Pedagogical approach to education

Training, education and development are the main pedagogical processes. To manage these processes, the future teacher prepares himself at a pedagogical university. The process of education is the subject of study of didactics. An analysis of the essence of the upbringing process is a key element in the didactic preparation of a teacher. At the first superficial look at the process of education, we observe three of its components:

• •    educated;

• •    teacher (computer);

• •    parenting content.

However, such a superficial look does not give an idea of the essence of the process of education.

The essence of the studied phenomena and processes of the surrounding reality does not lie on the surface. The entity is not directly observable. At the same time, modern methodology requires that, when cognizing the phenomena and processes of the surrounding reality, we should not confine ourselves to a description of their external sides and signs, but strive to comprehend their essential deep characteristics.

The initial meaning of the word “upbringing” is determined by the root part of the word: “upbringing” is the feeding and nutrition of a child who is not fit for life and completely helpless at birth. In this meaning of the word, the upbringing process is also characteristic of animals - mammals “feed” their milk.

Today, the term “upbringing” has gone far from its original meaning; nevertheless, one cannot but admit that reliance on the semantic source remains to this day. "Nutrition", in its direct meaning, ensures the growth and functioning of the body. “Nutrition”, in its figurative sense, means the socialization of a small child, its entry into culture and the “assimilation” of what has been developed by culture.

Historically, various approaches to the consideration of this category have developed.

Characterizing the scope of a concept, many researchers identify the following aspects of the analysis of this concept:

• •    upbringing (in the broad social sense), including the impact on the personality of society as a whole (i.e., identifying upbringing with socialization), is considered as

a social, purposeful creation of conditions (material, spiritual, organizational) for human development;

• •    upbringing (in the narrow sense) - as a purposeful activity, designed to form a system of personality qualities, views and beliefs in children.

Parenting is often interpreted in an even more local sense - as a solution to a specific educational task (for example, the education of social activity, collectivism).

The principles of upbringing are general requirements that determine the upbringing process through norms, rules, and recommendations on the development, organization, and conduct of upbringing work. They reflect the idea of the essence of education, since the principles are formulated on the basis of the laws of pedagogical processes.

• 1.    The principle of the connection of education with life, the socio-cultural environment. This means that education must be built in accordance with the requirements of society, the prospect of its development, meet its needs. This finds expression in the fact that education has a targeted orientation. The principle requires the determination of educational goals, taking into account state and personal requirements.

• 2.    The principle of complexity, integrity, unity of all components of the educational process. It means organizing a multilateral pedagogical influence on a person through a system of goals, content, means of upbringing, taking into account all factors and aspects of the upbringing process.

• 3.    The principle of pedagogical guidance and independent activity, the activity of students. This requirement is based on the main law of personality development: a person develops in an active independent activity.

• 4.    The principle of humanism, respect for the personality of the child, combined with exactingness to him. It regulates the relations of teachers and pupils and suggests that these relations are built on trust, mutual respect, authority of the teacher, cooperation, love, goodwill.

• 5.    The principle of reliance on the positive in the personality of the child. It is connected with the previous one and requires the teacher to believe in positive results of upbringing, in the student’s desire to be better, support, develop this desire. For this there is a system of methods, means of education, personal qualities of a teacher, his professional skills.

• 6.    The principle of education in the team and through the team. One of the classical principles of Soviet pedagogy, it involves the organization of educational influences on the individual through collectivist relations and activities.

• 7.    The principle of accounting for age and individual characteristics of students. Teachers should know the typical age-related features and individual differences of schoolchildren, study them in accessible ways and in accordance with them choose certain means and methods of working with specific pupils.

• 8.    The principle of unity of action and requirements of the school, family and the public. Since upbringing is influenced by many factors, the most significant of which are the schoolchild's family and social institutions, the school, and the

teaching staff must ensure uniform and coordinated actions by all participants in the educational process.

Pedagogical science claims that all the principles of education are closely interrelated, reflect a holistic view of what education should be and how it should be organized. This is the scientific significance of the principles and their role in practice.