THEORETICAL AND METHODICAL APPROACHES TO THE UPBRINGING OF CHILDREN-ORPHANS IN THE CONTEXT OF PERSONALITY PARADIGMS

• Галина Лялюк

  ЛьвДУВС

The article deals with the problem of raising orphans in state institutions of guardianship. It is noted that in modern Ukrainian realities, the relevance of ensuring the personal growth of orphans in the conditions of transformational changes is particularly important today. The theoretical and methodical foundations of the education of orphans in the context of the personal paradigm are substantiated. The article analyzes the personality, personality-activity, humanistic, subjective, synergetic approaches to the organization of orphans’ upbringing in the context of the personality paradigm.

The personality paradigm of orphans’ upbringing does not just declare, but affirms the child as the highest value of life, involves the recognition of child’s individuality, originality, and self-worth. The pupil is regarded as a person who can choose such a path of education that will help him/her achieve better results. Personality paradigm of orphans’upbringing involves the subject-subject relationship of the child and the teacher. The essential basis of upbringing is the child’s personality, recognition of a child’s personality as the highest value, the teacher’s orientation to the humane, democratic principles of life shared with the child, understanding the child as a subject and the purpose of upbringing, awareness of upbringing as a social and personal phenomenon.

The humanistic strategy of orphans’ upbringing in the context of the personality paradigm determines the humanistic load of technological means of its implementation, the characteristic features of which are pedagogical assistance and support; empathic attitude towards the child; dialog, creative and exploratory character, combination of traditions and innovations, flexible control and self-control.

Key words: children-orphans, personality paradigm of upbringing, personality approach, personality-activity approach, humanistic approach, subject-subject approach, synergetic approach.

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