Character is not congenital, it needs to be brought up and developed. Thus it should be noted that the main conditions of formation of character are, on the one hand, purposeful activity, with another – uniform requirements to behavior of the child both in kindergarten and school, and in a family.
By the end of the preschool period the child owns necessary qualities and properties of the personality to start systematic mastering socio-historical experience of the person. Special educational activity is for this purpose necessary.
In pedagogics the principle of an individual approach has to penetrate all links educational and study with children of different age. Its essence is expressed that the general problems of education which face the teacher working with group of children are solved them by means of pedagogical impact on each child, proceeding from knowledge of its mental features and living conditions.
At six-year age a baby is expected by the first large change in life. Transition to school age is connected with resolute changes in its activity, communication, the relation with other people. To become the leading activity the doctrine, tenor of life changes, there are new duties, new are also the child's relations with people around.
The most important component of development of the preschool child is esthetic education. The stage of sensory perception of world around peculiar to the preschool child promotes formation of esthetic ideas of the world, the nature people. Esthetic education promotes development of creative abilities of children, forms esthetic taste and requirements.
The preschool age is the beginning of all-round development and formation of the personality. During this period activity of analyzers, development of representations, imagination, memory, thinking, the speech in a complex lead to formation of a sensual stage of knowledge of the world. The logical thinking is intensively formed, there are elements of abstract reasonings. The preschool child to seek to present the world such what he sees it. Even he can regard the imagination as reality.
In works N. K. Krupskaya reveals value of an individual approach for all-round development of the identity of the child in the conditions of education in collective, development of the earliest age of moral qualities, abilities, interests according to problems of training of children for life, to work. Its councils focus the tutor on the humane attitude towards the child, respect of his identity, aspiration to understand its difficult inner world.
By scientific researches it is proved that there is a direct dependence between physical, intellectual and moral development of the person. Physical training is closely connected with improvement of sense organs, sight, hearing that in turn has deep impact on intellectual development and formation of character of the person.
The individual approach is not single action. It has to penetrate all system of impact on the child and therefore it is the general principle of education. At the same time in different spheres of education and training this approach is shown in a different measure.
The supreme value of our society is the person. The attention to education of the person, care of all-round development of its abilities, improvement of personal qualities is included into a circle of problems of modern society.
At teenage age development of nervous system proceeds. The consciousness role increases. Control of a cerebral cortex over instincts and emotions improves. However excitement processes still prevail over braking processes therefore for teenagers hypererethism is characteristic.
Moral and social qualities of seniors are formed by the accelerated rates. Promotes it not only the sinzetivny period of a moral maturity, but also a new situation: change of nature of activity, situation in society and collective, intensity of communication.
Individual approach – one their main principles of pedagogics. The problem of an individual approach has creative character, but there are highlights at implementation of the differentiated approach to children: