Forms and methods of social pedagogical work. Forms, methods and techniques of social and pedagogical activity with a problem family. Forms of individual work with children
Collective forms of socio-pedagogical work differ from the forms of mass work by the number of participants and the level of activity of each participant in the activity. Collective forms of work can be carried out at the level of UDO educational associations (circles, clubs, workshops, sections, etc.), as well as temporary associations (business councils, creative associations, etc.)
Among the collective forms of work, one can name special, characteristic of social pedagogical activity.
training- a form of teamwork, which is a systematically implemented program of various exercises in order to form and improve social skills and abilities, increase the effectiveness of social activity.
business game- a form of collective activity that involves, in the process of simulating a real situation, finding ways to solve typical problems of collective interaction, behavioral communications, as well as solving the problems of training, education and development of its participants.
Role-playing game- a form of collective work that involves the adoption and playing by children of certain social roles, meeting the requirements of society, built according to certain rules of the game action to create mock-ups that replace the objects of the real situation. The game is a unique mechanism for the transfer of collective experience, where the main motive is not the result, but the process itself.
Situational role-playing game- a form of teamwork that involves a specially organized competition in solving the communicative tasks of participants performing strictly defined roles in a fictional situation, and regulated by the rules of the game.
Creating a problem situation- a form of teamwork that involves a collective analysis of a real or fictional situation in order to find ways to solve the problems that have arisen in them.
Children's production team- a form of collective activity that involves the creation of a single collective product (pictures, souvenirs, toys, etc.) or the collective production of a product (material, spiritual, intellectual) that is in demand among the population. In some cases, the participation of children in the children's production team implies the receipt of real wages for the labor invested by each participant in the activity.
creative workshop(theatrical, musical, journalistic, etc.) - a form of teamwork that promotes the exchange of experience (including social), communication.
Professional meetings- a form of teamwork that implements the tasks of professional growth and cooperation of children and youth. The content can be both a meeting with people of different professions, and the exchange of experience in the professional activities of children.
Forms of individual work with children
Within the framework of social and pedagogical activities, individual work with children occupies a special place.
Individual socio-pedagogical work can be carried out in the following forms:
Testing- a form of individual work, involving the identification of certain personality traits and the intensity of their expression with the help of a series of tests (questions, tasks, situations, etc.). Testing helps the teacher to identify a social problem in a timely manner, make the correct diagnosis and find ways to effectively resolve the problem.
Building an individual educational route- a form of individual work, involving joint activities the child and the teacher to develop, within the framework of the educational potential of his individual educational route.
Consulting- clarification, expert advice on complex, topical issue. Counseling allows the child, together with the teacher, to deeply and comprehensively consider the problem, obtain the necessary information, and jointly find ways to solve the problem.
Other forms.
Thus, all forms of work with children can be divided according to the number of children participating in it: mass, collective and individual.
According to A.V. Mudrik, a social pedagogue is a teacher who studies social education in the context of socialization, i.e. education of all age groups and social categories of people, carried out both in organizations specially created for this, and in organizations for which education is not the main function (for example, enterprises)
The purpose of his work is to create favorable conditions for the personal development of the child (physical, social, spiritual, moral, intellectual), to provide him with comprehensive socio-psychological assistance, as well as to protect the child in his living space. A social educator acts as an intermediary between a child and an adult, a child and his environment, as well as a mentor in direct communication with the child or his environment.
He conducts social diagnostics of families, draws up a program to help the family, and educates parents in matters of raising children.
A social pedagogue, in his professional purpose, seeks to prevent the problem as much as possible, to identify and eliminate the causes that give rise to it in a timely manner, to ensure preventive prevention of various kinds of negative phenomena (social, physical, social, etc. plan). The social educator does not wait to be asked for help. In an ethical form, he himself "goes" into contact with the family. The object of influence of the social pedagogue can be a child in the family, adult family members and the family itself, as a whole, as a team.
The activities of a social educator with the family include three main components of social and pedagogical assistance: educational, psychological and mediation.
The educational component includes two areas of activity of a social pedagogue: assistance in training and education.
Assistance in learning is aimed at preventing emerging family problems and forming pedagogical culture parents.
Assistance in education is provided by a social teacher, primarily with parents - by consulting them, as well as with the child by creating special educational situations to solve the problem of timely assistance to the family in order to strengthen it and make the most of its educational potential.
The psychological component of social and pedagogical assistance includes 2 components: social and psychological support and correction.
Support is aimed at creating a favorable microclimate in the family during a short-term crisis.
Correction interpersonal relationships occurs mainly when there is mental violence against the child in the family, leading to a violation of his neuropsychic and physical condition. Until recently, this phenomenon has received little attention. This type of violence includes intimidation, insulting a child, humiliation of his honor and dignity, violation of trust.
The intermediary component of social and pedagogical assistance includes three components: assistance in organizing, coordinating and informing.
Assistance in the organization is aimed at organizing family leisure, including: organizing exhibitions - sales of second-hand items, charity auctions; interest clubs, organization of family holidays, competitions, housekeeping courses, "dating clubs", summer holidays, etc.
Assistance in coordination is aimed at activating various departments and services to jointly resolve the problem of a particular family and the situation of a particular child.
Assistance in information is aimed at providing the family with information on social protection issues. It takes the form of a consultation. Questions may relate to both housing, family and marriage, labor, civil, pension legislation, the rights of children, women, the disabled, and problems that exist within the family.
The social educator, when working with the family, performs three main roles:
Counselor - informs the family about the importance and possibility of interaction between parents and children in the family; talks about the development of the child; gives pedagogical councils for raising children.
Consultant - advises on family law issues; issues of interpersonal interaction in the family; informs about the existing methods of education, focused on a particular family; explains to parents how to create the conditions necessary for the normal development and upbringing of the child in the family.
Defender - protects the rights of the child in the case when one has to face the complete degradation of the personality of the parents (alcoholism, drug addiction, cruel attitude to children) and the resulting problems of unsettled life, lack of attention, human attitude of parents to children.
Forms of social and pedagogical assistance to the family. One of the forms of work of a social pedagogue with a family is social patronage, which is a visit to the family at home for diagnostic, control, adaptation and rehabilitation purposes, which allows you to establish and maintain long-term ties with the family, identifying its problem situations in a timely manner, providing immediate assistance.
Patronage provides an opportunity to observe the family in its natural environment. That allows you to reveal more information than lies on the surface. Carrying out patronage requires compliance with a number of ethical principles: the principle of family self-determination, voluntary acceptance of assistance, confidentiality, therefore, it is necessary to find opportunities to inform the family about the upcoming visit and its goals.
Patronage can be carried out for the following purposes:
diagnostic: familiarization with living conditions, the study of possible risk factors (medical, social, domestic), the study of existing problem situations;
control: assessment of the state of the family and the child, the dynamics of problems (if contact with the family is repeated); analysis of the course of rehabilitation measures, the implementation of recommendations by parents, etc.;
adaptation and rehabilitation: the provision of specific educational, intermediary, psychological assistance.
Regular patronage is necessary for dysfunctional and, above all, asocial families, constant monitoring of which disciplines them to some extent, and also allows them to timely identify and counteract emerging crisis situations.
Along with patronage, which occupies an important place in the activities of a social pedagogue, consultations should be singled out as one of the forms of work with the family. Counseling, by definition, is intended primarily to help apparently healthy people who have difficulty in solving life's problems.
A social educator, working with a family, can use the most common counseling techniques: emotional infection, suggestion, persuasion, artistic analogies, mini-trainings, etc.
Along with individual counseling conversations, group methods work with family (families) - trainings.
Socio-psychological training is defined as a field practical psychology oriented to use active methods group psychological work with the aim of developing competence in communication.
Group working methods provide an opportunity for parents to share experiences with each other, ask questions and seek support and approval in the group. In addition, the opportunity to take on a leadership role in the exchange of information develops the activity and confidence of parents.
Another form of work of a social educator with a family is the socio-pedagogical monitoring of the family - this is a scientifically based system of periodic collection, generalization and analysis of socio-pedagogical information about the processes taking place in the family, and the adoption of strategic and tactical decisions on this basis.
Basic principles of monitoring: completeness, reliability, consistency of information; efficiency of obtaining information and their systematic updating; the comparability of the data obtained, which is ensured by the unity of the chosen positions in the collection and analysis of information; a combination of generalizing and differentiated assessments and conclusions.
Essence social - pedagogical monitoring family consists in the integrated use of all sources of data on processes and events family life, both of a natural nature (information offered by family members on their own initiative; direct and indirect observation, compositions and graphic works of children about the family, etc.), and obtained in the course of a specially organized study (survey, questioning, method of expert assessments , biographical method, psychological methods for identifying indicators of intra-family relations, etc.)
An important role in the implementation of socio - pedagogical monitoring is played by the ability of a social teacher to systematize the collection of information and the results obtained. There are several ways to organize. Let's consider one of them.
Since the family is a complex system, the social educator takes into account the subsystems within the family, the relationships between individuals and subsystems.
Parental subsystem (mother - father). The social pedagogue focuses on the interaction of a married couple as parents of a child (children), the norms of relationships accepted in the family: mother - children, father - children, style of parental relationship.
The educational potential of the family is largely determined by the content and nature of the functioning of the parental subsystem. Mistakes that parents make, their distorted values, contradictions in the systems of requirements and the influence of the family on the child.
Subsystem "brothers - sisters". The social educator focuses on the relationship of children, the features of the social role of each child, the division of responsibilities established in the family between brothers and sisters.
Relationships between children in a family are an indispensable experience of long-term communication and interaction, when the distribution of duties, tolerance, the ability to resolve and prevent conflicts, share the care and attention of adults shown towards them, and much more are required. For most children, these relationships for a long period acquire the character of the most significant. However, a significant potential for desocializing influence is hidden here (relationships of subordination, “family hazing.” Moral and psychological violence, competitive confrontation, and much more).
Subsystem "parents - children". The social educator seeks to determine the specific features of the interaction between parents and children, the boundaries of power, freedom and responsibility that have become the norm.
Socio-pedagogical activity with the family will be effective if it is based on an integrated approach. It involves the study and use of demographic data (the study of fertility), sociology and social psychology(research and analysis of satisfaction with marriage and family relationships, causes of family conflicts), pedagogy (educational function of the family); rights; economy (family budget); ethnography (life, cultural characteristics); history and philosophy (historical forms of family, marriage, problems of family happiness, duty); religion.
So, any deformation of the family leads to negative consequences in the development of the personality of a teenager. There are two types of family deformation: structural and psychological. The structural deformation of the family is nothing more than a violation of its structural integrity, which is currently associated with the absence of one of the parents. The psychological deformation of the family is associated with a violation of the system of interpersonal relations in it, as well as with the adoption and implementation in the family of a system of negative values, asocial attitudes, etc. Currently, more and more attention is paid to the factor of psychological deformation of the family. Numerous studies convincingly show that the psychological deformation of the family, the violation of the system of interpersonal relations and values in it, have a powerful influence on the negative development of the personality of a child, adolescent, leading to various personal deformations - from social infantilism to antisocial and delinquent behavior. There is evidence that although parents as a center of orientation and identification recede into the background during adolescence and adolescence, this applies only to certain areas of life. For most young people, parents, and especially the mother, remain the main emotionally close persons even at this age.
Scheme 1.2
| Object of socio-pedagogical work | Categories |
| Family | 1. With a disability of children or parents 2. With the problem of inability to self-service due to old age, illness 3. With the problem of orphanhood 4. With the problem of child neglect. 5. With the problem of low income 6. With the problem of unemployment 7. With the problem of lack of a fixed place of residence 8. With problems of conflicts and abuse 9. Incomplete family 10. The large family 11. Family of military personnel, 12. Family raising children with disabilities 13. Family raising adopted and foster children 14. Foster family 15. Student family 16. Family of refugees, migrants 17. Family with problems of psychoactive addictions 18. Family, members who are in prison |
Scheme 1.3
Types of social and pedagogical work
Scheme 1.4
Levels of subjects of socio-pedagogical work.
Scheme 1.4
Types of forms of social and pedagogical assistance.
Scheme 1.5
Public Policy Objectives Russian Federation for the benefit of the children.
Scheme 1.6
Functions of the system of subjects of socio-pedagogical work.
Scheme 1.7
Functions of the Ministry of Labor and Social Protection of the Population.
Scheme 1.8
Functions of the Ministry of Health and Social Development of the Russian Federation.
Scheme 1.9
Subjects of socio-pedagogical activity.
Scheme 1.10
Objects of socio-pedagogical activity.
Scheme 1.11
Tasks professional activity social educator.
Scheme 1.12
Elements of the content of socio-pedagogical activity.
Scheme 1.13
Types of socio-pedagogical activity.
Scheme 1.14
Principles of social pedagogy.
SOCIAL AND PEDAGOGICAL WORK IN A PRESCHOOL EDUCATIONAL INSTITUTION
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According to the Federal Law "On Education in the Russian Federation" N 273-FZ of December 29, 2012, as amended in 2015-2016, educational organization is a non-profit organization that carries out on the basis of a license educational activities as the main activity in accordance with the goals for the achievement of which such an organization was created.
The Russian Federation has the following levels general education: preschool education, primary general education, basic general education, secondary general education.
Preschool education is aimed at the formation of a common culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of prerequisites learning activities
The main tasks of a preschool educational institution are: protecting the life and strengthening the physical and mental health of children; ensuring cognitive-speech, social-personal, artistic-aesthetic and physical development of children; education, taking into account the age categories of children of citizenship, respect for human rights and freedoms, love for the environment, Motherland, family; implementation of the necessary correction of deficiencies in the physical and (or) mental development of children; interaction with families of children to ensure the full development of children; providing advisory and methodological assistance to parents (legal representatives) on the upbringing, education and development of children. A preschool educational institution is an educational organization that, as its main goal, carries out educational activities to educational programs preschool education, babysitting and child care. Education in preschool institutions acquires the status of the first stage of primary education.
Preschool educational institutions include educational institutions of the following types:
Kindergarten (implements the main general educational program of preschool education in general developmental groups);
Kindergarten for young children (implements the main general educational program of preschool education in general developmental groups for pupils from 2 months to 3 years; creates conditions for social adaptation and early socialization of pupils);
Kindergarten for children of preschool (senior preschool) age (implements the main general educational program of preschool education in groups of general developmental orientation, as well as, if necessary, in groups of compensatory and combined orientation for pupils aged 5 to 7 years with priority implementation of activities to ensure equal starting opportunities for teaching children in general educational institutions);
Kindergarten of supervision and improvement (implements the main general educational program of preschool education in health-improving groups with priority implementation of activities for the implementation of sanitary-hygienic, health-improving and preventive measures and procedures);
Kindergarten of a compensatory type (implements the main general educational program of preschool education in compensatory groups with the priority implementation of activities for the qualified correction of deficiencies in the physical and (or) mental development of one or more categories of children with disabilities);
Kindergarten of a combined type (implements the main general educational program of preschool education in groups of general developmental, compensatory, health-improving and combined orientations in various combinations);
A kindergarten of a general developmental type with a priority implementation of activities in one of the areas of development of pupils (implements the main general educational program of preschool education in groups of a general developmental orientation with priority development of pupils in one of such areas as cognitive-speech, social-personal, artistic-aesthetic or physical );
Child Development Center - kindergarten (implements the main general educational program of preschool education in groups of a general developmental orientation and, if necessary, in groups of health-improving, compensatory and combined orientations with the priority implementation of activities to develop pupils in several areas, such as cognitive-speech, social-personal, artistic aesthetic or physical). In groups of health-improving, compensatory and combined orientations, the priority implementation of the development of pupils is carried out in those areas that most contribute to strengthening their health, correcting deficiencies in their physical and (or) mental development.
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Changing life and the economy, the development of technology, the aggravation of social and political contradictions created the need to change the structure of state education and education of children. The profession of a social pedagogue appeared in Russia around the 2000s and has now taken root in preschool educational institutions.
The main aspects of socio-pedagogical work in a preschool educational institution are: analysis of the problems of pupils in order to provide them with social assistance; development of programs for the adaptation of pupils to environmental conditions; advising children, parents and educators on the protection of children's rights, features of psychophysical development, drawing up recommendations.
Depending on the specifics of the institution, the duties of a social pedagogue may include: coordinating the interaction of employees of a preschool educational institution and involved specialists; conducting training activities for educators.
The main areas of work of a social teacher, on the basis of which the work plan of a social teacher of a preschool educational institution is compiled annually, are considered to be:
1. Work with pupils of a preschool educational institution, which, first of all, is aimed at social protection and the provision of social assistance, the realization of the rights and freedoms of students (pupils), promoting the creation of an environment of psychological comfort and safety for the personality of students, pupils, ensuring the protection of their life and health. Social and pedagogical work in a preschool educational institution includes the study of the psychological and pedagogical characteristics of the personality of students, the development and implementation of a program for correcting the social development of children based on the results of diagnostics and the requests of teachers and parents; organization of children's leisure, diagnostics of socio-pedagogical features of their microenvironment. In addition, a social teacher, in working with pupils, identifies their interests and needs, difficulties and problems, conflict situations, deviations in behavior and provides them with timely assistance and support.
In the course of socio-pedagogical work, it is necessary to organize various types of socially valuable activities of students (pupils) and adults, events aimed at developing social initiatives, implementing social projects and programs.
2. Work with the families of pupils, the purpose of which is to create favorable conditions for the personal development of the child (physical, social, spiritual, moral, intellectual), to provide him with comprehensive socio-psychological assistance, as well as to protect the child in his living space. To this end, social and pedagogical work includes measures to study the environmental factors of the child's social development associated with his family, pedagogical education of parents; increasing the level of parental competence;
3. Work with teachers of a preschool educational institution is carried out with the aim of educating the teaching staff on issues related to age characteristics children, creating a favorable climate in the team; increasing the level of professional competence of teachers; meeting the individual requests of teachers related to the social development of children and relationships with their parents; studying the environmental factors of the social development of children in the educational space of a preschool educational institution.
4. Work with other subjects of socio-pedagogical work is carried out with the aim of providing comprehensive socio-psychological and pedagogical assistance to the child and his family. Representing the interests of the child and his family in various institutions and organizations, attracting charitable and sponsorship assistance to solve the financial problems of the child and his family, promoting sanatorium treatment and summer rehabilitation of the child, preventive work with parents who do not want to fulfill parental responsibilities, prevention of violence and cruelty appeals in the family, assistance in the appointment and registration of state financial assistance - this is a small list of activities for the social and pedagogical support of the child in cooperation with the subjects social work cities, villages, etc.
5. Working with documentation involves the formation of an information data bank on working with the child and his family; development of a long-term and current work plan; preparation of annual and interim reports; replenishment methodological material social educator.
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Social and pedagogical work in a preschool educational institution involves various types of assistance as a system of services to economically disadvantaged, socially weak, psychologically vulnerable groups of families and children in order to improve their ability to social functioning:
1. Social information assistance - providing children and their families with information on issues of social care, assistance and support, as well as the activities of social services and the range of social services they provide
2. Social and legal assistance - assistance in the implementation of legal guarantees, legal education of children and their parents on housing, family and marriage, labor, civil issues.
3. Social and rehabilitation assistance - the provision of rehabilitation services to restore the psychological, moral, emotional state and health of children and their families in need of it.
4. Socio-economic assistance - assistance in obtaining benefits, compensations, lump-sum payments, targeted assistance to children
5. Medical and social assistance - prevention of children's health, prevention of alcoholism, drug addiction, medical and social patronage of children from families at risk
6. Social and psychological assistance - the creation of a favorable microclimate in the family and the microsociety in which the child develops, the elimination of negative influences at home, the school team, difficulties in relationships with others, in professional and personal self-determination
7. Socio-pedagogical assistance - creation necessary conditions to realize the right of parents to raise children, to overcome pedagogical errors and conflict situations that give rise to homelessness and neglect to ensure the development and upbringing of children in families at risk.
In real practice, a social pedagogue, in order to provide professional assistance to a child, needs to collect objective information about the child and his environment, analyze the information received, build an assumption (hypothesis) about a possible solution to the problem of the child’s social life, take specific practical steps to implement the hypothesis put forward and, finally, to check the effectiveness of the steps taken by him. For the effectiveness of social and pedagogical work with a child in a preschool educational institution, a social teacher should use a variety of forms of work. In the arsenal of forms of professional interaction with the child, the social teacher should include individual and group games, conversations, walks, excursions, discussions, interviews, including the child in interaction with peers, visiting the child's family, etc.
In the field of professional interaction with the teaching staff of a preschool educational institution, it is advisable to use consultations; questioning; individual conversations; seminars; "round tables", socio-psychological training.
Socio-pedagogical work with parents involves such forms as individual counseling, individual and group conversations, questionnaires, home visits, thematic meetings, recommendations, parent meetings, training, school of parenting skills.
The roles of a social educator in a preschool educational institution are quite varied: the role of an intermediary between children and adults, family and public services; the role of a defender of the interests and legal rights of the child; the role of an assistant to teachers and parents in solving problems of professional activity; the role of the manager of ways to activate the independence of the individual in the process of its self-realization, the role of an expert in making a social diagnosis and determining the methods of competent intervention.
The social pedagogue helps in anticipating and resolving conflict situations in families, as well as between teachers and the child's parents, and helps to restore positive and constructive relations between the teaching staff of the preschool educational institution and the family.
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For a detailed specification of the content of social and pedagogical work in a preschool educational institution, it is necessary to indicate the professional functions of a social teacher.
Analytical and diagnostic the function is to make a "social diagnosis", for which the study of personal characteristics and social and living conditions of children, families, social environment is carried out; identification of positive and negative influences on the child, as well as various kinds of problems; establishing the causes of deviant behavior of children, the causes of the social ill-being of the family; promoting the identification of gifted children, as well as children with emotional and intellectual developmental delays.
predictive function a social teacher in a preschool educational institution is implemented in programming and forecasting based on an analysis of the socio-pedagogical situation, the process of education and development of the individual; determining the prospects for the process of self-development and self-education of the individual; planning their socio-pedagogical work on the basis of a serious analysis of the results for the previous period of time.
Organizational and communicative function is carried out by facilitating the inclusion in the process of social education of pupils, in joint work and rest, not only employees of a preschool educational institution, but also parents, the public, and the population of the microdistrict; establishing business and personal contacts;
accumulation of information about the positive and negative impact of society on children; formation of a democratic system of relationships in the children's environment, as well as in their personal relationships with adults.
Corrective function means the implementation of the correction of all educational influences exerted on children, both by the family and social environment, including informal; strengthening of positive influences and neutralization or switching of negative influences of the social environment.
Socially - preventive and rehabilitation is implemented in organizing a system of preventive measures to prevent deviant (deviant) and criminal (delinquent) behavior of children; influence on the formation of moral and legal stability; organization of a system of measures for the social improvement of the family, timely provision of social, legal and other assistance to families and children at social risk.
Coordinating and organizational function is the organization of socially significant activities of children in an open microenvironment; influence on the reasonable organization of leisure; - the inclusion of children in various types of useful activities, taking into account psychological and pedagogical requirements.
The function of social and pedagogical support and assistance pupils involves the provision of qualified social and pedagogical assistance to the child in self-development, self-knowledge, self-esteem, self-affirmation, self-organization, self-rehabilitation.
Security and protection - the use of the existing arsenal of legal norms for the protection of the rights and interests of the child's personality; assistance in the application of measures of state coercion and the implementation of legal liability in relation to persons who allow direct or indirect unlawful influence on the wards of a social pedagogue; interaction with social protection authorities.
Psychotherapeutic function shows concern for peace of mind child; establishing a trusting relationship with a child, an adult; assistance in resolving interpersonal conflicts; assistance in changing the attitude of a child, an adult to life, to the environment, to himself.
Intermediary function implemented in the establishment and support positive connection in the interests of the child between the family, educational institution and the immediate environment of the child; representing the interests of the child and his family in social protection institutions, internal affairs bodies, charitable foundations, etc.
1. Prepare public speaking on one of the topics:
· The role of a social teacher in a preschool educational institution;
· Social protection of the rights of the child in a preschool educational institution;
· Features of the activities of a social teacher in a preschool educational institution.
2. Choose methods for diagnosing a child's cognitive abilities
3. Make a work plan for a social teacher of a preschool educational institution for six months according to the proposed form.
| № | event title | Methods, forms | Timing | Partners |
1. For high-quality preparation for the discussion of these issues at a practical (seminar) lesson, it is necessary to carefully study the lecture notes, if necessary, use the recommended literature. After that, prepare short message(3-5 minutes) for each of the questions or write abstracts of answers and be ready for a public presentation of the results independent work without using the message text.
2. The essence of the concepts and definitions presented in the list must be entered into the dictionary and memorized.
3. To effectively prepare a report (5-7 minutes), carefully study the chosen topic, using several suggested sources. The topic of the report should be worked out to the degree of fluency. Make a report plan, discuss it with the teacher in advance. Write a report using refereed text from sources. If desired, provide a public presentation of slide presentations with the main theses of the report.
4. To draw up a meaningful plan for the work of a social educator, read the examples widely presented on professional specialized pages of the Internet network.
Literature for self-study Topics #2:
Main:
1. Lodkina, T. V. Social pedagogy: protection of the family and childhood [Text]: textbook. allowance / T. V. Lodkina. - 3rd ed., erased. - M. : Academy, 2008. - 208 p. : ill., tab.
2. Mardakhaev L.V. Social Pedagogy. Full course: [textbook for students. universities, education on humanite. faculty] / Mardakhaev L.V. - 5th ed., revised. and additional - M.: Yurayt, 2011. - 797 p.
3. Mustaeva F.A. Social pedagogy: a textbook for students. ped. universities, education according to special "Social Pedagogy" / Mustaeva F. A. - M .: Academ. Project. 2008. - 528 p.
4. Vasilkova Yu.V., Vasilkova T.A. Social Pedagogy: Proc. allowance for students. ped. universities, education according to special "Pedagogy and psychology", "Social. Pedagogy”, “Pedagogy” / Vasilkova T. A., Vasilkova Yu. V. - M. : KnoRus, 2010. - 240 p.
Additional:
1. Federal Law of December 29, 2006 N 256-FZ "On additional measures of state support for families with children" (with amendments and additions)\\Electronic resource. Access mode:. http://base.garant.ru/12151286/
2. Federal Law of July 24, 1998 N 124-FZ "On the Basic Guarantees of the Rights of the Child in the Russian Federation" (with amendments and additions) \\Electronic resource. Access mode: http://base.garant.ru/179146/
3. Fundamentals of social work [Text]: a textbook for university students / ed. P. D. Pavlenok. - 2nd ed., corrected. and additional - M. : Infra-M, 2004. - 395 p. : tab.
4. Social pedagogy: Proc. manual for full-time and part-time students enrolled in the direction 050400 “Psychological-ped. education” / Comp. R.A. Litvak, E.V. Krinitsyn. - Chelyabinsk: Chelyabinsk state academy culture and arts, 2011. - 274 p.
Scheme 2.1
Types of preschool educational institutions.
Scheme 2.2
Directions of socio-pedagogical work in a preschool educational institution.
Scheme 2.3
Forms and types of socio-pedagogical work in a preschool educational institution.
Scheme 2.4
Functions of a social teacher in a preschool educational institution.
3. The work of a social educator in general education school
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Social and pedagogical work is a kind of professional activity aimed at helping the child in the process of his socialization, mastering his sociocultural experience and creating conditions for his self-realization in society.
The professions "social worker", "social teacher" and "specialist in social work" were officially registered in Russian state documents in March-April 1991 and were created to solve social problems of a person and society, including: social and psychological conflicts, crisis, stressful situations; emotional and psychological problems; want and poverty; alcoholism and drug addiction; violence and discrimination; national problems and migration; crime and delinquency; unemployment and professional adaptation; housing problem; guardianship, guardianship, adoption; parental cruelty and others.
The basis of the organizational and methodological, preventive, corrective, consulting and reporting activities of a social teacher of an educational institution are the currently available regulatory documents:
1. Convention on the Rights of the Child. Adopted by the UN General Assembly on November 20, 1989. and ratified by the Supreme Soviet of the USSR on June 13, 1990.
2. Law of the Russian Federation No. 3266-1 dated 10.06.1992 “On Education” (as amended by Federal Law No. 12-FZ of January 13, 1996).
3. Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation" Adopted by the State Duma on 07/03/1998. Approved by the Federation Council on July 9, 1998.
4. Order of March 27, 2006 No. 69 "On the peculiarities of the regime of working time and rest of pedagogical and other employees of educational institutions."
5. Letter of the Ministry of Education and Science of the Russian Federation dated 18.04.2008. No. AF-150/06 On the creation of conditions for the education of children with disabilities and children with disabilities.
6. Order of the Ministry of Health and Social Development of the Russian Federation of August 14, 2009 No. No. 593. Unified qualification directory of positions of managers, specialists and employees. Section "Qualification characteristics of the positions of educational workers".
7. Federal state educational standard basic general education, order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. No. 1897.
The goals of the work of a social pedagogue in general education institutions are:
· contributing to the elimination and overcoming of specific difficulties in the process of socialization of schoolchildren;
Providing a child with comprehensive assistance in self-development and self-realization in the process of perceiving the world and adapting to it;
creation of favorable conditions for the development of the child's personality (physical, social, spiritual, moral, intellectual);
promoting the development of personal and social educational processes at the stage of education and choice of profession;
participation in the pedagogical resolution of potential, latent and actual conflicts.
The tasks of socio-pedagogical activity in a general educational institution 
are: the implementation and protection of the rights of the child; study and correction of interpersonal relationships; study of the state and correction of the mental development of the child; representing the interests of the child in state and public structures; coordination in an educational institution of socially significant activities; holding social and cultural events.
The subject of socio-pedagogical activity is a social teacher, but without the active participation of the child himself in the socio-pedagogical process, effective social and pedagogical interaction is impossible. The object of socio-pedagogical work in a general education school is not only students, but also their level of academic performance, value orientations, health status, behavior, as well as family and family relationships. Due to the fact that value orientations, health status, other factors and characteristics are determined by the family, family lifestyle and family traditions, teachers have to interact with both parents and the child's immediate environment.
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The main directions of socio-pedagogical work at school are determined by the problems that arise in the process of teaching and raising children, without the permission of which it is difficult to achieve good results in the process of educating a person. Although the areas of work are fixed in the qualification characteristics of a social pedagogue, in practice their circle is much wider. This is explained by the need for cooperation of all those who teach and educate the child: teachers, class teacher, administration, parents, next of kin.
The following main areas of social and pedagogical work in an educational institution can be distinguished: protection of the rights of the child, and assistance to the family in problems related to education, upbringing, childcare; helping the child to eliminate the causes that negatively affect his academic performance and attendance at school; involvement of children, parents, the public in the organization and holding of events, actions; recognition and resolution of conflicts, problems, difficult life situations affecting the interests of the child; individual and group counseling for children, parents, teachers, administration on issues of resolving problem situations, conflicts, stress relief, raising children; identification of requests, needs of children and development of measures to help specific students with the involvement of specialists from relevant institutions and organizations; assistance to teachers in resolving conflicts with children, in identifying problems in educational work; development of plans for various activities of the school.
In addition to the above, among the areas of social and pedagogical work in a general education institution, it should be noted the protection of the child from the inhumane attitude of teachers, school staff, the protection from inhumane relations at school, the protection and support of children who find themselves in a crisis situation. Advice for teachers on their rights in relation to the child, assistance in adapting to school.
Organization of the educational environment in the school, the creation of educational relationships through the self-government of students, spiritualization school life ideas that bring teachers and children together. In a variety of areas of socio-pedagogical work, an important place is occupied by the control of the compliance of teaching methods with its goal; creation of a network of out-of-school hobby clubs, support for children's initiatives as a condition for positive self-realization of the individual, expansion and deepening of social experience through the participation of children in cognitive historical and cultural local history activities, organization of volunteer assistance to the elderly, the sick and other categories of citizens in need of support. Assistance to children in the organization of meaningful leisure and their participation in the organization of meaningful leisure junior schoolchildren, involvement of parents, public organizations, cultural and educational institutions in the educational process of the school, prevention and correction of deviant behavior.
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The content of the work of a social pedagogue, in accordance with the qualification characteristics, is determined by its pedagogical orientation. This means that all his professional activities are a set of measures for the upbringing, education, development and social protection of the individual in general education institutions and at the place of residence of students.
In the activities of a social pedagogue, at the initial stage, a significant place is occupied by the study of the psychological, medical and pedagogical characteristics of the personality of students and the social microenvironment, living conditions. In the process of studying interests and needs, difficulties and problems, conflict situations, deviations in behavior, typology of families, their sociocultural and psychological and pedagogical portrait, etc. Therefore, diagnostic methods occupy a significant place in the methodological baggage of a social pedagogue: tests, questionnaires, questionnaires, etc.
The diagnostic work of a social pedagogue includes both sociological and psychological methods. Also of great interest for studying the personality of a child are reports of various specialists, certificates, tables, documents, medical records of students and other things that are always available in any educational institution. Specific methods of social work are also used, such as the method of social biography of the family, personality, as well as the social history of the microdistrict, diagnostics of the social environment.
The social educator needs the support of fellow teachers, psychologists, municipal workers, law enforcement officers, parents and the students themselves. Any study begins with a preliminary justification of its need, tasks, forecast regarding the results, drawing up a schedule, regulatory execution in the form of an order or instruction from the head of the institution, briefings and information messages, explaining to participants their rights and the purpose of the study. Explanations and communication of results may or may not be complete, but must always be truthful.
In the process of research, a social educator can receive completely confidential information, so his actions are determined by professional duty and an ethical code.
Sample list of questions to prepare for the exam
The concept of social pedagogy, its subject, functions and tasks. Communication of social pedagogy with other sciences.
The term social pedagogy includes 2 concepts: social and pedagogy.
Pedagogy is the science of the laws of education, upbringing and human development.
Social(lat. - public) - a specific property that characterizes the interaction of people in the process of communication in the labor and creative fields of activity.
social pedagogy- this is one of the branches of pedagogical science that develops the basic laws of education, upbringing and human development at all stages of social development (from birth to death), taking into account the social environment, their conditions, problems and tasks of a particular environmental system.
The subject of social pedagogy- the educational and pedagogical process, which includes elements of development, education, training, correction, rehabilitation and re-education, acts.
Functions of social pedagogy:
Research - Analytical and design - Educational -
Organizational - Prognostic -
tasks of social pedagogy:
Development of self-esteem, independence, self-confidence in the client of a social pedagogue.
Development of the desire to know the world, another person, his uniqueness, physical and spiritual features, rights and obligations in society.
Instilling the desire and ability to communicate with people around, in small and large groups, in the family, at school, in the work team, in the family-neighborly society, etc. To teach how to resolve conflicts between people, the individual and society, based on the moral and legal norms of social relations, the human environment.
Education in the mind of a person of moral concepts: goodness and justice, love for one's neighbor, for all living things, creativity, mutual understanding.
Setting the goal of an independent exit from the crisis, finding a way out, determining the purpose and meaning of life.
Social pedagogy occupies an interdisciplinary place in the system of human sciences. Being an integrative scientific discipline, it synthesizes philosophical, biomedical, psychological and correctional knowledge about a person as a bio-socio-natural-cosmic being. Building its content on an anthropological basis, social pedagogy makes extensive use of the achievements of other sciences dealing with the problems of human studies: philosophy, ethnography, economics, sociology, psychology, ethics, cultural studies, medicine, jurisprudence, and natural sciences. Based on the knowledge of these sciences, it organizes and integrates knowledge in a personal-environmental context, in relation to its subject of study.
General characteristics of the categorical-conceptual apparatus of social pedagogy.
The knowledge system of science is reflected in its concepts and categories.
The goal is assistance in the socialization of the child, targeted assistance. Institutions: educational, socio-pedagogical, social services.
Social learning is a purposeful process of transferring social knowledge and developing social skills that contribute to the socialization of a child. In the process of studying at a school or other educational institution, the child receives, first of all, academic knowledge and the skills necessary for their assimilation. But at the same time, he must acquire certain social knowledge. Skills and skills that will provide him with a more successful development of social norms. settings. Values. Roles.
The moral upbringing of a child is one of the most important and complex tasks of pedagogical activity. However, this process is not always effective enough. The child must have certain social knowledge, skills and abilities.
Social education is understood as a purposeful process of formation of socially significant qualities of a child's personality, which he needs for successful socialization.
Socio-pedagogical activity, essence, structure, originality.
Socio-pedagogical activity is a kind of professional activity aimed at helping a child in the process of his socialization, mastering his socio-cultural experience and creating conditions for his self-realization in society.
It is always targeted, aimed at a specific child and solving his individual problems that arise in the process of socialization, by studying the personality of the child and his environment.
It is carried out in various institutions: educational, socio-pedagogical, social services.
Directions of social-ped. are: activities to prevent the phenomenon of maladjustment, increase the level of social adaptation of children through their personal development; activities for the social rehabilitation of children with certain deviations from the norm.
Preventive activities carried out in all institutions and organization: social-ped. Act. in educational institutions; social-ped. activity in children's public associations and organizations; social-ped.activities. in places of summer recreation for children; social-ped.activities in denominations.
Work on social rehabilitation children with deviations from the norm, should be meaningfully focused on various categories: social-ped.deyat. with children with developmental disabilities; social-ped. activities with children with ped. deviations; social-ped.activities. with children left without parental care; social activities with children with deviant behavior.
In mediation work, social-ped. activities are of particular importance. with family. It is the family in the process of socialization of the child that is the closest society.
The peculiarity of socio-pedagogical activity is that the goal is to help in the socialization of the child, the activity is targeted and local, the object is a child with socialization problems.
directions and types of socio-pedagogical activity.
Directions social-ped.activities. are: activities to prevent the phenomenon of maladjustment, increase the level of social adaptation of children through their personal development;
activities for the social rehabilitation of children with certain deviations from the norm. it should be meaningfully oriented to various categories: social-ped. with children with developmental disabilities; social-ped. activities with children with ped. deviations; social-ped.activities. with children left without parental care; social activities with children with deviant behavior.
Kinds social-ped.dyat.: social-ped.activities. in educational institutions; social-ped. activity in children's public associations and organizations; social-ped.activities. in places of summer recreation for children; social-ped.activities in denominations.
The social nature of activity necessarily puts forward the need to consider the practical form of activity. Indeed, outside the sociality of its forms, human activity could not be purposeful and transformative activity, since linguistic interaction, coding, storage and transmission of information from person to person, from generation to generation would be impossible.
K. Marx emphasized the special genetic role of labor, on the foundation and in the process of which all forms of social existence and human relations develop. Labor acts as a substantive basis for all forms of a person's relationship to the world around him, all forms of his activity activity.
The activity itself, being a specific form of subject-subject relationships, acts as a way of interaction between people. Because of this, in the social characterization of activity, two of its aspects merge together: substantive (activity as the basis of social substance) and relational (activity as a specific human value attitude towards the world, other people).
The form of activity is to solve the problems of a particular subject, based on the goals set by the founders, leaders, etc. In this sense, any human activity has its own form, subject and purpose.
The form of activity of the organization (regardless of the subject and purpose of the activity, postulated in the charter by its founders) system analysis considered as problem solving process. In socio-pedagogical activity, several stages of the process of achieving the goal can be distinguished: diagnostics, counseling, prevention, support, support, correction, rehabilitation, design, mediation, medical-psychological-pedagogical consultation and, as a generalizing stage, personal assistance in the implementation pedagogical potential society. On these grounds, in relation to socio-pedagogical activities the following forms of activity can be distinguished: socio-pedagogical assistance, socio-pedagogical diagnostics, socio-pedagogical support, socio-pedagogical prevention, socio-pedagogical counseling, socio-pedagogical support, socio-pedagogical correction, socio-pedagogical rehabilitation, socio-pedagogical design, mediation between the individual and social potential, socio-pedagogical monitoring, medical-psychological-pedagogical consultation.
In the real existence of society, all the listed forms of activity are closely intertwined, complement each other and, on the whole, form a single integral system of human life. Everything is determined by what type this or that form of activity belongs to. In the forms of activity, three types are distinguished: forms of production; forms of communication and forms of consciousness. Among the forms of production stand out: forms of technology, forms of organization and forms of the economy. With regard to socio-pedagogical activities, the following should be highlighted. forms of organization. socio-pedagogical assistance, socio-pedagogical monitoring, medical-psychological-pedagogical consultation; forms of technology. socio-pedagogical diagnostics, socio-pedagogical design; socio-pedagogical monitoring; forms of communication: socio-pedagogical counseling, socio-pedagogical mediation; forms of production: socio-pedagogical education, socio-pedagogical support, socio-pedagogical support; socio-pedagogical correction, socio-pedagogical rehabilitation.
Some of the forms occupy a leading position, others are among the additional ones. So, in socio-pedagogical activity, the leading position is occupied by socio-pedagogical assistance, medical-psychological-pedagogical council, which can subordinate other forms of socio-pedagogical activity, establish the sequence of their inclusion in the process of implementing the goals of socio-pedagogical activity aimed at developing or restoring social activity of the individual.
Forms of activity arise and disappear historically. There can be different relationships between different forms of activity - for example, one can include another (contain inside as one of its elements). Two forms of socio-pedagogical activity can be parts of a third: if, on the one hand, we carry out socio-pedagogical prevention, and on the other hand, socio-pedagogical support, then these two forms of activity will turn out to be parts of the third - socio-pedagogical assistance, manifested as their comprehensive.
One of the forms of activity can turn another into its object and vice versa. For example, socio-pedagogical counseling can turn socio-pedagogical diagnostics into the subject of its influence.
One form of activity can act as an ideal for another form of activity and at the same time turn into the object of a third form of activity. For example, socio-pedagogical support of a person in a difficult social situation can develop into socio-pedagogical support, eventually turning into social and pedagogical assistance to an individual in resolving a problem that has dragged on for an indefinite time. Forms of activity can be contained in each other (socio-pedagogical diagnostics under certain conditions is an attribute of socio-pedagogical counseling, its first stage in the process of resolving the client's problem). Forms of activity can be parts of a whole. They may be in complementary relationships, and so on. Let us consider the main forms of socio-pedagogical activity.
Socio-pedagogical assistance is a form of socio-pedagogical activity, including a set of multidisciplinary measures of a pedagogical, psychological, legal, medical, social, cultural and leisure nature, aimed at using the resources and capabilities of society in the interests of the viability of children and adults in the process of their socialization in order to qualitatively change their personality and developing the ability to independently solve their own problems, as well as to provide assistance to other people who find themselves in a similar situation.
Speaking about the content and structure of socio-pedagogical assistance, it should be noted the primacy and significance of this form of socio-pedagogical activity in the practice of a specialist, the essence of whose purpose is to provide assistance to a person in need of external intervention in his life, in his problems, and finally, in his fate. Assistance in providing the client with the necessary resources and opportunities of society can be carried out by a specialist in various forms of socio-pedagogical activity: with the help of socio-pedagogical diagnostics, socio-pedagogical education, socio-pedagogical support, socio-pedagogical support, etc.
In practice, it is often possible to identify or replace socio-pedagogical assistance with any other form of socio-pedagogical activity. Therefore, when considering any of the forms of socio-pedagogical activity, the question often arises: "What is the ratio of socio-pedagogical assistance and, for example, socio-pedagogical prevention?" In a broad sense, any form of socio-pedagogical activity acts primarily in the form of socio-pedagogical assistance: be it socio-pedagogical diagnostics, socio-pedagogical education, socio-pedagogical prevention, socio-pedagogical support or socio-pedagogical support. In a narrow sense, socio-pedagogical assistance has a different content, determined by the nature and complexity of the client's existing problem. Therefore, socio-pedagogical assistance does not always include a complete list of other forms of socio-pedagogical activity. For example, depending on the neglect of the client's problem, socio-pedagogical assistance to a teenager with signs of alcohol addiction may or may not include such forms as socio-pedagogical support or socio-pedagogical rehabilitation, replacing them with simpler forms of socio-pedagogical activity, such as as socio-pedagogical support and socio-pedagogical correction.
Due to the fact that socio-pedagogical activity belongs to the kind of pedagogical activity, it solves the problem of assistance through social education, social education and social development, using the entire arsenal of pedagogical means, forms and methods to achieve the final result.
That is why the result of socio-pedagogical activity, and, consequently, of the assistance provided, is a qualitative change in the personality in the form of the emergence of social activity of the personality as a personal quality.
Socio-pedagogical diagnostics- this is a form of socio-pedagogical activity, which is a procedure for collecting information about the state of the pedagogical (educational) potential of society by all available methods (methods) of obtaining, processing and generalizing it. The goals of socio-pedagogical diagnostics are achieved by using three groups of methods: methods of collecting pedagogical information - sociological, psychological; data processing methods - mathematical; methods of generalization and verification of the obtained conclusions - actually socio-pedagogical. Socio-pedagogical diagnostics cannot be carried out for the sake of obtaining information about society in general. It is carried out within the framework and interests of a specific type, form or direction of socio-pedagogical activity and is initially a supporting tool for building a program for using the educational potential of the society to solve personal problems.
This is a kind of implementation of an order for obtaining socio-pedagogical information, on the basis of which the organization of specific measures of a teaching, educational or developmental nature is carried out. The result of socio-pedagogical diagnostics is the characteristic of the pedagogical (educational) potential of the society, all its components: teaching potential, educational potential and developing potential, as well as the forms of its existence, significance for solving the goals of socio-pedagogical activity and accessibility for specialists and the individual himself. As a form of socio-pedagogical activity, socio-pedagogical diagnostics, its entire structure is aimed at its final result - the social activity of the individual, and therefore, it finds not just information about the potential of society, but information about those of its components that can be used to form, development or improvement of the social activity of the individual.
Socio-pedagogical counseling- this is a form of socio-pedagogical activity, which is a procedure for bringing to the attention of a person who has turned to a specialist, significant for her information about the presence and condition of the necessary fragment of the pedagogical (educational) potential of society, the conditions of accessibility and forms of its implementation in the interests of resolving personality problems. Being an integral part of socio-pedagogical activity, it focuses on the ultimate goal - a qualitative change in the personality itself, i.e. development of her social activity. All the efforts of a specialist in social and pedagogical counseling are aimed at this. Thus, socio-pedagogical counseling is active.
In turn, socio-pedagogical counseling is also one of the varieties of socio-pedagogical assistance to a person who needs assistance in solving the problems of his socialization and in external assistance. In the course of socio-pedagogical counseling, the specialist provides not only the necessary information, but also a description of the resources and capabilities of the society intended to solve personality problems, as well as information about the appropriate forms and methods of their use, about possible consequences for the individual and typical erroneous actions in this case.
Socio-pedagogical counseling cannot be carried out for the sake of obtaining information about society in general by a person. It is carried out within the framework and interests of a specific case, for the sake of solving a specific problem, and initially it is a providing tool for building a program for using the educational potential of society to solve personal problems. This is a kind of provision of socio-pedagogical information, on the basis of which the organization of specific measures of a teaching, educational or developmental nature is carried out.
The result of socio-pedagogical counseling is the assimilation by the personality of the characteristics of the pedagogical (educational) potential of the society, all its components: teaching potential, educational potential and developing potential, as well as the forms of its existence, significance for solving the goals of socio-pedagogical activity and accessibility for specialists and the individual himself . As a form of socio-pedagogical counseling, its entire structure is aimed at its final result - providing the individual with information, forms and methods for transforming the potential of society into the social activity of the individual, and therefore, it finds not just information about the potential of society, but information about those of its components, which can be involved in the formation, development or improvement of the social activity of the individual.
Socio-pedagogical support as a form of socio-pedagogical activity, it reflects the provision by the society of its significant pedagogical opportunities, resources of the individual, who finds himself in a difficult social situation, in order to resolve problems by realizing the potential opportunities of both the society and the individual himself, and contributes to the formation of the social activity of the individual.
A person's personality is formed and developed under the influence of numerous factors, objective and subjective, natural and social, internal and external, normal and abnormal, stressful, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals.
From this point of view, socio-pedagogical support is one of the varieties of socio-pedagogical assistance.
In turn, socio-pedagogical assistance is itself a form of socio-pedagogical activity, but of a higher order and includes a set of multidisciplinary measures of a pedagogical, psychological, legal and medical-social, cultural and leisure nature, aimed at using the resources and capabilities of society in the interests of viability. children in the process of their socialization.
The concept of "social and pedagogical support", in our opinion, is derived from the concept of "social assistance" and is one of the most significant phenomena in pedagogical science.
The object of socio-pedagogical support can be a situation that necessarily carries in its content any threat to the life, status, process of activity or communication of the student's personality or his environment, preventing the normal development of the personality or the realization of its needs. This may be a situation preceding violence of various etymologies, a period of threats of such violence, or states following violence (post-stress states); unhealthy relationships with peers, fraught with showdowns or threats; strained relationship with the teacher or any adult, manifested in the appearance of emotional rejection, in the persecution of the student's actions; a situation of misunderstanding of the actions of an adult or their peers, accompanied by a violation of the normal structure of communication and the threat of losing or reducing their status; a situation of loss of expediency of life activity, presuicidal moods or actions; a situation of a clear threat to others in any form or form, expressed in any way or actions, etc.
Social and pedagogical support- this is a form of socio-pedagogical activity, reflecting the totality of subject-object and subject-subject long-term interactions in order to solve the problems of socialization of a person who finds himself in chronically difficult social circumstances, by introducing him to certain pedagogical resources, the possibilities of social institutions, social activities, social relations, which form the basis of society, and contribute to the formation of social activity of the individual.
Socio-pedagogical support is a long, meaningful and lengthy process, the main stages of which are:
- - a preparatory stage, including socio-pedagogical diagnostics of the potential of the society and social needs, social abilities of education of the individual, the essence and complexity of socio-pedagogical problems, as well as information search for methods, services and specialists that can help solve the problem;
- - the stage of choosing the option of socio-pedagogical assistance, socio-pedagogical technologies for providing it and ways to solve the problem;
- - the stage of establishing by a specialist the interaction between the individual and the potential of society for the implementation of the chosen option of assistance;
- - the stage of stimulating the individual to organize their own educational activities, which includes three stages: a) the stage of providing primary care to those accompanied at the beginning of the implementation of the action plan; b) the stage of active participation of the individual in the self-realization of their educational needs and c) the stage of improving one's own personal experience of education based on the potential of society;
- - stage independent activity personality, independent decision own problems and making adjustments to their own educational activities;
- - a control and evaluation, or analytical, stage, including an assessment of the results of socio-pedagogical support, taking into account newly emerging problems and making adjustments to its process.
In turn, socio-pedagogical support can be transformed into other forms of socio-pedagogical activity and manifests itself as socio-pedagogical assistance provided by a personality specialist in the form of socio-pedagogical education, socio-pedagogical consultation, socio-pedagogical prevention, socio-pedagogical correction, socio-pedagogical rehabilitation.
The initial stage of socio-pedagogical support is socio-pedagogical support, which manifests itself in the same forms as socio-pedagogical support, but carried out in a shorter time, as it is aimed at solving problems not of a long-term, chronic nature, but of situational problems.
Socio-pedagogical prevention- this is a form of socio-pedagogical activity, which is a set of preventive socially significant measures that stimulate the pedagogical potential of the society and the individual's own potential to prevent a social situation that is difficult for her.
The subject of socio-pedagogical prevention can be both an individual specialist, a group (team of employees), and the individual himself, who communicates with the potential of society, acting as an intermediary between the individual and resources. Social activities, social relations, social institutions (family, school, institutions of additional education, institutions of social protection of the population, sports or sociocultural institutions, medical institutions, political parties, public organizations and youth associations) and other elements of society.
Often in the practice of socio-pedagogical activity lead analogy between socio-pedagogical prevention and socio-pedagogical assistance.
Any longer and subsequent prevention turns into social and pedagogical assistance as such. Initially, at the base of any socio-pedagogical prevention are various types of socio-pedagogical assistance.
Socio-pedagogical prevention has a complex operational structure - it is both a form of professional activity of a social teacher, and the process of planning and implementing preventive socially significant measures that stimulate the individual's own potential to prevent a difficult life situation for her, establish effective contact of the individual with resources and use them, and a complex system of interaction between subjects and objects of socio-pedagogical activity. Therefore, like any social phenomenon, socio-pedagogical prevention can simultaneously exist, and therefore be considered as a specific activity, as an integral process and as a purposeful system of interactions. It seems that such an approach makes it possible to form a holistic view of it as the most important mechanism for an individual's access to significant resources and opportunities of society to help him in a difficult life situation.
Socio-pedagogical prevention as an activity. In the professional practice of specialists in the social sphere, socio-pedagogical prevention often acts as part of their activities. This kind of activity is distinguished by the presence of auxiliary goals that give the supportive actions of a specialist a social character.
The goal of socio-pedagogical prevention follows from the goal of socio-pedagogical activity - the formation of social activity of a person who finds himself in a difficult life situation.
Socio-pedagogical prevention as a process assisting the client in preventing or preventing a difficult social situation. The effectiveness of this process is largely determined by the content of socio-pedagogical mechanisms for the implementation of the necessary resources or capabilities of society. In the case of focusing on the resources of society, socio-pedagogical prevention, like any social process, has its own dynamics, in which the stages of realizing the pedagogical potential of society in the interests of the individual are most clearly distinguished.
basis socio-pedagogical prevention as a system are: the client with his problems (object); a specialist acting as an assistant, adviser, mediator (subject); resources and opportunities of the society, significant for solving the client's problem; technologies for their implementation in the interests of the client; a set of criteria for evaluating the effectiveness of socio-pedagogical prevention as a system, etc.
Socio-pedagogical correction- this is a form of socio-pedagogical activity to restore, maintain in children and adults lost social ties, relationships and functions caused by the impact of negative factors of society or socialization based on the use of pedagogical resources and the capabilities of society.
Depending on the subject of influence, socio-pedagogical correction can be individual and group.
Socio-pedagogical correction involves changing the system of social values, social needs and attitudes, ideas about the surrounding social environment and about oneself, one’s activities both among individual members of the group and in a small social group, the formation positive attitude to interaction with the pedagogical potential of society.
The possibility of receiving socio-pedagogical assistance, in turn, poses diverse tasks for the individual and the specialist: first, organizational (it is necessary to find time and opportunities for its implementation); secondly, communicative (participation in socio-pedagogical correction (especially at the very beginning) inevitably gives rise to a feeling of dissatisfaction, necessity, resistance and unwillingness to reveal some aspects of one's life and one's "I"); thirdly, intellectual (instead of receiving ready-made advice, the individual has to participate in discussions, perform exercises, tasks, etc.).
Socio-pedagogical rehabilitation- this is a form of socio-pedagogical activity, reflecting a system of restorative and developmental measures aimed at eliminating maladjustment manifestations in a person's social experience and at restoring the status of an individual (social activity) in the social and cultural environment based on the realization of the pedagogical potential of society.
Socio-pedagogical rehabilitation - a system of measures aimed at eliminating or weakening the influence of adverse factors, restoring the status of the individual, assisting in the development of social roles in accordance with the status of the individual, changing behavior, intellectual activity, obtaining education based on the use of the pedagogical potential of society.
When conducting socio-pedagogical rehabilitation, two circumstances must be taken into account. First, it is necessary to take into account the processes that occur in parallel in a person's life in a specific period of time: socialization, education, training, self-education. On the one hand, they should not contradict the direction of the rehabilitation process, but should consolidate the results obtained in the process of rehabilitation, expand the zone of rehabilitation measures, make the rehabilitation process continuous, and on the other hand, the rehabilitation measures themselves should not violate the established positive processes of life.
The listed system of actions within the framework of socio-pedagogical rehabilitation does not include actions to restore the biological functions of the body, to restore psychological processes, actions for vocational training, actions to provide economic and legal assistance, etc. These actions relate to other types of rehabilitation: medical, psychological, professional, economic, etc. If we consider the rehabilitation process in a complex way, then it is necessary to coordinate actions between different types rehabilitation in order to optimize ongoing activities.
Socio-pedagogical design- this is a form of socio-pedagogical activity, manifested in the design by an individual, group or organization of actions aimed at studying, implementing and developing the pedagogical capabilities of society in achieving a socially significant goal and contributing to the formation of social activity of the individual.
The socio-pedagogical design of the study of the pedagogical potential of the society is manifested in the construction of relationships, interdependencies between the subject of study and the pedagogical potential of the society in order to determine the level of development of its significant components.
Socio-pedagogical design of the development of the pedagogical potential of the society is manifested in the construction of relationships, interdependencies between the potential resources of the society and the possible requirements and goals of the social renewal of society.
Socio-pedagogical design of the realization of the pedagogical potential of society is manifested in the construction of relationships, interdependencies between society and an individual or social group in order to resolve the problems of their socialization.
In each specific case, socio-pedagogical design includes the implementation of appropriate forms, methods and means of studying, developing or realizing the pedagogical potential of society.
Modern pedagogical technologies give preference to the forms and methods of social education and social education, designed to promote the identification and formation of students' professional competence based on the realization of the pedagogical potential of the society, depending on their personal inclinations and interests.
Socio-pedagogical design differs significantly from socio-pedagogical modeling and forecasting, which tend to build models of social development within the framework of the project itself and probabilistic ways of developing an object for a certain time period, based on the needs of the social environment, the potential of which is primarily of interest to the designers themselves.
Thus, socio-pedagogical design is a measure to determine options for the development of socio-pedagogical phenomena and processes, as well as to purposefully change social activities, social relations inherent in specific social institutions. In fact, to design means to enumerate options and schemes for future interaction with society (development of a mechanism and forms for realizing its pedagogical potential).
Socio-pedagogical design is complex in its structure and can be divided into types: a) socio-pedagogical design of new relations; b) socio-pedagogical design of new social institutions; c) socio-pedagogical design of new types of social activity.
Socio-pedagogical mediation- this is a form of socio-pedagogical activity to resolve the client's problems based on the search for pedagogical resources, the possibilities of society, establishing interaction with them and accompanying them to the end result, contributing to the formation of the social activity of the individual.
Mediation is presented as a multi-level, multifunctional socio-pedagogical phenomenon, as a significant attribute of socio-pedagogical activity. In relation to socio-pedagogical work, it has several interpretations and is considered as "promoting an agreement, a deal between the parties" or as "the reception of a specialist linking proposals with opportunities", as "intervention in some business in order to change the course of its development" and in the same time as "assistance in the form of assistance, support in some activity." The range of mediation in socio-pedagogical work is quite wide: from the prescriptive functions of the activities of the client, specialist and society, determined by their rights, obligations and fastened regulatory legal acts or regulatory and administrative documents, to informal interaction. A significant part of these norms is enshrined in the regulations on the activities of social and pedagogical services in the form functional duties officials.
Their specific features also take place in other forms of socio-pedagogical activity, the most significant of which are:
- – socio-pedagogical education – this is a form of socio-pedagogical activity, which consists in the wide dissemination of knowledge, significant information about the possibilities and resources of the society necessary to solve the problems of an individual or group and the successful socialization of children, adolescents and adults, and contributing to the formation of social activity of the individual;
- – socio-pedagogical monitoring - this is a form of socio-pedagogical activity that reflects the estimated parameters of the impact of the pedagogical potential of the society in time, space and movement in resolving the problems of socialization of the individual and contributes to the formation of its social activity;
- – medical-psychological-pedagogical council - this is a form of socio-pedagogical activity that reflects the interaction of specialists of various profiles in order to discuss the results of a versatile diagnosis of a socially maladjusted child and develop a common position regarding the ways of his social rehabilitation and contribute to the formation of social activity of the individual.
