The concept of the pedagogical process. Cheat Sheet: Holistic Pedagogical Process What the Pedagogical Process Should Be Like

1. The pedagogical process is a holistic process
The pedagogical process is a holistic educational process of unity and interconnection of education and training, characterized by joint activity, cooperation and co-creation of its subjects, promoting the most complete development and self-realization of the individual.

What should be understood by integrity?

In pedagogical science, there is no unambiguous interpretation of this concept yet. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not constant, property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects is built purposefully.

The components of a holistic pedagogical process are the processes of: education, training, development.

Thus, the integrity of the pedagogical process means the subordination of all the processes that form it to the main and single goal - the comprehensive, harmonious and holistic development of the individual.

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;
- in the subordination of these processes;
- in the presence of general preservation of the specifics of these processes.

3. The pedagogical process is a multifunctional process.
The functions of the pedagogical process are: educational, educational, developmental.

Educational:

is implemented primarily in the learning process;
in extracurricular activities;
in the activities of additional education institutions.

Educational (appears in everything):

in the educational space in which the process of interaction between teacher and student takes place;
in the personality and professionalism of the teacher;
in curricula and programs, forms, methods and means used in the educational process.

Developmental:
Development in the process of education is expressed in qualitative changes in a person’s mental activity, in the formation of new qualities and new skills.

The pedagogical process has a number of properties.

The properties of the pedagogical process are:

the holistic pedagogical process strengthens its constituent processes;
a holistic pedagogical process creates opportunities for the penetration of teaching and educational methods;
a holistic pedagogical process leads to the merging of teaching and student teams into a single school-wide team.
The structure of the pedagogical process.

Structure – arrangement of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the connections between them.

The structure of the pedagogical process consists of the following components:

Stimulus-motivational– the teacher stimulates the cognitive interest of students, which creates their needs and motives for educational and cognitive activities;

This component is characterized by:

emotional relationships between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);
the motives of their activities (motives of students);
the formation of motives in the right direction, the stimulation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

Target– awareness by the teacher and acceptance by students of the goals and objectives of educational and cognitive activity;

This component includes the whole variety of goals and objectives of pedagogical activity from the general goal - “comprehensive harmonious development of the individual” to specific tasks of the formation of individual qualities.

Meaningful– reflects the meaning invested both in the general goal and in each specific task; determines the entire set of formed relationships, value orientations, experience of activity and communication, knowledge.

Associated with the development and selection of educational content.
The content is most often proposed and regulated by the teacher, taking into account the learning goals, interests, and inclinations of the students;
The content is specified in relation to both an individual and certain groups, depending on the age of the subjects and the characteristics of the pedagogical conditions.

Operationally effective– most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);

Characterizes the interaction between teachers and children and is associated with the organization and management of the process.
Means and methods, depending on the characteristics of educational situations, develop into certain forms of joint activity between educators and students. This is how the desired goals are achieved.

Control and regulatory– includes a combination of self-control and control by the teacher;

reflective– self-analysis, self-assessment taking into account the assessment of others and determining the further level of their educational activities by students and teaching activities by the teacher.

6. Pedagogical process as a system:

The scientific literature contains about 40 formulations of the concept “system”. There are two main approaches to its formulation:

indicating its integrity as an essential feature of any system;
understanding a system as a set of elements that are in certain relationships with each other.

Leading domestic systems theorist V.G. Afanasyev identifies the following features of the system:

the presence of constituent elements (components, parts) from which the system is formed. An element is a minimal system that has the basic properties of the system. The minimum allowed number of elements in the system is two;
presence of structure, i.e. certain connections and relationships between elements. Communication is an interaction in which a change in one component of the system leads to a change in other components;
the presence of integrative qualities, i.e. qualities that are not possessed by any of the individual elements that form the system;
the presence of functional characteristics of the system as a whole and its individual components;
purposefulness of the system. Each system is created to achieve a specific goal. In this regard, the functions of its components must correspond to the purpose and function of the entire system;
the presence of communicative properties, which manifest themselves in two forms:

· in interaction with the external environment;

· in the interaction of this system with systems of lower or higher order;

the presence of historicity, continuity or connection of the past, present and future in the system and its components;
availability of management.

The listed features are the basis for formulating the concept of “system”.

The system is understood as a purposeful integrity of interconnected elements, having new integrative properties, associated with the external environment.
The systems approach is a direction in the methodology of scientific knowledge and social practice, which is based on the consideration of objects as systems.
This approach orients the researcher towards revealing the integrity of the object, identifying the diverse types of connections in it and bringing them together into a single theoretical picture.
The pedagogical system is understood as a socially conditioned integrity of participants in the pedagogical process interacting on the basis of cooperation with each other and the environment, aimed at personal development.

Any educational institution is considered as a complex socio-pedagogical system. The learning process, the upbringing process are a subsystem of the pedagogical process, the educational lesson is a subsystem of the learning process.

Pedagogical process– this concept includes the method and method of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors in the development of learning subjects. The pedagogical process is understood as the process of teaching and upbringing an individual as a special social function, the implementation of which requires the environment of a certain pedagogical system.

The concept of “process” comes from the Latin word processus and means “movement forward”, “change”. The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educated. The pedagogical process is aimed at solving this problem and leads to changes planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into personality quality. The main feature of the pedagogical process is the presence of unity of training, education and development based on maintaining the integrity and community of the system. The concepts of “pedagogical process” and “educational process” are unambiguous.

The pedagogical process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is the structure.

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

2. Principles are the main directions in achieving the goal.

4. Methods are the necessary work of the teacher and student for the purpose of transmitting, processing and perceiving the content of learning.

5. Means – ways of “working” with content.

6. Forms are the sequential receipt of the result of the pedagogical process.

The goal of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of teaching itself and the goals of learning in each lesson, each discipline, etc.

Russian regulatory documents present the following understanding of goals.

1. A system of goals in standard regulations on educational institutions (formation of a general culture of the individual, adaptation to life in society, creation of the basis for an informed choice and mastery of a professional educational program, instilling responsibility and love for the Motherland).

2. A system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a reflection of the content of certain training courses. In the education system, such a diagnostic goal can be training in professional skills, thereby preparing the student for future vocational education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.

Method(from the Greek sheShoskzh) of the pedagogical process are the ways of relationship between the teacher and the student, these are the practical actions of the teacher and students that contribute to the assimilation of knowledge and the use of learning content as experience. A method is a certain designated way of achieving a given goal, a way of solving problems that ultimately lead to the solution of the problem.

Various types of classification of methods of the pedagogical process can be determined as follows: by the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-government), visual (showing, illustrating, presenting material), based on personality structure: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), methods of shaping behavior (exercises, training, games, instructions, demands, rituals, etc.), methods of shaping feelings (stimulation) (approval, praise, blame, control, self-control, etc.).

The components of the system are teachers, students and learning conditions. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between teacher and student. Thus, the system of elements represents target, content, activity, and effective components.

Target Component process represents the unity of all the various goals and objectives of educational activities.

Activity component– this is the relationship between teacher and student, their interaction, cooperation, organization, planning, control, without which it is impossible to achieve the final result.

Performance component process shows how effective the process was, determines successes and achievements depending on the goals and objectives set.

Pedagogical process– this is necessarily a labor process that is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and the student is combined together, forming an unusual relationship between the objects of the labor process, which is a pedagogical interaction.

The pedagogical process is not so much a mechanical unification of the processes of education, training, development, but rather a completely new high-quality system that can subordinate objects and participants to its laws. All components are subordinated to a single goal - preserving the integrity, community, unity of all components.

The peculiarity of pedagogical processes is manifested in determining the influential functions of pedagogical action. The dominant function of the learning process is teaching, education is education, development is development. Also, training, upbringing and development perform other interpenetrating tasks in a holistic process: for example, upbringing manifests itself not only in educational, but also in developmental and educational functions, and learning is inextricably linked with upbringing and development.

Objective, necessary, essential connections that characterize the pedagogical process are reflected in its laws. The laws of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. The pedagogical process assumes a progressive nature of development - the student’s overall achievements grow along with his intermediate results, which indicates precisely the developmental nature of the relationship between the teacher and children.

2. Personality development in the pedagogical process. The level of personal development and the pace of achieving the goals of the pedagogical process are determined by the following factors:

1) genetic factor - heredity;

2) pedagogical factor - the level of the educational and educational sphere; participation in educational work; means and methods of pedagogical influence.

3. Management of the educational process. In managing the educational process, the level of effectiveness of the pedagogical influence on the student is of great importance. This category depends significantly on:

1) the presence of systematic and value feedback between teacher and student;

2) the presence of a certain level of influence and corrective influence on the student.

4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements:

1) the degree of stimulation and motivation of the pedagogical process by students;

2) an appropriate level of external stimulation on the part of the teacher, which is expressed in intensity and timeliness.

5. The unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) the quality of the student’s personal perception;

2) the logic of assimilation of what is perceived by the student;

3) the degree of practical use of educational material.

6. Unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process.

7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on:

1) development of the most diverse desires of a person and the realities of society;

2) the available material, cultural, economic and other opportunities for a person to realize his needs in society;

3) the level of conditions for expressing the pedagogical process.

So, the important features of the pedagogical process are expressed in the basic principles of the pedagogical process, which constitute its general organization, content, forms and methods.

Let's determine the main principles of the pedagogical process.

1. The humanistic principle, which means that the direction of the pedagogical process must demonstrate a humanistic principle, and this means the desire to unify the development goals and life attitudes of a certain individual and society.

2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and changes and phenomena occurring in the entire social life of the country - economics, politics, culture, on the other hand.

3. The principle of combining the theoretical beginning of the processes of training and education with practical actions. Determining the meaning of implementing the idea of practical activity in the life of the younger generation presupposes the subsequent systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.

4. The principle of science, which means the need to bring the content of education into line with a certain level of scientific and technical achievements of society, as well as in accordance with the already accumulated experience of civilization.

5. The principle of orientation of the pedagogical process towards the formation of knowledge and skills, consciousness and behavior in unity. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.

6. The principle of collectivism in the processes of training and education. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.

7. Systematicity, continuity and consistency. This principle implies consolidation of knowledge, skills, personal qualities that were acquired during the learning process, as well as their systematic and consistent development.

8. The principle of clarity. This is one of the important principles not only of the learning process, but also of the entire pedagogical process. In this case, the basis for the clarity of learning in the pedagogical process can be considered those laws and principles of studying the external world that lead to the development of thinking from figuratively concrete to abstract.

9. The principle of aestheticization of the processes of training and education in relation to children. Identification and development in the younger generation of a sense of beautiful, aesthetic attitude towards the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.

10. The principle of the relationship between pedagogical management and the independence of schoolchildren. It is very important from childhood to accustom a person to perform certain types of work and to encourage initiative. This is facilitated by the principle of combining effective pedagogical management.

11. The principle of children's consciousness. This principle is intended to show the importance of the active position of students in the pedagogical process.

12. The principle of a reasonable attitude towards a child, which combines demands and rewards in a reasonable ratio.

13. The principle of combining and unifying respect for one’s own personality, on the one hand, and a certain level of demands on oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.

14. Availability and feasibility. This principle in the pedagogical process presupposes a correspondence between the structure of students’ work and their real capabilities.

15. The principle of the influence of individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of students.

16. The principle of effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, the knowledge that is acquired independently becomes lasting.

Thus, by gradually defining the unity of education and training in the pedagogical process, the goal as a system-forming component of the educational system, the general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of the lecture and find out how the educational process, being fundamental, systemic, purposeful and uniting the processes of education and training, has an impact on the development of the individual, and, therefore, on the development of society and the state.

| |

Pedagogical process and its characteristics

Lecture outline:

1. The concept of a holistic pedagogical process.

Pedagogical process- a holistic educational process in the unity and interrelation of education and training, characterized by joint activity, cooperation and co-creation of its subjects, promoting the most complete development and self-realization of the individual.

Pedagogical process– purposeful, content-rich and organizationally formalized interaction between the pedagogical activity of adults and the child’s self-change as a result of active life activity with the leading and guiding role of educators.

The main integrative quality (property) of the pedagogical process is its integrity. Teachers believe that a holistic, harmoniously developing personality can only be formed in a holistic pedagogical process. Integrity is understood as the interrelation and interdependence of all processes and phenomena that arise and occur in it, both in education and training, in the relationships of the subjects of the pedagogical process, and in its connections with the external environment. In the holistic pedagogical process, there is continuous movement, overcoming contradictions, regrouping of interacting forces, and the formation of a new quality.

Also, a mandatory characteristic and condition for the flow of the pedagogical process is pedagogical interaction.Pedagogical interaction– this is an intentional contact (long-term or temporary) between a teacher and students, the consequence of which is mutual changes in their behavior, activities and relationships. The most common levels of pedagogical interaction, which have their own characteristics, are “teacher - student”, “teacher - group - student”, “teacher - team - student”. However, the initial relationship that ultimately determines the results of the pedagogical process is the relationship “student (pupil) – object of learning,” which indicates the focus of the pedagogical process on changing the actual subject (the child), mastering certain knowledge, experience and relationships.

The driving forces of the pedagogical processcontradictions of an objective and subjective nature appear. The most common internal contradiction of an objective nature is the discrepancy between the child’s real capabilities and the requirements placed on them by teachers, parents, and the school. The subjective contradictions of the pedagogical process include the following: between the integrity of the individual and one-sided approaches to its formation and development, between the growing volumes of information and the possibilities of the teaching and educational process, between the need for the development of a creative personality and the reproductive, “knowledge-based” nature of the organization of the pedagogical process, etc.

The structure of the holistic pedagogical process includes the goal, content, interrelated activities of the teacher and the activities of the student (pupil), as well as the results of their joint activities. The teacher and student (pupil) are considered subjects of the pedagogical process, on whose active participation the overall effectiveness and quality of this process depends.

Activities of a teacher– this is a specially organized activity that is determined by the goals and objectives of modern education arising from the social order of society and the state. The teacher organizes interaction with students (pupils) through a system of methods, forms, means of the pedagogical process, taking into account the specific conditions and characteristics and capabilities of the students themselves. The forms, methods and means used by the teacher must be pedagogically appropriate, ethical and humane, as well as adequate to the specific situation of interaction.

Activities of the student (pupil)or the entire children's team is determined, first of all, by conscious and unconscious motives and goals, which are not always combined with the goals of the entire team, and even more so with the goals of the teacher (i.e., the goals of training and education). His activities, in accordance with the goals of training and education, should lead to his development, the formation of a system of knowledge and skills, experience of activity and attitudes towards himself and the world around him. However, the student uses those methods and means that correspond to his knowledge and experience, which he acquired as a result of socialization, training and upbringing. But the less this experience, the less appropriate, varied and adequate his actions are. Therefore, the main responsibility lies with the one who is older, more competent and wiser, the one who organizes the training and education of the emerging personality. And the child is responsible for his actions only to the extent that his age, individual and gender differences, level of training and upbringing, and awareness of himself in this world allow this.

The integrity and procedural nature of the pedagogical process is also considered throughthe unity of its structural components, such as emotional-motivational, content-target, organizational-activity and control-evaluative.

The emotional-value component of the pedagogical process is characterized by the level of emotional relationships between its subjects, teachers and students, as well as the motives for their joint activities. From the point of view of the subject-subject and personality-oriented approaches, it is the motives of students that should underlie the organization of their joint activities. The formation and development of socially valuable and personally significant motives of students is one of the main tasks of teachers. In addition, the nature of interaction between teachers and parents studying with each other, and management styles in a given educational institution are important.

Content-target componentThe pedagogical process is a set of interrelated general, individual and private goals of education and upbringing, on the one hand, and educational work, on the other hand. The content is specified both in relation to an individual and groups of students, and should always be aimed at achieving the goals of education and upbringing.

Organizational and activity componentThe pedagogical process implies management by teachers of the educational process using expedient and pedagogically justified forms, methods and means of teaching and educating students.

Control and evaluation componentThe pedagogical process includes monitoring and evaluation by teachers of the activities and behavior of students). Relationships between children and adults are always full of evaluative moments. The participation of the child himself in assessing himself and his achievements (self-assessment), assessment of other students (inter-assessment) and the teacher is important. The relationship between the teacher and students largely depends on the result of the assessment of the latter. An integral part of this component is also the teacher’s self-monitoring and self-assessment of his work, his activities, aimed at identifying pedagogical successes and mistakes, analyzing the effectiveness and quality of the teaching and upbringing process, and the need for corrective actions.

2. Functions of the pedagogical process.

Functions of the pedagogical process.

The main functions of the pedagogical process are educational (or training), educational and developmental. The functions of the pedagogical process are understood as specific properties of the pedagogical process, knowledge of which enriches our understanding of it and allows us to make it more effective.

Educational functionassociated with the formation of knowledge, skills, experience of reproductive and productive creative activity. At the same time, they stand outgeneral knowledge and skills, necessary for every person and formed in every academic subject, and special , depending on the specifics of individual sciences and academic subjects.

Such general knowledge and skills, in modern conditions associated with the concept competence – as an integral characteristic of a person’s quality, which determines his ability (readiness) to perform certain types of activities, are:

mastery of oral and written language;
knowledge of information technology in a broad sense as the ability to work with information, and not just with a computer;
ability for self-education and self-development;
skills of cooperation, living in a multicultural society;
ability to make choices and decisions, etc.

Developmental functionmeans that in the process of learning, assimilation of knowledge, formation of experience of activity, the student develops. From psychology it is known that personality development occurs only in the process of activity, in pedagogy - only in the process of personality-oriented activity. This development is expressed in qualitative changes (new formations) in a person’s mental activity, the formation of new qualities and skills.

Personality development occurs in various directions: the development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas.

Most theoretical subjects focus mainly ondevelopment of mental activitystudents, such elements as analysis, synthesis, comparison, generalization, analogy, classification, identifying the main and secondary, the ability to set goals, draw conclusions, evaluate results, etc. This does not mean that other aspects of development are less important, it’s just that the traditional education system pays much less attention to this, but there are separate pedagogical technologies (Waldorf pedagogy by R. Steiner, “Dialogue of Cultures” by V.S. Bibler, etc.) and educational subjects ( drawing, physical education, technology), in which other areas of the personality develop to a greater extent.

It is also importantdevelopment of the need-motivational sphere. Here you need to pay attention to the following:

the development of internal motivation of the individual, which, in contrast to external incentives and motives, includes satisfaction from the behavior itself, the activity itself, independent problem solving, one’s own advancement in knowledge, one’s creativity;
development of higher needs - needs for achievement, knowledge, self-realization, aesthetic needs, etc.;
development of social and cognitive motives operating in the educational system.

Educational functionconsists in the fact that in the pedagogical process the moral (ethical) and aesthetic ideas of the individual, his worldview, values, norms and rules of behavior, and personal qualities are formed.

Modern education speaks, first of all, about:

mental education;
physical education;
labor education;
aesthetic education;
environmental education;
economic education;
civic education, etc.

Depending on what the emphasis is on - on knowledge and skills, on the development of the motivational or intellectual sphere of the individual, on the cultivation of high moral qualities of the individual - a more intensive development of one of the functions occurs.

As the famous Russian psychologist S.L. Rubinstein argued: “a child develops by being raised and trained, but does not develop, and raised, and trained. This means that upbringing and teaching are included in the child’s development process, and are not built on top of it.”

3. Principles of the pedagogical process.

Principles of the pedagogical process- these are the basic provisions, regulatory requirements, guiding ideas that determine the features of the design and implementation of the pedagogical process (learning process).

Also under pedagogical principlesis understood as an instrumental, given in categories of activity, expression of the pedagogical concept (V.I. Zagvyazinsky).

Previously, the principles of the pedagogical process were derived from the practice of teaching and education (for example, “repetition is the mother of learning”). Now these are conclusions from theoretical laws and patterns about the essence, content and structure of the pedagogical process, expressed in the form of norms of activity, guidelines for the design of teaching practice.

Zagvyazinsky V.I. States that essence of the principle in that this is a recommendation on ways to regulate the relations of opposite parties, trends in the educational process, on ways to resolve contradictions, on achieving proportions and harmony that make it possible to successfully solve educational problems.

A set of principles organizes a certain conceptual system that has a certain methodological or ideological basis. Different pedagogical systems may differ in their system of views on education and upbringing of the individual and the system of principles that implement them in practice.

In modern pedagogical systems, the following most general principles of training and education of students (pupils) are distinguished:

1. The principle of humanistic orientation of the pedagogical process.

2. The principle of democratization of education.

3. The principle of conformity to nature.

4. The principle of clarity.

5. The principle of clarity.

6. The principle of consciousness and activity of students (pupils).

7. The principle of accessibility and feasibility of training and education of the individual.

8. The principle of connection between theory and practice, training and education with life.

9. The principle of strength and awareness of the results of education, training and development.

10. The principle of systematicity and consistency.

Let's look at some of them.

The principle of humanistic orientationThe pedagogical process is one of the leading principles of education, expressing the need to combine the motives and goals of society and the individual. Humanistic ideas originated in ancient times. The essence of humanization lies in the priority of interpersonal relationships between students and with teachers, interaction on the basis of universal human values, and the establishment of an emotional atmosphere favorable for personal development. The rules for implementing this principle include: full recognition of the rights of the pupil and respect for him, combined with reasonable demands; reliance on the positive qualities of the student; creating a situation of success; creating conditions for nurturing independence.

The principle of democratization of educationis to provide all participants in the pedagogical process with certain freedoms for self-development, self-regulation, self-determination and self-education. To do this, the following rules must be followed:

creating conditions for all categories of citizens to receive education (accessibility of education);
mutual respect and tolerance in the interaction of all participants in the pedagogical process;
organization of the pedagogical process taking into account the national characteristics of students;
individual approach to each student;
introduction of student self-government in the process of organizing their lives;
creation of an open educational environment with the possibility of participation in the organization and control by all interested participants in the pedagogical process.

Such interested participants in the pedagogical process can be the students themselves and their parents and teachers, as well as public organizations, government agencies, commercial organizations, and individuals.

The principle of conformity with naturealso known since ancient times. Its essence lies in choosing the path of the child’s natural development in accordance not only with his age and individual capabilities (his nature), but also with the specifics of the environment in which this child lives, learns and develops. The main and determining factors in organizing the pedagogical process in this case are the nature of the student, his state of health, physical, physiological, mental and social development. In this case, the following rules for implementing the principle of environmental conformity are highlighted:

maintain and strengthen the health of students;
organize the pedagogical process taking into account the age and individual characteristics of students;
be aimed at self-education, self-education, self-training;
rely on the zone of proximal development, which determines the capabilities of students.

The principle of visibility- one of the most famous and understandable principles of the pedagogical process for every teacher. The meaning of the principle of visibility, which was already discussed by Ya.A. Komensky, lies in the need for the expedient involvement of the senses in the perception and processing of educational material.

The identified physiological patterns say that the human visual organs “pass” almost 5 times more information to the brain than the hearing organs, and almost 13 times more than the tactile organs. At the same time, information entering the brain from the organs of vision (via the optical channel) does not require significant recoding and is imprinted in a person’s memory quite easily, quickly and firmly.

Let us list the basic rules that reveal the application of the principle of visibility when organizing the pedagogical process:

the use of visualization is necessary either for the purpose of reviving the interest of students by including the senses, or for the purpose of studying those processes and phenomena that are difficult to explain or imagine (for example, a model of economic circulation, the interaction of supply and demand in the market, etc.);
do not forget that abstract concepts and theories are easier to understand and comprehend by students if they are supported by specific facts, examples, images, data;
When teaching, never limit yourself to just visuals. Visualization is not a goal, but only a means of learning. Before demonstrating anything to students, it is necessary to give an oral explanation and a task for the intended observation;
visibility that is always on view of students is less effective in the learning process than that which is used at a specific planned point in time.

The principle of connection between theory and practice (learning with life).

Theoretical learning, which prevails in modern schools, requires its practical implementation in real life. But it is impossible to teach children for the future life, to create a stock of knowledge for future use. Therefore, the principle of connecting theory with practice has emerged, implying, first of all, the use of studied theoretical knowledge to develop practical skills, solve practical problems, etc.

Practice is a continuation of theory, but this approach, entrenched in traditional teaching (first theory, and then its application in practice) is not the only correct one. One can recall the pragmatic pedagogy of D. Dewey, project-based learning, again used in modern school, such methods and forms of teaching as business and role-playing games, laboratory and research work, discussions and others, in which the main thing is practical experience, stimulating the knowledge of theoretical laws and phenomena.

The basic rules for implementing the principle of connection between theory and practice are:

learning for schoolchildren is life, so there is no need to separate scientific (theoretical) knowledge and practical (life) phenomena and facts
use tasks and assignments based on real events in the educational process, model specific situations of the reality around us during the educational process (especially during business and role-playing games, solving any educational tasks and problems).
rely on the personal experience of students - this is the basis of theoretical knowledge.
teach schoolchildren meaningful activities, use reflection and self-assessment of students’ educational achievements in the educational process. It happens that what is more important is not what results the student achieves, but how he analyzes and evaluates his activities.
accustom students to independent research work, activities to acquire knowledge in the process of searching, analyzing, selecting, processing (processing) and evaluating information.

Literature

1. Pedagogy: Textbook. / Ed. P.I. Faggot. – M., 2006.

2. Kodzhaspirova G.M. Pedagogy: Textbook. – M., 2004.

3. Slastenin V.A. and others. Pedagogy: Proc. village – M., 1999.

4. Zagvyazinsky V.I. Learning Theory: Modern Interpretation: Textbook. – M., 2001.

The pedagogical process is considered in pedagogy as a purposeful, content-rich and organizationally formalized interaction between adults and children. It represents a certain system, the components of which are content, means, methods, forms of interaction between the teacher and the students. The word “process” indicates an extension of time, and the word “pedagogical” indicates a focus on transforming the personality of a person (child).

The concept of “pedagogical process” is used in a narrow and broad sense. In a broad sense, it is a set of all conditions, means and methods aimed at solving one global problem. For example, the pedagogical process of a preschool institution is aimed at the comprehensive education and development of a preschool child. The pedagogical process in a broad sense includes both a large, global task and a combination of all components of influence on the individual.

Using the concept of “pedagogical process” in a narrow sense, we mean the concentration of the content of teaching, its means, methods, and forms of organization on some more specific task. For example, the pedagogical process aimed at solving the problems of moral, aesthetic and other aspects of education; or even more narrowly - aimed at nurturing honesty, cultural behavior skills, the beginnings of creativity, etc.

The attention of the teacher (usually the teacher-researcher) is concentrated on the selection of methods, means, and forms of organization that will help solve this problem. But it is being implemented against the background of other tasks of education and personal development and simultaneously with their solution. This happens because the pedagogical process has integrity, community and unity.

Despite some differences, the same type of stages can be distinguished in the development of all pedagogical processes: preparatory, main, final.

At the first, preparatory, stage of the pedagogical process, the goal and specific tasks are determined, the state of the issue is clarified, methods of influence are planned, and methods of influence are selected taking into account the main task, the age of the children and the concept of education (at the present stage, this is the concept of a personality-oriented approach, which involves the implementation by the educator of the “Declaration of the Rights of the Child” ").

Thus, the teacher considers it important to instill in children a positive attitude towards work. This goal is specified taking into account age. Then the nature of the attitude towards work in this group is studied, tasks are set in relation to specific children, components of the impact are selected, and the desired result is formulated.

The preparatory stage ends with a long-term work plan, adjusted on the basis of clarifying the state of the issue in practice and predicting the result.

The plan is implemented at the second, main stage of the pedagogical process. At the main stage, pedagogical interaction between the student and the teacher is carried out, and constant operational monitoring of intermediate results is carried out. Operational control helps to detect deviations and errors and immediately make corrections, make the necessary additions or changes. A thinking teacher does not hide from the analysis of errors, does not delude himself with the first positive results, but finds out their reasons. This stage is called the main stage because it is in the process of its implementation that educational tasks are solved.

It is very important at this stage to constantly support and take into account feedback - the child’s response to the influence.

The third and final stage is intended to analyze the results. The analysis took place at the main stage, but now an exhaustive analysis of the reasons for obtaining positive results and the formation of shortcomings is being carried out. The legitimacy of the tasks set, the adequacy of the chosen means, methods, and forms of organization are examined once again. It reveals what gave the best results and what turned out to be ineffective.

Despite the laboriousness of this work, it is very important for the development of a real teacher.

There are several principles for constructing the pedagogical process in a preschool institution:

– take into account the age capabilities of children;

– rely on the interests of the child;

– solve educational and educational tasks in their unity;

– take into account the provisions on leading activity, its change and the compensatory relationship of different types of activity in a single pedagogical process;

– carry out interaction between the teacher and children with the leading role of an adult;

– create a natural, relaxed environment in which a free creative personality will develop;

– to stimulate in the pedagogical process the teacher and pupils to mutual respect and compliance with the “Declaration of the Rights of the Child”.

In the history of domestic preschool pedagogy, there have been several options for constructing the pedagogical process. In the 20–30s. XX century it was built according to organizing moments. Each of them includes the following parts of the program: socio-political, labor, physical education, natural history, fine arts, mathematics. The content of each subsection was revealed and specific forms of interaction were proposed. At the end of each organizing moment, the content of work with parents was indicated.

Work on organizing aspects assumed that in the time allocated for it, children would receive the necessary knowledge, consolidate it in games, work, visual arts, etc.

The positive thing about this approach was that children had the opportunity to focus on certain cognitive material for quite a long time; They developed skills of social behavior and worldview.

The general guidelines specifically note that the teacher must be attentive to what and how children learn.

The negative thing was that the construction of the pedagogical process on the basis of identifying “organizing moments” led to formalism and over-organization. Later, other forms were used: thematic and complex. The essence of the thematic form is that a certain topic was highlighted as the basis of the pedagogical process. Its content was usually revealed in class. The study of one topic covered several classes. The topic could also include another topic, similar in content. The content of the topics could be one section of the program (most often the section on socio-political education), and other sections were studied in parallel.

The complex construction of the pedagogical process (“complexes”) was characterized by an attempt to establish a logical relationship between different sections. One “complex” included various types of children’s activities or different but related content. All of the above-mentioned approaches to constructing the pedagogical process are marked by the desire to group, bring together educational influences, and give them in a concentrated, targeted manner. This idea meets the characteristics of preschool age. But the principle of concentration cannot be applied to all the content at once, and then some of its aspects become secondary, and the teacher’s attention to their development decreases. The main thing that suffers is the diversified development of the individual. In addition, the choice of theme or content of the “complex” was often of a subjective, “taste” nature.

A modern approach to this problem is the organization of the pedagogical process based on the identification of dominant educational goals. The leading goal is the educational task. Its content is dictated by the characteristics of the child’s development at a certain age stage and the specific goals of education. The dominant goal determines the relationship and hierarchy of educational and educational tasks. The diversity of content and forms makes it possible to satisfy and develop the diverse interests and abilities of children, and a single motivation is to direct this development in a common pedagogically valuable direction.

A distinctive feature of this process is that the dependency between different types of activities changes. Various types of activities that are most optimal for realizing the dominant goal come to the fore, changing. Other activities play a supporting role. For example, in the older group, the dominant goal is to foster positive relationships between children.

The central form of work with preschoolers is joint activity, which allows children to exercise positive connections. This can be a game or work, organized on the principle of collaboration. Related activities include classes (ethical conversations), independent individual artistic activities (the child prepares something for the whole group or makes a gift for a friend), holidays, etc.

Related information.

In modern pedagogical science, there are several different points of view on understanding the essence of the pedagogical process (Yu.K. Babansky, B.P. Bitinas, Z.I. Vasilyeva, I.Ya. Lerner, B.T. Likhachev, V.A. Slastenin , G.I. Shchukina etc.). You can highlight and compare different author's positions on this issue, set out in textbooks.

Such a general definition makes it possible to highlight the leading characteristics and features of the pedagogical process of a kindergarten.

As can be seen from the definition, the leading characteristics of the pedagogical process are:

Focus;

Integrity;

Availability of connections between participants;

Systematicity and process (activity in nature).

Let's take a closer look at these characteristics.

Purposefulness of the pedagogical process. All authors consider the pedagogical process as a process to achieve specific pedagogical goals. However, the very purpose of the pedagogical process is understood differently.

The nature of the goals of the pedagogical process in kindergarten is determined by modern trends in the development of pedagogical science and the practice of preschool education. In the most general form, the characteristics of the goal of the pedagogical process are determined by a number of simple questions: why does a child need kindergarten? Why do parents bring their child to preschool?

To begin with, let us express our own position and refute the common opinion that kindergarten is the time and place that prepares a child for school. This, unfortunately, extremely widespread point of view, leads to the fact that the goals of the pedagogical process of kindergarten become associated not with the development of the child, but with preparing him for passing entrance tests to school. With this understanding of the tasks of preschool education, this period becomes not a valuable stage in a person’s life, but a preparatory step before the start of the next one; and the life of a child, with its unique values and meanings that can only be lived in preschool age, begins to increasingly acquire the features of a school.

A preschool educational institution is considered as a unique space for a child to accumulate experience in interacting with the world - the experience of learning and penetration into culture, acquaintance and familiarization with human relationships. In preschool age, processes occur that allow children to discover the world for themselves and at the same time reveal themselves to the world. Therefore, the goals of the pedagogical process of kindergarten are primarily related to the development of the holistic nature of the child, his uniqueness, and individual identity. In this regard, the pedagogical process itself becomes a set or complex of pedagogical conditions aimed at developing the child’s personality, revealing his individual world, abilities and inclinations, accumulating experience of communication and interaction with the world of people and culture.

What is the mechanism for determining the goals of the pedagogical process? Or, in other words, where do the goals of the pedagogical process come from?

The reasons for the emergence of the goals of the pedagogical process are understood in modern pedagogy ambiguously - from the dictated social order of society to following the personal needs and interests of the child. The goals of the pedagogical process are often identified with the goals of the teacher’s activities, which are interpreted very broadly by different authors - from the activities of formation, management and leadership - to the activities of assistance, assistance and support.

It is important for a teacher to know that the goals of the pedagogical process are formed by connecting four components at a single point:

The value position of the teacher. The goals of the pedagogical process are determined by the characteristics of your pedagogical position, your interpretation of the philosophy of childhood, the uniqueness of your value attitude towards the child, and your understanding of the priority tasks of preschool education.

Goals of the educational institution. The goals of the pedagogical process are determined by those regulatory documents that contain the social order for what society wants to see as a graduate of a given educational institution. At the stage of school and vocational education, such documents are primarily state educational standards. Kindergarten, as a special type of educational institution, is less subject to standardization. Its goals are determined by regulatory documents, and, of course, by the objectives of the chosen educational program.

Taking into account the capabilities, needs, interests and inclinations of children. The goals of the pedagogical process are determined by the individual characteristics of the students. The modern diagnostic tools available in the arsenal of pedagogical science and practice, your pedagogical intuition and skill allow you to study your students, adjust the goals of their development and education, in essence, turning the pedagogical process into an individual educational route for the child.

Taking into account the social needs of parents. The goals of the pedagogical process are determined taking into account how parents see their child’s stay in kindergarten. This may be a desire to supervise and care for the child, organize his communication and play with peers, early special education and preparation for school.

The difficulty in determining the goals of the pedagogical process lies in finding a harmonious unity of often contradictory components. We emphasize that they are equivalent and their equal consideration ultimately determines the effectiveness of the pedagogical process.

Integrity of the pedagogical process. One of the leading characteristics of the pedagogical process is its integrity. Integrity as internal unity and consistency of all components of the pedagogical process characterizes the highest level of its organization.

Integrity is a characteristic feature of the kindergarten pedagogical process. Indeed, unlike the school education system, in the pedagogical process of a kindergarten there is no clear boundary in the forms of organizing the processes of raising and teaching a child. However, in modern science and practice of preschool education, the problem of the integrity of the pedagogical process is considered as one of the leading ones. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of a preschooler, the preservation of the child’s nature and its development in culture, the enrichment of individual cultural experience in the process of inclusion in sociocultural experience, the unity of development and education.

So, what kind of pedagogical process can be called holistic? Or what are the essential characteristics of the holistic pedagogical process of a kindergarten?

Firstly, This is a pedagogical process in which the integrity of the medical, psychological and pedagogical support of the child is ensured. The age-related characteristics of a preschooler, flexibility, mobility and sensitivity in the development of somatics, physiology, and psyche require a special kind of support for the child in the pedagogical process. The presence of a complex of reliable information about the state of health, the development of mental processes, the manifestation of special inclinations, achievements and problems of each child allows us to design the lines of his individual holistic development. The use of a system of medical-psychological-pedagogical support in the pedagogical process transforms it at the stage of practical implementation into an individual educational and developmental route for a preschooler.

Secondly, This is a pedagogical process in which the integrity of educational, educational and developmental tasks is ensured. In the pedagogical process of kindergarten, a large number of teachers interact with children. In modern preschool institutions, more and more additional educational services are appearing, and therefore an increasing number of specialists who, as a rule, solve narrowly focused problems. It is necessary to coordinate the work of teachers, to select common priority tasks for development and education, to have a holistic vision of the child in the context of interaction with different specialists, and to design a unified pedagogical process. The implementation of the health-saving function of the pedagogical process in modern conditions is associated with finding ways to integrate different types of children’s activities, organizing the educational process that synthesizes the work of different specialists.

Third, This is a pedagogical process in which the integrity of the child’s life is ensured. Macro- and meso-factors, the modern sociocultural environment have changed the child’s life and filled it with new cultural attributes. The objective world surrounding the preschooler has changed, and new sources of information have become available. The integrity of the pedagogical process can be ensured if the enrichment of the child’s sociocultural experience occurs on the basis, and taking into account existing experience, of an individual subculture, the source of which is not only the pedagogical process of the kindergarten, but the living environment surrounding the preschooler.

Fourthly, This is a pedagogical process in which integrity is ensured in the process of interaction between the child and the world of adults. The effectiveness of the pedagogical process and optimization of its developmental potential are possible if the teacher is well informed about the uniqueness of the child’s life in the family, and parents know how children live in kindergarten. Understanding the world of a preschooler and understanding his right to this unique world are tasks that unite both teachers and parents in the overall process of child development. Cooperation between teachers and parents allows us to build unified strategic lines for developing the integrity of the individual and revealing his inner potential.

Fifthly, This is a pedagogical process in which the integrity of the educational space is ensured. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The variability of the educational space provides children with the opportunity to choose and exercise independence in accordance with their interests and inclinations. The organization of multifunctional types of children's activities initiates the creation of children's associations in which each child performs the function he likes and at the same time collaborates with other children. In such an educational space, the processes of socialization and individualization that lead in preschool age harmoniously complement each other.

The nature of connections between participants in the pedagogical process. The most common type of connection between a teacher and children is interaction as a special type of direct or indirect, external or internal relationship, connection.

The process of interaction between teacher and children in the pedagogical process can be organized as:

Impact process

Idle process

Collaboration process

Interaction as an influence is more characteristic of an authoritarian approach and is expressed in the teacher’s desire to shape the child’s personality in accordance with a certain ideal model. Assessment of the effectiveness of pedagogical influences and the success of children's development is assessed by the degree of approximation to this ideal. This type of interaction is characterized by level differentiation of children with low, average and high scores. The teacher himself chooses the methods and forms of interaction aimed at increasing the level of development of students. This type of interaction is often found in the practice of preschool education. Its advantages are associated with the ease of organization; however, when the teacher influences children, the child’s right to an individually unique line of development is not ensured.

Interaction as inaction is typical for teachers of the liberal or formal type. The formal organization of the pedagogical process and the life activity of children is manifested in the fact that the teacher only nominally performs the functions assigned to him. The methods and forms of interaction are of a generalized nature, designed for the “average” child; the teacher does not delve into children’s problems and superficially solves the problems of the pedagogical process. This type of interaction is perhaps the most dangerous, and, unfortunately, for a number of reasons, it is present in kindergarten practice.

The organization of interaction as a process of cooperation is inherent in the person-oriented approach and assumes the maximum possible consideration of the subject positions of the participants in the pedagogical process, i.e. subject-subject relationship between teacher and children.

With this type of interaction, the teacher proposes methods and forms that take into account the individual interests, relationships, and inclinations of children and offer a wide “palette” of role relationships and cooperation. The process of cooperation is the most difficult to implement in practice, since the teacher not only determines the tasks of his own activity, but also designs the tasks of the child’s activity in such a way that he perceives them as his own.

For the pedagogical process of kindergarten, the adoption of a personality-oriented model of interaction between the teacher and students has already become traditional. What are the characteristic differences of this model?

1. The teacher’s special attitude towards the child. The teacher perceives the child as a unique, holistic person. Pedagogical tasks are related to understanding the child’s world, studying his inner potential, and enriching individual sociocultural experience. The teacher’s positive attitude towards children’s manifestations is fundamentally important. Each child is unique and talented in their own way. “Unraveling” this uniqueness and talent is a manifestation of true pedagogical skill. The actions and products of the child’s activities are assessed according to the “formula of success”, in terms of achievements. In this case, the process of child development becomes a process of gaining more and more heights and discoveries, and not a process of correcting existing shortcomings.

2. Organization of pedagogical interaction by means of support and accompaniment, which assumes (O.S. Gazman):

Consideration of the pedagogical process as a process based on the principles of internal freedom of the child and teacher, creativity, humanism of relationships;

Treating the child as a subject of free choice and activity;

Providing pedagogical assistance to a child in understanding himself and his capabilities, in situations of difficulty and experiencing success.

The meaning of the methods of support and accompaniment is to support by the teacher that unique, individual quality or ability that is inherent in each individual and is developed by him.

Systematicity and procedurality (activity-based nature) of the pedagogical process. The pedagogical process of a preschool educational institution is an example of a system object - a set of elements that are in relationships and connections with each other and form a certain integrity, unity. The pedagogical process as a system is characterized by the following features:

Integrity, manifested in the interconnectedness and interdependence of all components of the pedagogical process. The change or disappearance of one of the components of the pedagogical process changes the entire nature of its course.

Structurality. The structure of the pedagogical process includes the following main components: target, content, technological, effective, resource.

Openness. The pedagogical process of a kindergarten is a system open to the sociocultural space, integrating into the system of lifelong human education.

Plurality of description. The pedagogical process can be described from the point of view of different aspects, depending on the position from which the analysis of this system is carried out.

The actual structure of the pedagogical process of a kindergarten as a system is presented in Diagram 1.

A systematic consideration of the pedagogical process allows us to consider its structural components in a static, spatial image.

If we talk about the real practice of organizing the pedagogical process, then in this case we can note such an important characteristic of the pedagogical process as procedurality or the implementation of the pedagogical process in time. In this context, the pedagogical process is an activity that successively replaces each other and requires the solution of various and diverse tasks. The pedagogical task itself, as a result of the teacher’s awareness of the goals of development and upbringing of the child, as well as the conditions and methods of their implementation in practice, is the unit or “building block” of the pedagogical process. During the organization of the pedagogical process, the teacher solves problems that differ in content, level of complexity, and scale of results. These are tasks that are pre-designed based on the results of the child’s development and tasks that arise situationally in the daily life of children.

The pedagogical process as a pedagogical system

In the organization of the pedagogical process, a number of stages can be distinguished:

1. The stage of analyzing the situation, defining the pedagogical task, designing solution options and choosing optimal conditions for implementation.

2. The stage of implementing the plan for solving the problem in practice, which involves organizing the activities and interaction of the subjects of the pedagogical process.

3. Stage of analyzing the results of solving the problem.