Age-Related Pedagogy: Its Subject, Object and Age Periods

Lecture

Developmental pedagogy – is a branch of scientific knowledge concerned with studying educational and upbringing activity and its specific character in children of different ages.

Developmental pedagogy is a field of pedagogical science and practice that studies and applies specific methods and strategies of teaching and upbringing, taking into account the age-related characteristics of children and adolescents. This field of pedagogy seeks to understand how a child's personality develops, and what changes occur in his or her cognitive, physical, social and emotional spheres at different stages of life.

Developmental pedagogy is also aimed at determining the best ways of interacting with children in accordance with their age-related needs and abilities, creating conditions for their optimal learning and development. Specialists in this field work with children from early childhood to adolescence, and also teach teachers and parents how to interact effectively with children at different stages of their lives.

In this lecture we will examine the main characteristics of developmental pedagogy, including the importance of adapting educational methods to age-related needs, the development of specific approaches to upbringing and instruction at different stages of childhood, and the role of teachers and parents in forming a well-rounded personality in children.

The object of study is the child, from the very moment of birth up to reaching the age of majority. Another name for the branch is the pedagogy of childhood. The subject matter of the science includes the methods and techniques, principles, means, and technologies for organizing educational and upbringing work at all periods of childhood. The pedagogy of childhood consists of: nursery pedagogy; preschool pedagogy; school pedagogy; higher-education pedagogy; and the pedagogy of the «third age».

DEVELOPMENTAL PEDAGOGY is a special group of pedagogical sciences that studies educational and upbringing activity and its characteristics within different age groups.

It includes:

pre-preschool pedagogy;
preschool-age pedagogy;
school pedagogy;
andragogy;
higher-education pedagogy;
adult pedagogy.

Developmental pedagogy includes the following:

•nursery pedagogy;
•preschool pedagogy;
•school pedagogy;
•higher-education pedagogy;
•pedagogy of the «third age».

THE OBJECT OF DEVELOPMENTAL PEDAGOGY

The object of developmental pedagogy is the child, from the moment of birth to the transition into adulthood. Developmental pedagogy is otherwise known as the pedagogy of childhood.

THE SUBJECT MATTER OF DEVELOPMENTAL PEDAGOGY

The subject matter of developmental pedagogy includes the methods, regularities, means, and technologies for organizing the educational and upbringing process at different stages of childhood.

Developmental psychology — is a branch of psychological science that studies the facts and regularities of human development and the age-related dynamics of the human psyche.

-The object of study of developmental psychology is the normal, healthy human being, developing and changing over the course of ontogenesis. Developmental psychology identifies age-related changes in people's behavior and seeks to explain these changes, uncovering the regularities by which people acquire experience and knowledge. The focus of attention is on the various forms of mental organization typical of individual periods of a person's life course.
-The subject matter of developmental psychology is the age periods of development, the causes and mechanisms of transition from one age period to another, general regularities and trends, and the pace and direction of mental development over the course of ontogenesis.

The following branches of developmental psychology have been identified:

-the psychology of infancy,
-the psychology of early childhood,
-preschool psychology,
-the psychology of the young schoolchild,
-adolescent psychology,
-the psychology of youth,
-the psychology of middle age,
-the psychology of old age (gerontopsychology).

Periods of Childhood Studied by Developmental Pedagogy

preschool childhood - when the child has a maximal need for the help of adults in satisfying basic life needs and a minimal capacity for self-protection from environmental influences;

early school-age childhood - a period in which the family continues to help satisfy the child's material-biological and emotional needs, but in which the social-cognitive needs are met for the most part by the school, and the child's capacity to withstand environmental influences remains slight;

later childhood, when the family's material and emotional functions are retained, but teachers and self-education, self-upbringing, partial independent satisfaction of material needs, full legal capacity, and a maximal capacity to withstand environmental influences come to the fore in satisfying the schoolchild's cognitive and social needs.

adolescent childhood is characterized by a high role of the family in satisfying the child's material and emotional needs, a maximally growing role of the educational institution and peers in satisfying needs of a social-cognitive character, a growth in the child's capacity to withstand the world around him, the emergence of legal responsibility, and the formation of heightened susceptibility to negative influences in the sphere of free communication.

Age-Related Pedagogy: Its Subject, Object and Age Periods

Aspects of Developmental Pedagogy

Developmental pedagogy concentrates on the following aspects of childhood:

- the specific character of psychophysical development;
-the main types of pedagogical activity;
-the dominant features of psychological development;
-the basic pedagogical idea;
-the main directions and technologies of pedagogical work.

Each of these aspects has specific content at every period of childhood

Characteristics of the Aspects of Developmental Pedagogy

-Psychophysical development characterizes the biological sphere of personality formation. It is expressed in the child's ability to participate in certain types of activity that develop his or her physical and individual-psychological qualities, in the possibilities for communication, in creativity, in observance of social norms and rules of behavior, and in his or her ability to be an active member of the collective.
-The psychological-pedagogical dominants of development include the leading motives of behavior and activity, which are formed on the basis of age-related individual needs. In this process, dialectical contradictions are revealed that form the basis for the emergence and development of these needs.
- The leading types of activity are those in which the age-related and typological characteristics of children, and the motives for their activity and behavior, are most vividly manifested. Within these types of activity, the conditions that are more favorable from the standpoint of the development of the activity are determined, along with the factors that inhibit and suppress positive motivation, and the ways of overcoming negative factors.
-The basic pedagogical idea reflects the main strategic goal of the pedagogical process, which is aimed at realizing the activity of the child and the children's collective.
- The main directions and technologies of pedagogical activity are constructed so that the basic pedagogical idea is realized in the life of the children's collective. In doing so, it is necessary to take into account the laws of the educational and upbringing process, and the techniques, means, and methods of organizing communication. Diagnosis of the results obtained, and forecasting of the main trends in the development of the child's personality and of the collective, are mandatory.

Age-Related Pedagogy: Its Subject, Object and Age Periods

Periods of Childhood Studied by Developmental Pedagogy

Aspects of Developmental Pedagogy

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See also

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