Home Pulpitis Characteristics of one of the problems of modern educational psychology. Problems of educational psychology

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Characteristics of one of the problems of modern educational psychology. Problems of educational psychology

In modern science and practice, there has not been a single, consistent and holistic theoretical model development, training and education of the individual, based on systematized data from pedagogy, medicine and physiology, sociology, anthropology, general, developmental, educational and social psychology. However, existing developments and achievements, some positive traditions make it possible to identify the main and promising issues and directions of socio-psychological study (and support) of numerous and always current problems education.

Education and its organized system is a social phenomenon (a snapshot or cast of society), therefore all social conditions and factors are involved in it: politics, economics, culture, ideology, etc. However, the creators, implementers and consumers of education are always specific individuals, subjects educational process. Therefore, psychological (personal and social) phenomena, patterns, mechanisms and aspects of education are essentially central and decisive.

Firstly, the mental and personal development of a child in ontogenesis always and only occurs in society. Being born biologically defenseless, a person is designed to live in a complex and special socio-cultural environment, i.e. created by all other people (predecessors and contemporaries) and largely determining the individual course, stages and results of the very existence and development of the individual. Determining in the development of a child social factor, the real performer is one or another public institution: family, nursery, kindergarten, school. In adolescence, when choosing a profession, a person ends up either in production teams or in various educational institutions. Thus, a person throughout his entire life is in constant and multi-level interaction and communication with other people, in constant socialization (see Chapter 20). These are traditional, classic and always topical questions and problems of social psychology.

Secondly, each person’s knowledge about the world around him, about himself and society represents a selective, but fairly structured, complex and conceptual education. However, they become such only if a systematic process of transmission and assimilation of this knowledge is organized in the education system, taking into account the age and all other characteristics of the psyche of the child and student, with maximum regard for his individuality. In other words, it is always desirable individual approach to training and education, which is unattainable in the practice of modern mass and universal education. Formally, this problem is not socio-psychological, but the individuality of each schoolchild is in reality woven from his personal belonging simultaneously to many social (reference) groups, and not just to the purely age-related or some other stage of his mental development (see Chap. 20).

example

The significance of generalized age characteristics can be illustrated by a number of experiments in the study of children’s understanding of the personal characteristics of the people around them. of different ages. When analyzing children's descriptions of other people, it was found that children preschool age pay attention mainly to external characteristics person (clothing, relationship status, appearance, etc.), junior schoolchildren already highlight some character traits, habits, inclinations, i.e. reveal a noticeable complication in the perception of others. With increasing age, descriptions reflect an increasing use of the actual psychological qualities of the observed person. All this is due not so much to physical age, but to the level of development of the psyche and holistic personality. Thus, relying on known patterns, it is possible and necessary to consciously promote the formation and development of students’ fundamentals of social behavior and activity, thinking, speech, perception, and consciousness.

Children of high-ranking officials and big bosses, for example, usually differ (behaviorally and psychologically) from their peers with socially ordinary parents. With age, such differences are outwardly leveled out, but probably cannot disappear forever, because they leave indelible (and not always clearly recognized) traces in the psyche and have complexly mediated manifestations that relate to all psychological spheres and the results of the process of socialization of the individual.

Thirdly, this is the need to emphasize the special personal, social and socio-psychological significance of the timely acquisition by children and schoolchildren of their own speech (see Chapter 17) and communication. Any communication, any interaction with peers and adults requires speech skills and abilities from the child. An unacceptable atavism of psychological illiteracy is the opinion that still exists among parents and teachers that “the child will speak on his own.” Although speech acquisition cannot be considered a completely studied personal process, it can be stated with confidence that it is based on the social essence of a person and his activities. In addition, speech qualitatively rebuilds, equips, improves and develops the entire human psyche (see chapters 17, 20). Speech delays or disorders are inevitably associated with intellectual, emotional and other personal problems, i.e. actually social, deviations in human development. Of course, these well-known facts do not yet provide an unambiguous answer to the practical question of how exactly a child learns to speak, but at least they encourage teachers and educators to arm themselves with basic knowledge of general and social psychology.

Fourthly, the pristine inclusion of a person in society, represented at different stages of personal development by different social structures: those with whom he encounters daily (parents and relatives, educators, teachers, classmates, friends, etc.), and relatively distant, irregular (other nations, government, art, church, etc.). All this gives the child the opportunity and necessity not only to observe other people and understand how they interact, but also to certainly learn from them, imitate, and identify with them. In fact, the entire human psyche is not just socialized, but biosocial in nature and essence (see Chapter 20).

example

Researchers have found that children in Scotland and France, for example, have different attitudes towards the system of rules established in schools. Scottish schoolchildren tend to believe that teachers are obliged to implement rules of behavior and subordination at school, regardless of how these norms are perceived and assessed by students (positively or negatively). French schoolchildren believe that a teacher should always act only justly, regardless of what formal rules tell him to do. Of course, these facts reflect not only the national culture, ideology, ethics (or psychology) of the named countries, but also the peculiarities of the organization and functioning of different schools.

Fifthly, the socially organized educational process is an exclusively social phenomenon (in purpose, organization and execution), and even classical pedagogy is increasingly striving to become social pedagogy.

There is no universal pedagogy that is equally acceptable (or effective) for all schools, all nations and cultures, all children or adults, all times and nationalities. The problem of globalization or international unification of education is artificially contrived and essentially erroneous, if not vicious. To organize and implement a productive educational process, a competent teacher and educator must be guided not only by purely pedagogical tasks and rules, but also wide range ineradicable and always specific socio-psychological phenomena, issues and problems. Teaching and upbringing is, by definition, a process of interaction between a teacher and a student, i.e. a deeply social and socio-psychological phenomenon. Knowledge is not transferred mechanically “from hand to hand”, but is acquired in the process of interaction and specific (subject-oriented) communication between both subjects of the educational process (see § 38.2, 41.3). In addition, the teacher always deals not only with a specific, individual student, but also with the whole class group, which lives, changes and, possibly, develops according to its own socio-psychological laws. In the psyche of each specific person, there are necessarily represented both certain individual traits and characteristics, and something psychologically group, common to a given school, class, for this or that microgroup of schoolchildren (but interests, academic performance, place of residence, social status of parents, etc.) . Therefore, almost all current and significant problems of education, i.e. training and education of the individual (see § 38.1), have serious, and sometimes decisive, socio-psychological grounds, which, unfortunately, have not yet received systematic scientific research, and most importantly – adequate and worthy practical implementation.

The social purpose of the education system is not psychologically reduced to the processes of transmission and acquisition of knowledge. Education is, in a certain sense, creation, the formation of the student’s holistic personality, the transformation and development of his entire psyche, which, of course, always belongs to a specific, individual personality (see Chapter 38). But in terms of its species origin, purpose and functioning, personality is a deeply biosocial phenomenon. The human psyche is inseparable not only from brain processes and executive anatomical and physiological structures, but also from human society (see Chapter 4).

The fundamental, key socio-psychological question related to the educational process is the question of the purpose of state and mass education. What should a school graduate be prepared for: for work, for entering a university, or for the upcoming adult life? Educational goals are formulated government institutions and structures, and therefore necessarily contain ideological, political, economic and other social aspects. It is psychologically necessary that these aspects (and all kinds of laws) do not contradict real possibilities, aspirations and needs of the consumer of education - a living, concrete, developing personality: from a preschooler to an adult (see Chapter 38).

Anxiety is a child of evolution

Anxiety is a feeling familiar to absolutely every person. Anxiety is based on the instinct of self-preservation, which we inherited from our distant ancestors and which manifests itself in the form of a defensive reaction “Flight or fight.” In other words, anxiety does not arise when empty space, but has evolutionary grounds. If at a time when a person was constantly in danger in the form of an attack by a saber-toothed tiger or an invasion of a hostile tribe, anxiety really helped to survive, then today we live in the safest time in the history of mankind. But our instincts continue to operate at a prehistoric level, creating many problems. Therefore, it is important to understand that anxiety is not your personal flaw, but a mechanism developed by evolution that is no longer relevant in life. modern conditions. Anxious impulses, once necessary for survival, have now lost their expediency, turning into neurotic manifestations that significantly limit the lives of anxious people.

In the psychology of teaching and raising children, there are a number of problems, the theoretical and practical significance of which justifies the identification and existence of this field of knowledge. Let's consider and discuss these problems.

One of the most important problems in the development of children is location and maximum possible use for the development of each sensitive period in a child’s life. The problematic nature of this issue lies in the fact that, firstly, we do not know all the sensitive periods of development of the child’s intellect and personality, their beginning, duration and end. Secondly, in the life of each child they are, apparently, individually unique, occurring at different time and proceed differently. The difficulties associated with a practical pedagogical solution to this problem also lie in accurately determining the signs of the onset of a sensitive period, as well as the complexes of psychological qualities of a child that can form and develop within a particular sensitive period. It can be assumed that for most of the psychological properties and behavioral characteristics of a child, not one, but several sensitive periods occur during his life. When studying children individually, it is also necessary to learn to predict the onset of various sensitive periods of development. In educational psychology today, most of these questions do not have an unambiguous and completely satisfactory answer.

Another problem that has long attracted the attention of educational psychologists and which over the next few decades has been varying degrees success is discussed by experts from different countries, concerning the connection that exists between the consciously organized pedagogical influence on the child and his psychological development. Does training and upbringing lead to development, or does the child acquire as a result only a certain set of knowledge, skills and abilities that do not determine either his intellectual or moral development? Does all learning contribute to development or only problematic and so-called developmental ones? How are the biological maturation of the body, learning and development of the child related to each other? Does learning influence maturation, and if so, to what extent? Does this influence affect the fundamental solution to the question of the relationship between learning and development? These are just some of the issues that are part of the problem under discussion. In the next chapter we will look in more detail at the proposed solutions to these problems, the advantages and disadvantages of each of them.

The third problem concerns general and age-specific combination of training and education. Each age of a child opens up its own opportunities for his intellectual and personal growth. Are they the same for all children and how can we best use these opportunities? What to give priority in each specific period of a child’s life - education or upbringing - and how to determine what this moment What does the child most need in his life: cognitive-intellectual or personal development? Finally, how can educational and training influences be combined in a single pedagogical process so that they complement each other and jointly stimulate development? This is another set of issues logically united by a single problem that do not yet have a final solution.

Even if we imagine that the first three of these problems have already been solved more or less satisfactorily, many others remain. For example, the fourth problem can be called the problem the systemic nature of child development and the complexity of pedagogical influences. It is primarily of theoretical interest, but practice directly depends on finding the correct solution to this problem. The essence of this problem is to present the child’s development as a progressive transformation of many of his cognitive and personal properties, each of which can be developed separately, but the development of each affects the development of many other properties and in turn depends on them. According to what laws does the system of psychological qualities of a child develop and what are the key influences on it - those on which the transition of the system as a whole to a new quality, to a higher level of systemic development depends? Finding a solution to this problem requires not only a good knowledge of psychology, but also an appeal to general systems theory.

Also in a certain logical connection with the third of the problems identified above is the fifth problem.

At the same time, it represents a separate, rather complex issue that requires special discussion. connections between maturation and learning, inclinations and abilities, genotypic and environmental conditioning of development psychological characteristics and child behavior. Is it possible to begin and conduct education before the child has developed certain neurophysiological structures as a result of the maturation of the body, before certain organic inclinations have appeared, or before those abilities, knowledge, skills and abilities have arisen and have received sufficient development? which it is impossible to raise the child’s development to a higher level? Is training itself capable of influencing organic development child, and if so, to what extent? How are abilities and aptitudes really related to each other? Does the development of abilities influence the acquisition of inclinations and are inclinations able to act on their own, in the conditions of spontaneous social influences or disorganized learning turn into ability? In a more generalized form, the problem under discussion can be presented as a question about how genotype and environment separately and jointly affect the psychological and behavioral development of a child.

The development of a person’s psychological properties and characteristics cannot be imagined in such a way that they are absent for a certain time and then suddenly appear as if out of nowhere. Rather, the development process is a sequence of states that continuously replace each other, and in it any new property or its transition to a higher level of development is preceded by the existence of the same property in the embryo and its gradual evolutionary or rapid revolutionary change. This means that long before a certain property openly manifests itself outside, in the form of a highly developed quality, there must exist quite a long period its hidden transformation. In relation to most of the psychological properties and characteristics of the child, we know almost nothing about these periods. What are they? Where do they start and how long do they last? What is the ratio of hidden and open periods in development in relation to various psychological properties and the characteristics of the child? This is another one of the rather complex scientific problems of educational psychology. In particular, it is also associated with the relatively independent problem psychological readiness children to conscious education and training. In solving it, it is necessary not only to accurately determine what psychological readiness for training and education actually means, but also to find out in what sense of the word this readiness should be understood: either in the sense of the child having inclinations or already developed abilities to education and training, either in the sense of the child’s current level of development and zone of proximal development, or in the sense of achieving a certain stage of intellectual and personal maturity. Considerable difficulty is posed by the search for valid and sufficiently reliable methods of psychodiagnostics of readiness for education and upbringing, on the basis of which one could assess the capabilities and predict the child’s success in psychological development.

Closely related to the one just identified is the problem pedagogical neglect of the child, by which we should mean his inability to assimilate pedagogical influences and accelerate development, caused by transient, removable reasons, in particular the fact that at earlier stages of his development the child was poorly taught and raised. How to distinguish a child who is hopelessly retarded in development from a child who is pedagogically neglected, so that, by creating socially and psychologically favorable conditions for the latter, he can eliminate his developmental lag, thereby preventing of this child into the category of hopelessly backward? This is not only a pedagogical, but also the most acute moral problem of our days, and here the most stringent criteria for selecting children into auxiliary and special schools for the mentally retarded or morally corrupt - those that would not allow pedagogically neglected but correctable children to get there.

Another psychological and pedagogical problem is the problem ensuring individualization of learning. It refers to the need for a scientifically based division of children into groups based on their existing inclinations and abilities and the application to each child of such programs and methods of teaching or upbringing that are best suited to his or her individual characteristics.

IN last years In educational psychology, new terms borrowed from the field of social sciences began to be widely used. Among them are concepts social adaptation And rehabilitation. They are about adapting children who, for whatever reason, find themselves socially isolated and not ready for a normal life among people, to communicate and interact with them on a personal and business level. Among them, for example, there are children who have been sick a lot, long time lived in special institutions (orphanages), studied in special, closed educational institutions. By social rehabilitation we mean the restoration of damaged social connections and the psyche of such children so that they can successfully learn and develop like all normal children in communication and interaction with people around them.

The solution to the listed psychological and pedagogical problems requires high professional qualifications from the teacher or educator, a significant part of which is psychological knowledge, skills and abilities. All of this is clearly lacking in the majority of teachers who are currently engaged in teaching and raising children, since psychology has not yet been included in university teacher training programs in the full scope of the information that it has and which may be useful to a teacher in his practical work. In this regard, an additional psychological and pedagogical problem arises associated with advanced training and retraining of teachers and educators in the field of psychology. Determining the content, volume, means and methods of such training is also one of the tasks of educational psychology.

There are a number of problems in educational psychology, the theoretical and practical significance of which justifies the identification and existence of this field of knowledge.

1. The problem of the relationship between training and development.
One of the most important problems of educational psychology is the problem of the relationship between learning and mental development.
The problem under consideration is a derivative of a general scientific problem - the problem of the relationship between the biological and the social in a person or as a problem of genotypic and environmental conditioning of the human psyche and behavior. The problem of the genetic sources of psychology and human behavior is one of the most important in the psychological and pedagogical sciences - the fundamental solution to the question of the possibilities of teaching and raising children, and humans in general, depends on its correct solution. What does he think? modern science, it is almost impossible to directly influence the genetic apparatus through training and education and, therefore, what is given genetically cannot be re-educated. On the other hand, training and education in themselves have enormous potential in terms of the mental development of the individual, even if they do not affect the genotype itself and do not affect organic processes.

In Russian psychology, this problem was first formulated by L.S. Vygotsky in the early 30s. XX century He substantiated the leading role of training in development, noting that training should go ahead of development and be a source of new development.
This raises a number of questions:
How do training and education lead to development?
Does all learning contribute to development or only problematic and so-called developmental ones?
How are the biological maturation of the body, learning and development related to each other?
Does learning influence maturation, and if so, to what extent? Does this influence affect the fundamental solution to the question of the relationship between learning and development?
2. The problem of the relationship between training and education.
Another problem, which is closely related to the previous one, is the problem of the relationship between training and education. The processes of teaching and upbringing in their unity represent a pedagogical process, the purpose of which is education, development and formation of personality. In essence, both occur through the interaction of teacher and student, educator and pupil, adult and child, located in certain living conditions, in a certain environment.
The problem under consideration includes a number of issues:
How do these processes interdetermine and interpenetrate each other?
How do they influence different kinds activities for training and education?
What are psychological mechanisms acquisition of knowledge, formation of abilities, skills and assimilation social norms, standards of behavior?
What are the differences between pedagogical influence in teaching and upbringing?
How does the learning process itself and the process of upbringing proceed?
These and many other questions form the essence of the problem under consideration.
3. The problem of taking into account sensitive periods of development in education.
One of the most important problems in the study of child development is the problem of finding and maximizing the use of the sensitive period in his life for the development of each child. Sensitive periods in psychology are understood as periods of ontogenetic development, when a developing organism is especially sensitive to certain types of influences from the surrounding reality. For example, at the age of about five years, children are especially sensitive to the development of phenomenal hearing, and after this period this sensitivity decreases somewhat. Sensitive periods are periods of optimal development of certain aspects of the psyche: processes and properties. Starting learning something too early can have an adverse effect on mental development, just as starting it too late can be ineffective.
The difficulty of the problem under consideration is that all sensitive periods of development of the child’s intellect and personality, their beginning, duration and completion are not known. Approaching the study of children individually, it is necessary to learn to predict the onset of various sensitive periods of development for each child.
4. The problem of children's giftedness.
The problem of giftedness in Russian psychology began to be studied more closely only in the last decade. General talent refers to the development of general abilities that determine the range of activities in which a person can achieve great success.
Gifted children are “children who display one or another special or general giftedness”4.
Based on the above definitions, a number of questions can be raised specifically related to the identification and training of gifted children:
What is characteristic of the age sequence of manifestation of giftedness?
By what criteria and signs can one judge the giftedness of students?
How to establish and study the giftedness of children in the process of training and education, in the course of students performing one or another meaningful activity?
How to promote the development of giftedness in students in the educational process?
How to combine the development of special abilities with broad general education training and the comprehensive development of the student’s personality?
5. The problem of children's readiness for school.

The readiness of children to study at school is “a set of morphological and psychological characteristics of a child of senior preschool age, ensuring a successful transition to systematic, organized schooling.”

In the pedagogical and psychological literature, along with the term “readiness for schooling,” the term “ school maturity" These terms are almost synonymous, although the second one more reflects the psychophysiological aspect of organic maturation.

The problem of children's readiness for schooling is revealed through the search for answers to a number of questions:
How do the child’s living conditions affect his or her assimilation social experience during communication with peers and adults on the formation of school readiness?
What system of requirements imposed on a child by the school determines psychological readiness for schooling?
What is meant by psychological readiness for schooling?
What criteria and indicators can be used to judge psychological readiness for school?
How to build correctional and developmental programs to achieve school readiness? Solving the listed and other psychological and pedagogical problems not mentioned here, but posed by practical activities, requires a teacher or educator to have high professional qualifications, a significant part of which is psychological knowledge, skills and abilities.

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About problems of educational psychology

Introduction

Educational psychology is a field of psychology that deals with the development of the psychological foundations of teaching and upbringing. Like occupational, engineering, military, or clinical psychology, this field is sometimes classified as an applied branch of psychology that aims to solve practical problems. At the same time, it is a field of both fundamental and applied research and uses pedagogical institutions as a psychological laboratory.

Educational psychology is taught in university faculties of education. The subject of study is various manifestations of behavior associated with the processes of training and education: psychological characteristics child on different age stages; the relationship between mental development and learning, especially in relation to school subjects and activities; problem mental health, including difficulties of social adaptation; interaction of students in the classroom, school teams and groups; differences between children in abilities and school performance, and the problem of measuring these differences.

Psychologists specializing in educational psychology teach this subject at universities and institutes and are research assistants research institutes and laboratories, but most of them are school psychologists. Initially, school psychologists were primarily concerned with test testing, primarily associated with the Stanford-Binet test, which produces the well-known IQ score, and subsequently with other tests. However, gradually their responsibilities expanded significantly and began to include counseling students, teachers, school administrators and parents. Educational psychologists can collaborate not only with schools and other educational institutions, but also with hospitals and institutions providing various kinds custody where they spend psychological research, interpret the results of individual and group tests, provide individual counseling on various problems related to educational activities, choice of profession and personal adaptation of children.

1. Subject of educational psychology

“A person, if he is to become a person, must receive an education” (Jan Komensky).

Educational psychology studies the conditions and patterns of formation of mental new formations under the influence of education and training. Educational psychology has taken a certain place between psychology and pedagogy, and has become a field of joint study of the relationships between the upbringing, training and development of younger generations (B. G. Ananyev). For example, one of the pedagogical problems is the realization that educational material It is not assimilated and not as much as we would like. In connection with this problem, the subject of educational psychology is emerging, which studies the patterns of assimilation and learning. On the basis of established scientific ideas, technology and practice of educational and pedagogical activities are formed, substantiated from the psychological point of view of the laws of assimilation processes. The second pedagogical problem arises when the difference between learning and development in the educational system is realized. You can often encounter a situation where a person learns, but develops very poorly. The subject of research in this case is the patterns of development of intelligence, personality, abilities, and man in general. This direction of educational psychology develops the practice not of teaching, but of organizing development.

In modern pedagogical practice, it is no longer possible to build one’s activities competently, effectively and at the level of modern cultural requirements without the intensive introduction of scientific psychological knowledge. For example, since pedagogical activity consists of communication between a student and a teacher, in establishing contact between them, that is, a request for research, the construction of scientific knowledge about the methods of communication between people and their effective use in constructing pedagogical processes. The teaching profession is probably the most sensitive to psychology, since the activity of a teacher is directly aimed at a person and his development. In his work, a teacher encounters living psychology, an individual’s resistance to pedagogical influences, the importance of a person’s individual characteristics, etc. Therefore, a good teacher who is interested in the effectiveness of his work is inevitably obliged to be a psychologist, and in his work he gains psychological experience. The important thing is that this experience serves the main practical task; it is the experience of a teacher who has certain pedagogical principles and methods of pedagogical activity.

Psychological knowledge is built on top of this pedagogical activity as serving it.

Educational psychology studies the mechanisms, patterns of mastering knowledge, skills, abilities, explores individual differences in these processes, patterns of formation of creative active thinking, determines the conditions under which effective mental development is achieved in the learning process, considers issues of relationships between the teacher and students, relationships between students (V. A. Krutetsky).

In the structure of educational psychology, the following areas can be distinguished: psychology educational activities(as the unity of educational and pedagogical activities); psychology of educational activity and its subject (pupil, student); psychology of pedagogical activity and its subject (teacher, lecturer); psychology of educational and pedagogical cooperation and communication.

Thus, the subject of educational psychology is the facts, mechanisms and patterns of mastering sociocultural experience by a person, the patterns of intellectual and personal development child as a subject of educational activities organized and managed by the teacher in different conditions educational process (I. A. Zimnyaya).

2. The main problems of pedagogical psychology O logy

There are a number of problems in educational psychology, the theoretical and practical significance of which justifies the identification and existence of this field of knowledge.

One of the most important issues in the development of children is the problem of sensitive periods in a child’s life. The essence of the problem is that:

firstly, all sensitive periods of development of the child’s intellect and personality, their beginning, activity and end are not known;

secondly, in the life of each child they are individually unique, occur at different times and proceed in different ways. Difficulties also arise with determining the psychological qualities of the child, which can be formed and developed in this sensitive period.

The second problem concerns the connection that exists between consciously organized pedagogical influence on a child and his psychological development. Do training and upbringing lead to the development of a child or not? Is all learning developmental? How are the biological maturation of the body, learning and development of the child related to each other? These are just some of the issues that are part of this problem.

The third problem concerns the general and age-specific combination of training and education. It is known that every age of a child opens up its own opportunities for intellectual and personal growth. Are they the same for all children, and how can these opportunities be optimally used? How to combine educational and training influences in the pedagogical process so that they stimulate development?

The next problem is the systemic nature of child development and the complexity of pedagogical influences. Its essence is to present the development of a child as a progressive transformation of many of his cognitive and personal properties, each of which can be developed separately, but the development of each affects the development of many other properties and in turn depends on them.

Another problem is the problem of the connection between maturation and learning, inclinations and abilities, genotypic and environmental conditioning of the development of a child’s psychological characteristics and behavior. In a generalized form, it is presented in the form of a question about how genotype and environment separately and jointly affect the psychological and behavioral development of a child.

The sixth is the problem of children’s psychological readiness for conscious upbringing and learning. When solving it, you need to determine what psychological readiness for training and education means, in what sense of the word this readiness should be understood:

in the sense of the child’s inclinations or development of abilities for education and learning;

in terms of personal level of development;

in the sense of achieving a certain stage of intellectual and personal maturity.

The problem of a child’s pedagogical neglect is also important (by which is meant his inability to assimilate pedagogical influences and accelerate development, caused by removable reasons, in particular the fact that at earlier stages of his development the child was poorly taught and raised).

The eighth problem is ensuring the individualization of learning. It means the need for a scientifically based division of children into groups in accordance with their abilities and inclinations, as well as the application to each child of teaching and upbringing methods that are best suited to his individual characteristics.

The last one on our list is the problem of social adaptation and rehabilitation. Here we are talking about the adaptation of children who find themselves socially isolated and unprepared for a normal life among people, to learn and interact with them on a personal and business level. For example, children who were sick a lot came from orphanages, boarding schools and other closed educational institutions. Social rehabilitation is the restoration of damaged social connections and the psyche of such children so that they can successfully learn and develop like all normal children in communication and interaction with people around them.

Solving the listed psychological and pedagogical problems requires the teacher to have high professional qualifications, a significant part of which is psychological knowledge, skills and abilities.

The categories include the most capacious and general concepts, reflecting the essence of science, its established and typical properties. In any science, categories play a leading role; they permeate all scientific knowledge and, as it were, connect it into an integral system.

Education is the social, purposeful creation of conditions (material, spiritual, organizational) for the new generation to assimilate socio-historical experience in order to prepare it for social life and productive work. The category “education” is one of the main ones in pedagogy. Characterizing the scope of the concept, they distinguish education in a broad social sense, including the impact on the personality of society as a whole, and education in a narrow sense - as a purposeful activity designed to form a system of personality qualities, views and beliefs. Education is often interpreted in even more local meaning- as a solution to any specific educational task (for example, the development of certain character traits, cognitive activity, etc.). Thus, education is the purposeful formation of personality based on the formation of 1) certain attitudes towards objects and phenomena of the surrounding world; 2) worldview; 3) behavior (as a manifestation of attitude and worldview). We can distinguish types of education (mental, moral, physical, labor, aesthetic, etc.).

Being difficult social phenomenon, education is the object of study of a number of sciences. Philosophy explores the ontological and epistemological foundations of education, formulates the most general ideas O higher purposes and the values of education, in accordance with which its specific means are determined.

Sociology studies the problem of personality socialization, identifies social problems its development.

Ethnography examines the patterns of education among the peoples of the world on different stages historical development, existing at different nations“canon” of education and its specific features.

Psychology reveals individual, age-related characteristics and patterns of development and behavior of people, which serves as the most important prerequisite for determining the methods and means of education.

Pedagogy explores the essence of education, its patterns, trends and prospects for development, develops theories and technologies of education, determines its principles, content, forms and methods.

Education is a concrete historical phenomenon, closely related to the socio-economic, political and cultural level of society and the state. pedagogical psychology

Humanity ensures the development of each person through education, passing on the experience of its own and previous generations.

Development is an objective process of internal consistent quantitative and qualitative changes in the physical and spiritual powers of a person.

We can distinguish physical development (changes in height, weight, strength, proportions of the human body), physiological development (changes in body functions in the field of cardiovascular, nervous systems, digestion, childbirth, etc.), mental development (complication of the processes of a person’s reflection of reality: sensation, perception, memory, thinking, feelings, imagination, as well as more complex mental formations: needs, motives for activities, abilities, interests, value orientations). The social development of a person consists of his gradual entry into society, into social, ideological, economic, industrial, legal and other relations. Having mastered these relationships and his functions in them, a person becomes a member of society. The crowning achievement is the spiritual development of man. It means his understanding of his high purpose in life, the emergence of responsibility to present and future generations, understanding of the complex nature of the universe and the desire for constant moral improvement. A measure of spiritual development can be the degree of responsibility of a person for his physical, mental, social development, for your life and the lives of other people. Spiritual development is increasingly recognized as the core of personality development in a person.

Ability to develop -- most important property personality throughout a person's life. Physical, mental and social development of the individual is carried out under the influence of external and internal, social and natural, controlled and uncontrollable factors. It occurs in the process of a person’s assimilation of values, norms, attitudes, patterns of behavior inherent in a given society at a given stage of development.

It may seem that education is secondary to development. In reality, their relationship is more complex. In the process of educating a person, his development occurs, the level of which then affects upbringing and changes it. Better education accelerates the pace of development. Throughout a person’s life, education and development mutually support each other.

The category “education” is used widely: it is possible to transfer experience, therefore, to educate, it is possible in the family, it is possible through means mass media, in museums through art, in the management system through politics, ideology, etc. But among the forms of education, education stands out especially.

Education is a specially organized system external conditions created in society for human development. Specially organized education system-- these are educational institutions, institutions for advanced training and retraining of personnel. It carries out the transfer and reception of the experience of generations in accordance with goals, programs, structures with the help of specially trained teachers. All educational institutions in the state are united in unified system education, through which human development is managed.

Education in the literal sense means the creation of an image, a certain completion of education in accordance with a certain age level. Therefore, education is interpreted as the process and result of a person’s assimilation of the experience of generations in the form of a system of knowledge, abilities, skills, and relationships.

Education can be viewed in different semantic planes:

Education as a system has a certain structure and hierarchy of its elements in the form of scientific and educational institutions of various types (preschool, primary, secondary, specialized secondary, higher education, postgraduate education).

Education as a process presupposes an extension in time, a difference between the initial and final states of the participants in this process; manufacturability, ensuring changes and transformations.

Education as a result indicates completion educational institution and certification of this fact with a certificate.

Education ultimately provides a certain level of development of a person’s cognitive needs and abilities, a certain level of knowledge, abilities, skills, and his preparation for one or another type of practical activity. There are general and special education. General education provides each person with such knowledge, skills and abilities that are necessary for him to develop comprehensively and are basic for obtaining further special, vocational education. According to the level and volume of content, both general and special education can be primary, secondary and higher. Now when the need arises continuing education, the term “adult education” and post-university education appeared. By the content of education, V. S. Lednev understands “... the content of a triune holistic process, characterized, firstly, by the assimilation of the experience of previous generations (training), secondly, by the cultivation of typological qualities of the individual (education), thirdly, by mental and physical development of a person (development)". From here follow three components of education: training, education, development.

Education is a specific type of pedagogical process, during which, under the guidance of a specially trained person (teacher, lecturer), socially determined tasks of an individual’s education are realized in close connection with his upbringing and development.

Teaching is the process of direct transmission and reception of the experience of generations in the interaction of a teacher and students. As a process, learning includes two parts: teaching, during which the transfer (transformation) of a system of knowledge, skills, and experience is carried out, and learning (student activity) as the assimilation of experience through its perception, comprehension, transformation and use.

The principles, patterns, goals, content, forms and methods of teaching are studied by didactics.

But training, upbringing, education mean forces external to the person himself: someone educates him, someone educates him, someone teaches him. These factors are, as it were, transpersonal. But a person himself is active from birth, he is born with the ability to develop. He is not a vessel into which the experience of humanity “merges”; he himself is capable of acquiring this experience and creating something new. Therefore, the main mental factors of human development are self-education, self-education, self-training, self-improvement.

Self-education is the process of a person’s assimilation of the experience of previous generations through internal mental factors that ensure development. Education, if it is not violence, is impossible without self-education. They should be considered as two sides of the same process. By self-education, a person can educate himself.

Self-education is a system of internal self-organization for assimilating the experience of generations, aimed at one’s own development. Self-education is the process of a person directly gaining the experience of generations through his own aspirations and self-chosen means.

In the concepts of “self-education”, “self-education”, “self-study”, pedagogy describes the inner spiritual world of a person, his ability to develop independently. External factors - upbringing, education, training - are only conditions, means of awakening them, putting them into action. That is why philosophers, teachers, and psychologists argue that it is in the human soul that the driving forces of his development lie.

Carrying out upbringing, education, training, people in society enter into certain relationships with each other - these are educational relationships. Educational relationships are a type of relationship between people, aimed at human development through upbringing, education, and training. Educational relationships are aimed at the development of a person as an individual, that is, at the development of his self-education, self-education, self-training. A variety of means can be included in educational relationships: technology, art, nature. Based on this, such types of educational relationships are distinguished as “person-person”, “person-book-person”, “person-technology-person”, “person-art-person”, “person- -nature - man." The structure of educational relations includes two subjects and an object. The subjects can be a teacher and his student, a teaching staff and a group of students, parents, i.e. those who carry out the transfer and who assimilate the experience of generations. Therefore, in pedagogy, subject-subject relationships are distinguished. In order to better transfer knowledge, skills, and abilities, subjects of educational relations use, in addition to words, some materialized means - objects. The relationship between subjects and objects is usually called subject-object relations. Educational relationships are a microcell where external facts (upbringing, education, training) converge with internal human ones (self-education, self-education, self-training). As a result of such interaction, human development results and personality is formed.

General characteristics of methods of educational psychology

The achievement of any science is largely determined by the development of its methodological apparatus, which makes it possible to obtain new scientific facts and on their basis build a scientific picture of the world. It is customary to distinguish three levels of methodological analysis in psychology:

General methodology is a philosophical approach to the analysis of the phenomena of reality (we have such general principles are historical and dialectical materialism).

Particular (special) methodology provides a specific implementation of general philosophical approaches in the form of methodological principles in relation to objects of psychological research.

A set of specific methods, techniques and procedures in psychological and pedagogical research. It is this level that is directly related to research practice.

In addition to general methods in educational psychology, there are also special methods. These include, for example, a psychological and pedagogical experiment and special psychological and pedagogical testing designed to determine the degree of training and education of a child. A special place among other methods is occupied by a psychological and pedagogical experiment - a study that was conceived and carried out with a special developmental goal - to establish the effect of certain pedagogical influences on the child.

All methods used in educational psychology are divided into:

organizational (they relate to the goals, content, structure, organization of research, its composition and preparation).

procedural (concerning the forms of implementation of the research as a whole and its individual parts).

evaluative (include methods of psychological and pedagogical evaluation of research results).

methods of data collection and processing (methods by which the necessary information about the subject is collected; methods used to transform the primary qualitative and quantitative results of the study into theoretical and practical psychological and pedagogical conclusions and recommendations).

In addition, there are two more groups of methods aimed at providing a direct practical psychological impact on the child. This is psychological counseling and psychological correction. Psychological counseling is the provision of verbal assistance to a child in the form of advice and recommendations based on his preliminary examination and familiarity with the problems he has encountered in the process of his development. The form of consultation is a conversation with the child, parents or people involved in his education and upbringing (is advisory in nature).

Correction involves the direct pedagogical influence of a psychologist on the person concerned (methods of psychotherapeutic influence, socio-psychological training, autogenic training).

Conclusion

The subject of educational psychology is the study of the psychological laws of training and education, both from the side of the student, the person being educated, and from the side of the one who organizes this training and education (i.e., from the side of the teacher, educator).

There are a number of problems in educational psychology, the theoretical and practical significance of which justifies the identification and existence of this field of knowledge. One of the most important issues in the development of children is the problem of sensitive periods in a child’s life. The second problem concerns the connection that exists between consciously organized pedagogical influence on a child and his psychological development. The third problem concerns the general and age-specific combination of training and education. The next problem is the systemic nature of child development and the complexity of pedagogical influences. Another problem is the problem of the connection between maturation and learning, inclinations and abilities, genotypic and environmental conditioning of the development of a child’s psychological characteristics and behavior. The sixth is the problem of children’s psychological readiness for conscious upbringing and learning. The problem of a child’s pedagogical neglect is also important (by which is meant his inability to assimilate pedagogical influences and accelerate development, caused by removable reasons, in particular the fact that at earlier stages of his development the child was poorly taught and raised). The eighth problem is ensuring the individualization of learning. It means the need for a scientifically based division of children into groups in accordance with their abilities and inclinations, as well as the application to each child of teaching and upbringing methods that are best suited to his individual characteristics. The last one on our list is the problem of social adaptation and rehabilitation. Here we are talking about the adaptation of children who find themselves socially isolated and unprepared for a normal life among people, to learn and interact with them on a personal and business level.

Educational psychology uses all the methods that are in the arsenal of other branches of psychology (human psychology, developmental psychology, social psychology, etc.): observation, survey, experiment, etc. In addition to general methods in educational psychology, there are also special methods. These include, for example, a psychological and pedagogical experiment and special psychological and pedagogical testing designed to determine the degree of training and education of a child. A special place among other methods is occupied by a psychological and pedagogical experiment - a study that was conceived and carried out with a special developmental goal - to establish the effect of certain pedagogical influences on a child.

Bibliography

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