Age features of schoolchildren and their consideration in teaching. The pattern of learning: taking into account the age and individual characteristics of students in the learning process

Accounting for age, gender and individual characteristics of students in education.

The personal development of a person bears the stamp of his age and individual characteristics, which must be taken into account in the process of education.

The nature of a person's activity, the peculiarities of his thinking, the range of his requests, interests, as well as social manifestations are associated with age. At the same time, each age has its own opportunities and limitations in development. So, for example, the development of mental abilities and memory most intensively occurs in childhood and adolescence. If

the possibilities of this period in the development of thinking and memory are not used to the proper extent, then in later years it is already difficult, and sometimes impossible, to catch up. At the same time, attempts to get ahead of themselves, carrying out the physical, mental and moral development of the child without taking into account his age capabilities, cannot give the effect.

In developmental and educational psychology, it is customary to distinguish the following periods

development of children and schoolchildren:

infancy (up to 1 year old)

early childhood (2-3 years),

preschool age (3-5 years),

preschool age (5-6 years),

primary school age (6-10 years old),

middle school, or adolescence (11-15 years old),

senior school age, or early youth (15-18 years).

Features of the development and education of younger students .

Great mobility, desire for running, jumping, climbing and inability to stay in the same position for a long time. In this regard, it is very important to practice in the classroom various

types of educational work (alternate writing with reading, with doing exercises and other practical exercises, apply visualization, combine explanation methods with conversation, etc.), conduct physical education breaks, etc.

Of great importance for the mental development of younger schoolchildren is the correct organization and improvement of their cognitive activity. First of all, it is important to develop those mental processes that are associated with direct knowledge of the surrounding world, that is, sensations and perceptions.

It is very important to form strong-willed efforts in overcoming the difficulties encountered in mastering knowledge. Knowing that children in this age group are dominated by involuntary attention and that they have difficulty concentrating on the perception of "uninteresting" material, teachers seek to use various pedagogical techniques to make school teaching more entertaining.

It should not be forgotten, however, that not everything in learning is externally entertaining and that children need to form an understanding of their school duties.

Teenage years usually called the transitional period, since during this period there is a transition from childhood to adolescence. The physical development of middle school students is characterized by greater intensity, unevenness and significant complications associated with the onset of puberty.

Characterized by significant shifts in thinking, in cognitive activity. Unlike younger schoolchildren, they are no longer satisfied with the external perception of the objects and phenomena being studied, but strive to understand their essence, the causal relationships that exist in them. In an effort to comprehend the underlying causes of the phenomena being studied, they ask many questions when studying new material (sometimes tricky, "with a trick"), require the teacher to provide more argumentation for the propositions put forward and convincing evidence. On this basis, they develop an abstract (conceptual)

thinking and logical memory.\

Adolescents, as a rule, are distinguished by collectivism, they are attracted by common interests and joint activities, although during periods of decline in mood and withdrawal into inner experiences, they also show some desire for isolation.

An essential age feature of adolescents is the desire to assert their dignity and prestige among their comrades. Career guidance is an essential feature of educational work with adolescents.

Accounting for age, gender and individual characteristics of students in education.
The personal development of a person bears the stamp of his age and
individual features that must be taken into account in the process
education. Age is associated with the nature of human activity, features
his thinking, the range of his requests, interests, as well as social manifestations.
However, each age has its own opportunities and limitations in
development. For example, the development of mental abilities and memory
most intensively occurs in childhood and adolescence. If
the possibilities of this period in the development of thinking and memory will not be in due
least used, then in later years it is already difficult, and sometimes impossible
make up for lost time. At the same time, they cannot give the effect of trying to run
forward, carrying out the physical, mental and moral development of the child
regardless of his age.
Many educators drew attention to the need for deep study and skillful
taking into account the age and individual characteristics of children in the process of education.
Moreover, some of them developed a pedagogical theory based on the idea of ​​taking into account the natural characteristics of age development, although this
idea and interpreted by them in different ways. Comenius, for example, in the concept
natural conformity put the idea of ​​taking into account in the process of educating those
patterns of child development that are inherent in human nature, namely:
striving for knowledge, for work, ability for multilateral development, etc.
Rousseau, and then Tolstoy, interpreted this question differently. They proceeded from the fact that
the child is allegedly by nature a perfect being and that education is not
should violate this natural perfection, and follow it, revealing and developing
the best qualities of children. However, they all agreed on one thing: you need to carefully
study the child, know his characteristics and rely on them in the process
education.
Useful ideas on this issue are contained in the works of P.P. Blonsky,
N.K. Krupskaya, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and other scientists.
Krupskaya emphasized that if you do not know the characteristics of the guys and what
interests them at one age or another, it is impossible to carry out well
upbringing.
In developmental and educational psychology, it is customary to distinguish the following periods
development of children and schoolchildren:
infancy (up to 1 year old)
early childhood age (2-3 years),
preschool age (3-5 years),
pre-school age (5-6 years),
junior school age (6-10 years),
middle school, or adolescence (11-15 years old),
senior school age, or early youth (15-18 years).

Features of the development and education of younger students.
Increasing muscle strength and general development of the motor apparatus
due to the greater mobility of younger students, their desire for
running, jumping, climbing and the inability to stay in one place for a long time
and the same pose. In this regard, it is very important to practice various
types of educational work (alternate writing with reading, with doing exercises and
other practical exercises, apply visualization, explanation methods
combine with conversation, etc.), conduct physical education breaks, etc.
Of great importance for the mental development of younger students is the correct
organization and improvement of their cognitive activity. First of all,
it is important to develop those mental processes that are associated with direct
knowledge of the surrounding world, that is, sensations and perceptions.
However, their perceptions are characterized by insufficient differentiation.
Perceiving objects and phenomena, they allow inaccuracies in determining them.
similarities and differences, often focus on minor details and
do not notice significant signs. For example, when writing, they often confuse
letters "z" and "e", numbers "6" and "9".
The successful organization of the educational work of younger students requires constant
concerns about the development of their voluntary attention and the formation of volitional efforts
in overcoming the difficulties encountered in mastering knowledge. Knowing that the
children of this age group is dominated by involuntary attention and that they
work hard to focus on the perception of "uninteresting" material, teachers
seek to use a variety of pedagogical techniques to make
school teaching more entertaining.
It should not be forgotten, however, that not everything in teaching has an external
entertainment and that children need to form an understanding of their school
responsibilities.
It is very important to develop the moral consciousness of children
and enrich them with bright moral ideas on various issues
behavior. At the same time, one should skillfully use moral exercises
for the development and consolidation of stable forms of behavior in children.
In the upbringing and development of younger students, personality is of great importance
teachers, as well as the influence of parents and adults. Their sensitivity, attention and skill
stimulate and organize both collective and individual
children's activities to a decisive extent determine the success of education.
Features of development and education of students of secondary school (adolescent) age.
Adolescence is usually called the transitional age, since during this period
there is a transition from childhood to adolescence. Physical
the development of secondary schoolchildren is characterized by greater intensity,
unevenness and significant complications associated with the onset
puberty.
Adolescents are characterized by significant shifts in thinking, in cognitive
activities. Unlike younger students, they are no longer satisfied
external perception of the studied objects and phenomena, but strive to understand them
essence, the causal relationships existing in them. Aiming for
understanding the underlying causes of the phenomena being studied, they ask many questions when
learning new material (sometimes tricky, "with a trick"), require
teachers of greater argumentation of the provisions put forward and convincing
evidence. On this basis, they develop an abstract (conceptual)
thinking and logical memory. The regular nature of this feature of their
thinking and memory is manifested only with the appropriate organization
cognitive activity. Therefore, it is very important to pay attention to
giving the learning process a problematic character, to teach adolescents themselves
find and formulate problems, develop their analytical
synthetic skills, the ability to theoretical generalizations. Not less than
an essential task is to develop the skills of self-study
work, the formation of the ability to work with a textbook, to show independence
and creativity in doing homework.
The process of moral education should be different than in the lower grades.
Adolescents are burdened if their behavior is determined by external regulation. They are
are more willing to follow the rules of conduct if these rules are well understood by them and
act as their own moral principles. That's why deep
clarification of moral norms and rules and the formation of moral
views and beliefs should constitute an essential feature of the moral
education.
Teenagers tend to be different
collectivism, they are attracted by common interests and joint activities, although
during periods of mood decline and withdrawal into inner experiences, they notice
and some desire for isolation.
An essential age feature of adolescents is the desire for approval
his dignity and prestige among his comrades.
An essential feature of educational work with adolescents is
career guidance.
Features of the development and education of older students.
Senior school age is a period of early adolescence characterized by
the onset of physical and mental maturity. However, the process of personal
the formation of students of this age does not go smoothly, has its own
contradictions and difficulties that undoubtedly leave their mark on the process
education.
Schoolchildren are distinguished by a fairly high physical performance, relatively less fatigue, which sometimes causes an overestimation of their strength,
inability to more deliberately approach their physical capabilities.
The development of the nervous system rises to a higher level,
causing a number of specific features of cognitive activity and
sensory sphere. The predominant value in cognitive activity
occupies abstract thinking, the desire to deeply understand the essence and cause-and-effect relationships of the studied objects and phenomena.
Their thinking is dominated by analytical and synthetic activity, the desire for
comparisons, and the categorical judgments inherent in adolescents give way to
hypothetical assumptions, the need to understand the dialectical essence
studied phenomena, to see their inconsistency, as well as those relationships
which exist between quantitative and qualitative changes.
The development of feelings and
volitional processes. In particular, they intensify and become more conscious
feelings associated with social and political events. Public
experiences and feelings have a strong impact on the moral
formation of high school students. It was at this age, on the basis of moral
knowledge and life experience, certain moral views are developed and
beliefs that guide boys and girls in behavior. That's why
it is so important that civic and moral
education, discussions were held, and students were systematically involved in
public work.
Accounting for the individual characteristics of students in education.
Organization of the account. process taking into account the individual characteristics of students; allows you to create optimal conditions for the realization of the potential of each student. Individualization of training is carried out in a collective account. work within the framework of the general tasks and content of training. And about. is aimed at overcoming the discrepancy between the level of accounting. activities, to-ry set programs, and the real possibilities of each student. Individualization of learning does not mean that each student learns individually, independently of others, although in principle such learning is possible. In particular, programmed learning (as a learning system, not an episode) is, by its very nature, individualized. As we have already seen, each student works with a teaching machine or a programmed textbook, each learns individually, moving at different speeds and in a certain sense in a different way (depending on how he copes with the "steps") - the machine or textbooks will not give the student move on until he proves that he has mastered the previous material. The pace of progress with this system of work is not only individual, but also optimal for each student.
Individualization of education means that it focuses on the individual psychological characteristics of the student, is built taking into account these characteristics.
The class consists of students with unequal development and degree of preparedness, different academic performance and different attitudes to learning, different interests. The teacher cannot be equal to everyone at the same time in the traditional organization of education. And he is forced to conduct training in relation to the average level - to average development, average preparedness, average performance - in other words, he builds education, focusing on some mythical "average" student. This inevitably leads to the fact that "strong" students are artificially restrained in their development, lose interest in teaching, which does not require mental effort from them, and "weak" students are doomed to chronic lag, they also lose interest in teaching, which requires too much mental stress. Those who belong to the "average" are also very different, with different interests and inclinations, with different features of perception, memory, imagination, thinking. One needs a solid reliance on visual images and ideas, the other needs it less; one is slow, the other is distinguished by the relative speed of mental orientation; one remembers quickly, but not firmly, the other slowly, but productively; one is accustomed to work in an organized manner, the other works according to his mood, nervously and unevenly; one engages willingly, the other under compulsion.
The psychological foundations of differentiation and individualization of education are:
level of training and learning;
the level of general mental abilities;
absorption rate;
individual style of mental activity;
psychophysical characteristics of students.
The goals of individualization of training:
1. Teaching everyone at the level of his abilities and abilities.
2. Adaptation (adaptation) of learning to the characteristics of different groups of students, and this is most important at the present stage, because Excessive loads, according to scientists, are the reason for the decline in the health of students.
The basis of a differentiated approach is knowledge of the child's health status in the broad sense of the word, including not only physical but also mental health, as well as social well-being and social adaptation of the child. In the learning process, it is necessary to keep in mind his temperament, intellect, memory, attention, perception, which manifest themselves in varying degrees and in various combinations, creating an integral property that determines the success of the entire pedagogical process. Teachers and psychologists call this “learning ability”, understanding by “learning ability” an ensemble of human intellectual properties, on which, other things being equal, the success of learning depends.

The degree of learning determines the measure of effort required by the body and which it "pays" for success and failure. If the load is excessive, and the “price” exceeds the limit of the functional capabilities of the body, this inevitably leads to a violation of the state of health.
Individualization of education is carried out through:
Content Variation:
base component;
school component;
personal component of education (DOE) - a variety of subjects, courses, topics at the request of students.
Organization of the educational process:
private lessons;
lessons;
individual plan (master classes);
intensive (English);
individual training (Nikitin Stepan);
seminars;
workshops;
lectures;
consultations;
excursions;
trainings.
Forms of the educational process:
collective;
group;
individual;
independent
brigade.
Methods of the educational process:
problem-search;
problematic;
experimental;
design;
analytical;
independent;
frontal.
Each person is unique and inimitable in his individuality. In the process of training and education, we must take into account the individuality and uniqueness of each student.

Accounting for the gender characteristics of students in education.
One of the main tasks of sex education is the formation of masculinity (in boys) and femininity (in girls).
The formation of masculinity in boys is considered through the education of endurance, masculinity, courage, courage, courage. The formation of femininity in girls involves the development of caring, tenderness, goodwill.
There are several ways of sex education:
family;
school;
peers;
literature and art;
MEDIA.
The man in the boy and the woman in the girl should be educated from early childhood. Otherwise, deviations are almost inevitable in the formation of their personality, which creates serious obstacles for them in life. Psychosexual development is a long and difficult journey. Children should be aware of themselves as representatives of one sex or another, behave in accordance with it. And this is possible with the correct assimilation of gender roles: male and female. Under the influence of upbringing, children and adolescents master the moral culture in the relationship between the sexes, the moral and cultural-historical traditions of the society in which they live and are brought up.
During school years, children spend less and less time with their parents, so the role in the formation of masculinity and femininity is gradually transferred to school.
In anatomy lessons, children learn for the first time about the structure of the human body, sexual reproduction; in literature lessons, children learn about the relationship between a man and a woman; in the lessons "Law and Politics" schoolchildren get acquainted with the concepts of "marriage" and "family code".
Great opportunities for the implementation of sexual education are provided in extra-curricular and out-of-school work with students.
The greatest effect in sexual education can be achieved by combining the efforts of the school and the family.
The upbringing and education of children at school largely depends on how children of one sex or another are perceived by the teacher, what roles he ascribes to boys and girls, and most importantly, whether he takes into account gender characteristics when presenting educational material.
It should be noted that with the onset of the period of sexual education, the differences between boys and girls in the manifestation of such qualities as courage and determination become more and more distinct: they are higher in boys. This is due to the greater propensity for risk in boys.

As for interests, the focus of attention of girls, starting from an early age, is a person and the sphere of his immediate being, while for boys, the interests are directed to relatively distant objects and phenomena. Boys have an advantage in knowing something special, rarer, special, but inferior to girls in knowing more simple and common objects and phenomena. In general, the range of interests of boys is wider than that of girls.

Boys most highly value active, energetic games associated with wrestling and competition, then skill games, adventure games. Logic games are the least loved. Girls prefer games related to the sphere of the family; games of dexterity, logic games, adventure games and related to wrestling and competition, they like the least. Boys' interests are more expressed in such activities as technical, practical, scientific and technical and scientific-theoretical, sports; and the interests of girls relate to a greater extent to theatrical, artistic, natural history, agricultural, and social activities.
When teaching boys and girls, the teacher should know the features of cognitive processes. More often, when performing tasks for attention, girls focus on speed, and boys on accuracy.
As for memory, girls are better at remembering numbers, letters, words and shapes. However, much depends on what interests boys and girls. So, information about physical, chemical, or mechanical characteristics is better remembered by boys, and toilet accessories are more quickly and firmly imprinted in the memory of girls. It is revealed that girls study better. This is due to exemplary behavior, accuracy, composure, restraint, which is so lacking in the representatives of the stronger sex.

All of the above gender characteristics of boys and girls take place during the interaction "teacher-student". Given these features, the teacher can achieve significant success in his professional activities, namely, to interest students and remove possible difficulties in the process of mastering a particular subject.

***
Age is associated with the nature of human activity, the features of his thinking, the range of his requests, interests, as well as social manifestations. At the same time, each age has its own opportunities and limitations in development. So, for example, the development of mental abilities and memory most intensively occurs in childhood and adolescence. If the possibilities of this period in the development of thinking and memory are not duly used, then in later years it is already difficult, and sometimes even impossible, to catch up. At the same time, attempts to run too fast, carrying out the physical, mental and moral development of the child without taking into account his age capabilities, cannot give any effect.
In developmental and educational psychology, it is customary to distinguish the following periods of development of children and schoolchildren: infancy (up to 1 year), early childhood (2-3 years), pre-preschool age (3-5 years), preschool age (5-6 years), younger school age (6-10 years old), middle school age or adolescence (11-15 years old), senior school age or early adolescence (15-18 years old).

The development of the child, taking place in time, has its own internal laws, a certain periodicity in the change of forms of reflection. One stage prepares a new stage, which is qualitatively different from the first, although it includes the past in the filmed form. Each age period is associated with the number of years lived, with the degree of maturation of various organs and their functions, as well as with the accumulation of social and cognitive experience, with typical activities for each age. Each age is characterized by its own characteristics in the course of sensory, intellectual and emotional processes. However, the level of development is not only the result of years lived. A system of educational influences has a decisive influence on development at any age, especially in childhood. From this it is legitimate to conclude that the educational process in terms of content, forms and methods should be dynamic, built taking into account the stages of age development.
The age approach to education primarily involves studying the level of upbringing and social maturity of children, adolescents and young men. This level depends on many factors, but the most important among them is the system of social ties and relationships characteristic of each age. Studying the development of the student's personality in his connections and relationships with society and the team, the educator uses in his work data on the formation of the needs and interests of students of different ages, their attitudes, aspirations and ideals.
The effectiveness of educational work is reduced if the requirements and organizational structures lag behind the age capabilities of students or are beyond their strength. There are cases when teachers treat teenagers as if they were younger schoolchildren, ignoring the growth of self-awareness, the desire for independence inherent in this age, in a word, those shifts and changes that have occurred in the development of the student's personality.
At each age stage of development, both general properties inherent in a certain social community and specific, individual characteristics that distinguish one individual from another are formed. Moreover, with age and development of a person, individual typological differences become increasingly important.
Children of the same age differ in the typological features of higher nervous activity, physical and spiritual development, abilities, interests, character, logical traits, etc.
The goals and content of education cannot follow the individual characteristics of children. The forms and methods of pedagogical work are adapted to these characteristics in order to realize the goal of communist education common to all, to ensure the inhibition of those traits of character that do not meet or contradict the requirements of society, its progress, and on the contrary, the development and education of those who represent a certain social value. An individual approach requires a deep study of the complex inner world of schoolchildren and an analysis of their experience, as well as the conditions in which their personality was formed. Knowledge of the social situation of development makes it possible to use the internal resources of the individual in the interests of the further rise of all its essential forces - its needs, interests, motivation of behavior and activity.
Individual educational work is often carried out not with those who drop out of the team and oppose it. But it was precisely this practice that A. S. Makarenko rightly criticized: “We wait until the student commits this or that offense, and then we begin to“ educate ”. A student who does not commit offenses does not concern us where he goes, what character develops in his apparent external order - we do not know and are not able to recognize. With this approach, a pedagogical illusion is created: since the student does nothing, it means that nothing special happens to him. Thus, the internal tendencies of students' behavior are beyond the attention of the teacher. The educator must see all students, each student with his individually unique path of development. Only in this case can we count on the success of educational work.
Education is a kind of system that consists of many correlated and interconnected components. The system is characterized by a common goal, objectives, content, forms and methods of education, continuity and continuity of pedagogical influences.

Age and individual characteristics of students

Age is associated with the nature of human activity, the features of his thinking, the range of his requests, interests, as well as social manifestations. At the same time, each age has its own opportunities and limitations in development. So, for example, the development of mental abilities and memory most intensively occurs in childhood and adolescence. If the possibilities of this period in the development of thinking and memory are not duly used, then in later years it is already difficult, and sometimes even impossible, to catch up. At the same time, attempts to run too fast, carrying out the physical, mental and moral development of the child without taking into account his age capabilities, cannot give any effect.

Many teachers drew attention to the fact that it is necessary to take into account the age and individual characteristics of children in the upbringing. These questions, in particular,Ya.A. Comenius, J. Locke, J. J. Rousseau, and laterA. Diesterweg, K.D. Ushinsky, L.N. Tolstoyand others. Moreover, some of them developed a pedagogical theory based on the idea of ​​the nature-conformity of education, i.e. taking into account the natural features of age development. A child by nature is a perfect being, education should not violate this natural perfection. You need to carefully study the child, know his features and rely on them in the process of education.

In developmental and educational psychology, it is customary to single out1 the following periods of development of children and schoolchildren:infancy (up to a year), early childhood (2-3 years), pre-preschool age (3-5 years), preschool age (5-6 years), primary school age (6-10 years), middle school, or adolescence (11-15 years old), senior school age, or early adolescence (15-18 years old).

Adolescence is commonly referred to astransitionalbecause during this period there is a transition from childhood to adolescence. In students of this age period, the features of childhood are intertwined, as it were, with features that are largely inherent in youth, but are still in the process of formation and development. That is why a teenager is sometimes described as half-child and half-adult. As a semi-adult, he experiences a rapid increase in physical strength and spiritual needs; like a half-child, he is still limited in his abilities and experience in order to satisfy all emerging requests and needs. This explains the complexity and inconsistency of the nature, behavior and development of adolescents, but gives reason to consider this age to a certain extent difficult for education.

The development of the brain, the further structural formation of nerve cells and associative fibers create the prerequisites for improving the cognitive activity of adolescents. The entry into the blood of hormones produced by the organs of internal secretion causes an increase, then a decrease in vitality, then an increase, then a decline in working capacity and energy, and is also accompanied by an alternation of good mood, then withdrawal into internal experiences, then cheerfulness, then passivity. During periods of low mood and low energy, adolescents may experience irritability, an indifferent attitude to learning, quarrels with comrades and conflicts with friends, as well as many misunderstandings in relationships with teachers and adults. But even periods of energy and activity of adolescents bring a lot of anxiety. Often they are accompanied by mischief, pranks, the desire to show their physical and moral superiority. It is during such periods that individual adolescents show "false heroism." These "breakdowns" in behavior just speak of half-childhood and half-adulthood of adolescents, of an insufficient ability to seriously consider their actions and deeds. All this, of course, complicates education. Therefore, one should in every possible way spare the nervous system of adolescents, show special sensitivity and provide assistance in the study of any subject, including biology. An equally significant task is the development of skills for independent study work, the formation of the ability to work with a textbook, to show independence and creativity when doing homework.

Of particular importance in the organization of educational work of adolescents is the internal stimulation of their cognitive activity, i.e. development of their cognitive needs and interests.

The position of a teenager in a team affects his relationships with teachers and adults. It has been noted that in cases where a conflict situation is created and a choice must be made between the opinion of the teacher and the opinion of the class, the teenager most often adheres to the opinion of his peers. Therefore, when resolving sensitive issues, the teacher should be very circumspect and strive to rely on the opinion of the group of students.

Increasing intellectual abilities, general spiritual growth and the expansion of interpersonal relationships stimulate the development of adolescent self-awareness, excite dreams about their calling and future. Adolescents compare themselves with their peers, evaluate their strengths and weaknesses. But if they judge the shortcomings of others strictly, then in relation to themselves they are less exacting. This necessitates the development of their self-criticism and motivation for self-education.

The language barrier is a phrase that is used in many educational institutions and is designated as the main problem that arises when teaching a child.

Raising children who speak more than their native language requires more careful attention and planning in the process of learning a second language.

Overcoming the language barrier exists as a purely psychological phenomenon associated primarily with the internal fears of the speaker. The only ones who do not have a language barrier are small children. In children, the acquisition of a second language occurs without prejudices and fears. They carelessly flip the pronunciation of words, repeat new words without even understanding their meaning, sometimes even exposing their parents in an uncomfortable situation.

Psychologists, in addition to the language barrier, also highlight the linguistic barrier - objective difficulties in the process of mastering the language, when it is necessary to communicate, but at the same time, sufficient language skills have not yet been obtained.

In turn, psychologists divide the language barrier into four types of problems.

The first problem is the difficulty of understanding speech. This problem is connected with understanding the meaning of phrases, subtext, hints. Misunderstanding consists of poor listening skills, consisting in understanding the meanings of individual words, and their general meaning in text and speech.

The second problem has to do with the ability to speak. Here it is important not only the knowledge of a second language, but also the ability of a person to form and express his thoughts.

The third problem is related to the difference in cultures and traditions of the country whose language is being studied. What is unacceptable in our traditions and culture may be absolutely normal in another country. The difference in traditions can cause a kind of stupor.

The fourth problem is that if it is necessary to pronounce phrases in a foreign language, there is a fear of making a mistake and losing respect.

Problems of understanding speech and the ability to express thoughts and argue their own opinions are also present in the expression of thoughts in their native language. Before dealing with the language barrier, you need to improve your own psychological state. If there are speech problems in the native language, then they will be further aggravated when expressing thoughts in another language. To eliminate the problem, it is necessary to seek help from psychologists or linguopsychologists, who will determine the essence of the problem and develop a method of psychological assistance.

According to various estimates, bilinguals, that is, people who speak two languages, make up about 50-55% of the world's population.

Teachers working with such children whose native language is Turkish and whose children speak this language at home in the family have a big problem with explaining a new topic. Pupils cannot freely explain themselves, bring their thoughts to the teacher. Such schools often do not have psychologists, linguistic psychologists, etc. They do their job without the help of these specialists. It is difficult to achieve positive results without support and parents.

The pros and cons of each concept manifest themselves depending on such factors as the intelligence and abilities of the child, the frequency and duration of his communication with each of the parents, the social environment, etc.

Psychologists and educators also disagree about the impact of bilingualism on the development of memory, thinking, logic, and the ability to analyze. School education makes the same demands on all children. It is important to consider that all children have different abilities, including linguisticie. Therefore, the child experiences difficulties in masteringlanguages. neuropsychologistsand speech therapists identify several typical problems that can affect academic performance:

The two languages ​​belong to different areas of use, so the vocabulary of each of them is limited;

In one of the languages, the child cannot read and write;

Languages ​​are differently emotionally colored for the student, which is reflected in their expressiveness;

The pronunciation has an "average" character;

The child puts the stress incorrectly;

The student uses the strategy of mixing languages ​​in communication if he knows that his interlocutor will understand in any case.

All these difficulties can be overcome only with the help of special classes with a speech therapist. If speech problems are accompanied by cognitive problems affecting memory, perception and thinking, the help of a neuropsychologist is needed. The experience of many specialists shows that after 10-11 years of age, the effectiveness of classes is much lower than at senior preschool and primary school age. This is especially true for correcting pronunciation and mastering integral language constructions and turns.

The child must learn to understand not only everyday vocabulary, but also humor, folklore, slang, modern phrases, scientific, political and economic terminology. Although bilinguals most often find themselves in a situation where schooling is conducted in only one language. It is worth paying more attention to getting to know national cultures so that both languages ​​are equally expressive and emotionally charged.

It is necessary to ensure that the child always answers in the language in which he is addressed.

It is also necessary to help the student to realize this peculiarity, so that such introductions carry a function similar to the use of slang in literary speech. All this is trying to take into account teachers who are faced with this problem.

Despite the efforts made, the bilingual students consider only one language as their mother tongue - Turkish.

Literature

. Age and individual characteristics of personality development

Age and pedagogical psychology / Ed. A.V. Petrovsky. M., 1979.

Ginetsinsky V.I. Fundamentals of theoretical pedagogy. SPb., 1992.

Course of general, developmental and pedagogical psychology. Issue. 3 / Ed.M.V. Gamezo. M., 1982. Ch.XX.

Abramova S.G. The phenomenon of individuality in education // New values ​​of education. Individuality in education. - M .: NPO "School of Self-Determination", 2004. - Issue 2 (17). Pediatric neuropsychology

In all pedagogical guidelines, the importance of two principles is emphasized: taking into account the age characteristics of pupils and the implementation of education based on an individual approach. Psychological and pedagogical studies of the last decades have shown that it is not so much the educator's knowledge of the age and individual characteristics that is of paramount importance, but the consideration of the personal characteristics and capabilities of the pupils. Personal approach is understood as a reliance on personal qualities. The latter express characteristics that are very important for upbringing - the orientation of the personality, its value orientations, life plans, established attitudes, the dominant motives of activity and behavior. Neither age taken separately, nor individual personality traits (character, temperament, will, etc.), considered in isolation from the named leading qualities, provide sufficient grounds for high-quality personality-oriented education. Value orientations, life plans, personality orientation, of course, are associated with age and individual characteristics. But only the priority of the main personal characteristics leads to the correct accounting of these qualities.

The principle of a personal approach in education requires that the teacher:

• 1) constantly studied and knew well the individual characteristics of temperament, character traits, views, tastes, habits of his pupils;
• 2) was able to diagnose and knew the real level of formation of such important personal qualities as way of thinking, motives, interests, attitudes, personality orientation, attitude to life, work, value orientations, life plans, and others;
• 3) constantly attracted each pupil to educational activities that were feasible for him and increasingly difficult in terms of difficulty, ensuring the progressive development of the personality;
• 4) promptly identified and eliminated the reasons that could hinder the achievement of the goal, and if these reasons could not be identified and eliminated in time, promptly changed the tactics of education depending on the new prevailing conditions and circumstances;
• 5) relied as much as possible on the individual's own activity;
• 6) combined education with self-education of the individual, helped in choosing the goals, methods, forms of self-education;
• 7) developed independence, initiative, self-activity of pupils, not so much led as skillfully organized and directed activities leading to success.

The complex implementation of these requirements eliminates the simplification of the age and individual approaches, obliges the educator to take into account not the superficial, but the deep development of processes, rely on the patterns of cause-and-effect relationships.

With a personal approach, taking into account age and individual characteristics acquires a new direction. Potential opportunities, immediate prospects are diagnosed.

We already know that the most favorable opportunities for the formation of moral and social qualities are at primary school age. The younger the age, the more direct the perception, the more the child trusts his educator, the more unconditionally submits to his authority. Therefore, in primary school and early adolescence, it is easier to cultivate positive habits, accustom pupils to work, discipline, and behavior in society. Older teenagers already understand the direct, open setting of tasks in specific types of useful activity, they are active and proactive. However, this activity, the desire for independence must be well organized by the teacher. Older students are distinguished by an increased desire for independence. Based on this feature, they develop high moral ideals, a sense of responsibility. When designing the future results of education, one must remember the gradual decrease in the potential of pupils in developing a number of qualities due to a decrease in the plasticity of the nervous system with age, an increase in psychological resistance to external influences and the irreversibility of sensitive periods.

Among the individual characteristics that the educator must rely on, the features of perception, thinking, memory, speech, character, temperament, and will stand out more often than others. Although it is rather difficult to study these and other features in detail during mass education, the educator, if he wants to succeed, is forced to spend additional time, energy, and money, collecting important information, without which knowledge of personal qualities cannot be complete and specific.

Taking into account the increased level of knowledge of modern schoolchildren, their diverse interests, the educator himself must develop comprehensively: not only in the field of his specialty, but also in the field of politics, art, general culture, he must be for his pupils a high example of morality, a bearer of human dignity and values .

The rapid pace of the formation of personal qualities in childhood and adolescence requires acting proactively, without waiting until the content, organization, methods and forms of education come into conflict with the level of development of the pupils, until bad habits have taken root in their souls. However, when raising demands, weigh the strength of those to whom they are addressed. Unbearable demands can undermine self-confidence, lead to disappointment, or, much worse, to insufficiently complete, superficial fulfillment of the requirements. Usually in such cases, a habit is developed to make do with half-achieved.

Especially carefully educators and teachers monitor the change in the main personal qualities - the direction of value orientations, life plans of activity and behavior, promptly correct the process of education, direct it to meet personal and social needs.

Some teachers mistakenly believe that an individual approach is required only in relation to "difficult" students, violators of the rules of conduct. Undoubtedly, these pupils need increased attention. But we must not forget the "prosperous". Behind external well-being, unseemly thoughts, motives, and actions can also be hidden. No one should ever be suspected of this, but attention must be paid to everyone.

It is very difficult and not always possible to understand the deep characteristics of a person by external acts of behavior. It is necessary that the pupil himself helped the educator. Make him your friend, ally, collaborator. This is the shortest and surest way to diagnose deep qualities.

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

A very important condition for the effectiveness of an individual approach is the reliance on a positive character, in the properties of the child's personality.

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

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

Carrying out an individual approach to children, the teacher must remember that his task is not only to develop those positive qualities that the child already has, but also to form personality traits. The individual approach is based on identifying the characteristics of the child. The great Russian educator K.D. Ushinsky in his work "Man as a subject of education" wrote: "If pedagogy wants to educate a person in all respects, then she must first recognize him in all respects too." The personal development of a person bears the stamp of his age and individual characteristics, which must be taken into account in the process of education. Age is associated with the nature of human activity, the features of his thinking, the range of his requests, interests, as well as social manifestations. At the same time, each age has its own opportunities and limitations in development. So, for example, the development of mental abilities and memory most intensively occurs in childhood and adolescence. If the possibilities of this period in the development of thinking and memory are not duly used, then in later years it is already difficult, and sometimes even impossible, to catch up. At the same time, attempts to run too far ahead in influencing the physical, mental and moral development of the child, without taking into account his age capabilities, cannot give any effect. Thus, an individual approach to the upbringing of a child should be based on knowledge of the anatomical, physiological and mental, age and individual characteristics.

educative educational schoolboy moral