PROCESS OF DEVELOPING SKILLS AS A PROCESS OF UPBRINGING
Nicolaus Copernicus University (POLAND)
About this paper:
Appears in: INTED2012 Proceedings
Publication year: 2012
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain
Abstract:The process of skills development is dependent on the inborn and hereditary factors; however, acquired and environmental ones seem to be equally important. The significant role among environmental factors play the conscious impacts. Among them we can number - acceptance of a child at home; satisfying their emotional needs and learning how to co-operate with others; restraining their selfishness; giving them psychological support in the moments of failure; helping in their mental development and development of interests by the parents; spending time on conversations with a child; showing the acceptance or the constructive criticism; encouraging to creative work.
Accepting as a criterion the process of subjectivity of “the subject of education” (the one who is brought up), that is the activating of the subjectivity of the one who is educated in the course of interactions, a number of stages can be distinguished. I am particularly interested in three stages of control, partnership and self-education. The boundaries among individual stages can only be defined with reference to particular individuals. Their distinction is the agreed category used in the academic research.
The upbringing is not a single act, or a single activity. It is an integrated group of such acts, which is directed towards realization of a particular aim. What is more, this upbringing aim is an integrated set of aims, which are much more detailed. As a result of such a thinking, we can say that each of such sets of acts and their complex structure are directed towards realization of these detailed aims. The more complex the structures are the more complex the upbringing aim itself is. For the realization of this upbringing aim, the acts must be integrated and well-organized.
To make this speech clear and summarise what I have already said, let me give you the thesis concerning the assumptions of the process of upbringing:
On the basis of the aforementioned thesis, we can say that the process of upbringing is an ordered and integrated chain of social interactions proceeding in the particular conditions leading to the realisation of the established upbringing aims. In other words, the process of upbringing is a developing chain of upbringing interactions taking place in the upbringing situations.
By analysing the process of upbringing, it is worth paying attention to its dynamics. It is the consequence of the fact that both upbringing and the processes of upbringing are the parts of the social life processes. These processes are subject to the continuous and rapid changes. With these changes the processes of upbringing undergo in more or less dynamic flow of changes. Such a specific process of upbringing has its own structure based on the formulated upbringing aim. Moreover, it is subject to some regularities called the RULES. It can owing to its form of activity, which is intended to be developed in the one who is brought up, take on distinctive forms called the forms of education if the situation allowing to evoke such an activity takes place.
The notes presented above and in the presentation are also connected with international Project concerned aspects of formation of the teachers of gifted students.
Keywords: Process of education, upbringing, gifted student, skills.