THE RESULTS OF INTRODUCTION OF THE DIFFERENTIATED APPROACH TO CHILDREN IN A PRESCHOOL EDUCATIONAL ORGANIZATION
The article deals with the problem of the transition to a model of personality oriented interaction with children in pre-school educational institution. Among the reasons that hamper the process is the lack of psychological readiness of edicators, understanding the essence of personality oriented co-operating. Discloses the conepts differentiation and individualization of educational environment in preschool educational organization. Covers methodical aspects of the differentiated (individualiazed) approach to children: markes milestones, describes methods of diagnosis, a summary of the formative (innovative) step. Presents the results of the implementation of a differentiated approach in preschool educational institution, the prospects for further stadies.
Keywords: personality oriented interaction of educator with children; reasons hindering implementation in practice of the model of personality oriented interaction with children; differentiated approach to children
References:
1. Vershinina L. V., Voynich N. I. Uchet individual’nykh osobennostey sub’’ektov obrazovatel’nogo protsessa DOU v ramkakh vnedreniya lichnostno orientirovannogo vzaimodeystviya (k postanovke psikhologo-pedagogicheskogo eksperimenta) [Taking into account individual characteristics of the subjects of the educational process within the preschool educational institution implementation of student-centered interaction (to the psychological-pedagogical experiment)]. Sovremennye tekhnologii raboty s rebenkom [Modern technology of work with the child]. St. Petersburg, Izd-vo Politekhnicheskogo universiteta Publ., 2011. Pр. 72–77 (in Russian).
2. Vershinina L. V., Kazantseva O. N. Issledovaniye psikhologicheskoy gotovnosti vospitateley DOU k lichnostno orientirovannomu vzaimodeystviyu s det’mi [Research of kindergarten teachers’ psychological readiness of preschool teachers to personality-centered interaction with children]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2011, vol. 10 (112), pp. 94–97 (in Russian).
3. Chirkova T. I. Psikhologicheskaya sluzhba v detskom sadu [Psychological service in a kindergarten]. Moscow, Pedagogicheskoye obshchestvo Rossii Publ., 1998. 253 p. (in Russian).
4. Differentsirovannyy podkhod k detyam kak usloviye lichnostno orientirovannogo vzaimodeystviya v doshkol’noy obrazovatel’noy organizatsii: uchebno-metodicheskoye posobiye [The differentiated approach to the children as a condition of personality-oriented interaction in preschool educational institution: teaching textbook]. Ed. L. V. Vershinina. Tomsk, TsNTI Publ., 2014. 264 p. (in Russian).
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Issue: 5, 2016
Series of issue: Issue 5
Rubric: PRE-SCHOOL AND GENERAL EDUCATION
Pages: 9 — 13
Downloads: 1294