The textbook reveals the main issues of preschool pedagogy, taking into account the latest psycho-pedagogical research in Russia and abroad. The content of the book complies with state educational standards and provides for continuity vocational education at his second stage (at the university). In addition, the textbook includes additional information for inquisitive, pedagogical tasks. practical creative tasks aimed at testing the acquired knowledge. For students of institutions of secondary vocational education.
TEACHER: PROFESSION AND PERSONALITY.
History of the profession
The profession of a teacher is one of the most ancient and honorable in the history of mankind. However, it is not possible to determine the exact timing of its appearance. The content of the profession of a teacher is to educate the younger generation. therefore, it is advisable to make a short historical digression to find out when the need arose in human society for the upbringing and education of children. At the same time, it should be emphasized that for a large historical period of time, education was carried out without professionally trained specialists in the course of natural life relations between the older generation and the younger ones.
Materials of archaeological excavations, ethnographic data allowed scientists to make an assumption that education as an objective process began to take shape during the transition of primitive man from animal-like forms of activity to proper labor, tool-based. Tool activity influenced the biomorphological development of a person, contributed to a change in his consciousness, the emergence of articulate speech. The evolution in economic activity affected the general living conditions of people: nutrition improved, permanent camps began to appear. These changes led to an increase in the number of children, a lengthening of the period of childhood.
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- Management of the effectiveness of educational activities of students, Kanashevich T.N., 2019
- Development of subject and meta-subject skills in classroom and extracurricular activities, Physics and astronomy, Collection of methodological materials, Vlasova A.A., Rumbesht E.A., Trifonova L.B., Chervonny M.A., 2018
- Diagnosis of meta-subject and personal results of primary education, Testing work, grade 1, Buneeva E.V., Vakhrushev A.A., Kozlova S.A., Chindilova O.V., 2012
The following tutorials and books:
- Organization of independent work of university students in the context of the implementation of a multi-level model of education, Monograph, Guzanov B.N., 2014
Textbook "Preschool Pedagogy"
authors S.A. Kozlova and T.A. Kulikova, intended for students of secondary vocational education, was reprinted twelve times, that is, almost every year, and the last edition was published in October 2011. This indicator indicates that the textbook is very popular and in demand, as well as that scientific work authors in this direction does not stop.
To whom is the manual "Preschool Pedagogy" S.A. addressed? Kozlova and T.A. Kulikova
The latest edition to date is stereotyped, that is, practically unchanged. It, like in previous editions, retains the main author's concept of bringing to students the basic concepts and definitions of preschool pedagogy and instilling in them the skills of self-learning and self-development. When writing the book, the authors relied on the latest psychological and pedagogical research in the field of preschool pedagogy of Russian and foreign colleagues.
In terms of its content, the textbook fully complies with the accepted state standard and can be used, in addition to its main purpose, as a teaching aid for students of higher educational institutions. The textbook includes additional information to expand the horizons of students, as well as additional practical creative tasks for self-testing of acquired knowledge.
The author's annotation to the textbook emphasizes that preschool education is not only very responsible, but also very important. tricky business, since a child at this age cannot yet correctly formulate his thought, explain to the teacher what he wants. teacher preschool education often you have to be guided not so much by the acquired knowledge and skills, but by your feelings, intuition. Since every child is unique from birth, there simply cannot be clear instructions for raising him.
It is almost impossible to cover all aspects of modern pedagogy, which is a rather complex science with a wide range of knowledge, in one textbook for college students. The authors set themselves quite different goals. One of the main techniques used by the authors of the book in their work is a fascinating presentation of the material in order to arouse the interest and desire of future teachers to work with children. The next technique is to give convincing examples of the applied value of preschool education and training in the education system. And, finally, the impact on the professional development of future teachers and the manifestation of interest in the theory of pedagogical processes.
The authors insist on the manifestation of activity and independence among students in mastering scientific knowledge, since without these qualities the study of any material becomes meaningless. In addition to theoretical and practical material in the form of lectures and assignments, the manual contains a glossary of terms and a list of recommended self-study literature, as well as the two most important documents for the teacher. It is accepted by the entire world community "Convention on the Rights of the Child"
and Law Russian Federation"On education"
. In order to prevent the study of the material presented in the book from becoming a boring duty for students, the authors even included in the section "Application"
specially prepared tasks for "Pedagogical skit"
.
The textbook is divided into six sections, each of which is divided into chapters. Each chapter is a complete article, and the total number of chapters is twenty-three. The textbook begins with a chapter called "General foundations of pedagogy"
and is of an introductory nature, introducing readers to the world of pedagogical science, introducing them to the education system, modern branches of pedagogy, and general pedagogical approaches to education.
The first chapter is called "Teacher: profession and personality"
, as the name implies, is dedicated to the teacher of preschool education. It contains brief characteristics, so to speak "scientific portraits" preschool children and early age, which are discussed in much greater detail in later chapters. When describing different types of children's personality, the reader's special attention is focused on the role of the teacher in the formation of self-awareness and the child's own personality.
In the second section of the tutorial, under the heading "Content and methods of raising children"
general pedagogical approaches to upbringing and the peculiarities of this pedagogical process at various age stages of childhood are considered. The section consists of six chapters that discuss the list of necessary knowledge and skills of the educator, and also mention related methodological disciplines, such as, for example, "Methods for the development of children's speech", "Methods of physical education of children" and "Introduction of children to social reality".
The third section of the textbook, which is called "Education of children of early and preschool age"
is devoted to the organization of the learning process, its planning and construction, the forms and methods of education and training that are necessary and appropriate for use in preschool education.
The section, which the authors consider especially important in the process of raising children of early and school age, is the fourth in a row and contains seven chapters. It discusses the process of educating preschoolers through play. The role of play in the development of a child is undoubtedly enormous, and it is very difficult to overestimate it. With the help of a game, a child can be interested and captivated, which means that a preschool teacher should be able to organize children's games correctly and usefully, taking into account their direct participation in each of them and ensuring the individual development of their pupils.
The topic of the fifth section was the disclosure of the close relationship between the family, preschool institution and school in achieving a common goal for all, which is the education of a comprehensively developed personality in a child. These three links of the education system are the main ones in the process of personality formation, and each of them occupies its own special place in it. The teacher is required to realize this and understand the specifics of each individual link, their relationship and their role in establishing this relationship.
In the final sixth section, which is called "Pedagogical process in a preschool institution"
, the main attention is paid to the problem of rational organization of work on the upbringing and education of children in a preschool institution. Smart planning helps the educator make better use of working time and more fully realize their scientific and creative potential.
Textbook "Preschool Pedagogy"
authors S.A. Kozlova and T.A. Kulikova, intended for students of secondary vocational education, was reprinted twelve times, that is, almost every year, and the last edition was published in October 2011. This indicator indicates that the textbook is very popular and in demand, and also that the scientific work of the authors in this direction does not stop.
To whom is the manual "Preschool Pedagogy" S.A. addressed? Kozlova and T.A. Kulikova
The latest edition to date is stereotyped, that is, practically unchanged. It, like in previous editions, retains the main author's concept of bringing to students the basic concepts and definitions of preschool pedagogy and instilling in them the skills of self-learning and self-development. When writing the book, the authors relied on the latest psychological and pedagogical research in the field of preschool pedagogy of Russian and foreign colleagues.
In terms of its content, the textbook fully complies with the accepted state standard and can be used, in addition to its main purpose, as a teaching aid for students of higher educational institutions. The textbook includes additional information to expand the horizons of students, as well as additional practical creative tasks for self-testing of acquired knowledge.
The author's annotation to the textbook emphasizes that preschool education is not only a very responsible, but also a very difficult matter, since a child at this age cannot yet correctly formulate his thought, explain to the teacher what he wants. A preschool teacher often has to be guided not so much by the acquired knowledge and skills as by his feelings and intuition. Since every child is unique from birth, there simply cannot be clear instructions for raising him.
It is almost impossible to cover all aspects of modern pedagogy, which is a rather complex science with a wide range of knowledge, in one textbook for college students. The authors set themselves quite different goals. One of the main techniques used by the authors of the book in their work is a fascinating presentation of the material in order to arouse the interest and desire of future teachers to work with children. The next technique is to give convincing examples of the applied value of preschool education and training in the education system. And, finally, the impact on the professional development of future teachers and the manifestation of interest in the theory of pedagogical processes.
The authors insist on the manifestation of activity and independence among students in mastering scientific knowledge, since without these qualities the study of any material becomes meaningless. In addition to theoretical and practical material in the form of lectures and assignments, the manual contains a glossary of terms and a list of literature recommended for self-study, as well as the two most important documents for the teacher. It is accepted by the entire world community "Convention on the Rights of the Child"
and Law of the Russian Federation "On Education"
. In order to prevent the study of the material presented in the book from becoming a boring duty for students, the authors even included in the section "Application"
specially prepared tasks for "Pedagogical skit"
.
The textbook is divided into six sections, each of which is divided into chapters. Each chapter is a complete article, and the total number of chapters is twenty-three. The textbook begins with a chapter called "General foundations of pedagogy"
and is of an introductory nature, introducing readers to the world of pedagogical science, introducing them to the education system, modern branches of pedagogy, and general pedagogical approaches to education.
The first chapter is called "Teacher: profession and personality"
, as the name implies, is dedicated to the teacher of preschool education. It provides brief descriptions, so to speak "scientific portraits" children of preschool and early childhood, which are dealt with in much more detail in subsequent chapters. When describing different types of children's personality, the reader's special attention is focused on the role of the teacher in the formation of self-awareness and the child's own personality.
In the second section of the tutorial, under the heading "Content and methods of raising children"
general pedagogical approaches to upbringing and the peculiarities of this pedagogical process at various age stages of childhood are considered. The section consists of six chapters that discuss the list of necessary knowledge and skills of the educator, and also mention related methodological disciplines, such as, for example, "Methods for the development of children's speech", "Methods of physical education of children" and "Introduction of children to social reality".
The third section of the textbook, which is called "Education of children of early and preschool age"
is devoted to the organization of the learning process, its planning and construction, the forms and methods of education and training that are necessary and appropriate for use in preschool education.
The section, which the authors consider especially important in the process of raising children of early and school age, is the fourth in a row and contains seven chapters. It discusses the process of educating preschoolers through play. The role of play in the development of a child is undoubtedly enormous, and it is very difficult to overestimate it. With the help of a game, a child can be interested and captivated, which means that a preschool teacher should be able to organize children's games correctly and usefully, taking into account their direct participation in each of them and ensuring the individual development of their pupils.
The topic of the fifth section was the disclosure of the close relationship between the family, preschool institution and school in achieving a common goal for all, which is the education of a comprehensively developed personality in a child. These three links of the education system are the main ones in the process of personality formation, and each of them occupies its own special place in it. The teacher is required to realize this and understand the specifics of each individual link, their relationship and their role in establishing this relationship.
In the final sixth section, which is called "Pedagogical process in a preschool institution"
, the main attention is paid to the problem of rational organization of work on the upbringing and education of children in a preschool institution. Reasonable planning helps the teacher to use working time more rationally and to realize his scientific and creative potential more fully.
1. The emergence and development of the teaching profession
Kozlova S.A., Kulikova T.A. Preschool Pedagogy. 11th ed., ster. / S.A. Kozlova, T.A. Kulikov. - M .: "Academy", 2010. Pp. 7–12.
Profession- activity by means of which a person participates in the life of society, which serves him as a source of material means of subsistence and is recognized as a profession by the self-consciousness of this person. teaching profession Stages of development of the teaching profession
Stages
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Conditional chronology
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Subjects of pedagogical activity
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The content and direction of pedagogical activity.
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pre-professional
nasal
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Primitive era The emergence of religion. Division of labor.
Arrangement of marriage and family relations
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All members of the clan, tribe. Healers, shamans, spellcasters, elders of the family Experienced, best-in-class members of the family. Part of the educational functions were taken over by the parents of the child.
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Education and upbringing was carried out in the form of collective assistance from the elders to the younger, joint activities of adults and children. Education in order to preserve the customs of the family, rituals, religious cults. The first form of education and training is initiation - ritual rites of initiation of girls and boys into the class of adults.
Transfer of knowledge in certain areas of work.
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Conditionally professional.
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The era of slavery
Middle Ages
12th–13th century XVI century.
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The teacher is a slave who accompanies the child to school A class group of people who know how to write, who can teach. Priests, monks with a penchant for teaching. Notable scientists Jesuits
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Writing appeared, a very complex and time-consuming matter. He needed to devote a lot of time. There are people who own the letter and know how to teach it. Learning becomes an independent activity. The role of the teacher is increasing, although he does not have a special. education. Pedagogical activity was completely dependent on religious ideology. General level education has dropped sharply.
Universities were created.
The elementary training of teachers was carried out.
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Actually professional
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The era of industrial society.
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Specialists with professional and pedagogical training and specializing in various areas professional activity.
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The teaching profession becomes a mass one, the goals and content of professional pedagogical activity are determined by the interests, goals and values of the ruling class (capitalism or socialism)
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Modern
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Post- industrial
societies
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Teachers, teachers with different levels of professional and pedagogical education, working in various educational institutions.
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The content of the profession of a teacher is the creation of conditions for a versatile personality development, formation common culture, adaptation to life in society, conscious choice and mastery of a profession.
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Topic 2. The role and place of the teacher in the age of the information society. The social significance of the teaching profession. The role of self-education and self-education in the professional development of a teacher
Kozlova S.A., Kulikova T.A. Preschool Pedagogy. 11th ed., ster. / S.A. Kozlova, T.A. Kulikov. - M .: "Academy", 2010. Pp. 12 - 14.
Profession- activity through which a person participates in the life of society, which serves as a source of material means of subsistence for him and is recognized as a profession by the self-consciousness of this person. teaching profession- this is a type of labor activity, which is a source of livelihood for specially trained in pedagogical educational institutions people, the content and purpose of which is to create conditions for the formation and development of the personality of another person. Ways and forms of mastering the teaching profession.
Modern pedagogical education in Russia is a multi-level system, which consists of secondary and higher professional institutions.
Secondary pedagogical education can be obtained: teacher training school, College of Education, in a higher educational institution, subject to the implementation of the relevant program. Higher pedagogical education: university, academy, institute. Postgraduate education: postgraduate studies, refresher courses. Speciality - a type of activity aimed at solving certain professional and pedagogical tasks in accordance with the qualifications assigned. Specialization - a special type of activity within the specialty, which has a certain focus and is associated with a specific object of labor. The role and place of the teaching profession in modern society considered from different points of view, and hence various problems and solutions.
Most developed is performance about the teaching profession as a specialized activity as part of the analysis of the content, technologies, levels of education.
However, at present, special meaning has her consideration as a special social institution. This approach is associated with the identification of the relationship of the teaching profession with other types activities; revealing it social functions, social status; developing conditions for increasing the efficiency of professional and pedagogical communities; revealing mechanisms for the preservation and stabilization of the teaching profession; study its status and development trends.
Topic 3. Professional and personal qualities and abilities of a teacher. Requirements for the professional competence and mobility of the educator
Kozlova S.A., Kulikova T.A. Preschool Pedagogy. 11th ed., ster. / S.A. Kozlova, T.A. Kulikov. - M .: "Academy", 2010. Pp. 19 - 28.
The professional activity of a preschool teacher was the subject of study by psychologists and teachers (E.A. Panko, L.G. Semushina, V.I. Loginova, R.S. Bure). Professional functions of a teacher:
creation of pedagogical conditions for the successful upbringing of children; ensuring the protection of life, strengthening the health of children.
the implementation of educational work with children is the main function of a preschool teacher. It is implemented in the planning of future work on the basis of program and methodological documentation, in the direct implementation of this work, in the analysis of its results; interaction between the family and the preschool institution participation in the pedagogical education of parents; self-education, i.e. improvement of general cultural and professional training; participation in experimental, research work
Thus, we can conclude that the professional activity of a preschool teacher is very multifaceted in content, conditionally divided into a number of areas (functions). The sphere of pedagogical activity covers children, their parents, colleagues, the educator himself, consciously improving both his skills and his personality. Based on the functional analysis of the activities of a preschool teacher, a professiogram is determined.
A professiogram is scientifically based requirements for the professional qualities of a teacher's personality, for the volume and composition of worldview, general cultural, psychological, pedagogical, special knowledge, as well as a list of pedagogical skills and abilities.
Personal qualities teacher
professional orientation. This is a complex of psychological attitudes towards working with children, professionally oriented motives and abilities, professional interests and personal qualities, as well as professional self-awareness; empathy (comprehension of the emotional states of another person in the form of empathy, sympathy). The teacher's empathy is expressed in emotional responsiveness to the child's experiences, in sensitivity, benevolence, caring, loyalty to one's promises, tact, love for children, sensitivity; high general and professional culture, intelligence, moral purity, civic responsibility; emotional stability, observation, creative imagination, demanding kindness, sincere generosity, justice, organization; performance, endurance, dexterity, balance; pedagogical tact (from lat. tactus - touch, sensation) means a sense of proportion, manifested in the ability to behave in a proper manner, observance of the rules of decency; pedagogical vigilance is manifested in the ability of the teacher to fix the essential in the development of the child, to foresee the prospects, the dynamics in the formation of the personality of each pupil and the children's team as a whole; pedagogical optimism is based on the teacher's deep faith in the strength, capabilities of each child, in the effectiveness of educational work; the culture of professional communication involves the organization of the right relationships in the systems "teacher - child", "teacher - parents", "child - child", "teacher - colleagues", understanding children and others, respect for them, creating a positive microclimate; pedagogical reflection is a self-analysis of the steps taken, an assessment of the results obtained, and their correlation with the goal.
Pedagogical professional skills(E.A. Panko): gnostic, constructive, communicative, organizational and special.
Gnostic Skills(from the Greek gnosis - knowledge) - these are the skills with which the teacher studies the child (his age, individual characteristics, personal qualities, relationships with peers, adults, the degree of emotional well-being, etc.), the team as a whole (stages of formation, " asset" group, the beginnings of public opinion). Constructive skills necessary for the teacher to design the pedagogical process, educate children, taking into account the prospects of educational work. This requires modifying the general goals and objectives of education in relation to a specific group of children and to each pupil, taking into account the characteristics of his development. Communication skills manifest themselves in the establishment of pedagogically appropriate relationships with individual children and with the whole group, with the parents of pupils, with work colleagues, with the administration of a preschool institution. Organizational skills of the teacher apply both to his own activities and to the activities of pupils, parents, colleagues. Special Skills a teacher is the ability to sing, dance, speak expressively, read poetry, sew, knit, grow plants, make toys from the so-called waste material, show a puppet theater, etc. Topic 4. Training of teaching staff.
Spectrum of pedagogical specialties
Kozlova S.A., Kulikova T.A. Preschool Pedagogy. 11th ed., ster. / S.A. Kozlova, T.A. Kulikov. - M .: "Academy", 2010. Pp. 28 - 30
Professional group of specialties- a set of specialties united according to the most stable type of socially useful activity, which differs in the nature of its end product, specific objects and means of labor. Pedagogical specialty- a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the qualifications assigned. Pedagogical specialization- a certain type of activity within the framework of the pedagogical specialty. It is associated with a specific subject of labor and a specific function of a specialist. Pedagogical qualification- the level and type of professional and pedagogical readiness, which characterizes the capabilities of a specialist in solving a certain class of problems. Pedagogical specialties merged in the professional group "Education". The basis for the differentiation of pedagogical specialties is the specificity of the object and goals of the activities of specialists in this group. The generalized object of the professional activity of teachers is a person, his personality. The relationship between the teacher and the object of his activity is formed as a subject-subject ("man-man"). Therefore, the basis for the differentiation of the specialties of this group are various subject areas of knowledge, science, culture, art, which act as a means of interaction (for example, mathematics, chemistry, economics, biology, etc.).
Other base for differentiation of specialties - These are periods of personal development differing, among other things, in the pronounced specifics of the interaction of the teacher with the developing personality (preschool, primary school, adolescence, youth, maturity and old age).
The next reason to differentiate the specialties of the pedagogical profile, the features of personality development associated with psychophysical and social factors (hearing, visual impairment, mental disability, deviant behavior, etc.) serve. Specialization within the teaching profession led to the allocation of types of pedagogical activity and by directions educational work(labor, aesthetic, etc.). It is obvious that such an approach contradicts the fact of the integrity of the personality and the process of its development and causes the reverse process - the integration of the efforts of individual teachers, the expansion of their functions, areas of activity.
Topic 5. The emergence, formation and development of pedagogy abroad and in Russia at different historical stages
Kozlova S.A., Kulikova T.A. Preschool Pedagogy. 11th ed., ster. / S.A. Kozlova, T.A. Kulikov. - M .: "Academy", 2010. Pp. 31-37.
Stage I: pre-scientific pedagogical creativity.
- prehistoric era
Target: the need to prepare children for life and to pass on to them the accumulated experience. Engaged in upbringing all members of the clan, the oldest, wisest people. - Slave-owning countries of the ancient East
The first systems of upbringing (family and social) are formed, the first pedagogical theories are born.
Two educational systems entered the history of pedagogy Ancient Greece: Spartan and Athenian.
Spartan educational system.
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Athenian educational system.
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Sparta is a militant state. The purpose of the education system: preparation of children of warriors of future slave owners. The content of education: military-physical training, unquestioning obedience to elders, contempt for slaves and physical labor, writing, laconic speech.
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Athens is a democratic republic. The purpose of education: a combination of mental moral, aesthetic development. The content of education: physical development, reading literary works, listening to music, writing, counting, reciting, singing, playing musical instruments.
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Democritus: The upbringing of children depends on the nature and methods of upbringing, and the example of the elders is of great importance. Plato: In his treatise, he proposed the idea of social education of people from 3 to 30 years old with a gradual complication from reading literature, counting, writing to studying philosophy and preparing for state activity. Education is the influence of adults on children in order to form morality and virtue. And learning is the acquisition of knowledge through the sciences. Aristotle: He singled out three aspects of education - physical, moral, mental. The purpose of education: the harmonious development of all aspects of the soul. Made an attempt to age pereodizatsii. Much attention was paid preschool age: "To everything that can be taught to a child, it is better to teach him directly from the cradle" (in the family). And schools should be public, for children from 7 years old. Middle Ages went down in history by the dominance of the church, but the Middle Ages brought a lot of value to the pedagogical experience. New universities appeared, which served as centers of education and culture. University of Bologna (Italy)
Oxford University (England)
University of Paris (France)
In the renaissance pedagogical teaching was further developed in the works of F. Bacon, F. Rabelais, T. More, T. Companella and others. Thus, initially pedagogy existed within the framework of philosophy. The theoretical basis is gradually accumulating, there is a need to comprehend it, and pedagogy emerges as an independent science.
Stage II: pedagogy as a science
FULL NAME.
|
Years of life
|
Major writings
|
Contribution to the development of pedagogy as a science
|
Jan Amos Comenius (Czech Republic) John Locke (England)
Jean Jacques Rousseau (France)
Johann Heinrich Pestalozzi (Switzerland) Robert Owen
(England)
Friedrich Fröbel (Germany)
Maria Montessori
Konstantin Dmitrievich Ushinsky.
Lev Nikolayevich Tolstoy
(Russia) Nadezhda Konstantinovna Krupskaya
(Russia) Anton Semenovich Makarenko
Basil
Aleksandrovich Sukhomlinsky
|
1592 – 1670
1712 – 1778
|
"Great Didactics", "Mother's School", "The World of Sensual Things in Pictures" "Some Thoughts on Parenting"
"Emil or On Education"
"Lingard and Gertrude", "How Gertrude Teaches Her Children", "The Book of Mothers", "Swan Song"
"A New View of Society, or Experiments on the Formation of Human Character" “Education of a person”, “Mother and caressing songs”, “Pedagogy of kindergarten”
"House of the child", "Method of scientific pedagogy"
"Children's World", "Native Word"
"ABC" and "Books for reading"
"People's Education and Democracy", "Woman Worker" "Pedagogical poem", "Flags on the towers", "Book for parents", etc.
“I give my heart to children”, “Birth of a citizen”, “Pavlyshskaya secondary school”, “Methods of education of the team”
|
Required general education. The aim of the school is to give children a comprehensive education. Established age periodization (childhood, adolescence, adolescence, manhood), selecting for each period the appropriate school (maternal, native language, Latin, academy). He dreamed of a harmonious unified system of schools, successive at all levels. Developed the content of training, its principles (didactic). Substantiated the need for a class-lesson system of classes. He offered to educate a person - a gentleman who knows how to conduct business and possess the qualities of a bourgeois businessman. A gentleman must receive physical, moral and mental education, but not at school, but at home. He compiled an age periodization, believed that it was necessary to educate and educate children, taking into account characteristic features characteristic of children at different age stages of development. Defined leading start for each age: up to 2 years - physical education, from 2 to 12 - development of external feelings, from 12 to 15 - mental and labor education, from 15 to adulthood - moral development.
He combined training with labor, for the development of physical and mental strength. He dreamed of universal education for all segments of the population. He considered the goal of education - the harmonious development of each child Outstanding English humanist. Labor education necessary condition for comprehensive education. He advocated anti-religious secular education. He created a number of educational institutions: a school for young children (1-6 years old), an elementary school (6-10 years old), an evening school for teenagers (working), a system of club activities for adults. Owen's experiments in the conditions of capitalist reality failed.
Pedagogy should be based on an idealistic philosophy. A child is a carrier of the divine essence, endowed with 4 instincts: activity, knowledge, artistic and religious. To meet the needs of the child in activity and in communication, it is necessary to organize classes in the society of peers. Introduced the concept Kindergarten, developed a methodology for the work of educators with children. Created didactic material "Gifts of Froebel". Education is possible only when the child is given complete freedom of action. The form of lessons is an individual lesson. The educator is an observer of the disclosure process inner world child. The basis of learning is sensory education, carried out with the help of an organization environment and did. material. Principles of Ushinsky's didactics: feasibility, consistency, visibility, meaningfulness and strength of knowledge acquisition. When teaching, it is necessary: a solid composition of students, a schedule, frontal and individual lessons. A teacher is not only a teacher of disciplines, but also an educator. The education system must meet the needs of the people, the idea of nationality. The native language is an encyclopedia of folk wisdom. The content of education determines the religious and moral education. He paid a special role to such teaching methods as the word of the teacher (story, conversation). He widely used observation and experiments, excursions - the natural conformity of training. Emphasized the creative beginning of all the activities of the teacher. The purpose of education: the education of a collectivist, comprehensively developed, internally disciplined, able to deeply feel, think clearly, act in an organized manner. She considered it necessary to combine education with social work. Contributed to the development of the foundations of the children's and youth social movement. The basic principle of education is the unity of the individual and society. Carried out unprecedented in ped. practice experience of mass re-education of children - delinquents. He combined training and education with productive work. The principles of education: through the team, in the team, respect and requirements for the individual. Pedagogy is based on: Love for a child Protective education (to protect from the environment. Evil) Learn to learn.
Developed issues of a differentiated and individual approach to teaching. Developed a new method of research in pedagogy - experiment.
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The book reveals the basic issues of preschool pedagogy in the context of modern domestic and foreign psychopedagogical research. The work is composed in such a way that it implies the continuity of professional education in higher educational institutions.
Description
The book reveals the basic issues of preschool pedagogy in the context of modern domestic and foreign psychopedagogical research. The work is composed in such a way that it implies the continuity of professional education in higher educational institutions. The content complies with state educational standards. Among other things, the book includes a set of practical creative tasks and pedagogical tasks to test the assimilation of the material and additional information for anyone interested in the topic of pedagogy.
The book is presented with a preface, six sections, each including several chapters, an appendix and a bibliography.
In the first section, there is an analysis of the general foundations of pedagogy, the profession of a teacher, pedagogy as a science, development factors. The second section is devoted to the content and methods of raising children, and considers such topics as pedagogical goal-setting, aesthetic, moral, mental and other types of education. The third section discusses the issues of teaching children of early and preschool age.
From the fourth section, you will learn about raising children in the game, game theory and types of games, methods and forms of organizing learning. The fifth section deals with the topics of the relationship of preschool institutions with the family and school. The last section will talk about the pedagogical process in preschool institutions. In the appendix you will find the convention on the rights of the child, the concept of preschool education, a set of tasks for the "Pedagogical skit" and a pedagogical dictionary.
about the author
KOZLOVA Svetlana Anisimovna is a professor, Doctor of Pedagogical Sciences, Head of the Department of Preschool Pedagogy and Honored Professor of the Moscow City Pedagogical University, member of the International Pedagogical Academy, Honored Teacher of the Russian Federation, author of the social development program for preschoolers "I am a Man" and co-author of the program "Pre-School Time".