(2023) Science and education, 2, 66-71. Odessa.
Oleksandr Safin,
Doctor of Psychological Sciences, Professor,
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova str., Uman, Cherkasy region, Ukraine,
ORCID ID: https://orcid.org/0000-0001-5745-8635
Yulia Teptiuk,
PhD (Candidate of Psychological Sciences),
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova str., Uman, Cherkasy region, Ukraine,
ORCID ID: https://orcid.org/0000-0002-2918-112
DEVELOPMENT OF THE SUBJECT AND SUBJECT QUALITIES OF SCHOOL STUDENTS THAT ENSURE THEIR ACTIVITY IN THE EDUCATIONAL SPACE
SUMMARY:
The article describes the technology of polarizing the educational space of educational activities, which contributes to the formation of educational independence of younger schoolchildren. It is noted how, with the help of a special organization of the classroom space – polarization for preparation and implementation, the teacher can support and develop the educational independence of students. The conditions for the formation of an individual educational action as an initiative, independent and responsible action are considered; three lines of development of educational independence are described: effective, research, productive; this is a characteristic of open pedagogical action. The evolution of educational independence is described and the stages of its formation are correlated with age. The dynamics of educational independence arises only in the event that there is a development of three components in the educational space of educational activity, and the teacher manages this development. First, there is an evolution of means and spatial organization. Secondly, the situation of the use of means is changing - educational-resultative and educational-theoretical. Thirdly, there is an evolution of social and institutional forms. The development of these three components takes place in two directions: a change in the leading form characteristic of each stage of education, from productive in the first phase to exploratory in the second phase of primary school age; the emergence of new aids (dynamic models as constructors of the transformation of essential relations), which, on the one hand, allows to separate the teacher with his theoretical thinking from the child, and on the other hand, helps the child to separate from the teacher, which sets the dynamics of educational independence. Thus, a specially constructed educational space for educational activities leads to the emergence and formation of educational independence of younger schoolchildren. If the child can organize his own preparation in order to overcome his mistakes and shortcomings, then the teacher creates a zone for the closest development of his educational independence (individual homework, independent study of a new topic, etc.). Only in this case does the history of child-adult actions appear as forms of student and teacher subjectivity.
KEYWORDS:
developmental education, educational space, educational activity, educational independence, individual educational activity, junior school age.
FULL TEXT:
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