At the turn of the eras: Ukrainian psychologists and implementation of personality oriented paradigm of school education (the end of the 1980s - the first half of the 1990s.)

- Дічек, Наталія Петрівна (2016) At the turn of the eras: Ukrainian psychologists and implementation of personality oriented paradigm of school education (the end of the 1980s - the first half of the 1990s.) Teacher education: Theory and Practice (21). pp. 70-76. ISSN 2309-9763

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Abstract

In the context of illuminating the ideas about l e individualization of school education in Ukraine, which have being developed in the last decade of the twentieth century, there have been revealed poorly studied aspects concerning the contribution of Ukrainian psychologists to studying ways and means of individualization of school learning in the late 1980s - early 1990s. Identified several areas in the field of educational psychology, personality psychology research related to the deepening of learning individualization. These include-, studies and pilot testing of teaching differentiation system in primary and secondary schools (based on the use of test methods the level of child’s abilities to education and the according acquisition of the three groups of first-form children, who were distributed over the different types of classes (age norm classes, increased individual attention classes, classes of the accelerated development); the introduction in the secondary school life achievements of practical psychology, in particular the organization of psychological services in schools; the study of the creative potential of pupils, the discovery of talents and developing creative thinking. It is shown that the preconditions for the changing Soviet educational paradigm «school of teaching» on the personality oriented paradigm have been created by Ukrainian psychologists during the 1970-1980-ies. Analysis of the psychological and pedagogical works of Ukrainian scientists showed the direction of their research on the humanization of the educational process, the desire to ensure the implementation of individualized learning needs of pupils, which corresponds to the establishing in the Ukrainian educational system of personality oriented paradigm. At the same period the government pays attention to the problems of gifted children, children with special needs, children who have been traumatized as a result of the Chernobyl disaster.

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