Description of the presentation Modern ped. theories and concepts of designing the pedagogical process using slides

Modern ped. theories and concepts of designing the pedagogical process S. V. Smirnova, Ph.D. , manager Department of Education and Personality Development

The modern pedagogical process is based on theories that have been formed and evolved over many centuries. Almost any modern theory of education, training and personal development “grows” from psychological and pedagogical ideas and concepts of the past.

From the past... The first attempts at scientific understanding of the pedagogical process were back in Ancient world. Thus, the views on education of Plato, Aristotle, Socrates, Democritus and other ancient Greek philosophers are widely known. Their ideas about the education of virtues are still relevant today. As the human sciences developed, pedagogical theory also developed, the various directions of which were distinguished by significant diversity. So, based on the ideas of J. -J. Rousseau formed a theory of free education, the main ideas of which are the non-violent formation of the child’s personality, the development of his natural inclinations. Completely different values form the basis of authoritarian education, which aims to develop obedience in the child, and the main means of education are threat, supervision, prohibition and punishment. In the 20th century In different countries, pedagogical systems are actively being developed, the center of which is the educational influence of the group on the individual (J. Dewey, L. Kohlberg, R. Steiner, etc.). In domestic pedagogy of the 1930s -1980s. The theory of individual education in a team became very popular (A. S. Makarenko, S. T. Shatsky, I. P. Ivanov, V. M. Korotov, etc.).

Modern basic theories of the pedagogical process As a rule, they represent a synthesis of not only pedagogical, but also philosophical, psychological, and natural science theories. Among the most well-known theories of education and personality development are pragmatism, neopositivism, neo-Thomism, and behaviorism. A common feature of these theories is their humanistic orientation, focus on educating a free, self-developing personality.

Pragmatic theory It is based on the philosophy of pragmatism (second half of the 19th - early 20th centuries), which recognizes practical benefit as the main value. In pedagogy, the ideas of pragmatic philosophy were most successfully implemented by J. Dewey (USA), who created the original educational system. The main provisions of the pragmatic theory of the pedagogical process: - education as an adaptation to life, the connection between teaching and upbringing, school and life; — reliance in the educational process on children’s own activity, encouragement and development of their independence; - practical orientation and usefulness of the activities performed by children in the pedagogical process; — the content of education should be completely determined by the interests of the child. The main drawback of this theory was the neglect of systematic knowledge, which in the 1960s. led to a crisis in the American school system.

Neopragmatic theory In the 1970s, pedagogical pragmatism was transformed into the theory of education and personality development, the essence of which boils down to the self-affirmation of the individual and strengthens the individualistic orientation of the pedagogical process. The ideas of such outstanding figures of neo-pragmatism as A. Maslow, K. Rogers, A. Combs and others formed the theoretical basis of modern humanistic pedagogy. However, in neo-pragmatism, according to I. P. Podlasy, there is a serious drawback: the complete absence of restrictions in personal development in practice often results in the individual’s inability to take into account other people.

Neopositivism (“new positivism” or new humanism) is a philosophical and pedagogical direction that tries to comprehend the phenomena caused by the scientific and technological revolution. This direction was formed on the basis of the ethical ideas of Plato, Aristotle, and Kant. The main provisions of the pedagogy of neopositivism (J. Wilson, L. Kohlberg, etc.): - rejection of established ideologies in education, the formation of rational thinking in the child; — humanization of the education system, the establishment of subject-subject relationships between teacher and student; — creating conditions for the free development of personality, refusing to manipulate the child’s behavior.

Existentialism. . Existentialism recognizes personality as the highest value of the world and proclaims the uniqueness of each person. A person is in a hostile social environment that seeks to make all people the same, so he is forced to resist it in order to preserve his uniqueness. The existentialist direction in pedagogy is represented by many schools and is distinguished by a wide variety of approaches. A common feature of existential concepts of education is distrust in the possibilities of pedagogical management of the development of a child’s personality (G. Marcel, W. Barrett, J. Kneller, etc.). The role of the teacher, according to representatives of existential pedagogy, is, first of all, to create conditions for the child in which he could develop freely.

Neo-Thomism is a religious and philosophical doctrine, named after the Catholic theologian and thinker Thomas (Thomas) Aquinas (XIII century). The main position of neo-Thomism is the dual nature of man as the unity of his “material and spiritual essences”. The pedagogy of neo-Thomism (J. Maritain, W. McGucken, M. Casotti, etc.) affirms Christian and universal values in education (cultivating kindness, humanism, honesty, love for one’s neighbor, etc.). Neo-Thomism is not widespread in Russia, but this theory is very popular in countries where a significant part of schools is traditionally supervised by the Roman Catholic Church (for example, in Latin American countries).

Behaviorism According to this theory, the purposeful formation and development of personality should be based on the latest achievements of the human sciences. Classical behaviorism (J. Watson) enriched pedagogical science with the concept of the dependence of the reaction (behavior) on the stimulus (“stimulus → reaction”) Behaviorism makes an important contribution to the rational organization of the pedagogical process, to the development modern techniques and technology (one of the promising applied developments of behaviorists is programmed learning). As important tasks of education modern man Behaviorists highlight the formation of a scientific worldview, rational thinking, organization, discipline, and entrepreneurship. An important place in the organization of the pedagogical process is given to psychological and pedagogical diagnostics and the use of electronic computer technology for processing diagnostic data.

Today... The historical development of the teaching profession has led to the differentiation, and sometimes to the opposition, of the main pedagogical processes: teaching and upbringing. However, the idea that “the teacher teaches and the educator educates” is erroneous. In the pedagogical process, the formation and development of personality occurs, which is a holistic entity. The integrity of the student’s personality objectively requires the integrity of the processes influencing it. The development of the theory of an integral pedagogical process in the post-Soviet period is associated primarily with the scientific school of V. A. Slastenin.

A holistic pedagogical process is highest level development of the pedagogical process, which is characterized by the unity and harmonious interaction of all its components. In terms of content, the integrity of the pedagogical process is realized by reflecting in the purpose and content of education the relationship of four elements: knowledge - theoretical information containing in a generalized and systematized form the experience accumulated by humanity (including knowledge about methods of action); skills and abilities that represent experience in applying knowledge in actions using ready-made algorithms; experience of creative activity - experience of actions in new situations when the algorithm is not known in advance; experience of emotional-value and volitional attitude towards the world around us. In the interrelation of these elements, the unity of the main functions of the pedagogical process is realized: educational, developmental and educational.

The variety of approaches to the essence, content and organization of the pedagogical process, created over centuries of development of pedagogical thought, is reflected in modern basic theories of the pedagogical process.

The learning process is based on psychological and pedagogical concepts, which are often also called didactic systems. The didactic system is a set of elements that form a single integral structure and serve to achieve learning goals. Three didactic concepts can be distinguished: traditional, pedocentric and modern didactic systems.

In the traditional education system, the dominant role is played by teaching and the activities of the teacher. It consists of the didactic concepts of such teachers as J. Komensky, I. Pestalozzi. The structure of training traditionally consists of four stages: presentation, understanding, generalization, application. The logic of the learning process consists of moving from the presentation of material through explanation to understanding, generalization, and application of knowledge. By the beginning of the 20th century, this system was criticized for its authoritarianism, bookishness, isolation from the needs and interests of the child and from life, for the fact that such a teaching system only transfers ready-made knowledge to the child, but does not contribute to the development of thinking, activity, creativity, and suppresses the independence of the student . Therefore, at the beginning of the 20th century, new approaches were born.

In the pedocentric concept the main role allocated to the child's activities. This approach is based on the system of the American educator D. Dewey and the labor school of G. Kershenstein. The concept is called “pedocentric” because Dewey proposed building the learning process based on the needs, interests and abilities of the child, trying to develop mental capacity and various skills of children, teaching them in a “school of work and life,” when learning is independent, natural, spontaneous, and students gain knowledge in the course of their spontaneous activity, i.e. “learning through doing.”

The modern didactic system proceeds from the fact that both sides - teaching and learning - constitute the learning process. The modern didactic concept is created by such areas as programmed, problem-based learning, developmental learning (P. Galperin, L. Zankov, V. Davydov), pedagogical technology, and cooperation pedagogy.

Three groups of principles of education: - a group of principles that defines the requirements for the goals and content of education (the principle of the humanistic orientation of education on the development of the individual; the focus of education on the development of culture, values of society, norms of behavior; the connection of education with life and work) - value-substantive principles; - a group of principles that defines the requirements for methods of education (the principle of education in activity; education based on the activity of the individual; education in a team and through a team; a combination of pedagogical leadership with the initiative and initiative of the students; respect for the students in combination with demandingness towards them; education with relying on the positive qualities of a person) – pedagogical principles; - a group of principles that define some social and psychological conditions that ensure the process of education (the principle of taking into account age and individual characteristics; the unity of the requirements of kindergarten, school, and the public) - sociopsychological principles.

Functions of pedagogy Pedagogical science performs the same functions as any other scientific discipline: description, explanation, prediction of the phenomena of reality that it studies, as well as their transformation. The general theoretical function of pedagogical science is the theoretical analysis of the laws of the pedagogical process. Science describes pedagogical facts, phenomena, processes, explains by what laws, under what conditions, why they occur, and draws conclusions. The prognostic function of pedagogy consists in a reasonable prediction of the development of pedagogical reality (what, for example, the school of the future will be like, how the student population will change, etc.). Based on a scientifically based forecast, more confident planning becomes possible. In the field of education, the significance of scientific forecasts is extremely great, because by its nature, education is directed to the future. The practical (transformational, applied) function of pedagogy is that, on the basis of fundamental knowledge, pedagogical practice is improved, new methods, means, forms, systems of teaching and upbringing are developed. Management of educational structures.

System of pedagogical sciences I. General pedagogy - This is a basic scientific discipline that studies the general laws of human upbringing and training, developing the foundations of the educational process in educational institutions of all types and types. General pedagogy contains four large sections. In recent decades, the volume of material in these sections has increased so much that they began to be distinguished as separate independent scientific disciplines: 1. General fundamentals of pedagogy 2. Theory of learning (didactics) 3. Theory of education 4. Management of educational systems

II. Age-related pedagogy is a special group of pedagogical sciences that studies the specifics of educational activities within certain age groups. It is customary to include in age-related pedagogy: 1. Pre-school (nursery) pedagogy 2. Preschool pedagogy 3. School pedagogy 4. Pedagogy of adults and andragogy 5. Pedagogy of vocational and technical education 6. Pedagogy of secondary specialized institutions 7. Pedagogy of higher education educational institutions

III. Special pedagogy (correctional pedagogy, defectology) is a science that studies the patterns of education and training of people with physical and mental disabilities. Defectology includes the following scientific disciplines: 1. Pedagogy of the deaf is a science that studies the patterns of teaching and upbringing of hearing-impaired and deaf children. 2. Typhlopedagogy is a science that studies the patterns of teaching and raising blind and visually impaired children. 3. Oligophrenopedagogy is a science that studies the patterns of training and education of mentally retarded children. 4. Speech therapy is a science that studies speech development disorders, as well as ways to overcome and prevent them. IV. Particular (subject) methods are a special group of pedagogical sciences that study the patterns of teaching and learning specific academic disciplines in all types of educational institutions. V. History of pedagogy is a science that studies the emergence and development of teaching and educational practice, pedagogical theories, general and particular methodological concepts in various historical eras and periods. Knowledge of the history of pedagogy is necessary in order to better understand the issues currently being addressed.

The following branches of pedagogy have been brought to life and have recently taken shape by social needs: 1. Comparative pedagogy is a science that deals with the analysis and comparison of education in different countries. 2. Industry pedagogy: 1. Military, 2. Sports, 3. Industrial, 4. Engineering, 5. Theater, 6. Museum, etc. 3. Ethnopedagogy is a science that studies the characteristics of the educational process in various ethnic groups. 4. Family pedagogy. 5. Philosophy of education. 6. Social pedagogy, etc.

Continuity and continuity of educational programs at various levels ◦ What is lifelong education? ◦ Lifelong education ◦ Pedagogy and Andragogy ◦ Educational programs Principles of pedagogy: The principle of conformity to nature - build the pedagogical process according to the age and individual characteristics of students; - to know the zones of proximal development that determine the capabilities of students, to rely on them in the case of organizing educational relations; -direct the pedagogical process towards the formation of self-education, self-education, self-training.

Principles of pedagogy: The principle of humanization is the humanization of relationships between students and with teachers, when the pedagogical process is based on full recognition of the student’s civil rights and respect for him. The principle of integrity is the achievement of unity and interconnection of all components of the pedagogical process. The principle of democratization is providing participants in the pedagogical process with some freedoms for self-development, self-regulation and self-determination, self-training and self-education. The principle of cultural conformity is the maximum use of the culture of the environment (culture of a nation, country, region) in upbringing and education.

Principles of andragogy: According to the principles of andragogy, the adult learner plays a leading role in the learning process. Being a mature personality, he sets specific learning goals and strives for independence, self-realization, and self-government. Andragogy implements the oldest formula of learning - we study not for school, but for life. The principle of priority of independent learning. This principle provides an opportunity for an adult to slowly become familiar with educational materials, memorizing terms, concepts, classifications, understanding processes and technologies for their implementation. Modern distance learning provides significant assistance in this.

The principle of joint activity of the student with classmates and the teacher during preparation and during the learning process. The principle of using the existing positive life experience (primarily social and professional), practical knowledge, skills and abilities of the student as a basis for learning and a source of formalization of new knowledge. This principle is based on active teaching methods that stimulate the creative work of students. On the other hand, attention should be paid to individual work - writing works such as abstracts, cases, creating methodological diagrams and descriptions. The principle of electivity of learning. It means providing the student with freedom to choose goals, content, forms, methods, sources, means, timing, time, place of training, and assessment of learning results.

The principle of correcting outdated experience and personal attitudes that impede the development of new knowledge. Both professional and social experience can be used, which conflicts with the requirements of the time and with corporate goals. For example, a highly qualified specialist may be inclined to work individually, to hide personal knowledge, and to reject new things, seeing them as a threat to his personal well-being. In such cases, conversations are necessary, convincing of the inconsistency of the usual, the formation of new points of view, the disclosure of new perspectives, etc., i.e. educational activities. The principle of an individual approach to learning is an assessment of the student’s personality, analysis of his professional activities, social status and the nature of relationships in the team.

The principle of reflexivity. This principle is based on the learner's conscious attitude towards learning, which, in turn, is a major part of the learner's self-motivation. The principle of relevance of learning results to the practical activities of the student. The principle of systematic training. It lies in the correspondence of the goals and content of training to its forms, methods, means of teaching and evaluation of results. The principle of updating learning results (their rapid use in practice). The principle of student development. Training should be aimed at improving the individual, creating the ability to self-learn, and comprehend new things in the process of a person’s practical activities.

Continuity and continuity of educational programs (FZ-273) The education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, practical experience when receiving education . Continuity and succession presuppose the development and adoption of a unified system of goals and content of education throughout the entire course of education from kindergarten to prof. training. General education system (preschool, primary, basic, secondary), + vocational + additional Additional education children and adults implements additional general education programs (divided into general developmental and pre-professional programs) Additional vocational education is carried out through the implementation of additional professional programs (advanced training and professional retraining).

The concept of methodology and methodological principles of pedagogy Methodology is “a system of principles and methods of organizing and constructing theoretical and practical activities.” One of the main methodological principles is the system approach, the essence of which is that relatively independent components are considered not in isolation, but in their interrelation, in a system with others. The personal approach in pedagogy affirms ideas about the social, active and creative essence of man as an individual. Activity approach. It has been established that activity is the basis, means and decisive condition for personal development. This fact necessitates the implementation in pedagogical research and practice of an activity approach closely related to the personal.

The polysubjective (dialogical) approach follows from the fact that the essence of a person is much richer, more versatile and more complex than his activities. It is not exhausted by it, cannot be reduced to it and identified with it. The culturological approach as a concrete scientific methodology for cognition and transformation of pedagogical reality is based on axiology - the doctrine of values and the value structure of the world. Ethnopedagogical approach. A child lives and studies in a specific sociocultural environment and belongs to a specific ethnic group. The anthropological approach was first developed and substantiated by K. D. Ushinsky. In his understanding, this is the systematic use of data from all human sciences and their consideration in the construction and implementation of the pedagogical process. Axiological (value) approach to the study of pedagogical phenomena. A person is constantly in a situation of ideological (political, moral, aesthetic, etc.) assessment of current events, setting tasks, searching for and making decisions and their implementation.

Ideas of humanism as the basis of modern pedagogy The humanistic worldview as a generalized system of views, beliefs, and ideals is built around one center - man. If humanism is the basis of a system of certain views on the world, then it is man who turns out to be the system-forming factor, the core of the humanistic worldview. Moreover, his attitude contains not only an assessment of the world as an objective reality, but also an assessment of his place in the surrounding reality. Consequently, it is in the humanistic worldview that diverse attitudes towards man, towards society, towards spiritual values, towards activity, i.e., essentially, towards the whole world as a whole, find their expression.

Socialization and education. The essence of socialization Education is part of the socialization process and is considered as purposeful and consciously controlled socialization (family, religious, school education). Education acts as a unique mechanism for accelerating the process of socialization. With the help of education, the negative consequences of socialization are overcome or weakened, and it is given a humanistic orientation. Classification of socialization factors according to A. V. Mudrik. He identified the main factors of socialization, combining them into three groups: - macrofactors that influence the socialization of all inhabitants of the planet or very large groups of people living in certain countries (space, planet, world, country, society, state);

— mesofactors — conditions for the socialization of large groups of people identified by nationality (ethnic group); by location and type of settlement (region, village, city, town); by belonging to the audience of certain media (radio, television, cinema, etc.); - microfactors - social groups that have a direct impact on specific people (family, peer groups, microsociety, organizations in which social education, - educational, professional, social, etc.).

An essential factor of socialization is the type of settlement in which today's children, adolescents, young men, and adults live. The most typical settlements in Russia are cities and villages (villages), towns. City dwellers and villagers have different lifestyles. Differences in the socio-economic, socio-psychological, cultural and natural living conditions of the city and the village are real prerequisites for the emergence of unique features in the behavior of their residents. These features must be taken into account in educational theory and practice.

The social status of the family as an institution of socialization has been defined long ago and unambiguously: to be the basic factor of socialization. The most accepted definition of a family is to characterize it as a community based on family activities connected by the ties of marriage and parenthood. Sociologists believe that in the 20th century. there was an “interception” of family functions, i.e. the family appropriated to itself a number of functions of other social institutions (educational, legal, service, leisure, etc.). Thus, the nonspecific functions of the family are: accumulation and transfer of property and status, organization of production and consumption, housekeeping; organization of leisure activities related to caring for the health and well-being of family members, a microclimate that helps relieve stress, and the development of each family member.

Nonspecific functions of the family can change dramatically at different historical stages, narrowing, expanding, modifying or even disappearing. The family as an institution of socialization has undergone and continues to undergo significant changes. Therefore, when characterizing a family, they indicate which model it corresponds to - traditional or modern. Traditional families have a family type of organization, while modern families prefer economic and personal interests to the values of the clan.

An indispensable condition for the socialization of a child is his communication with peers, which develops in such small groups as kindergarten groups, school classes, various informal children's and junior associations. Each small group has its own unique “mosaic” of interpersonal relationships. However, no matter how small groups differ from each other in interpersonal relationships, they always bear the influence of behavioral stereotypes, norms, communication characteristics, and “language” inherent in large social groups.

Pedagogical interaction Modern pedagogy is changing its guiding principles. The active one-sided influence adopted in authoritarian pedagogy is replaced by interaction, which is based on the joint activity of teachers and students. Its main parameters are relationship, mutual acceptance, support, trust. The most important characteristic of the personal side of pedagogical interaction is the ability to influence each other and make real transformations not only in the cognitive, emotional-volitional, but also in the personal sphere. The humanistic technology of pedagogical interaction recognizes communication as the most important condition and means of personal development. The style of pedagogical communication refers to the individual typological features of the interaction between the teacher and students; the existing nature of the relationship between the teacher and students; creative individuality of the teacher; characteristics of students. A generally accepted classification of pedagogical communication styles is their division into authoritarian, democratic and permissive.

Ways to improve interpersonal relationships. The following conditions contribute to improving interpersonal relationships: - setting immediate pedagogical goals in working with each student; — creating an atmosphere of mutual goodwill and mutual assistance; — introducing into the lives of children positive factors that expand the scale of values recognized by them and enhance respect for universal human values; — the teacher’s use of information about the structure of the team, about the personal qualities of students occupying different positions in the class; - organizing joint activities that enhance children’s contacts and create common emotional experiences; — providing assistance to the student in completing educational and other tasks, a fair, equal attitude towards all students and an objective assessment regardless of already established interpersonal relationships, assessing success not only in educational activities, but also in other types of it; — organization of collective games and other events that allow the student to express himself positively, from an unfamiliar side; — taking into account the specifics of the group to which the student belongs, its attitudes, aspirations, interests, and value orientations.

State-public management of one of the distinctive features The development of the modern education system is the transition from state to state-public management of education. The main idea of state-public education management is to combine the efforts of the state and society in solving educational problems, to provide teachers, students, and parents with more rights and freedoms in choosing the content, forms and methods of organizing the educational process, in choosing different types of educational institutions. A person’s choice of rights and freedoms makes a person not only an object of education, but also its active subject, independently determining his choice from a wide range of educational programs, educational institutions, and types of relationships. The state nature of education management is also manifested in the observance by governing bodies of state guarantees of the rights of Russian citizens to education, regardless of race, nationality, language, gender, age, health status, social, property and official status, social origin, place of residence, attitude to religion, beliefs .

From the history of the State Educational Institution The phrase “state-public management” as a generally significant category of pedagogy in our country received its recognition in 1988, after the February Plenum of the CPSU Central Committee, which indicated the advisability of creating public councils in schools and vocational schools from among teaching staff, students, their parents, representatives of production teams of the public. Having basically adopted the Concept of General Secondary Education and the Regulations on Secondary School, the All-Union Congress of Public Education Workers (December 1988) noted that the priority direction for restructuring education was the creation of a state-public system for managing educational institutions.

Historical Forms of State-Public Management of Education Trusteeship. The introduction of state trusteeship of education occurred according to the Decree of 1804, when Russia was divided into six educational districts, at the head of each of which a trustee was appointed. The position of trustee was state-owned, strictly regulated, and its performance was not of the nature of voluntary public participation. The boards of trustees discussed the functioning of educational institutions in the district and their financial support, examined cases of official misconduct, approved the appointment of teachers and educators to positions, and much more. State participation in the creation of a system of guardianship and charity in Russia made it possible to develop and widely apply a mechanism for the voluntary participation of citizens of all classes in solving educational problems, created a favorable atmosphere of cooperation in this area, at the same time, demonstrating its appreciation and support for civil initiative. During the Soviet period, guardianship was partially replaced by patronage of educational institutions of industrial enterprises, military units and organizations; these actions were regulated by Decrees and Regulations issued in 1958 and 1984.

Historical Forms of State Educational Institutions School self-government and co-government. Ideas about the possibility of self-government in gymnasiums in the form of maintaining order in the classroom were expressed by M. V. Lomonosov. Elements of school self-government and co-government were manifested in educational institutions in Russia at the end of the 19th – beginning of the 20th centuries in the activities of private gymnasiums, commercial schools, “new schools”, and in institutions created by S. T. Shatsky and other progressive teachers. The main condition for the development of school self-government is the creation in an educational institution of a team of all participants in the pedagogical process in a given school. The process of democratization of the Soviet school in the 20s of the 20th century put forward the idea of a self-governing school. At correct positioning In children's self-government, the role of the educator is gradually decreasing; from the external influence of teachers and educators in organizing self-government, it shifts to the internal processes of self-development of students. Self-government arises as a result of the activities of schoolchildren themselves, their initiative, and gradually it becomes the basis of all children's lives. The practical implementation of these provisions was the activities of the school-commune named after F. M. Dostoevsky (SHKID), the institutions in which A. S. Makarenko worked, the experimental demonstration institutions of the People's Commissariat for Education, etc. School self-government, later, after 1931, lost its educational meaning, it becomes a small part of service work at school or a “game of management”, simulating the participation of children in managing the school.

From the history of the State Educational Institution Federal Law “On Education” of 1993: Article 35 “Government Administration.” and municipal educational institutions": 2. Management of state and municipal educational institutions is based on the principles of unity of command and collegiality. The forms of self-government of an educational institution are the council of the educational institution, the board of trustees, the general meeting, the pedagogical council and other forms. The procedure for electing self-government bodies of an educational institution and their competence are determined by the charter of the educational institution. 3. Direct management of a state or municipal educational institution is carried out by a head, director, rector or other manager (administrator) of the relevant educational institution who has passed the appropriate certification.

From the history of the State Educational Institution Decree of the President of the Russian Federation dated August 31, 99 No. 1134 “On additional measures to support educational institutions in the Russian Federation” was adopted in order to develop state-public forms of management in the field of education and additionally attract extra-budgetary financial resources to support the activities of educational institutions; Government Decree dated 10.12.99 No. 1379 “On approval of the approximate regulations on the Board of Trustees of the educational institution” in execution of Presidential Decree dated 31.08.99 No. 1134; The concept of modernization of Russian education for the period until 2010 declares that “. . . in modern conditions, education can no longer remain in a state of internal isolation and self-sufficiency. . . ; National project "Education"

From the history of the State Educational Institution in 2002 - within the framework of the Federal Professional Educational Institution, a search was carried out for effective models of public participation in school management. 2005 - educational programs and educational and methodological complexes for members of school Governing Councils were developed and tested in 6 regions of Russia. 2006 - a project was implemented to prepare for a wider and more widespread introduction of Governing Council models and training for school governors.

From the history of the State Educational Institution MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION LETTER dated April 27, 2004 N AF-144 ON SUPPORTING THE INITIATIVE OF OU, EDUCATIONAL MANAGEMENT BODIES FOR THEIR APPROBATION OF THE MODEL OF GOVERNING BOARDS OF OU Ministry of Education and Science Russian Federation believes that strengthening public participation in the management of educational institutions is one of the most important directions for the development of Russian education. In order to develop the democratic, state-public nature of the management of educational institutions in the general education system, to widely involve representatives of the professional teaching community, parents (legal representatives) of students, graduates of educational institutions and representatives of the local public in the management of educational institutions, I ask you to support the initiative of general educational institutions and municipal authorities education management on their testing of the model of governing councils of educational institutions. The Ministry of Education and Science of the Russian Federation will provide appropriate legal, methodological and organizational assistance to educational authorities and educational institutions in their work.

From the history of the state educational institution Instructive letter of the Ministry of Education of the Russian Federation dated May 14, 2004 N 14 -51 -131/13 (standard provision on the Governing Council) “The Governing Council of the educational institution is a collegial body of school self-government that has the powers determined by the school Charter to resolve issues functioning and development of the institution."

From the history of the State Educational Institution in 2006, PNGO competitions established as a necessary requirement for schools the presence of a state public administration body and a public report. 2007 - within the framework of PNPO, on a competitive basis, state support is provided to the constituent entities of the Russian Federation implementing CPMO. One of the directions is GOU. 2008 -2009 — within the framework of the Comprehensive Project for the Modernization of Education (CPME), Monitoring of regional education systems has been announced. The project was implemented on a competitive basis in 10 regions of the Russian Federation.

From the history of the State Educational Institution “Main Directions of Activities of the Government of the Russian Federation for the Period until 2012” dated November 17, 2008 No. 1663-r: “...Widespread introduction of public and state forms of management in the general education system will be ensured, the creation of self-government councils in all educational institutions (governing councils). They will have the right to influence the distribution of the incentive part of the institution’s wage fund depending on the performance of each teacher and school management. By 2012, governing councils will operate in all general education institutions. It is necessary to introduce a system of public reporting of organizations implementing educational programs of general education, and create mechanisms for social and professional examination of educational programs.”

Federal Law “On Education in the Russian Federation” Article 26. Management of an educational organization 2. Management of an educational organization is carried out on the basis of a combination of the principles of unity of command and collegiality. 4. B educational organization collegial governing bodies are formed, which include a general meeting (conference) of employees of an educational organization (in a professional educational organization and an educational organization of higher education - a general meeting (conference) of employees and students of an educational organization), a pedagogical council (in an educational organization of higher education - an academic council ), and also a board of trustees, a management board, a supervisory board and other collegial governing bodies provided for by the charter of the relevant educational organization can be formed.

Principles of GOU Democratization and humanization of management of educational systems; Systematicity and integrity in management; Unity of unity of command and collegiality in management; Objectivity and completeness of information in the management of educational systems

Basic features of public management. The public nature of management of the education system is manifested in the fact that, along with state authorities, public bodies are created, which include representatives of teaching and student teams, parents and the public. Their participation in management creates real prerequisites for creating a creative atmosphere and a positive psychological climate in the school staff. The real embodiment of the public nature of educational management is the activity of the collective governing body - the school council.

Interaction of social institutions in the management of educational systems The school is the most important social institution that professionally carries out the education of children. Therefore, it can be considered as an organizing center for joint activities various kinds educational institutions, families and the public on raising children. Among the social institutions with which the school interacts, priority undoubtedly belongs to the family.

In the interaction between school and family, mistakes can be made that significantly reduce its effectiveness: Inconsistency between the actions of family and school. Episodic nature of contacts. Section "spheres of influence". Sometimes parents are convinced that their task is to ensure the material well-being of the child, and the school should educate him. On the other hand, a number of teachers believe that the task of the school is to give children knowledge, and caring for the upbringing of children is a family matter. As a result, a space appears in the child’s life free from the educational influences of both family and school. The system of “guidance” as the basis for interaction, total control, unjustified interference in the life of the family by the school and in the activities of the school by the family. In this case, both teachers and parents are convinced that only they know how to raise a child. The former refer to their pedagogical education, the latter to the fact that no one knows their child better than them. Pedagogical pessimism. In this case, teachers are convinced that the school cannot overcome the negative influence of the family. Therefore, any attempts to work together with the family are considered as doomed to failure.

The formation of a humanitarian atmosphere of education will be helped by the implementation of the following recommendations on conflict-free communication teachers with the student’s parents: do not blame parents for the shortcomings in their child’s behavior and learning, but seek information about the reasons for such behavior; do not start with negative information, but look for even the slightest positive facts to start a conversation; do not give negative characteristics of the child, but show the immediate prospects for his improvement; do not compare with other children or families, but show the dynamics of changes in the child himself; do not demand that parents take action, but advise or recommend certain actions to them (sometimes ask for them); do not get irritated in response to complaints from parents, but specify their criticism towards you, listen to their wishes; not one’s own authority (satisfying ambitions), but the development of the child should be the focus of attention when the teacher interacts with parents. Interaction between family and school on a constructive basis creates favorable conditions for the socialization of the child.

Methodological foundations of preschool pedagogy.

Pedagogical methodology is a system of knowledge about the starting points of pedagogical theory, about the principles of considering pedagogical phenomena and methods for their research, about ways to introduce acquired knowledge into the practice of upbringing, training and education.

The methodological foundations of preschool pedagogy reflect modern level of philosophy of education. _______________

AXIOLOGICAL APPROACH	Determination of the totality of acquired values in human education, upbringing and self-development.
In relation to the development of preschool children, these are the values of health, culture (communicative, psychosexual, ethnic, legal), the value of knowledge, the joy of communication, play, and work. These are enduring values when raising children.	CULTURAL APPROACH

It was substantiated in the works of A. Disterweg and developed in the works of K. D. Ushinsky. Taking into account the conditions of the place and time in which a person was born and lives, the specifics of his immediate environment and the historical past of the country, city, region, and the basic value orientations of the people. Dialogue of cultures is the basis for introducing children to the traditions, customs, norms and rules of communication of their place of residence.	SYSTEMS APPROACH
A system is an ordered set of interconnected elements and relationships between them that create a single whole. The pedagogical system (PSE) is considered as a set of educational goals, subjects of the pedagogical process (educators, children, parents), educational content (system of knowledge, abilities, skills, experience of creative activity and experience of emotional-volitional relationship), methods and forms of organizing the pedagogical process, material base (funds).	ACTIVITY APPROACH Determines the special place of leading activities that provide the opportunity to realize the various needs of the child, awareness of oneself as a subject (S. L. Rubinshtein, L. S. Vygotsky, A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.) . Play is of great importance in the development of a child as a leading activity, creative in nature, independent in organization and emotionally attractive for expressing oneself “here and now.” In Federal State Educational Standards to OOP preschool education.
children's activities are listed: motor, communicative, productive, cognitive-research, labor, musical and artistic, reading	fiction
ACTIVITY-CREATIVE APPROACH	Development of the child’s requests, desires, interests, and inclinations. Preference is given to a humane, democratic (helping) style of education.
The meaning of the pedagogical position is support: an adult helps only what is already available, but has not yet reached the proper level, i.e. development of child independence.	SYNERGIC APPROACH

Consideration of each participant in the educational process (pupils, teachers, parents) as subjects of a self-developing subsystem.Each subject has the potential for a transition from development to self-development and self-improvement. The child is capable of self-organization and constantfeedback from the teacher (for example, during the lesson the teacher with the helpuh

yu questions determines how much the previous material has been mastered, and subsequent explanationdepends on the results of assimilation).Methodological approaches to preschool pedagogy determine the posture

ici yu of the teacher, his attitude towards the child’s personality, understanding of his own role in the upbringing and teaching of children. From point of view

humanistic concept a person is considered as a person, an individual, possessing freedom, responsibility, and the need for creative transformation of himself and the environment. These ideas are directly reflected in the field of preschool education. The child is considered as a subject, i.e. carrier of subject-practical activity and cognition. Thus, education is not just the transfer from the previous generation to the subsequent generation of social experience of activities and relationships, but also

formation of subjective properties,

which allow each subsequent generation to enrich and build on this experience. Modern pedagogical theories and concepts of education and development of a preschool child Pedagogical theory is a system of knowledge that describes and explains a strictly defined range of pedagogical phenomena, the structural elements of which are ideas

(starting points),

concepts; laws and patterns, principles, rules, recommendations.

A pedagogical concept is a system of ideas, conclusions about the patterns and essence of the pedagogical process, the principles of its organization and methods of implementation.

The following concepts of childhood are identified as methodological guidelines in modern preschool pedagogy.

The concept of the Nature of childhood is considered in the context

Childhood is considered as a socio-psychological phenomenon in human life, as a necessary condition for an individual to acquire human ways of satisfying organic, social, spiritual needs, and mastering human culture.

The role of an adult is to assist the child in mastering his native language, practical actions, and culture.

Concept by D. I. Feldshtein	Childhood is a special phenomenon of the social world. Functionally, childhood is a necessary state in the system of social development, the state of the process of maturation of the younger generation, preparation for the reproduction of the future society. In essence, childhood is a process of constant physical growth, the accumulation of mental new formations, defining oneself in the world around us, one’s own self-organization in ever-expanding and increasingly complex contacts and interactions with adults and other children.
Essentially, childhood is a special state of social development, when biological patterns associated with	age-related changes
the child, significantly manifest their action, “submitting” to an increasing degree to the regulating and determining action of the social.	Concept by Sh. A. Amonashvili
Childhood is defined as boundlessness and uniqueness, as a special mission for oneself and for people. A child is endowed by nature with a unique individual combination of capabilities and abilities. An adult must help him grow up, create conditions of kindness and care, and then the child, becoming an adult, will bring joy to the people around him.	The special role of play in childhood is emphasized. In play, the child is active, he fantasizes, imagines, creates, experiences, creating images that emerge in consciousness and which serve as a means of expressing the emotional sphere, and the game itself serves the purpose of the physical and mental expression of the child’s feelings.

Pedagogical theories are divided into global and specific, generated by the demands of real educational reality.

Modern domestic pedagogical theories cover individual local areas of child development and are based on modern data scientific research, summarize the results of the authors’ work over many years on a particular problem. For example, theory of familiarizing preschoolers with social reality was developed by Doctor of Pedagogical Sciences, Professor S. A. Kozlova. The author has developed a technology that helps solve in practice the most pressing and most labor-intensive task - the socialization of preschool children, which is reflected in the additional program “I am a man.”

The author substantiates the point of view according to which the social development of children is based on knowledge about the environment, which performs a regulatory function in the child’s behavior. The development of children's cognitive activity using a set of methods, including modeling, contributes to the accumulation of knowledge. It is necessary, according to S. A. Kozlova, to correct the social experience of children acquired spontaneously, to form a moral character through the development of collective relationships, patriotic feelings, and a positive attitude towards others. The author equips teachers with technology pedagogical work in this area, the social development of the child.

L. M. Klarina substantiated the cognitive (cognitive) model of preschool child development. The author focuses on creating conditions conducive to children's mastery of the means and methods of cognition and description of reality. Such means for a child are primarily sensory standards.

L. M. Klarina traces the path of cognitive development of preschool children. She argues that the content of cognition should lie in the sphere of the child’s subjective experience and be interesting for a preschooler. In this regard, the author designates the child’s spheres of cognition (“Nature”, “Man-made world”, “Other people”, “Myself”). Integration is proposed as a principle for organizing cognitive activity: the relationship between fundamental and applied fields cognitive development, a combination of personal and theoretical experience, designing themes that are the core of the child-adult community. L. M. Klarina advocates a person-oriented approach to educational and cognitive activities, dialogization of communication, increasing the child’s subjective position in cognitive activities, and the development of subject-subject relationships (interaction, cooperation, complicity). The interaction of an adult, in the author’s opinion, should be developmental in nature, include recording success at all stages of cognition, pedagogical accompaniment of the child’s actions, reflections, conjectures, the development of intellectual emotions in children (the joy of learning, surprise, reflection, etc.).

Using different motivations;

Differentiation and individualization of cognitive tasks;

Application of various types of training, their integration;

Expansion of assessment types;

Engagement modern technologies

T. A. Kulikova substantiated the subject and tasks of family pedagogy, gave a detailed description of the modern family, examined the concept of “educational potential of the family,” interpreted as a set of factors: socio-cultural, socio-economic, technical, hygienic and demographic factors. The author highlighted the psychological and pedagogical foundations of family education (upbringing mechanisms, parental authority, traditions, etc.); suggested ways of interaction preschool institutions and families, including such methods of studying family as sociological methods (interviews, questionnaires, trainings), methods of studying family experience of upbringing, methods of studying families with the help of a child (drawing methods, game tasks, projective techniques, commenting on pictures, “Finish the story”, sentences).

T. A. Kulikova covers the issue of home and social teachers, their role in helping parents raise children. In addition, the author gives recommendations for raising a future family man already in preschool age, about the specifics of raising preschool children depending on gender. Thus, T. A. Kulikova, having been dealing with issues of family education for a long time, formulated a coherent theory of family education of modern preschoolers, thereby filling the niche associated with these problems in modern preschool pedagogy.

E.K. Suslova is a teacher, scientist who has been dealing for many years with the problem of patriotic (civic) education of preschoolers. Currently, the author has formalized the theory of civic education of children, including the education of patriotic, national and international feelings, as well as mastery of elements of legal culture; nurturing love for one’s home, nurturing the ethics of interethnic communication. E.K. Suslova covers the content and technology of work in this area, issues of training university students and future preschool teachers on this issue.

In working with preschoolers on patriotic, civic education, which is integral part social and moral education, E.K. Suslova recommends using A complex approach: creating an environment, taking into account the peculiarities of thinking, perception of preschool children, the national composition of the group and immediate environment; methods of fiction, decorative and applied arts, folk music, national costumes, theater in order to effectively solve the problems of civic education of children.

Each child is unique, therefore preserving this uniqueness, creating favorable conditions for self-expression, maximum realization of potential opportunities are the central tasks of preschool education. Their solution is associated with creating conditions for creative activity, stimulating imagination, and the desire to engage in activities with a creative orientation, where a preschooler is able to take the position of a subject of children's activity. One of the key conceptual positions is the pedagogical concept of the holistic development of a child - a preschooler as a subject of children's activity (M.V. Krulekht).

This concept appeared in domestic preschool pedagogy relatively recently. Domestic and foreign psychologists argue that a preschool child strives to achieve integrity. It is well known that a child develops through activity. And the more complete and varied a child’s activity is, the more significant it is for the child and corresponds to his nature, the more successful his development is. Intensive intellectual, emotional and personal development, his well-being and social status in the peer group are associated with mastering the position of a subject of children's activities.

Subjectivity- this is a person’s ability to be aware of himself, to consciously choose, to be aware of his actions, to be a strategist of his own existence, to comprehend the connections of his “I” with other people. As noted by Doctor of Pedagogical Sciences N.E. Shchurkova, this ability is formed in social life in the process of the child’s spiritual efforts and is brought up purposefully if teachers set the task of its development.

Subjectivity does not appear out of nowhere; it has its own procedural side. The conventionally stepwise ascent of a child to self-awareness, according to N.E. Shchurkova, looks like this:

I freely express my “I”;

I enter into dialogue with another “I”;

I foresee the consequences of my actions;

I make a free choice;

I evaluate the result and plan a new one.

NOT. Shchurkova emphasizes that modern pedagogical technology is a scientifically grounded professional choice of the teacher’s operational influence on the child in the context of his interaction with the world in order to foster relationships that harmoniously combine freedom of personal expression and sociocultural norms. The main pedagogical impact is to transfer the child to the position of a subject.

According to the concept of the holistic development of the preschool child as a subject of children's activity (M.V. Krulekht) holistic development of the child- this is the unity of individual characteristics, personal qualities, the child’s mastery of the subject’s position in children’s activities and individuality. Individual properties are age and gender. When determining the content of educational programs and developing pedagogical technologies, it is necessary to proceed from the physiological, psychological, and cognitive characteristics of children, and to focus on the “zone of proximal development” and the natural maturation of promising neoplasms. The child’s mastery of the subject position requires a special pedagogical technology that introduces a variety of children’s activities to the child and transfers the student to the subject position in order to develop individuality.

Subjective experience- this is the experience of such activity, during the performance of which the individual takes a subject position, i.e. independently determines the purpose of the activity, its means, implementation plan, analysis and correction of results (L.M. Klarina).

Subject of activity– characterized by the manifestation of initiative and independence, the ability to make and implement decisions, assess the consequences of one’s behavior, self-change, and self-improvement (M.M. Dyachenko, L.A. Kandybovich).

Subjective position– a special way of realizing a value relationship. The subjective position determines the nature of human activity aimed at understanding and transforming culture and oneself in culture. (A.G. Gogoberidze). The subject’s ability to master and creatively transform reality, change the inner world, building a strategy and tactics for their own life activity (V.A. Slastenin, E.N. Shiyanov).

Based on the general requirements of humanistically oriented preschool education programs, leading The purpose of organizing the learning and development process is the formation and development of the personality of each child. The basis of personality is the subjective position in relation to one’s own life, which constitutes the essence of a person’s personal existence. In other words, personality cannot take place without the development of a subject position in the individual. The main value and purpose of education is precisely the development of the subject position of the individual.

Manifestations of a child as a subject of activity are connected:

With independence and creativity when choosing the content of an activity and the means of its implementation;

With processes of an emotionally positive orientation in communication and the desire for cooperation in children's society.

The idea of the holistic development of the child as a subject of children's activities continues to develop, and is reflected in the studies of T.I. Babaeva, A.G. Gogoberidze, V.A. Derkunskaya, M.V. Krulekht, M.N. Polyakova, O. V. Solntseva and others.

In the theory of preschool pedagogy, the conditions for the holistic development of a child are defined, the relationship between children’s mastery of the position of a subject of elementary labor activity and a qualitative change in the content and level of development is proven. role-playing game, the formation of play-work activity (M.V. Krulekht). The child’s mastery of the subject position is recognized as the most important condition for the development of creativity in different types gaming activity in work-games (M.V. Krulekht, E.V. Onishchenko), in educational games of mathematical content (Z.A. Mikhailova), in constructive games (M.N. Silaeva), in round dance games (A. G. Gogoberidze), in theatrical games (O.V. Akulova), in director's games (O.V. Solntseva)

Qualities that characterize a child as a subject of children's activities, are:

The child’s ability to independently set goals and motivate activities

Ability to mobile operate with known methods of carrying out activities

Ability to perform activities in changed conditions

Ability to go beyond a given situation

Ability to implement creative variations in activities

The ability to predict the results of your activities.

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