programming by each student of individual educational activities in relation to "their own" and common fundamental educational objects. At this stage, students create individual training programs for a designated period. These programs are an educational product of an organizational activity type, since they stimulate and direct the realization of the student's personal educational potential. When evaluating the students' organizational activities, the same methods of diagnostics, control and evaluation are used as for the products of the subject type.

5th stage. Activities for the simultaneous implementation of individual educational programs for students and the general collective educational program. The implementation of the planned programs by students takes place over a certain period of time: for a first-grader it can be a lesson, for older children it can be a week or more. The student carries out the main elements of individual educational activity: goals - plan - activity - reflection - comparison of the products obtained with the goals - self-assessment.

6th stage. Demonstration of personal educational products of students and their collective discussion. The introduction by the teacher of cultural analogues of student educational products, that is, ideal constructs belonging to the experience and knowledge of mankind: concepts, laws, theories and other products of knowledge. Students are organized to enter the surrounding society in order to identify in it the same issues, problems and products, the elements of which were obtained by students in their own activities.

7th stage. Reflective-evaluative. Individual and general educational products of activity are revealed (in the form of schemes, concepts, material objects), types and methods of activity used (reproductively assimilated or creatively created) are fixed and classified. The results obtained are compared with the goals of individual and general collective programs classes.

The achievements of each student are correlated with the identified common set of means of cognition and activities as a collective product of learning, which gives him the opportunity not only to understand the collective results, but also to assess the degree of his own progress in the development of these methods of activity and the realization of personal qualities.

Based on the reflexive comprehension of individual and collective activities, as well as with the help of control tools, there is an assessment and self-assessment of the activities of each student and all together, including the teacher. The completeness of the achievement of goals, the quality of products are assessed, conclusions and conclusions are drawn.

Thus, the range of opportunities provided to the student in his movement along an individual educational trajectory is quite wide: from individualized knowledge of fundamental educational objects and personal interpretation of the concepts studied to the construction of an individual picture of the world and personal lifestyle.

One of the tasks modern school is the development of personality and support for the individuality of the student. Individuality is a person characterized by his socially significant differences from other people; the originality of the psyche and personality of the individual, its uniqueness. Individuality can manifest itself in the traits of temperament, character, in the specifics of interests, qualities of perceptual processes and intellect, needs and abilities of the individual.

Individualization is used to achieve the set goals. Individualization is understood as the creation of a system of multi-level training of students that takes into account the individual characteristics of students and avoids leveling and provides everyone with the opportunity to maximize their potentials and abilities.

The form of individualization is an individual educational trajectory or an individual educational route.

An individual educational trajectory is a personal path of creative realization of the personal potential of each student in education, the meaning, significance, purpose and components of each successive stage of which are comprehended independently or in collaboration with the teacher.

An individual educational route is a time sequence for the implementation of a student's educational activities. An individual educational route is changing and depends on the dynamics of emerging educational needs and tasks. The educational route allows, other than the curriculum, to construct a temporal sequence, forms, and types of organization of interaction between teachers and students, a list of types of work.

An individual educational trajectory is a sequence of additional educational subjects (elective courses), free work, extracurricular activities, including additional education, built next to (in parallel) with a block of compulsory educational subjects, in which the development of educational information by students takes place in close contact with teachers.

The main characteristics of an individual educational trajectory:

Individual - does not mean only "one on one" with the teacher. It is important to find educational material, organize such forms of interaction that will contribute to personal initiative, manifestation, formation of individuality.

Educational means contributing to the formation of knowledge, skills, understanding of the world and oneself in this world.

The trajectory is a trace from the movement, the accumulation of various educational, social and educational experiences.

In the most general form, there are three types of trajectories that reflect the leading orientation of the student:

The adaptive trajectory requires the use of education to prepare the student for the current socioeconomic and cultural situation;

The trajectory of the developing orientation is characterized by a wide development of opportunities, abilities and all the creative potential of a person receiving education;

The trajectory of a creative orientation includes not only the development of features and capabilities, but also their purposeful use for transformation, "building" oneself, one's own education, career, and life.

The main task of the teacher is to create a varied educational environment, offer the student a range of opportunities and help him make a choice.

Educational environment most often characterized by two indicators: saturation (resource potential) and structuring (methods of organization).

When moving forward, the student can choose the content of knowledge, skills, the level of their development, the form academic work, the pace of progress.

The educational trajectory of the child is determined by previously acquired knowledge and skills, primarily in the classroom.

The main elements of creating a trajectory:

Landmarks - the definition of the intended end result of the activities of students and teachers as guidelines for the implementation of education. Formulation of goals.

The program is an innovative (creative) essence of individual educational activity, the main components of which are: meaning, goals, objectives, pace, forms and methods of teaching, personal content of education, a system for monitoring and evaluating results.

Educational environment - a natural or artificially created socio-cultural environment of a student, including various types of means and content of education that can ensure its productive activity.

Impulse - the launch of the mechanism of "self-promotion" of the student and teacher (motivation), associated with the comprehension of activities, self-knowledge, value orientations and self-government.

Reflective comprehension - the formation of "individual educational history” as the sum of significant “internal increments” necessary for a continuous educational movement.

Portfolio - the sum of "educational products" of the student, the creation of which is possible through the identification and development of individual potentials and abilities.

Initially, options for individual promotion of students are described, including:

1. Mandatory training sessions student.

2. Elective classes ( elective courses) focused on expanding, deepening knowledge, developing skills, acquiring practical experience.

3. Independent work.

4. Project activity.

5. Additional education.

6. Participation in extracurricular activities.

Based on the analysis of the available options, the student, together with the teacher and parents, forms an individual curriculum for a quarter, half a year, academic year including:

1. The purpose of education (takes into account the interests, opportunities, abilities of the child)

2. Compulsory component (study subjects)

3. Classes at the choice of the student (elective courses)

5. Participation in project activities

6. Participation in research activities

7. Participation in additional education associations

8. Participation in extracurricular activities

9. Report forms

10. The main elements of the individual educational activity of the student:

Determining the meaning of activity

Setting a personal goal

Formation of an activity plan

Implementation of the plan

Reflection, performance evaluation

Adjustment or reassessment of goals and, accordingly, the route of movement

Formulation of the concept of the educational program of the student:

The purpose of my education at school

The purpose of my education at this stage

What do I do because I'm interested (I choose)

What would I like to do (order)

What am I doing because it's necessary (doing the norm)

What problems do I see in achieving my goal:

What methods and forms of learning will I use to solve problems

In the formation and implementation of individual educational trajectories, the role of teachers is changing. The most relevant today is a tutor - a teacher who provides general guidance for independent extracurricular work of students; individual scientific supervisor; educator.

Technology of tutor support presupposes the presence of a tutor, the main activity of which is to organize the process of becoming a student's personality, ensuring the development of the "accompanied" content, means and methods of activity.

This technology involves the joint activities of the accompanying person (tutor) and the person being accompanied to solve the problem of practice and includes the following main stages:

1. Identification of the problem and understanding of its foundations.

2. Finding ways to solve this problem.

3. Development of a plan for solving the problem.

4. Providing primary care during the implementation of the plan.

If we are talking about supporting the activities of the coming period, then the stages are different:

1. Analysis of the present state of activity. Identification of achievements, problems and difficulties.

2. Designing activities for the next period.

3. Designing the necessary and sufficient education of the teacher for the implementation of this activity.

4. Design and implementation of activities to support the education and activities of the student.

Tutor support - this is a special type of support for human educational activity in situations of uncertainty of choice and transition through the stages of development, during which the student performs educational actions, and the tutor creates conditions for its implementation and comprehension (E.A. Sukhanova, A.G. Chernyavskaya).

Tutor support involves the provision of pedagogical support to students in the independent development and implementation of an individual educational program (strategy) by each student (Terov A.A.)

The multiplicity of choices of technologies and adequate models of the support system is based on the initial provisions of the targeting of "helping education". "Helping education" as an integral part of public education, objectively necessary to create conditions for the personal development of the student, is a specific professional activity specialists in solving socio-psychological problems in pedagogical systems specially organized for this purpose.

At the same time, the support process is based on organizational, pedagogical, technological and socio-pedagogical factors, and relations become a system-forming factor of the entire system of pedagogical support, serve as the basis for the integrity of models, stabilizing interactions within various components of the socio-cultural space.

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irina gavrilova
Building an individual developmental trajectory of a child in the light of the Federal State Educational Standard preschool education

In the federal state educational standards of preschool education formulated the main principles preschool education. One of them is the principle individualization, formulated as building an educational activities based individual features of each child, where child becomes active in choosing the content of his education, becomes the subject education

Individualization is the implementation of the principle individual approach is an organization educational process taking into account individual characteristics of children, which allows you to create optimal conditions for the realization of the potential of each child.

IN preschool age for a comprehensive development, it is important not only to develop the child's existing abilities but no less important development hidden abilities and abilities. To kid you can transfer a certain amount of knowledge, skills, skills, but not all children are the same, each the child develops in his own special way, inherent only to him, by, therefore, the role of the teacher, who is obliged to help him in this, is especially important here. But don't expect all children high results, because each child's abilities.

Everyone knows about the wide spread individual characteristics of preschoolers.

Children are different:

different levels of flexibility of mental activity - some quickly find answers, others need to think thoroughly in order to come to the right conclusion;

different rates of learning - some quickly grasp and remember, others need long work and repetition to learn new material;

Skills develop at different rates: one child performs actions automatically after a dozen repetitions, in others this number of repetitions doubles and triples, and only then the action becomes automated.

There is a difficult problem for the educator - to take into account all this and make learning optimal for everyone. child. How build work to take into account as much as possible individual characteristics of pupils? One of the solutions to this problem is multi-level training.

Multi-level education is personal - oriented technology, in which the pupil has the opportunity to master the program material depending on his abilities and capabilities, but not lower than the basic

The concept “ individual educational trajectory

has a wide meaning and involves several directions of implementation:

activity - special pedagogical technologies.

procedural - organizational aspect

preschool childhood is a unique period in a person's life, during which health is formed and personal development. At the same time, this is the period during which child is completely dependent on the adults around him. It is important that children grow up in an atmosphere of respect and do not suffer from negative consequences. In the weak hands of the kids - our future with you, our tomorrow.

The route can be considered as a personal way to compensate for learning difficulties, and then the realization of the child's personal potential. nka: intellectual, emotional-volitional, active, moral and spiritual.

routes are being developed:

for children who do not master the basic;

For children with handicapped health, children with disabilities.

Individual educational route

can be seen as a personal way to compensate for learning difficulties

Based on the analysis of the literature studied by us, several stages of designing

1. Stage of observation.

2. Diagnostic stage.

3. Construction stage.

4. Implementation phase

5. Stage of final diagnostics.

Let's take a closer look at each step.

1. Stage of observation.

Purpose of the stage: reveal group preschoolers,experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the results of the observation, the table is filled "Difficulties Identified preschoolers»

2. Diagnostic stage.

At this stage, a number of diagnostics are carried out together with a pedagogue psychologist

The purpose of this stage is to identify the causes of difficulties child. Based on the results of the observation, the table “Identified difficulties preschoolers and their causes(at the beginning and end of accompaniment)».

3. Construction stage.

Purpose of the stage:

4. Implementation phase individual educational routes in the process of life preschoolers.

individual educational the route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination. Given that the leading activity of the child preschooler- a game for the teacher in the implementation individual routes helps pedagogical reception "Mailbox" in which children find a letter addressed to specific child With symbols tasks.

Stage 5 final diagnostics

At this stage, the final diagnosis is carried out.

Purpose of the stage: reveal the results of the route action (difficulty persisted or not preserved). Based on the results of the observation, the same table is filled in.

Taking into account these stages, we have compiled and implemented individual educational routes, taking into account the methods of pedagogical support, the content of the work, to eliminate the identified difficulties in child development and causes contributing to their occurrence.

Principles building an educational route:

The principle of psychological comfort

The principle of democratization

Principle individualization

The principle of humanism

Principle of differentiation and integration

Principle developmental learning

The principle of creativity

The principle of natural motor activity

Components educational route:

target ( goal setting, task definition educational work);

technological (determination of the pedagogical technologies used, methods, techniques, systems of education and upbringing, taking into account individual characteristics of the child);

diagnostic (definition of the diagnostic support system);

productive (the expected results are formulated, the timing of their achievement and criteria for evaluating the effectiveness of the measures being implemented).

Stages of creation educational route:

Target:

1. Identification preschoolers,experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex.

2. Determination of the causes of difficulties child.

Construction phase educational route.

Target: building individual educational routes for preschoolers, based on the identified difficulties and the identified causes of these difficulties. Determination of methods of pedagogical support, the content of the work.

Implementation stage.

through specially organized activities (subgroup, frontal, individual sessions,

organization of joint activities of the teacher with children,

creation of conditions for independent activity,

Stage of final diagnostics.

Final diagnosis is underway.

Target: Reveal the results of the route action.

Types individual educational route

I am centered educational route. At its core is child. Everything is focused on him, everything is oriented towards him. The route has a pronounced personal orientation.

knowledge-oriented IOM. The leading orientation of the route is associated with the acquisition of knowledge.

IOM, focused on the formation of oneself as educated person.

IEM focused on shaping yourself as a future specialist

Complex of choice factors individual educationalroute is determined: features, interests and needs of the preschooler and his parents in achieving the necessary educational outcome;

professionalism of the teaching staff;

Opportunities kindergarten to satisfy educational the needs of pupils;

Possibilities of the material and technical base of the kindergarten.

Individual educationalroutes are being developed:

For children who do not master the basic general educational program of preschool education; -for children with disabilities, children with disabilities.

Development procedure individual educational routes

Educators together with narrow specialists (medical worker, teacher-psychologist, teacher-speech therapist) being developed individual educational route(content component, then the developed method of its implementation is fixed in the calendar plan (organization technology educational process) .

Therefore, in a broader sense, IEM is an integrated model of the psychological, medical and pedagogical space created preschool professionals to implement individual characteristics of the development and learning of the child over a certain period of time.

Decor individual educational route