Pedagogical support and pedagogical support: relationship and differences. Silchenkova S.V. Forms and directions of pedagogical support Pedagogical support of the child in the process of education
PEDAGOGICAL SUPPORT
AND PEDAGOGICAL SUPPORT FOR STUDENTS
IN TECHNOLOGICAL EDUCATION
The concepts of pedagogical support and pedagogical support of students, which are relatively new for the domestic education system, are increasingly included in everyday life schools. Most often they are used in the context of educational work, as well as in connection with career guidance and professional self-determination of older adolescents. In our opinion, pedagogical support and pedagogical support should also occupy an important place in the methodology of technological education, especially in the organization of project activities.
The concept of "pedagogical support" is inextricably linked with the concept of "pedagogical support", which many researchers consider as a strategy and tactics of education in the XXI century. Pedagogical support is included in the system of concepts of "support pedagogy" - one of the modern pedagogical paradigms.
We note the following important features.
Firstly, the very concept of "pedagogical support" and the "pedagogical support" that appeared after it were introduced into pedagogical circulation in connection with the problems of educating school-age children.
Secondly, both in pedagogical science and in practice, many, if not most, consider the concepts of "pedagogical support" and "pedagogical support" as synonyms and interpret them most often at the empirical level.
It is necessary to identify the essence of the concepts of "pedagogical support" and "pedagogical support", as well as to determine the relationship of these concepts,
The foundations of the theory of pedagogical support were developed: its definition was given, its specificity was characterized (differences from other areas of education), the subject and content were singled out, techniques, methods and forms of activity were described.
Pedagogical support is a special area of pedagogical activity that consistently implements the principles of student-centered education. It not only proclaims the student to be the subject of education, but also seeks to ensure subject-subject, equal relations between an adult and a child, aimed at solving problems, overcoming difficulties, and individual self-development.
Pedagogy of support in the modern pedagogical community is considered as one of the pedagogical paradigms (recall that the pedagogical paradigm is understood as a set of theoretical, methodological and other attitudes adopted by the scientific pedagogical community at each stage of the development of pedagogy, which are guided as a model (model, standard) when solving pedagogical problems; a certain set of prescriptions, regulations).
offers a typology of basic models of the educational process, taking into account the source and method of setting pedagogical goals, the positions and relationships of the parties in the process of achieving them, and the result obtained. At the same time, the whole variety of systems, technologies and methods can be reduced to three basic models, which are represented by the paradigms of authoritarian, manipulative, and supportive pedagogy.
In the manipulative model of education, the student also turns out to be an object of influence, because the goal and mechanism of his development are designed by the educator and the subject, since subjectively he acts independently. An example is the M. Montessori school, where children are included in activities with the help of special didactic materials. The motto of the system is "help yourself". Manipulative pedagogy, in comparison with authoritarian pedagogy, creates more favorable conditions for the development of independence, but does not ensure the transformation of the student into a full partner of the teacher.
DIV_ADBLOCK39">
In real life, elements of authoritarian, manipulative and supportive models of education, as a rule, are combined within specific systems, technologies, methods, and we can only talk about their predominant orientation. All three paradigms do not exclude, but complement each other, being necessary for the full development of the individual. However, the global trend in the formation of a post-industrial civilization actualizes precisely the pedagogy of support.
The peculiarity of pedagogy is that words from other areas of knowledge and from the spoken language are often introduced into its thesaurus, which often become “weedy”, are used in place and out of place. Something similar happens with the concepts of "pedagogical support", "pedagogical support". Most teachers, including those of higher education, do not realize that pedagogical support is not just help (and this is how this concept is most often interpreted), but the active position of the teacher in relation to the student.
Support pedagogy ideas are being developed by
Xia in our country since the second half of the 80s. XX century and took shape in a holistic concept of "pedagogical support", created by the mid-90s. and a group of his colleagues (, etc.). This concept had as its task the substantiation of approaches that make it possible to overcome the orientation of the traditions of Soviet pedagogy, to focus the attention of teachers on the problem of creating the conditions necessary for the self-realization of the individuality of each child. The authors of the concept relied on the achievements of the theory and practice of Western humanistic pedagogy (A. Maslow, K. Rogers and others).
Support refers to a set of “helping relationships” on the part of an “intermediary” or “confidant”. These are actions that, according to The Dictionary of the Russian Language (1987), do not allow anything to stop, someone to fall.
Poe, “the semantic and pedagogical meaning of the concept of support lies in the fact that one can support only that which helps what is already available (but at an insufficient level), i.e., the development of the “self”, the independence of a person is supported. By pedagogical support, we mean the activities of professionals - representatives of an educational institution, aimed at providing preventive and prompt assistance to children in solving their individual problems related to physical and mental health, successful advancement in learning, effective business and interpersonal communication, life self-determination. I
Considering the correlation, the relationship between the concepts of "pedagogical support" and "pedagogical support", we turn to the textbook edited by,.
Pedagogical support and pedagogical support are different forms of pedagogical activity, they are united by the fact that they are focused on the development of individuality. The authors distribute the types of pedagogical activity by age groups in the following way: care - for babies, help - for the younger ones, support - for teenagers, accompaniment - for high school students. They believe that pedagogical support is gradually developing into pedagogical support for the child in education, and pre-! provide the following definitions:
Pedagogical support is the process of creating conditions (together with the child) for the conscious independent resolution of the situation of choice by him, provided that the child cannot cope on his own.
0 "style="margin-left:2.0pt;border-collapse:collapse">
The concept of "pedagogical support" has entered Russian pedagogy as reflecting the specifics of a teacher's work with problems associated with the education of children. Related concepts have appeared - socio-pedagogical support, psychological-pedagogical support, medical-pedagogical support, which reflect the characteristics of the activities of various institutions. The word "support" serves as a signal: here they will help those who are in a difficult situation.
The subject of pedagogical support is mainly:
difficulties associated with social maladaptation;
learning difficulties (persistent academic failure, and hence tension with teachers and parents).
The concept of "pedagogical support" is most actively used in connection with the professional self-determination of schoolchildren.
From the standpoint of socio-professional self-determination, he defines pedagogical support as a special area of activity of the teacher, focused on interaction with the student to support him in the development of personal growth, social adaptation, decision-making on the chosen professional activity and self-affirmation in it.
Consider some more interpretations of the concept of "pedagogical support".
Accompaniment is considered as helping a teenager in his personal growth, installation on the empathic understanding of the student, on open communication. (See the rubric “Our Pedagogical Dictionary” on With. 57). interprets accompaniment as a special area of activity of the teacher, aimed at familiarizing the teenager with the socio-cultural and moral values necessary for self-realization and self-development.
believes that support is a system of professional activity of the pedagogical community, aimed at creating socio-psychological conditions for successful learning and psychological development in situations of interaction.
Thus, comparing the essence of the concepts of "pedagogical support" and "pedagogical support", we can conclude that pedagogical support is primarily associated with overcoming the specific problems of the student and is implemented by teachers in a problem situation. Pedagogical support involves continuous (pre-planned) activities aimed at preventing difficulties.
A student learning technology may require both pedagogical guidance and pedagogical support.
In modern conditions, pedagogical support and pedagogical support for schoolchildren are increasingly carried out by tutors-teachers with a specific set of functions. The activity of the tutor is based precisely on the ideas of support pedagogy. The technology teacher, who manages the project activities of schoolchildren, also, in fact, performs the functions of a tutor. The activity of a tutor is a psychological
capacious. In particular, it should create conditions for reflection of points of self-determination: successes and failures in achieving the planned results, ways and means of achieving them. A variety of forms and methods are used in the work of a tutor, but their content is determined by a single principle: the means of tutor assistance are not rigid. diagnostic and advisory in nature and can be used by the child at will. All forms of tutoring activities should ensure the emotional involvement of students, their subjectivity. At the same time, tutor assistance has a targeted individual character. The moral and ethical principles of the tutor's work include moral priority and non-manipulative assistance (for the definition of a tutor, see the section “Our Pedagogical Dictionary” in No. 4, With. 43, 2008).
All these principles should be guided by the teacher of technology in the management of project activities. This has become especially relevant in connection with the wide spread of socially oriented projects that involve the active activity of students outside of school. In an interesting way, teachers of secondary school No. 43 of Chelyabinsk provide pedagogical support to their students, where the Beloshveyka children's public association operates, fulfilling social orders for the manufacture of garments from orphanages, hospitals, nursing homes and the disabled. The preschool operates on the principles of student self-government. The supreme body of the PEO - the General Meeting of the labor collective - meets once a year. The leadership between the meetings is carried out by the Council of the preschool, which includes the chairman, his deputy and the auditor, as well as the "Union of Assistants", consisting of adult members of the preschool - technology teachers and the school principal. Its task is pedagogical support for children to make independent decisions, optimization of work, resolution of emerging contradictions, assistance to each student in his personal growth (School and production. - 2009. - No. 5. - P. 56 - 57). This is also important for a rural school, where teachers of technology (agricultural labor) will be entrusted with the functions of advising students when performing
research of individual agricultural projects, organization of social practices.
The organization of pedagogical support for students in the implementation of collective creative projects is described in the article by fimov, (School and production. - 2009. - No. 7. - P. 14-18).
Literature
Organization of psychological work at school. - M., 1998.
Pedagogical support for children in education as an innovative problem // New values of education: ten concepts and essays. - M., 1995. - No. 3. - S. 58-65.
Pedagogical, psychological and moral support as a space for personal changes in a child and an adult // Klass, ruk. - 2000. - No. 3. (Support strategy: its main directions and blocks). - S. 92-103.
Paradigms of basic models of the organization of the educational process // Pedagogy. - 1999. - No. 3. - S. 43-49.
, Psychological and pedagogical barriers in teaching project activities to schoolchildren as a didactic problem. - School and production, 2007. - No. 7. - S. 309.
Not a teacher, not a psychologist, not a class teacher. Tyorism as one of the directions for overcoming formal pedagogy // First of September. - No. 66. -2004.
Pedagogical support of the child in education: Proc. allowance for students. higher textbook institutions / [, etc.]: Ed. , : [scient. ed. ]. - M: Academy, 2006.
Pedagogical support of professional self-determination of high school students: A book for teachers and social pedagogue. - M.: New school, 2004.
Pedagogical support of socio-professional self-determination of students / / Pupil in a renewing school / Ed. , . - M: IOSO RAO, 2002. - 408 p., p. 94.
dr. ped. Sciences,
head methodology laboratory
technological education
Institute of content and methods trained
Ministry of Education and Science of the Russian Federation
FGBOU VPO "Chelyabinsk State University"
Faculty of Psychology and Pedagogy
Department of Special and Clinical Psychology
Test
Psychological support in the system of psychological service
Student of the PSS-201 group
___________WITH. N. Shcherbakova.
Teacher Goltfarb O.S.
Chelyabinsk 2014
Maintenance principles, their characteristics
The main principles of accompanying a child in the conditions of life in an educational institution are:
Priority of the interests of the accompanied (“On the side of the child”);
Continuity of support;
Multidisciplinarity (integrated approach) of support;
Striving for autonomy.
Let's take a closer look at these principles.
advisory(optional) character. The leading idea of support is the provision on the necessary independence of the child in solving problems relevant to his development, which is why the logic of support dictates the need to abandon “legislative” decisions, all decisions of the support center can only be advisory in nature. Responsibility for solving the problem remains with the child, his parents or persons replacing them, teachers, close circle. Obviously, if one of the sides of the "subjective quadrangle" cannot take part in the decision-making (for example, due to the child's lack of parents or incompetence of ministry), then the functions of this side are taken over by other carriers of the problem. The more competent the child is in solving his problems, the more rights he should have for the final decision.
"On the child's side." The principle repeats the title of the well-known monograph by Francoise Dolto (1985), it reflects the basic contradiction of the accompaniment method. It is obvious that the “culprit” of any problematic situation in the development of a child is not only the social environment or the natural genotype of the child, but also the characteristics of his personality. Simply put, in problem situations, the child is often wrong. It would seem that justice requires an objective analysis of the problem, but one should not forget that “on the side of adults” is their life experience, numerous opportunities for independent self-realization, and many social structures and organizations. Very often, on the side of the child, only he and the support system specialist, who is called upon to strive to solve each problem situation with the maximum benefit for the child.
Maintenance continuity. The child is guaranteed continuous support at all stages of assistance in solving the problem. The escort specialist will stop supporting the child only when the problem is solved or the approach to the solution is obvious. This principle also means that children who are under the constant influence of risk factors (for example: a chronically ill child, a child in special education, an orphan child) will be provided with continuous support throughout the entire period of their formation.
Multidisciplinarity(integrated approach) support. The principle requires the coordinated work of a "team" of specialists who preach common values, are included in a single organizational model and own a single system of methods.
Striving for autonomy. One of the most difficult principles to implement. On the one hand, the autonomy of the center acts as a guarantor of protection from administrative pressure on the part of the leadership or teachers of the school on certain recommendations of the center. It's no secret that teachers often, in an effort to "get rid of an objectionable child," turn to the center for advice and are seriously annoyed if their requirements are not confirmed by specialists.
On the other hand, employees of an independent, autonomous center turn out to be little informed about the real life of the school, it is more difficult for them to establish contact with service employees who are members of the teaching staff.
Therefore, in practice, a model is most often developed, which is characterized, along with large independent Escort Centers, by creating services or support groups in institutions. The latter may include a variety of teaching staff of a school or orphanage: educators, class teachers, social teachers, organizing teachers, teachers united in a group on the principle of carrying out activities of general or thematic support for students or a psychological, medical and pedagogical council.
The activities of modern centers and support services are aimed at ensuring two coordinated processes:
Individual support of children in educational institutions;
Systemic support aimed at preventing or correcting a problem that is typical not for one child, but for the system as a whole.
Individual support of children in an educational institution involves the creation of conditions for identifying potential and real "risk groups" (that is, children under the influence of one or more risk factors) and guaranteed assistance to those children who need it. This method of work is the opposite of the so-called "application" support, according to which the centers (or relevant services) work only with those children about whom the parents (or teachers) contacted the center. At the same time, it is often those who most need support that fall out of the circle of care and attention of adults.
System support and socio-pedagogical accompanying design is carried out by centers and services in several directions:
participation in the development and implementation of programs for the development of educational systems, taking into account the creation of favorable conditions for the development of children;
designing new types of educational institutions (orphanage, social hotel, school for individual education, etc.) that children need;
creation of preventive and corrective programs aimed at overcoming the problems typical for many children.
Psychological support in the system of psychological service (Bardner, Romazan, Cherednyakova; Bityanova, etc.).
Psychological service for children with developmental disabilities should not be limited to counseling and psycho-corrective classes. The effectiveness of psychological support largely depends on the impact of the socio-psychological environment surrounding a child or adolescent with developmental problems.
This impact is successfully achieved with the help of psychological support, which has been intensively introduced into the psychological service system in the last decade (Bardner, Romazan, Cherednyakova, 1993; Bityanova, 1997; Galiakhmetov; Likhtarnikov, 1998, etc.).
In the dictionary of the Russian language, "accompany" means - "to go, go along with someone as a companion or escort." Literally translated, accompaniment means assistance. M. R. Bityanova, analyzing the specifics of support in the work of a school psychologist, considers support as a system of professional activity of a psychologist that creates socio-psychological conditions for the success of a child's education in a situation of school interaction. The author considers support as a method and ideology of the work of a school psychologist.
Purpose of escort, according to the author, is the creation “within the framework of an environment objectively given to the child, conditions for maximum personal development and learning in this situation” (1997, p. 21), i.e., the active directed impact of the psychologist on the social conditions in which the child lives . The tasks of accompanying healthy schoolchildren, considered by the author, are undoubtedly of great practical importance, however, the content orientation and tasks of psychological support for children with developmental disorders differ significantly from the tasks of psychological support for a healthy child.
We believe that the psychological support of children with developmental disorders is the activity of a psychologist aimed at creating an integrated system of clinical and psychological, psychological, pedagogical and psychotherapeutic conditions that contribute to the successful adaptation, rehabilitation and personal growth of children in society (school, family, medical institution, etc.). P.).
Accompaniment is understood as a dynamic process, a holistic activity of a psychologist, which includes five interrelated components:
systematic tracking of the clinical-psychological and psychological-pedagogical status of the child in the dynamics of his mental development;
creation of socio-psychological conditions for the effective mental development of children in society;
systematic psychological assistance to children with developmental disorders in the form of counseling, psychocorrection, psychological support;
systematic psychological assistance to parents and relatives of children and adolescents with developmental problems;
organization of the child's life in society, taking into account their mental and physical capabilities.
Tracking the psychological status of a child is a rather laborious process that requires close interaction of all specialists involved in the life of the child (psychologist, teacher-defectologist, psychiatrist or neuropathologist).
The main stages of the process of psychological support include:
Preparatory stage and solves the following tasks:
1) Establishing contact with all participants in accompanying the child.
2) Determining the scope of work and the sequence of the maintenance process.
3) Preparation of the necessary documentation.
4) Drawing up a work schedule.
The psychologist, establishing contact with specialists, must necessarily explain the goals of the psychological support of the child.
During the oriented phase:
1) contact is established with the parents and relatives of the child;
2) contact is established with the group that the child attends, and if it is a school or kindergarten, then with the class teacher or educators;
3) specialists are familiarized with the results of psychological examination;
4) the features of the mental development of the child are jointly discussed with teachers and other specialists.
At the planning stage, an individual program for accompanying the child is created and this program is approved by specialists.
The stage of implementation of the individual program includes the following tasks.
1. Providing the necessary assistance to the parents of the child, teachers in creating the conditions necessary for a child with a developmental disorder for a full-fledged healthy lifestyle and successful mastery of educational programs, taking into account his mental and physical capabilities.
2. Providing the necessary psychological assistance to the child's parents, his relatives, friends in order to harmonize interpersonal relationships, optimize the educational process.
3. Education and counseling for teachers, defectologists and other professionals working with the child.
At the final stage, it is analyzed how effectively the work was carried out, recommendations are given for the child's further activities (vocational training, continuing education at a school with vocational guidance, etc.).
To regulate the activities of specialists in the process of psychological support, we recommend keeping appropriate documentation. Some authors suggest concluding an agreement between specialists, which, in our opinion, is a positive start. The experience of our work shows the expediency of keeping a diary according to the type of medical history, in which each specialist reflects the dynamics of the mental state and the development of cognitive processes and the personality of the child. In this diary, the psychologist presents a detailed psychological conclusion about the child, a plan for psycho-correctional work. The diary must be kept by a psychologist. Psychological support should be provided by a permanent (family) psychologist. If the child is studying in a special school, then this is carried out by a school psychologist, if the child is not studying and is brought up at home, then the psychologist of the dispensary or clinic to which the child is attached must accompany the child.
The definition of the concept of "accompaniment" according to E.I. Kazakova
The concept of support as a new educational technology in our country was developed by E.I.Kazakova fl995-2001).
Under escort is understood as a method that ensures the creation of conditions for the adoption by the subject of development of optimal decisions in various situations of life choice. (A simplified interpretation: accompaniment is assistance to the subject in making decisions in difficult situations of life choice.) At the same time, the subject of development is understood as both a developing person and a developing system. Situations of life choice are multiple problem situations, in the resolution of which the subject determines for himself the path of progressive or regressive development.
The introduction of the term accompaniment is not the result of a scientific linguistic experiment; replacing it with classical help, support or provision does not fully reflect the essence of the phenomenon. This does not mean any form of assistance (let alone support), but support, which is based on maintaining the maximum freedom and responsibility of the subject of development for choosing a solution to an urgent problem. This refers to the complex process of interaction between the escort and the escort, the result of which is a decision and action leading to progress in the development of the escort. When analyzing the term, it is no less important that the subject or carrier of the problem of a child's development is not only himself, but also his parents and teachers. Consequently, in the theory of accompaniment, an important position is the assertion that the carrier of the problem of the development of the child: in each case, the child himself, and his parents, and teachers, and the child's immediate environment.
BIBLIOGRAPHY
Children with developmental disabilities. [Text]: Anthology. Comp. V.M. Astapov.: M.; 2005
Correctional pedagogy. / Ed. B.P. Puzanov. [Text] / Fundamentals of education and upbringing of children with developmental disabilities. - Moscow: Publishing Center "Academy", 1998. - 144p.
Mamaichuk I.I. Psychological assistance to children with developmental problems [Text] / I.I. Mamaichuk - St. Petersburg: Speech, 2001. - 220 p.
Teaching children with developmental problems around the world: a cross. [Text] / comp. L.M. Shipitsin. : St. Petersburg, 1997. - 256 p.
Fundamentals of special pedagogy and psychology [Text]: textbook. allowance for students. universities / Trofimova N.M. - M.; St. Petersburg; Nizhny Novgorod: Peter, 2006
Psychological, pedagogical and medical and social support for the development of the child: [Text] / Ed. Shipitsyna L.M. - St. Petersburg, 2001.
Special psychology: textbook for students of higher educational institutions: [Text] / Edited by V.I. Lubovsky.- M., 2007.
The concepts of "support", "accompaniment" entered pedagogy relatively recently. They were formed on the basis of the concept of humanistic pedagogy, in which a special place is given to pedagogical support. The main provisions of the theory of pedagogical support were developed by scientists O.S. Gazman and N.B. Krylova. But before proceeding to the analysis of these terms, let us consider the prerequisites for their formation and development.
Modern concepts of pedagogical support and pedagogical support are based on the assistance provided to children in their upbringing and education.
Providing assistance to the poor, especially orphans, is one of the needs of mankind, based on the inherent feelings of compassion and love for one's neighbor.
Let us highlight the main features of helping children, characteristic of some historical periods in the development of society. During the period of “pre-baptismal” Rus', they provided assistance, support, along with their own children, to orphans. Participated in the upbringing of orphans, as a rule, their relatives who lived in communities. A foreign family could also accept (“accept”) an orphan if she was no longer young, and the family needed a worker on the farm, the orphan in this case was obliged to bury his adoptive parents. In ancient Rus', there was also a form of education, as a transition from house to house "for feeding". The peculiarities of such support can be considered as assistance to the survival of the child, in the child they saw, first of all, a labor force that will always be useful to the family.
Churches and monasteries provided assistance to children not only in education, but also in survival. Parishioners gave a tithe of their income to the church, some residents made more expensive donations, and hospitals, schools, shelters, widows' homes were created with these funds.
Grand Duke Vladimir laid the foundation and carried out a number of measures to familiarize Russians with education and culture. He established schools for the education of children of the noble, middle class and poor, seeing in the education of children one of the main conditions for the development of the state and the spiritual development of society.
Since X VII century, under the leadership of Tsar Fedor Alekseevich, the first social institutions were opened in Russia, in which children were taught literacy and crafts. For the first time under Peter I, childhood and orphanhood become an object of state support. In 1706, asylums for illegitimate babies are opened.
The nobles of tsarist Russia took an active part in the life of society: they organized their own charitable foundations or participated in existing ones. A lot of funds from these funds were spent on the education of children and adults, the creation of schools, colleges, and the provision of targeted assistance in teaching a particular child.
Thus, the main types of assistance provided to children in the pre-Soviet period were material assistance, as well as state and private support for disadvantaged, poor children, students at the level of their survival. At the same time, the advanced public understood the need to develop and support talented children and youth (philanthropy, scholarships). In the aspect of our study, it is important that the civil level of development of society at that time, its moral, spiritual, religious foundations contributed to the identification of those in need of help and support.
Currently, such assistance is provided to teacher-researchers within the framework of the presidential program, competitions at various levels, but it is allocated mainly on the basis of indicators already achieved. The same trend continues at the level of educational institutions.
During the Soviet era, the concepts of patronage and mentorship were formed in pedagogy. We believe that it was these concepts, modified in the modern humanistic paradigm of education, that led to the emergence of the concept of "pedagogical support", since they also implied the provision of assistance to children, novice specialists, labor collectives. This concept was established afterV Congress of the RKSM in 1922 and widely used in 20-60s. XX century.
The meaning of patronage is that one organization (team, brigade) provided specific assistance to another organization. Thus, two sides necessarily participated in this movement: the one that took patronage and the sponsored side.
It should be noted that patronage is a disinterested and free movement, but it cannot be called completely gratuitous. It was of great moral and moral significance: the people who provided patronage assistance, provided their knowledge, experience, mental strength to their patrons, who, in turn, responded with great gratitude, admiration, and respect.
Schools were under the patronage of enterprises that helped in the acquisition or manufacture of school furniture, in organizing the work of the school, conducted classes in workshops, and taught children the basics of professions. Having interested the students, the patronage organizations were sure that many of them would come to work with them after school.
At present, patronage has not lost its relevance in relation to orphans. Patronage is organized by volunteer, charitable organizations, the orphanages themselves, specific people so that children who have a low chance of adoption have the experience of long-term, regular relationships with an adult loved one. The main goal of such patronage is to broaden the horizons of children and help them in socialization.
The patronage methods in this case are meetings and conversations with the child, games, attendance at various events (for example, performances or concerts), correspondence, telephone conversations. There are certain requirements for "bosses", some rules of patronage (for example, communication with a child should be at least once a week).
Thus, patronage assumed mainly the provision of assistance by organizations to educational institutions, did not have an individual coloring, was not personalized. For our study, it is important to highlight the fact that in modern conditions this form of patronage has practically exhausted itself, the relationship between, for example, universities, research centers and schools in terms of assisting teachers in pedagogical research occurs mainly on a contractual basis and involves funding. At the same time, it should be noted that there is no special article in the budgets of schools for financing scientific research.
For our study, another form of modern pedagogical support, mentoring, is more interesting. Since the mid-60s of the twentieth century, the concepts of "mentor" and "mentoring" have become firmly established in everyday life. The mentor was considered as a leader, teacher, which could be an experienced, respected person in the team, contributing to the acquisition of professional knowledge of a young specialist, his political and moral education.
Mentoring, unlike patronage, becomes a pedagogical problem, which has not only a practical, but also a theoretical focus.
According to the definition of E. Abramova, mentoring is one of the most effective forms of professional adaptation, contributing to the improvement of professional competence and the retention of teaching staff.
In the Soviet Union, conferences, regional, district meetings of mentors were regularly held, at which not only specific examples of mentoring were discussed and the signs “Mentor of the youth” were awarded, but the tasks of mentoring were determined, proposals were made to improve this system of educating youth. Courses, schools and a university of mentors (1975) were created, in which, in addition to political economy and Marxism-Leninism, they studied: labor legislation, psychology and pedagogy.
We believe that the concept of mentoring is closest to pedagogical support than the concept of patronage based on the following positions:
- mentoring is individual, it is addressed to a specific person, while patronage was established mainly over a team or organization;
- mentoring has a scientific and pedagogical basis, while patronage is mainly a practical component;
- mentoring is intended for training and education, patronage - often for material assistance;
- mentoring was shown in professional activity, that is, more experienced colleagues taught the young people the basics of the profession, patronage was often provided regardless of professional orientation.
Mentoring is widely used in pedagogy, it is the help of a young teacher from a more experienced colleague, a methodologist, the task of a mentor is to help a young teacher realize himself, develop personal qualities, communication and management skills.
Analyzing the websites of many schools in the country, we can conclude that mentoring is currently relevant. The return to mentorship in the modern educational process as a form of work with young teachers indicates the insufficiency of other used managerial and educational technologies for training specialists and the possibility of using this type of relationship as a reserve for successful management of the professional development of a person.
Mentor seminars, competitions for mentors and young professionals at the level of educational institutions are also currently being held. For example, in the South-Eastern District, a system of methodological support for young professionals has been created, which includes various forms of work: pedagogical monitoring to determine the level of their professional training, organization of individual consultations, mentoring, master classes, annual competitions for the achievements of young teachers, inclusion of young teachers in the work of district seminars.
It can be said that in the modern concept, mentoring of young teachers and their pedagogical support and support have a similar meaning.
The concept of pedagogical support and pedagogical support is based on the principles of pedagogy of cooperation, individualization of education. Moreover, the concept of pedagogical support was primary in relation to pedagogical support. According to the definition of O.S. Gazman, pedagogical support is a special type of pedagogical activity, the main purpose of which is to help in self-development, in solving personal and professional problems, in solving internal and external conflicts, establishing relationships, self-determination.
Complement and clarify the concept of pedagogical support for the work of scientists: N.B. Krylova, who considers pedagogical support in a broad sociocultural aspect as a manifestation of a positive attitude towards human activity and a willingness to contribute to his undertakings and self-development; A.Rusakov, who considers the main functions of pedagogical support to be protection, assistance, assistance and mutual understanding, and other researchers.
The concept of pedagogical support is closely related to the concept of pedagogical support. So V.A. Slastenin and I.A. Kolesnikov in his work consider pedagogical support development, a certain stage of pedagogical support. In terms of the direction of rendering, pedagogical support is intended for the child, and pedagogical support for high school students, students, i.e. enough adults.
We agree with the opinion of E.A. Alexandrova, who believes that pedagogical support differs from support not so much in a decrease in the degree of adult intervention in the education process, but in the ability of the pupil himself to solve his educational and personal problems. Note that often this skill does not depend on the age of the student.
The main difference between pedagogical support and support, in our opinion, is the dynamics, activity, process that underlie the first concept and some statisticalness of the second.
Most definitions of pedagogical support basically contain the actions of the teacher in relation to pupils. For example, N.B. Krylova and E.A. Aleksandrova, pedagogical support is understood as the ability to be near, to follow the student, accompanying him in his individual educational route, individual advancement in learning. However, this definition does not indicate what the ability to be close to the student is based on, whether it uses a complex of pedagogical methods and means or only observation.
According to V.A. Airapetova, pedagogical support is a form of partnership interaction, in the process of which the meanings of activity are agreed upon and conditions for individual decision-making are created. We believe that this definition is quite broad, it does not reflect the subjects of the described interaction.
In the definition of pedagogical support I.A. Kolesnikova and V.A. Slastenin, on the contrary, the methods of pedagogical activity of the accompanying teacher in relation to the student are listed. Pedagogical support, by their definition, is a process of interested observation, counseling, personal participation, encouraging maximum student independence in a problem situation with minimal teacher participation compared to support.
As a basic definition of pedagogical support, on the basis of the above works, we will consider the following: pedagogical support is a form of pedagogical activity aimed at creating conditions for personal development and self-realization of pupils, developing their independence and confidence in various situations of life choice.
In addition to pedagogical support, other types of support are currently relevant, which, as a subject, can be directed to a specific person, family, team, organization, for example, medical, technical, social, environmental, and others. Thus, the very concept of support is relevant, which is even interpreted as a certain type of service provided in various fields of activity.
After analyzing the literature on the types of support in pedagogy, we can conclude that the concepts of socio-pedagogical, psychological-pedagogical and valeological-pedagogical support are currently being actively developed.
Issues of socio-pedagogical support are considered in many works. So, T.N. Gushchina defines it as a purposeful interaction of the escort and the escorted, which contributes to the solution of problems by the students themselves.
Psychological and pedagogical support of M.R. Bityanova defines it as a system of professional activity of a psychologist, aimed at successful learning and psychological development of a child in situations of interaction.
Much less attention has been paid to issues of valeological and pedagogical support, for example, L.G. Tatarnikovao defines this narrow, in our opinion, direction quite broadly as assistance in the intellectual development of the child.
Information and pedagogical support of the teacher at the moment is devoted to one work. L.M. Kalnins speaks about the creation of a professional-dynamic system of teacher self-education using information technology. The author gives a definition of the organizational and pedagogical support of a teacher as a set of measures aimed at organizing and ensuring the functioning of the named system, thanks to which there is an interchange of colleagues' experience. He considers pedagogical consultation and joint search to be the main method for the functioning of this system. However, the author does not give a definition of the information and pedagogical support of the teacher, stated in the title of the article, the prefix "information" apparently implies the use of information technology for the operation of the described system.
In our opinion, information support is much broader than the use of information technology in the joint activities of the accompanied and the maintainer. In connection with pedagogy, it includes the whole complex of pedagogical methods and means aimed at the most independent work accompanied by information.
In connection with the foregoing, we believe that information and pedagogical support is a form of pedagogical activity in which, through targeted support in accordance with the difficulties encountered, the provision of various types of information and software and hardware, conditions are created for the independent and successful solution of problems to the accompanied.
The process of information and pedagogical support consists of four stages.
At the diagnostic stage, the degree of possession of the accompanied subject is determined, the difficulties that he experiences are established, according to which the methods of pedagogical support are selected.
At the methodological stage, an individual program is developed for support in accordance with the results of the diagnosis, as well as the necessary educational and methodological support tools.
At the transformative stage, there is a direct correction of the activities of those accompanied, assistance and support are provided to them using various methods, forms and means of support.
The reflective (final) stage includes the assessment and self-assessment of the achievement of the goals of the accompanied.
Thus, today we see the relevance of support as such in many areas of activity. Pedagogical support, in contrast to pedagogical support, is aimed at people of sufficient age (high school students, students, teachers). Pedagogical support is characterized as a process that has a certain dynamics: direction and extent. That is, in the end, it helps to achieve the accompanied goals. Pedagogical support is static, but it implies closer cooperation of its subjects than accompaniment.
What is psychological and pedagogical support? What are its features? This issue is relevant, and therefore deserves a detailed study.
Essence and specificity
Under the influence of various unfavorable conditions, children currently have developmental problems, there are various deviations in physical and mental development, there are serious behavioral disorders.
Educational institutions have a negative impact. Schools have been given a new task - a humanistic approach to the educational and upbringing process, the construction of innovative forms of education.
In the process of implementing such principles in practice, a serious disproportion arises in the emotional and cognitive development of the child. The contradictions caused serious problems with the education of children, school maladjustment appeared.
Solution
To eliminate it, the joint activity of many specialists, the use of a complex of social, medical, and psychological methods is necessary. Full-fledged psychological and pedagogical support allows to eliminate the identified problems, to provide children with the necessary support in a timely manner.
The history of the creation of domestic integrated methods
In our country, social support for a child appeared only at the end of the last century. The term "accompaniment" was first introduced in 1993 by T. Cherednikova. Psychological support in a complex aspect was considered by many domestic scientists and teachers, including L.M. Shipitsyn, I.S. Yakimanskaya.
Signs of anxiety and ways to eliminate them were studied by A.I. Zakharov, Z. Freud. For a long period of time, psychologists have identified the true causes of this phenomenon, trying to find effective ways to fix the problem. Comprehensive support is a set of developmental diagnostics and correctional and developmental programs aimed at eliminating the identified problems.
Early accompaniment
In order to fully introduce humanistic education into practice, Russian pedagogy began to pay special attention to such an issue as previously individual support for children. It is aimed at the timely identification of children at risk, gifted children, the selection of their own development trajectory for each student.
At the end of the last century, the first Russian conference of school psychologists took place, within the framework of which effective methods of helping special children were analyzed. The complex psychological support under consideration was inextricably linked with the modernization of the educational system, the transition to the principles of self-development of children.
Thanks to the psychological and medical pedagogical centers, special support services, children and parents received comprehensive assistance. A problem child became an object for the work of physicians, teachers, and psychologists.
Modern realities
At present, comprehensive support is the systematic work of several specialists aimed at eliminating problems in the behavior of an individual student. Excellent comprehensive support has been formed in many regions of the country, databases have been created, thanks to which special children are tracked when they move from one place of residence to another region of the Russian Federation.
Work efficiency
Considering that social support is a system, the results of the work are analyzed both in the education system, and in medical institutions, and in the bodies of the Ministry of Internal Affairs. The results of statistical studies show that after a system of measures was created to significantly reduce the number of repetitions, the number of offenses decreased, and much fewer children began to show deviant behavior.
Purpose of escort
Pedagogical support for children is aimed at creating such socio-pedagogical conditions in which any student would have the opportunity to become an active participant in all the events taking place at school. The child gets the opportunity to have his own inner world, develop it, build relationships with other children.
If social support is built taking into account the age characteristics of the child, an educational and educational environment is formed that will contribute to successful learning, the harmonious development of the “difficult” student.
Maintenance principles
The main value is attached to the personal choice of the child, the possibility of his self-determination in different life situations.
Thanks to the use of technology, support for the activities of schoolchildren is carried out in direct connection with the parent, teacher, medical workers.
The essence of the work is to give the child himself the key to his communication, activity, psychological secrets. The child develops the skills of setting a specific goal for himself, planning a way to achieve it, a system of values, the ability to analyze his work.
An adult helps the child to choose a subjective, responsible position in relation to the events that surround him.
Activities
Given that support is an important and responsible process, it is impossible without the choice of certain areas of activity. First of all, a reorientation is required, a psychological retraining of the child, a change in existing skills in a positive way.
For example, for this they conduct training programs, special educational games, during which the child has the opportunity to work out theoretical knowledge.
Techniques of this kind are necessary for students to know their own "I", their individual characteristics, as well as in acquiring the skills of introspection, self-improvement.
Game technologies in which children experience difficult situations, learn to get out of them, help to plunge into real life. Students begin to see all the consequences of their actions, realize the wrong behavior, rethink the value system. Understanding how serious the results of wrong actions can be, realizing the reality of loss of loved ones helps to rethink the behavioral aspects.
Conclusion
Comprehensive support for schoolchildren is an important aspect of the modern educational system. Taking into account modern realities, there are more and more children with serious deviations in behavior, mental development, they need an individual approach, professional help from specialists.
Currently, new approaches are being developed to build a system of complex methodological work of psychologists and teachers. The essence of such activities is to transfer to schoolchildren methods that will give them a real opportunity to study successfully, systematize the knowledge gained, and rationally store them in their memory.
I.S. Yakimanskaya considers the development of a psychological and pedagogical system for the formation of a student's personality, the obligatory consideration of his personal, individual characteristics as priority needs.
Such a support position is based on the interests and needs of an individual child, taking into account the logic of his development.
The concept of psychological and mental health of children, proposed by I.V. Dubrovin, considers all the problems related to the formation of personality in a separate educational space as a separate subject of the work of a psychologist.
It is the school that affects the psychological health, makes adjustments to the normal development of the child. Priority is given to the prevention of identified problems, including monitoring and correction of the educational space.
Developmental education D.B. Elkonin is based on the need to design an environment in which the child could not only learn knowledge and skills, but also develop deep personal qualities and human abilities.
It is the school that primarily affects the psychological state of children, so recently such serious attention has been paid to the monitoring of educational institutions. Collaboration of child psychologists with school teachers, parents, children allows timely identification of various problems, finding rational ways to eliminate them and complete prevention.
The concept of "socio-pedagogical support " often used in modern science and is relevant. The concept of support is interpreted ambiguously. The etymology of the concept is associated with a certain action; according to the dictionary of V. Dahl, “ accompany means to accompany, to go together, to be near and to help.
In the works of M.R. Bityanova's accompaniment is regarded as system prof. activities of a teacher, psychologist, aimed at "creating conditions for the positive development of relations between children and adults in the educational situation".
Social and pedagogical support interpreted as the process of providing timely social and pedagogical assistance to children and adolescents in need of it and a system of corrective actions based on tracking changes in the development of the child's personality ( L.V. Bayborodov).
V.A. Lazarev (monograph "Pedagogical accompaniment of the gifted") essence escorts defines as strengthening of positive factors of development and existing abilities and neutralization of negative factors.
Tasks socio-pedagogical support children (V.A. Lazarev)
Development of individual educational routes;
Formation of adequate self-esteem;
Protection and strengthening of physical and psychological health;
Prevention of neuroses;
Prevention of isolation of children in the peer group;
Development of psychological and pedagogical competence of teachers and parents of children.
The structure of socio-pedagogical support, elements ( A.L. Umansky. Abstract dis.):
supporting the relationship of children through group forms of work;
individual support for the development of children's relationships;
support of class teachers in the aspect of educational and developmental attitude towards the child;
support of parental relationships (to children, to an educational institution, to training, education);
support in making managerial decisions;
support of the educational process;
maintenance of relations in the teaching staff;
support of relationships in the dyads "teacher-child", "teacher-parent"
P. S. As follows from this structure, priority belongs to group, i.e. collective forms of work, which actualizes the value of social-ped. support in the formation of a children's team.
Components of social ped. accompaniments are (L.V. Baiborodova): diagnostic, consulting, prognostic and practical
In the abstract dis N.G. Chanilova: maintenance content represents a system of teacher actions associated with the neutralization of predictable difficulties at the stage of developing a project task, prompt assistance during the implementation of the project and proactive adjustments to the subsequent stages of the educational work of adolescents.
The subject of pedagogical support is the process of joint elimination of obstacles that prevent the student from achieving the planned result independently. Despite the fact that the existing subjective experience of the teacher and the student differs qualitatively and quantitatively from each other, the joint solution of the problem puts them in a situation of joint search, cooperative choice and partner decision-making..
An important aspect in the content of social-ped. accompaniment is involvement of the student in events and situations stimulating his personal development. In the psycho-ped. aspect, accompaniment is considered as a method that ensures the creation of conditions for the subject to make optimal decisions in various situations of life choice.
Accompaniment is the interaction of the maintainer and the followed, therefore socio-pedagogical support is a special type of interaction, the purpose of which is to teach the subject of development to prevent and solve problems. Social and pedagogical support involves the interaction of a teacher and a child, ensuring the success of his socialization and education (M.I. Rozhkov "Social and pedagogical support: a conceptual understanding of the process").
In ped. accompaniment in accordance with the dominant tasks that teachers implement, we can distinguish didactic support , the purpose of which is to support independent learning activities; corrective support children with special needs and etc.
The specifics of socio-pedagogical support(M.I. Rozhkov) lies in the focus on supporting the individual, in building his social relations, on teaching new models of interaction with the outside world, on overcoming difficulties in the process of socialization. Socio-pedagogical support cannot be neutral, passive, following the development of a person.
Sots-ped. support is a purposeful active process that has its own goals, subject, functions, criteria, means, results.
aim social ped. accompaniment is an adequate and most successful socialization and individual development of the individual, the process of achieving which can be ensured by the establishment of harmonious relations between members of a particular social group.
Sots-ped. accompaniment has a high educational potential. If the social ped. accompaniment acts as a factor in education, then education is the target function of social ped. escorts. This is due to the fact that the social-ped. accompaniment involves "not solving the child's problem for the child, but stimulating his independence in solving his problem" (M.I. Rozhkov).
Subject social support (O.S. Gazman) is “the process of jointly with the child determining his own interests, goals, opportunities and ways to overcome obstacles (problems) that prevent him from maintaining his human dignity and independently achieving the desired results in learning, self-education, communication , way of life” [From authoritarian education to the pedagogy of freedom].