ON THE ISSUE OF GENDER EDUCATION

Grinskikh Galina Valerievna
Kostanay branch of the Federal State Budgetary Educational Institution of Higher Professional Education "Chelyabinsk State University"
Master of History, Senior Lecturer at the Department of Social, Humanitarian and Natural Sciences

ABOUT GENDER EDUCATION

Grinskih Galina Valerevna
Kostanay branch of Chelyabinsk State University
master in History, senior lecturer, Chair of the Social and Humanitarian and Natural-science disciplines

Currently, in many CIS countries there are changes in education systems. Each country chooses its own optimal development path. We are thinking about a healthy and competitive generation, and for this it is necessary to create favorable conditions for raising and educating children. Historical experience shows that the separate education of girls and boys, that is, gender education, contributes to a harmonious entry into reality, where everyone knows what social roles they must learn and perform in society.

An analysis of research conducted in recent decades on the issue of gender education shows that at the moment there is no single theory regarding the above issue. The concept of “Gender education” is still little used in pedagogical science. However, attempts to analyze and reveal the content of this concept have been made by some researchers, such as Mudrik A., Blinova M.L., Radzivilova M.A., Sirotyuk A., Kuindzhi N. and others. In their works they focused on the problem of the gender approach in training and education.

The main concept of our work is gender education. Researcher M.A. Radzivilova . gives the following definition gender education- this is a relatively socially controlled process of development of a girl and a boy in the course of their gender socialization - nurturing the foundations of a gender culture of relationships, developing the ability to implement a gender-role repertoire and mastering the skills of appropriate behavior. We offer another definition. Gender education – This is the purposeful formation of a specific set of psychological, biological and cultural characteristics of an individual in order to prepare him for harmonious relationships with representatives of both sexes.

The purpose of our research was the identification of the level of knowledge and understanding of the content of “female” and “male” education by students of 1-3 years of pedagogical college. In the future, we plan to develop a special course “Professional training of primary school teachers for gender education of junior schoolchildren” and today the question has arisen: how well do students have knowledge of gender education and do they have it at all? It is no coincidence that the research base was chosen - Kostanay Pedagogical College, since it trains educators and primary school teachers who are direct participants in the gender socialization of children.

The concept of gender education for girls/boys includes the following components:

1) creation of pedagogical conditions for the natural development of various areas of a boy’s/girl’s individuality;

2) targeted pedagogical activities on gender education;

3) streamlining the process of gender socialization (individual assistance to the child from situational dependence to non-situational self-regulation of gender behavior).

We considered the upbringing of the younger generation as a purposeful pedagogical activity aimed at developing the personality of a boy/girl, various spheres of individuality (intellectual, motivational, active, emotional, self-regulation) and gender education aimed at boys/girls mastering a gender-role repertoire, skills of appropriate behavior and a gender culture of relationships .

The implementation of the concept presupposes compliance with the following psychological and pedagogical conditions for the effective education of boys and girls in the process of their gender socialization. We included among them:

– creation of a gender-balanced educational space;

– implementation of partial gender education programs;

– development and implementation of gender education methods in the educational process;

– professional and pedagogical readiness of teachers for this activity;

– information and methodological support for teachers and parents on issues of gender identification and self-realization of the personality of a boy/girl.

We involved in the study 48 students (1st, 2nd, 3rd year) from 17 to 23 years old, girls, specialty 0105000 “Primary general education”, 95% were rural residents, 5% were urban residents. The survey lasted approximately 40 minutes. The main methodology used was the questionnaire “What do I think about “female” and “male” education?” Malkina-Pykh I.G. . The questionnaire answers are detailed and filled out in free form. Let us immediately make a reservation that only girls participated in the study; accordingly, we present a female perspective on gender education. The study will be more objective and more diverse if both sexes take part.

We tried to identify and track changes in the level of knowledge of 1st-3rd year students about gender education in the process of studying at a pedagogical college.

Here is the full text of the questionnaire.

1. Now one of the most fashionable talk shows on television and radio: what does it mean to be a “real woman” or a “real man”? What qualities of women and men do you associate with these concepts?

2. You may have come across the expression “female happiness.” What do you think it means?

3. Do you think “male happiness” exists? If yes, what is it?

4. Do you think there are truly male and female professions?

If yes, then provide examples (up to 6 positions for each gender).

b) in behavior

c) in communication

5. With whom is it easier for you to work, find a common language (select and mark the one you need):

With girls. With boys. Another answer (write it yourself)

6. When did you first hear about the new socio-psychological category “Gender”?

Today. This year. A few years ago

Please provide your data for statistical processing of questionnaires:

Gender (mf) - ____________________

Age (full years) – _____________________

Thanks for the work!

Based on the results, the following table was compiled.

Table 1 – Level of knowledge of gender education among 1st-3rd year students of Kostanay Pedagogical College

Let us briefly present the results of identifying the level of knowledge and understanding of the content of gender education by 1st-3rd year students of Kostanay Pedagogical College.

Considering the first indicator of the definition of a “real” woman, we note that the 1st course focused on the superficial qualities of a woman’s personality: beautiful, in excellent shape. The 2nd year already shifts attention to the social role - a worthy mother and adds such qualities as independent, businesslike - there is a clear desire to be independent from parents. 3rd year girls already correctly identify a real woman with her inherent social roles, such as a worthy mother and a good housewife, and add modesty. Probably, the truly fair sex is destined by the Universe to fulfill precisely these roles, since people say that a woman who begins to build a career comes into conflict with nature.

In the second category, everything is much more prosaic. Course 1 again focuses on external data, even indicating the beauty and attractiveness of a man as the main indicators of a real man. The 2nd year already points to relationships - knowing how to value women, which, in our opinion, is very important in family life. The 3rd year notes the opportunity to financially provide for the family - the girls realistically assess the situation, since one of the main reasons for divorce is the lack of income in the family. All the girls noted the trait of a real man - strong. If a woman is gentle, then a man is strong. Harmony of the sexes!

Assessing the category of women's happiness, first-year girls noted career growth, 2nd and 3rd year girls did not indicate this at all. Their emphasis is on having a family, a good husband, healthy children, and excellent relationships in the home.

The respondents had problems defining “male” happiness. They asked questions: does male happiness even exist? They answered frankly that it was the first time they had heard this phrase. There is no difference in the answers, only the important components, in their opinion, of male happiness change places. It becomes clear to us that girls/girls have no idea what can make boys/men happy. Is this possible in a harmonious society - men and women?

In the categories of female and male professions, it is interesting that all 3 courses for women were noted by a teacher, a teacher, and for men - a driver and a builder. Women are less likely to have leadership positions than men.

Problems also arose with the indicator of differences between girls and boys in mental development, behavior, and communication. Let us explain - in the pedagogical college, of all the gender disciplines, only “Gender Politics” is taught, hence the gap among students in this issue. This situation also cannot be ignored. We must know that we are different. Each gender perceives, hears, sees, remembers and thinks differently. At the beginning of the article, we made a reservation about the development of a special course for future primary school teachers; in the future we plan to show the importance of gender disciplines. For primary school teachers, gender education of younger schoolchildren is especially important.

To the question “Who is easier to work with?” – no obvious differences were found.

Results of the question “When did you first hear about the category “Gender”?” showed good dynamics. Most first year girls heard only today, 2nd year this year, and 3rd year several years ago.

So, let’s summarize – gender education – This is the purposeful formation of a specific set of psychological, biological and cultural characteristics of an individual in order to prepare him for harmonious relationships with representatives of both sexes. Gender education is a long and difficult process. The main part of gender education is assigned to primary school teachers, who are trained by one of the prestigious educational institutions of the Kostanay region of the Republic of Kazakhstan. We conducted a study whose purpose was to identify the level of knowledge and understanding of the content of gender education among 1st-3rd year students. We conclude that students have a certain amount of knowledge in the field of gender education for junior schoolchildren, but this is clearly not enough. There are gaps in knowledge that need to be filled by means of teaching special disciplines, creating special pedagogical conditions, a complex of gender-based relationships, and much more. If we want to get a harmoniously developed society, we must remember and implement gender education of the younger generation in our pedagogical activities.

1. Mudrik A. About the sex-role (gender) approach to social education // Public education. 2007. No. 5.
2. Sirotyuk A. Differentiation of education based on a gender approach // Public education. 2003. No. 8.
3. Radzivilova M.A. Gender approaches to modernizing the content of education // http://www.ivanovo.ac.ru/win1251/jornal/jornal3/shtil.htm
4. Kuindzhi N. Gender education in schools - help in solving the demographic problem in Russia // People's education. 2007. No. 5.
5. Malkina-Pykh I.G. Gender therapy. – M., 2006.

The problem of gender education in our education is more relevant today than ever. Why?

1) The state is concerned about low birth rates;

2) Violence against children;

3) promiscuity of sexual relations, which ultimately leads to an increase in the number of sexually transmitted diseases;

4) Lack of patriotic feelings among the younger generation, evasion of military service and others.

All these problems are related to a person’s gender, his reproductive, social, and behavioral functions.

The second point is changes in public education - the introduction of the Federal State Educational Standard and concern for the education of the younger generation.

Gender – (from English – “genus”), which denotes social sex, sex as a product of culture.

Gender education is considered as a complex psychophysiological problem, including biological, psychological and social aspects.

What is the connection with children's education in primary school?

Gender training, what is it?

As alternative training.

1) Each teacher strives not only to give children a certain set of knowledge, skills and abilities, but also to reveal abilities and it is necessary to take into account the individual characteristics of the child. But taking into account the individual characteristics of the child cannot exist separately without taking into account gender characteristics. A person’s gender is manifested in the fact that a person does constantly in the process of interacting with other people. Gender studies help to more clearly focus on the study of differences and similarities in the social behavior of men and women, on the traits, stereotypes, and roles considered typical for them.

2) Joint education is the best option, providing the opportunity to learn how to communicate with the opposite sex, allowing you to develop in the presence of alternative thinking.

Much in school education is indifferent to the gender of students. With the same teacher, using the same methodology, boys and girls come to the same knowledge and skills in different ways, using different thinking strategies.

For example:

In boys, the left hemisphere matures more slowly, and in girls, the right hemisphere matures; therefore, up to the age of 10, girls are better at remembering numbers and solving problems, and are superior in speech development.

1) Assessment in lessons should be gender-specific - taking into account what a boy can do and what he cannot do according to his natural abilities.

2) Gender in the teaching of literature is the choice of textbook.

3) But this is not the case. Even when explaining new material, teachers mainly focus on girls, because... They look the teacher in the eyes, agreeing to the question: “Is everything clear?” At this time, the boys, listening, explore the nearby territory. It turns out that they are not asked whether they have learned it or not, but only make disciplinary comments. The boys’ world revolves around action and its result, which is why they like labor and physical lessons.

4) Girls quickly absorb information, use it little, and try to quickly give it back. The joint work of boys and girls makes it possible for both to intensively develop, but only if the work is not only informational, but also research in nature.

5) Boys and girls behave differently in a group. Girls strive to cooperate; they lack a competitive spirit. Boys strive to establish rules, a hierarchy in the group, and argue fiercely about this. If there is a conflict, boys know how to find a way out, girls are immediately offended and do not want to do this work.

6) For boys, it is important that the teacher spell out the conditions and rules for the activities in the group; without this, the work is not clear to them. For girls, it is important to simply get the task and cause a good attitude from the teacher.

7) Boys and girls build relationships differently. Girls, starting to speak, will refer to the opinion of the previous speaker, whether they agree with him or not. The boys get straight to the point, interrupting each other. The girls fall silent, giving everyone the opportunity to speak.

8) Boys feel comfortable at the end of primary school.

9) In elementary school, boys seem to find themselves in situations of feminine pressure. They are taught and looked after, they are commanded by women. If in the 2nd grade they study “well”, then by the 4th grade the boys “slip”, receiving “C” after “C”, condemned by three women at once: a strict teacher, a giggling classmate and a tired, irritated mother.

The consequences of this are as follows: the ideal of successful schooling is destroyed, the boy-girl conflict intensifies, conflict develops between boys and teachers or even the school, and as a result, the boys’ intellect is stifled.

Therefore, it is better for boys under 12 years of age to study separately from girls, receiving approximately half of their education from male teachers. Later in adolescence and the beginning of adolescence, when boys develop an interest not only in the opposite sex, but also in social values ​​and “adult” relationships, separate education will be harmful.

Girls also lose from co-education. They get used to going out by following the rules invented by others. They develop less creativity and intelligence.

According to scientists, psychologists, and teachers who insist on separate education for children of different sexes, the solution to the problem looks like this.

During preschool childhood and the beginning of school (up to 9 years old), teach together. After primary school, and into adolescence (10-14 years old) - separately, and then mixed again. But “separation” should not be absolute. It is better when the groups remain together, but when studying basic subjects, boys and girls split into two groups. This is not easy to do.

With separate training, the quality of knowledge increases, but joint training teaches you to communicate with the opposite sex.

The most reasonable thing at the moment is to think about teaching methods for children of different sexes at the same time. This will not only allow you to learn effectively, but also make it easier to adapt to the world around you; subsequently, this will also help them jointly solve family problems, in which the masculine and feminine principles will create an environment for nurturing creative individuals.

Features of education.

Until the middle of the 19th century. – a patriarchal (or masculine) stereotype of relationships where the man is active, the woman is a dependent being.

At the turn of the 19th – 20th centuries. A stereotype of relationships arises - a feminine one, and independence appears in female behavior.

This is not easy to do, since boys must be raised by men.

We now have more and more single-parent families, which means that a woman (mother) is responsible for raising boys, and a girl sees her mother in the world - a man and a woman.

It is also difficult for a teacher to accomplish this task: raising a boy to be a man and a girl to be a woman, since there is no single concept of a real man and a real woman.

But we must pay attention to this issue in extracurricular activities: conversations, holidays, projects “What does it mean to be a real woman?” “Men’s and women’s fashion”, etc. , games, use fiction, paintings by artists, musical works and of course cooperation with the family.

Gender upbringing and education – a lot is written and spoken about these concepts today. The school again faced another problem: how to teach and raise children, taking into account their gender characteristics? What are the advantages and disadvantages of separate and mixed learning? Do our children need gender culture?

It must be said that, on the one hand, there is an urgent need in society to introduce a gender approach into secondary schools, on the other hand, issues of gender education have not been sufficiently studied and developed.

Gender education as a science originates in the ancient period.

Ancient thinkers did not have a unanimous opinion on the issue of separate education for boys and girls. Plato was a supporter of the public education of boys and girls, but his opinions are contradictory. He believed that the female mind is equal to the male, therefore women, depending on their abilities, can be warriors and philosophers. However, a woman, in his opinion, is a lower being, and a man’s love for her is an animal feeling, caused by the need to reproduce. By proposing general education, Plato allows for inequality between men and women.

Aristotle spoke in favor of separate education for boys and girls, since he believed that men and women have different natures, therefore they should have different knowledge and skills, fulfill their “natural” duties without interfering in each other’s affairs. He places the birth of offspring and housekeeping as a woman’s duty and purpose. In Aristotle, a woman is driven into a certain framework of limitations.

Philosophers and social scientists of the 18th - 19th centuries. They see the meaning of the existence of two different articles in the continuation of the human race.

The French philosopher Jean-Jacques Rousseau came up with revolutionary ideas for educating women. He argued that boys and girls should be raised in the same conditions and opposed girls being taught only housekeeping and child-rearing. Rousseau emphasized that nature, which gives a woman a refined mind, requires that a woman think, have her own judgment and take care of her mental development.

Rousseau suggested that women and men behave differently: a man should rely only on his own judgments, do not lie, show frankness, directness, and conscientiousness; a woman should take into account the thoughts of other people, be shy, cunning, and flirtatious.

The English philosopher John Locke believed that the education system should focus on the children of the nobility and proposed raising a gentleman at home under the supervision of a specially trained educator. He advised gentlemen to study Latin, English, French, geography, mathematics, and philosophy. The lady had to be proficient in dancing, singing, and art.

Claude Helvetius and Johann Heinrich Pestalozzi took the position of equal rights for women and men in receiving education.

Domestic teachers K. Ushinsky, A. Makarenko, V. Sukhomlinsky paid attention to issues of gender education...

Konstantin Ushinsky took the position of general education, opposing the patriarchal approach to education.

Vasily Sukhomlinsky believed that boys should receive a male education, girls - a female education. V. Sukhomlinsky pointed out the need for sex education for boys and girls on the basis of harmony and mutual respect.

Gender education is increasingly becoming a subject of discussion among Russian teachers. Gender research centers have been opened in many large cities of Russia, which are developing the concept of gender education in teacher education, developing methodological programs for teachers on the implementation of gender education and upbringing in secondary schools.

In Tsarist Russia, the education of boys and girls was carried out exclusively on the principle of separate education: there were male and female gymnasiums. In women's gymnasiums, literature lessons, foreign languages, home economics, dancing, and handicrafts were taught. It was believed that women were not capable of mastering exact and technical disciplines; they were prepared for the role of mother, wife and housewife. In men's gymnasiums, the list of disciplines studied was significant. Unlike girls, boys had the opportunity to study at higher educational institutions.

With the advent of Soviet power, universal equality was proclaimed. Homogeneous education was replaced by a mixed one. Educational scholars of the period emphasized that mixed learning was necessary for the formation of friendship and camaraderie between children and adolescents of the opposite sex.
In 1943, the Decree of the Council of People's Commissars in large cities legalized the separate education of boys and girls.

The change in homogeneous education took place in the interests of state policy regarding family, marriage, Soviet women and Soviet men, relations between the sexes and sexuality.

Women's education was dominated by the image of the mother as the main figure in the family. The image of a man as a defender of the Fatherland dominated in male education. Upbringing meant that girls and boys, upon becoming adults, would work equally conscientiously for the good of their Motherland. The female ideal of a “working mother” was formed, satisfying two of the most important needs of the state at once - demographic and production.

In men's schools, boys were prepared for military service, and special attention was paid to pre-conscription and physical training.

Boys and girls met on rare evenings together under the watchful supervision of teachers. Women's schools were like institutes for noble maidens.

In 1954, the Soviet school switched to mixed education.

The transition to separate education in modern Russia began in the early 90s of the last century. Currently, separate education is practiced in 63 regions of the Russian Federation.

Modern single-sex education has the following distinctive features: boys and girls study in different classes of the same school. Boys and girls study the same subjects. The gender aspect is taken into account in the disciplines included in the variable part.

Considering the functional characteristics of the female and male brains, psychologists are in favor of separate education. In their opinion, the education of a child with “right-hemisphere” and “left-hemisphere” thinking should be completely different. Girls, who have mainly “right-hemisphere” thinking, are more susceptible to emotions and perceive criticism vividly, especially from elders, so it needs to be dosed. Boys with “left-hemisphere” thinking are not able to perceive instructions and notations. With prolonged emotional stress in boys, the sensory defense mechanism is triggered, which must be taken into account when choosing a way to influence them. Psychologists recommend teachers and parents express specific and brief complaints to boys.

Today, there is no common view among scientists on gender education. The opinion of domestic researchers is controversial. They see the difficulties of co-education in the fact that girls have to be torn by competition; they try to show themselves in school and please boys, which leads to female aggression, cruelty, and loss of respect for men. They also cite girls’ helplessness in the face of the strength and “explosive” nature of boys as an important reason for the transition to single-sex education.

It should be remembered that the age of up to three years is important during the development of a child. At this time, there is a strong emotional connection between the child and the mother. The child feels the parents’ relationship and in any case will take the mother’s position without understanding the situation. It is important for young parents to show respect and tenderness to each other, and not create scandals and quarrels.

Gender education serves to improve educational opportunities for girls and boys. It is important for parents to create conditions for children to role-play. Already in preschoolers, children learn gender behavior through story-based play. In games, girls learn the role of mother, so they need dolls, strollers, doll clothes and dishes.

Boys play at being soldiers, pilots, and sailors; they love to disassemble toys and study their design. The best toys for a boy are men's tools and "assembled transport model" construction sets. Boys need plenty of space to play. In the game, they explore their capabilities and expend accumulated energy. In a kindergarten setting, it is necessary to pay more attention to games for girls and boys.

From preschool age, girls should understand that they will grow up to be women, and boys - to be men. By observing the distribution of household responsibilities and parental relationships, the child receives a role model. As a result of harmonious family relationships, the boy will become a real man, the girl - a true woman.

The scientific literature states differences between boys and girls in speed and content: in the pace and quality of intellectual development, in the organization of attention, in the methods of assimilation of information, in the motivation of activity, in the assessment of achievements, in behavior. It is known that until the age of seven, girls are ahead of boys in intellectual development and are distinguished by developed verbal and social abilities and well-developed speech. Boys at this age demonstrate visual-spatial, mathematical, and instrumental abilities.

In modern life, a girl must show traditionally feminine qualities: gentleness, femininity, a caring attitude towards others, and new qualities required by the time: determination, initiative, the ability to defend one’s interests, and achieve results. The boy is required to demonstrate such qualities as courage, activity, self-confidence, risk-taking, tolerance, responsiveness, and the ability to come to the rescue.

Gender education in the family is determined by the times in which we live.

In modern society, traditional stereotypes of male and female behavior have been broken. The style of behavior, manner of communication, and dressing is not much different between boys and girls. Cigarettes, beer, short haircuts, tattoos mixed the concepts of “femininity” and “masculinity.” Men's sports and transport became women's. Traditional ideas about family life, where a girl should be ready to become a mother and a boy to become a father, are outdated. Traditional because socio-economic inequality has worsened, in which the well-being of a family cannot depend on one breadwinner. Men and women are placed on equal terms, where biological sex is not taken into account. Stereotypes of male and female behavior enter the child’s consciousness through direct observation of parents. The child imitates both useful and harmful forms of behavior of adults, distorted interactions between men and women. Young Russian women have freed themselves from previous standards of behavior. However, many Russian families live by old rules: division of labor between the sexes, the dominant role of the father in the family...

Changes are taking place in marriage and family relationships. Women and men change roles. The young mother takes on the role of breadwinner for the family. Providing herself and her children with everything they need, she does not need financial help from her husband and father. She has new priorities: independence from her husband and social norms, a career.

The insolvent father fades into the background. The family is losing strength.

Dear reader! Do you think a gender approach is needed in education and upbringing today? Can gender education change the culture of gender relations?

The problem of gender education is more pressing today than ever. The social transformations taking place in the current world have led to a complete blurring of “male” and “female” boundaries.

The democratization of the mixing of the roles of Men and Women also served as a source for the modification of gender roles. More and more often we see courageous women and feminine men. Against the background of these paradoxical changes, the consciousness of children is also distorted. Girls want to be strong and independent, but boys grow up weak, cannot stand up for themselves, lack stamina, resistance to stress, and do not understand how to communicate with girls. Due to the growing urgency and significance of this issue, scientists, methodologists, psychologists, and philosophers began to pay special attention to it.

Studying the world of children by teachers from different countries

An undoubted contribution to the study of children's world can be considered the contribution of Margaret Mead. She was the first ethnographer for whom the world of childhood became the main subject of study. And, of course, it is impossible to leave B.G. aside. Ananyev, the founder of the Leningrad-Petersburg school of psychologists, thanks to whom the global diametricality of men and women was highlighted.

Scientists have shown through multiple studies that depending on what gender principles teachers are guided by and the degree to which they have competence in this area, they structure their communication with students differently. But for teachers this direction is new, so it is quite difficult to find its channel in classical pedagogy. Nevertheless, quite a lot of works have already been devoted to this topic. A certain achievement in the formation of the gender-role concept was made by I.S. Con. His research activities in the field of modern sociology, sexology, etc. cannot be ignored.

Practical point of gender education

It is impossible not to touch upon the practical aspect. As we see, in practice, i.e. in real life, theory stands aside. It has its place, but is too sluggish and insignificantly present in the modern student process, both in the family and in general education.

The most essential and, of course, effective education is to show a child something by your own example. But in reality the picture looks different. At the end of the 20th and beginning of the 21st centuries. New approaches to understanding gender socialization have emerged that show the unique development of male and female roles in modern Russia. As an explanation, we can cite a study that quite convincingly demonstrates the non-standard nature of Russian gender constructs - acquiring masculinity is not easy in our country, and there is also a skeptical attitude towards the concept of femininity. Simply put, the model a child can follow is often quite atypical.

Despite the fact that the sexual aspect (both in the literal sense of the word and in the concept of the “gender” aspect) affects the entire life of the child and, moreover, the quality of this life, in ordinary families, kindergartens and schools they do not pay due attention to this . There is reason to connect this with the fact that, as mentioned above, this channel is relatively new and is gradually taking root.

All of the above leaves many questions: how can we build relationships in the family and at school? What methods and techniques should teachers and parents follow? What personal and professional qualities should a teacher or psychologist have?

ASPECTS OF GENDER EDUCATION AND EDUCATION IN PRIMARY SCHOOL

Podoroga O.V.

MBOU "Elementary school-kindergarten No. 44"

Currently, special attention is paid to the fact that the educational process should be based on the ideas of the impact of the surrounding nature on the learner and take into account the individual abilities of the child. The success of learning is determined by the nature of the manifestation of individual psychophysiological functions of perception of educational material, knowledge, skills and abilities.

Gender aspects of training and education attract the attention of specialists in various fields - psychologists, teachers, doctors. Special studies are aimed at identifying the nature of the differences between boys and girls, which, according to scientists, are a reflection of either universal biological or biosocial patterns. The English word “gender” was borrowed to denote the social interaction between men and women.

Gender(from English gender, from Latin gens – gender) – means “social gender”, i.e. social status and socio-psychological characteristics of the individual, depending not on biological sex differences, but on the social organization of society.

The upbringing and development of boys and girls is so different that we can say that they grow up in parallel worlds. Each individual develops as a representative of a particular gender. Having been born as a girl or a boy, a child, in the process of socialization, learns a set of norms, rules, and patterns of behavior that bring him closer to the feminine or masculine models accepted in a given society and contribute to the formation of appropriate personality traits. Thus, the child acquires gender characteristics.

Boys and girls are different. Different from social, biological and psychological points of view.

In our country, one of the most popular methods of separate education is the method of academician V. F. Bazarny. He believes that one of the most effective ways to implement individualized and nature-based education is differentiated training and education of boys and girls in separate classes.

Teachers understand that a gender approach to teaching is a rethinking of the ways and methods of teaching and upbringing through the prism of female and male perception; This is the teacher’s acceptance of the student’s personality from the perspective of his gender characteristics.

Boys and girls are two different worlds. Very often we misunderstand what is behind their actions, which means we react to them incorrectly. A boy and a girl should never be raised the same way. They look and see differently, listen and hear differently, speak and remain silent, feel and experience differently. Psychologists consider gender education to be especially useful for children who have problems with health, education and academic performance.

When working in a class of “girls,” you need to be careful about competitions, because emotional girls often react sharply to failure if they lose, but they like to work “in pairs.” In the “boys” class, on the contrary, competition gets you going, makes you think faster and look for the right answer. Experience shows that children in separate classes study the same subject or topic at different rates, so lessons in “girls” and “boys” classes are structured differently. Girls need to explain the topic in more detail, give examples, and check how much they have learned. Boys can cope with the task themselves, find a solution by engaging in search activities, and only then generalize and explain how they should have acted. The extent to which the requirements imposed by the teacher are adequate to the capabilities of girls and boys will largely determine the children’s academic success and the development of their personality as a whole.

In the process of work, we came to understand the need to comply with certain conditions:

Identification of features of gender acquisition of knowledge;

Organization of separate training;

Optimal choice of forms, methods and means of teaching, taking into account the differences in cognitive interests of boys and girls;

Determining teaching methods and establishing their correspondence to the styles of students’ learning activities;

Determining the style of presentation of educational material.

As well as compliance with the seriesrequirements to the implementation of a gender approach:

Taking into account social factors;

Individualization of education based on taking into account the physical and psychological characteristics of the student’s personality;

Differentiation of learning;

Providing students with the opportunity to study academic subjects at an individual pace: either accelerated or slowed down.

Analyzing these conditions and requirements, we came to the conclusion that this approach affects the content of training and education, forms and methods of teaching various academic subjects.

It is necessary to instill in children a family orientation and its values. In boys, develop typically masculine character traits: self-reliance, perseverance, activity, independence. In girls, it is necessary to develop typically feminine traits: gentleness, caring, thriftiness. For women's education, the priority should be the education of chastity, shame, responsiveness, the development of aesthetic taste, the ability to distinguish between the beautiful and the ugly in the world around them. Priorities in male education should be given to instilling courage, reliability, and responsibility for oneself and one’s family. It is necessary to instill in girls respect for boys, and in boys a chivalrous, caring, reverent attitude towards girls.

Opponents of gender education consider the main thing to be a lack of communication with the opposite sex. We believe that this problem is far-fetched, since attitudes towards girls are established in the family. This is the attitude of a man to a woman - wife, to a woman - mother, brother to sister, father to daughter. Teachers leading parallel single-sex classes in our school draw up a joint plan of educational work, taking into account the gender characteristics of both classes. Boys and girls in our school will meet in choreography and music classes, during class hours, school and extracurricular activities, and excursions.

Working with parents provides great assistance in gender education of children. You can invite the school doctor and psychologist to class parent meetings.

Sample lectures for parents:

Psychosexual development of the child. Age characteristics of a primary school student.

Development of the sexual sphere of a primary school student, gender and character. Friendship and love. Psychohygiene of the floor.

The role of the family in the psychosexual development of children. The child and the people around him: relationships with peers; relationship between brothers and sisters; relationships with adults in the family.

The child’s assimilation of patterns of marital behavior in his family.

One of the forms of working with parents is questionnaires. The questionnaire asks parents questions to determine their awareness and education about the problems of psychosexual education and gender role development of the child in the family.

Teachers have developed a guide for parents when communicating with boys and girls.

1. Don’t forget that this is not just a child, but a boy or girl with their inherent characteristics of perception, thinking, and emotions. They need to be raised, trained, and even loved in different ways.

2. Do not compare boys and girls, do not set one as an example to the other: they are so different even in biological age - girls are usually older than their peers - boys.

Boys and girls perceive the world around them differently, and most importantly, they comprehend it differently.

Remember that when a woman raises and teaches boys (and a man – girls), their own childhood experience will be of little use to them and it is wrong to compare yourself as a child with them.

Do not overdo it, demanding that the boys complete the task accurately and thoroughly.

Try, when giving tasks to boys, to include in them the moment of searching, which requires intelligence. The child should be encouraged to discover the principle of the solution himself, even if he makes mistakes.

With girls, if it’s difficult for them, you need to analyze the principle of completing the task, show them what and how to do it. At the same time, we must gradually learn to act independently, and not just according to previously known patterns.

The accumulated experience allows us to conclude that gender development must be carried out purposefully and teachers, psychologists and parents must participate in it. Therefore, both the educational and educational process must be built taking into account all the listed features. All this, obviously, should be known and taken into account by every teacher when organizing training sessions and educational work.

Literature

Buzhigeeva. M.Yu. “Gender characteristics of children at the initial stage of education” Pedagogy. No. 8. 2002

N. Erofeeva. “There are boys and girls in the class... How to teach them?” Public education.№2 2001

Kaplunovich I.Ya. On the differences in the mathematical thinking of boys and girls./ Pedagogy, No. 10, 2001.

Krasotkina I. Do boys and girls think alike? / "Preschool education". -No. 12.– 2003. – pp. 44–52.

Elkonin B.D. Child psychology. – M, 2004