Чуйна особистість вихователя дітей дошкільного віку : теоретичний аспект

Abstract

У статті актуалізовано проблему становлення вихователя дітей дошкільного віку як носія гуманних цінностей. Визначено, що успішне та ефективне розгортання особистісно орієнтованої взаємодії можливе за умови сформованості стійкого позитивного ставлення вихователя до дітей, основу якого складає любов та чуйність педагога.

In the article the modernization of the national education system in Ukraine based on the child-centered pedagogy is actualized. The attention is paid to the problem of forming a new teacher capable not only to declare but implement the principles of humanistic education. Only a teacher whose philosophy is focused on the child as the highest value can realize humanistic ideals. Not only professional knowledge and skills of educator but his spiritual culture, high ideals and moral qualities provide the residence of happy childhood by a child. The destruction of value orientations of a pre-school teacher affects the character of his communication, complicates interpersonal understanding and changes the dominant type of attitude to children. In the article an impact of emotional and positive, sensitive attitude of educator to children is followed by establishing educational cooperation and forming of human relations among the children. Successful and effective deployment of personality oriented interaction is possible by forming stable positive attitude of educator to children based on love and keenness of a pre-school teacher. Keenness of educator allows creating a comfortable atmosphere of communication, environment of absolute trust, equal partnership, openness and sincerity. If a child is brought up by an indifferent teacher, she/he will turn to anger and aggression. If love and goodwill dominate the child will be open and responsive in attitude to people. Responsive teacher is able to support the child, help to overcome difficulties, to strengthen her faith in herself. Showing heartiness in attitude to a child, the teacher creates the conditions in which the pupil feels a sense of dignity.