Responsibility for young souls is one of the most serious in human life. What should be the pedagogical credo of the educator so that he can be trusted with a developing personality? Children's rights - instead of school
formalism and iron discipline - began to be taken into account at the turn of the XIX-XX centuries. It was then that priority began to be given to all-round development and creative individuality.
Human values
The pedagogical credo of the educator is formed not only from his personal convictions and qualities of character. Of course, it is based on universal values: love, support, mutual respect, purity of soul. More K.D. Ushinsky argued that educating is much more difficult than transmitting knowledge, training. After all, to influence the soul, beliefs, conscience of another - young - person has a moral right and can only one who is constantly working on himself, has a high level of reflection, who himself is pure in heart. Customs and traditions, the political situation and the economic system may change. Nevertheless, the basis on which the educator's pedagogical creed is formed is timeless human values. Including the long-known law of communication: treat the other - the child - just as you would like to be treated with you.
Different schools and concepts
Psychologists
and teachers put in the forefront in their methods and approaches those principles that were closest to them. Today, the educator can choose from a rich philosophical and theoretical heritage. Preferences, of course, will be determined by his worldview, the warehouse of his personality. The pedagogical credo of the educator at the Montessori school, for example, is based on the following postulates: taking into account in the learning process the developing characteristics of the child, his abilities, needs and hobbies. Support for the development of the baby is needed, and not the formation of it in its own image and likeness. Other important principles are the individualization of instruction; respect for the little man; reliance on the activity of the pupil himself. The pedagogical credo of the educator according to the methodology of Janusz Korczak carries such messages. His concept is based on the idea of a children's society, which is organized and managed by the children themselves. A similar educational technique was proposed by Anton Makarenko. This preference and the formation of individuality is not spontaneous, but organized, aimed at the common good. At the same time, the concepts of these teachers have common ground: respect for pupils, mutual trust between the student and teacher. Love for children should be conscious and not so demanding as reasonable. The main thing is dialogue, communication between the teacher and the ward. The ability to hear and listen is not given to everyone.
