Methodological development on the topic: "Individual approach to raising and teaching a child in a kindergarten." The doctrine of the types of higher nervous activity is important for understanding the patterns of formation in children of such important psychological

Progressive teachers have always paid attention to the issue of an individual approach to children.

Interesting discoveries and conclusions on this issue were made by Y. A. Komensky. His pedagogical system clearly outlined the following important provisions: the entire process of teaching and raising children must be built taking into account their age and individual characteristics, and these characteristics must be identified through systematic observations.

Critically using the pedagogical heritage of the past, outstanding Soviet teachers N.K. Krupskaya and A.S. Makarenko developed the theoretical foundations of the issue of an individual approach to children.

At the same time, N.K. Krupskaya considered it especially important to study the age and individual characteristics of children. She considered the development of the individual qualities of each child as an obligatory and necessary condition for his comprehensive development.

N.K. Krupskaya noted the special importance of an individual approach in developing the interests and abilities of children. First of all, she said, it is necessary to develop such abilities that will play a big role in preparing children for life, for practical activities, which are necessary for any profession. “...There is a whole range of abilities,” wrote N.K. Krupskaya, - which are needed for a huge number of professions, for example, visual memory, eye, development of the sense of touch, the ability to coordinate one’s movements...” At the same time, she noted that it is necessary to begin to develop these abilities not at school, but mainly at preschool age. A.S. Makarenko emphasized the complexity of an individual approach to children. He believed that in the process of upbringing and training it is necessary to focus on the positive qualities of the child - this is the main point of support in common system education and individual approach to children. Therefore, in each child, first of all, it is necessary to identify positive sides character and actions and on this basis strengthen his faith in his own strengths and capabilities. From the early age education should be such that it develops creative activity, activity, initiative.

Placing great importance on an individual approach, A.S. Makarenko did not recommend any special methods. The same method or technique can be used in different ways, depending on certain conditions and the individual characteristics of the student. The teacher must always choose the appropriate means based on the current situation, and each means will have significance only when it is used and not isolated from the general education system.

The great merit of A.S. Makarenko is that he not only substantiated, but also actually implemented in his practical activities the main provisions of an individual approach to children.

Methodological justification and theoretical principles in the works of N.K. Krupskaya and A.S. Makarenko, the problems of an individual approach to children are the starting point for the further development of pedagogy.

An individual approach to raising a child should be based on knowledge of anatomical, physiological, mental, age and individual characteristics.

The implementation of an individual approach to children during all types of their activities must be considered as a certain interconnected system.

Mental education forms a system of ideas about the world around us, intellectual abilities and skills, and develops interest and abilities.

In moral education, a child develops moral standards, his own experience of behavior, and attitude towards people. Moral feelings are intensively formed. Moral education has a significant impact on the formation of the will and character of the child.

Labor education introduces children to the work of adults and professions. Children are taught accessible work skills and abilities, and are instilled with a love and interest in work. Labor activity Children are shaped by perseverance, perseverance, and intelligence.

Thus, the essence of the individual approach is expressed in the fact that the general tasks of education that the teacher faces are solved by him through pedagogical influence on each child, based on knowledge of his psychological characteristics and living conditions, where the main point of support is a reference point to the positive qualities of the baby. The individual approach is based on identifying the child’s characteristics, and its implementation is possible under certain conditions.

1. Conditions and stages of implementing an individual approach.

In active activity, mental processes develop, the mental, emotional and volitional qualities of the individual, her abilities and character are formed. The problem of an individual approach, therefore, cannot be considered outside of activity, without taking into account the child’s attitude towards others, his interests.

A necessary condition for the implementation of an individual approach is the organic combination of a differentiated approach to each child with the upbringing and formation of a team.

Very an important condition The effectiveness of an individual approach is based on the positive character in the child’s personality traits.

An individual approach requires a lot of patience from the teacher and the ability to understand complex manifestations. In all cases, it is necessary to find the reason for the formation of certain individual characteristics of the child.

One of the conditions for the correct implementation of an individual approach to a child is the unity of requirements for him as employees kindergarten both schools and parents.

When implementing an individual approach to children, the teacher must remember that his task is not only to develop the positive qualities that the child already has, but also to form personality traits.

The individual approach is based on identifying the child’s characteristics. The great Russian teacher K.D. Ushinsky in his work “Man as a Subject of Education” wrote: “If pedagogy wants to educate a person in all respects, then it must first get to know him in all respects.”

The first link of this system is the study of the characteristics of each child and an individual approach to physical education.

When studying the individual characteristics of children, one should pay attention to the study of their physical condition and health, on which their attention in class and overall performance largely depend. It is necessary to know the child’s early illnesses that seriously affected his health, chronic diseases, vision condition and storage nervous system. All this will help to properly dose physical activity, and also affect participation in various sports events.

Much attention must be paid to the study of the sensory-emotional sphere of children and promptly identify them who are characterized by increased irritability, react painfully to comments, and do not know how to maintain favorable contacts with friends. No less important is knowledge of the character of each child in order to take it into account when organizing collective activities, distributing public assignments and overcoming negative traits and qualities.

The study of children should also include familiarization with the conditions home life and upbringing, their extracurricular hobbies and contacts, which have a significant impact on their upbringing and development.

Finally, a significant place is occupied by teachers’ knowledge of such important issues, which are associated with the learning ability and upbringing of children and include the degree of receptivity, pedagogical influences, as well as the dynamics of the formation of certain personal qualities.

It is very important to know the characteristics of children’s cognitive activity, the properties of their memory, inclinations and interests, as well as their predisposition to more successful study of certain subjects. Taking into account these characteristics, an individual approach to children in education is carried out: the stronger ones need additional classes so that their intellectual abilities develop more intensively; The weakest children need to be provided with individual assistance in learning, to develop their memory, intelligence, cognitive activity, etc.

Thus, only a deep study and knowledge of the developmental characteristics of each child creates the condition for successfully taking these characteristics into account in the process of teaching and upbringing.

1. Individual approach to preschoolers in the process of organizing assignments, duty, and collective work.

Improving the process of labor education, starting from the preschool level, is one of most important tasks in the field of school reform. After all, only through work can a person develop fully and comprehensively, reveal his abilities and talents, and find his place in life.

It is very important to instill in a child from an early age a deep respect for the work of adults, to raise a hardworking, modest and sympathetic person who strives to benefit people with his work and work for the good of society. In solving the problems of labor education, the principle of an individual approach becomes especially important, because gaps in a child’s labor education adversely affect his moral character, strong-willed qualities, attitude to learning, and interest in knowledge.

A.S. Makarenko admitted that a child may be careless about work if he is not healthy or has not yet mastered the necessary skill. “For the most part, a child’s laziness develops due to improper upbringing, when from a very young age parents do not instill in the child energy, do not teach him to overcome obstacles, do not arouse his interest in the family economy, do not instill in him the habit of work and the habit of those pleasures.” which labor always delivers.” Developing interest in work is a slow process, it requires proper perseverance and perseverance, starting from the youngest before school age.

The individual characteristics of a child in the process of labor education in preschool age are manifested in varying degrees of independence, varying levels of self-care skills, interest in work, as well as in play and in classes.

Proper organization of a child’s labor education from the very beginning early childhood serves as a reliable basis for its further development. Underestimation of this situation leads to a very sad outcome, since subsequently, in older preschool age, the child has to be re-educated, and this is a very complex process.

In the organization of labor education of young children, in the selection of methods and the most effective methods of work, an individual approach is a pattern. And it must begin with studying the individual characteristics of all children in the group, in this case, with studying the level of labor skills. A differentiated approach to children depends on this: some require a lot of help in self-care, others require little help, while others can be given the opportunity to do feasible work themselves. It is very important to know these features, since excessive demands lead to children getting tired, losing confidence in their abilities, their interest in work waning and, due to overload, even developing a negative attitude towards their favorite work process.

To implement an individual approach to children in the process of labor education, the teacher must know well not only the practical skills of each child, but also his moral qualities - whether he is modest, whether he is friendly towards his comrades, whether he is ready to help those in need. The child’s work skills and diligence must be harmoniously combined with his attitude towards the team, therefore, when assessing diligence, one must take into account not only the conscientious fulfillment of assignments, but also the manifestation of friendliness on his part and helping his comrades. We must remember that labor education is primarily a moral problem.

Working not only for oneself, but also for others is an extremely important moral trait that must be instilled constantly, by all means. Mutual assistance instills in children goodwill, a sense of collectivism, and respect for each other. Children, accustomed to working only for themselves, need to be given instructions that have social significance: close the door so that everyone is warm, put flowers in a vase so that it becomes beautiful and everyone enjoys it; At the same time, it is necessary to constantly emphasize the meaning of social useful actions. This fact cannot be ignored, since mutual assistance and mutual assistance when children carry out various assignments and tasks is essentially the initial form of collective socially useful labor.

• Shamis Vitaly Alexandrovich, Candidate of Sciences, Associate Professor, Associate Professor
• Siberian State Automobile and Highway Academy

• INDIVIDUAL APPROACH
• CHILD
• TEACHER
• ORGANIZATION

The article examines the essence of an individual approach, how a teacher solves the problems facing him through pedagogical influence on each child, taking into account his psychological characteristics and living conditions

• Didactic game as a condition for the development of communicative abilities of preschool children
• About the concept of academic mobility of students in universities
• Professional and pedagogical competence of a modern teacher
• Professional standard of a teacher and quality of training: determinants of modern education

The essence of the individual approach is that the teacher solves the problems facing him through pedagogical influence on each child, taking into account his psychological characteristics and living conditions

An individual approach assumes that a teacher works with a group of students, but at the same time takes into account the characteristics of each child individually.

The issue of an individual approach to children has always attracted the attention of many progressive teachers. An individual approach is of great importance for the comprehensive development of the child’s personality, respect for his uniqueness, the desire to understand his complex spiritual world, as well as for the humane attitude of the teacher towards the child. The upbringing of children in a preschool institution should be such that it develops creative activity, initiative, and activity.

An individual approach is the work of a teacher with children, taking into account the individual characteristics of each child.

When developing an educational program, in accordance with the Federal State Educational Standard, one of the principles can be highlighted: taking into account the individual educational needs of the child; assessment of a child's development in comparison with oneself, and not with peers. The conditions that the Federal State Educational Standard imposes on individual work in kindergarten occupy a significant place and contribute to the fulfillment of a number of conditions:

• Psychological - pedagogical conditions - taking into account the child’s individual abilities to perceive and assimilate information, as well as the psychological characteristics of the individual;
• Material and technical conditions – equipment of the group and assistance from parents;
• Personnel conditions – interaction of the teacher with other specialists;
• Requirements for subject development - spatial environment– all equipment and materials must be safe, multifunctional, variable, transformed, functional.

Personal development requires constant study and skillful consideration of the pedagogical influences of all factors. Relying only on natural inclinations, positive environmental influences and abilities of students and neutralizing negative influences, education is able to play a certain role in the formation of personality. Providing high level development of students, education in no case can allow leveling and leveling in their personal formation. Its most important task is to fulfill and develop the positive potential of each individual, her natural inclinations, abilities and inclinations, which together determine the formation of her originality and individuality.

The individual approach is based on identifying the characteristics of each child. Children of the same age have many common physical and mental development, which are defined as age-related.

Depending on the individual, general age characteristics children manifest themselves in different ways. Every child is unique, no two identical characters. The character and habits of a child are influenced by living conditions, environment, characteristics family education– all this necessitates an individual approach.

Distinctive age characteristics of preschoolers are expressed in the following:

• Emotionality and impressionability (development of mental properties of the individual);
• Remembering what you hear, understanding your statements (development of logical thinking);
• Development and plasticity of the nervous system (helps with education and training);
• Tendency to repeat with a gradual increase and complication of material (acquisition and consolidation of skills);
• The intensity of physical development processes: growth, change in body proportions, skeletal ossification, growth muscle mass, increase in brain mass.
• Development of speech and imagination; perception of various forms of thinking (visual-effective, visual-figurative); and most importantly, for our research, the development of artistic abilities.

Ya.I. Kovalchuk identifies several conditions for implementing an individual approach:

• A combination of an individual approach to each child with the upbringing and formation of a cohesive and cheerful team;
• Interrelation in raising a child, teachers preschool with a family;
• Reliance on positive aspects in the child’s character and personality traits.

An individual approach requires from a preschool teacher love for children, great patience, and the ability to understand the complex manifestations of a child; it is aimed at improving the quality of mastering the program, creating the image of the group, and increasing the level of activity of parents.

Pointing to the uniqueness of individuality, the need for a differentiated approach to teaching and raising a child, V.D. Eremeeva and T.P. Khrizman give teachers some recommendations:

• Visualization is very important when teaching preschoolers;
• In case of failures, do not be nervous yourself and do not make your child nervous, but find the reasons for the difficulties and look optimistically into the future;
• Do not scold your child with hurtful words for their inability to do or understand something. Time will pass and, at least in some areas, he will know and be able to do more than you;
• Praise your child for his successes and achievements without comparing him with others;
• The teaching methodology should be oriented towards a specific group of children or a specific child so as to maximize their capabilities;
• The teacher should be as patient, understanding and mobile as possible, and not interrupt the child;
• Do not blame the child for difficulties in communicating with him or for not understanding each other;
• It is impossible to learn something without making mistakes, so a child should not be afraid to make mistakes. The feeling of fear is a bad advisor. It suppresses initiative;
• Do not scold your child for his inability, but try to understand the nature of the difficulties and help him find ways to solve the problem;
• The main thing for a teacher should be not so much to teach a child something, but to make sure that the child wants to learn, without losing interest, and feels a taste for learning new things;
• In every possible way stimulate, support, cultivate the child’s independent search, without presenting the truth;
• Recognize children's right to individuality, the right to be different.

According to E.A. Arkin, “intimate contact” is important in studying the individuality of each child. By “intimate contact” we need to understand the establishment of a relationship in which the child would see in an adult a person who is deeply interested in him, from whom his experiences find a sincere, lively response.

An individual approach in classes helps to reveal the child’s individuality. According to Ya.I. Kovalchuk, the technology of an individual approach includes several interrelated stages:

1. Studying the characteristics of the child through observation, special questionnaires, tests, techniques, the results are recorded in a diary.
2. The information is analyzed, the teacher draws conclusions and focuses his attention on the most important.
3. Having analyzed all the conditions, the teacher outlines the tasks, methods and forms of work with each child individually.
4. After a deep analysis, you can begin to implement the intended goals, to carry out the planned work in classes, in communication, in games, in Everyday life.

The teacher needs to keep a diary in which he should describe the characteristics of the children and draw brief conclusions from the observation results in order to study the individual characteristics of the children. A profile is compiled for each child, which includes:

• General information about the child;
• Physical condition data;
• Positive manifestations of the child;
• Relationships with the team;
• Attitude to work;
• Features of mental development;
• Pedagogical conclusions.

Over time, factors affecting the child and personal development may change, so it is important to remember that such work must be carried out constantly.

An individual approach has a positive impact on the formation of the personality of each child if it is carried out in a certain system: studying the manifestations of the child, establishing the reasons for the formation of the characteristics of his character and behavior, determining the appropriate means and methods, clear organizational forms for implementing an individual approach to each child in general pedagogical work with all the children.

An individual approach to children should permeate the entire educational system: regime moments, during a walk, in independent activity, we should not forget for a moment that a child is a unique personality. Cultivating interest in fine arts, you should be especially attentive to each child, be able to help him, give the necessary instructions, support the desire to do a good job and objectively evaluate his efforts. E. A. Flerina said well about the content and form of the teacher’s comments, depending on the individual characteristics of the child, about the tone of these comments: “For some children, a hint, a small reminder, leading question; others require detailed explanation; in relation to children who are not self-confident, a particularly confident, encouraging tone is required; For children who are overly confident in the quality of their work, the content and tone of the teacher’s comments should show greater demands and criticism. In case of inattentive work or bad behavior of the child, the teacher’s tone should be categorical and demanding.”

Unfortunately, teachers most often notice those children who attract attention with their successes, or those who do not cope well with completing tasks. The rest of the children remain on the sidelines.

Parents must be involved in individual work. To do this, you can organize joint exhibitions “Here we are”; creating a handwritten journal “It was recently, it was a long time ago...”; conducting conversations and surveys “What kind of parents are we”, “Developing artistic creativity in the family and kindergarten”. The final form of cooperation with parents can be “Family Day”.

Thus, an individual approach is the work of a teacher with children, taking into account the individual characteristics of each child, it is of great importance for the formation of the child’s personality, it permeates the entire educational system. The essence of the individual approach is that the teacher solves the problems facing him through pedagogical influence on each child, taking into account his psychological characteristics and living conditions.

Bibliography

1. Bogoyavlenskaya D.B. Psychology creativity. - M.: Academy, 2002.
2. Borisova E. Development of creative abilities of older preschoolers in drawing. \\ Preschool education. 2002.
3. Borzova V.A. Development of creative abilities in children. – M, 1994 – 320 p.
4. Brykina E.K. Children's creativity in working with various materials: Book. For preschool teachers. Institutions, teachers early. class, parents / under scientific. ed. Komarova T.S. - M.: Ped. Society of Russia, 2002. - 147 p.
5. Dubrovina I.V. Practical psychology of education / – St. Petersburg: Peter, 2004. – 592 p. – ISBN 5-94723-870-5
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7. Eremina R.A., Kudrina N.I. Psychological and pedagogical foundations of creative activity of children of senior preschool and junior preschool age: Textbook. / Mordovian State Pedagogical Institute. – Saransk, 2000. – 70 p.
8. Kazakova T.G. Development of creativity in preschoolers. A manual for kindergarten teachers. - M.: Education, 1995.
9. Komarova T.S. Children in the world of creativity. – M, 1995 – 156 p.
10. Koroleva S.G. Development of creative abilities of children 5-7 years old: A manual for educational psychologists of preschool educational institutions/.– M.: Uchitel, 2009.–118p.
11. Lyubimova T.G. We develop creative activity. – M, 1996 – 78 p.
12. Marunkovskaya T.D. Diagnostics psychological development children. A manual on practical psychology. – M: Press, 1997.
13. Minkina E.V. Preparatory classes for school: working programm, monitoring study skills, lesson notes. –Volgograd: teacher, 2012.-132 p.
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15. Opevalova E.V. Study methods cognitive development children according to their drawings: Educational and methodological manual / E.V. Opevalova. – Komsomolsk-on-Amur: Publishing house Komsomol.-n/A state. ped. University, 2003. – 148 p. – ISBN 5-85094-080-4.
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17. Shamis V.A. DEVELOPMENT OF CRITICAL THINKING OF JUNIOR SCHOOLCHILDREN//abstract of the dissertation for the degree of candidate of psychological sciences / Kazan State Technical University named after. A.N. Tupolev. Kazan, 2005
18. Shamis V.A. DEVELOPMENT OF CRITICAL THINKING OF JUNIOR SCHOOLCHILDREN (BASED ON THE COMPARISON OF TRADITIONAL AND DEVELOPMENTAL TEACHING TECHNOLOGIES) // dissertation for the degree of candidate of psychological sciences / Kazan, 2005

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Plan

• Introduction 2
• 3
• 6
• 8
• 4. Work experience 11
• Conclusion 16
• Bibliography 17
• Applications 18

Introduction

The highest value of our society is the person. Attention to the upbringing of a person, concern for the comprehensive development of his abilities, and the improvement of personal qualities are among the problems of modern society.

The age-related roles of the human factor in the development of our society raised the question of “individual work as an important form of education.”

An individual approach is aimed primarily at strengthening positive qualities and eliminating shortcomings. With skill and timely intervention, the unwanted, painful process of re-education can be avoided.

An individual approach requires a lot of patience from the teacher and the ability to understand complex manifestations of behavior.

An individual approach is an organic part of the pedagogical process; it helps to involve all children in active activities to master the program material.

An individual approach is one of the main principles of pedagogy.

The purpose of the test is to study an individual approach to raising children, taking into account the types of the higher nervous system.

1. Scientific basis for an individual approach to children (characteristics of nervous system types)

Many representatives of progressive pedagogy, both Russian and foreign, paid attention to the problem of an individual approach in raising children. Already in pedagogical system Ya.A. Comenius, the great Czech teacher, clearly outlined the provisions that the entire process of teaching and raising children must be built taking into account their age and individual characteristics and identify these characteristics through systematic observations.

Wonderful Russian teacher K.D. Ushinsky developed an extensive methodology for individual approach to children, the basics preventive work in education good habits. At the same time, he expressed the opinion that in complex process An individual approach to a child cannot give any specific recipes, thereby emphasizing the creative nature of solving the problem.

Teachers and public figures pre-revolutionary Russia paid attention to the development of theoretical principles of an individual approach to preschool children and their implementation in practice. So, E.N. Vodovozova pointed out the need for educators and parents to know the scientific foundations of the child’s psychology and physiology in order to be able to comprehensively analyze his actions. In raising children, she assigned a large role to work and considered it the most effective, best educational means. At the same time, she also warned that it is impossible to develop uniform rules for approaching all children, without exception, since children are very different in their individual characteristics.

A.S. Makarenko considered the principle of an individual approach to children to be very important when resolving a number of pedagogical problems, for example, when organizing and educating a children's team, labor education of children, in play. He came to the conclusion that by implementing general program personality education, the teacher must make “adjustments” to it in accordance with the individual characteristics of the child. The general and the specific in a person’s character are closely intertwined, forming so-called “tangled knots.”

With this definition A.S. Makarenko emphasized the complexity of an individual approach to children. He believed that in the process of upbringing and training it is necessary to focus on the positive qualities of the child - this is the main point of support in the general system of education and in the individual approach to children. Therefore, in every child, first of all, it is necessary to identify the positive aspects of character and actions and, on this basis, strengthen his faith in his own strengths and capabilities. From a very early age, education should be such that it develops creative activity, activity, and initiative.

The problem of an individual approach to children has received comprehensive development in practical experience and in the pedagogical teaching of V.A. Sukhomlinsky. He emphasized the importance of developing the individual identity of the child.

The individual characteristics of the child are also associated with the type of his nervous activity, which is hereditary.

I.P. Pavlov, in his doctrine of higher nervous activity, identified the basic properties of nervous processes:

Strength of excitement and imbalance;

Balance and imbalance of these processes;

Their mobility.

Based on studying the course of these processes, he identified 4 types of higher nervous activity:

Strong, unbalanced, characterized by strong excitation and less strong inhibition, corresponds to the choleric temperament. For a child choleric temperament characteristic is increased excitability, activity, distractibility. He takes on all matters with passion. Without measuring his strength, he often loses interest in the work he has started and does not complete it. This can lead to frivolity and quarrelsomeness. Therefore, in such a child it is necessary to strengthen the inhibition processes, and switch the activity that goes beyond the limits to useful and feasible activities. It is necessary to control the completion of tasks, demand that the work started be completed. In classes, such children need to be guided to comprehend the material, set more complex tasks for them, and skillfully rely on their interests.

Strong, balanced (the process of excitation is balanced by the process of inhibition), mobile, consistent with the sanguine temperament. Children with sanguine temperament are active, sociable, and easily adapt to changing conditions. The characteristics of children of this type of higher nervous activity are clearly manifested upon entering kindergarten: they are cheerful, immediately find friends, delve into all aspects of the life of the group, with great interest and actively participate in classes and games.

Strong, balanced, inert (corresponds to a phlegmatic temperament). Phlegmatic children are calm, patient, they follow through on solid work, and they treat others evenly. The disadvantage of a phlegmatic person is his inertia, his inactivity, he cannot immediately concentrate or direct attention. In general, such children do not cause trouble. Of course, traits such as restraint and prudence are positive, but they can be confused with indifference, apathy, lack of initiative, and laziness. It is necessary to study these characteristics of the child very carefully in various situations, in various types activities, do not be hasty in your conclusions, check and compare the results of your observations with the observations of colleagues and members of the child’s family.

Weak, characterized by weakness of both excitation and inhibition with increased inhibition or low mobility, (corresponds to a melancholic temperament). Children with melancholic temperament are unsociable, withdrawn, very impressionable and touchy. When entering kindergarten, school takes a long time to get used to new environment, the group of children are homesick and sad. In some cases, the experiences even affect the child’s physical condition: he loses weight, his appetite and sleep are disturbed. Not only teachers, but also medical staff and the family should pay special attention to such children and take care of creating conditions that evoke in them as many positive emotions as possible.

The properties of each person’s nervous system do not fit into any one “pure” type of higher nervous activity. As a rule, the individual psyche reflects a mixture of types or manifests itself as an intermediate type (for example, between a sanguine person and a phlegmatic person, between a melancholic person and a phlegmatic person, between a choleric person and a melancholic person).

2. Psychological examination of character formation depending on the type of higher nervous system

The doctrine of the types of higher nervous activity is important for understanding the patterns of formation in children of such important psychological personality traits as temperament and character.

It turned out that the type of nervous system is the physiological basis on which the characteristics of the child’s temperament and character are then formed. But there are no fatal patterns between the type of nervous system, temperament and character of a person. The properties of the nervous system do not determine the properties of temperament, but only promote or hinder their formation. For example, the inertia of nervous processes will contribute to the formation of a phlegmatic temperament. However, depending on the conditions of upbringing, on this basis it is possible to form the properties of other temperaments, but this will be much more difficult to do.

On the basis of any type of higher nervous activity, all socially valuable qualities of character can be formed, but their manifestation will be unique in representatives of different types of higher nervous activity.

The nervous system is part of the whole organism, and therefore the formation of its basic properties and types of higher nervous activity is somewhat dependent on the development of the general constitutional properties of the organism. Consequently, those factors that determine the development of the organism as a whole (heredity and environment) also influence the formation of types of higher nervous activity. One can only assume that in the prenatal period hereditary factors are of greater importance, and in postnatal development - the influence environment. At the same time, heredity determines the limits of variability of the typological properties of the nervous system, and the degree of their development depends on the environment. There is numerous experimental data indicating that this or that property of the nervous system can be expressed in a minimum or maximum version depending on the conditions of upbringing (G.A. Obraztsova, 1964).

Significant difficulties in studying the mechanisms of development of types of higher nervous activity are also associated with the fact that modern physiology does not yet have complete data on the physicochemical and morphological nature of the basic properties of the nervous system. So far we have the opportunity to study the development of the basic properties of the nervous system only by general indicators. Individual differences in the rate of formation of conditioned reflexes and in the features of the manifestation of differentiation and extinction inhibition appear in children in the early stages of postnatal development (N.I. Kasatkin, 1948). Clear typological differences were discovered by the end of the first year of life and are clearly visible in toddlerhood.

However, the type of higher nervous activity of a child resembles the type of higher nervous activity of an adult only in general terms, since the basic properties of the nervous system that determine the type of higher nervous activity in children have their own age-related characteristics. Preschool children are characterized by weakness of the processes of excitation and inhibition and their imbalance towards the predominance of excitation, regardless of the type of their higher nervous activity (N.I. Krasnogorsky, 1958). In this regard, in preschool children, a strong type of nervous system will also be characterized by weakness of nervous processes, but the degree of its severity will be less compared to the weak type. In other words, there is a kind of “overlap” of age-related characteristics of higher nervous activity with its typological properties. The basic properties of the nervous system reach their normal level of development, limited by the type of nervous system, only at the time of its full maturation, i.e. by 20-22 years.

3. The role of the teacher in shaping the child’s character, taking into account the type of nervous system (temperament, children’s horoscopes)

A prerequisite for organizing individual educational work with children is knowledge of their basic mental and physiological characteristics, among which, first of all, the typological features of the nervous system should be highlighted. There is no doubt that the same pedagogical influences on children with different types of nervous activity will not be adequate for each of them. What is feasible for a child with a strong type of nervous system may not be feasible for a child with a weak type. Child with inert nervous processes will surprise the teacher with its slowness, and a child with a predominance of excitation processes and their high mobility will always be restless. Consequently, educational work with such children should be based on taking into account their biological characteristics and be aimed at developing in them positive qualities. For a child with a weak nervous system, the teacher, gradually increasing the load, should increase his performance nerve cells, in a child with inert nervous processes - to cultivate reaction speed, in a child with an “uncontrollable” type of nervous system - to train inhibition processes, etc.

It would also be incorrect to assume that children belonging to the sanguine type are characterized by more favorable psychophysiological qualities in comparison with children of the phlegmatic or melancholic type. IN modern research It has been shown that each type of higher nervous activity has its own positive properties. For example, children of the melancholic type (weak type) have more low level performance, but have a higher sensitivity to pedagogical influences. Children with a strong nervous system have better developed mechanical memory, and children with a weak nervous system are better able to assimilate meaningful material. It turned out that children of the melancholic type are slower to remember educational material, but their memorization strength is higher than that of children of the choleric type. Consequently, a properly organized differentiated pedagogical approach to children with different types of higher nervous activity will help the teacher achieve high performance in the classroom.

Once again, it should be noted that the typological properties of a person in no way characterize his beliefs, interests, views and are not indicators of his value as a person. There are no bad types of higher nervous activity, and properly organized pedagogical work with children of any type of nervous system contributes to their full development and allows them to achieve equal success in many types of human activity. The only exceptions are those types of activities that require specific physiological qualities of a person. For example, the specialty of a pilot requires a person to react extremely quickly, and people with inert nervous processes are unlikely to be suitable for such work.

Considerable difficulties currently arise in determining the typological properties of the human nervous system. Those methods that exist in experimental laboratories are cumbersome and complex. In pedagogical practice, one has to limit oneself to observing the behavior of children. But the form of behavior depends to a large extent on the conditions of the child’s upbringing and only to a small extent on the typological characteristics of his nervous system. Properties of the nervous system, according to B.M. Teplov, do not predetermine any forms of behavior, but form the soil on which some forms of behavior are easier to form, and others more difficult. Therefore, based only on superficial observation, it is impossible to say with complete confidence that this or that feature in the child’s behavior is associated with the typological properties of his higher nervous activity. It is always necessary to allow for a second possibility - its connection with upbringing. For example, a child’s lack of self-control may be associated with the predominance of the excitatory process and simply with bad upbringing. Therefore, in each specific case, long-term and careful monitoring of the child is necessary. Only on the basis of a comprehensive study of the psychological and physiological characteristics of children is the optimal organization of pedagogical influences possible. This is the main role of the teacher.

An individual approach requires a lot of patience from the teacher and the ability to understand complex manifestations. In all cases, it is necessary to find the reason for the formation of certain individual characteristics of the child.

The teacher can also use children's horoscopes in his work. Astrologers advise using a children's horoscope as a help - this will help you evaluate and learn to encourage, rather than suppress, the child's special gifts. The horoscope will help you understand how to more easily communicate with your child and how to direct the most controversial aspects of his personality into a productive direction.

4. Work experience

Purpose of the experiment:

Identify the individual psychological characteristics of the child.

Offer methodological recommendations for the formation of volitional manifestations, taking into account temperament.

Research methods: observation, conversation with teachers, study of teacher documentation (calendar and long-term plans).

The practical part was carried out on the basis of the kindergarten "Rodnichok" in Poikovsky, in the second junior group.

Group composition: 16 people, 7 boys and 9 girls. Group teacher: Olga Ivanovna Anisimova - 12 years of work experience, secondary education.

The study was conducted with a subgroup of children.

Alina G.4y.

Ivan K.3.5

Ekaterina P.4y.

Akim S.3g.

In general, children are developed both mentally and physically: visual, auditory, and tactile perception are well developed, children have a large vocabulary, thinking is developed, movements are coordinated in classes, and in everyday life children are active, not constrained, and feel confident. Children are very inquisitive: they ask a lot of questions. They love to watch natural phenomena; sociable, friendly. In general, the group is disciplined, attentive and friendly towards each other and towards others.

In the ascertaining experiment, the diagnostic technique of Yu.A. Afonkina and G.A. Uruntaeva was carried out. (see Appendix 1-2).

Diagnostics was carried out in two stages:

Study of volitional manifestations.

As a result of the study, it was possible to find out that Alina G. has predominant sanguistic traits of temperament, since she is characterized by: speed and liveliness of movements, variety and richness of facial expressions, fast pace of speech, sociability, emotionality, etc.

Ekaterina P. and Ivan K. are phlegmatic. They are characterized by low emotionality, inexpressive, poor facial expressions. They are characterized by high efficiency and the ability to do everything carefully and painstakingly. Children perform any activity slowly. They prefer to play alone quiet games. They are characterized by slow, quiet speech, with long pauses.

Akim S. has predominantly melancholic temperamental traits, which are characterized by high sensitivity, depth and stability of emotions. Movement and facial expressions are sluggish. The nervous system quickly becomes exhausted, fatigue sets in, and performance decreases. The baby's speech is very quiet and inexpressive.

Thus, we can conclude that the child’s individual uniqueness manifests itself quite early. Already infants differ in their level of activity and the predominance of positive and negative emotions. Individuality is, first of all, temperament, which characterizes the dynamic side of human activity and is reflected in mental activity and emotionality. Therefore, the importance of taking into account the individual typological characteristics of the child in upbringing and teaching is obvious. Ignoring the properties of temperament leads to the development of negative traits in preschool children.

Having studied the volitional manifestations of children, we can draw the following conclusions that children are just beginning to master goal setting - the ability to set the goal of an activity. When a goal is set by an adult, all children are able to maintain it and achieve any result. Children set a goal on their own and only Alina G., Katya P., Ivan K. can be guided by it in their activities. Akim S. sets a goal independently, and if he sets it, he cannot be guided by it in his activities, because under the influence of some strong emotional impulse, Akim S. forgets about his goal. Only Katya P. and Ivan K can restrain their emotions and immediate desires, because these children are characterized by balance and restraint. Alina G. and Akim S. do not always restrain their emotions and immediate desires, because these children are characterized by speed and liveliness of movements, and high sensitivity of emotions.

Speaking about the formation of volitional qualities, we can say that discipline and perseverance are developed in Alina G., Katya P., Ivan K. Children obey social rules of behavior and activity, children fulfill all the requirements presented to adults immediately and willingly. They are characterized by high efficiency, they try to bring the work they start to the end, they try to overcome obstacles that arise in their activities in any way.

Such a strong-willed quality as organization is formed in all children. Children can rationally organize their activities and carry them out with concentration.

Thus, Katya P. and Ivan K. can be classified as having a high level of formation of volitional manifestations, since the level of formation of volitional manifestations of these children corresponds to the set criteria (see Appendix 2). The average level of formation of volitional manifestations includes Alina G. and Akim S. There are no children with a low level of formation of volitional manifestations, because individual work with children is systematically carried out in order to increase the level of formation of volitional manifestations.

Having studied the documentation: long-term and calendar plans, we can conclude that individual work in this group is carried out regularly, and the plan indicates with whom exactly it is carried out and for what purpose. In observations of the teacher during his work, it turned out that individual work is carried out with all children.

Based on the work done, we can conclude that work to implement an individual approach to children in the process of upbringing and education is carried out systematically. Are taken into account individual characteristics every child. All the characteristics of the child are taken into account: temperament, inclinations, abilities, mental and physical features. Thus, we can say that individual work is implemented in the entire volume of educational work.

Based on the work done and the results obtained, it is recommended to carry out the following work:

1. Conduct a diagnostic study by Uruntaeva G.A., Afonkina Yu.A. in order to study the individual psychological characteristics of the child.

2. Organize consultations on the topics: “Knowing a child in order to raise”, “Are we raising a child correctly?”, “Each child has his own temperament,” “Development of volitional behavior in preschoolers.”

When organizing classes, the inclinations of children should be taken into account.

Use educational games aimed at developing the moral and volitional qualities of the child’s personality

Explore books:

To the teacher about working with families. Ed. N.F. Vinogradova. M.: "Enlightenment", 1989;

Lyublinskaya A.A. To the teacher about the child's development. M., 1972;

Nikitin B.P. "Steps of creativity or educational games." M., 1990

It is necessary to pay more attention to self-education.

Fulfill all requirements set by the teacher.

Explore books:

Boguslavskaya Z.M., Smirnova E.O. "Educational games for children of primary preschool age." M., 1991

Dialogues about education: A book for parents / Ed. V.N. Stoletova M., 1982

Ostrovskaya L.F. "Pedagogical knowledge for parents." M., 1983

Conclusion

So, an individual approach to raising children should be based on knowledge of the types of higher nervous activity, of which four are described: strong, unbalanced; strong, balanced; strong, balanced, inert; weak.

In pedagogy, the principle of an individual approach should permeate all levels of educational and educational work with children. different ages. Its essence is expressed in the fact that the general tasks of education that face a teacher working with a group of children are solved by him through pedagogical influence on each child, based on knowledge of his mental characteristics and living conditions.

The goal of education is to raise a harmoniously developed personality with creative thinking, willpower, and a desire for everything beautiful.

Bibliography

1. Beniaminova M.V. Parenting. - M.: Education, 1985.

2. Education and development of young children. / Edited by G.M. Lyamina - M.: Education, 1990.

3. Grebennikov I.V. School and family. - M.: Education, 1985.

4. Preschool pedagogy. Part 1 / edited by V.I. Loginova, P.G. Samorukova. - M.: Education, 1995.

5. Preschool pedagogy. Part 2 / edited by V.I. Loginova, P.G. Samorukova. - M.: Education, 1995.

6. Preschool pedagogy / edited by V.I. Yadeshko, F.A. Sokhina. - M.: Education, 1999.

7. Makarenko A.S. Some conclusions from my teaching experience/ Ped. Op. - M.: Education, 1984.

8. Pashkov A.G. Pedagogy and psychology. - M.: Education, 1989.

9. Preparing children for school / Edited by L.A. Paramonova. - M.: Education - Bratislava "Slovak Pedagogical Publishing House", 1990.

10. Handbook of preschool education / Ed. A.I. Shustova. - M.: Education, 1980.

Applications

APPENDIX No. 1.

Study of temperament types in preschool children.

Conducting the study: Children's temperament types are determined by observing their behavior and activities throughout the day. Observations are supplemented with results from educators and parents. The summarized data is entered into a table and correlated with the characteristics of temperament types.

Sanguine. Speed ​​and liveliness of movements, variety and richness of facial expressions, fast pace of speech. High mental activity is manifested in mental alertness, resourcefulness and the desire for frequent changes of impressions, responsiveness to surrounding events.

Emotions arise quickly and change easily. Easily moves from tears to joy and vice versa, although it usually predominates good mood, since the child experiences failures relatively painlessly and quickly, he cannot be depressed. The child is active, nimble, quite resilient and tireless in the activity that fascinates him. He quickly grasps information, is efficient and proactive, and has a wide range of interests. High sociability is combined with a desire for leadership. Emotional stability and self-confidence are clearly demonstrated.

Phlegmatic person. Balanced, careful and calm child. He is characterized by an even emotional state, perseverance and perseverance in his aspirations, resistance to stress, low excitability and low sensitivity. Slow movements. It is difficult for a child to start an activity, but once started, it is difficult to switch. Prefers monotonous, monotonous games and activities. Accurate and pedantic. He often plays alone and then carefully puts away the toys. He is conservative in his preferences, including to certain foods, to “his” cup and spoon, etc. The baby learns everything late. Eats slowly and with concentration. In his activities he maintains order and established traditions, the violation of which causes irritation and sometimes rage.

Melancholic. Characterized by high sensitivity, depth and stability of emotions with weak external expression. Prone to suspiciousness and touchiness. Increased vulnerability, isolation, and alienation often develop. Seems skittish. Doesn't immediately join the general game, often watches from the sidelines. At the same time, he devotes himself entirely to the game, loves to dream, fantasize, and is a very good actor. There is a lot of incomprehensibility in his actions, which is due to wealth inner world. Usually the child is sad, too reasonable and often behaves like a small adult. Very affectionate and responsive to affection, purely cordial and sociable, but only with those he loves. With strangers he is secretive, vulnerable and withdrawn, takes offense at any reason. The circle of communication is narrow, connections are not numerous, but deep and sincere. Seems unsure, withdrawn and cautious. He can't sleep for a long time. Sensitive to the suffering of others. In the game he is lonely because of suspiciousness and fear of offering his company to others, he is afraid of the unexpected.

Choleric. Unstable, active. Not calm, impulsive and changeable. In activity and communication we are excitable, nervous, quick-tempered, impetuous, prone to sudden changes in mood, prone to emotional breakdowns, and sometimes aggressive. Movements are fast and energetic. Speech is loud, frequent, fast. Energetic and active, but not always attentive, especially when excited. Does not tolerate monotonous work well. He actively gets involved in a new business, but passion and enthusiasm quickly fades away if the work is not interesting. At the same time, if the activity is attractive, it works energetically and for a long time. Decisions are independent, but often not well thought out. He gets up early, eats and sleeps a little.

APPENDIX No. 2.

Study of volitional manifestations.

Conducting research: Observes the child in various activities.

Data processing: Analysis is carried out according to the following scheme:

Does the child know how to maintain and achieve goals set by adults, and also independently set a goal and be guided by it in activities, to achieve results. Reasons why the goal is not achieved.

Does the child know how to restrain his emotions (not to cry if it hurts) and immediate desires (to help those on duty when he wants to play).

What volitional qualities do the child have?

discipline: does the child obey social rules of behavior and activity; whether he fulfills the adult’s requirements and how accurately he does this; what are the reasons for failure to comply with an adult’s demands; how it responds to these demands; How conscious is the implementation of social rules of behavior and activity;

independence: can the child act without outside help, does he not;

perseverance: does the child know how to rationally organize his activities and carry them out with concentration;

initiative: can the child perform activities on his own initiative; in what types of activities this is manifested and how.

They draw conclusions about how developed volitional manifestations are.

Levels of formation of volitional manifestations:

High. The child independently sets a goal and is guided by it in his activities, knows how to restrain his emotions and immediate desires. The child has developed such strong-willed qualities as discipline, independence, perseverance, and initiative.

Average. The child independently sets a goal, but is not guided by it in his activities, and does not know how to restrain his emotions and immediate desires. The child has developed only some volitional qualities.

Short. The child does not know how to independently set a goal and be guided by it in his activities; he does not know how to restrain his emotions and immediate desires. The child's volitional qualities are not fully formed.

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The main idea of ​​the activity approach in education is associated with activity as a means of formation and development of the child’s subjectivity. The essence of the activity approach in pedagogy. Basic concepts and principles like component activity approach.

Among the issues of human GNI physiology special meaning To improve the educational process and develop natural science theories of education and training, there is a doctrine of the types of GNI. This is due to the fact that it is the typological characteristics of the nervous system of children and adolescents and their GNI that are the physiological basis on which the formation of the child’s temperament then occurs. It is quite obvious that knowledge of the typological characteristics of each child’s GNI would contribute to a more optimal organization of educational work, as well as a more accurate prediction of its results.

Nervous activity is represented by excitation and inhibition, which have numerous properties.

The concept of “type of nervous system” includes 3 properties of nervous processes:

1. the strength of nervous processes;

2. balance of nervous processes;

3. mobility of nervous processes.

The strength of nervous processes is the ability to produce an adequate response to a strong and super-strong stimulus. It is based on the severity of excitation and inhibition processes in the central nervous system. Nervous processes are divided (by strength) into strong (the predominance of excitation processes in the central nervous system) and weak (the predominance of inhibition processes in the central nervous system).

The balance of nervous processes is the balance of the processes of excitation and inhibition.

The mobility of nervous processes is the ability to quickly change the processes of excitation and inhibition.

Types of higher nervous activity (HNA)

Types of higher nervous activity (HNA)-- a set of innate (genotype) and acquired (phenotype) properties of the nervous system that determine the nature of the interaction of the body with the environment and are reflected in all functions of the body. The specific significance of congenital and acquired - a product of the interaction of genotype and environment - may vary depending on conditions. In unusual extreme conditions predominantly innate mechanisms of higher nervous activity come to the fore. Various combinations of the three main properties of the nervous system - the strength of the processes of excitation and inhibition, their balance and mobility - allowed I.P. Pavlov identified four sharply defined types, differing in adaptive abilities and resistance to neurotic agents.

T. GNI is strong, unbalanced - characterized by a strong irritability process and an inhibitory process that is lagging in strength, therefore a representative of this type in difficult situations is easily susceptible to violations of the GNI. Capable of training and greatly improving insufficient braking. In accordance with the doctrine of temperaments, this is a choleric type.

T. VND is balanced and inert - with strong processes of excitation and inhibition and their poor mobility, always experiencing difficulties when switching from one type of activity to another. In accordance with the doctrine of temperaments, this is a phlegmatic type.

T. VND is strong, balanced, mobile - has equally strong processes of excitation and inhibition with good mobility, which ensures high adaptive capabilities and stability in difficult life situations. In accordance with the doctrine of temperaments, this is a sanguine type.

T.VND is weak - characterized by weakness of both nervous processes - excitation and inhibition, poorly adapts to environmental conditions, and is susceptible to neurotic disorders. In accordance with the classification of temperaments, this is a melancholic type.

Based on the different ratio of the first and second signal systems of reality, in addition to the four main types, three private (additional) types of GNI, characteristic only for humans, are identified: artistic, mental and average (intermediate).

The study of the types of GNI is of great importance for understanding the patterns of formation in children and adolescents of such important psychological characteristics of the individual as temperament and character.

Features of the pedagogical approach to children with different types of GNI

Features of the pedagogical approach to children with different types of disabilities. Each type of GNI has its own positive properties. For example, children of the melancholic type (weak type) in comparison with the strong type have a lower level of performance, but have a higher sensitivity, including to pedagogical influences. Students with a strong nervous system have better developed mechanical memory, and students with a weak nervous system are better at learning meaningful material. It turned out that children of the melancholic type remember educational material more slowly, but their memorization strength is higher than that of children of the choleric type.

Teachers should know quite well the typological features of the GNI and the temperament of students. For a student with a weak nervous system, the teacher, gradually increasing the load, must increase the performance of his nerve cells, for a student with inert nervous processes - to cultivate reaction speed, for a student with an “uncontrollable” type of nervous system - to train inhibition processes, etc.

The teacher’s task is to help children, taking into account their typological characteristics of GNI and temperament, to form the most optimal individual style of work to acquire deep and lasting knowledge with minimal effort and energy, without excessive stress and fatigue.

People with any type of GNI can become teachers, but they will be teachers of different individual style and handwriting work. Knowing the characteristics of his nervous system, a teacher can form his own style of work, calculate his capabilities and optimally structure his practical activities.

The education system faces many critical challenges. But a special place among them is occupied by the search for such an organization of the process that would allow the formation of an individual approach to the upbringing and teaching of children. Only in this case is it possible for the child to acquire not only the necessary amount of skills, abilities and knowledge, but also to develop his desire for self-knowledge and self-development.

Relevance of the topic

How important is technology for individual approach in children? The answer to this question can be obtained if we remember that it is man who is the highest value of our society. That is why there is such great attention to the education of each individual, concern for improving his qualities and the multifaceted development of abilities. All these tasks are priorities for any state.

An obvious fact is the existence of individual differences between people. Therein lies the answer to the question posed. in the education and upbringing of a child is necessary due to the fact that with any pedagogical influence, a person’s personal abilities are refracted through changed “internal conditions.” Excluding this factor the process of education and training loses its effectiveness.

Definition of the concept

The main goal of our society is comprehensive development all its citizens. Solving this problem is possible only through identifying the creative potential of the individual, as well as the formation of his individuality, which represents the highest level of development. After all, every person must certainly identify, that is, “fulfill” himself. And this is not only the goal of his life, but also the main task of society as a whole.

In addition, such a form of education as an individual approach to learning does not oppose such a principle as collectivity. And it's confirmed scientific research. “I” exists in a person precisely because “we” exists.

An individual approach to training and education is far from a one-time event. They need to permeate the entire system that affects the child. In this regard, this approach can be called general principle education of the younger generation.

An individual approach to training, as well as in upbringing, aims to strengthen the positive character traits of an individual and eliminate shortcomings in his behavior. Having sufficient pedagogical skills and making timely intervention, you can avoid in the future such a painful and unwanted process as re-education.

An individual approach to learning will require a lot of patience from an adult, as well as the ability to correctly understand certain manifestations of a child’s behavior.

An individual approach to teaching, as well as to upbringing, is an integral part of the pedagogical process. With its help, children are involved in active activities aimed at mastering program material.

The essence of an individual approach

An appeal to the specific personality of the child should be present at every level of educational and educational work with children of all ages. What is the essence of such an individual approach? It is expressed in the direct pedagogical influence on the child in solving common problems facing the team. In this case, the teacher or educator must take into account living conditions and mental characteristics personality.

We can safely say that the principle of an individual approach in teaching, as well as in upbringing, is the main principle in pedagogical practice. When implementing it, an adult must:

Know and understand your students;
- love children;
- be able to think and analyze;
- maintain a thorough theoretical balance.

The teacher must always remember that the child is a self-directed subject of his own development. At the same time, he always needs the support of an adult.

The implementation of an individual approach in training, as well as in upbringing, is impossible without taking into account the psychophysical aspects. Let's take a closer look at these factors.

IQ level

This is the first aspect that should be considered when an individual approach is taken in teaching preschoolers and students in general education institutions.

The teacher must study the child's level. This is necessary for his further successful learning. If this indicator has a high level, then the student will quickly perceive and comprehend the material, remember it well and reproduce it, and then retain it in memory longer. The knowledge gained, in this case, will be successfully used when performing subsequent tasks.

An individual approach to teaching children and their upbringing, which is based on the level of mental development, is built by the teacher taking into account the zone of his immediate influence. In this case, the adult should differentiate not the task itself, but the amount of help that he offers the child. For example, some students not only carry out this or that activity themselves, but also explain the progress of its implementation to their comrades. Others are able to complete the task by adhering to a certain algorithm. Still others will require the help of a teacher.

Type of nervous system

This is the second aspect that must be taken into account when implementing an individual approach to the child. According to the conclusions made by modern researchers, the properties that are inherent in the human nervous system are of a genotypic nature.

In other words, they are practically unchangeable and stable personality characteristics. That is why this factor cannot be ignored.
The main properties of the nervous system: mobility-inertia and strength-weakness.

Thinking type

This is the third and that's enough important aspect, which the teacher must take into account when implementing an individual approach in the learning process. Children, like adults, solve problems assigned to them in different ways. Some of them have an analytical mind. It finds its manifestation in verbal-logical abstract thinking. Others find it easier to think in images. In this case, artistic thinking comes into play.

There are also people for whom these two components are in balance. In this case, we can talk about a harmonious mindset. The existing differences occur due to the functional asymmetry of the cerebral hemispheres. The teacher should take this into account when he takes an individual approach to teaching students or preschoolers.

Yes, children are smart artistic type They begin to comprehend any material only after emotional inclusion. First, they rely on images and ideas, and only then analyze all the components and draw their conclusions.

Children of the thinking type begin to solve tasks by building logical chains. They analyze all the components and think in symbols. Their algorithm for solving problems is dominated by logical thinking. The emotional coloring of details, as a rule, simply prevents them from thinking.

Modality of perception

This is the fourth and also important aspect that the teacher takes into account when approaching children individually. By observing the behavior of a child, you can be convinced that the way he learns the world, renders a huge impact on his level of adaptation in society, physical development and educational success.

Having closely monitored this aspect, already in younger age You can guess what problems your child will encounter while studying at school. Knowing the way of cognition, parents, educators, teachers and psychologists can correctly structure games and activities with the child. This will allow you to get the most out of the learning process.

Perception of information can be visual, auditory and kinesthetic. In the first of these, the child’s learning should be carried out through visual perception of the information provided. The auditory type means that it is easier for the student to remember all materials by ear. Some children perceive information only as a result of their own activities. In such cases, we can talk about a kinesthetic type of perception of the surrounding world.

Health status

This aspect becomes particularly important in cases where it is necessary to organize the upbringing and education of children with physical defects and disorders of somatic development. But the teacher must always take into account such psychological characteristics of children as fears and anxiety, self-doubt and neuroses. Underestimation of all these psychophysical characteristics of pupils causes enormous harm to their health.

The teacher needs to know that mental disorders in children may be associated with factors such as:

Somatic diseases;
- physical development defects;
- stress and various types of unfavorable factors affecting social conditions life.

Age characteristics

What else should a teacher take into account in the educational process? He needs to remember that personal development any person is reflected in his age characteristics. Depending on the years lived, there is a change in the individual’s thinking, the range of his interests and requests, as well as social manifestations. Each age has its own developmental limitations and capabilities. For example, memory and thinking abilities expand most intensively in childhood and adolescence. If this is not taken into account in the process of training and education, then time will be lost. It is very difficult to use the opportunities of this period in a later period. But at the same time, the teacher should not get too ahead of himself when influencing the moral, mental and physical development of children. Here it is important to take into account the age-related capabilities of the body.

Physical education

Modern scientists, based on the results of their research, have made an amazing conclusion. They revealed a direct relationship between mental, physical and moral development person. The first of them influences the formation of a person’s character. Physical perfection allows the development of the organs of vision, hearing and senses. In addition, it is closely related to moral and labor education. Wherein active work depends on the child’s health status, and vice versa.

Games played with children also help strengthen their will, discipline, organization and other moral qualities. Physical education is also connected with aesthetic education. The exercises performed make the body beautiful. A person’s movements become dexterous. Posture and gait are correct.

With an individual approach to physical education, children awaken interest in active movements in the fresh air, in acquiring cultural and hygienic skills, etc.

Moral education

During childhood and adolescence, children develop moral standards. They gain behavioral experience and develop own attitude to people. Conducting moral education child, the teacher can significantly influence the formation of the child’s character and will.

Conclusion

Demonstrating the principle of an individual approach in the upbringing and teaching of children, the teacher must know:

1. Features of the child’s health and physical condition. His attention in class, lesson and overall performance will largely depend on this.
2. Memory properties, interests and inclinations of students. Taking these features into account, it becomes much easier to implement an individual approach to the child, loading the stronger extra classes and helping the weaker.
3. The mental-emotional sphere of children, identifying pupils with a painful reaction to comments and increased irritability. Understanding the child’s character will allow you to organize collective activities as efficiently as possible.

Only knowledge of the developmental characteristics of each child, obtained by the teacher on the basis of an in-depth study of all factors, will create the necessary conditions for their successful use in the process of training and education.