The article supports the importance of the psycho-biographical approach in assessing personality,
and reviews foreign studies of the influence of psycho-biographic factors on the development
and formation of an individual’s personal and psychological characteristics. It describes the role
of gender characteristics, birth order, life events and the early period of upbringing in the family
in the formation of individual personality characteristics. It also describes the tendency for such
an analysis to shift from single cases to comparative studies. The work analyzed the most popular
approaches and procedures for assessing the personality of a leader. The article emphasizes the need
for a comprehensive analysis of these factors and the relationships between their influence. Most
previous research has focused mainly on isolated effects and short periods of time, ignoring the fact
that cumulative effects, emotions, thoughts during the leadership period can fundamentally change
a leader, their personal qualities, style and behavior and generally affect their further biography.
The result is a set of approaches to the evaluation of personnel, which have been included into the
practice of personal professional diagnostics for civil service managers.
Keyword(s) : personality
The role of musical-aesthetic education in personality development preschool
Existing research on the personal development of pre-school children is limited in the scope of investigation. It lacks an integrative approach in respect of the complex impact of arts such as music, painting and other such work. This article examines a pilot programme directed towards the early musical and aesthetical development of pre-school children. This programme gradually introduces more complex content. Previous research has established that when children aged 3-4 years received music and aesthetical education in specialised centres, then by age 6-7 they surpassed the personal development of those who had received a standard schooling. In particular it was found that they acquired an ‘ear’ for musical development – a skill in distinguishing rhythmic and melodic contrast, together with harmonic sequences more delicately. This was associated with an ability to distinguish the emotional states of others. They were better in the embodiment of emotional states, experienced an immersion into the depth of images, and had better imagination and emotional intelligence in music. This research was extended to typical schools with typical children to explore the effective development of personality in pre-school children. The research was carried out over a three-year period, following children from age 3-4 until they were 6-7 years old. Twenty five children in the experimental group were compared with an equal number in the control group. The children were tested at the start and again at the end of the period. The results showed variations in the development of personal development. In particular, some skills, such as the ability to perceive rhythmic and melodic pictures and harmonic sequence, developed more slowly than others. It was found that the rhythmic and melodic forms of the musical ear developed more quickly that the harmonic ear, which is developed later – and more slowly. The development within the experimental group was not particularly rapid when compared with the control group but was more productive.
The subjects in the experimental group showed more effective development of generic perceptual unity and understand of human emotional state. Similar results were obtained in the formation of emotional displays in the cast plot scenes. Children learned not only to identify and to depict the emotional state of the character with the help of an adult but also showed the ability to empathize to another one, and to express their emotions objectively using a large set of facial expressive means of communication. In verbal imagination the experimental group significantly outperformed the control group. In particular, the children demonstrated the ability to express the plot of the story, using uniqueness and originality. The results concerning the expression of the emotional character of a story and the dominating mood were mixed. The expression of emotion was significantly developed but the perception and expression of a landscape did not show a significant improvement. Overall, the results that early musical and aesthetic development has a positive effect on the personal sphere of preschool children. This is based on the musical ear as the ability to make delicate distinctions and of aural representations that affect other mental functions of children.
Professional-Personal Formation of the Teacher
The popularity of the topic is determined by new stages of development of the system of education, its new developing stages as well as the introduction of new methods in educational activities. Consequently, changes should be involved in teacher’s work. The teacher must always develop himself as a person to improve his skills and to keep pace with the modern period. The necessity of teachers’ development is described in the article and some approaches to professional personal development of teachers, such as historical, philosophical approach, are discussed. Teacher’s personality is very important in modern education. The issues of development and formation of a teacher as a personality are reflected in the ideas of famous teachers of the past. Many of them have changed over time. The teacher of modern school should be able to provide conditions for the development of an individual, making the process manageable; he must be a competent, well-trained professional. Teacher work never ends. It always has to be improved. If the teacher rests on his laurels, he stops to be a teacher. The teacher must be in constant motion, to develop himself as a person and only then he will be able to apply his knowledge and skills to engage students in the process of interaction in creative activities and improve the level of education.
Difficulties of Psychological Support in the Professional and Personal Formation of Teachers
The article presents the analysis of the difficulties of psychological support of professional and personal development of teachers, classified by the author as related to organizational factors and factors of co-resistance-failure. As the central reasons we described difficulties accompanying the most pronounced personality traits characteristic of teachers (rigidity, pessimism, social introversion, emotional lability). These properties are evaluated as giving rise to the resistance of teachers to provide them with psychological support.
The conclusion about expediency of integration of psychological work in the general system of professional and personal development of teachers on the basis of recognition of the objectives of this work as the real value of educational institution. It is noted that overcoming the difficulties related to teachers resistance is a long and delicate process, imposing both the strategic need to further improve the training of educational psychologists, practice-oriented work with older participants in the educational process and the implementation of the conditions of continuous selfdevelopment of the respective competence by a educational psychologist.
Failure characteristic of teachers in relation to his colleagues, in particular, to the educational psychologist. Educational psychologist for them is “support specialist”, he performs secondary to solving the major problems of educational function. The desire of teachers to maintain their image and status in the eyes of the team is not conducive to the formation of a trusting relationship. Trust relationship is one of the most important conditions for the effectiveness of support.
Ratio of results in test on life orientations of Kazakhs undergraduates using Kazakh and Russian version of the procedure
The subject of the article refers to the problem of cross-cultural equivalence of test methods, appealing to the verbal self-report of respondents. This article is devoted to empirical comparison of the results and the application of the Kazakh-Russian-language versions of the research methods of value-meaning sphere of a person, namely, test of life orientations (by D.A.Leont’ev). The respondents were 60 undergraduates of Kazakh nationality, who performed the test in meaningfulness of life in two versions: the original in the Kazakh language, and a week later in Russian. It was found that the results of both versions (the Kazakh and Russian) are closely correlated with each other and have similar mean values. Consequently, they give equivalent results which allow us to use any variant of this method in research for respondents of Kazakh nationality.