What does each of these concepts mean? Let's try to understand this issue so that the life of parents and the child is not burdened by an unnecessary race of achievements.

First, let's clarify the definitions themselves:

• Early development- this is a process that stimulates cognitive and research interest in a child under the age of 3-4 years;
• early learning- this is a process aimed at getting a baby no older than 3-4 years of any specific skills and abilities.

1. Why we train and why we develop

Let's take a look at the multiplication table as an example. The baby is trained to memorize the multiplication table: all the numbers fly off the teeth. This is early learning. But if you ask the multiplication table in an unusual order, then most likely the child will get confused and will not be able to give the correct answer. Early learning is aimed precisely at ensuring that the baby “feels” the numbers and can handle them not from memory, but freely.

2. With the help of what we teach and teach

Learning, if we discard the nuances and techniques, involves a focused (and often monotonous) study of the material. Development is tailored to the study of the surrounding world, in the literal sense of the "surrounding". On the street, while walking - we study insects and grass with the child, at home - how water flows from a tap or food is cooked on the stove. Thus, the object of early education is abstract things that are difficult to touch with hands, and early development is the surrounding world in its diversity.

3. Purpose of learning and purpose of development

In learning, it is important to acquire certain skills - to read, count, learn, and so on. Moreover, it is desirable for a specific period. It's like running a hundred meters. Development, if you use sports terms, is long training that prepares a person for the race. Maybe an unprepared beginner will overcome the distance, but how will he feel after that and will he want to participate in the marathon? Early development is like training, preparation for learning.

4. Who helps to learn and who helps to develop

In early learning, the main character is the child himself. Adults, mom and dad, act more as a help. During early development, mother and baby are full participants, partners. An adult, helping his child to explore the world, discovers many new things. And it brings the parents and the baby very close.

5. Duration of the learning and development effect

Many child psychologists and pediatricians say that practical skills (learned poems, knowledge of letters, etc.) acquired by a child under 3 years old are forgotten rather quickly. But the impressions absorbed during leisurely walks with stories about animals, natural phenomena, remain for life and not only at the subconscious level.

6. Child's interest in learning and interest in development

Learning often involves the ability to be at least diligent and focused on a subject for a certain amount of time. Have you often met a child of 2-4 years old, not to mention one-year-olds, who can do one thing for at least 20 minutes? Unless, of course, they found paints hidden by their parents and paint with rapture on the wallpaper in the hallway! So drawing on the walls in the corridor is part of early development, which, under the control of an adult, goes with a bang for children. And forcing a toddler to name geometric shapes in a book is early learning. Let him better draw them on the pavement in the yard.

7. The basis of learning and the basis of development

Development comes from scratch. In order to develop in any field, you do not need to be ready. You just need to want, and more - so as not to interfere with learning new things. Whereas training implies a certain readiness for it, both physical and moral.

The decisive role of the processes of education and upbringing in human development is unlikely to be in doubt. “Development not only determines training and education,” wrote S.L. Rubinshtein, but is itself conditioned by them. “A child develops by being brought up and trained” [Ibid.].

But what does “man develops” mean? What in a person can and should develop through training and education? What develops in the process and as a result of education, and what develops in the process and as a result of education? The answers to all these questions have not only theoretical but also practical significance. As noted by S.L. Rubinshtein, the correct solution of the question of the relationship between development and education (as well as development and education – A.K.) is of central importance not only for psychology, but also for pedagogy.

The structure of man and the main lines of his development

Being a representative of a special kind of living beings, a person is characterized by a special constitution, a special structure of his body and has special functional capabilities. From this, one might say, biological point of view, a person acts as a special individual (representative of the species). The development of a person as an individual is, first of all, the development of his body and life support systems. To a large extent, their development is biologically determined and therefore correlated with the concepts of growth and maturation. However, in the development of an organism and, accordingly, a person as an individual, there are also socially determined features that can be correlated with the concept of a person’s physical development. For the development of these features, special physical exercises and special classes are needed, organized and initiated by members of the society in which human development takes place. The physical development of a person is expressed, in particular, in the development of strength, endurance, flexibility; in achieving speed, accuracy and coordination of movements; in strengthening health and immunity to diseases, etc. The dynamics of the physical development of a person in a generalized form can be represented as a line ascending in the coordinates of age and general development of a person. Each person has his own characteristics and his own line of physical development.

In addition to the line of physical development, a significant place in the development of a person is occupied by the line of mental development - the development of his psyche. Given that the psyche is understood as the ability to subjectively reflect reality, a person, being the bearer of the psyche, is a subject. Accordingly, we can talk about the development of man as a subject. As shown in the works of L.S. Vygotsky, the mental development of a person or his development as a subject is largely socially (culturally and historically) conditioned. The highest level of development of the psyche - consciousness, as well as the verbal form of thinking arise in a person solely due to his interaction with other people.

And, finally, the most significant distinguishing feature of a person, which constitutes his essence, is the presence of a special property (quality) in him, denoted by the concept of “personality”. A.V. Petrovsky defines the essence of personality in this way: “in psychology, a personality is a systemic social quality acquired by an individual in objective activity and communication and characterizing the level and quality of representation of social relations in an individual” . The essence of personality is defined somewhat differently in the work of L.I. Antsyferova. According to its definition, “personality is an individual form of existence and development of social ties and relationships”.

As can be seen from the above definitions, the essence of a person as a person is social or social relations. However, A.V. Petrovsky, personality is a special quality of an individual, which is manifested in his behavior in the form of social relations, and L.I. Antsyferova is the very form of social relations. At the same time, the understanding of personality has become widespread not as a special property of a person or a form of social relations, but as a person himself, considered in the system of social relations. Personality is a person as a subject of social relations. Given this circumstance, we can talk about the development of a person as a person. This line in human development correlates with the concept of social development.

Thus, speaking about the development of a person, it should be taken into account that a person can act in three guises: as an individual, as a subject and as a person (see Fig. 1).

Figure 1 - Man as an individual, subject and personality

In accordance with the three-component structure of a person, three lines can be distinguished in his development:

a) the line of physical development (development of a person as an individual);

b) the line of mental development (development of a person as a subject);

c) the line of social development (development of a person as a person).

In graphical form, the presence and ratio of the three lines in human development are shown in Fig. 2.

Figure 2 - The main lines in human development and their relationship

Since a person is a holistic systemic formation, all its separate substructures and separate lines of development are interconnected and function in a mutually coordinated manner, providing a person with the opportunity to build effective forms of behavior in the constantly changing conditions of the subject and social environment. Successes and achievements in the line of physical development contribute to the achievement of a high level of mental development, which, in turn, ensures the success of social development and the development of a person as a person. The relationship between physical and mental development is reflected in the well-known saying - "a healthy mind in a healthy body." The relationship between physical qualities and mental processes in preschool children was convincingly demonstrated in the dissertation research by N.I. Dvorkina. There is no doubt that defects in physical development, especially at an early stage of a child's ontogenetic development, lead to a violation of both the development of the psyche and the subsequent development of the child's personality. Violations of mental development in the same way negatively affect the level of the child's social development and the possibilities of his physical development.

There is no doubt that the development of man along all three lines is determined by social conditions, organized and carried out by society. Being born as a member of society, a person from birth begins to develop in interaction with other people, and each of them can influence his development to one degree or another. And here a number of questions arise. What interaction between the developing person and the people involved in his development is what we call learning? How is education different from education? What develops in a person through training, and what - through upbringing?

Human learning and development

Obviously, in teaching there is one who teaches and one who is taught. But in teaching there is also something that is taught, i.e. learning content. At the same time, it is assumed that as a result of training, a person will learn what he is taught, and this will be a special neoplasm in his development. As S.L. Rubinshtein, “they teach what the learning child has not yet mastered”.

What can a person be taught, and what can a person learn as a result of training?

Probably, we can agree that when a person interacts with his natural and social environment, he gains knowledge about the features of his environment and acquires the skills and abilities of adequate behavior in this environment. At the same time, he can acquire this knowledge and acquire the appropriate skills and abilities independently through trial and error, showing certain forms of cognitive and motor activity. But the child, being initially included in the system of social relations, begins to receive the necessary knowledge and he begins to develop the necessary skills and abilities under the guidance of adults and, importantly, in special conditions - the conditions of educational activities.

The impact of other people on a person in order to acquire certain knowledge, skills and abilities - this is what is called learning. Learning is the activity of other people, aimed at transferring a certain set of knowledge, skills and abilities to a person or, in modern terms, at developing certain competencies in a person. However, since knowledge, skills and abilities are forms and results of certain processes occurring in the psyche and personality of a person, they can only arise as a result of his own activity, as a result of the mental and social activity of the person himself. If a person does not show attention and interest in what is being taught, and does not make efforts to learn what is needed, one cannot count on the appearance of ZUNs transmitted to him. Therefore, learning is not just the transfer of ZUNs, but the process of active interaction between the teacher and the student, in which, on the one hand, the transfer of ZUNs to the trainees, and, on the other hand, their assimilation by the trainees. Moreover, the responsibility for the manifestation of the necessary cognitive and motor activity of the student falls, as a rule, on the teacher. He must organize and carry out the learning process in such a way that it is possible to stimulate the activity of the student and manage this activity. In this regard, learning can also be defined as a process of stimulation and regulation of external and internal activity of a person, as a result of which he acquires new knowledge, skills and abilities.

In essence, the activity of the one who teaches is nothing more than pedagogical activity, and the teacher himself acts as a teacher or teacher. A person's own activity, aimed at assimilating what he is being taught, is what is called learning activity or simply teaching. Thus, human learning is directly related to his teaching, or, what is the same, pedagogical activity, the subject of which is the teacher, is associated with educational activity, the subject of which is the student.

It should be noted that not all training, which is a pedagogical activity, can achieve its goal. First, for effective learning, the teacher must have the proper motivation for pedagogical activity and the proper level of pedagogical skill. Secondly, the effectiveness of learning also depends on the presence of an appropriate motivation for learning in the student. In addition, the trainee must have a level of mental (mental) development, as well as levels of physical and social development sufficient to master what he is being taught. It is impossible to teach a person what he does not want or cannot learn due to the insufficiency of his development. As noted by L.S. Vygotsky, “that learning in one way or another must be coordinated with the level of development of the child is an empirically established and repeatedly verified fact that cannot be disputed” .

However, training should not only take into account the current level of human development and rely on what he has already learned. In training, it is necessary to focus on what a person has not yet learned, but can learn, i.e. to its zone of proximal development. “The doctrine of the zone of proximal development,” wrote L.S. Vygotsky, - allows you to put forward ... a formula stating that only that training is good, which runs ahead of development” .

The specificity of training is the transfer of knowledge, skills and abilities (or relevant competencies) to a person in certain subject and intellectual activities. You can teach, for example, writing, counting, dancing, drawing, board and outdoor games, playing musical instruments, driving a car, swimming, archery, poetry, learning, etc. But whatever a person learns, he will certainly enter into certain interpersonal relationships both with those who teach him and with those who directly or indirectly take part either in organizing his learning or in carrying out the activity that he has learned. Being the subject of not only activities, but also social relations, a person, as noted above, acts as a person. How to behave towards other people in a given situation of social interaction is not given to a person from birth. This he must learn, and this he can be taught. It is obvious that the transfer of knowledge, skills and abilities to a person in the field of social interpersonal relations is also training. But this is a special kind of training - thanks to it, the assimilation of moral norms and rules of behavior in society is achieved by a person. This special type of education is denoted by a special concept - "education".

Human upbringing and development

Speaking of training, we raise the question of what a person is taught, and what he will be able to do on his own as a result, what activities he will be able to perform. But if we are talking about education, then the question is put differently - what personal qualities a person develops, and who (in the sense of what kind of personality) he can become. If, as a result of training, he can become a good or bad specialist, then as a result of education, he can become a good or bad person. Education ensures the social development of a person and the development of him as a person.
Based on the above definitions of the concept of "personality", in order for a child to become a person, it is necessary to have his interaction with other people. Consider the situation in which the child isRand two interacting peopleA And B. Due to the presence of cognitive mental processes of perception and thinking in a child, when observing what is happening in a situation, the following images appear in his psyche:
a) images of a personA and human B, which we will denote by the symbols And . The upper bar-indices in the notation indicate that these are images, and the lower indices “R” mean that images arise in the psyche of the childR. The content of the image is indicated in brackets, i.e. the image of which arises in the psyche.
b) images of observable social relations between a personA and man B, which can be denoted asAnd . Letter combinations AB And BAabove the arrows indicate the presence and direction of social relations (who interacts with whom).
c) patterns of actions expected of the child by adults. These images are denoted by more complex symbols.And . However, it is not difficult to understand them, given that the designation principle in them is the same - the upper bar-index indicates the presence of an image, the lower one indicates the bearer of the psyche in which this image arises, and in brackets the content of the image.
Obviously, the reflection in the child's psyche of social relations demonstrated by adults is the initial stage of the child's assimilation of social relations and his formation as a person. However, getting ideas about social relations does not mean mastering them. It is necessary that these social relations be represented in the individual behavior of the child himself, so that he himself can demonstrate them in relations with other people. And this is possible under two conditions:
- firstly, when in his psyche, thanks to the processes of thinking, from holistic images of perception of relationships between adults, the selection of images of directly social relations begins, that is, images And ;
- secondly, when the image of the child about himself arisesand this image begins to associate with one of the selected images of social relations, which, in turn, is associated with the image of the person with whom the child enters into social relations (for example, when out of three images, And an image is formed).
In this case, the child tries to demonstrate in interaction with a personBthe form of social relation that he had the opportunity to observe in human interactionA with a person B. However, it is obvious that, as a child, he is not able to accurately reproduce the attitude. So he will show his individual attitude, which, nevertheless, will be correlated in a certain way with the relation. As he matures, develops physical and intellectual abilities, his individual forms of social relations will become more and more perfect. Accordingly, the level of development of the child as a person will also become higher.

The features of the development of a child as a person reflect not only the features of social relations that take place in his immediate social environment, but also certain stereotypes of social relations that exist in society, knowledge about which he can draw from sources of information available to him - cinema, television, radio and print. The totality of social relations characteristic of a certain social group is nothing but the culture of this group. Accordingly, the totality of social relations, assimilated and demonstrated by a person, constitutes the culture of this person. Thus, we can say that as a result of upbringing, a person develops as a person and an individual culture of personality is formed in him.

Of great importance in the upbringing and development of the necessary personality traits in a person is his social status - the place or position that he, as a person, occupies in the structure of society. Depending, for example, on whether a person is male or female, a child or an adult, heir to the throne or comes from a simple family, different personality traits will be formed in him, and different systems of social relations will be offered to him for assimilation. The selectivity and regulation of social relations is expressed in the system of expected forms of behavior from the individual, corresponding to his social status. These social expectations extend not only to external forms of behavior, but also to the internal positions of the individual - attitudes, value orientations, motives for behavior and activity.

Thus, education, which determines the characteristics of a person's social development, contributes to the assimilation of moral norms and rules of behavior in society, the development of a motivational sphere, a system of life values ​​and a certain worldview.

As a result of the conditions organized by society for the development of a person and the implementation of the processes of training and education in a person, as an individual, subject and personality, the corresponding physical, mental and social abilities develop, which provide him with the opportunity to satisfy his biological, spiritual and social needs (see Fig. .3).

Figure 3 - The general scheme of interaction between a person and society in the process of training, education and development

Since the ways to satisfy any needs in society are socially determined and regulated by both written and unwritten (moral) laws, the totality of individual forms of satisfaction of needs demonstrated by a person, as well as the totality of social relations acquired by him, is an individual culture of a person.

In the process of human interaction with other people, not only his individual development of a person and the formation of his individual culture take place, but also the development of those people with whom he interacts. Other people who have their own developmental characteristics and their own culture of behavior and activity can also change. The mutual conditioning of the individual cultures of individual members of society during their interaction within certain social groups allows us to assert that just as society affects the development of an individual and the formation of his culture, so does an individual influence the development of society and contribute to the formation of general cultural values. As numerous examples show, the role of the individual in the development of society can be no less significant than the role of society in the development of an individual person.

The connection between learning and human development is one of the central problems of pedagogical psychology. When considering it, it is important to note that: a) development itself is a complex involutionary-evolutionary progressive movement, during which progressive and regressive intellectual, personal, behavioral, and activity changes occur in the person himself (L.S. Vygotsky, B.G. Ananiev ); b) development, especially personal development, does not stop until the end of life itself, changing only in direction, intensity, character and quality. The general characteristics of development are: irreversibility, progress / regression, unevenness, preservation of the previous in the new, unity of change and preservation. As factors determining mental development, V.S. Mukhina considers its prerequisites, conditions and connection between development and the internal position of the child.

Speaking about the main goal of any education system - the development of the student's personality, one should first of all emphasize one of the main provisions of modern pedagogical psychology, according to which education is not only a condition, but also the basis and means of mental and, in general, personal development of a person. The question of the nature of the correlation between training and development is essential. The answer to this question is fundamentally important for educational psychology.

The ratio of learning and development

There are different points of view on the solution of this issue. So, according to one of them, learning is development (W. James, E. Thorndike, J. Watson, K. Koffka), although the nature of learning (teaching, learning) is understood by everyone in different ways. According to another, learning is only the external conditions for maturation and development. "Development creates opportunities - learning realizes them", or, in other words, “learning comes at the tail of development”. According to J. Piaget, "the thinking of the child necessarily passes through certain phases and stages, whether the child is learning or not"[cit. on 47, p. 227].

In domestic psychology, the point of view formulated by L.S. Vygotsky and shared by an increasing number of researchers. According to this point of view, education and upbringing play a leading role in the mental development of the child. “Learning can have long-term, and not just immediate, consequences in development, learning can go not only after development, not only in step with it, but can go ahead of development, moving it further and causing new formations in it”. This position is cardinal not only for domestic educational psychology, but also for the cognitive psychology of J. Bruner in the USA that adopted it. As Bruner points out, "... teaching the fundamentals of science, even at the elementary level, should not blindly follow the natural course of the child's cognitive development. Teaching can even become a leading factor in this development, providing the student with tempting and quite feasible opportunities to force his own development.. From the fundamental thesis of L.S. Vygotsky follows that learning and development are in unity, and learning, ahead of development, stimulates it, and at the same time, it itself relies on actual development. Consequently, education should be "focused not on yesterday, but on the future of child development." This provision turns out to be fundamental for the entire organization of education, pedagogy as a whole.

Consideration of the problem of development means answering a number of questions: what is the general direction of the mental development of the individual, what acts as its driving forces, what is the social situation of development, along what main lines does it proceed. Education, implemented by any type, cannot but take into account all these points, if it wants to be controlled and achieve the main goal - the development of the personality of the student, his mental development.

• Learning and Development: Modern Theory and Practice

Education and upbringing in human development // Education and development: modern theory and practice. Materials of the XVI International Readings in memory of L.S. Vygotsky. - 2015.

Training and education in human development

At present, no one doubts that education and upbringing lie at the basis of human development. According to S.L. Rubinshtein, "development not only determines training and education, but is itself conditioned by them." “A child develops by being brought up and learning” [Ibid.]. “Any training,” wrote L.S. Vygotsky, - is a source of development ".

But what does it mean "man develops"? What develops through training, and what develops through upbringing? The answers to all these questions have not only theoretical but also practical significance. As noted by S.L. Rubinshtein, “the correct solution of the question of the relationship between development and learning (A.K. - as well as development and education) is of central importance not only for psychology, but also for pedagogy.

Lines of human development.

Being a representative of a special kind of living beings, a person is characterized by a special constitution, a special structure of the body and has special functional capabilities. From this, one might say, biological point of view, man appears as a special individual. Accordingly, we can talk about the development of a person as an individual. The development of the individual includes the development of the organism, which is largely biologically determined and therefore can be correlated with the concept of "maturation". However, in the development of an organism and, accordingly, a person as an individual, there are also socially determined features that correlate with the concept of a person’s physical development. For the development of these features, special physical exercises and special classes are needed, organized and initiated by members of the society in which human development takes place. The physical development of a person is expressed, in particular, in the development of strength, endurance, flexibility; in achieving speed, accuracy and coordination of movements; in strengthening health and immunity to diseases, etc.

The second thing that distinguishes a person from other living beings is the features of his psyche, which, as shown by L.S. Vygotsky, are largely socially conditioned. The highest level of development of the psyche - consciousness, as well as the verbal form of thinking, arise in a person exclusively in the process and due to his interaction with other people. Being the bearer of the psyche, a person acts as a subject. Accordingly, we can talk about the development of man as a subject. The development of the subject is a special line in the development of a person, which correlates with the concept of mental development.

And, finally, the most significant distinguishing feature of a person, which makes up his essence, is the presence of a special property (quality) in him, denoted by the concept of “personality”. By definition, A.V. Petrovsky, "personality in psychology denotes a systemic social quality acquired by an individual in objective activity and communication and characterizing the level and quality of representation of social relations in an individual" . A similar definition of personality is given in one of the works of L.I. Antsyferova, according to which "personality is an individual form of existence and development of social ties and relationships". At the same time, it is more common to understand the personality not as a special social quality of a person or a form of existence of social relations, but as a person himself, who has a special social quality and demonstrates various forms of social relations. Given this circumstance, we can talk about the development of a person as a person. This line in human development correlates with the concept of social development.

Thus, speaking about the development of a person, one should consider the features of his development as an individual, subject and personality. Accordingly, one should take into account the presence in human development of lines of physical, mental and social development.

There is no doubt that human development along all three lines is determined by social conditions, organized and carried out by society. A person from birth begins to develop in society and in interaction with other people. And here a number of questions arise. What interaction between the developing person and the people involved in his development is what we call learning? How is education different from education? What develops in a person through training, and what - through upbringing?

Learning and human development.

Obviously, in teaching there is one who teaches and one who is taught. But in teaching there is also something that is taught, i.e. learning content. At the same time, it is assumed that as a result of training, a person will learn what he is taught, and this will be a special neoplasm in his development. As S.L. Rubinshtein, "they teach what the learning child has not yet mastered."

What can a person be taught, and what can a person learn as a result of training?

Probably, we can agree that when a person interacts with his natural and social environment, he gains knowledge about the features of his environment and acquires the skills and abilities of adequate behavior in this environment. At the same time, he can acquire this knowledge and acquire the appropriate skills and abilities independently through trial and error, showing certain forms of cognitive and motor activity. But the child, being initially included in the system of social relations, begins to receive the necessary knowledge and he begins to develop the necessary skills and abilities under the guidance of adults and, importantly, in special conditions - the conditions of educational activities.

The impact of other people on a person in order to acquire certain knowledge, skills and abilities - this is what is called learning. Education is the activity of other people (pedagogical activity), aimed at transferring the necessary knowledge, skills and abilities to a person or, in modern terms, at developing the necessary competencies in a person. A person's own activity, aimed at obtaining knowledge, skills and relevant competencies, is what is called learning activity or simply teaching. Thus, there is human learning, where a person acts as an object of pedagogical activity, the subject of which is a teacher (teacher), and there is a person’s teaching, where a person himself is the subject of his educational activity.

It should be noted that not all training can achieve its goal. First, for effective learning, the teacher must have the proper motivation for pedagogical activity and the proper level of pedagogical skill. Secondly, the effectiveness of learning also depends on the presence of an appropriate motivation for learning in the student. In addition, the trainee must have a level of mental (mental) development, as well as levels of physical and social development sufficient to master what he is being taught. As noted by L.S. Vygotsky, "that learning, one way or another, must be consistent with the level of development of the child - this is an empirically established and repeatedly verified fact that cannot be disputed" . However, in training, it is necessary to focus not on what a person has already learned, but on what he can learn, i.e. to its zone of proximal development. “The doctrine of the zone of proximal development,” wrote L.S. Vygotsky, - allows you to put forward ... a formula stating that only that training is good, which runs ahead of development ".

The specificity of training is the transfer of knowledge, skills and abilities (or relevant competencies) to a person in certain subject and intellectual activities. But no matter what activity a person is trained to perform, he will certainly enter into certain interpersonal relationships both with those who teach him and with those who in one way or another take part either in organizing his training or in carrying out any activity. Being the subject of social relations, a person acts as a person.

How to behave towards other people in a given situation of social interaction is not given to a person from birth. This he must learn, and this he can be taught. It is obvious that the transfer of knowledge, skills and abilities to a person in the field of social interpersonal relations is also training. But this is a special training, thanks to which the assimilation of moral norms and rules of behavior in society is achieved by a person, and usually it is called education.

Education and human development.

Speaking of learning, we raise the question of what a person learns and what he can learn. But if we talk about education, then the question is put differently - what personal qualities a person develops and who (in the sense of what kind of personality) a person can become. upbringing ensures the social development of a person and the development of him as a person.

Based on the above definitions of the concept of "personality", in order for a child to become a person, it is necessary to have his interaction with other people. In the process of a child's interaction with people, images of these people appear in the child's psyche, images of social relations between them accessible for observation, and images of actions expected of him by adults. Reflection in the child's psyche of social relations demonstrated by adults is the initial stage of the child's development as a personality. But in order for a child to become a person, it is necessary that these social relations be represented in the behavior of the child himself, so that he himself can demonstrate them in relations with other people. And this is possible under two conditions:

• firstly, when in the child's psyche, thanks to the processes of thinking, images of social relations begin to be isolated from holistic images of perception of relationships between specific adults, regardless of their specific carriers;
• secondly, when in the child's psyche the image of a social relationship begins to be associated, on the one hand, with the image of the child and, on the other hand, with the image of the person with whom the child enters into social relations.

In this case, the child begins to try, in interaction with another person, to demonstrate that form of social relationship that he had the opportunity to observe among the people of his social environment. However, it is obvious that, as a child, he is not able to accurately reproduce the adult form of the relationship. Therefore, he will be able to reproduce his individual childhood attitude, which, nevertheless, will be correlated with the attitude of adults. This will be the very “individual form of the existence of social relations”, which, according to the definition of L.I. Antsyferova, characterizes a person as a person. As the child grows older, his physical and intellectual abilities develop, the individual forms of realization of the child's social relations will become more and more perfect. Accordingly, the level of development of the child's personality will also become higher.

The child's assimilation of social relations and the development of social forms of behavior in him in the process of education also occurs due to the mechanisms of direct translation into the child's psyche of socially acceptable actions and deeds expected from him. When an adult builds his relationship with a child, he makes it clear to the child what is required of him, what actions and what behavior the child should demonstrate. An adult expects from a child and in fact imposes on him those forms of social relations that he considers necessary and acceptable in a given situation of social interaction.

Of great importance in the upbringing and development of the necessary social competencies and the corresponding personality traits in a person is the social status of a person - the place or position that he, as a person, occupies in the structure of society. Depending, for example, on whether a child is a boy or a girl, heir to the throne or comes from a simple family, different personality traits will be formed in him, and different systems of social relations will be offered to him for assimilation. The selectivity and regulation of social relations is expressed in the system of expected forms of behavior from the individual, corresponding to his social status. These expectations apply not only to external forms of behavior, but also to the internal positions of the individual - attitudes, value orientations, motives for behavior and activity.

Thus, education, which determines the features of a person’s social development and his development as a person, contributes to the assimilation by a person of moral norms and rules of behavior that exist in society, the development of his motivational sphere, a system of life values ​​and a certain worldview.

Literature

1. Antsyferova L.I. On the dynamic approach to the psychological study of personality // Psychological journal. - 1981. - V.2. - No. 2. - P.8-18.
2. Vygotsky L.S. Pedagogical psychology / Ed. V.V. Davydov. - M .: Pedagogy-Press, 1996. - 536 p.
3. Kornienko A.F. Correlation of the concepts "subject", "subjectivity", "subjectivity" // Man, subject, personality in modern psychology. Proceedings of the International Conference dedicated to the 80th anniversary of A.V. Brushlinsky. Volume 1 / Responsible ed. A.L. Zhuravlev, E.A. Sergienko. - M .: Publishing house "Institute of Psychology of the Russian Academy of Sciences", 2013. - P. 208-210.

Education- activities that provide mastery of knowledge, skills and abilities. Learning is always a process of active interaction between the teacher and the student. The psychological side of learning is expressed in the structure of learning, its mechanisms, as a special specific activity; in the psychological characteristics of the personality of the student and teacher; in the psychological foundations of methods, methods and forms of teaching.

Education and development.

There are three views on the relationship between these processes.

1) J. Piaget (according to the level of development of mental operations): Development should go ahead of learning, first we develop thinking, then the child solves the problem.

2) Gestalt psychology: Learning is parallel to development, starts at the same time, ends at the same time.

3) L.S. Vygotsky

The zone of actual development (ZAR) is the volume of actions and operations that a child can perform independently, using his level of mental development.

The zone of proximal development (ZPD) is the level of actions and operations that a child can perform only with the help of an adult who, in the course of special training, contributes to the mental development of the child.

Psychology of learning- this is a scientific direction that investigates the psychological patterns of the assimilation of knowledge, skills and abilities, the psychological mechanisms of learning and learning activities, age-related changes due to the learning process.

The main practical goal of the psychology of learning is aimed at finding opportunities to manage the learning process. At the same time, teaching is considered as a specific activity, including motives, goals and learning activities. Ultimately, it should lead to the formation of psychological neoplasms and properties of a full-fledged personality. Teaching is a universal activity, because it forms the basis for mastering any other activity. The central task of the psychology of learning is the analysis and development of requirements for learning activities carried out by the student in the pedagogical process. It is concretized in a complex of more particular tasks:

Identification of the connection between learning and mental development and development of measures to optimize the pedagogical effects of the process;

Identification of general social factors of pedagogical influence that affect the mental development of the child;

System-structural analysis of the pedagogical process;

Disclosure of the nature of individual manifestations of mental development, due to the peculiarities of educational activity.

Educational activity has a structural-systemic character. A system is a unity of components and their interconnections. The structure includes:

"1. The components of the activity, without which it is impossible. This includes the tasks and goals of the activity; its subject, methods of decision-making and implementation; actions for monitoring and evaluating activities.

"2. Relationships between the specified components. Interactions, operations, elements of a functional organization, operational display systems, etc. can be interconnected.

3. The dynamics of the establishment of these relationships. Depending on the regularity of the activation of the connections, symptom complexes of mental processes and functionally important properties are formed.

All structural elements are connected by numerous links. Elements of the structure are conditionally indivisible parts of it. Any structure provides the implementation of some functional property, for the sake of which it was actually created, i.e. its main function (for example, the education system is created to realize the function of learning). A function is the process of bringing about a certain result.

The combination of structure and function leads to the formation of a system. The main characteristics of the system:

1) it is something whole;

2) is functional in nature;

3) differentiates into a number of elements with certain properties;

4) individual elements interact in the process of performing a certain function;

5) the properties of the system are not equal to the properties of its elements.

6) has information and energy connection with the environment;

7) the system is adaptive, changes the nature of functioning depending on the information about the results obtained;

8) different systems can give the same result.

From the standpoint of a systematic approach, individual mental components (including functions and processes) in activity act as a holistic formation, organized in terms of performing the functions of a specific activity (i.e. achieving a goal), i.e. in the form of a psychological system of activity (PSD). PSD is an integral unity of the mental properties of the subject and their comprehensive connections. The educational process in all its manifestations is implemented exclusively by the PDS. Within its framework, a restructuring of the individual qualities of a person takes place through their construction, restructuring, based on motives, goals, and conditions of activity. Actually, this is how the accumulation of individual experience, the formation of knowledge and the development of the student's personality arise.

Psychological components of learning

As a systemic organization, learning activity has relatively stable ("static") components and links between them. Sustainable structural elements of educational activity:

subject of study;

Student (subject of learning);

Actually learning activities (methods of learning, learning activities);

Teacher (subject of learning).

Subject of study are knowledge, skills and abilities that need to be acquired.

Student- this is a person who is influenced by the development of knowledge, skills and which has certain prerequisites for such development.

Learning activities It is a means by which new knowledge, skills and abilities are formed.

Teacher- this is a person who performs supervisory and regulatory functions, ensuring the coordination of the student's activities until he can do it on his own.

Sustainable components are connected to each other by connections, among which the main ones will be: motivational, emotional, cognitive, informational. The general orientation of educational activity is Gnostic, subject.

All of these elements should be related to each other in a harmonious unity. Only then will the system function with maximum efficiency. Any defect or loss of any component leads to deformation, destruction or disintegration of the entire system. She is unable to fulfill her main function - teaching.

Compared to other activities, learning activities have their own specifics. The traditional scheme "subject - actual activity - object - result" looks like this:

If the "object" is the student's personality ("L" (person) of the student), then the scheme takes on a fundamentally different color. The main, active force in ordinary activities is the "subject". In learning activities, activity comes from both the "subject" (teacher) and "P - person" (student).

All the main components of activity: motive, methods of activity, results begin to acquire a dual personal meaning, due to the personality of the student and the personality of the teacher. The object of educational activity is the holistic personality ("I") of the student, i.e. complex psychosocial system. No less complex system is the personality of the teacher. In the aggregate of their mutual influences on the subject of study, methods of teaching and the result, they form a supersystem of "learning activity". It is known that the impact on some element of the system entails a change in the state of the entire system. With a complex combination of at least two personalities (teacher and student), the impact on various parts of the "learning activity" system is ongoing. Consequently, the system itself is constantly in active dynamic change. Teaching always entails a restructuring of both the consciousness and the mental properties of the individuals participating in it.

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