SPECIFIC FEATURES OF THE PERSONALITY-ORIENTED PEDAGOGICAL PROCESS IN PRIMARY GRADES

The purpose of the study is to identify and substantiate the specific characteristics of personality-oriented pedagogical processes in primary education and to determine the methodological, psychological, and didactic foundations necessary for their effective realization. The research seeks to reveal how the personality-centered approach contributes to the development of the child as an active subject of the learning process, emphasizing individuality, self-expression, and self-realization within the pedagogical environment. Methodology. The study employs a combination of theoretical and empirical research methods, including the analysis of pedagogical and psychological literature, comparative evaluation of traditional and personality-oriented teaching systems, and synthesis of practical approaches used in modern Azerbaijani primary schools. The research draws upon the pedagogical principles of differentiation, subjectivity, and individual development to construct a model of effective learner-centered education. Particular attention is paid to factors influencing the efficiency of applied pedagogical technologies, such as teachers’ professional preparedness, classroom environment, and students’ psychological traits. Theoretical and Scientific Basis. The study is grounded in the theories of humanistic pedagogy and developmental psychology, integrating the conceptual ideas of educators such as Vygotsky, Rogers, and modern Azerbaijani scholars. It rests on the principle that education should be directed not toward the collective but toward the individual learner, thereby enabling the formation of cognitive, emotional, and moral qualities of personality. The research highlights the interrelation between pedagogical interaction, motivation, and the subjective experience of learners in the classroom. Scientific Novelty. The novelty of the research lies in defining the structural components of the personality-oriented educational process in Azerbaijani primary schools and in proposing a pedagogical model that ensures the integration of individual development, emotional engagement, and cognitive progress. The study demonstrates that the transition from traditional to personality-centered education transforms the role of the teacher–from an information transmitter to a facilitator of learning and personal growth–while establishing a humanistic and developmental learning environment that nurtures self-actualization and creative potential in young learners.