PSYCHOPEDACOGIC ANALYSIS OF ADAPTATION TO CLASS COLLECTIVE IN TRAINING PROCESS (rendering an article)

PSYCHOPEDACOGIC ANALYSIS OF ADAPTATION TO CLASS COLLECTIVE IN TRAINING PROCESS

The article I am going to give a review of is taken from Materials of the IV international scientific conference «Pedagogical, psychological and sociological issues of professionalization personality». The authors of the text are A. Guliyev, PhD in Pedagogy, associate professor, G. Kazımova, PhD in psychology from Ganja State University (Azerbaijan). It was published in February 2018.

The article under discussion is devoted to the problem of both mental development of the younger students and their training activities – «educationupbringing» and adaptation to the class.

The authors start by describing three types of adaptation that are spread broadly: a) adaptation to environment by changing yourself, b) adaptation of environment to yourself, c) self-isolation and moving away from environment. They explain that those who hardly adapt and «cannot comply with rules, standards, or laws of environment can be called outsiders. This category includes creative personalities, talented pupils». Touching upon the second type of adaptation the author states that such creative adaptation can be successful «for society or large communities, but it is not for small groups or pedagogical collectives». The key issue here is to avoid the third type, therefore teachers should not only think about training/ education, but also consider upbringing.

In addition to this, the authors introduce several characteristics of the age under discussion – the early school age. First of all, it is the period of "clean communication", but simultaneously little schoolchildren have the ability to make conscious choice. This allows the pupils to choose friends. Secondly, in the first grade, children «come from different families; have different qualities, abilities and preparation. In the process of the training, pupil gains some knowledge; possess skills and abilities in the field of mutual relations, joint activities». That is why it is essential for them to become a part of a collective.

Furthermore, the authors make a few critical remarks on the fact that teachers separate education and upbringing, paying little attention to their upbringing function. Fortunately, the concept of modern education is not to provide the students’ knowledge in ready form, but through ways of «thought-provoking, stimulating careful consideration or attention. It is based on logical thinking, not mechanical memory», so it essentially evaluates this problem. The example is given to us: «…pupils' discussion and polemics in the learning process increase their communication culture. In the training process, dialogue enhances polemics in the classroom, increases the dynamics, which also affects both mental development, and pupils find out their contradictions and learn to work with the collective».

Summing up, the authors conclude that there is a direct subordination between mental development of the younger students, the success of their training activities and their adaptation to collective.

Taking into consideration the fact that in recent years the idea of «thought-provoking» education develops very fast, teachers naturally face the need of «educationupbringing». On the one hand, addressing pupils’ personalities positively influences the speed and quality of learning process. Moreover, it sometimes brings unexpectedly successful results. Experience shows that sometimes even one motivational act can provoke an extreme growth of students’ interest and, consequently, the success of trainings. On the other hand, being a manager of polemics in class a teacher himself becomes a part of this collective and its needs and thoughts become important for him. To my mind, it might be the foundation of successful communication. In conclusion I’d like to say, that taking into account the ideas of personality, collective and upbringing can make the process of adaptation to the environment effortless.