Психолого-педагогические аспекты процесса развития личности

Анотація

Развитие личности ученые понимают как процесс количественных и качественных изменений под влиянием внешних и внутренних факторов. Оно зависит, во-первых, от внутреннего мира личности, ее внутренних побуждений, присущих ей субъективных потребностей, интересов и мотивов, во-вторых, от меняющихся условий внешней среды и обстоятельств ее жизни. Развитие ведет к изменению качеств личности, к появлению новых свойств, которые психологи называют новообразованиями. Это, по сути, приобретенные свойства личности, части ее структуры, формирующиеся под воздействием в первую очередь воспитания и обучения, и которые становятся источником, движущей силой  развития. 

Personal development is one of the main categories in psychology and pedagogy. Psychology explains the laws of mental activity development; pedagogy creates theories on how to purposefully use knowledge of these laws and implementation mechanisms to guide the development of person.

The most famous areas in the study of the psychology of personality development in the first half of the twentieth century were behaviorism, psychoanalysis and humanistic psychology and pedagogy. Analysis of domestic and foreign psychological and educational literature shows that in the forefront of studying personality there are two aspects: the basic components of personality and its development. This paper discusses psychological and pedagogical aspects of personality development as a complex system of different components. Modern scientists consider personality as a set of three main components: biogenetic inclinations, the influence of social factors (environment conditions, norms) and its psychosocial core (self-concept). Psychosocial core is the inner essence of a person, a phenomenon of the mind. Activity of the student itself, his will, beliefs, self-development and self- upbringing activities are the internal factors of personality development.

Scientists consider personal development as the process of quantitative and qualitative changes under the influence of external and internal factors. It takes place depending on

• the inner world of the individual, its internal incentives,  subjective needs, interests and motives,

• changing environmental conditions and the circumstances of person’s life.

It leads to a change in personality traits, to the emergence of new ones, which psychologists call growths. In fact these are acquired personality traits, parts of her structure. First of all they are formed under the influence of upbringing and education, and become a source of driving force of its development.

Hence, creation of favorable conditions for the formation and development of individual talents and creative personal potential should be the result of upbringing and education. In the last decades such an understanding of personality and her development is the basis of the educational concepts of the West, and more recently in our country. The paper shows the role of upbringing and education in the development of personality. The educational process is considered as one of the major factors of personality development, which leads to the need to update of all its components in current conditions. Such paradigm in the science has the name of student-centered learning. Orientation to a personality in the pedagogical process envisages a subject-subject relationship between teacher and students, and defines a number of problems in their preparation and personal growth, that need to be solved.