Speech at the pedagogical council “Individual approach in preschool education. Individual approach to a child in a preschool Individual approach to teaching young children

Introduction

Psychological and pedagogical foundations of an individual approach to children preschool age

1 Characteristics of preschool children, their psychological characteristics

2 The concept of an individual approach, its role in the education of preschool children

3 Methods and techniques of individual approach to preschool children

4 Problems of an individual approach to preschoolers in family education

Conclusion

Introduction

At the present stage, the main direction of restructuring educational work with children is to focus on each kindergarten student. This, in turn, requires the transformation of the teacher from a “proclaimer of truths” into a “reformer of the child’s entire life,” capable of organizing the life of a young person so that she feels comfortable among others and gains individual life experience.

An individual approach involves building the entire education system, taking into account the physical and spiritual uniqueness of each child’s personality, which is due to some congenital differences (type of higher nervous activity, etc.) or those that arise as a result of the specific living conditions of the child and the characteristics of his upbringing. Taking into account the individual differences of a child is one of the important conditions for success in education.

In an individual approach to a child in the process of upbringing, two aspects can be distinguished - psychological and pedagogical. The psychological one consists in establishing the unique identity of the pupil, in determining his attitude towards others and himself, the characteristics of the subjective perception of external influences and the specifics of the response. Pedagogical aspect An individual approach consists in choosing such means and forms of influence on the pupil that best correspond to his psychological characteristics, mental states, moods at the moment and, thanks to this, provide an optimal educational effect.

Implementing an individual approach in the process of education means, first of all, identifying the general orientation of the children’s personality, their inclinations and the content of their interests. Taking this into account helps the teacher support and stimulate development positive aspects children's personalities.

The need for an individual approach is due to the fact that each child reacts differently to the same means and forms of educational influence, depending on the uniqueness of his mind, feelings, will, temperament, character, which arose before the development of his relationships with other children. , with a teacher on at this stage. All this causes significant individual differences in the attitude of each pupil to the most educational influences. Ignoring this fact reduces the effectiveness of the teacher’s influence on the child, and sometimes produces undesirable consequences.

The main trend of the education system in Russia is the formation of a value-based attitude of the individual to the social and natural environment and to himself. Socialization of the individual “is effectively carried out in the team, through the team and for the team” (A.S. Makarenko). However, this does not mean that the individual characteristics of the child are not accepted in the team. “Without knowledge of a child, his mental development, thinking, interests, preferences, abilities, inclinations, inclinations, there is no upbringing,” noted V.A. Sukhomlinsky. Despite the importance of the educational role of the team, the personality of each child has always been and remains the focus of the teacher’s attention, the main object and goal of education.

In the past, both foreign (Y. A. Komensky, J.-J. Rousseau, M. Montessori, J. Piaget, I. G. Pestalozzi, S. Frenet) and domestic (S. F. Rusova, A. I. Doroshenkova, N.D. Lubenets, etc.) theories of individual education of children, in which considerable attention was paid to taking into account the individual needs, interests and capabilities of the child.

The problem of individual characteristics of students, the need to take them into account and further development in the educational process was the subject of attention of I.G. Pestalozzi, A. Disterweg, I. Herbart, K.D. Ushinsky. It is in their works that we find the idea that “without taking into account the nature of the child” it is impossible to achieve success in teaching.

In recent years, a number of works by methodological scientists V.P. have been devoted to the problem of individualization and differentiation of the learning process. Bespalko, A.A. Kirsanova, E.A. Klimova, M.N. Skatkina and others.

In the works of teachers, the content and structure of this problem are determined, and ways and means of solving it are proposed.

Recognizing the undeniable value of the scientific works of the listed authors, we have to state that individual works do not provide a methodology for developing individual tasks.

The research problem lies in the possibility of using innovative methodological approaches in the development of individual tasks to improve the knowledge of preschoolers.

The purpose of the study is to theoretically study and justify the effectiveness of an individual approach to the process of raising children in preschool educational institutions.

The object of the study is an individual approach to education.

The subject of the study is the process of organizing an individual approach in a preschool educational institution.

Research objectives:

To characterize preschool children and reveal their psychological characteristics.

To study the concept of an individual approach, its role in the upbringing of preschool children.

Consider methods and techniques of an individual approach to preschool children.

To analyze the problems of an individual approach to preschoolers in family education.

Reveal the role of the teacher in implementing an individual approach; prove the need and importance of unity in implementing an individual approach in kindergarten and family.

Research methods: methods of qualitative and quantitative description; theoretical analysis of scientific literature on pedagogy, psychology; synthesis, comparison, generalization, systematization and classification of theoretical and research data.

Work structure. The work consists of an introduction, one section, four subsections, a conclusion, and a list of references, which includes 31 sources. The main text of the work is presented on 30 pages.

1. Psychological and pedagogical foundations of an individual approach to preschool children

1 Characteristics of preschool children, their psychological characteristics

Preschool childhood covers junior preschool age (4th year), middle preschool age (5th year), senior preschool age (6th year, some children still have a few months of their 7th year of life). At this stage, a new social development situation emerges, the leading activity becomes play, during which preschoolers master other types of activities, important new formations arise in the mental and personal spheres, intensive intellectual development of the child occurs, and readiness for school is formed.

During the period of preschool childhood, the child grows intensively (from three to six years, intensive maturation of the child’s body continues). His brain and nervous system are rapidly forming and maturing. However, their functional features have not yet developed and their capabilities are still limited. For example, children aged 3-6 years are mobile and graceful, they have a well-developed ability to constantly move and expressive gestures. However, such a wealth of motor skills can only be observed in free movements. It is quite difficult to get a child to recreate precise movements or gestures and he gets tired easily. The inability to achieve precision in movements is due to underdevelopment of cortical structures. Children's mobility and tirelessness, which amazes adults, is explained by the fact that the child does not perform productive working movements (which are needed to complete a specific task: draw, build a ship, etc.).

The maximum effect in realizing the great potential of a preschool child is achieved only if the forms and methods of education are chosen in accordance with the psychophysiological characteristics of preschool age. In Russian psychology, preschool childhood is considered to be the age from 3 to 6 years. In addition, there are junior (3-4 years), middle (4-5 years) and senior (5-6 years) preschool age. Therefore, let's look at them in more detail.

The rapid increase in height and weight, which was observed at an early age, slows down somewhat and will accelerate again at the end of preschool age. To the features physical development should include ossification of the skeleton (while maintaining the cartilaginous structure of its individual parts), an increase in muscle weight (but the development of general muscles is ahead of the formation of the functions of the small muscles of the arms). The activity of the cardiovascular system is improved.

Consistent morphological changes occur in the structure of the brain, its weight increases, the regulatory influence of the cerebral cortex on the functioning of the subcortex intensifies, complex conditioned reflexes arise in which the word plays a leading role, that is, a second signaling system is intensively formed. This creates the necessary prerequisites for greater independence, the assimilation of new forms of social experience, and the acquisition of one’s own elementary practical experience in the process of upbringing and study.

Preschool age is characterized by the emergence of a new social development situation. The child has already outlined a circle of basic responsibilities (wash teeth, put away toys, fold, organize shoes, etc.). Relationships with adults change: through interaction (common actions) the child is ready for gradual independent implementation instructions from an adult.

The internal position of a preschooler in relation to other people is characterized “first of all” by an awareness of his own “I”, his significance for close relatives and his actions. The child feels a great need for love and wants to receive it from loved ones. For this reason, I am ready for good deeds, good deeds.

Features of the social situation of the development of preschool children are manifested in the types of activities characteristic of them, first of all, in role-playing game, which creates favorable conditions for mastering the outside world and practical life experience, accessible at this age.

The game is a social phenomenon in its origin and content; it is a historical formation, predetermined by the development of society and its culture. This is a special form of a child’s life in society, an activity in which children gaming conditions perform the roles of adults, recreating their lives, work and relationships.

Gradually, perceptions are distinguished into relatively independent actions aimed at understanding objects and phenomena of the surrounding world and performing the first perceptual tasks.

In close connection with the improvement of perception, the child’s thinking also develops. At the end early childhood on the basis of the visually effective form of thinking, a visually figurative form begins to take shape. In preschool age, its further development takes place. Thinking becomes figurative-speech, that is, one that is based on images of the imagination and is carried out with the help of words. All this is evidence that thinking acquires a certain independence, gradually separates from the practical actions in which it was previously woven, and becomes a mental action aimed at solving a cognitive mental task.

Already at preschool age, the child’s personality begins to really take shape. This process is closely connected with the development of the emotional-volitional sphere, with the formation of interests and motives of behavior, and the acquisition of vital skills. The formation of a child’s personality is influenced by the social environment, relationships with family, friends, and other adults.

The source of a child’s emotional experiences is his activity and communication with the outside world. Mastering new, more meaningful types of activities in preschool childhood contributes to the development of deep and persistent emotions associated not only with close, but also with distant goals, not only with those objects that the child perceives, but also with those that he represents.

An activity generates, first of all, positive emotions, both in terms of its purpose, the meaning it acquires for the child, and the very process of its implementation. Therefore, this period should be considered sensitive for the formation of the foundation for development creativity child, development of unconscious components of mental activity - fantasy, intuition, creative imagination.

The preschooler’s need for the company of peers is growing, as a result of which social emotions (likes, dislikes, inclinations, etc.) intensively develop. Intellectual emotions arise. In the process of communication between a child and adults, his moral feelings are formed. Expressions of feeling become more diverse self-esteem: both self-esteem and a feeling of shame and embarrassment develop.

Children's ideas about positive standards, which allow them to foresee the emotional consequences of their own behavior, are important in the formation of moral feelings. The child may experience pleasure in advance from the approval of his actions and actions, or anxiety and dissatisfaction from the expectation of a negative assessment. Such emotional foresight plays a decisive role in the formation of the moral behavior of a preschooler.

The peculiarities of the social situation of the development of a preschooler are expressed in the types of activities characteristic of him, primarily in the role-playing game, which is a form of creative activity. While playing, the child combines the role of play author and actor, decorator and technician. In the game, he learns about the world, relationships, roles, behavior of people, models interpersonal relationships in it, learns to navigate in various spheres of human life, and masters the rules and norms of life. In the game, self-knowledge occurs, awareness of one’s inner world, mastery of the first forms of self-regulation.

Play is the leading activity of a preschooler not because it takes up more time free from sleep in his life, but because it causes important changes in mental processes and mental characteristics his personality. In it, new types of activities arise and differentiate, in particular learning (a purposeful process of assimilation of knowledge, mastery of skills), which prepares the child for the transition to the next stage of development - the stage of primary school age.

At one time, Russian psychologist A.N. Leontyev (1903-1979) noted that the reason for the transformation of play into the leading activity of a preschooler is the expansion of the objective world he perceives. It includes not only objects that make up the child’s immediate environment, with which he himself can act (dishes, clothes, telephone, TV, mobile phone, and sometimes a computer), but also objects, actions of adults that are physically inaccessible to him (car, etc.). In a role-playing game you can do everything that is not possible in real life: independently drive a car, plane, train, shop, row oars, etc.

Consequently, during the transition from the period of preschool to preschool childhood, the basis for the transformation of the game is the complication subject environment, mastery of which becomes the main task for a preschooler.

Role-playing play is an activity in which children take on the roles of adults and, in general, in specially created play conditions, reproduce their actions and relationships between them.

In role-playing games, children use various play objects that replace real objects of adult activity. As a phenomenon, role-playing game is social in nature, origin and content. It unfolds, according to D.B. Elkonin, from a specific objective action to a generalized role-playing action: eating with a spoon, feeding a doll with a spoon, like a mother - this is the schematic path to role-playing.

Basic unit of expanded form play activity is the role and the actions organically associated with it. The roles embody the plot (the sphere of activity that children reflect in the game) and the content (what is reproduced by the child as a characteristic moment of the activity of adults and the relationship between them) of the game.

In the process of play activity, new types of activity of the preschooler are born and identified. Typical for this age is artistic activity, which is differentiated into drawing, modeling, designing, making appliqués, dancing, music lessons, listening to fairy tales, reading poetry, and dramatization. Drawing, modeling, making appliques, designing are productive activities aimed at obtaining the final product (picture, molded figure, etc.) activities.

2 The concept of an individual approach, its role in the education of preschool children

Creative search always obliges a person to abandon general schemes and templates, focusing his attention on the child’s personality, perceiving her in advance as creatively gifted. This approach to the child’s personality should be the leading one in the work of educators, psychologists and social educators DOW.

An individual approach involves building the entire education system taking into account the physical and spiritual uniqueness of each child’s personality, which is caused by some congenital differences (type of higher nervous activity, etc.) or those that arise as a result of the specific living conditions of the child and the characteristics of his upbringing. Taking into account the individual differences of a child is one of the important conditions for success in education.

Education in the broad sense of this concept is defined as the process of purposeful formation of a child’s personality. In this sense, it can be divided into training - the process of transferring and assimilating a system of knowledge, skills and abilities - and education itself - the formation of the physical, moral, mental, aesthetic and labor qualities of the child. Education is the main factor in the formation of a child’s personality, thanks to which the social program of his development is implemented and natural inclinations and abilities are developed.

Individual education is an organization of the pedagogical process in which the teacher interacts with the child at the “personality-personality” level. The goal of individual upbringing of children is divided into two equally important directions: external, obvious to adults and children - business, which forms the basis of communication, and internal, hidden, spiritual, moral, pedagogical.

The external, business goal is that the teacher shares his life experience, knowledge, skills and abilities. This is a unique form of patronage, individual mentoring. The real criterion for the success of such paired interaction is the children’s mastery of specific knowledge, skills, and abilities.

The internal, actually pedagogical goal comes from the fact that, on the basis of mutual affection and sympathy, to establish human trusting spiritual and moral contact, the desire and desire to exchange the experience of spiritual life in the process of interaction, to discuss the problem of ideals, needs and interests.

Taking into account the definition of the concept of “education”, we can conclude that any educational process is aimed at personal development. Because personality is social person who freely and responsibly determines his position among others, who acts as an active subject of his own life, has a creative attitude towards the environment and himself, then education is inherently individual. The upbringing of a preschooler does not come down to correcting possible behavioral deviations or preventing them by means of suggestion, instruction, and various forms of punishment. To educate means to create a developmental environment that promotes the full realization of a child’s potential strengths.

Having analyzed the existing principles of education, we can conclude that the child is at the center of the educational process; the educational process is aimed at developing the personality, and this, in turn, takes into account the individual characteristics of the child, planning and implementing individual child development programs, creating a favorable environment for the development of individuality; a set of educational processes of various social institutions; technologization of the educational process.

Let us define the leading principles of individual education of preschool children:

the principle of humanism, treating the child as a value, recognition of the right to free development and realization of one’s natural abilities, respect for the unique identity of each child and his family. Compliance with this principle ensures the preservation and support of those features of the individual and family culture of which the child is the bearer. The implementation of this principle consists in the unconditional acceptance of the individuality of each child and his parents, their effective support and understanding, providing the opportunity to choose activities that are feasible and interesting for the child, various roles, materials, rejection of strict regulation of life, categorical assessments;

the principle of activity, the development of independence in preschool age, a creative attitude to life and various types of activities, the formation of a child’s criticality, the ability to make his own choices, make decisions and be responsible for their consequences, self-development;

the principle of cultural conformity, the organic combination of individual development with the formation of the basis of personal culture in a preschooler, its balance with the national culture of the Russian people, native language, traditions, customs, ensuring continuity and heredity of generations;

the principle of variability of program tasks, educational environment, material environment, developmental equipment is very important not only for taking into account individual differences, but also for the development of system-forming properties of individuality. It is in the process of creating a diverse environment, enriching the methodological and didactic arsenal that each teacher has the opportunity to vary the content educational work, searching and using methods and techniques of work that are most effective for the education and upbringing of each child;

the principle of technologization, according to which the educational process provides for scientifically based actions of the teacher and, accordingly, the actions of students organized by him, subordinate to the achievement of a specially designed system of educational goals;

the principle of an individual approach, taking into account the age and individual characteristics of children: the content, forms and methods of education must take into account the need for age and gender differentiation of education, the organization of the child’s social experience and individual assistance to him. The implementation of this principle involves the creation by the teacher of favorable conditions for the natural and gradual development of the child.

Thus, only a deep study and knowledge of the characteristics of each child creates the conditions for successfully taking them into account in the process of upbringing and learning. These provisions are confirmed by the research of psychologists who dealt with certain aspects of the individualization of the upbringing of children of senior preschool age. According to A.A. Kirsanova, “... Teaching and educational work in kindergarten is, first of all, the common activity of an adult and a child, and the teacher’s task is to see and understand how children perceive knowledge and assimilate it, how they communicate, empathize, express emotional sensitivity, he must sympathize with them if necessary, help, support."

O.G. Kuteeva writes: “It is possible to determine ways and means of developmental work with a child only if teachers and parents are aware of the prognosis of the child’s development and learning opportunities based on the identified features of his development (specifics of cognitive, motor, emotional, communicative, volitional, personal sphere, behavior in general )". M.V. Ermolaeva focuses the attention of teachers on the fact that work on developing a child’s creativity can only be fruitful if the teacher has full contact with the children and adults know the individual characteristics of each child.

It is believed that an individual approach to education is based on knowledge and understanding of the personal properties of children, taking this knowledge into account when choosing the style of pedagogical communication, means of education, providing assistance to the child in the development of the most valuable aspects of his individuality, which makes it possible to compensate for negative properties by forming individual styles, implementing individualized correction programs.

3 Methods and techniques of individual approach to preschool children

An individual approach requires a lot of patience from the teacher and the ability to understand the complex manifestations of the child’s behavior. With the help of an individual approach, you can find the “key” to each student. The core of an individual approach to preschoolers should be the attention and love of adults, maintaining dialogue in communication with the child.

To establish contacts with her, the teacher must take into account not only the age, but also the individual characteristics of the child, his mood and feelings. If a child develops warm, sincere relationships with people, he becomes more balanced and amenable to educational influence. L.I. Kovalchuk, analyzing practical work educators in this direction and showing the typical difficulties they encounter, sees one of the common mistakes in superficial familiarization with the developments and recommendations of scientists and methodological services and notes that, observing the expected effect, a significant part of teachers refuses to further use the recommended methods and techniques to increase the effectiveness of the educational impact of various types of children's activities on the child’s personality.

This can be prevented by increasing the level of psychological and pedagogical knowledge of educators: “The teacher must be able to psychologically correctly explain the observed individual manifestations of behavior, determine what exactly underlies it. He must become a close person to the child, otherwise provide an individual approach in the conditions teamwork It will be very difficult."

Educational work in kindergarten is, first of all, a joint activity between an adult and a child, which provides for a personality-oriented model of interaction, according to which the child is not an object of educational influence, but a subject, a partner of interaction. The teacher acts here not next to, not above, but together with the pupil. His task is to see and understand how children perceive information and assimilate it, how they communicate, empathize, and show emotional sensitivity. In particular, this involves searching for reserves for the growth of a child’s personality as an intrinsic value, determining the psychological and pedagogical conditions for the implementation of an individual approach in the educational process of preschool educational institutions.

One of the main conditions for the implementation of an individual approach in working with preschool children is the teachers’ knowledge of the laws mental development, age and individual characteristics of children, tasks of preschool education at the present stage of development of the state, mastering the forms and methods of working with preschool children. When studying the age characteristics of preschoolers, the teacher mainly relies on generalized data from pedagogy and developmental psychology. As for the individual characteristics of the upbringing of individual children, he has to rely only on the material obtained in the process of his own study of the pupils. Therefore, the next condition is that teachers have mastery of methods for studying the individual characteristics of children, which include, first of all, observation and pedagogical experiment. This also includes conversations with children, studying products of children's activities, psychological tests, modeling pedagogical situations.

In order to obtain more information about the individual characteristics of the pupil, one should also understand the specifics of the social situation of the child’s development, which is one of the decisive factors in the individual development of a preschool child.

For this purpose, one should study the conditions of family education: have a general idea of ​​the pupil’s family; know the changes that have occurred in the child’s life, the features of family upbringing. After all, the involvement of parents in the educational process of a kindergarten is also one of the main conditions for the implementation of an individual approach. The educational influence carried out by the family is crucial in the further development of the personality of a preschool child.

The entire preschool education system should be aimed at developing the physical, emotional and cognitive strengths of the child, which form the basis for the harmonious development of the individual. Preschool teachers must create a developmental environment in which the individual interests and needs of each child will be taken into account. Only skillful management of various types of children's activities, selection of effective forms and methods of working with children will contribute to the full development of the preschooler as an individual. For this purpose, individual development programs for each child should be created, taking into account his/her psychological characteristics, inclinations and abilities, interests and preferences.

Pedagogical assessment of their activities and behavior is important in implementing an individual approach to children. In this case, the object of assessment should be, first of all, the motives of actions and actions, and not just their results.

One of the requirements of an individual approach is a clear differentiation of methods and forms of educational influence on students. Encouragement as a means of stimulation must be applied to every child, but primarily to those children in whom the teacher notices such traits as indecisiveness and lack of interest. Reward affects children in different ways. Praise can have a negative effect on a self-confident child: it can induce complacency and arrogance, while on a modest child it can have a positive effect.

Tact and a sense of proportion also require the teacher to use punishment as forms of educational influence. If the pupil has an insufficiently developed sense of self-esteem or self-criticism, then in the event of a violation of the norms of behavior or failure to complete an assignment, if this happens to this child very rarely, it is enough to limit yourself to a condemning look or remark. As for another child, this form of punishment may be too mild and ineffective. But the most severe punishment should not insult the student or humiliate his self-esteem.

One of the important aspects of the individual approach is taking into account the temperamental characteristics of preschoolers, which is determined by their type nervous system. preschool education individual

For example, in relation to a sanguine child, it is advisable to show more demands on the stability of preferences, the stability of reactions to environmental phenomena. A melancholic person needs frequent encouragement and approval, thanks to which his level of self-confidence can be increased. In contacts with a phlegmatic person, the teacher must take into account the slowness of his reactions, and at the same time overcome his inertia, tactfully stimulating the speed of speech movements and variations in feelings. A choleric person, given his imbalance, should develop restraint and self-regulation of his actions and actions. Taking these individual differences into account is all the more important the younger the child.

An important role in the individual approach is also played by taking into account the child’s mental states, mood, general physical well-being, and fatigue during the upbringing process. General and an important condition ensuring the effectiveness of an individual approach is an organic combination of the teacher’s influence on an individual child with the influence of a group of peers on him. As practice shows, the overwhelming majority of the teacher’s influence on the child himself achieves its goal provided that the educational capabilities of the children’s team are widely used.

Thus, an individual approach has a positive impact on the formation of personality, provided that it is carried out in a certain sequence and system, as a continuous, clearly organized process. The techniques and methods of an individual approach are not specific, they are general pedagogical.

The creative task of the educator is to select from the general arsenal of means those that are most effective in a specific situation and meet the individual characteristics of the child.

4 Problems of an individual approach to preschoolers in family education

Contact with the student’s family is of great importance for educators to implement an individual approach when working with children. Modern science emphasizes the priority of the family in raising a child, which manifests itself in various forms of influence, a range of values ​​that the growing personality assimilates.

The family is the most important institution of human socialization, an institution of psychological support and education, recreation of a certain way of life and relationships. Therefore, society is interested in a strong, spiritually and morally healthy family. The family plays a huge role in the life of both the individual and the entire society. The importance of family is illustrated by the fact that the vast majority of people live in families. If from the moment of the family’s existence the economic, reproductive, and educational functions have been significant, then by now the psychotherapeutic function and the function of emotional support are strengthening everywhere.

In its evolution, the family has gone from an extended type (consisting of representatives of several generations) to a modern nuclear one, which includes spouses and children.

There are families with different educational potential:

educationally strong, i.e. with a favorable moral atmosphere of the family;

educationally stable, where generally favorable opportunities for education are created, and difficulties that arise in the family and shortcomings are eliminated with the help of other social institutions, primarily schools;

educationally unstable, which are characterized by an incorrect educational position of parents (for example, excessive guardianship) with a fairly high overall educational potential of the family;

educationally weak with loss of contact with children and control over them, when parents, for various reasons (due to poor health, work overload, low level education and psychological and pedagogical competence) are not able to properly raise children, losing their influence to a group of their peers.

From a psychological and pedagogical point of view, families that are educationally weak with a constant conflict atmosphere, educationally weak with an aggressive negative atmosphere in which aggressiveness and cruelty reign, marginal families with alcoholic and sexual demoralization, criminal, and mentally unstable have a negative impact on the development of a child’s personality.

Family education is determined by the laws of social development, the action of many objective and subjective factors, is expressed in the personal manifestations of family members and is a two-way process when there is interaction between parents and children, their mutual influence. Consequently, the ability and readiness of parents to raise a child is an integrated unity of the personal qualities of parents and children and the conditions for their implementation in the educational process.

The chosen style of relationship with a child depends on the life style of the parents’ personality, that is, on the meaning that a person assigns to the world and to himself, his goals, the direction of his aspirations and the approaches that he uses when solving life’s problems. And the style of parental attitude, in turn, directly affects the formation of the child’s lifestyle, because the life style is formed too early (before the age of five).

There are three main styles of parental behavior: authoritarian, democratic and liberal.

Authoritarian style - the decision is made by parents who believe that the child should obey their will and authority in everything. Parents limit the child’s independence and do not consider it necessary to somehow justify their demands, accompanying them with strict control, severe prohibitions, reprimands and physical punishment. At any age, parental authoritarianism gives rise to conflicts and hostility. The most active, strong children resist and rebel, become very aggressive and often leave their home as soon as they can afford it. Timid, insecure children learn to obey their parents in everything.

With such upbringing, children develop only an external control mechanism based on feelings of guilt or fear of punishment, and as soon as the threat of punishment outwardly disappears, the child’s behavior can become potentially antisocial. Authoritarian relationships exclude sincere closeness with children, therefore, a feeling of benevolence rarely arises between children and parents, which leads to suspicion, constant severity and even hostility towards others.

Democratic style - parents encourage personal responsibility and independence of their children in accordance with their age-old capabilities. Children included in discussion family problems, participate in decision making, listen to and discuss parents' thoughts and advice. Parents demand thoughtful behavior from their children and try to help them by being sensitive to their needs. At the same time, parents demonstrate firmness, caring about fairness and consistent adherence to discipline, which forms correct, responsible social behavior.

Liberal style - the child is not actively guided, practically does not know the prohibitions and restrictions on the part of the parents, or does not follow the instructions of the parents, who are characterized by inability, inability or unwillingness to guide children.

For a child, the family is a natural educational environment. She leaves her mark on his character and behavior. In the family, he receives his first lessons in understanding the world and becomes acquainted with the elementary laws of life.

The family largely determines the child’s attitude towards labor activity, the culture of his behavior, activity and initiative, discipline and a number of other personality qualities. The influence of the family is often so strong that it seems as if the character of the parents is completely inherited by the children.

Undoubtedly, the environment, especially household conditions, influence the formation of a child’s personality. But still, the leading factor in the comprehensive development of a person is education. Therefore, in the family, the child must receive proper upbringing.

In the studies of V.Ya. Titarenko systematized the factors that determine the strength and stability of family education:

Family upbringing is deeply emotional and intimate. The “guide” of family education is parental love towards children and the reciprocal feelings (affection, trust, tenderness) of children towards their parents.

Upbringing in a family is characterized by the constancy and duration of educational influences of the mother, father, and other family members in life situations, their repetition from day to day.

The family has objective opportunities to include the child from the first years of life in a variety of activities (household, work, economic, educational in relation to other family members and himself).

The expression “children are the mirror of the family” accurately conveys the content of the child’s orientation towards the spiritual and moral values ​​professed by his family. Each family has its own ideas about good and evil, its own priorities and moral values: in one, kindness and mercy are put at the forefront, in others, on the contrary, a cult of cruelty reigns. By following close, beloved people, following their “lessons of life philosophy,” the child masters forms of behavior, methods of communication and interaction with people around him.

Thus, modern science emphasizes the priority of the family in raising a child, chir manifests itself in a variety of forms of influence, in the range of values ​​that a growing person masters.

However, not all families fully realize the full range of possibilities for influencing the child. The reasons are different: some families do not want to raise a child, others do not know how to do this. In all cases, qualified assistance from a teacher is required. The work of a teacher with a family is not an easy job, but it is necessary. This is an integral factor in an individual approach to children, individual assistance, and timely prevention of negative manifestations in the child’s character. In raising a preschooler, much depends on the formation of positive habits, behavioral skills, and rational methods of activity. All this can only be achieved through the joint efforts of all adults surrounding the child and the unity of their demands.

It is also necessary to take into account in which tasks of upbringing one party (kindergarten or family) may be stronger, and in which decisions the other party should take the main burden. For example, in emotional and sex education, the possibilities of a family are much higher than those of a kindergarten. The kindergarten provides qualified training, development of creative abilities, etc.

The involvement of parents and other family members in the educational work of the kindergarten is necessary, first of all, for the children. The success of cooperation largely depends on the mutual attitudes of the family and the kindergarten; they develop most optimally if both parties realize the need for targeted influence on the child and trust each other.

Positive results in raising children are achieved with a skillful combination different forms cooperation, with the active involvement of all team members in this work preschool and family members of pupils.

The forms of work can be very different - visits to families and children, open days, conversations, consultations, parent gatherings, parent conferences. But priority remains with the individual form.

Thus, the following conclusions can be drawn:

Work both with the entire team of parents and individually with individual families can be successfully carried out only on the basis of knowledge of the peculiarities of life and raising children in the family.

Factual material on the study of raising children in a family makes it possible not only to find out living conditions, but also to establish the reasons for the formation of individual qualities of children, to identify the connection between the conditions of upbringing, the formation of behavioral characteristics and the specifics of their manifestation.

Positive results in working with families can only be achieved if unity of requirements for children is achieved between parents and teachers and all work is carried out according to plan and systematically.

It is necessary to give parents specific information on the issue of the age and individual characteristics of children, teach them to see both the good and the bad in their children, and at the same time analyze their actions.

Along with general and individual forms of work with families, it is also possible to work with several families with similar conditions for raising children.

The study of the characteristics of family upbringing, as well as the study of the characteristics of the physical development of the child, is a necessary condition the beginning of systematic work to implement an individual approach to children in raising and educating them in various types activities.

Conclusion

An individual approach is a principle that provides for a comprehensive study of the child’s individual characteristics and the history of his development, which places the child at the center of the pedagogical process. It consists in the use by the teacher of an integrated system of educational and academic work, ensuring the full development and self-development of the individual.

An analysis of psychological and pedagogical literature has shown that the problem of an individual approach to children is not new, but quite complex and multifaceted, therefore modern conditions renewal and reform of the education system is becoming relevant and urgent. Along with positive changes in solving this problem, there are also a number of disadvantages: disorder and differences in the concepts being studied, lack of a clear definition of these concepts in educational literature; organization of educational and educational work by a significant part of teachers without a focus on individuality. This leads to a misunderstanding of the essence of the individual approach and requires scientific development of the problem, further study and improvement.

Thus, we can conclude that education is the main factor in the formation of the individuality of a preschool child. By providing individual education for children, we implement a social program for personal development and develop natural inclinations and abilities. Preschool teachers should only adhere to the following behavior strategy:

accept and believe in every child, respect and love him;

to get to know a child is to open the way to understanding the characteristics of his inner world;

support each student in the difficulties of self-knowledge and self-development, give them the opportunity to feel their uniqueness and value.

Consequently, the implementation of an individual approach in working with preschoolers can be carried out under the following conditions:

teachers’ deep mastery of knowledge of general patterns of mental development, age-related and individual characteristics of the mental development of preschool children;

mastering methods for studying the characteristics and social situation of children’s development;

analysis of the information received, establishing the causes of gaps in the development of children, favorable conditions for the development of each child;

development and completion of individualized development, education and training programs;

active inclusion of parents in the educational process in order to ensure continuity of family and public education, prevention and correction of family education disorders;

the attitude of adults towards the child as a unique individual, reorientation of the style of interaction between the teacher and children from subject-object relations to subject-subject communication;

selection in accordance with the individual needs and capabilities of children game material and educational equipment, its pedagogically appropriate location.

In conclusion, it should be noted that the problem of preparing future educators to implement an individual approach to children is relevant and requires detailed research in order to develop methodological materials for their implementation in the educational process of higher educational institutions.

List of used literature

Adler A. Raising children. Polol interaction - Rostov-on-Don; Phoenix, 2010. - 312 p.

Bardian A.M. Raising children in a family. (Psychological - pedagogical essays). - M.: Pedagogy, 2011. - 288 p.

Bespalko V.P. Components educational technology. - M.: Pedagogy, 2009. -192 p.

Bolotina L.R., Komarova T.S., Baranov S.P. Preschool pedagogy: Textbook for students of secondary pedagogical educational institutions. 2nd ed. - M: Publishing center "Academy", 2011. - 456 p.

Borovikov L. I. Personality-creative approach to education / L. I. Borovikov // Classroom teacher. - 2010. - No. 5. -WITH. 54-61.

Age-related psychology. Childhood, adolescence, youth. Reader. Textbook for students of pedagogical universities / Compiled and scientific editor V.S. Mukhina. - M.: Academy, 2009. - 453 p.

Volina V.V. We learn by playing. - M.: New school, 2011. - 254 p.

Vygotsky L. S. Questions of child psychology. - St. Petersburg: Soyuz, 2009. - 376 p.

Gerbova V.V. Education and development of preschool children [Text]: a manual for kindergarten teachers / V.V. Gerbova, R.G. Kazakova, etc.; ed. G.M. Lyamina. - M.: Education, 2012 .- 224 p.

Gippenreiter Yu.B. Introduction to general psychology. Lecture course. - M.: Yurayt, 2009. -336 p.

Goldberg V.A. Humanistic educational system of the school: formation and development. - M.: New School, 2011. - 176 p.

Preschool pedagogy. Textbook manual for pedagogical students. Institute for specialties “Pedagogy and psychology (preschool).” In 2 parts. Part 2 Methods and organization of communist education in kindergarten / Ed. IN AND. Loginova, P.G. Samorukova. - 2nd ed., ed., rev. and additional - M.: Education, 2011. - 270 p.

Druzhinin V.N. Family psychology. - M.: Nauka, 2011. - 434 p.

Dyachenko O.M., Lavrentieva T.V. Mental development of preschool children. - M.: Pedagogy, 2011. - 573 p.

Ermolaeva M.V., Zakharova A.E., Kalinina L.I., Naumova S.I. Psychological practice in the education system / M.V. Ermolaeva, A.E. Zakharova, L.I. Kalinina, S.I. Naumova. - M.: Publishing house "Institute of Practical Psychology", 2011. - 288 p.

Kirsanov A.A. Individualization of educational activities as a pedagogical problem. - Kazan: Kazan University Publishing House, 2008. - 224 p.

Klimov E.A. Psychology: education, training: Proc. manual for universities. - M.: Nauka, 2010.- 376 p.

Kovalchuk L.I. Individual approach to raising a child: A manual for child educators. garden - 2nd ed., add. - M.: Education, 2010. - 112 p.

Kulik L.A., Berestov N.A. Family education. - M.: Education, 2009. - P. 82-84.

Kuteeva O. G., Redya G. P., Smirnova I. F. Planning educational work based on a personality-oriented approach // Classroom teacher. -2010. - No. 1. - P. 55-65.

Leontyev A.N. Lectures on general psychology: Textbook. manual for universities on special. "Psychology" / Ed. YES. Leontyeva, E.E. Sokolova. - M.: Smysl, 2008. - 450 p.

Personality-oriented approach to education // Directory of the deputy director of the school on educational work. - M.: Pedagogical Search, 2009. - pp. 105-112.

Mamaichuk I.I. Child development from birth to seven years. Child observation technique. Documents from a psychologist and pediatrician. - St. Petersburg: Peter, 2010. - 432 p.

Sections: Working with preschoolers

The goal of education is to raise a harmoniously developed personality with creative thinking, willpower, and a desire for everything beautiful. The process of comprehensive personal development includes a whole system of raising a child. All implemented programs for raising and training children in kindergarten are aimed at raising and training a child with an average level of development, i.e., the individual characteristics of children are not taken into account. No children are exactly alike; each has their own inclinations, characteristics, and interests. Using an individual approach, we will find the “key” to each child.

The task of the individual approach is to most fully identify the individual ways of development, the capabilities of children, strengthen their own activity and reveal their unique personality. Identification of individual characteristics and specific ways of child development is the main thing in the work of teachers and psychologists. The main document that records the individual characteristics of children is a psychological and pedagogical characteristic, which is also a form of studying individual characteristics.

The implementation of an individual approach to children must be considered as a certain interconnected system.

Thus, the municipal preschool educational institution “Development Center child-kindergarten No. 21” assigns a special role to an individual approach in raising children.

Stages of planning individual work with children:

Stage I.

Drawing up a group passport.

Target: Conduct an analysis of the contingent of parents and children.

The group passport reflects:

1. Amount of children
2. Family composition
3. Parents' age
4. Parents' education
5. Parents' place of work

Stage II.

The teacher studies the basics of personality-oriented education, establishing contact with children. Observation and study of children during various activities: play, work, creative.

Stage III.

Drawing up individual educational routes for children.

Based on the results of pedagogical and psychological diagnostics, children with low and high levels of program development are identified. The teacher, together with specialists, selects games and tasks for children. For children with a high level of mastery of the program, games and tasks of increased complexity are selected. The majority of the children examined were children with an average level of mastering the program. For them, a psychoprophylactic work plan developed by a kindergarten teacher-psychologist is used.

PMPK of a preschool institution plays a major role at this stage. Monitors children with a low level of mastery of the program, carries out certain work with them, involves parents of pupils in participation, gives recommendations to both teachers and parents.

Stage IV.

Inclusion of specialists in individual work with children. Specialists provide targeted assistance to teachers. Each group keeps a notebook of individual work with children, where specialists give recommendations for each specific child.

V stage.

Interaction with families of pupils.

Modern science emphasizes the priority of the family in raising a child, which is manifested in a variety of forms of influence, in the range of values ​​that a growing person masters.

Working with families is an integral factor in an individual approach to children and individual assistance.

Forms of work with parents:

1. Visiting the child's family. In order to identify the characteristics and reasons for the formation of individual qualities of children.
2. Consultations on the age and individual characteristics of children.
3. Individual conversations with parents.
4. A joint analysis between the teacher and the parent of the child’s actions to identify the reasons for doing so.
5. Design of sliding folders “Peculiarities of psychophysical development of children”, “Children’s whims and stubbornness”, “Raising shy children”, etc.
6. Selection of recommendations for articles, books, magazines, in accordance with the specifics of family education and individual manifestations of children.
7. Group parent meetings“Individual approach to children in the family”, “ Moral education in the family”, etc.

In working with parents, the teacher is assigned the role of helping parents in understanding children from a scientific position, and not through the prism of judgment.

Thus, an individual approach is the most important principle of education.

It presupposes professional knowledge and scientifically based understanding of the individual psychological characteristics of each child, as well as the specific conditions that influenced the formation of a certain personality trait.

Bibliography

Kovalchuk Ya.I. Individual approach to raising a child: A manual for kindergarten teachers. – M.: Education, 1981.

Islamova Flusa Barievna, senior teacher
MBDOU No. 82 "Podsolnushek" Naberezhnye Chelny, RT

GCD takes a small part of the time in the daily routine, but their educational and developmental value is very great.

They refine, expand and deepen children’s understanding of objects and phenomena of life around them. Children receive basic logical thinking skills. In the process of GCD, children develop perception, voluntary attention, memory, imagination, willpower, organization, perseverance, and hard work. At GCD, all children must follow certain rules of behavior: sit quietly, listen carefully, do not engage in extraneous activities, do not talk so as not to disturb others. Some children easily learn all the rules and follow them zealously. Most often, the offenders are easily excitable children - this is due to the peculiarities of their temperament, high mobility of nervous processes and insufficient development of the inhibitory reaction. Such children cannot concentrate, fidget, turn to their friends with questions, and distract them. Such children in our group include: Elvira, Alyosha S., Marat. Some children sit quietly and do not break the rules, but they are passive and do not participate in class. This is Sveta S.

After all, learning in the classroom is an individual activity of children. Here, each child does certain mental and physical work individually. Individual efforts are spent on this or that work. This emphasizes the need for an individual approach to children in the classroom.

An individual approach to GCD helps to reveal the child’s individuality, which is expressed in the nature of thought processes, memorization, attention, and the manifestation of initiative and creativity. When learning new material, everyone discovers different interests and uses their knowledge in different ways; as soon as learning begins to be based on an individual approach, silent, shy, withdrawn, indecisive children reveal qualities that were not noticed in them. First of all, they lose their silence, and subsequently become no less active than those who have always been very active. To overcome their reticence, the teacher, first of all, must win them over, make sure that they join the team and have comrades. Such children cannot be called first, but having called them, they must first ask questions about what they already know well, and gradually move on to new, more difficult material. During classes you should use gaming techniques, which also contribute to the development of activity, voluntary attention, overcoming indecision in timid, little active children. An individual approach to children who are slow to understand is very important. These children cannot be called stupid and lazy, they have a lot of positive things. They are attentive and neat, able to cope well with many everyday tasks. Such children are obedient, compliant, and good-natured. Such children include Sveta S. The girl is passive in class, but very efficient, loves to help adults, and is very friendly towards her peers.

In an individual approach to slow children, one should be patient, do not rush into an answer, and do not interrupt.

In classes on speech development, we must take into account not only the degree to which children have mastered the program material, but also their individual manifestations, determined by the characteristics of their temperament and character, reflected in their behavior. You can immediately identify children who actively participate in classes, show a keen interest in learning, and have a good command of speech. At the same time, children are noticeable who show indifference to classes, a reluctance to think, and usually their speech is poorly developed. Of course, in active children it is necessary to maintain and develop interest in classes, give them additional complicated tasks, and offer to correct the speech mistakes of their comrades.

Passive children are more often called upon, forced, to think about their answer, taught to think and turn to personal experience.

An individual approach is very important in classes visual arts. Some express themselves more fully and creatively in drawing, others in sculpting, and still others in carving. We must actively help the child, giving additional instructions, advice, being attentive to the manifestation of his initiative and invention.

So, we see that an individual approach is organically included in everyday life, pedagogical activity. The work of providing an individual approach to children is difficult; it requires both patience and endless creative exploration. But if it is the core of the general educational process, its effectiveness increases significantly.

• Shamis Vitaly Alexandrovich, Candidate of Sciences, Associate Professor, Associate Professor
• Omsk Humanitarian 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
• Comparison of programming languages ​​using the example of array sorting
• Assessment of the functional state of the neuromuscular system of basketball players 12-13 years old of various types of temperament

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 a child’s personality, respect for his uniqueness, the desire to understand his complex spiritual world, as well as on 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.

During development educational program, in accordance with the Federal State Educational Standard, one of the principles can be distinguished: 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 psychological characteristics personalities;
• Materially – technical specifications– group equipment and parental assistance;
• 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. While ensuring a high level of development of students, education can in no case 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 features 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 characters are alike. The character and habits of a child are influenced by living conditions, environment, and characteristics of family upbringing - 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, ossification of the skeleton, increase in 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;
• The relationship in the upbringing of a child, preschool teachers and the 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. Feeling of fear - 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 child’s characteristics 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 implementation of an individual approach to each child in the overall pedagogical work with all the children.

An individual approach to children should permeate the entire educational system: in routine moments, during a walk, in independent activities, we should not forget for a minute that the 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, a leading question is enough; 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 of 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
6. Dybina O.V. The unknown is nearby: experiences and experiments for preschoolers\-2nd ed., etc. - M.: TC Sfera, 2010.-192p.
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 preschool children. 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.–118 p.
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.
14. Practical psychology of education / I.V. Dubrovin [et al.], ed. I.V. Dubrovina. – St. Petersburg: Peter, 2004. – 592 p. – ISBN 5-94723-870-5
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.
16. Shamis V.A. PSYCHOLOGICAL ASPECTS OF ADVERTISING //Siberian Trade and Economic Journal. 2010. No. 10. P. 51-53.
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

In families where a “difficult” child is growing up, you can hear: “And who is he like? My daughter is completely different.
After all, they live in the same conditions, with the same parents, and the attitude towards them is the same..." This is where most often lies the main secret of such parental misfortune - the same attitude! Each child is a unique personality, i.e. a unique combination properties of temperament, character traits, characteristics of the mind, prevailing interests.

Is it possible to meet a person in the course of your life with a face exactly the same as your own? Even twins, who are as similar as two peas in a pod, have differences: in the oval of the face, the shape of the lips, eyebrows, nose, eyes. And the character of the twins is different in many ways.
Personality is not only character, but also characteristics of the mind, inclinations, temperament and even appearance. Some appearance traits make one feel touchy, suspicious, withdrawn, for example short stature, completeness, others can cause conceit, arrogance. A person's personality is unique in its individuality. Also, in a family, as many children as there are, there are as many personalities.

Precisely because they are necessarily different from each other in some way, the same environment, the same conversations, the same methods of educational influence leave a different imprint on them.
Unfortunately, a significant part of parents think very little about this. In addition, it is no secret that in the educational practice of many families, the means of influence on children are not distinguished by diversity, deeply thought-out content, depending on the behavior and personality characteristics of the child.

From the point of view of adults, the son or daughter behaves well: they have not done anything wrong either at school or at home, they have done something pleasant - they are given money for a movie, bought new clothes. They did something wrong, received unimportant grades, those around them complain about them - they are scolded for a long time, deprived of something, not given something, and in some places, in the old fashioned way, they take up the belt.

Meanwhile, the same good deed, as well as a bad one, can be caused by different motives - reasons related specifically to the personality characteristics of the child. For example, two children received D marks on a math test. But one does a lot of mathematics: it is difficult for him, and the other, capable, is lazy to study. Are these twos equivalent? Is it fair to express parental indignation in one form in such cases? Shyness and self-doubt are most often a manifestation of a person’s temperament, that is, a set of mental properties that manifests itself in the speed of the emergence of feelings, in their strength, as well as in the characteristics of activity.

The temperament of a melancholic person is characterized by strong feelings. In a melancholic person you can’t read the feelings on his face, you can’t catch them in his movements. Each type has its own advantages and disadvantages, inattention to which leads to serious mistakes in education. In younger children it is more difficult than in adults to determine which traits of which temperament are more pronounced. During childhood, cheerfulness, mobility, and the inability to restrain violent emotions are characteristic of almost all children. But one child, for example, having received a gift, shows his delight very violently: he spins, jumps, and then, after fiddling with the purchased toy for an hour, throws it away. The other one will only blush with excitement, thank you with a smile, but at the same time he will study with enthusiasm for a long time new game. Usually, parents who have quiet children are envious: they are less hassle and worry, they are more obedient. However, obedience is different from obedience. If he manifests conscious demands for his behavior, this is good. But if obedience is a consequence of internal lack of will and vital weakness, which happens in children with a pronounced phlegmatic temperament, this is already bad. From such children, if you do not pay attention to the development of strong-willed qualities, people can grow up who will not be masters of their destiny, who will not be able to realize all the possibilities of their personality, and therefore, be completely happy. So, since temperamental traits leave a peculiar imprint on the behavior of children, it means that we, adults, must take this into account. First of all, you need to know that temperament cannot be changed. Yes, this is not necessary. Parents face another task: to teach their child to manage their temperament.

The child is active, ardent in his feelings - an enthusiastic nature, in which life is in full swing, and has the natural capabilities to develop into an active, energetic “person with a spark.” However, adults need to strictly ensure that their son or daughter takes on as many tasks as they can handle, and that each job is not done hastily, and is completed to completion. Where little attention is paid to it, unpleasant traits of sanguine temperament begin to appear: the child grows up as a frivolous, fussy, frivolous, superficial person both in his work, and in his attitude towards others, and in his feelings.

Sanguine children, as well as choleric children, are very excitable, hot-tempered, loud, and impudent. Of course, adults are outraged by this, and they often begin to scream and get irritated, instead of forcing themselves to respond with restraint to the “ardent” behavior of their son or daughter and thereby switch the process of excitement to the process of inhibition. Maybe in such cases you need to leave, shut up, or suddenly start talking about something completely different, but in no case should you be an additional irritant.

Parents of boys and girls with pronounced traits of phlegmatic temperament have to engage them in active games, make friends with playful children, and give them more tasks.

Touchy, shy guys also require a special approach. The behavior of these children is affected by traits of melancholic temperament.

However, if a person receives temperament from birth, then character is acquired and can be changed under the influence environment, under the influence of upbringing. Temperament can be a very fertile ground for the formation of some character traits and make it difficult (if a person does not know how to manage it) to develop other qualities.

Already in preschool age, when character is just beginning to form, but its first manifestations are already evident to teachers, parents, and students. Hard work and laziness, activity and indifference to public affairs, kindness and greed, truthfulness, honesty and lies. Therefore, a correct, effective educational response to this or that behavior of children necessarily requires taking into account those character traits that caused it. Children need an individual approach depending on their age.

It is very important that in the form of communication the child feels respect for his personality.

Adults, when building relationships with children, must take into account age, temperament, and character traits. You need to know your child well, correctly understand his actions, interests, and foresee how, with whom and in what circumstances he will behave. It is easier for parents to solve this complex problem than for anyone else, because in everyday life family life many personality traits of a person are revealed most fully and diversely.