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From the viewpoint of the management of the educational process, this
stage may be divided into two parts. Until 2-3 years of age, the process
involves impulsive activities of the person that is being educated, as he or
she is controlled primarily by internal forces, instincts and curiosity.
After communication skills are adapted, during the period of so-called
heteronomous regulation, external management by the educator takes
place. This often involves facilitation, i.e. effort to help the person that is
being educated achieve the educational goals.
b) Autonomous period – after the children start going to school, the
period of relative calmness and ease and the approach used in the previous
phase remain in effect for some time. With the coming of puberty, the
situation changes essentially and the educational procedures must be
changed as well. The pubescent is capable of analysing his/her behaviour,
its causes, means and consequences and evaluation of himself/herself and
others. Increased criticality towards others and girls’ and boys’ sensitivity in
puberty place increased requirements on the educators. In any case, they
have to be educated to the conviction about the appropriateness of moral
behaviour, given opportunity for acting and behaving morally, so that they
form a positive attitude to moral behaviour and strengthen their moral
qualities and character. Tact and consistence are required from the
educator.
From the point of view of the educational process, the last years of this
period are characterised as auto-regulation – the individual manages
himself/herself. This phase is reached over time thanks to previous
facilitation linked with discussions and self-evaluation and gradual gaining
of independence.
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