The main reasons and manifestations of pedagogical lawfulness of schoolchildren

THE MAIN REASONS AND MANIFESTATIONS OF PEDAGOGICAL LAWFULNESS OF SCHOOLCHILDREN

Kucher Angelina Olegovna

Student of the faculty of mathematics and science,

Belgorod State National Research University, Belgorod, Russia,

Е-mail:angelina.cucher@yandex.ru

Annotation

The problem of pedagogical neglect is relevant. Since in modern society in every school there is a category of pupils who are called difficult children. The article considers the problem of pedagogical neglect of schoolchildren. The goal is to study the main manifestations and causes of student failure. Based on the study, the specific causes of pupil’s failure at different age periods are identified.

Keywords

Pedagogical neglect, difficult children, poor performance, lack of education, illiteracy, poor behavior, upbringing, difficult character, social interaction, educational activity.

Pedagogical neglect is a steady deviation from universally recognized measures in behavior, moral consciousness, and educational activity. The general manifestations of pedagogical neglect are considered insufficient psychological formation, illiteracy, bad manners.

Pedagogical neglect manifests itself in various forms: it may be a lack of educational motivation, lack of education of the components of educational activity, or a lack of arbitrary regulation of cognitive processes by the end of primary school, the beginning of adolescence, but without exception, all forms lead to poor mastery of the school curriculum, gaps in knowledge. [1, p. 4 ]

Pedagogical neglect is laid as the basis of personality at an early age, expressed in behavior, acquires neoplasms of the didactic level, progresses to adolescence, and if no measures are taken to overcome it, it goes to the most dangerous stage, in which recorded negative personality traits.

Author Bazhenov V.G. distinguishes three groups of children according to the degree of pedagogical neglect:

Group 1 includes schoolchildren whose pedagogical neglect is low. Their negative traits and qualities are unstable. They remain interested in school, and their attitude to school is mostly positive. There are no conflicts with teachers and peers. Children of this group are distinguished by simple suggestibility, inconstancy, indecision. They are characterized by such qualities as laziness, inability to resist their negative situational desires, distraction, disorganization, lack of initiative, lack of independence. The situation of such children in the team may be prosperous; as a rule, they are not isolated.

Children in group 2 are determined by low academic performance, conflicting relationships with peers, teachers. Similar children are usually from dysfunctional families. They are distinguished by ostentatious rudeness. A cognitive range of interests is not well formed; in the elementary grades, they do not master learning activities. Basically, these children have interests focused on extracurricular activities. They are notable for easy suggestibility, and a lack of moral views makes them freely susceptible to negative influences. The emotional-volitional sphere is characterized by a lack of endurance, inability to possess oneself, quick temper, bitterness, hostility. But conflicts with peers are not protracted, and conflicts with teachers arise due to failure in academic work.

Children of group 3 are characterized by a negative attitude to moral and legal universally recognized measures. They are clearly rude to parents, teachers, and classmates. The situation in the family is usually dysfunctional. Such children are characterized by very low academic performance. They compensate isolation in the classroom in communicating with their own kind. They are distinguished by spinelessness, the desire for spectacular flashes, the low development of inhibition processes and the like.

Types of pedagogical neglect:

-Moral-pedagogical. It is characterized by a complete or partial lack of moral concepts and immoral behavior in children.

-Medical-pedagogical. It is characterized by the reluctance of children to perform hygiene procedures. Students may develop bad habits or pathological drives.

-Intellectual-pedagogical. It is characterized by a lag in learning from their peers, an unwillingness to learn, learn something new and develop.

-Moral-labor. It manifests itself in the absence of labor both physically and mentally. Moral and aesthetic. It is characterized by distortions of such concepts as “beautiful” and “ugly”.

-Family relationships. In the home circle, the student acquires primary social experience, on the basis of which a subsequent understanding of the world is formed. Pedagogical neglect arises with the insufficient participation of parents in raising children, low material standards, adverse living conditions, and indifference on the part of the father and mother towards the child.

-Educational environment. Difficulty is formed as a result of errors in the organization of the educational process, poor relations with classmates, teachers. Backlog in studies, indecision are formed with an inattentive attitude towards the child, ignoring his psychophysiological and personal characteristics, the absence of elements of an individual approach.

In order to find out the main causes and factors of student failure in educational activities, we conducted experimental work. The research base was MBOU secondary school No. 4 of the city of Belgorod. In accordance with the goal, the following tasks were set:

1) To consider the reasons for the pedagogical neglect of schoolchildren of various age categories.

2) Compare the level of pedagogical neglect among students of different ages.

For the study, three classes were selected: 3 “B”, 5 “G”, 8 “C”. We had conversations with class teachers of selected classes, during which they needed to answer the questions in the following questionnaire:

1) How many pedagogically neglected children are there in the class?

2) The composition of their family, the nature of the relationship in the family?

3) The position of the student in the team, class, among comrades?

4) The nature of the relationship with school teachers, class teacher?

5) The financial situation of parents?

6) Is it active in public life?

7) Attitude to alcohol, smoking, drugs?

8) Is there any interest in learning activities?

9) Does it show aggression, audacity?

10) Self-confidence, self-esteem?

Each age period is characterized by certain reasons for the pedagogical neglect of schoolchildren, (Table 1).

Table 1. Reasons for failure and the number of pedagogically neglected children among three age groups of schoolchildren.

For clarity, comparing the result by the number of pedagogical children in each of these classes, we have compiled a diagram (figure 1).

Fig. 1 Correlation of the number of pedagogically neglected children in classes of different age groups.

It can be said that among the three classes, the least manifestation of pedagogical neglect is observed in the 5th grade. At this age, there are no obvious reasons for poor performance at school, only a slight inattention, laziness, the appearance of increased attention to the opposite sex. At this age, the teenage period begins, which entails various consequences. The child begins to look for his place in this world.

 In second place are children of the third class. Low student self-esteem, modesty, poor activity in activity, indecision can serve as the reasons for failure. The student is afraid to answer the lesson, thinking that his knowledge does not reach the level of the class. Behaves quietly in class, not showing activity. A shy child is constantly embarrassed, anxious, indecisive, he has difficulties in communication, caused by thoughts of his inferiority and negative attitude of his interlocutors, focus on himself. Psychological isolation and loneliness reduce the craving for attending an educational institution. Finally, in the 8th grade, the largest percentage of children with pedagogical neglect, since they are teenagers. They are characterized by personality traits such as audacity, spinelessness, emotional outbursts, foul language, bad habits (smoking, drinking). Also, bad relationships in the family are directly related to the student's performance, because in a family where there are constant quarrels, scandals, misunderstandings it is difficult to tune in to study, parents do not have enough time to check their child’s homework, he, in turn, takes advantage of this, stopping to fulfill it in general, ceases to pay attention to study and subsequently begins to lag behind everyone.

The problem of pedagogically neglected schoolchildren is becoming the most urgent in our time, as the number of difficult children increases. In modern literature, pedagogical neglect is interpreted as a steady deviation from generally accepted measures in behavior, moral consciousness, educational activity, which are manifested in the underdevelopment, lack of education, and bad manners of children due to the negative impact of the environment and improper upbringing.

Pedagogical neglect is a very serious problem that can only be solved by the joint efforts of the teacher and the student’s parents. Since it is very important that at home he is surrounded by care, love from his parents. So it is important that the teacher treat his student with understanding, always support him and help with learning difficulties or conflicts in the classroom.

Pedagogical neglect has its own characteristic features in any period: it is laid as early as in preschool age and can progress if no measures are taken to overcome it. Pedagogical neglect is capable of appearing in different forms, having various causes, levels, manifestations and consequences

Thus, with the help of the conducted research, we were able to find out what factors are the causes of school failure. The analysis of the obtained data allowed us to understand that the causes of pedagogical neglect in schools vary greatly among classes of different ages. An important task for parents and teachers is to prevent educational neglect in primary school age, because it will progress over time.

References

1. Ovcharova, R. V. applied psychology in the elementary school / by R. V. Ovcharova. - M.: “Sphere”. 2005. – 240 p

2. Pedagogical neglect as one of the reasons for low academic performance [Electronic resource]URL:

http://aneks.spb.ru/psikhologicheskoe-soprovozhdenie-uchashchegosia-ego-semi/pedagogicheskaia-zapushchennost-kak-odna-iz-prichin-nizkoi-uspevaemosti.html