The great Russian teacher K.D. Ushinsky, unfortunately, did not leave us a detailed theory of children's play, but still paid attention to it in his “Anthropology”. The theoretical and practical study of children's games, in his opinion, should become one of the main subjects of the future teachers' seminary. He believed that the most important feature of the game was that it does not form some individual aspects of the human soul, but the whole person - his mind, will, heart. By looking closely at a child’s game, a teacher can see “the whole mental life” of a child. Agreeing with some researchers that play can be predictive in nature, Ushinsky notes that “this is true in a double sense: not only does the game reveal the child’s inclinations and the relative strength of his soul, but the game itself has a great influence on the development of children’s abilities and inclinations , and consequently, on his future fate." Play is a free, independent, creative activity of a child, and only in this way can it be considered a game. The influence of an adult on the game should be limited. He does not consider a game to be fun in which an adult entertains a child, but he also does not call an activity forced by an adult a game. “To come up with a whole cycle of your own game-activities, as Froebel did, means taking on too much, and these games invented by adults, and not created by the children themselves, always bear the stamp of artificiality, just like imitations of folk songs.” Unfortunately, pedagogy did not listen to this extremely harsh statement. Modern preschoolers are overloaded educational games, games imposed by teachers, and free creative play gradually fades away. At the same time, Ushinsky also considers the transfer of play into teaching to be disastrous and expresses confidence that teachers will not succeed in this. Ushinsky considers freedom, creativity, and activity to be the main values of the game. Freedom as the main moral imperative is necessary for a person like air, but one must be able to use freedom. Freedom freed from activity is destructive for morality. And only in “independent, favorite activity does a person learn to deal with the element of freedom, as necessary as fire, and as dangerous as it.” This is precisely the kind of activity that Ushinsky sees as children's play. The game is not a pleasure or a game of imagination, an excess of bodily strength, but a game in which “a child, already a maturing person, tries his strength and independently manages his own creations.” “If we take a closer look at children’s games,” writes Ushinsky, “we will see that children, if they are not yet spoiled, are not so much looking for pleasure in the narrow sense of the word as for activities that captivate them, and a child is not happy at all when he laughs out loud.” and his eyes sparkle with delight, and then when he is all very seriously immersed in his game or in some of his own, freely found children’s business.”
The creative nature of play, according to Ushinsky, is manifested, first of all, not in the play of imagination, but in creative activity. Ushinsky does not agree with researchers who attribute a highly developed poetic imagination to children; on the contrary, he believes that a weak child’s imagination simply has a strong influence on the child’s weak soul, which is not filled with “traces.” Games and toys give the child the opportunity, while living through play, to fill his soul with new images and associations. Ushinsky notes that “children do not like immobile, finished, well-finished toys, which they cannot change according to their imagination; the child likes precisely the living movement of ideas in his head, and he wants his toys to at least somewhat correspond to the associations of his imagination.” He noted that children become very attached to their toys, treat them with special love, no matter how good their favorite is, they love “not their beauty, but those pictures of the imagination that they themselves attached to them.” However, the world in which toys live is a reflection of the world of adults, and those pictures that are played out with toys often become a mirror not so much of the child’s soul as of the reality surrounding the child. “One girl’s doll cooks, sews, washes and irons; in another, he sits on the sofa, receives guests, hurries to the theater or to a reception; the third beats people, starts a piggy bank, and counts the money. We happened to see boys whose gingerbread men had already received ranks and taken bribes.” And adults need to remember this, because the images born in the game will remain in the memory and soul of the child. “You will buy a light and beautiful house, and he will make a prison out of it; you will buy dolls of peasants and peasant women for him, and he will line them up in the ranks of soldiers; you buy a pretty boy for him, and he will flog him: he will remake and rearrange the toys you bought not according to their meaning, but according to the elements that will pour into him from the life around him - and it’s this material that we should talk more about “It’s all about the parents and educators.” This call is still relevant, perhaps even more so than in the time of Ushinsky. The abundance of toys, their connection not so much with real life, but with virtual and distorted images given by new cartoons and children's programs, the isolation of parents from the realities of a child's life, become new problem in raising modern children. “We recognize that a child’s soul and the direction of its development can be influenced by the nature around him, the people around him, even the picture hanging on the wall in his children’s room, even the toys he plays with.”
Social games are also necessary for children. They reveal his ability to work together and reveal such qualities as the ability to lead and obey, without which it will be difficult for him to adapt to adult life.
Play is of particular importance in the development of a child’s soul. Therefore, the child must play enough and approach a new activity for him in time - study, already prepared by the game, matured. But play is not the only means of child development. “All these four activities - play, work, study and, finally, the child’s school or family life itself - are directed towards the same goal of leading a person onto the path of free, beloved work.”
Be teacher is an art, an innate talent, a science, skill. He owned itK.D. Ushinsky has a lot to learn from him. To help to the modern generation The great teacher left the teachers scientific works, methodological developments, textbooks and, of course, wiseaphorisms.
Statements and thoughts K.D. Ushinsky about pedagogical skills .
- The art of education has the peculiarity that it seems familiar and understandable to almost everyone, and even easy to others, and the more understandable and easier it seems, the less a person is familiar with it theoretically or practically.
- The trouble is that not many of us are still convinced that education is an art, and, moreover, not an easy art.
- The teacher is alive while he is studying. When he stops learning, the teacher in him dies.
- Always inventing, trying, improving and improving - this is the only course of a teacher's life.
- The teacher is not an official; and if he is an official, then he is not an educator.
- By treating a patient, the doctor only helps nature; in the same way, the mentor should only help the student struggle with the difficulties of comprehending this or that subject; not to teach, but only to help learn.
About the requirements for a teacher.
The teacher can be:
“who has integrity, selfless sincerity of soul”;
“who does not bargain with himself”;
“who retains within himself the eternally ageless childhood of the soul.”
· The teacher must understand the soul (of the child) in all its phenomena and think a lot about the goals, subject and means of education before he begins practice.
· In education, everything should be based on the Personality of the educator. No charters or programs can replace the individual in the matter of education.
· Only Personality can act on the development and definition of personality, only character can character be formed. That’s why the most important thing in school education is the choice of a teacher.”
L.N. Tolstoy about pedagogical skills and education
- Education is an art, not a craft - this is the root of teaching." L.N. Tolstoy
· If a teacher has only love for the work, he will be a good teacher. If he has only love for the student, like a father or mother, he will be better than that teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for both his work and his students, he is a perfect teacher.
Not the teacher who receives the upbringing and education of a teacher, but the one who has the inner confidence that he is, must be and cannot be otherwise. This confidence is rare and can only be proven by the sacrifices a person makes to his calling.
Be truthful even towards a child: keep your promise, otherwise you will teach him to lie.
You cannot educate without passing on knowledge; all knowledge has an educational effect.
Parenting seems difficult and difficult task only as long as we want, without educating ourselves, to educate our children or anyone else. If we understand that we can educate others only through ourselves, by educating ourselves, then the question of education is abolished and one question of life remains: how to live ourselves
It is impossible to raise children well if you yourself are bad;... raising children is only self-improvement, which nothing helps as much as children.
A teacher must be a free creator, and not a slave to someone else's orders. Education is an art, not a craft - this is the root of teaching.
Makarenko A.S. about pedagogical skills and education.
- The teacher must behave in such a way that every movement educates him, and must always know what he wants in this moment and what he doesn't want. If the educator does not know this, whom can he educate?
- There are as many demands on a person as possible, but at the same time, as much respect for him as possible.
- A person must be approached with an optimistic hypothesis, even with some risk of being mistaken.
- The skill of a teacher is not some special art that requires talent, but it is a specialty that must be taught, just as a doctor must be taught his skill, as a musician must be taught.
- Pedagogical skill can be brought to a great degree of perfection, almost to the level of technology.
- The teacher must avoid... simply being in front of the children without doing anything and without any interest in them.
- Our children are our old age. Proper upbringing is our happy old age, bad Education- this is our future grief, these are our tears, this is our guilt before other people, before the whole country.
- The cultural education of a child should begin very early, when the child is very far from literacy, when he has just learned to see, hear and say something well.
Sukhomlinsky V.A. about pedagogical skills and education.
“Kindness should become the same common state of a person as thinking” - these are lines from Vasily Sukhomlinsky’s main book “I Give My Heart to Children.”
- A teacher who knows how to analyze his work becomes strong and experienced.
- The most important condition for the spiritual growth of a teacher is, first of all, time - free time teachers. It's time to understand that the less free time a teacher has, the more he is loaded with all sorts of plans, reports, meetings, the more his spiritual world is emptied, the sooner the phase of his life will come when the teacher will no longer have anything to give to his pupils... Time - more and more I repeat once again - this is a great spiritual wealth of the teacher... Pedagogical creativity is difficult work that requires a huge expenditure of effort, and if the strength is not restored, the teacher will become exhausted and will not be able to work.
- Every moment of the work called education is a creation of the future and a look into the future.
- Creativity is not a sum of knowledge, but a special orientation of the intellect, a special relationship between intellectual life and the manifestation of its powers in active activity.
- Without searches and discoveries, and therefore without effort, passion and inspiration are unthinkable. Without creativity, it is unthinkable for a person to know his strengths, abilities, and inclinations; It is impossible to establish self-respect, a sensitive attitude of the individual to the moral influence of the team.
- It is impossible to exclude at least one side from the education system. Missed one thing: nurturing beliefs, nurturing humanity, nurturing hard work... and you will not solve any other problem.
- Childhood is the most important period human life, not preparation for a future life, but a real, bright, original, unique life. And how childhood passed, who led the child by the hand during childhood, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.
- The years of childhood are, first of all, the education of the heart.
- Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity. This world should surround the child even when we want to teach him to read and write. Yes, how a child will feel when climbing the first step of the ladder of knowledge, what he will experience, will determine his entire future path to knowledge.
- When you think about a child’s brain, you imagine a delicate rose flower with a drop of dew trembling on it. What care and tenderness is needed so that when you pick a flower, you don’t let a drop drop.
Statements and thoughts of great people about education!
His future, his worldview, his whole life depend on who will raise the child. Being a kindergarten teacher is a state of mind. He gives children the warmth of his heart. The work of a teacher is not just work. This is, first of all, the ability to renounce, the ability to give all of oneself, without reserve, to see the light in this.
I love reading smart, useful sayings. Raising children is a more ancient science than it might seem at first glance. The instillation of virtues was given priority Special attention back in ancient times. Ancient philosophers spoke about education, creating aphorisms, which at that time were “pedagogical” aids and were passed on from mouth to mouth.
There are two difficult things in the world - to educate and to manage.
Immanuel Kant
If a teacher combines love for his work and for his students, he is perfect. teacher
Lev Tolstoy
Education is the acquisition of good habits.
Plato
You say: children tire me. You're right. You explain: we must descend to their concepts. Lower, bend, bend, shrink.
You are wrong. It’s not because we get tired, but because we have to rise to their feelings. Rise, stand on tiptoes, stretch. So as not to offend.
...Adults should not be angry with children, because it does not correct, but spoils.
Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity. This world should surround the child even when we want to teach him to read and write. Yes, how a child will feel when climbing the first step of the ladder of knowledge, what he will experience, will determine his entire future path to knowledge.
When you think about a child’s brain, you imagine a delicate rose flower with a drop of dew trembling on it. What care and tenderness is needed so that when you pick a flower, you don’t let a drop drop.
V. A. Sukhomlinsky
Children are holy and pure... We ourselves can climb into any hole we want, but they must be enveloped in an atmosphere befitting their rank. You can’t be obscene with impunity in their presence... you can’t make them the toy of your mood: either gently kiss them, or madly stomp your feet on them...
Anton Pavlovich Chekhov
Only that in a person is strong and reliable that was absorbed into his nature in his first period of life.
Komensky Ya.
The art of education has the peculiarity that it seems familiar and understandable to almost everyone, and even easy to others, and the more understandable and easier it seems, the less a person is familiar with it theoretically or practically.
Ushinsky K. D.
A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity.
Sukhomlinsky V. A.
...Adults should not be angry with children, because it does not correct, but spoils.
A teacher without love for a child is like a singer without a voice, a musician without hearing, a painter without a sense of color. It is not for nothing that all the great teachers, dreaming of a school of joy and creating it, loved children immensely.
T. Goncharov
Children are holy and pure. You can’t make them a toy of your mood.
A. Chekhov
No one in the world feels new things more than children.
Children shudder at this smell, like a dog at the scent of a hare, and experience madness, which later, when we become adults, is called inspiration.
I. Babel
Nothing hurts more than high hopes.
Cicero
By teaching I learn.
Seneca the Elder
Nine-tenths of the people we meet are what they are - good or evil, useful or useless - due to education.
D. Locke
The student who is not superior to his teacher is pitiful.
Leonardo da Vinci
Our educator is our reality.
M. Gorky
A bad teacher presents the truth, a good one teaches you to find it.
A. Diesterweg
A. V. Lunacharsky
The teacher must behave in such a way that every movement educates him, and must always know what he wants at the moment and what he does not want. If the educator does not know this, whom can he educate?
A.S. Makarenko
No matter how many correct ideas you create about what needs to be done, if you do not cultivate the habit of overcoming long-term difficulties, I have the right to say that you have not cultivated anything.
A.S. Makarenko
You cannot teach a person to be happy, but you can raise him so that he is happy. But will this be real happiness?
A.S. Makarenko
If you don’t demand a lot from a person, then you won’t get much from him.
A.S. Makarenko
It takes more intelligence to teach another than to teach yourself.
M. Montaigne
Repeating the words of the teacher does not mean being his successor.
DI. Pisarev
True education consists not so much in rules as in exercises.
J.J. Rousseau
Education should not only develop a person’s mind and give him a certain amount of information, but should ignite in him a thirst for serious work, without which his life can be neither worthy nor happy.
K.D. Ushinsky
The main road of human education is conviction.
K.D. Ushinsky
The purpose of educating a child is to enable him to develop further without the help of a teacher.
E. Hubbard
If you want to convince a person that he lives badly, live well; but do not convince him with words. People believe what they see.
G. Thoreau
When the word does not hit, then the stick will not help.
Socrates
Keep busy. Exactly this cheap medicine on earth - and one of the most effective.
Dale Carnegie
He who flaunts erudition or learning has neither
Ernest Hemingway
Between the ages of 12 and 16, I was introduced to the elements of mathematics, including the basics of differential and integral calculus. At the same time, fortunately for me, I came across books in which not too much attention was paid to logical rigor, but it was well emphasized everywhere the main idea. The whole activity was truly exciting; there were ups and downs in it, the power of impression was not inferior to the “miracle”...
Albert Einstein
Those who save on schools will build prisons.
Bismarck
Do not offend children with ready-made formulas, formulas are empty; enrich them with images and paintings that show connecting threads. Don't burden children dead
Antoine de Saint-Exupery
We are depriving children of their future if we continue to teach today the same way we taught it yesterday.
D. Dewey
Don't kill the child's unclear mind, let it grow and develop. Don't invent childish answers for him. When he starts asking questions, it means that his mind has started working. Give him food for further work, answer as you would answer an adult.
DI. Pisarev
Consider that day and that hour unhappy in which you did not learn anything new and did not add to your education.
Ya.A. Comenius
Letter to my son's teacher.
If you can, teach him to be interested in books... And give him also free time so that he can ponder the eternal mysteries: the birds in the sky, the bees in the sun and the flowers on the green hillsides. When he is in school, teach him that it is much more honorable to fail than to cheat... Try to give my son the strength not to follow the crowd when everyone is on the winning side... Teach him to listen to all people, but teach him also examine everything he hears from the angle of truth and select only the good. Teach him not to listen to the howling mob, but to stand up and fight if he thinks he is right. Handle it gently, but not with excessive tenderness, because only the test of fire gives high quality steel. Teach him to always have high faith in himself, because then he will always have high faith in humanity.
Abraham Lincoln
Every child is an artist. The difficulty is to remain an artist beyond childhood.
Pablo Picasso
To be human means not only to have knowledge, but also to do for future generations what previous ones did for us.
Georg Lichtenberg
The older the school, the more valuable it is. For a school is a collection of creative techniques, traditions, and oral traditions accumulated over centuries about past or living scientists, their manner of work, and their views on the subject of research. These oral traditions, accumulated over centuries and not subject to printing or communication to those considered unfit for this - these oral traditions are treasures whose effectiveness is difficult to even imagine and appreciate. If we look for any parallels or comparisons, then the age of the school, its accumulation of traditions and oral traditions is nothing more than the energy of the school, in an implicit form.
N.N. Luzin
Listen - and you will forget, look - and you will remember, do - and you will understand.
Confucius
Study as if you constantly feel the lack of your knowledge, and as if you are constantly afraid of losing your knowledge.
Confucius
Researchers (Hayes, Bloom) have shown that it takes approximately ten years to acquire expert knowledge in any broad area of human activity, including playing chess, composing music, painting, playing the piano, swimming, tennis, and conducting research in neuropsychology and topology. .
Moreover, it seems that in reality this period cannot be shortened: even Mozart, who showed outstanding musical abilities at the age of 4, took another 13 years before he began to compose world-class music.
Samuel Johnson believes that it actually takes more than ten years: “Excellence in any field can only be achieved by a lifetime of hard work; it cannot be bought at a lower price.”
And even Chaucer complained: “Life is so short that there is not enough time to master the skill.”
Peter Norvig, “Learn to Program in Ten Years”
Our school has been teaching and educating badly for a long time. And it is unacceptable for the position of a classroom teacher to be an almost unpaid additional burden: it must be compensated by reducing the teaching load required of him. Current programs and textbooks in the humanities are all doomed, if not to be thrown away, then to be completely recycled. And the atheistic hammering must stop immediately. And we need to start not with children - but with teachers, because we have thrown them all over the edge of vegetation, into poverty; Of the men who could, they left teaching for better earnings. But school teachers should be a selected part of the nation, called to this: they are entrusted with our entire future.
A.I. Solzhenitsyn
We are largely responsible for the development of the inclination invested in us.
A.I. Solzhenitsyn
It is necessary to watch over the school, as over the cradle of the people's spirit, with tragic attention and spare no effort to defend its tasks.
Menshikov
It is necessary to call for pedagogical work, as for maritime, medical or the like, not those who seek only to ensure their lives, but those who feel a conscious calling to this work and to science and anticipate their satisfaction in it, understanding the general national need .
DI. Mendeleev
In pedagogy, elevated to the level of art, as in any other art, it is impossible to measure the actions of all figures by one standard, it is impossible to enslave them into one form; but, on the other hand, we cannot allow these actions to be completely arbitrary, incorrect and diametrically opposed.
N.I. Pirogov
Socrates made his students speak first, and then he spoke himself.
Montaigne
A teacher must not only have knowledge, but also lead a correct lifestyle. The second is even more important.
Thiru-Valluvar
One of the most malicious mistakes is the judgment that pedagogy is a science about the child, and not about the person. There are no children - there are people, but with a different scale of concepts, other sources of experience, other aspirations, a different play of feelings. One hundred children - one hundred people, who will not once be there tomorrow, but already now, today they are already people.
Janusz Korczak
Truly humane pedagogy is one that is able to introduce children to the process of creating themselves.
Sh. Amonashvili
If pedagogy wants to educate a person in all respects, then it must first get to know him in all respects.
K.D. Ushinsky
When little children come to school, their eyes light up. They want to learn a lot of new and interesting things from adults. They are confident that a happy road to knowledge lies ahead. Peering into the dull and indifferent faces of high school students in many lessons, you involuntarily ask yourself the question: “Who extinguished their radiant glances? Why did the desire and desire disappear?
Sh. Amonashvili
For relaxation, I recommend playing chess and reading for a high school student. fiction. Playing chess in absolute silence, with complete concentration, is a wonderful tonic. nervous system, disciplining thought.
V.A. Sukhomlinsky
Without chess it is impossible to imagine the full development of mental abilities and memory. The game of chess should enter the life of primary school as one of the elements of mental culture.
V.A. Sukhomlinsky
Accustom the student to work, make him not only love work, but become so familiar with it that it becomes second nature to him, accustom him to the fact that it is unthinkable for him otherwise than to learn something on his own; so that he thinks independently, searches, expresses himself, develops his dormant powers, develops himself into a persistent person.
A bad teacher presents the truth, a good one teaches you to find it.
School is a workshop where the thoughts of the younger generation are formed; you must hold it tightly in your hands if you do not want to let the future out of your hands.
A. Barbusse
Each person has inclinations, talents, and talent for a certain type or several types (branches) of activity. It is precisely this individuality that must be skillfully recognized, and then the student’s life practice must be directed along such a path so that at each period of development the child reaches, figuratively speaking, his ceiling.
V.A. Sukhomlinsky
Science should be fun, exciting and easy. So must be scientists.
Peter Kapitsa
I believe that it is impossible to become an educated person in any educational institution. But in any well-organized educational institution, you can become a disciplined person and acquire a skill that will be useful in the future, when a person is outside the walls. educational institution will begin to form itself.
M. Bulgakov
The merits of a teacher cannot be judged by the size of the crowd that follows him.
R. Bach
A teacher must have an unusually large amount of moral energy so as not to fall asleep under the soothing murmur of a monotonous teacher's life.
K.D. Ushinsky
To recognize, identify, reveal, nurture, and nurture in each student his unique individual talent means raising his personality to the highest level. high level flourishing of human dignity.
V. A. Sukhomlinsky
The teacher is not the one who teaches, the teacher is the one who feels how the student learns.
V. F. Shatalov
Talent is a spark of God with which a person usually burns himself, illuminating the path for others with his own fire.
V.O.Klyuchevsky
There is sun in every person. Just let it shine.
Socrates
Not being able to express one's thoughts well is a disadvantage; but not having independent thoughts is even much greater; independent thoughts flow only from independently acquired knowledge.
K.D. Ushinsky
No teacher should forget that his main duty is to accustom his pupils to mental work and that this duty is more important than the transfer of the subject itself.
K.D. Ushinsky
Three paths lead to knowledge: the path of reflection is the noblest path, the path of imitation is the easiest path and the path of experience is the most bitter path.
Confucius
The attitude of the state towards the teacher is a state policy that indicates either the strength of the state or its weakness.
Bismarck
Make the student work with his hands, tongue and head!
Encourage him to process the material, ingrain it into such a habit that he does not know how to do otherwise, and feels restless when this is not done; so that he feels the inner need for this! Just as no one can eat, drink and digest food for him, that is, with benefit for him, so no one else can think for him, study for him; no one else can in any respect be his substitute. He must achieve everything himself. What he himself does not acquire and develop in himself, he will not become and will not have. These provisions are clear as a sunny day, but still thousands of people act as if these rules do not exist at all.
K.D. Ushinsky can rightfully be considered the founder of Russian, and in particular, preschool pedagogy. He made a most valuable contribution to the development of world pedagogical thought, deeply analyzed the theory and practice of education, including preschool education. He substantiated the idea of public education. His teachings on the role of the native language in the mental and moral education and training of children, on the public school, had a huge influence on many subsequent generations of teachers.
The idea of national education.
One of the most important in the pedagogical theory of K.D. Ushinsky was the idea of national education. The system of raising children in each country, he emphasized, is connected with the conditions historical development people, with their needs and requirements. “There is only one innate inclination common to all, which education can always count on: this is what we call nationality. Education, created by the people themselves and based on popular principles, has that educational power that is not found in the most the best systems
, based on abstract ideas or borrowed from another people,” wrote Ushinsky. Ushinsky proved that an education system built in accordance with the interests of the people develops and strengthens the most valuable psychological traits and moral qualities in children - patriotism and national pride, love of work. He demanded that children, starting from an early age, assimilate elements of folk culture, master their native language, and become familiar with the works of oral history..
folk art K.D. Ushinsky stubbornly fought for the implementation of the upbringing and education of children in the family, kindergarten
He argued that a school teaching in a foreign language retards the natural development of children's strengths and abilities, that it is powerless and useless for the development of children and the people.
According to Ushinsky, the native language “is the greatest national teacher, who taught the people when there were no books or schools yet,” and continues to teach them even when civilization appeared.
Based on the fact that the native language “is the only tool through which we assimilate ideas, knowledge, and then pass them on,” K.D. Ushinsky considered the main task of elementary education to be mastery of the native language. “This work of gradual awareness of the native language should begin from the very first days of learning and, due to its paramount importance for the entire development of man, should constitute one of the main concerns of education.”
The native language in a public school, according to Ushinsky, should be “the main, central subject, included in all other subjects and collecting their results.”
Ushinsky worked hard to determine the main direction and content of the primary education course and improve the methods of initial teaching of the native language in public schools in order to turn it into an academic subject that contributes to the mental, moral and aesthetic education of children.
Ushinsky’s statements about a public school teaching children in their native language had great value for the construction of a Russian public school and school affairs for non-Russian peoples, for the development of national culture.
A child, Ushinsky believed, begins to assimilate elements of folk culture at an early age, and primarily through knowledge of his native language: “A child enters the spiritual life of the people around him only through the medium of his native language, and, conversely, the world surrounding the child is reflected in him its spiritual side only through the same medium - the native language." Therefore, all educational and cognitive work in the family, in kindergarten, and at school should be conducted in the mother’s native language.
Ushinsky gave the most valuable advice on development of children's speech and thinking starting from an early age; These tips have not lost their meaning in our time. He proved that the development of speech in children is closely related to the development of thinking, and pointed out that thought and language are in inextricable unity: language is the expression of thought in words. “Language,” wrote Ushinsky, “is not something detached from thought, but, on the contrary, its organic creation, rooted in it and constantly growing out of it.” The main thing in the development of children’s speech is to develop their thinking abilities, to teach them to correctly express their thoughts. “It is impossible to develop language separately from thought, but even developing it primarily in front of thought is positively harmful.”
K.D. Ushinsky argued that independent thoughts flow only from independently acquired knowledge about those objects and phenomena that surround the child. That's why a necessary condition The child’s independent understanding of this or that thought is clarity. Ushinsky showed a close connection between the clarity of learning and the development of children’s speech and thinking. He wrote: “Children’s nature clearly requires clarity”; “A child thinks in forms, images, colors, sounds, sensations in general, and that educator would vainly and harmfully violate the child’s nature who would want to force her to think differently.” He advised educators by simple exercises develop in children the ability to observe various objects and phenomena, enrich children with the most complete, true, vivid images, which then become elements of their thought process. “It is necessary,” he wrote, “for the subject to be directly reflected in the soul of the child and, so to speak, in the eyes of the teacher and under his guidance, the child’s sensations are transformed into concepts, from concepts a thought is formed and the thought is clothed in words.”
In the development of speech in preschool and early childhood children school age Ushinsky attached great importance storytelling from pictures.
He pointed out the great importance of works of folk art in the upbringing and education of children. He put Russian folk tales in first place, emphasizing that, due to the peculiarities of the development of their imagination, children are very fond of fairy tales. IN folk tales they like the dynamism of the action, the repetition of the same turns, the simplicity and imagery of folk expressions.
Of great importance in the initial teaching of the native language of K.D. Ushinsky also attached importance to other works of Russian folk art - proverbs, jokes and riddles. He considered Russian proverbs to be simple in form and expression and deep in content, works that reflected the views and ideas of the people - folk wisdom. Riddles, in his opinion, provide a useful exercise for the child’s mind and give rise to an interesting, lively conversation. Sayings, jokes and tongue twisters help children develop a sense of the sound colors of their native language.
Fundamentals of the theory of preschool education
K.D. Ushinsky gave valuable instructions on improving the educational work of kindergartens, which were included in the foundation of Russian preschool pedagogy of the second half of the 19th century. While children are in kindergarten, there is no need to overtire them with “sedentary activities” and formally systematized didactic games; they need to be given more free time for independent activity; The child in kindergarten should be given the opportunity to temporarily retire so that he can demonstrate his independence in one or another type of activity.
K.D. Ushinsky believed that premature learning, just like delay in learning, has its bad sides. Premature learning overtires children's brains, instills in them self-doubt, and discourages them from learning; the delay in learning causes a lag in the development of children, their acquisition of habits and inclinations that teachers have to struggle with hard. Ushinsky distinguished, firstly, methodical, systematic education, starting at the age of seven, and, secondly, preparatory teaching, carried out in preschool age. He considered it necessary to develop: educational activities for children, “preceding book learning,” and rules for learning and development before children acquire literacy; not educational activities that are adjacent to children's play (sewing dresses for dolls, weaving, planting flowers).
Statements by K.D. Ushinsky on the relationship between preparatory teaching and methodological training children, about the nature and characteristics of preparatory teaching in preschool age were a valuable contribution to Russian pedagogy. They helped to more accurately determine the content and methodology educational work kindergarten as a preparatory institution for school, to establish lines of communication and continuity between the work of kindergarten and school, the creative nature of the teacher’s activities when teaching children.
Ushinsky presented high requirements to the personality of the children's "gardener"; he imagined her “possessing pedagogical talent, kind, meek, but at the same time with a strong character, who would passionately devote herself to children of this age and, perhaps, would study everything there is to know in order to keep them busy.”
The teacher, in his opinion, should come from among the people, have the best moral qualities, comprehensive knowledge, love her job and children, serve as an example for them, study the laws mental development children, exercise individual approach to every child.
The theory of preschool education is based on K.D. Ushinsky also lays down the principle of nationality.
He considered the main property of children preschool age thirst for activity and the desire to understand the world around him and recommended that educators and parents encourage children in their impulses for independent activity, thoughtfully and skillfully guide them, avoiding either excessive strain of children’s strength or excessive relief, since these extremes can contribute to the appearance of laziness in them , passivity.
Ushinsky attached great educational importance to children's games. He created an original theory of children's play, confirming it with scientific and psychological data.
He noted that in mental life A preschool child's imagination plays a big role. This is explained by the fact that he has insufficient experience and knowledge, and has not developed logical thinking. But Ushinsky correctly pointed out that a child’s imagination is poorer, weaker, and more monotonous than that of an adult. Characteristic feature childhood is the fragmentation of chains of ideas, the speed of transition from one order of thought to another. “The movement of a child’s imagination resembles the whimsical flutter of a butterfly, but not the mighty flight of an eagle.”
The vividness of children's imagination and children's faith in the reality of their own ideas and created images is the psychological basis of children's play. “The child lives in play, and the traces of this life remain deeper in him than the traces of real life, which he could not yet enter due to the complexity of its phenomena and interests... In the game, the child, already a maturing person, tries his hand and independently manages their own creations."
K.D. Ushinsky emphasized the influence on the content of children's play: it provides material for play activity children. Games change as children age depending on childhood experience, mental development, adult guidance. Children’s experiences in play do not disappear without a trace, but find their manifestation in the future in a person’s social behavior.
Social games and their direction are of great importance in shaping the behavior of children, Ushinsky pointed out: “In social games, in which many children take part, the first associations of social relations are established.”
K.D. Ushinsky, unlike Froebel and his followers, objected to the teacher’s excessive interference in children’s play. He considered play to be an independent, free children's activity that has important in personality development: “Play is the free activity of a child... All aspects of the human soul, his mind, his heart, his will are formed in it.” The teacher must provide material for the game and ensure that this material contributes to the fulfillment of the assigned educational tasks. Time for children's games in kindergarten should be allocated according to age: than smaller child, the more time he should spend in the game. And in preschool age, we must strive to ensure that the child never gets fed up with play and can easily interrupt it to work. Preschoolers also have to work.
K.D. Ushinsky recommended widespread use in educational work folk games for preschool children; “To pay attention to these folk games, to develop this rich source, to organize them and to create from them an excellent and powerful educational tool is the task of future pedagogy,” he wrote. Leading Russian figures in preschool education sought to fulfill this behest of Ushinsky.
Big educational value, Ushinsky pointed out, have toys. “Children do not like immobile toys... well-finished ones, which they cannot change according to their imagination...” he wrote. “The best toy for a child is one that he can make change in the most varied ways.” “The child sincerely becomes attached to his toys,” Ushinsky noted, “he loves them tenderly and passionately, and loves in them not their beauty, but those pictures of the imagination that he himself is attached to them. New doll
, no matter how good she is, she will never immediately become the girl’s favorite, and she will continue to love the old one, although she has long lost her nose and has wiped her face clean.”
He stated according to scientific achievements psychological of that time fundamentals of didactics - learning theories. He gave the most valuable instructions on how to develop the active attention of children in the learning process through exercises, how to cultivate conscious memory, and consolidate in the memory of students educational material through repetition, which is an organic part of the learning process. Repetition, Ushinsky believed, is necessary not in order to “renew what has been forgotten (it’s bad if something is forgotten), but in order to prevent the possibility of oblivion”; Every step forward in learning must be based on the knowledge of what has been learned.
The goal of education, Ushinsky believed, should be raising a moral person, a useful member of society. Moral education occupies the main place in Ushinsky’s pedagogy; in his opinion, it should be inextricably linked with the mental and labor education of children.
Ushinsky considered education to be the most important means of moral education. He asserted the need for the closest connections between education and training, and argued for the most important importance of educational training. All academic subjects possess, he argued, the richest educational capabilities, and everyone involved in the matter of education must remember this in all their actions, in all direct relations with students and pupils.
Ushinsky considered persuasion to be one of the means of moral education, while he warned against annoying instructions and persuasion, which often do not reach the consciousness of children.
K.D. Ushinsky attached great importance forming habits in children. He established an important pattern in the development of habits: the younger a person is, the sooner a habit will take root in him and the sooner it will be eradicated, and the older the habits, the more difficult it is to eradicate them. Ushinsky put forward a number of valuable tips on education good habits in children. He said that habits are ingrained by the repetition of an action; that one should not rush when establishing habits, because to consolidate many habits at once means to drown out one skill with another; that you should use the valuable habits you have acquired as often as possible. Ushinsky argued that in the formation of habits nothing is as powerful as the example of adults, and that in this case frequent changes of educators are harmful.
To eradicate any habit, you need to use two means at the same time:
1) if possible, remove any reason for actions arising from bad habit;
2) at the same time direct the children’s activities in a different direction.
When eradicating a bad habit, you need to understand why it appeared and act against the cause, and not against its consequences.
In the education of preschool children K.D. Ushinsky gave a prominent place to nature - “one of the powerful agents in human upbringing.” Natural phenomena and objects begin to occupy the child’s mind early. Communication between children and nature helps develop their mental abilities. Observation and study of native nature also contributes to the development of a sense of patriotism and aesthetic education. WITH early years needs to be taught to children careful attitude to the preservation of the natural environment.
Aesthetic education Ushinsky put it in direct connection with the moral education of preschool children. Children's feelings must be guided without violating them, he pointed out; care must be taken to create an environment that satisfies aesthetic and pedagogical requirements. “Decorate,” said Ushinsky, “the child’s room with beautiful things, but only the beauty of which is accessible to the child.”
Ushinsky highly appreciated the importance of good singing as one of the means of aesthetic education of children, at the same time refreshing their lives, helping to unite them into a friendly team.
He also considered drawing to be a valuable activity from the point of view of aesthetic education and the general mental development of children.
Works of folk and literary creativity also educate children aesthetically and instill in them a love for their homeland. Simple in presentation, easy to understand, fiction stories, poems, articles given by K.D. Ushinsky in “Native Word” served for millions of Russian children as a valuable means of mental, moral and aesthetic education.
About family education.
For the majority of the country's population, Ushinsky is the most natural environment I still considered the upbringing and teaching of preschoolers to be a family. In it, children get their first impressions, acquire basic knowledge, skills and habits, and develop their inclinations. Parents and educators and the example of their life and behavior play a huge role in the development and upbringing of a child’s personality. “One of the first duties of every citizen and father of a family,” wrote Ushinsky, “is to prepare from his children useful citizens for society; one of the sacred rights of a person born into the world is the right to a correct and good upbringing.”
To fulfill this responsible responsibility and civic duty to society, parents must be inspired to combine their private well-being with public benefit. They must have pedagogical knowledge, why study pedagogical literature; consciously approach the educational work, the choice of educators and teachers, and the determination of future paths of life for their children.
Exclusively important role In family education and teaching of preschool and early school age, Ushinsky assigned the mother. The mother stands closer to the children, shows constant concern for them from the day they are born, understands them better individual characteristics; if she is not busy at work outside the home, then she has more opportunities in the process Everyday life influence children in the desired direction.
Ushinsky attached social significance to his mother’s educational activities. Being the educator of her children, she thereby becomes the educator of the people. From this, said Ushinsky, “the need for a complete all-round education for a woman already, so to speak, not for family life alone, but keeping in mind high goal- to implement the results of science, art and poetry into the life of the people."
Ushinsky wanted to see in his mother not only a teacher, but also a teacher of his children. Tutorial He considered it possible to use “Native Word” (year I) and “Guide to teaching on the “Native Word” in family education and training of children up to 8-10 years of age.
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