Personal qualities and some patterns of their formation...

Personal qualities and some patterns of their formation

Developing, the relationship of the person becomes familiar and fixed in the form of the phenomenon of personal qualities .

The developed personality quality in this case is a relationship in three forms: persuasion (rational attitude); stereotype behavior (habit); feeling, experience, motive of activity. If any of these forms does not exist in a certain quality, then the corresponding relation (and, accordingly, the quality of the person) is incomplete, it is probably only developing.

The main characteristic of any personal quality is its stability: a person manifests a personal quality that he has developed in his habitual and changing conditions.

However, when speaking about the development of personal qualities in the process of education, one should keep in mind the following patterns.

1. The pattern of reverse influence . First, mental characteristics and qualities arise by adapting the child to the requirements of the environment as a result of fixing the habitual attitude to this or that phenomenon, this or that situation as a response to them. But, having arisen in this way, they then acquire an independent meaning and, in the order of the reverse influence, begin to determine the subsequent development of man. As a result, the emerging quality tightens for a new relationship, the quality and needs of the child. The development of personal quality begins with the formation of its simplest elements and features of behavior. In the future, they are complicated, integrated, filled with feelings, needs, overgrown with rituals.

2. The regularity of the interconnectedness of qualities. As a rule, each personal quality is associated with a number of relatives close to him in meaning, related qualities. It can be argued that there is no autonomous, independent quality in the full sense of the word. Consider a number of personal qualities of a junior high school student.

It's easy to see that any of these qualities unfolds the fan of related concepts. For example, analyzing such a quality as responsibility, we will necessarily turn to such qualities as activity (the passive personality does not show itself as responsible), attentiveness (its absence creates conditions for irresponsible behavior), discipline (it is hardly possible for an undisciplined person to be held accountable) competence, criticality, discretion, determination, exactingness (to oneself), compassion, honesty, self-esteem, etc.

3. The regularity of generalization. Personality is understood in psycho-pedagogical science as a certain integral structure, therefore, in the process of education, the phenomenon (process, property, quality) can not be arbitrarily cut off from the personality as a whole, from its orientation, from the system of its relations to reality , from her experiences and deeds. In other words, from this position it follows that in the education of the individual it is necessary to keep in mind always what function this or that quality performs in the complex system of interaction of the person with the surrounding reality.

Personal qualities

Thrift

Organizationality

Politeness

Responsibility

Will

Cognitive activity

Deliberation

Obedience

Discipline

Entrepreneurship

Caring

Existence

Inventiveness

Independence

Initiative

Courage

Collectivism

Hard work

Creativity

Honesty

Reliability

The capriciousness

Resourcefulness

Accuracy

This phenomenon is called generalization - spreading the influence of emerging quality on the further development of the personality as a whole. If the student has mastered the habit of conscientiously doing homework, then this will positively affect the discipline, mindfulness, discretion, independence. The phenomenon of generalization is valid not only in relation to positive qualities, but also to negative ones. Thus, irresponsibility, being fixed as a quality, can lead to the appearance of deceit, cowardice, rudeness, etc.

The presence of the phenomenon of generalization in upbringing allows us to make an important conclusion: we should strive for the formation of positive, socially approved qualities of the child's personality that can become the core of personal development. And, on the contrary, if you notice the manifestation of a negative quality, you should try to eliminate it, so that it does not become the nucleus of a family of negative qualities.

4. Regularity sequence. We consider the schoolchild's position in education as subjective, assuming that the child is an active participant in the process of educating his personal qualities. This position assumes that the child understands which qualities he should be educated and why, he wants to develop them in himself, has an idea of ​​their content, and strives to manifest them in everyday life. However, a junior schoolchild can actually work on the formation of two or three personal qualities - more of them are simply not able and keep in memory. Hence follows the requirement of stage-by-stage and concretization in educational work: in each specific period of time we put forward the task of forming one or two personal qualities. However, the educator should not forget about other qualities, because a person is not brought up in parts (A. S. Makarenko).

Let's turn to the younger school age. For a child of this age, the most relevant attitudes and qualities are those that are associated with his leading activity - teaching. Teaching is a process of self-transformation in terms of acquiring new competencies, and its product is the change and increase of one's own capabilities. The leading activity determines the main changes in the psyche, the direction of the needs, aspirations, motives and values ​​of the person. The younger student begins to form a new relationship with the world through the social roles of the student, classmate in communication with teachers, parents, peers. There is a new attitude to the world: "I love to learn, I understand why I study"; and others. The attitude towards oneself and with oneself also changes. The way in which he represents himself is largely considered by the child through the prism of what he is in teaching: successful, diligent, or lagging behind; smart or slow. Therefore, at the stage of junior school age, it is so important to develop his skills to properly assess his activities, mastering the methods of self-study and self-control. Unfortunately, often the evaluation of the child's educational achievements is considered by him, teachers, and sometimes by parents, as an assessment of the personality as a whole.

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