EGORIEVSKY BRANCH

FEDERAL STATE BUDGET

EDUCATIONAL INSTITUTION OF HIGHER EDUCATION

"MOSCOW PEDAGOGICAL STATE UNIVERSITY"

DEPARTMENT OF PEDAGOGY, PSYCHOLOGY AND LOGOPEDICS

Technologies of personal development

Practical task

Performed:

Student(s) 3 years of study

directions - Teacher Education

training profile - school education

Ponomareva Irina Alexandrovna

2017

"The true subject of teaching is the preparation of man to be man."

A. A. Pirogov

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit pedagogical process.

B. T. Likhachev

Elementary school is the whole world! For a child who comes to school, a new life begins, full of miracles, discoveries, difficulties and problems.

How to help a child get comfortable in a new world for him - elementary school? How can a teacher keep interest in learning? How to make sure that the school years remain in the memory of a bright period of life? The answer to these questions is obvious - you need to make this house-elementary school joyful, cozy and kind for residents. different categories. As in any home, elementary school residents require special attention, understanding and care, and every elementary school teacher, being by all means a caring owner, learns to help each resident in a targeted way.

 Children from socially disadvantaged families;

 Children in TJS;

 Children from migrant families;

 Orphans and children left without parental care;

 Children with disabilities;

 Children from large families;

 Children with deviant behavior.

My pedagogical ideas in work with various categories children, the following:

Creation of an adaptive, mixed type elementary school model (this is the typical variety of classes and programs, determined on the principle of reasonable sufficiency and interconnection).

Upgrading the content of education, the introduction to the mass elementary school gymnasium education(the implementation of level and profile differentiation, the development of new pedagogical technologies, the formation of personality with developed intellect, research skills, high level culture).

Formation and development of a school educational system of a humanistic type, based on universal and domestic values.

Creation and implementation of a program of pedagogical education, development and career guidance from elementary school.

A humanistic, democratic educational system has been created in elementary school, which ensures the integrity of the entire pedagogical process. The presence of not only pedagogical, but also psychological education significantly helps in the work as not only a subject teacher, but in the work class teacher. At the initial stage, the study of the psychological, medical and pedagogical characteristics of the personality of students and the social microenvironment, their living conditions is carried out. In the process of such a study, the interests and needs of children, difficulties and problems are identified, conflict situations, deviations in behavior, typology of families, their socio-cultural and pedagogical portrait. Diagnostic tools include both sociological and psychological techniques. It should be noted that despite the separation of techniques and methods of working with different categories of students, each method, if necessary, is applicable to any child. Primary school teachers face the main task - to promote the development of each individual. Therefore, it is important to establish the level of abilities and their diversity in our children, but it is equally important to be able to properly develop them. Gifted children clearly show the need for research and search activity - this is one of the conditions that allows students to immerse themselves in creative process training and educates in him a thirst for knowledge, a desire for discoveries, active mental work, self-knowledge. In the educational process, the development of a gifted child should be considered as the development of his internal activity potential, the ability to be an author, creator, active creator of his life, be able to set a goal, look for ways to achieve it, be capable of free choice and responsibility for it, make the most of his abilities. That is why the methods and forms of the teacher's work should contribute to the solution of the designated task. For this category of children, the following methods of work are preferable:  research;  partial search; - problematic; - projective; Forms of work:  class-lesson (work in pairs, in small groups), multi-level tasks, creative tasks;  advising on the problem that has arisen; - discussion; - games. The participation of children in intramural and distance Olympiads is very important. different levels:  subject Olympiads; - intellectual marathons;  various contests and quizzes;  word games and fun; - projects for various subjects;  role-playing games; - individual creative tasks. These methods and forms enable gifted students to choose suitable forms and types of creative activity. The identification of gifted children is already carried out in elementary school on the basis of observations, study psychological features, speech, memory, logical thinking and communication with parents. The teacher pays attention to the peculiarities of the development of the child in cognitive sphere. When working with gifted children, it is necessary to be able to: - enrich curricula, i.e. update and expand the content of education; - stimulate the cognitive abilities of students;  work in a differentiated way, carry out an individual approach and advise students;  make informed psychological and pedagogical decisions;  analyze their educational activities and the whole class;  select and prepare materials for collective creative activities. The success of this process is facilitated by the characteristic features of children of this age: trusting obedience to authority, increased susceptibility, impressionability, a naive-playful attitude towards much of what they encounter.

The next, in my opinion, a very important category of students is children with disabilities. How to build a universal teacher, and a primary school teacher is such a work with children in this category. If we look at the UN Convention, we read that “A child with a disability has the right to special care, education and training in order to help him in the conduct of a full and decent life in conditions that ensure maximum independence and social integration”. And our main task in working with children from this category is to teach the little person the independence of social integration. Social adaptation of sick children in a mass school is carried out individually. Paramount is the psychological pedagogical assistance children Using the technology of cooperation in classroom and extracurricular activities, the teacher aims to overcome communication difficulties in such children. The forms of work include:  Acquaintance with the child; - Diagnostics;  Rehabilitation work;  Rendering real help and support; - Legal support. Methods of work:  conversation with the class teacher;  with medical worker;  individual conversation with the child;  questioning, testing, sociometry;  involvement in circles, sections;  assistance in educational activities (development of uniform pedagogical requirements);  group work in micro-society;  involvement of children in the social life of the school, class, locality;  (olympiads, competitions, concerts, seminars, conferences,…).  petitions to various organizations;  organization of vacation rest, medical examination, sanatorium-and-spa treatment;  observance of the rights of the child, social and legal counseling.

When working with children left without parental care, and this includes orphans, children under guardianship and children living in foster families. The school is designed to assist the child in protecting his rights and legitimate interests, to systematically monitor upbringing, education, health, material and living conditions, to assist in overcoming difficulties in learning. The result of the activity of an elementary school teacher is the socio-pedagogical support of a child left without parental care. This support includes:  creation and timely updating of the Data Bank of students left without parental care;  patronage and counseling of parents on optimizing the educational environment of the family;  conversations with minors and their parents on raising the level of legal literacy, promoting a healthy lifestyle, and the characteristics of adolescence;  involvement of minors and their parents in social meaningful activity;  assistance in the inclusion of parents in the educational process, etc. The class teacher maintains maps of individual preventive support for children left without parental care. The class teacher is regularly a social teacher about the results of work with students, about the achievements of students in this category. As I have already said, a primary school teacher today is a universal teacher, embodying in his work the functions of both a teacher-psychologist, and a social pedagogue, and an organizer teacher. Today, when migrating from the zone of armed conflicts to the territory of Russian cities, a large number of families of refugees and forced migrants move, whose children need psychological help and support. The condition of children is determined by internal uncertainty, confusion, depression, apathy. When working with children from families of migrants and internally displaced persons, a primary school teacher asks himself the question: “How to organize the educational process?” How to help children quickly adapt to Russian school? The answer to these questions can be found in the fundamental principle humanistic pedagogy, recognizing main value and the goal of education is the personality of the child, his psychological well-being, his experience of a sense of security, warm acceptance by classmates and the unconditional positive attitude of the teacher, regardless of his academic performance and personal qualities. Therefore, when accepting a child into a class as a primary school teacher, it is necessary to create appropriate conditions. In the course of classroom and extracurricular activities, it is necessary to build relationships with arrived children on the basis of dialogue and cooperation, approval of even minor successes in a new environment for them. Pedagogical work with children with deviant behavior includes various directions. First of all, this is preventive work, which is carried out in various forms. The system of prevention of deviant behavior of students in an educational institution includes the following measures as a priority: complex groups specialists providing social protection for children ( social educators, psychologists, physicians, etc.);  creation of an educational environment that allows harmonizing the relationship of children and adolescents with their immediate environment in the family, at the place of residence, work, study;  creation of support groups from specialists of various profiles, teaching parents how to solve problems related to children and adolescents;  organization of training of specialists capable of providing professional social, psychological, pedagogical, medical assistance and engaged in educational and preventive work, primarily with children and adolescents at risk and their families;  creation of public educational programs to increase awareness and draw attention to the problems of young people with deviant behavior (television programs, educational programs, etc.); - organization of children's leisure. - outreach work. Working with children with deviant behavior also includes their social and pedagogical rehabilitation. Rehabilitation can be viewed as a system of measures aimed at solving problems of a fairly wide range - from the instillation of elementary skills to the full integration of a person in society. Rehabilitation can also be considered as a result of the impact on the personality, its individual mental and physical functions. In the process of rehabilitation, the compensatory mechanism is used to overcome the existing defect, and in the process of adaptation - adaptation to it. Consequently, rehabilitation is a system of measures aimed at returning the child to an active life in society and socially useful work. This process is continuous, although limited in time. It is necessary to distinguish between different types of rehabilitation: medical, psychological, pedagogical, socio-economic, professional, domestic. Medical rehabilitation is aimed at full or partial restoration or compensation of one or another lost function of the child's body or at a possible slowdown of a progressive disease. Psychological rehabilitation is aimed at the mental sphere of a teenager and aims to overcome in the minds of a teenager with deviant behavior the idea of ​​his uselessness and worthlessness as a person.

The main task of the teacher is to choose the method and form of organizing work with children, to intensively introduce innovative pedagogical technologies into the work that optimally correspond to the goal of personality development.

I Technology of project activity

Project activity is a purposeful activity with purpose, according to a certain plan for solving search, research, practical tasks in any direction of the content of education.

The project allows you to get to know the pupils better, to penetrate into the inner world of the child.

II Information and communication technologies

Information and Communication Technologies (ICT). ICT is a general concept that describes various devices, mechanisms, methods, and algorithms for processing information.

New requirements for preschool education as the first link continuing education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Tasks of teachers: to keep up with the times, to become a guide for the child in the world of new technologies, a mentor in choosing computer programs,

to form the foundations of the information culture of his personality,

improve the professional level of teachers and the competence of parents.

III Health-saving technologies

Health-saving technology is a system of measures that includes the relationship and interaction of all factors educational environment aimed at preserving the health of the child at all stages of his education and development, the formation of the necessary knowledge, skills, and habits for a healthy lifestyle.

IV Technology of research activities

The purpose of the research activity is to form the main key competencies, the ability to research type of thinking.

V Technology "Portfolio of the teacher"

modern education needs a new type of teacher (creatively thinking, modern technologies education, methods of psychological and pedagogical diagnostics, methods of independent construction of the pedagogical process in the conditions of specific practical activities, the ability to predict one's final result, which should have a dossier of success, which reflects everything joyful, interesting and worthy of what happens in the life of a teacher. A teacher's portfolio can become such a dossier.

VI Person-Centered Technology

Person-centered technologies put at the center of the entire system school education child's identity, provision comfortable conditions in the family and school institution, conflict-free and safe conditions for its development, the implementation of existing natural potentials, creating conditions for personality-oriented interactions with children in a developing space, allowing the child to show his own activity, to realize himself most fully.

VII Gaming Technology

Built like holistic education covering a certain part educational process and united by a common content, plot, character.

Conclusion

Technological approach, that is, new pedagogical technologies guarantee their successful learning at school.

The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, it will always be the main guideline cognitive process in its developing state.

The use of innovative pedagogical technologies contributes to:

improving the quality of education;

advanced training of educators;

application pedagogical experience and its systematization;

usage computer technology pupils;

preservation and strengthening of the health of pupils;

improving the quality of education and upbringing.

In the "Explanatory Dictionary" by V. Dahl, the word "teacher" is defined as a mentor, teacher, i.e., its two main functions are emphasized - leadership in the acquisition and implementation social experience students and the transfer of knowledge accumulated by mankind. These functions have been basic for the teacher throughout the history of mankind.

The teacher is the organizer of the educational process in the school. It is a source of knowledge for students both during lessons, extracurriculars and consultations, and outside the educational process. Each teacher, speaking with lectures, conversations in front of the parents of students and the public, is a propagandist of pedagogical knowledge.

Use of innovative models of organization, content and technology educational process in order to provide optimal conditions for the development and self-determination of the personality of the child.

Material Description: the article is intended for primary school teachers and class teachers. This article describes the creation of conditions for the formation of a socially active personality, which combines high moral qualities, efficiency, creative individuality, the need to lead healthy lifestyle life, humanistic attitude to the world.
Author: Shikina Tatyana Ivanovna
Place of work: primary school teacher MBOU "Marine secondary comprehensive school" urban district of Sudak, Republic of Crimea

AT recent times the term "innovative pedagogical technologies" has become widely used.
Before considering the essential features of innovative pedagogical technologies, let's clarify the key concepts of "innovation" and "pedagogical technology".
The word innovation is of Latin origin and in translation means renewal, change, introduction of a new one. AT pedagogical interpretation innovation means an innovation that improves the course and results of the educational process.
Researchers of the problems of pedagogical innovation (O. Arlamov, G. Burgin, V. Zhuravlev, V. Zagvyazinsky, N. Yusufbekova, A. Nichols, etc.) try to correlate the concepts of the new in pedagogy with such characteristics as useful, progressive, positive, modern , advanced.
V. Zagvyazinsky believes that what is new in pedagogy is not only ideas, approaches, methods, technologies that have not yet been put forward in such combinations or have not yet been used, but also that complex of elements or individual elements of the pedagogical process that carry a progressive beginning which makes it possible in the course of changing conditions and situations to effectively solve the task of upbringing and education.
Distinguish the concept of innovation, or a new way and innovation, innovation. Innovation is the means itself (a new method, methodology, technology, program, etc.), and innovation is the process of mastering it.
Alone scientists(V Slastenin, L. Podimova) consider innovation as a complex process of creating, distributing and using a new practical tool in the field of engineering, technology, pedagogy, scientific research. Others deny that innovation cannot be reduced to the creation of means. Podlasy believes that innovations are ideas, and processes, and means, and results, taken as a qualitative improvement of the pedagogical system.
Disagreements in the interpretation of the concept are caused by the unequal vision of their authors of the essential core, as well as the radical nature of innovations. Some of them are convinced that innovations can only be considered as something new that results in cardinal changes in a certain system, while others include any, even minor, innovation in this category.
The basis and content of innovative educational processes is innovative activity, the essence of which is the renewal of the pedagogical process, the introduction of new formations into the traditional system. The desire to constantly optimize the educational process has led to the emergence of new and improvement of previously used pedagogical technologies. different levels and different targeting.
Today, the concept of pedagogical technology has firmly entered the pedagogical lexicon. There are different views on the disclosure of this concept.
technology- this is a set of techniques that are used in any business, skill, art;
pedagogical technology- a set of means and methods for recreating theoretically substantiated processes of education and upbringing, which make it possible to successfully implement the tasks of education (V. Bezpalko);
pedagogical technology- a set of psychological and pedagogical installations that determine a special set of forms, methods, means, teaching methods, means of education; it is an organizational and methodological tool of the pedagogical process (B. Likhachev);
pedagogical technology- a system set and the order of functioning of all personal, instrumental and methodological means that are used to achieve educational purpose(G. Clarin);
pedagogical technology- this is a model of joint pedagogical activity, thought out in all details from the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for the student and teacher (V. Monakhov).
pedagogical technology- This system method creation, application, definition of the entire process of teaching and mastering knowledge using a computer and human resources, the task of which is to optimize the forms of education.
A number of authors, in particular V. Kukushkin, believe that any pedagogical technology must meet certain basic methodological requirements (technological criteria).
Conceptuality. Each pedagogical technology should have an inherent reliance on a certain scientific concept, which contains a philosophical, psychological, didactic and socio-pedagogical justification for achieving an educational goal.
Consistency. Pedagogical technology should have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
Possibility of management. It provides for the possibility of diagnostic assignment, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.
Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of education.
Reproducibility. The possibility of using (repetition, recreation) pedagogical technology in other identical educational institutions, other subjects.
Visualization (typical for individual technologies). It provides for the use of audiovisual and electronic technology, as well as the design and use of a variety of didactic materials and original visual aids.
One of the most important strategic tasks at the current stage of modernization of education is to ensure the quality of training specialists at the level of international standards. The solution to this task is possible subject to changes in pedagogical methods and the introduction of innovative learning technologies. This is what developmental and distance learning serve.
One of the first definitions of this concept is associated with the work of pioneers in the field of developmental education, primarily with the work of V.V. Davydova: “...development is a reproduction by an individual of historically established types of activity and their corresponding abilities, which is realized in the process of their appropriation. Thus, appropriation (it can be represented as a process of education and training in broad sense) is the general form mental development person."
A teacher who is capable and ready to carry out innovative activities at school can take place when he realizes himself as a professional, has a mindset for the creative perception of existing innovative experience and its necessary transformation. In the Modernization Concept Russian education An important task has been set for the period up to 2020: to prepare the younger generation for life in a rapidly changing information society, in a world in which the process of emergence of new knowledge is accelerating, there is a constant need for new professions, for continuous professional development. And possession plays a key role in solving these problems. modern man ICT. In this regard, the teacher needs to prepare students for a variety of activities related to information processing, in particular, the development of informatization and ICT tools. AT modern society, many will agree with me, it is easier to teach children than to educate. The process of education requires a more subtle approach to the child and it is a process of constant creativity. The activity of the class teacher is primarily aimed at working with students of the whole class. It forms the motivation for the learning of each individual child, studying his age and individual characteristics to develop and stimulate cognitive interests; through various forms and methods of individual work; creates favorable conditions for the development of citizenship, worldview culture, skills of creative work, creative individuality, successful entry of the child into society, the formation of a democratic culture in the system of class self-government. The basis for the development and upbringing of the child continues to be fundamental knowledge that he receives in the course of the educational process. However, the education of a person should be focused not only on the assimilation of a certain amount of knowledge, but also on the development of independence, personal responsibility, creative abilities and human qualities that allow him to learn, act and work effectively in modern economic conditions. This is what the Concept for the Modernization of Russian Education directs us to, defining the priority of education in the process of achieving a new quality of education. Based on this, one of priority areas educational process is to strengthen the role of the class teacher in the school. Education is one of the most important components of the educational process along with training. Complementing each other, training and education serve a single goal: holistic development student's personality. Teaching and upbringing are so closely related to each other that since informatization of educational and subject activities is underway, this cannot but affect the educational process. The class teacher should be at the epicenter of the innovative activity of the educational institution. Therefore, the class teacher is expected to work filled with both new content and new technologies for designing the educational process. In the decision educational tasks Information and communication technologies play a huge role. The widespread introduction of ICT in the educational process has made it possible to expand the arsenal of methodological techniques: it has become possible to create spectacular computer educational tools with elements of sound, video, and multimedia, which contributes to an increase in the efficiency of pedagogical work.
Today, one of the urgent tasks of Russian education is the development and creation of the most effective conditions for learning and development for each student as part of the educational process at school. This is due to the social need for creatively thinking individuals who strive for active independent activity, self-realization, competitive ability, ready to generate and implement new ideas in various fields of knowledge. At the same time, it is of particular importance to ensure the transition of the educational process of the school to a qualitatively new level, corresponding state tasks modernization of the educational environment in the space of the modern information society.
Learner-centered learning puts the originality of the child, his self-worth, the subjectivity of the learning process at the forefront. This is such a methodology for organizing the conditions for training and education, which involves the inclusion of self-personal functions or the demand for the subjective experience of each child. A student-centered approach in the conditions of developmental education at school creates the prerequisites for the development of creative thinking of schoolchildren, stimulates students to search original solutions tasks set in the learning process, contributes to successful self-realization children in various types of educational and creative activities.

INTRODUCTION 3
1. THE CONCEPT OF THE PROCESS OF FORMATION AND DEVELOPMENT OF THE PERSON 4
2. FACTORS INFLUENCING THE CHOICE OF A PERSONAL DEVELOPMENT TECHNOLOGY 8
3. PERSONAL DEVELOPMENT AT DIFFERENT STAGES OF HUMAN LIFE 10
CONCLUSION 21
REFERENCES 22

Introduction
The issue of personality formation and development is too large and ambiguous and is considered by adherents of different concepts with different sides. For example, the biogenetic orientation of the study of human development leads to the study mainly of the phenotypic features of the maturation of the organism. Sociogenetic orientation - develops ideas about the development of a "social individual" or "personality" in the understanding of BG Ananiev. Personological orientation leads to an analysis of the formation of the personality's self-consciousness, manifestations of its individuality. But it is impossible to separate these models according to different "carriers" (organism, social individual, personality), because organic, social and mental properties are integrated into individuals and develop together, influencing each other.
Personality is a system quality. From this point of view, the study of personality is not a study of individual properties, mental processes and states of a person, it is a study of his place, position in the system of social relations - this is a study of what, for what and how a person uses his innate and acquired. Accordingly, the study of personality development raises questions about what and how influences this outcome.
The purpose of this work is to consider the technology personal development personality.
To achieve this goal, it is necessary to solve the following tasks:
 Describe the stages of personality formation;
 To characterize the prerequisites for the development of personality;
 Consider the technology of personal development.

1. The concept of the process of formation and development of personality
Personality is the object of a number of sciences and, being a complex, multifaceted social phenomenon, requires a comprehensive interdisciplinary approach (philosophical-sociological, socio-psychological, etc.). Psychology studies a person from the point of view of his mental, spiritual life.
Before considering the technologies of personal development, it is necessary to clarify the concepts of personality, its difference from the concepts of a person, an individual.
Man is, on the one hand, a biological being, an animal endowed with consciousness, having speech, the ability to work; on the other hand, man is a social being, he needs to communicate and interact with other people.
A person is the same person, but considered only as a social being. Speaking of personality, we digress from its biological natural side. Not every person is a person.
Individuality is personality specific person as a unique combination of peculiar mental characteristics.
An individual is a person as a unit of society.
Some scientists believe that the human psyche is biologically determined, that all aspects of the personality are innate. For example: character, abilities are inherited as the color of eyes, hair.
Other scientists believe that each person is always in a certain relationship with other people. These social relations form the human personality, i.e. a person assimilates accepted in this society rules of conduct, customs, moral norms.
But natural biological features are absolutely necessary for the mental development of a person. The human brain and nervous system are necessary so that on this basis it becomes possible to form the mental characteristics of a person.
Evolving out human society, a being with a human brain will never even become a semblance of a person.
Most psychologists believe that a person is not born as a person, but everything becomes. theoretical approaches psychologists are trying to find a technology for the formation of personality and its further development. However, in modern psychology there is no single technology for the formation and development of personality. Consider briefly some of the personality development technologies, for example:
 biogenetic approach - (S. Hall, Z. Freud, etc.) considers the basis of personality development biological processes body maturation,
 sociogenetic - (E. Thorndike, B. Skinner, etc.) the structure of society, methods of socialization, relationships with others, etc.
 psychogenetic - (J. Piaget, J. Kelly and others), without denying either biological or social factors, highlights the development of mental phenomena proper.
In a broad sense, a person's personality is an integral integrity of biogenic, sociogenic and psychogenic elements, and all these combinations of factors must also be taken into account in the technologies of personal development.
The biological basis of personality covers the nervous system, the glandular system, metabolic processes (hunger, thirst, sexual impulse), gender differences, anatomical features, the processes of maturation and development of the organism.
The social "dimension" of the personality is determined by the influence of the culture and structure of the communities in which the person was brought up and in which he participates. The most important sociogenic components of personality are social roles performed by her in various communities (family, school, peer group), as well as the subjective "I", that is, the idea of ​​\u200b\u200bher own person created under the influence of others, and the reflected "I", that is, a complex of ideas about herself created from ideas other people about ourselves.
Of all the problems that people have faced in the course of human history, perhaps the most confusing is the mystery of the human nature. In what directions searches were not conducted, what a multitude various concepts has been put forward, but a clear and precise answer still eludes us. Related to this are the difficulties in creating personal development technologies that would be suitable for all people, but some technologies are suitable today only for certain category of people.
A significant difficulty in creating a technology for personal development is that there are so many differences between us. People differ not only in their appearance. But also by actions, often extremely complex and unpredictable. Among the more than five billion people on our planet, you will not meet exactly two similar friend on a friend. These vast differences make it difficult, if not impossible, to find the common thread that unites the members of the human race.
Astrology, theology, philosophy, literature and social sciences are just some of the currents in the course of which attempts are being made to understand the complexity of human behavior and the very essence of man and to create on this basis some kind of universal technology for the development of personality from birth to old age.
Today, the problem is more acute than ever, since most of the serious ailments of mankind are the rapid growth of the population, global warming, pollution environment, nuclear waste, terrorism, drug addiction, racial prejudice, poverty - are a consequence of human behavior. It is likely that the quality of life in the future, as perhaps existence itself human civilization will depend on how far we advance in understanding ourselves and others.
Personality socialization is a necessary and most important aspect in the technology of personality development - it is the process of personality formation in certain social conditions, the process of assimilation of social experience by a person, during which a person transforms social experience into his own values ​​and orientations, selectively introduces those norms into his system of behavior. and patterns of behavior that are accepted in a society or group. The norms of behavior, norms of morality, beliefs of a person are determined by those norms that are accepted in a given society.
There are the following stages of socialization necessary to create technologies for personal development:
1. Primary socialization or stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).
2. The stage of individualization (there is a desire to distinguish oneself from others, a critical attitude towards social norms behaviour). AT adolescence the stage of individualization, self-determination "the world and I" is characterized as an intermediate socialization, tk. still unstable in the outlook and character of a teenager.
3. adolescence(18-25 years old) is characterized as a stable conceptual socialization, when stable personality traits are developed.
4. The stage of integration (there is a desire to find one's place in society, to "fit" into society). Integration goes well if the properties of a person are accepted by the group, society. If not accepted, the following outcomes are possible:
 Preservation of one's dissimilarity and the emergence of aggressive interactions (relationships) with people and society.
- Change yourself, "to become like everyone else."
 Conformity, external conciliation, adaptation.
5. The labor stage of socialization covers the entire period of a person's maturity, the entire period of his labor activity when a person not only assimilates social experience, but also reproduces it due to the active influence of a person on the environment through his activity.
6. The post-labor stage of socialization considers elderly age as an age that makes a significant contribution to the reproduction of social experience, to the process of passing it on to new generations.
So all these steps human life fundamentally different from each other, which requires various methods and approaches in the development of personal development technologies.More detailed analysis the process of personality formation is possible on the basis of the allocation for each age of the leading activity that causes the main changes in mental processes and characteristics of the child's personality at this stage of his development.

2. Factors influencing the choice of personality development technology
The technologies of personal development of a person are based on 3 main points: individual properties as prerequisites for the development of a person; socio-historical way of life as a source of personal development and joint activities as the basis for the implementation of the life of the individual in the system of social relations.
I. Individual properties as a factor influencing the technology of personality development.
The individual is what this person like the rest; personality is what makes it different. An individual is born, and a person becomes (A.N. Leontiev, S.L. Rubinshtein).
The biological features of man consist precisely in the fact that he does not have inherited instinctive forms of activity and behavior. This is confirmed by the very small relative to the adult weight of the brain of a newborn, his helplessness and a long period childhood. Individual properties express the tendency of a person as an "element" in an evolving system of society to be preserved, providing a wide adaptability human population.
The study of the individual prerequisites for the development of personality lies in the circumstances under which, in what way and in what ways the patterns of maturation of the individual in personal development find their expression, as well as how they are transformed.
Individual features (age-sex and individual-typical properties). Temperament and inclinations are the highest form of integration of individual properties.
Thus, this factor gives the technology of personal development a certain specificity, which manifests itself in individual approach to the development of each individual.
II. The socio-historical way of life as the basis of personality development technology determines what is appropriated, attached by the personality in the process of its movement in the system of social relations, what are the possibilities of choice, the transition from one type of activity to another, the content of personality traits and attitudes acquired in this system.
The socio-historical way of life determines such an intersection on the coordinate system of the axis of the historical time of a person's life and the axis of the social space of her life, which is a condition for the implementation of human activity and, in the aggregate, a source of personality development. The socio-historical situation determines the breadth of opportunities for a person to choose one activity or another.
This factor affects the technology of personal development of the individual by introducing the individual to the social space, social order, etc.
III. At a certain stage in the development of the personality, the relationship between the personality and the basis that generates it (activity in society) changes. Team work in a particular social system still determines the development of the individual; but the personality, becoming more and more individualized, chooses the activity itself, and sometimes the way of life that determines it. further development.
The driving force of personality development is the contradictions that are born in the process of activity. By transforming the activity that unfolds according to one or another social scenario, choosing various social positions in the course of life, a person more and more sharply declares himself as an individual, becoming an increasingly active creator. public process. That is, a person is transformed from an object community development in the subject of this process; there is a transition from the mode of consumption, the assimilation of culture to the mode of creation and creativity (from "time of life" to "time to live") - all this also has an strong impact on the technology of personality development, in which aspects appear that bring the personality to integration with other people.

3. Personal development at different stages of a person's life
A person throughout his life is constantly faced with such concepts as “personal development, child development, consciousness development”, but it is unlikely that he is fully aware of them. The point is that every individual understands this complex system in their own way, using their own logical constructions, conjectures, and fantasy. Hence - a large number of new techniques that allow the development of personality in all directions, interesting techniques, practical and theoretical advice and unique programs of their kind.
First of all, it is necessary to understand where the development of the personality itself begins, who is able to develop it, at what age it is most preferable to carry out this process and what stages it must go through in order for the personality to subsequently be able to self-actualize.
Personal development is best started with preschool age when the child is Blank sheet paper, on which, over time, more and more complex symbols will appear. The basis for everything is the dynamism of the mind, on the activity of which a psychic pyramid should be formed from a given genotype with its characteristic features, which will allow one to single out an observer from the category of the mind, as an active participant, as a supporter of passivity.
An observer or contemplative may already have the opportunity to dive into the layer of intellectual space. In this way, the unity of the mind and intellect through the psyche is possible. When this trinity is formed, then lines can be raised from the corners of this triangle, which, when combined, will give such a state of consciousness, which we could call Mind. So, brick by brick, building our own pyramid of consciousness, we deduce a simple formula personality development. If we go through the stages, then Mind falls into the first place among the candidates for development.
Let's define the term "development" first. Initially, the term under consideration implies a certain presence of something, which, in fact, requires development. Indeed, the initial consciousness has already been formed from all of the above participants, only some of them are manifested in an embryonic form, others are generally in a state of virtuality, such as, for example, the psyche and mind. Therefore, we certainly already have something to develop, but the main question now is who will develop all this.
This is far from idle question, because the technology of the process will be built on his answer. As a matter of fact, we do not have so many opportunities in this regard, in fact there are only two of them - these are external forces impact and internal forces counteraction. AT psychological research it has been observed that people are most willing to manipulate with those ideas that were created by themselves as a result of reflection. Imposed ideas, as a rule, are met with hostility or, at most, are subjected to mental correction. And if the mind accepts external ideas resignedly, then this is a serious signal that this person has deep defects or, more simply, a pathology in consciousness. Such a person is needed in this moment not to develop, but to heal.

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subject genetic approach, personal development technologies, professional education, subject-genesis approach, technology for personal development, professional education

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The article reveals the essence, possibilities and effectiveness of using the technology of personal development (TLT), which has been repeatedly confirmed in a number of studies of domestic and foreign scientists and practitioners working on solving the problems of personal development in the system vocational education

Scientific article text

Today human capital as the ability of a person to creative work, all the leading politicians of the country called the main wealth of Russia, one of the ways to increase which is considered the development of education. At the same time, many specialists in the development of this type of resources agree that national treasure it is not just the accumulation of a certain amount of knowledge by a person, but namely the acquisition and application of the qualities of a mature subject of life. For the operational description of such qualities, general cultural and general professional competencies are most often used as expected and measurable learning outcomes, which include: - readiness for responsible goal setting and implementation of one's intentions, the ability to make independent motivated decisions in non-standard situations and readiness to bear responsibility for their consequences; - the ability to build partnerships, readiness to interact with colleagues, readiness to lead a team in the field of professional activity, the ability to organize the work of performers, find and make management decisions, the ability to work in a team; - the ability to design the trajectory of one's own professional development, willingness to develop initiative and independence, the ability of a graduate to self-organize and self-development, the ability to build a personal life strategy. It would seem that with such powerful political and administrative support and quite understandable parameters of the goal, universities should have easily launched active work on the formation of these competencies. In some cases, even a group of disciplines appeared, which are often referred to as personal development technologies - TLR. But there is still no unified system. Moreover, against the background of quite rightly preserved traditional form purely substantive training TLR is still classified as a marginal part of the educational program and, not without reason, the educational block of the educational work of the university, which is often reduced exclusively to cultural and leisure forms of student activity, is considered responsible for the development of the listed group of competencies. As our experience of many years of implementation of educational modules, including personal development technologies, has shown, the problem in this case is not limited to the usual conservatism for universities. First of all, the developers and organizers of the implementation of educational programs are not entirely clear on the theoretical and methodological basis for the formation of this group of competencies. There is another group of problems, largely associated with the traditional system of organizing the entire work of the domestic system of vocational education. The system of knowledge transmission familiar to the domestic higher school and the continuing practice of bringing the possession of this knowledge to best case to the level of skills, they simply interfere with organizing the educational process (that is, not only the educational process, but also the educational process associated with it!) in an orientation towards the development of sustainable skills. These problems should not be attributed to the category of manifestations of the fundamental impossibility of establishing such work in the domestic system of vocational education. For more than a quarter of a century, we have been successfully implementing in a number of classical, technical and liberal arts universities educational program training of qualified users of psychological and pedagogical knowledge, the purpose of which is precisely the development of the subjective potential of students. The theoretical and methodological basis for this work was the subject-activity direction in the study of the nature of the human personality. Within its framework, we formulated a subject-genetic approach to the organization and implementation various kinds psychological and pedagogical practice, in which educational and educational work regarded as one educational activities. It considers the main task of the formation and development of the student's personality as the determining principle of his own activity, organizing all his life activities in an orientation towards socially acceptable personal success, well-being and prosperity. The educational modules “Applied Personality Psychology”, “Technologies for Effective Communication”, “Life Navigation” successfully implemented as components of the TLR involve a combination of classroom lessons with daily practice aimed at transforming the acquired knowledge and skills into sustainable skills. At the same time, as key educational tasks, students master the methods of assessing a person as a subject of life, technologies for designing and organizing negotiations as ways to resolve interpersonal conflicts, algorithms for planning and optimizing various types of their own life. The invariant basis for all these varieties of personal development technologies are such procedures mastered by students as: - organization - the expedient ordering by them of various types of their own life; - optimization - the best use of resources in the course of solving vital important tasks; - regulation - the formation and maintenance of a mental and physical state that provides the required level of performance and is most suitable for specific situation. TLR subjectogenetic orientation also implies the development by students of decision-making technologies in individual and group modes of work, algorithms for effective interpersonal communication, methods of role-based regulation of social behavior, methods for designing future activities. It is important to note that the educational modules used for this contain methods of both logical and intuitive search for solutions and evaluation of the results obtained. The work related to forecasting the possible and desired future is combined with various options for assessing the results obtained in the construction and implementation of individual self-development programs by students, in the creation and implementation of various personal projects. Such projects can be carried out as part of the educational, scientific, leisure activities of students, their hobbies, participation in the volunteer movement, work in construction and pedagogical teams, etc. . The success indicators of TLR, taking into account their subjectogenetic orientation, are divided by us into two groups. In the group of subjective indicators, we included signs of a positive emotional response of students to the results obtained and the events accompanying them, enthusiasm for what is being done, strengthening positive relations with the reference group, attitude towards what is happening and what has been achieved as something worthy, socially acceptable and filled with deep meaning, and as well as overall life satisfaction. The group of objective indicators includes the compliance of the results with the intentions, the effectiveness of actions, the magnitude and sign of the deviation from the norm/standards of well-being ( detailed description the procedures performed in this case are given in the works). The effectiveness of the described version of TLR has been repeatedly confirmed in a number of studies by domestic and foreign scientists and practitioners working to solve the problems of personal development in the system of vocational education. However, there remain a number of fundamental important issues, the answers to which will largely determine the fate of the very idea of ​​including TLR in the domestic system vocational training. First of all, we have to decide whether this system trains trained performers of an activity given from the outside or forms and develops actors. This question ceases to seem rhetorical, given the clear tendency to consider the mass information of students as the norm and the desire to evaluate the results of the education system solely by the accuracy of the reproductive reproduction by students of the information they provide. Already available methodological developments effective options for TLR will be widely used only if all parts of the vocational education system, without exception, are truly committed to preparing students for creative work and, in general, for successful life.

Personality - this is an individual endowed with mental inclinations that develop in the process of life, learning, activity, communication, make it possible to form a certain worldview of a student (student), develop the ability to defend it for various situations.

Factor condition, driving force, the reason for the movement of any process.

The technology of personality formation is understood as the development of those qualities and properties that arise in the process of life-cognitive activity. The main role in the technology of personality formation is played by such factors:

1. Biological, Man belongs to the class of mammals, the most organized and harmoniously developed creatures of nature, and is its integral part. Man can exist by protecting and enriching nature itself. An important aspect in considering the biological factor is heredity. It is thanks to heredity that man is preserved as a natural being. It's still in its infancy future man already encoded, programmed in genes, therefore it is heredity that determines 50 percent real person, and the remaining 50 percent is accounted for by training and education and the educational potential of society.

2. Wednesday. The main characteristic of the environment is its physical data, including air, water, food, surrounding nature. Those. The environment determines the optimal level of development of the organism according to climatic conditions.

Another condition for the influence of the environment on the technology of personality formation is the possibility communication. If the hardening of the body is associated with the activity of the first signal system, then communication is based on the operation of the second signaling system. The most common are communication: oral and written. The science that studies the specifics of language is called linguistics. V. O. Sukhomlinsky wrote: “In order to form a student’s personality normally, it is necessary that a child at the age of five knows 3-5 thousand words (a normal rural child knows 300 words when he goes to school, an urban one knows 400 words). The outstanding French writer Antoine de Saint-Exupery very rightly noted: the only real luxury is the luxury of human communication.

3. Activities. V. O. Sukhomlinsky emphasized that intelligence (intelligence) of each child lies at their fingertips, that is, activity is one of the most important links in the formation of personality. Human activity is divided into:

a) game - A. S. Makarenko wrote: "What a child is in a child's game, so it will be in adulthood." Most attention in the use of play activities is given to families and schools in England and

Japan. A better education of children in primary school in France and South Korea;

b) educational and cognitive;

c) creative activity of the individual;

d) artistic and aesthetic;

e) sports activities.

Personality socialization technology

What is the meaning of technological concept"socialization"? At first, this term was considered as a process of assimilation social norms and values ​​as a process of entering the social environment (I. S. Kon, B. D. Parygin). At the present stage of development of the technology of personality formation, it is considered that the technology of socialization is a two-way process, which includes, on the one hand, the assimilation of social experience by the individual through entering the social environment, the system social connections, on the other hand, it is the process of active reproduction of the system of social relations by the individual due to his vigorous activity, active entry into the social environment (Andreeva G. M. Social Pedagogy. - M .: MGU, 1980).

Close to the concept of "socialization" is the concept of "developed", "training", "education". But this proximity does not mean identity. Thus, opinions were expressed that socialization acts as an essential characteristic of the processes of education and training, or that socialization and education in a broad sense words (the totality of all purposeful influences carried out by society) are identical in content. , unorganized influence of the environment, as well as its own activity or its self-determination (self-limitation).

Thus, personality formation technology - a complex dynamic process that takes place in time and space and provides for: the development of high intellectual powers, morality based on positive universal qualities, preparation for creative work in society and the performance of the functions of a citizen of an independent state.