An attempt to change the system of education, to give preference not only to
knowledge, but in the first place the development of the child was carried out by M.
Zvierieva [17]. Her research on individual options for the development of students
convincingly shows the need for an individual approach that should be aimed at the
general development of students, which is a prerequisite for the acquisition of
knowledge, skills and abilities. A significant contribution to the development of the
problem in 60-70 years was made by M. Davydov B. Yesypov, A. Kirsanov, I. Lerner,
V. Sukhomlynskyi, D. Elkonin and others. The inheritance of V. Sukhomlynskyi
deserves special attention, in particular his approaches to the organization of the study
process. The mission of the school teacher was to enable every child to show himself
[33, p. 56].
Very importantly, V. Sukhomlynskyi wrote, that it would not be possible for
children to experience their inferiority so that they would have an indifferent attitude
to learning [33]. In this activity, the student acts as the main subject of learning, and
mastering knowledge is a condition for the development of individual abilities. V.
Sukhomlynskyi enriched science and practice with the disclosure of the values of
teachers' faith in the positive qualities of the child. The teachers of 70-90 years (O.
Kovalov, S. Podmazin, K. Starosta) sought to create a holistic system of an individual
approach to the child in order to develop its individual peculiarities. O. Kovalev argues:
"Pedagogy of the individual approach means not adapting the goals and the main
content of education and upbringing for individual pupils, because the content of
education and training is determined by the requirements of society, state programs -
they are common to all, and the adaptation of methods and forms to students for the
development of personality "[22, p. 282].
The expressed opinions do not meet the requirements of present. Democratic
tendencies in the development of society lead to new approaches to education and
upbringing that would ensure the development and self-development of the individual,
which cannot be achieved if in the process of cognition, does not implement an
individual approach to each student. Not looking at the relatively large number of
works devoted to an individual approach, this problem requires further reflection and
solution. There is also a need to clarify the meaning of the concept of "individual
approach", since science has identified several approaches to its definition. In many
studies, scholars call some general aspects of the individual approach that contribute
to:
• activating the learning process (Yu. Babanskyi, B. Yesypov, I. Lerner);
• strengthening of positive qualities and overcoming of deficiencies in
knowledge and skills;
• ensuring the diverse development of the child (T. Konnikova, Ya. Komenskyi).
- 1107 -