Actual patterns and principles of education

In the process of developing the nation's intellectual potential, which is an indicator of the country's moral and material progress, the problem of the upbringing and education of children is becoming ever more urgent.

General patterns and principles of upbringing are considered as the fundamental basis for solving this problem. Given their dialectical relationship, it should be emphasized that the principles logically follow from the patterns and are also mediated by them.

Regularities with objective necessity are formed by factors within which educational and educational processes are carried out. And this dismemberment should be understood as conditional, methodological, because in fact, these two factors of the socialization of the personality of the young person act simultaneously.

The patterns and principles of upbringing determine the activity side of comprehension by the person of the surrounding world, therefore their content and result reflects the process of mastering the individual with knowledge, skills, skills, values that will be valued in society.

The general laws and principles of upbringing include the following components, which can be classified into proper patterns and, as already mentioned, the principles mediated by them.

The first should include the following:

The patterns and principles of upbringing together with them are based on the assertion that the more diverse in content and more effectively the organization of communication with young people, the more productively the personality will be formed in the process of its upbringing and general socialization.

The process of upbringing should have a developing character in itself, because the laws and principles of upbringing presuppose the conclusion that the more dynamically the updating of the motivational basis of the child's learning will take place, the better will develop the intellectual potential and emotional-volitional component of the personality.

The patterns and principles of the upbringing process presuppose, as the initial setting, that the more active the positive influence on the personal parameters of the young person will be, the more effectively these qualities will be formed, creating a stable personal integrity.

As already noted, the principles of upbringing are general rules that are mediated by regularities, which reflect the most general and significant requirements for the content, methodology and organization of the upbringing process as part of the overall socialization of the individual.

The modern methodology of pedagogy as the main ones calls the following principles:

- the orientation of education on public interests with their harmonious combination with personal interests and needs;

- Ensuring the inseparable connection of the upbringing process with the processes of social production and social activity;

- recognition of the priority of positive in education by its content;

- providing a humanistic approach to the upbringing process, ensuring respect for the individual, her rights and freedoms, non-violence;

- a personal approach, which is to take into account the individual parameters of each young person;

- Integrity and unity of educational impact, which involve the pooling of efforts of all agents of the educational process.

The mass school often, unfortunately, quite often ignoring the principles of upbringing, thereby terminating cognitive development of the child, coming into conflict with the objective need of the student in self-development. And this, in turn, can lead to serious negative consequences, when the behavioral problems of children begin to manifest themselves very often in forms of non-adaptive (antisocial, aggressive) behavior.