MODERN APPROACHES ENSURING CONTINUOUS EDUCATION AS A FACTOR OF PERSONAL DEVELOPMENT
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 117, Issue 4
Abstract
Modern approaches facilitating continuous education as a development factor of an individual who, taking into account the dynamics of socio-economic changes, can solve the problem of forming the need for sustainable development are substantiated in the article. The emphasis is placed on the transition from the concept of «education for all life» to the concept of «life-long education» in the modern world the practical basis of which is associated with the development of a system of continuous education. Attention is drawn to the general provisions of the concept of continuing education, proclaimed at the UNESCO Forum in 1965 which are based on a human-centred position, envisaging the creation and implementation of conditions for person’s full disclosure of abilities, interests and potential throughout his / her life. The characteristic features that make it possible to make a coherent idea of continuing education as a factor in the development of a personality: the stage, integrity throughout life; spatial and personal parameters of continuous education were outlined in the article. Some principles which underpin the functioning of continuous education: humanism, democracy, mobility, perseverance, openness, continuity were characterized. It was underlined that in the system of continuous education, which is being developed in Ukraine, pre-school and elementary education are acquiring an important social significance; they are the source of the formation and development of a person as a full citizen of the state. Therefore, ensuring continuity between them is one of the conditions for the continuous education of a child. The author outlines the importance of ensuring continuous education at the stage of preschool and junior school age in order to ensure the non-crisis development of the child's personality when the value of preschool childhood is preserved and the prerequisites for the successful formation of first-graders’ educational activities are created. It is demonstrated that the leading function of continuity is to ensure the authentic development of a child during transitional periods. The continuity itself prevents the crisis phenomenon in the mental development of an individual, helps a child to smoothly enter into a new social environment, which is so important for his / her inner self-esteem. Enough ground was given to prove that continuity should become a holistic process oriented towards the perspective formation of the child's personality and is based on his / her previous life experience and his / her accumulated ideas and knowledge. Prosperity is an indicator that enables us to determine adequate age-specific indicators for the acquisition of knowledge, skills and competences by pre-schoolers, as well as the level of development and decency of a particular child.
Authors and Affiliations
Hanna Zadorozhna
Keywords
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