Virtually all parents are strong enoughare concerned with all those issues that in one way or another concern the education and training of their child. And it's completely unsurprising - in our time all people have clearly learned that a good education is the key to success in life. And the prestige of the working professions is rapidly falling. Almost all parents who are interested in educational methods, sooner or later meet such a concept as personal-oriented learning. However, few of them understand what exactly this method is, and what disadvantages and advantages it has. And without this information, it is extremely difficult for parents to make a decision about whether it is necessary for them to have personally-oriented instruction for their child. On the Internet, you can easily find a huge amount of information about this method of education, but in almost all cases it will be almost completely incomprehensible to parents. And it is not surprising - after all, almost all such material was written by teachers for teachers. It abounds with a huge number of specific narrowly specialized terms and concepts, which it is practically impossible to understand without appropriate education. So what should parents do? It is for simple parents that this article is written. It is the most simple and accessible language described personally-oriented learning. You will be able to evaluate all its pros and cons, and also decide whether this method of teaching is suitable for your child.

Principles of child education

Surely, you have repeatedly pointed out that everythingchildren have a different level of academic achievement in the school - someone grasps the material on the fly without making any special efforts, and pleases parents with round five, while the other child sits over the textbooks and notebooks for days, and barely pulls on the weak threes. Or even the same child from different teachers receives completely opposite assessments. And the parents are racking their brains: is their child incapable of learning, or are the teachers excessively picky about their child? However, most often all these factors have absolutely nothing to do with. To the greatest extent, the child's performance depends on the effectiveness of the teaching method that a particular teacher uses. In modern pedagogy there are enough many very different methods of teaching children. However, they are all based on several types of approach to teaching the child. The following are the main types of approaches to learning:

• Multiple-Level Approach

When using a multilevel approach tothe teacher primarily focuses on the level of complexity of the educational material that is available for each individual student. That is, simply put, children who do not shine with special abilities, the teacher gives only that minimum of the necessary material, which, in his opinion, they are able to cope with. As a rule, a child gets his or her three, and more capable children study the material more deeply, and, accordingly, receive higher grades. However, recently this method of teaching has been strongly criticized, both by teachers and by parents - they believe that this is not always fair, since it puts the weaker students in an obviously disadvantageous position.

• A differentiated approach

This approach is also very widely used inmany schools. Children in this approach are divided into distinct groups, based on academic performance, behavior and professional orientation. The most striking example of such an approach to learning is the so-called profile classes. Typically, such classes are typical for high school students who have already decided on their future profession. There are classes of biological, chemical, mathematical and other profiles. The corresponding subjects are studied in more depth - they are given much more time, and the program is more extended. This approach to learning has a large number of both positive and negative sides. So, for example, on the one hand, an in-depth study of the profile subject will greatly help the child properly prepare for the passing of the EGE and will facilitate later training in a profile university. However, on the other hand, in the profile classes, an insufficient number of other general education subjects is often given, which is not very good.

• Subject-personal approach

The essence of this approach is that eachthe child receives an individual approach to himself, in which the teacher takes into account all the personal characteristics of the child - his type of temperament, ability, hobbies, aspirations and desires. This approach to learning is the most painstaking and laborious, requiring a teacher of great patience and work. Implementation of this approach requires systematic work, which covers all levels of training. In addition, for the successful implementation of this approach, it is necessary to create a special learning environment that will take into account the characteristics of the child and will give him full disclosure of his abilities. Otherwise, the application of this approach to the learning process becomes practically impossible. And not the least role in this approach to the training process is played by the necessary specialized training of the teacher, as well as his sincere desire to use this approach to teaching children. In the event that the initiative to implement this approach to the educational process does not come from the teacher himself, but from the management of the educational institution, it is unlikely that this venture will be successful. Unless, of course, the teacher himself is interested and does not receive all the necessary information about the features and nuances of this form of training.

Person-centered learning

It is this approach to the organizationThe educational process underlies the principle of personality - oriented learning. Strictly speaking, the most precise and concise wording of such a phenomenon as personal-oriented learning is a little different, and it sounds like this. "Person-centered learning is a learning process that takes into account the individual characteristics of the child. It is the personality of the child that is the subject to which the learning process is directed. " Numerous experimental educational programs, based on personal-oriented training, have a fairly rapid success. Yes, and teachers themselves, and parents of children note that such training brings much more productive fruits than traditional school, and pre-school education. Recently, such training has become increasingly popular and is beginning to be successfully applied not only in pilot and elite kindergartens and schools, but also in ordinary preschool and general education institutions.

Objectives and features of personality-oriented learning

Of course, nothing is done just like that. And any action has its purpose. And what is the goal of student-centered learning? After all, not one generation has received quite a decent education and without using the latest teaching methods, is not it? It is in this matter that we now try to understand together with our readers. The goal of any training is the acquisition by the child of a certain "luggage" of knowledge. However, the extent to which knowledge will be complete, and the process of learning for the child will turn into torture, or pleasure, practically depends on how the child receives this knowledge. The goal of personally oriented education is first of all the development of the child's full personality, his personality and dissimilarity to other children. The learning process is built in such a way that the features of the child's character, its value orientations and personal beliefs are fully taken into account. After all, it is on these factors that the inner model of the child's world is based. Training should be built in such a way that the learning mechanisms fully coincide with the natural mechanisms of cognition of the world around the child. The teacher must take into account both the mental and behavioral characteristics of each specific student, and the basis of personalized learning should be the cooperation between the student and the teacher, as well as the complete freedom of choice of the child. At the moment, unfortunately, most often the teacher in the process of training at the head puts his interests, making them a priority. Simply put, the teacher builds the line of the educational process in a way that is most comfortable for him, not for the child. And the child willy-nilly forced to adjust to the teacher. In such conditions, personally oriented learning becomes almost impossible. In the case of personally oriented instruction, the teacher builds the learning process in such a way that the interests and needs of the student are brought to the forefront. And only with strict consideration of all their features, the teacher can determine the fundamental direction of his activity. This moment is extremely important, and it must be taken into account without fail. Otherwise, there can not even be any talk about personal-oriented learning-it is impossible a priori. The same applies to identifying the subject experience of each particular child. By subject experience, teachers refer to all the knowledge and skills that a child currently has about each specific direction of learning. It would seem that this measure is unnecessary, since the educational program for children, students in the same class, is the same. However, we should not forget that all children are very different. And that's why the same information given by the teacher, different children assimilate absolutely differently, - someone more, somebody to a lesser degree. Subjective experience, respectively, children also have the most varied. And if it is a question of such an educational method as a person-oriented learning, the teacher should be guided precisely by the subjective experience and abilities of each particular student. Also, attention should be focused on such a question as the choice of the method of building the learning process. It's no secret that for some children the usual answer at the blackboard turns into the most real torture, while with the writing the child copes just fine, and absolutely independently, without anyone's help. And there is a reverse situation: in the written works the child makes a huge number of mistakes, but his verbal answers are simply brilliant. The same applies to the assimilation of the material - some children are much better at learning new information by ear, others by reading, and others by writing it down. Absolutely all these types of assimilation of information are absolutely normal and natural - it all depends on what type of memory the child has developed most strongly. The teacher must choose those teaching methods that are best suited to each particular teacher. Agree that this is difficult to do, given the fact that there are about twenty children in the regular school class. It is extremely important to organize the educational process correctly and effectively in such a way that all children receive an individual approach and attention. That is why the teacher requires a high level of professionalism and special training, without which personally-oriented training is simply impossible. It is also very important to evaluate not only the final result - the received evaluations, but also the process of achieving this result in person-oriented learning. The teacher should remember that all children initially have different abilities and level of knowledge. And often a child with a lower level of achievement in order to get a "troika", makes much more effort than the "stronger" child to get the "four". This teacher must take into account when making grades - sometimes it makes sense to overstate or underestimate the assessment, taking into account the efforts that the child makes to the learning process. However, the teacher should be extremely tactful and attentive - otherwise all other children can resist such, in and outlook, "injustice". It is much more reasonable to explain to children their decision - believe me, children are able to understand this and, importantly, accept this fact.

Stages of personality-oriented learning

Person-centered learning consists ofseveral stages. Each stage is very important, and it is by no means impossible to ignore them, otherwise the desired expected result will not be achieved. As we have already explained, such an approach to learning implies much greater freedom in the process of studying. The child no longer has to adapt to the teacher - it is the teacher that adapts to the particulars and needs of the teacher. So, what do the stages of student-centered learning involve?

• Type of interaction »teacher-student»

First of all, when choosing a method personally -oriented training, in contrast to the usual curricula that are widely used, it is necessary to fundamentally change the principle of the teacher-student relationship radically. The teacher should leave aside his usual team style and move on to cooperation with the students - otherwise the whole venture with personality-oriented training will fail. This construction of the relationship between the teacher and the student radically changes the attitude of the student himself. From a simple, often mechanical, performance of data given to him by the teacher of assignments, the child passes to the process of active creativity. The very type of thinking of the child changes - it acquires the focus on achieving the result, and not an attempt to simply "sit out" at the class time and go home. Agree - for the learning process is an important point. Yes, and the atmosphere itself at the lessons is drastically changing - it becomes much more relaxed, friendly and active. Children are not afraid to ask questions to the teacher, and the teacher does not wave away from the students, as if from an annoying fly. Lessons become much more like friendships, not edification and control. However, it goes without saying that children, however that may be, remain children. And control is simply necessary for them - and the teacher must have sufficient skill to keep this control imperceptibly for the child, in no way diminishing his abilities, and certainly not infringing his dignity.

• Purposefulness

In order for a person-orientedtraining brought the expected results, the child must determine the goals, of course, with the help of the teacher. And to achieve a positive result, the child should not set too global goals. It is much more useful to set ourselves a few smaller goals - for a day, a week, a month, a training quarter. And it's not casual - child psychologists have long proved that for a child the sense of time is not at all like for an adult. So, for example, for us a year is not such a long period, and for a child this is an extremely long period. And therefore, to achieve the goal, which is planned in the foreseeable future, the child is simply uninteresting. But such goals, which the student can achieve very quickly, are very beneficial for the child - increase his self-esteem, give confidence in himself and his forces, and most importantly - increase the child's interest in the learning process. The learning process is transformed into an active process of the child's self-development, which is really interested in the learning process, rather than trying to learn from the stick. It stands to reason that such a learning process is of far greater benefit than standard teaching methods.

• Teacher Activities

It is very important that the teacher who appliespersonal - oriented training, remembered the need for the correct organization of training activities. And he should start with the organization of his own activities. It should be built in such a way that the head of the learning process is not the teacher, but the student. It is the child, for successful personality-oriented education, that should be the central figure. And the teacher must create and maintain the necessary psycho-emotional atmosphere - enjoy the child's success and praise him, empathize with his failures and support, not letting him despair and dropping his hands. In addition, the teacher should remember that the child must achieve his goal by relying on joint work with the teacher. Therefore, the teacher should pay special attention to the process of joint work on the teaching material.

Features of personality-oriented learning

In addition to the fact that there are certain stagespersonal - oriented education of children, there are a few very important features of this teaching methodology. About them, parents and pedagogues should never forget:

• The purpose of training

Of course, getting knowledge is a very important task. One in the case when it comes to personal-oriented learning, the paramount task of the teacher is the development of the child's personality. And knowledge necessarily will be applied - it is checked up by an experimental way. After all, a child with a well-developed personality does not want to be an outsider, so he will do his best to significantly increase the level of academic achievement.

• Equality

Teacher should remember that personally -oriented learning is based on equality. That is, both the teacher and the student are absolutely equal subjects of the learning process. The teacher is primarily an equal partner of the child, who can always give the necessary advice and properly coordinate the learning process. And only then the teacher can be the leader and an example for imitation of the child. About that, by the way, it is also necessary to remember the teacher - after all, it is from him that the child takes an example.

• Taking into account the child's personal experience

As you already know, personality-orientedtraining is based, first of all, on the basis of the child's personal experience. That is why the teacher must know exactly the level of preparation of the child, as well as the level of his abilities. Otherwise, the necessary effect will not be achieved and, accordingly, there is no question of any person-oriented attitude with such an approach to teaching children, without taking into account the level of abilities of each of them.

• Development of cognition skills

In this article, readers' attentionIt was emphasized that in the case of personality-oriented learning, the natural skills of cognition of the child play a very important role. However, we should not forget that although nature has endowed these skills at the birth of each child, they must be constantly developed and maintained. This is quite logical - now we will try to understand a specific, very illustrative example. Agree - all children know how to eat - in them it is laid by nature. However, one child eats with his hands, wagging himself, and soiling everything around, and another eats very carefully, using a spoon, a fork, and sometimes a knife. But they were all born with the same skills. Why does this happen? That's right, because one child was taught to use the cutlery, but the other did not. The same is quite true with respect to the skills of cognition. The task of adults is to support the child's desire to learn new things for him, and also to develop them in every possible way. In addition, parents and teachers should show the child those ways and strategies of knowledge, which he does not yet know. After all, only having these abilities and skills, a child can successfully master all the teaching material that is provided for by the school curriculum. Otherwise, the training will be reduced to a banal "cramming", which is so hated by all children without exception. In other words, if you systematize and summarize all the information, you can say that the main task of educators who practice personality-oriented learning is to teach the child how to learn most effectively. And this principle looks quite reasonable. Remember the folk parable of the poor and the fishing rod? It says that you should not give the poor fish - they will eat it quickly enough. It is much wiser to give them a fishing rod and teach them to fish independently. Thus, they will receive invaluable help - the poor will always be able to fish themselves when they want to eat. The same is true for the person-oriented education of children. If the teacher is able to explain to the child how to learn correctly, he can be sure that he has provided 70% of the child's good performance. Well, if the teacher succeeds in attracting the child to the educational process, the chances of success are almost 100 percent. This is the basis for personally oriented learning. Very many teachers, and even the parents themselves, believe that there are such children who not only do not have any outstanding abilities for learning, but are quite "hopeless". However, the most experienced and highly professional psychologists unanimously affirm that there are no children who a priori are not capable of successful learning. Of course, except for children suffering from various mental illnesses. But, by the way speaking, the personally oriented education of such children also brings unusually good results in comparison with the classical methods of working with such children.

• The special logic of constructing an academic subject

To the great regret, the classical constructioneducational material that has been widely used in school education for many years, does not stand up to any criticism. Personally oriented training should be built on a completely different principle. In particular, the logic of constructing the most studied subject must first of all be coordinated and take into account the peculiarities of the perception of information by the child. And only after this, if this does not contradict the interests of the child himself, the teacher's interest and the particularities of the school curriculum can be taken into account. So, for example, basically the learning process is built on the principle of "from simple to complex." On the one hand, this is absolutely the right approach - it is impossible to study higher mathematics without knowing the numbers. However, very often in the learning process, you can safely retreat from the program, allowing the child to first learn what he is interested at the moment. And only then, when the child is ready, everything that is necessary for the school program. However, not everything is as simple as it might seem at first glance. To our great regret, the person-oriented training in our country is still in the experimental stage. And that's why the teachers are very much connected almost to the hands and feet - after all, they need for a certain period strictly limited by the program framework, to give all children without exception a certain amount of this or that material. And in order to cope with this task and at the same time not to violate the basic principles of personality-oriented learning, a very high professionalism of the teacher is required.

• Creative development of the child

Creative development of the child, against whomPracticed personally-oriented training, also deserves special attention. Supporters of this educational method unanimously state that in ordinary general schools, with the creative development of a child, the same mistake is allowed: the child is guided by the works of famous authors. And this is true in relation to both musical and artistic works. However, this attitude puts the child in a known losing position - after all, his work will certainly be compared with the work of outstanding poets, writers and musicians. Agree that with all the efforts of the child, the comparison will clearly not be in favor of the child. And it is only natural that this can completely and completely repel the child of any desire for any kind of creativity. And no personally oriented learning will help. It goes without saying that introducing a child to world culture is an extremely important stage in his overall development. And it is necessary to do this. However, not as it is done in the ordinary school of general education in Russia and CIS countries. First of all, the child himself should be interested in creativity and try himself in all areas - it is very likely that in this way the child will be able to find himself. And only after that you can begin to introduce the child to the work of famous cultural figures. And, remember that in no case is it inadmissible to compare their work with the creativity of the child.

Use of personality-oriented training in kindergarten

As is known, the process of development of the child's personality andhis training begins immediately after his birth. Children's psychologists from all over the world are sure that it is the first six years of a child's life that are the period in which the initial formation of both mental and personality traits takes place. It is the qualities inherent in this age that completely and completely determine the further character of not only the child, but also that adult person, whom he will sooner or later become. This period is very important in the life of any child - it is at this time that the child is laying the basic "foundation" of knowledge, on which all his further education will be based: the school, the institute, and the acquisition of any career knowledge. This is explained by the fact that it is in the first five to seven years of life that a child acquires his / her most important skill in life: the ability to learn. And adults who surround the child during this period should remember this. Before them is not such a simple and extremely important task - to support the child's natural cognitive interest and instill in the child those skills that will later be needed for him to perceive information, the ability to analyze what he has seen and heard, compare various facts, contrast one phenomenon with another - one in a word, to learn. In any case, you can not postpone classes with the child "for later". Very many psychological features that facilitate the learning process are peculiar only to a certain age. And catch up in this case simply does not happen - time will be lost forever. This should be remembered by both parents and kindergarten teachers, if the baby visits him. And, needless to say, one can not help talking about how personal-oriented instruction is used in pre-school educational institutions or, more simply, in kindergartens. Yes - yes, it is not surprising, in our time, many kindergartens are beginning to implement personally oriented education, although so far as an experiment.

Features of work with preschool children

Working with preschool children is based on the same principles as with older children. The most important principles of personality-oriented learning are:

• Building a trusting relationship with the baby.
• Communicate with the child on an equal footing.
• Respect for the personality and dignity of the little man.
• Building learning in such a way thatthe individual characteristics of each child were taken into account. The so-called "leveling" is simply unacceptable - it contradicts the basic principle of personality-oriented learning.

Work with children of this age category hasa number of its psychological characteristics. In any case, it is inadmissible to exert any psychological pressure on children. So, for example, in no case should you force a child to do exercises with everyone, if he just wants to sit in a corner before breakfast. Agree that the charge made by the child under the psychological pressure of the educator is unlikely to charge him with energy and positive. Or, for example, the little one flatly refuses to draw a house or herringbone, but wants to sculpt from plasticine - it's unlikely that he will get a good drawing. But the craft of plasticine can go just wonderful. This is precisely the personality-oriented training of preschoolers: the interests and needs of the child should be placed at the center of the learning process. However, pre-school teachers need to understand very well in child psychology and feel that fine line that divides the child's true needs from simple whims and self-will. After all, children's moods should not be indulged - otherwise a child can grow up to be a capricious person who has become accustomed to all kinds of indulging. Agree, it's far from the most iridescent prospect for any person. Now, after reading this material, you have a fairly complete idea of ​​what personality-oriented learning is, and on what principles it is based. With this information, you can really assess all the advantages and disadvantages that this training technique has. And it will be much easier for you to decide whether your child needs such a person-centered learning model, or whether you will prefer old, proven methods for years, even if they have some disadvantages. In any case, remember that the main thing that any child needs without exception is the unconditional and boundless love of his parents, their support and understanding in any situations. This will help the child grow up a good, and most importantly, a happy person. And it does not really matter what type of teaching was used in the education of your child - personally oriented learning or otherwise. We advise you to read:

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