On the problem of developmental effects of the pedagogical process in educational institutions

Abstract

The article is devoted to the problem of developmental effects of the pedagogical process in educational institutions. It is noted that ensuring the development of the child in the learning process involves the definition of proper developmental effects (as opposed to pedagogical), which are taken as the basis for setting its specific purpose, designing appropriate content, methods and organizational forms of work - the components of the pedagogical system. Developing effects differ from pedagogical effects proper - knowledge and ways of actions (abilities and skills) mastered by students, provided by educational programs; such effects are defined by concepts and filled with the content of development, its components and characteristics. The article examines the essence of psychological development as a basic concept for understanding the problem posed, in the procedural and substantive aspects. Particular attention is paid to the disclosure of the most important laws and characteristics of development, the knowledge of which is important to consider in the pedagogical process. In particular, the position of development in the form of phylogenies and ontogenesis, which include biological and social components, is disclosed. Such characteristics of development as: differentiation, integration, heterochronicity, compensation of functions, as well as irreversibility, progress and regress, zigzag-like and others are considered. There is a position on development as a result of interiorization of the exterior and exteriorization of the interior; human activity is viewed as a necessary condition of development - performance and mastery of activity according to the structure and given characteristics in specially organized conditions; internal contradictions are defined as driving forces of development. The age-related aspect of development is also touched upon, with its most important foundations in age-specific periodization. It is noted that the effects of development at certain age stages must be considered in accordance with age-specific norms of manifestation. The article states that in the pedagogical process it is also important to take into account the knowledge regarding the features and possibilities of the formation of specific psychological phenomena in a particular category of children, according to their essence. Such phenomena are defined and specified based on the structure of the psyche, the most important components of which include psychological processes (cognitive and emotional-volitional), personal properties and personality as a whole, their components and characteristics. It is noted that the forms of human activity (activity, communication and behavior, taking into account their structure, completeness of characteristics, and, in particular, arbitrariness) in which the psyche is born, manifests, functions and develops should also be considered as important developmental effects.