§2. General characteristics of the main components of the socio-pedagogical process. Theoretical foundations of social pedagogy

Chapter iii socio-pedagogical process: concept, essence and content

In social pedagogy, a socio-pedagogical process is distinguished. It is understood as the dynamics of development of the corresponding socio-pedagogical phenomenon or the established sequence of actions ( pedagogical activity) social teacher, interaction between the teacher and the student, ensuring the achievement of a certain social and pedagogical goal.

Any socio-pedagogical process includes stages (stages, periods) of its development (changes). Practice shows that their signs can be age, quality or quantitative changes, occurring in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods). Stage and stage are often used interchangeably.

Stages (stages, periods) are determined depending on what is studied, brought up, developed, under what conditions, for what time. In each of them, the most characteristic (typical) possible qualitative changes (manifestations) are identified, which make it possible to distinguish the uniqueness of one stage from another.

In theoretical and practical terms, certain criteria are needed for assessing what has undergone a qualitative change at this stage of the socio-pedagogical process, as well as technologies for identifying them. In theory, the criteria and their indicators make it possible to evaluate the dynamics of the stage under study and the entire socio-pedagogical process. In the practical activities of a social teacher, they indicate the conformity of development to the norm or the manifestation of a peculiar deviation.

Let us consider the content of the socio-pedagogical process as the development (change) of some characteristic social phenomenon, the social development of man as a whole. Such a process can be represented in the form of a diagram.

The socio-pedagogical process as the development (change) of the corresponding phenomenon (person and whole, personality traits, etc.)

Stages (stages, periods)

Environmental conditions, social factors

where R0, R1, R2, ... Rn are stages (stages, periods) of the socio-pedagogical process.

In broad terms, this is, for example, the process of social development of a person throughout his life. Such a socio-pedagogical process allows us to see the features of social development and manifestations of a person at each stage of his age development. Modern developmental psychology and pedagogy have identified the features of human development throughout his life, identified certain stages in it (stages of age development), their qualitative and quantitative characteristics. This knowledge helps the social educator determine the goals and nature of his actions in the social environment in relation to a specific person, depending on his age.

In its essence, the socio-pedagogical process is a purposeful sequence of actions of a social teacher (subject), ensuring the most optimal achievement of a certain socio-pedagogical goal in social development (developmental correction), education (re-education, correction), mastery of skills in self-service, training , professional training of the facility.

This process has a certain structure: it includes a subject and an object, stages, and sub-stages of pedagogical activity. Each stage has its own components. There are certain environmental conditions that ensure its most optimal course (practical implementation) and the achievement of an optimal result.

Every socio-pedagogical process is carried out by a specific specialist (group of specialists) - subject. This specialist implements those consistent activities that allow him to achieve effectiveness in achieving his goal.

The subject of the socio-pedagogical process is either a trained specialist, or a parent, or some third party (group) in relation to the person on whom his (their) activity is directed. The person himself acts as a subject in relation to himself in the implementation of self-development and self-education.

The position of the subject in education is determined primarily by his preparation and social experience. In social terms, this position is largely characterized by the social order of a given society. In other words, the guideline for a social educator is the social experience that he has acquired, the social values he has acquired and recognized in society, and the national culture. The society, nation, state in which he grew up and was brought up, orient the subject in the direction of his upcoming social and pedagogical activity.

The second leading component that determines the content and direction of the socio-pedagogical process is the object of education, its individual characteristics, capabilities, social problems, and attitude towards the subject of education.

Any socio-pedagogical process as a sequence of purposeful actions, as mentioned above, can be divided into stages and substages. As a rule, the following main stages of the socio-pedagogical process are distinguished (see Appendix diagram):

1st - preparatory;

2nd - direct activity (implementation of the chosen pedagogical technology);

3rd - final.

Each of them has its own purpose, content and sequence of implementation actions.

Preparation for social and pedagogical activities occupies a special place in its implementation. It is well known: how an activity is prepared, such are the possibilities for its implementation.

The preparatory stage includes substages that determine the content of social and pedagogical activities. These sub-stages include:

Diagnostics and identification of the individuality of the object. Social and pedagogical activities are targeted. It is focused on a specific person. Depending on the social problems of a person (child, teenager, youth, mature, elderly), as well as his individual capabilities or limitations (physical, physiological, psychological), the uniqueness of everyday social behavior. Diagnostics involves identifying:

a) individual deviations of a person and the social problems in development and self-realization that arise in connection with them;

b) individual characteristics, human capabilities, his positive potential, which creates prospects for individual, individual-compensatory development or ways of most appropriately overcoming shortcomings in development, professional training and self-realization;

c) characteristics of a person’s life position, his attitude to self-development, self-improvement, opportunities to achieve social and pedagogical goals, activity in working on himself, his perception of the teacher;

d) environmental conditions in which he lives and has the opportunity for self-realization.

Considering that a social teacher often deals with a person with special needs, his diagnosis often requires the participation of several specialists: doctors, psychologists, teachers. This approach allows you to obtain more complete information about a person, on the basis of which recommendations can be formulated for a social educator:

Indications;

Warnings (their main purpose is “do no harm”);

Tips for building the most optimal interaction with an object and its environment.

Diagnosed factors allow us to identify a person’s individuality, which allows us to move on to the next substage.

Formulation of the socio-pedagogical problem of man. We are talking about targeted assessment of what is needed this person and what type of social and pedagogical assistance he needs.

a) the direction and intensity of individual development, the possibility of his social education, re-education, rehabilitation, adaptation, as well as his training, including in matters of self-care, vocational guidance and training (primary, secondary);

b) human development capabilities in general, or in certain areas;

c) the ability of the educator to ensure optimal development, training and education of a person;

d) the teacher’s ability to ensure the achievement of a certain social and pedagogical goal;

e) correspondence of conditions, capabilities of the person being educated and the educator in the directed development of a person.

Forecasting the possible social and pedagogical development of a person is one of the most difficult substages of the process. It is based on the subject having sufficiently complete information about the object necessary for prediction, as well as on the personal experience and intuition of the teacher.

At the beginning of his professional activity, a social teacher primarily uses data from textbooks, special studies on the possibilities of influencing a person depending on his individual deviations, and recommendations that allow him to choose options for social and pedagogical technologies. Over time, gaining experience in working with one or more categories of people, testing the implementation of various technologies, he gains experience, develops pedagogical intuition and is able to more confidently predict the prospects of his object and his actions.

In accordance with the teacher’s personal understanding of the social order in influencing social object, knowledge of his individual characteristics, assessment of his pedagogical capabilities, conditions of education, he determines the goals and objectives of his pedagogical activity. This is the next sub-stage of the overall process.

Modeling is the next substage preparatory stage socio-pedagogical process. It is understood as the empirical creation of an image of purposeful pedagogical activity for the implementation of a specific pedagogical technology that ensures the achievement of a set goal, taking into account the possibilities of implementation. Modeling is of a general or specific nature: achieving a general goal, solving a particular problem. The main purpose of pedagogical modeling is to provide the opportunity to choose the most optimal option for educational technology that can help achieve results.

The choice of technology and method of its implementation is the next substage of the socio-pedagogical process. Pedagogical technology is one of the ways to achieve a goal that has developed on the basis of previous experience.

a) justification (description) of the stages, methods and means of social and pedagogical activities in working with a specific category of people;

b) appropriate, optimal sequence stages in working with a person, allowing you to achieve optimal results.

The first approach is theoretical in nature - justification of the most optimal option for achieving a pedagogical goal, the second - practical - expedient activities to achieve it. The first precedes the second, it allows you to design the upcoming process, the second - an option for its implementation. Pedagogical technology provides for a specific program of activities. It can be either ready-made or specially developed in accordance with the individuality of the object.

To select (develop) pedagogical technology, a social educator needs to know:

Individual characteristics of the object: deviations and possibilities;

Social and pedagogical goal (what to strive for, what to expect);

Conditions for the implementation of pedagogical technology (in a specialized center, at home);

Possible forms of implementation of pedagogical technology (by a specialist in inpatient conditions; a specialist - consulting and practical in a specialized center and a mother - at home, etc.);

Own possibilities of achieving the goal;

Time possibilities for implementing pedagogical technology.

For each socio-pedagogical problem there may be several technologies. In the future, a bank of technologies on various social problems may be created in specialized centers. Each technology includes: features of the object and a socio-pedagogical problem; description of the selected activity option; recommendations for implementation.

The selected technology is implemented by a social teacher through an individual methodology. There is only one technology, but there are many methods for its practical implementation.

Planning of social and pedagogical activities involves the development of a schedule for the implementation of the selected technology by time, place and type of classes. Planning contributes to the implementation of the plan, ensures the complexity and intensity of teaching activities.

As a rule, any technology provides for certain methodological support - material preparation. We are talking about preparing all the methodological and didactic material necessary for the quality of classes and educational activities.

The second stage is the main one. It represents the direct implementation of socio-pedagogical technology using a set of methods, tools, and techniques (see Appendix diagram).

This stage includes its substages. The initial substage is the testing of socio-pedagogical technology. It is necessary due to the fact that social pedagogy often deals with an individual or a group that requires individualization of pedagogical technology. This is evidenced by everyday practice, especially in the field of pedagogical correction, rehabilitation, individual training and education.

The stage of direct practical activity includes its own substages, each of which has its own purpose and qualitative and quantitative difference.

The initial substage is adaptation in social and pedagogical activity of both the subject and the object.

This substage is necessary to establish interaction between subject and object, to achieve the basis for unity, consistency, and mutual understanding. The effectiveness of subsequent actions largely depends on the level of problem solving at this substage. Practice shows that solving this problem may take a long time, which will affect the effectiveness of efforts. This is especially true when working with problem children to re-educate and correct them. Adaptation in the work of pedagogical correction of children who have some mental deviations in the emotional or active-volitional spheres is quite difficult.

Then comes the substage of including the object in the process of self-development and self-education. It is individualized depending on the sphere of social and pedagogical activity. A social teacher, gaining experience in working with this object, gradually increases his efforts to achieve better results.

In the process of positively solving the problem from one substage to another, the social teacher is confirmed in the correctness of the chosen pedagogical technology and builds his activities more confidently. Otherwise, if there is difficulty in solving problems, on the contrary, a loss of confidence in the specialist’s work is possible.

Each substage of activity provides for the achievement of certain (planned) results, which are characterized by their qualitative and quantitative indicators. It was for the sake of these substages that all previous pedagogical work was carried out.

However, in social pedagogy problems are not always easily solved. Pedagogical work is carried out with complex, problematic people or with social groups. In the process of such activity, the practical worker is required to have great flexibility, the ability to see his own mistakes, shortcomings and look for new methods and methodological techniques. This explains the fact that when moving from one method to another, a social teacher must first test it, check its feasibility, and only then actively implement it. This approach allows for greater customization. Practice in the field of pedagogical correction, pedagogical rehabilitation, individual development, training and education is convincing confirmation of this.

Testing the elements of the chosen methodology is designed to help the social educator identify individual adjustments for the implementation of the chosen pedagogical technology. On its basis, further clarification of the technology is carried out in relation to this socio-pedagogical situation.

The effectiveness of the socio-pedagogical process largely depends on the assessment and analysis of work throughout its entire length and its correction. Each component of activity requires an assessment of its effectiveness, as well as the effectiveness of correction. Acting and simultaneously analyzing the success of operations, the specialist determines the direction of subsequent activities, if necessary, adjusting his efforts, refusing something, repeating something, choosing something new, etc. This approach makes the process more dynamic and efficient, and also allows for greater individualization.

To assess the dynamism of the socio-pedagogical process, as a rule, monitoring is carried out over a certain period of time or after the implementation of a certain set of pedagogical measures. It involves collecting information about what has been done, what dynamics in the facility it has led to, and an assessment of the effectiveness. Monitoring allows you to track the progress of the process and evaluate the effectiveness of individual or complex activities, sub-stages of the second stage. This allows you to evaluate the effectiveness of the technology and make adjustments to the course of teaching work. Thus, continue to individualize the process.

Next comes the third - final stage - final. At this stage, there is an analysis and assessment of the effectiveness of socio-pedagogical technology and the determination of subsequent prospects. There are also sub-stages here.

The main sub-stages of the effective stage include:

Preliminary assessment of the effectiveness of socio-pedagogical technology. The practical activity of the specialist has ended, and, naturally, an assessment of its effectiveness follows. A preliminary assessment allows you to determine to what extent the person’s problem has been solved.

The assessment allows you to make a decision about including the client in the adaptation process in a new state, new conditions. This sub-stage sums up pedagogical rehabilitation, correction, re-education, correction in specialized educational institutions or at home. It is carried out in certain environmental conditions in which the client has the greatest opportunities for personal self-realization. These conditions are as close as possible to the natural environment of his life.

The adaptation process consolidates the result of the technology used, to see its advantages and disadvantages, and the validity of its choice.

It should be especially emphasized that the beginning of adaptation of a person who has completed a course of pedagogical influence is very important. It is not always painless for the object, so it is necessary to take into account the client’s characteristics and predict the uniqueness of his adaptation. This will allow the social teacher, if necessary, to provide support to the client and help him during this period. The client's independence is gradually increased and he is fully included in self-realization activities.

Upon completion of adaptation, a sub-stage of analysis of the work done and its effectiveness follows. Positive and negative aspects of the technology used, the option for its implementation, as well as the client’s own activities as a subject of self-improvement are identified. This completes the final stage.

To assess the progress of such a process, appropriate technology is needed, which would focus on the relevant sub-stage and include the following: who evaluates; what exactly should be assessed; methodology for assessing each indicator (criteria and their indicators).

Each specific case has its own criteria for qualitative and quantitative assessment of the socio-pedagogical process, which are shown in the following diagram.

Conditions for the effectiveness of qualitative and quantitative assessment of the socio-pedagogical process

The socio-pedagogical process is carried out by relevant specialists with the help of practical actions. It is necessary to distinguish between pedagogical activity in a social environment and socio-pedagogical activity. The expression “pedagogical activity in a social environment” indicates its pedagogical orientation and the place of its practical implementation (in a given social environment). We are most often talking about the upbringing, training, and development of a specific person, a representative of a given environment.

The expression “social-pedagogical activity” speaks of its social focus on a specific person, group, social environment in the interests of achieving set goals. Such activities are direct in nature - direct impact on a person, group (interaction with them); indirect - the use of educational (stimulating, motivating, warning, etc.) capabilities of the environment, the purposeful creation (transformation) of the pedagogical situation of the environment in the interests of achieving specific social and pedagogical goals. As a rule, the possibilities of both direct and indirect interaction of the subject with the object are used.

It should be noted that the practical result can be different: in particular, it can manifest itself in serious positive changes, small shifts in the object of influence, and sometimes, as a result of pronounced negative reactions of the object, it can have a negative effect. The work leaves a certain imprint on the subject. He either confirms his capabilities, receives satisfaction, accumulates positive experience, or he begins to have doubts and disappointments. Sometimes there is a loss of confidence in one’s abilities to achieve certain social and pedagogical goals when working with this client or in oneself in general.

The achieved result is most often determined through an assessment of the changes that have occurred in its object. Assessment of the subject's dynamics as a result of influence is usually not carried out. However, such dynamics take place in the subject. Self-esteem (reflection) to a certain extent allows the subject to evaluate not only what was achieved, but also what the person (educator) himself acquired as real experience. Social and pedagogical activity is a two-way action, mutual enrichment.

Changes in the subject and object of social and pedagogical activity are not of an abrupt nature. As special studies show, such activity in relation to an object contributes to its gradual, sometimes contradictory change and does not always correspond to the forecast. It is achieved by the purposeful activity of the social teacher, his skill, hard work, gradually. It also depends on the characteristics of the subject, his personal culture, motivation, professional competence, interest, attitude to pedagogical influence, activity and time of participation in it. In this process, the interaction of personal cultures takes place: the teacher and the student. Only a high personality rich culture can truly enrich another. It should, however, be emphasized that a mandatory component of a teacher’s culture must be pedagogical inclinations and abilities, as well as acquired professional qualities.

Addiction is a constant attraction, predisposition. Pedagogical inclination - attraction, predisposition to pedagogical activity. The latter includes: social orientation, professional orientation and pedagogical abilities.

The social orientation of a teacher is a set of stable social motives that determine his activities. These include:

Altruism;

Spirituality;

Social initiative and activity;

Broad outlook, erudition;

Feeling new;

Social responsibility, sense of duty;

Social optimism.

The professional orientation of a social teacher is a set of psychological and pedagogical properties and personality traits that determine her predisposition to pedagogy. These include:

Interest in children, man as an object of knowledge and pedagogical activity;

Contact;

Need for knowledge transfer;

Pedagogical assistance;

The desire for self-improvement.

Pedagogical abilities are individual psychological characteristics personalities, which are a condition for the successful implementation of teaching activities. Among them there are general and special ones. General pedagogical abilities are, first of all, adequacy of perception; depth of intelligence; Memory; distribution of attention; wealth of imagination; the power of emotions and empathy; will and patience. Special pedagogical abilities include predictive ones; constructive and organizational; emotionally expressive; communicative; Gnostic; suggestive; research.

Qualities that are important for a teacher are also highlighted. Including: physical, neuropsychic, intellectual and social.

Physical: good health, physical endurance, expressive voice, facial expressions, gestures, high tempo-rhythm, energetic actions, high performance.

Neuropsychic: distribution, stability of attention; observation; memorization speed; emotional sensitivity and stability; sense of time; speed of response; dynamism of behavior; brightness, richness of imagination; curiosity; self-control; persistence; stress resistance; restraint.

Social: kindness and love for people, respect for human dignity, a supportive attitude, responsiveness, justice, honesty, mercy, organization, determination, tolerance, sociability, tact, a tendency to cooperate, empathy, self-demandingness, conscientiousness, self-criticism, initiative , hard work, civic responsibility, sense of duty, self-confidence, cheerfulness.

The personality and activities of a social educator are distinguished by moral principles, humanistic values and an ethical code that guide him in his daily life and practice.

Moral principles of a social teacher. They represent the starting points that determine his moral behavior. These include: objectivity; humanism; respect for a person's personal dignity; individual approach; ethical responsibility to a person for one’s behavior, activities and its results; ensuring social, psychological and physical independence of a person; do no harm when working with a person.

The humanistic values of a social teacher are those values that are based on respect and love for a person. They are the main guideline of his activities. Among them:

Awareness of the intrinsic value of the human personality, its unique individual and creative essence;

Accepting a person as he is;

Recognition of the main purpose of social and pedagogical activity is the diversified development of the individual, preparing him for self-service, self-realization in society;

Conscious and emotional acceptance of the chosen profession;

Understanding the creative nature of activities that require enormous neuropsychic costs and constant self-improvement.

The Code of Ethics of a social educator is a set of moral rules and norms that guide him in the process of interacting with other people in his teaching activities. It includes:

Culture of behavior and communication;

Pedagogical tact;

Respect for the personal dignity of the client as a person, regardless of his age, nationality, gender, religion;

Professional integrity and objectivity;

Confidentiality in relation to information received from the client and his relatives;

Ethical responsibility for one’s activities and its consequences;

Prioritizing the client’s interests in working with him and avoiding actions that contradict them;

Perception of advice and assistance from more competent people in the interests of the client;

Termination of social and pedagogical activities if it turns out to be insufficient or even harmful to the client, etc.

Of course, the presented portrait of a social educator can be supplemented or simplified. However, it allows you to most fully imagine the personality of a specialist in social pedagogy.

Test questions and assignments

1. What is meant by the socio-pedagogical process?

2. Name the main stages of the socio-pedagogical process and characterize them.

3. Reveal the content (main substages) of the preparatory stage of the socio-pedagogical process.

4. What are the main conditions for the effectiveness of the socio-pedagogical process?

5. Name the basic requirements for the personality of a social teacher.

6. Name and characterize the main properties and professionally important personality traits of a social teacher.

7. What are the basic moral principles and humanistic values of a social teacher?

Literature

1. Kapterev P.F. Pedagogical process//Selected pedagogical works/Ed. A.M. Arsenyev. - Pedagogy, 1982. - P. 163-231.

2. Likhachev B.T. Pedagogy: Course of lectures. Ed. 2nd, rev. and additional - M., 1996.- P. 87-110.

3. Maslova N.F. Workbook of a social educator: In 2 hours - Orel, 1994. - 4.1. - pp. 33-36, 39-41.

4. Mardakhaev L.V. Introduction to social pedagogy. - M., 1996. - P. 15-47.

5. Nikitin V.A.. Concept and principles social pedagogy. - M., 1996.

6. Podlasy I.P. Pedagogy: Textbook. allowance - M.: Humanite. ed. center "VLADOS", 1996. - pp. 180-198.

In social pedagogy, a socio-pedagogical process is distinguished. It is understood as the dynamics (changes) in the development of the corresponding socio-pedagogical phenomenon or the established sequence of actions (pedagogical activities) of the social teacher, interactions between the educator and the student, ensuring the achievement of a certain socio-pedagogical goal.

Any socio-pedagogical process includes stages (stages, periods) of its development (changes). Practice shows that their signs can be age-related, qualitative or quantitative changes occurring in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods). Stage and stage are often used interchangeably.

In theoretical and practical terms, certain, most important and significant criteria for assessing what has received a qualitative change and their indicators at this stage of the socio-pedagogical process, as well as technologies for identifying them, are necessary. In theory, the criteria and their indicators make it possible to evaluate the dynamics of the stage under study and the entire socio-pedagogical process. In the practical activities of a social teacher, they indicate the conformity of development to the norm or the manifestation of a peculiar deviation.

Let us consider the content of the socio-pedagogical process as the development (change) of some characteristic social phenomenon, the social development of man as a whole.

In broad terms, this is, for example, the process of social development of a person throughout his life. In this case, the stages represent the uniqueness of age periods. Such a socio-pedagogical process allows us to see the features of social development and manifestations of a person at each stage of his age development. Modern developmental psychology and pedagogy have identified the features of human development throughout his life, highlighting certain stages (stages of age-related development), their qualitative and quantitative characteristics. This knowledge helps the social educator navigate the goals and nature of pedagogical activity in the social environment in relation to a specific person, depending on his age, and determine the direction of his pedagogical efforts.

In a narrow sense, the socio-pedagogical process as a change (development) of one or another quality, characteristics of a person, his individual capabilities is the result of self-development, self-improvement, as well as the purposeful pedagogical activity of a social teacher in relation to him, the influence of the social environment on him. Identifying the dynamics of the development process of a particular quality or personality trait is the prerogative of a special study or the result of the experience of a social teacher working with a certain category of people. Knowledge of the content, features of the course and manifestation of the development process of a certain personality quality allows a specialist to foresee the features of its dynamics and, focusing on it, organize and implement his purposeful pedagogical activities. This knowledge helps a person consciously approach self-knowledge, self-assessment of personal capabilities, in the process of determining the goals of working on oneself and self-improvement.

The process of social and pedagogical activity has a certain structure. It includes subject and object, stages, substages of pedagogical activity. Each stage has its own components and there are certain environmental conditions that ensure its most optimal course (practical implementation) and achievement of an optimal result.

Every socio-pedagogical process is carried out by a specific specialist (group of specialists) - subject (subjects). This specialist actually owns that consistent activity that allows him to achieve effectiveness in achieving the set socio-pedagogical goal.

The subject of the social-pedagogical process is either a trained specialist (social teacher), or a parent, or some third party (group) in relation to the person to whom his (their) social-pedagogical activity is directed. The person himself acts as such in relation to self-development and self-education.

The position of the subject in education is largely determined, on the one hand, by his preparation and social experience. In social terms, this position is largely characterized by the social order of a given society. In other words, the guideline for a social educator is the social experience that he has acquired, the social values he has acquired and recognized in society, and the national culture. The society, nation, state in which he grew up and was brought up, orient the subject in the direction of his upcoming social and pedagogical activity. On the other hand, the guideline for the practical activities of a specialist is the purpose of a specialized center and his functional responsibilities in it.

The second main, leading component that determines the content and direction of the socio-pedagogical process is the object of education, its individual characteristics, capabilities, social problems, attitude towards the subject of education, one’s social self-improvement.

Any socio-pedagogical process as a sequence of purposeful activities can be divided into stages and substages. As a rule, the following main stages of the socio-pedagogical process are distinguished (see diagram on page 303):

1st - preparatory;

2nd - direct activity (implementation of the chosen pedagogical technology);

3rd - effective.

Each of them has its own purpose, content and sequence of implementation actions.

Preparation for socio-pedagogical activities occupies a special place in the socio-pedagogical process. It is well known how the activity is prepared, such are the possibilities for its implementation to ensure the most complete achievement of the goal.

The preparatory stage includes substages that determine the content of social and pedagogical activities. These substages include (see diagram on page 304.):

Diagnostics and identification of the individuality of the object. Social and pedagogical activities are targeted. It is focused on a specific person. Depending on the social problems of a person (child, teenager, youth, mature, etc.), as well as his individual capabilities, including compensatory or limitations (physical, physiological, psychological), the uniqueness of everyday social manifestations. Diagnostics involves identifying:

a) individual deviations of a person and, in connection with them, social problems in development and self-realization;

b) individual characteristics, human capabilities, his positive potential, creating prospects for individual, individual-compensatory development or the most appropriate overcoming of deficiencies in development, professional training and self-realization;

c) features of a person’s position, his attitude towards self-development, self-improvement, the possibility of achieving social and pedagogical goals, activity in working on himself, attitude towards the teacher;

d) environmental conditions in which he lives and has the opportunity for self-realization.

indications;

warnings (their main purpose is “do no harm”);

Tips for building the most optimal interaction with an object and its environment.

Diagnosed factors allow us to identify a person’s individuality (individual characteristics, capabilities), which allows us to move on to the next substage.

Formulation of the socio-pedagogical problem of man. We are talking about a targeted assessment of what a given person needs and in what direction he needs social and pedagogical assistance.

a) the direction and intensity of individual development, correction of human development, social education, re-education, correction, rehabilitation, adaptation, as well as training, including in matters of self-care, vocational guidance and training (primary, secondary);

b) human development capabilities in general, or in certain areas;

c) the ability of the educator to ensure optimal and targeted development, training and education of a person;

d) the teacher’s ability to ensure the achievement of a certain social and pedagogical goal;

e) correspondence of conditions, capabilities of the person being educated and the educator in the directed development of a person.

Forecasting the possible socio-pedagogical development of a person is one of the most difficult substages of the socio-pedagogical process. It is largely based, on the one hand, on the availability of sufficiently complete information about the personality of the object necessary for a social teacher to make predictions, and on the other hand, on the personal experience and intuition of the subject of the socio-pedagogical process.

At the beginning of his professional activity, a social teacher primarily uses data from textbooks, special studies on the possibilities of a person’s socio-pedagogical development depending on his individual deviations, recommendations on what situation, what options for socio-pedagogical technologies and their capabilities may be. Over time, gaining experience in working with various categories (or with one of the categories) of people, testing the implementation of various technologies, he acquires social and pedagogical experience, develops pedagogical intuition and gains the opportunity to more confidently predict the prospects of his object and his social and pedagogical activities .

In accordance with the teacher’s personal understanding of the social order in the upbringing of a person, his knowledge of the student’s individuality, his pedagogical capabilities, and the conditions of education, he determines the goals and objectives of his pedagogical activity. This is the next substage of the socio-pedagogical process.

The goal of the social-pedagogical process determines what the educator should strive for in solving a general or special (directed) problem: individual (individual-correctional) development of a person, teaching him self-service, vocational guidance and training, developing social communication skills, social adaptation, pedagogical correction, pedagogical rehabilitation, re-education, correction, etc. In accordance with the goal, tasks that must be solved in order to achieve the intended goal are determined.

Modeling is the next substage of the preparatory stage of the socio-pedagogical process. It is understood as the empirical creation of an image of purposeful pedagogical activity for the implementation of a specific pedagogical technology that ensures the achievement of a socio-pedagogical goal, taking into account the capabilities of the implementation environment. Modeling is of a general or specific nature: achieving a general goal, solving a particular problem. The main purpose of pedagogical modeling is to help the social educator choose the most optimal option of pedagogical technology, which can allow him to ensure in a given situation, taking into account his personal experience, the achievement of an optimal result.

The choice of technology and method of its implementation is a necessary substage of the socio-pedagogical process. Pedagogical technology is one of the ways developed on the basis of previous experience or identified and justified ways to achieve a certain socio-pedagogical goal.

a) justification (description) of the stages, methods and means of social and pedagogical activity in working with a specific category of people, ensuring the achievement of a certain result;

b) expedient, optimal sequence of pedagogical activities in working with a person, allowing to achieve an optimal result.

The first approach is theoretical in nature - justification of the most optimal option for achieving a pedagogical goal, the second - practical - expedient activities to achieve it. The first precedes the second, it allows you to design the upcoming process of pedagogical activity, the second is an option for its implementation. Pedagogical technology provides for a specific program of teaching activities. It can be ready-made according to an option, or specially developed in accordance with the individuality of the object.

To select (develop) pedagogical technology, a social educator needs to know:

individual characteristics of the object: deviations and possibilities;

social and pedagogical goal (what to strive for, what to expect);

conditions for the implementation of pedagogical technology (in a specialized center, at home);

possible forms of implementation of pedagogical technology (by a specialist in a hospital setting; by a mother at home; by a specialist - consulting and practical in a specialized center and by a mother - practical activities at home, etc.).

pedagogical capabilities of the subject of the socio-pedagogical process, his attitude towards achieving the goal;

time opportunities for implementing pedagogical technology.

For each socio-pedagogical problem there may be several technologies. In the future, a bank of technologies on various social problems may be created in specialized centers of social pedagogy. Each technology includes: features of the object and a socio-pedagogical problem; description of a variant of social and pedagogical activity, its solution; recommendations for implementation.

Depending on the nature of the object, the personal experience of the social teacher, and environmental conditions, one of the pedagogical technologies is selected. Its implementation is carried out by a social teacher through an individual methodology. There is only one technology, but there are many methods for its practical implementation.

Introduction

In order for human society to develop, it must pass on its social experience to new generations.

The transfer of social experience can occur in different ways. In primitive society, this was carried out mainly through imitation, repetition, and copying the behavior of adults. In the Middle Ages, such transmission was most often carried out through memorization of texts.

Over time, humanity has come to the conclusion that mechanical repetition or memorization are not the best ways to convey social experience. The greatest effect is achieved with the active participation of the person himself in this process, with inclusion in his creative activity aimed at knowing, mastering and transforming the surrounding reality.

Modern life has put forward a whole set of requirements for a person, defining a range of tasks and several fundamental directions for their implementation. I will name the more significant of them:

The tasks of mental development presuppose that children acquire common knowledge, skills and abilities that simultaneously ensure mental development and form their ability for active independent thinking and creativity in social and industrial activities;

Tasks of emotional development, including the formation in children of an ideological, emotional, aesthetic attitude to art and reality;

The tasks of moral development, focused on the assimilation by pupils of simple norms of universal morality, habits of moral behavior, on the development in the child of moral will, freedom of moral choice and responsible behavior in life relationships;

Objectives of physical development aimed at strengthening and development physical strength children, who are the material basis of their vitality and spiritual existence.

The tasks of individual personal development, which requires the identification and development of natural talents in each child through differentiation and individualization of the processes of learning and perception;

The tasks of cultural education, based on the highest values of world artistic culture, opposing the destructive development of mass anti- and pseudoculture.

The active implementation of these tactical goals will make it possible to realistically and effectively solve strategic problems and achieve comprehensive personal development - the general goal of the holistic pedagogical process.

1. The pedagogical process as an integral system

The pedagogical process is the developing interaction between educators and students, aimed at achieving a given goal and leading to a predetermined change in state, transformation of the properties and qualities of the students. In other words, the pedagogical process is a process in which social experience is transformed into the qualities of the formed person (personality). This process is not a mechanical combination of the processes of education, training and development, but a new quality education. Integrity, community and unity are the main characteristics of the pedagogical process.

In pedagogical science, there is no unambiguous interpretation of this concept yet. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not constant, property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects, of which the most significant and complex is the educational process, is built purposefully.

The pedagogical process is a holistic process

What should be understood by integrity?

Educational :

in extracurricular activities;

Educational ( manifests itself in everything):

Developmental:

The pedagogical process has a number of properties.

The structure of the pedagogical process.

Stimulus and motivation. The pedagogical process is a holistic process.

The pedagogical process is a holistic educational process of unity and interconnection of education and training, characterized by joint activity, cooperation and co-creation of its subjects, promoting the most complete development and self-realization of the individual.

What should be understood by integrity?

In pedagogical science, there is no unambiguous interpretation of this concept yet. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not constant, property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects is built purposefully.

The components of a holistic pedagogical process are the processes of: education, training, development.

Thus, the integrity of the pedagogical process means the subordination of all the processes that form it to the main and single goal - the comprehensive, harmonious and holistic development of the individual.

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;

In the subordination of these processes;

There is a general preservation of the specificity of these processes.

The pedagogical process is a multifunctional process.

The functions of the pedagogical process are: educational, educational, developmental.

Educational:

is implemented primarily in the learning process;

in extracurricular activities;

in the activities of additional education institutions.

Educational (manifests itself in everything):

in the educational space in which the process of interaction between teacher and student takes place;

in the personality and professionalism of the teacher;

in curricula and programs, forms, methods and means used in the educational process.

Developmental:

Development in the process of education is expressed in qualitative changes mental activity a person, in the formation of new qualities, new skills.

The pedagogical process has a number of properties

The properties of the pedagogical process are:

the holistic pedagogical process strengthens its constituent processes;

a holistic pedagogical process creates opportunities for the penetration of teaching and educational methods;

the holistic pedagogical process leads to the merging of teaching and student teams into a single school-wide team.

Structure of the pedagogical process

Structure is the arrangement of elements in a system. The structure of the system consists of components selected according to a certain criterion, as well as the connections between them.

The structure of the pedagogical process consists of the following components:

Stimulus-motivational - the teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activities;

The teacher stimulates the cognitive interest of students, which creates their needs and motives for educational and cognitive activities;

This component is characterized by:

emotional relationships between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);

the motives of their activities (motives of students);

the formation of motives in the right direction, the stimulation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

Target – awareness by the teacher and acceptance by students of the goals and objectives of educational and cognitive activity;

This component includes the whole variety of goals and objectives of pedagogical activity from the general goal - “comprehensive harmonious development of the individual” to specific tasks of the formation of individual qualities.

Associated with the development and selection of educational content.

Operational and effective - most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);

Characterizes the interaction between teachers and children and is associated with the organization and management of the process.

Means and methods, depending on the characteristics of educational situations, develop into certain forms joint activities teachers and pupils. This is how the desired goals are achieved.

Control and regulatory – includes a combination of self-control and control on the part of the teacher;

Reflective - self-analysis, self-assessment taking into account the assessment of others and determining the further level of their educational activities by students and teaching activities by the teacher.

The principle of integrity is the basis of the pedagogical process

So, integrity is a natural property of the educational process. It objectively exists because a school, a learning process, exists in society. For example, for the learning process, taken in an abstract sense, such characteristics of integrity are the unity of teaching and learning. And for real pedagogical practice - the unity of educational, developmental and educational functions. But each of these processes also performs accompanying functions in the holistic educational process: upbringing carries out not only educational, but also developmental and educational functions, and learning is unthinkable without the upbringing and development that accompanies it. These connections leave an imprint on the goals, objectives, forms and methods of forming the educational process. For example, in the learning process, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have an impact, are pursued. big influence both on the development and education of the individual. The content of education is dominated by the formation of beliefs, norms, rules and ideals, value orientations, etc., but at the same time, ideas of knowledge and skills are formed. Thus, both processes lead to main goal– the formation of personality, but each of them contributes to the achievement of this goal by its own means. In practice, this principle is implemented by a set of lesson objectives, teaching content, i.e. activities of the teacher and students, a combination of various forms, methods and means of teaching.

In pedagogical practice, as in pedagogical theory, the integrity of the learning process, as the complexity of its tasks and means of their implementation, is expressed in determining the correct balance of knowledge, abilities and skills, in coordinating the process of learning and development, in combining knowledge, abilities and skills in a unified system of ideas about the world and ways of changing it.

2. Regularities of the pedagogical process

Every science has as its task the discovery and study of laws and patterns in its field. Laws and patterns express the essence of phenomena; they reflect essential connections and relationships.

To identify the patterns of the holistic pedagogical process, it is necessary to analyze the following connections:

connections between the pedagogical process and broader social processes and conditions;

connections within the pedagogical process;

connections between the processes of learning, education, upbringing and development;

between the processes of pedagogical leadership and amateur performances of students;

between the processes of educational influences of all subjects of education (educators, children's organizations, family, public, etc.);

connections between tasks, content, methods, means and forms of organizing the pedagogical process.

From the analysis of all these types of connections, the following patterns of the pedagogical process emerge:

The law of social conditioning of the goals, content and methods of the pedagogical process. It reveals the objective process of the determining influence of social relations and the social system on the formation of all elements of education and training. The point is to use this law to fully and optimally transfer the social order to the level of pedagogical means and methods.

The law of interdependence of training, education and activities of students. It reveals the relationship between pedagogical leadership and the development of students’ own activity, between methods of organizing learning and its results.

The law of integrity and unity of the pedagogical process. It reveals the relationship between the part and the whole in the pedagogical process, stipulates the need for the unity of rational, emotional, reporting and search, content, operational and motivational components in teaching.

The law of unity and interconnection between theory and practice.

The pattern of dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes at the previous stage. This means that the pedagogical process, as a developing interaction between the teacher and the student, is gradual. The higher the intermediate movements, the more significant the final result: a student with higher intermediate results also has higher overall achievements.

The pattern of personality development in the pedagogical process. The pace and achieved level of personal development depend on:

1) heredity;

2) educational and learning environment;

3) the means and methods of pedagogical influence used.

The pattern of managing the educational process. The effectiveness of pedagogical influence depends on:

intensity feedback between the student and the teachers;

the magnitude, nature and validity of corrective influences on students.

Pattern of stimulation. The productivity of the pedagogical process depends on:

the actions of internal incentives (motives) of pedagogical activity;

intensity, nature and timeliness of external (social, moral, material and other) incentives.

The pattern of unity of the sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) intensity and quality of sensory perception;

2) logical comprehension of what is perceived; practical application meaningful.

The pattern of unity of external (pedagogical) and internal (cognitive) activities. From this point of view, the effectiveness of the pedagogical process depends on:

quality of teaching activities;

the quality of the students’ own educational activities.

The pattern of conditionality of the pedagogical process. The course and results of the pedagogical process depend on:

needs of society and the individual;

capabilities (material, technical, economic and others) of society;

conditions of the process (moral, psychological, aesthetic and others).

Many patterns of learning are discovered experimentally, empirically, and thus learning can be built on the basis of experience. However, the construction effective systems learning, the complication of the learning process with the inclusion of new didactic means requires theoretical knowledge of the laws according to which the learning process takes place.

External and internal patterns of the learning process are identified. The first (described above) characterize dependence on external processes and conditions: socio-economic, political situation, level of culture, needs of society for a certain type of personality and level of education.

Internal patterns include connections between the components of the pedagogical process. Between goals, content, methods, means, forms. In other words, it is the relationship between teaching, learning and the material learned. Quite a lot of such patterns have been established in pedagogical science, most of them operate only when mandatory learning conditions are created. I will name some of them, while continuing the numbering:

There is a natural connection between teaching and upbringing: the teaching activity of a teacher is predominantly educational in nature. Its educational impact depends on a number of conditions in which the pedagogical process takes place.

Another pattern suggests that there is a relationship between the interaction between teacher and student and the result of learning. According to this provision, learning cannot take place if there is no interdependent activity of the participants in the learning process, if there is no unity. A particular, more specific manifestation of this pattern is the connection between the student’s activity and the results of learning: the more intense and conscious the student’s educational and cognitive activity, the higher the quality of learning. A particular expression of this pattern is the correspondence between the goals of the teacher and students; when the goals are mismatched, the effectiveness of teaching is significantly reduced.

Only the interaction of all components of training will ensure the achievement of results consistent with the set goals.

In the last pattern, all the previous ones seem to be combined into a system. If the teacher correctly selects the tasks, content, methods of stimulation, organization of the pedagogical process, takes into account the existing conditions and takes measures to possibly improve them, then lasting, conscious and effective results will be achieved.

The patterns described above find their concrete expression in the principles of the pedagogical process.

3. Concepts of educational space and educational system

Social space of the educational process. Any phenomenon of life unfolds in space, and for each accomplishment there is its own corresponding space.

The educational process as a socio-psychological phenomenon is constructed, located and developed in a very specific society, which has its own spatial framework.

In turn, society is located in a geographical space, which has a great influence on the physical and mental well-being of people, which means that when talking about social space, we must not forget about space in general as a certain extent of objects.

The practice of school education freely uses the specific characteristics of natural space: for children living near the sea, school life is connected with sea life; children live with the sea; schoolchildren born in the steppe have a slightly different content of life: they live in the steppe, interact with the steppe, master, assimilate and appropriate the steppe as vitally significant; city children growing up in stone bags modern architecture, perceive the world through the prism of urbanization and have a different state of health from a child living in the lap of nature.

Social space is the extent of social relationships that unfold daily in front of a child either in the image of words, actions, actions of people, or in a certain image of things, interiors, architectural ensembles, transport, devices, and other things.

The diversity of social relations contains historical experience, recorded in traditions, material values, art, morality, science; includes the achievements of universal human culture, reflected in forms of behavior, clothing, achievements of civilization, works of individual creativity, lifestyle; contains within itself a real reversal of the new relationships that are emerging in the present. And all this overflow of social relations at this important moment for a growing personality entering the world creates a social situation for the child’s development. For each child, this developmental situation has its own individual version, containing in its special combination universal, cultural, historical, national, family, group elements, and unfolds before the child as a microenvironment, and for the child himself as the only possible and only the existing environment as a characteristic of the life into which he enters.

3.1 Educational system

Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as an addition to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the field of education. In this regard, the modern school is considered as a complex system in which education and training act as the most important components of its pedagogical system.

The school's pedagogical system is a purposeful, self-organizing system in which the main goal is the inclusion of younger generations in the life of society, their development as creative, active individuals mastering the culture of society. This goal is realized at all stages of the functioning of the school’s pedagogical system, in its didactic and educational subsystems, as well as in the sphere of professional and free communication of all participants in the educational process.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, as they develop, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and students acts as a connecting component of the school’s pedagogical system. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationships that develop between adults and children (relations of cooperation and humanism, common care and trust, attention to everyone) during joint activities.

The educational system is an integral social organism that functions subject to the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the way of life of the team, its psychological climate

3.2 Education in Russia and global development trends

The general education system is understood as a set of institutions preschool education, secondary schools, boarding schools, orphanages, institutions for educational work with children, as well as all institutions high school and secondary vocational education.

The principles for building the education system in Russia are as follows:

1. The connection of education with specific conditions and goals of state policy in the context of the transition to market relations. Using traditional General requirements requirements for the school, additional adjustments are made to the content of education, the organizational and managerial structure of the entire education system, the conditions for its financing, the rights and guarantees of citizens to receive an education.

2. Preservation of the basic provisions established in the Russian school, namely: the priority of the educational sphere, the secular nature of education, joint education and upbringing of people of both sexes, a combination of collective, group and individual forms educational process.

3. Professional self-determination of young people, taking into account social needs, regional, national and general cultural traditions of the peoples of Russia, as well as the abilities, national and individual characteristics of young people.

4. The diversity of educational institutions, the diversity of forms of education in state and non-state educational institutions with and without separation from work.

5. The democratic nature of the education system, students’ choice of the type of educational institution and educational program in accordance with their cognitive needs and social interests.

Trends in global development of education. These features and trends are very ramified and diverse, but one way or another they are reflected in the development of the education system in most countries of the world. The most significant of them are the following:

a) Increasing interest of society in introducing the population to a higher level of education as a prerequisite for social and moral progress.

b) Expansion of the network of state secondary and vocational schools, as well as higher educational institutions that provide free education. In the USA, for example, 90% of schools are public. This opens up the opportunity for all citizens who wish to receive the necessary education, regardless of their financial status.

c) The trend of paid education continues to persist in private secondary general education and vocational schools, as well as in individual higher education institutions educational institutions. In the USA, tuition fees in a private school range from 7 to 10 thousand dollars per year, and fees for kindergarten education range from 40 to 500 dollars per month. At elite universities it reaches 17-20 thousand dollars a year, which forces many students to earn money for their maintenance and work.

d) Funding for the education system increases from funds state budget. In the USA, for example, 12% of funds from the federal budget are allocated for education needs. In other countries, this percentage is much lower, which, of course, cannot but affect school education and hinders the growth of the quality of educational work.

e) Attracting funds from various sources for the needs of education and schools. In the United States, 10% of funds allocated for the development of secondary education come from the federal government, 50% from the state government, and 40% comes from private property taxes.

f) Expanding the principle of municipal school management. The US federal government provides equal opportunity to all schools through financial and technical assistance, but does not direct or control their activities.

g) Expansion of different types of schools and their structural diversity. This trend is based on the fact that students have different inclinations and abilities, which are determined quite clearly at later stages of schooling. Naturally, it would be impractical to apply everyone equally under the same programs. The characteristics of the region in which the school is located, as well as the needs of local production, matter here. That is why in most countries of the world there is an extensive network of schools of various types with a unique internal structure.

h) Dividing the subjects studied into compulsory and subjects studied at the choice of the students. In many US schools, two subjects are compulsory in grades IX-XII English language and physical education. Thus, at the Newton Nore school, students are offered about 90 subjects to choose from.

i) Combination of school classes with independent work of students in libraries and classrooms. At the above-mentioned Newton Burrow school, classes per week are 22 hours (there are no classes at the school on Saturdays). This allows students to work in the library for 1-2 hours daily and independently acquire or deepen their knowledge.

j) Continuity of educational institutions and continuity of education. This trend is increasingly making its way. It is due to the fact that the rapid development of science and technology, fundamental improvements in production technology, and the emergence of new industries require manufacturers to have deeper knowledge, master new scientific achievements and continuously improve their professional qualifications.

4. Priority directions for the development of pedagogical science in modern conditions

A school is a social institution, a public-state system (see the Law of the Russian Federation “On Education” 1992), designed to satisfy the educational needs of society, the individual and the state. School is the cradle of the people. The social order given to public education is clear: to educate a creative, proactive, independent person who actively participates in all public and state affairs.

Today the school finds itself in a very problematic situation. If we proceed from the postulate that the teacher must “transmit” knowledge and cultural norms to children, i.e. to use “event-based” pedagogy of education, then this is a manifestation of complete authoritarianism. But another slogan, “children on their own,” is also meaningless. Children, left without the guiding activity of teachers, will either by inertia reproduce the dogmas developed by authoritarian pedagogy, or they will develop various forms of protest and indifference to teaching. This is the pedagogical interpretation of the situation. We need new guidelines so that school does not proceed by trial and error; we need recommendations developed on a scientific basis that will help us learn democracy already at school; we need a new didactic system.

The democratization of society determines the democratization of the school. Democratization of the school is the goal, means and guarantee of the irreversibility of renewal and transformation of the school, which should affect all parties school life. Democratization is a turn to the person whose name is a schoolboy. Democratization is overcoming formalism and bureaucracy in the pedagogical process.

This is a humanistic idea of cooperative activities of children and adults based on mutual understanding, penetration into spiritual world each other, a collective analysis of the progress and results of this activity, which is essentially aimed at personal development.

The humanization of a democratic system means that the goal of the educational process is to increasingly satisfy the cognitive and spiritual needs of students, that the nature and content of schoolchildren’s educational work is humanized, and that the opportunities for the participation of all schoolchildren together with teachers in managing all school affairs are expanded. Thanks to this, the entire life of the school, the entire content of the activities of teachers and students, is put at the service of the student. More and more favorable conditions are being created for harmonious development personality. The student acts as a subject of various, internally interrelated, types of activities and, above all, educational, gaming, socially useful, and labor. The work practice of innovative teachers and the results of scientific research by didactic scientists show that this contributes to the development of schoolchildren’s desire and ability to learn, the formation of their abilities and responsibility in mastering knowledge, and carrying out socially significant assignments at school and outside it. In the school community, trusting relationships between teachers and students are strengthened. Everyone’s demands on their duties and intolerance towards shortcomings increase: for teachers, this gives rise to joy and pride in the results of their work, and a desire to make it even more fruitful; It strengthens students’ sense of independence and confidence in their abilities to solve problems that arise in the learning process in any educational and life situation. And this is due to the fact that the priorities in the current school are not programs, not academic subjects that need to be completed, not rules, formulas, dates, events that need to be remembered, but the child, the student, his intellectual, spiritual and physical development. These priorities should be specifically manifested in students’ interest in knowledge, in their social activity, in diagnosing their abilities, in creating conditions for free choice of profession, and in protecting the rights of the child. This is the essence of student-centered learning.

The school is based on joint, interconnected activities of students and teachers, focused on achieving certain goals. At the same time, the main person in transforming school life is the teacher, but not in the Hegelian understanding of his purpose, but a creative teacher, standing in the position of humanistic pedagogy.

School is the source of social development, an institution of education and development, and not a system where they learn and acquire knowledge. The teacher should not so much convey information or advise students according to their spontaneous interests in something, but rather organize the learning process. It is no secret that some lessons are held with the full activity of students who help the teacher with their answers, while in other lessons the same students are gripped by numbness, fear, and sometimes negative reactions to the teacher’s behavior reign. There is no time for knowledge in such lessons. The teacher’s style of activity, his nature of communication with students completely changes the activities of schoolchildren.

In pedagogical leadership, there are two polar, diametrically opposed styles of teachers: authoritarian and democratic. The predominance of one or the other in communication during the lesson also predetermines the essence and character of a particular didactic system.

The joint interconnected activities of students and teachers, built on democratic principles, were shown to us by innovative teachers who were able to help students understand the long-term goals of learning, make the learning process desirable for children, joyful, build it on the basis of the development of their cognitive interests, the formation of ideological and moral qualities. Clear design educational material, highlighting supports and reference signals, concentrating material in large blocks, creating a highly intellectual background, ways to organize successful educational and cognitive activities of students, with the help of which they achieve learning without coercion. The relevance of these and similar approaches of innovative teachers and didactic scientists is great because now, as a result of the inept organization of the educational process, the sparks of knowledge in the eyes of our students are extinguished. What kind of cognitive interest can we talk about if, over the course of 10 thousand lessons in his school life, a student knows that day after day the same thing awaits him: checking his homework, questioning what he has previously learned, will be followed by a dose of something new, then consolidating it and homework . Moreover, in the presence of the entire class at the beginning of the lesson, the teacher will “torture” with his questions one or two children who do not always have an idea of what the teacher wants from them. For some guys, such minutes are equivalent to stressful situations, for others - an opportunity to assert themselves, for others, to gloat over the torment of their comrades.

These are the features of teaching practice in pre-reform and newly reconstructed schools. Let us note that if an atmosphere of trust, kindness, spiritual comfort, mutual understanding, and communication is created in the lesson, then in the process of such a lesson the individual will not only learn new material, but also develop and be enriched with moral values.

4.1 Education as a pedagogical process

Let us note that since education as a subject of pedagogy is a pedagogical process, the phrases “educational process” and “pedagogical process” will be synonymous. In its first approximation to the definition, the pedagogical process is a movement from the goals of education to its results by ensuring the unity of teaching and upbringing. Its essential characteristic, therefore, is integrity as the internal unity of its components, their relative autonomy.

Consideration of the pedagogical process as an integrity is possible from the standpoint of a systems approach, which allows us to see in it, first of all, a system - a pedagogical system (Yu.K. Babansky).

The pedagogical system must be understood as a multitude of interconnected structural components, united by a single educational goal of personal development and functioning in a holistic pedagogical process.

The pedagogical process, therefore, is a specially organized interaction between teachers and students (pedagogical interaction) regarding the content of education using teaching and educational means (pedagogical means) in order to solve educational problems aimed at meeting the needs of both society and the individual himself. in its development and self-development.

Any process is a sequential change from one state to another. In the pedagogical process, it is the result of pedagogical interaction. That is why pedagogical interaction is an essential characteristic of the pedagogical process. It, unlike any other interaction, is an intentional contact (long-term or temporary) between a teacher and students (pupil), the consequence of which is mutual changes in their behavior, activities and relationships.

Pedagogical interaction includes in unity the pedagogical influence, its active perception and assimilation by the student and the latter’s own activity, manifested in reciprocal direct or indirect influences on the teacher and on himself (self-education).

This understanding of pedagogical interaction allows us to identify two in the structure of both the pedagogical process and the pedagogical system: essential components teachers and students who are their most active elements. The activity of participants in pedagogical interaction allows us to talk about them as subjects of the pedagogical process, influencing its progress and results.

The traditional approach identifies the pedagogical process with the activity of a teacher, pedagogical activity with a special type of social (professional) activity aimed at realizing the goals of education: transferring from older generations to the younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparation for fulfilling certain social roles in society.

The goal of education as a set of requirements of society in the field of spiritual reproduction, as a social order, is a determinant (prerequisite) for the emergence of pedagogical systems. Within the framework of these systems, it becomes an immanent (internal) characteristic of the content of education. In it, it is interpreted pedagogically in connection with taking into account, for example, the age of the students, the level of their personal development and the development of the team, etc. It is present in explicit and implicit form in the means, and in the teacher and students, the goal of education functions at the level of its awareness and manifestation in activity.

Thus, the goal, being an expression of the order of society and interpreted in pedagogical terms, acts as a system-forming factor, and not an element of the pedagogical system, i.e. a force external to it. The pedagogical system is created with a goal orientation. The methods (mechanisms) of functioning of the pedagogical system in the pedagogical process are training and education, from the pedagogical instrumentation, which depend on those internal changes that occur both in the pedagogical system itself and in its subjects, teachers and students.

4.2 The relationship between pedagogical science and pedagogical practice in social space

Today no one questions the scientific status of pedagogy. The dispute moved to the plane of the relationship between science and teaching practice. The real achievements of educators turn out to be too ambiguous: in one case they are due to deep knowledge and skillful application of pedagogical theory, in the other, success is brought by the teacher’s high personal skill, the art of pedagogical influence, instinct and intuition. IN last decades The inconsistency between school practice and pedagogical science was especially acute. The latter was especially criticized for not providing practice with progressive recommendations, being out of touch with life, and not keeping up with fast-moving processes. The teacher stopped believing in science, and there was an alienation of practice from theory.

The question is very serious. It seems that we have begun to forget that the true skill of a teacher, the high art of education, rests on scientific knowledge. If someone could achieve high results without knowledge of pedagogical theory, this would mean that the latter is unnecessary. But that doesn't happen. Some bridge over a stream or a simple hut can be built without special engineering knowledge, but it is impossible to build modern structures without them. It’s the same in pedagogy. The more complex tasks a teacher has to solve, the higher the level of his pedagogical culture should be.

But the development of pedagogical science does not automatically ensure the quality of education. It is necessary for theory to be transformed into practical technologies. In the meantime, the rapprochement between science and practice is not going fast enough: according to experts, the gap between theory and practice is 5-10 years.

Pedagogy is rapidly progressing, justifying its definition as the most dialectical, changeable science. In recent decades, tangible progress has been achieved in a number of its areas, primarily in the development of new teaching technologies. There has also been progress in the creation of more advanced educational methods, technologies of self-education and self-education. New scientific developments are used in school practice. Research and production complexes, original schools, experimental sites - all these are noticeable milestones on the path of positive change.

Many theorists of pedagogy, following the principles of classification of sciences established by the German philosophers Windelband and Rickert, classify pedagogy as the so-called normative sciences. The reason for this is the peculiarities of the laws learned by pedagogy. Until recently, they were, and in many ways still remain, broad conclusions expressing general trends in the development of pedagogical processes. This makes it difficult to use them for specific forecasting; the course of the process and its future results can only be predicted in the most general outline. The conclusions of pedagogy are characterized by great variability and uncertainty. In many cases, it only establishes a norm (“the teacher must, the school must, the student must”), but does not provide scientific support for achieving this norm.

It is not difficult to understand why the issue of the relationship between science and pedagogical skill is not removed from the agenda. Norms, even those established on the basis of an analysis of the essences of pedagogical phenomena, are just abstract truths. Only a thinking teacher can fill them with living meaning.

The question about the level of theorization of pedagogy, i.e. about the limit at which it does not yet lose sight of the person, but also does not rise too much in abstractions, turning into a collection of “dead”, “deserted” schemes, is very relevant. Attempts to divide pedagogy into theoretical and normative (practical) go back to the last century. “As far as means are concerned,” we read in one pre-revolutionary monograph, “pedagogy is a theoretical science, since its means lie in knowledge of the laws to which the physical and spiritual nature of man is subject; as far as goals are concerned, pedagogy is a practical science.”

In the process of the ongoing discussion about the status of pedagogy, various approaches to the analysis and structuring of the knowledge accumulated by science, assessing their level and the degree of maturity of the science itself have been proposed. It is important for us that the majority of researchers around the world consider it justified and legitimate to separate theoretical pedagogy from the vast field of pedagogical knowledge, which contains basic scientific knowledge about the patterns and laws of upbringing, education, and training. The main components of the scientific pedagogy system are also axioms and principles. Through specific recommendations and rules, theory is connected to practice.

5. Pedagogical process of moral culture of the individual in social space

In the process of educating a person, the formation of his morality is extremely important. The fact is that people, being members social system and being in many public and personal connections with each other, they must be organized in a certain way and, to one degree or another, coordinate their activities with other members of the community, and obey certain norms, rules and requirements. That is why every society develops many different means, the function of which is to regulate human behavior in all spheres of his life and activity - in work and in everyday life, in the family and in relationships with other people, in politics and science, in civic manifestations, games and etc. Such a regulatory function, in particular, is performed by legal norms and various decrees of government bodies, production and administrative rules in enterprises and institutions, charters and instructions, instructions and orders of officials and, finally, morality.

There are significant differences in how people's behavior is influenced by various legal norms, laws, administrative rules and instructions of officials, on the one hand, and morality, on the other. Legal and administrative rules and regulations are mandatory, and for their violation the individual bears legal or administrative responsibility. If, for example, a person violated this or that law, was late for work or did not follow the relevant official instructions - bear legal or administrative responsibility. Society has even created special bodies (court, prosecutor's office, police, various inspections, commissions, etc.) that monitor the implementation of laws, various regulations and mandatory instructions and apply appropriate sanctions to those who violate them.

Morality, or morality, is another matter. The norms and rules that relate to its sphere do not have such a mandatory nature, and practically their compliance depends on the individual himself.

When this or that person violates them, society, acquaintances and strangers have only one means of influencing him - the power of public opinion: reproaches, moral censure and, finally, public condemnation, if immoral actions and deeds become more serious.

When comprehending the essence of personal morality, it should be borne in mind that the term morality is often used as a synonym for this concept. However, these concepts must be distinguished. Morality in ethics is usually understood as a system of norms, rules and requirements developed in society that are presented to individuals in various spheres of life and activity. A person’s morality is interpreted as the totality of his consciousness, skills and habits associated with compliance with these norms, rules and requirements. These interpretations are very important for pedagogy. The formation of morality, or moral education, is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of behavior of the individual and their strict observance.

But what do moral (moral) norms, rules and requirements for individual behavior mean? They are nothing more than an expression of certain relationships prescribed by the morality of society to the behavior and activities of an individual in various spheres of public and personal life, as well as in communication and contacts with other people.

The morality of society covers a wide variety of these relationships. If we group them, we can clearly imagine the content of educational work on the formation of morality in students. In general, this work should include the formation of the following moral attitudes:

a) attitude to the politics of our state: understanding the progress and prospects of world development; correct assessment of events within the country and in the international arena; understanding of moral and spiritual values; the desire for justice, democracy and freedom of peoples;

b) attitude towards the homeland, other countries and peoples: love and devotion to the homeland; intolerance of national and racial hostility; goodwill towards all countries and peoples; culture of interethnic relations;

c) attitude to work: conscientious work for the common and personal good; compliance with labor discipline;

d) attitude towards the public domain and material values: concern for the preservation and enhancement of the public domain, frugality, nature conservation;

e) attitude towards people: collectivism, democracy, mutual assistance, humanity, mutual respect, caring for the family and raising children;

f) attitude towards oneself: high consciousness of public duty; self-esteem, integrity.

But for moral education it is necessary to be well versed not only in its content. It is equally important to understand in detail what kind of person can be considered moral and in what, strictly speaking, the real essence of morality in general is manifested. When answering these questions, at first glance, the conclusion suggests itself: a moral person is one who, in his behavior and life, adheres to moral norms and rules and fulfills them. But you can perform them under the influence of external coercion or trying to show your “morality” in the interests of your personal career or wanting to achieve other advantages in society. Such external “moral plausibility” is nothing more than hypocrisy. At the slightest change in circumstances and living conditions such a person, like a chameleon, quickly changes his moral coloring and begins to deny and scold what he previously praised.

In the context of renewed social circumstances in the country, democratization and freedom of society, it is extremely important that the individual himself strives to be moral, that he fulfills moral norms and rules not due to external social incentives or coercion, but due to the internal attraction to goodness, justice, nobility and deep understanding their necessity. This is exactly what N.V. meant. Gogol, when he asserted: “Untie everyone’s hands, and not tie them; it is necessary to insist that everyone control himself, and not that others control him; so that he would be several times stricter with himself than the law itself.”

5.1 Professional activity and personality of a teacher

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which are called pedagogical. It is a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

It is obvious that this activity is carried out not only by teachers, but also by parents, public organizations, managers of enterprises and institutions, production and other groups, and also, to a certain extent, the media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which every person, voluntarily or involuntarily, carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional one takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as the unity of purpose, motives, actions (operations), and results. The system-forming characteristic of activity, including pedagogical activity, is the goal (A.N. Leontyev).

The purpose of teaching activity is associated with the implementation of the goal of education, which is still considered by many today as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and the individual characteristics of students. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.

The main functional unit with the help of which all the properties of pedagogical activity are manifested is pedagogical action as a unity of goals and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but cannot be reduced to any of them. At the same time, the pedagogical action is that special one that expresses both the universal and all the richness of the individual. Turning to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The teacher's pedagogical action first appears in the form of a cognitive task. Based on existing knowledge, he theoretically correlates the means, the subject and the intended result of his action. The cognitive task, having been solved psychologically, then turns into the form of a practical transformative act. At the same time, some discrepancy is revealed between the means and objects of pedagogical influence, which affects the results of the teacher’s actions. In this regard, from the form of a practical act, action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator, by its nature, is nothing more than the process of solving an innumerable set of problems of various types, classes and levels.

A specific feature of pedagogical problems is that their solutions are almost never on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, what is sought is not presented in clear formulations: it is developed on the basis of a forecast. Solving an interrelated series of pedagogical problems is very difficult to algorithmize. If an algorithm does exist, its use by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

Traditionally main types of teaching activities, carried out in a holistic pedagogical process, are teaching and educational work.

Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development. And teaching is a type of educational activity that is aimed at managing primarily the cognitive activity of schoolchildren.

Conclusion

This means that, summarizing all of the above, we can draw the following conclusion:

The teacher must focus not on individual teaching principles, but on their system, providing a scientifically based choice of goals, selection, content, methods and means of organizing students’ activities, creating favorable conditions and analysis of the educational and educational process.

It is advisable for the teacher to consider each principle and their system as recommendations for the implementation of the system of basic laws and strategic goals that form the core of the modern concept of school education (comprehensive harmonious development of the individual, individual activity-based and personal approaches, unity of teaching and upbringing, optimization of the educational process.

The teacher must see the opposite sides, the associated, interacting elements of the pedagogical process (mastery of knowledge and development, elementalism and systematicity in knowledge, the relationship between the abstract and the concrete, etc.) and skillfully regulate their interaction, relying on the laws and principles of teaching and achieving a harmonious pedagogical process.

The professional activity of a social worker is a system of successive stages - a certain process.

The following issues need to be considered:

1) the concept, essence and content of the socio-pedagogical process;

2) general characteristics of the main components of the socio-pedagogical process.

The concept of "process" comes from Lat. processus - passage, progress. In the scientific literature, it is understood as a sequential change of states, a close connection between naturally following stages of development, representing a continuous unified movement.

In modern pedagogical literature there is a concept of "pedagogical process". However, there is no single approach to understanding its essence. The most typical are:

a) specially organized, targeted interaction between teachers and students to solve developmental and educational problems (V.A. Slastenin);

b) a set of sequential actions of a teacher and student (educator and pupil) for the purpose of education, development and formation of the latter’s personality (T.A. Stefanovskaya).

The expression “pedagogical process” was introduced by P.F. Kapterev (1849--1922). He also revealed its essence and content in his work “The Pedagogical Process” (1904). By the pedagogical process he understood “the comprehensive improvement of the individual on the basis of his organic self-development and, to the best of his ability, in accordance with the social ideal” and distinguished the internal and external socio-pedagogical process. The internal pedagogical process, according to Kapterev, is “a process of human self-development, determined by the properties of the organism and the environment. The process will take place with necessity: the organism, according to its inherent laws, will revive and process impressions, and act under their influence. The whole process will be original creative in nature, carried out according to organic necessity, and not according to instructions from the outside.”

The internal pedagogical process may reflect:

a) a general picture of human development. In this case, it (the process) serves as a model of how the social and pedagogical development of a person should occur;

b) the uniqueness of the development of a person belonging to a typical group, for example, the formation and upbringing of a person with hearing problems, vision problems, and disabilities mental development etc.;

c) development, training and education of a specific person, his properties, qualities, taking into account his individuality.

The external pedagogical (educational) process, according to Kapterev, represents the transfer from the older generation to the younger of what the older generation owns, what it acquired, experienced, experienced and what it received ready-made from its ancestors, from earlier generations. And since everything the most valuable acquisitions of humanity, previously living and now living, are united in one word “culture”, then the educational process from the outside can be understood as a transmitter of culture from the older generation to the younger, from previously living humanity to the currently living." This approach to understanding the external pedagogical process in a broad sense reflects the general trend in the development of any society.

In relation to a person, the external pedagogical process can be considered as:

a) the process of education (correction of education, re-education, correction) of a person in general; solving a particular pedagogical problem. This is the technological side of educational activity;

b) the process of solving a private educational problem in working with a certain category of people, for example, with children who have deviations in mental development, education, etc. In this case, it reflects a special technological process educational activities;

c) the process of educating a specific person, solving a certain educational problem - implementation private technology educational work.

There is a close connection and interdependence between the internal and external pedagogical processes relating to a particular person, representing the holistic nature of the pedagogical process.

Social and pedagogical process-- this is the interaction between a social worker and a client, aimed at solving the latter’s social problem using pedagogical means in special or natural conditions environment. Its goal, in relation to an individual, is directed influence, support, motivation, assistance, allowing him (this person) to solve his social problem. It also reveals internal and external components in their interrelation and interdependence.

The foregoing allows us to define the socio-pedagogical process as a consistent natural development (qualitative change) of the corresponding socio-pedagogical phenomenon (human socialization, social qualities personality, etc.) and the determined sequence of actions (social and pedagogical activity) of the social worker, his interaction with the client, ensuring the achievement of a certain social and pedagogical goal (external process).

Thus, it also represents the unity and interdependence of internal and external processes. At the same time, the external is strictly consistent with the internal (its needs, capabilities, dynamics of change) and ensures its most appropriate development. It plays the most important role - the most optimal and fullest realization of the potential of the internal pedagogical process.

The system-forming factor of the socio-pedagogical process is its goal (social ideal) and the corresponding socio-pedagogical activity determined by it. Its main unit is the socio-pedagogical task and methods for solving it.

general characteristics main components of the socio-pedagogical process. Internal socio-pedagogical process. Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods).

Stage and stage are often used interchangeably. Stages (stages, periods) are determined depending on what is studied in the process of education, development, under what conditions, for what time. In each of them, the most characteristic (typical) possible qualitative changes (manifestations) are identified, which make it possible to distinguish one stage from another and evaluate their originality.

In broad terms, this is, for example, the process of social development of a person throughout his life. In this case, the stages represent the uniqueness of age periods and the corresponding social statuses of a person - child, schoolchild, student, etc. The internal socio-pedagogical process allows us to see the characteristics of a person’s social development and behavior at each age stage. Modern developmental psychology and pedagogy have identified specific stages (of age-related development) and identified the characteristics of human development, its qualitative and quantitative characteristics at each of them. This knowledge helps the social worker to assess in detail the course of a person’s social development, to navigate in determining the purpose and nature of social and pedagogical activity in relation to him in given conditions.

External socio-pedagogical process. The effectiveness of realizing internal capabilities is largely determined by the external socio-pedagogical process. To what extent does it provide the necessary favorable conditions, stimulate expedient or restrain negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself and one’s professional activities is very important for a social worker.

In its essence, the external socio-pedagogical process is a purposeful sequence of actions of a social teacher (subject), determined by the need to ensure the predictable development of the internal socio-pedagogical process of the object. It helps to most optimally achieve a specific goal of a specialist’s professional activity.

When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional. Structural determines its component composition, which can be conditional or functional in nature. This approach is important for studying and analyzing the nature of activities to achieve a certain goal. Functional determines the characteristics of the professional activity of a particular specialist at each stage (substage). It is important in the process of searching for the most optimal option for a social worker to work with a specific person (group), as well as for assessing its effectiveness. By component composition The functional approach differs from the structural approach by highlighting each stage (substage) according to its purpose, as well as the presence of a subject and an object.

The subject of the external socio-pedagogical process is a social worker. The subject's position in professional activity is largely determined by his training and social experience.

Subject and object determine the uniqueness of the socio-pedagogical process. The social and pedagogical activity of the subject is carried out in accordance with his professional purpose, which determines the main goal of the specialist’s work - how to perfect result. It may or may not coincide with the real one. The real goal is determined by the object social work.

The external socio-pedagogical process also includes certain stages (substages) of activity. Each of them has its own functional purpose, content and sequence of implementation actions. Its main stages include the following (structural approach):

1st - preparatory;

2nd - direct activity (the process of implementing the chosen pedagogical technology);

3rd - effective.

In the literature, a functional approach is more common when identifying stages, for example: diagnostic and prognostic, technology selection, direct preparation, implementation, evaluation and performance.

Preparatory stage includes substages that determine its content. These include: identifying the features of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the method of achieving it. Essentially, we are talking about a substage, which consists of:

Diagnostics and identification of the individuality of the object.

Social and pedagogical activities are targeted. It is focused on a specific person. Depending on the social problems of the object (child, teenager, youth, mature person, etc.), as well as its individual capabilities, including compensatory ones, or limitations (physical, physiological, psychological), the uniqueness of everyday social behavior, it is possible to meaningfully predict activity . Diagnostics involves identifying:

a) individual deviations of a person and the social problems that arise in connection with this;

b) individual characteristics, capabilities of the client, his positive potential, creating opportunities for self-realization;

c) characteristics of a person’s position, his attitude to self-realization, (personal) capabilities in achieving a certain degree, activity in working on himself, attitude towards a social worker;

d) environmental conditions in which the client lives and has the opportunity for self-realization.

When a social worker interacts with a person with special needs, diagnosis often requires the participation of several specialists: medical workers, psychologists, social educators. This approach allows you to obtain a more complete diagnosis of the client, on the basis of which you can:

a) create a socio-pedagogical profile of the client;

b) formulate its main socio-pedagogical problems;

* indications;

* warnings, the main purpose of which is “do no harm”;

* tips for building the most optimal interaction with the client and his environment.

The studied factors make it possible to identify a person’s individuality (individual characteristics, capabilities) and move on to the next substage.

Social and pedagogical forecasting. Taking into account knowledge of a person, the patterns of his development (patterns of development of qualities, personality traits), a social worker has the ability to make pedagogical forecasts. In essence, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.

Subject socio-pedagogical forecasting consists of two blocks of problems associated with internal and external socio-pedagogical processes:

a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:

* direction and possible dynamics of the client’s internal position in relation to self-solution of the problem;

* the possibility of a holistic (general) or partial change in the client’s internal position;

b) forecasting problems caused by the external socio-pedagogical process, namely:

* the ability of a social worker to provide an optimal and targeted change in the client’s position and activity in relation to independently solving his problem;

* the ability of a social worker to ensure the achievement of the predicted goal;

* compliance of conditions, capabilities of the social worker and the client in achieving the predicted goal.

Forecasting is based, on the one hand, on the availability of sufficiently complete information about the client’s personality necessary for the social worker, and on the other hand, on the personal experience and intuition of the subject of social work.

At the beginning of his professional activity, a specialist (social worker) uses mainly textbooks, data from special studies on the possibilities of solving the client’s social problems depending on his individuality and, in accordance with the recommendations in a specific situation, predicts what options for working technologies may be. Over time, gaining experience in working with different categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently predict the prospects of his client and his social and pedagogical activities.

Based on a personal understanding of one’s social purpose in working with a client, knowledge of his individual characteristics, own capabilities, working conditions, the social worker determines the goals and objectives of his activities (external socio-pedagogical process). This is the next substage of the socio-pedagogical process, which can be called goal setting.

Target socio-pedagogical process is what a social worker should strive for in interaction with a client. The goal, in essence, is the social ideal that the social worker wants to approach when working with this client. In accordance with the goal, the tasks that need to be solved to achieve it are determined.

Next comes the substage of identifying the content and method of implementation of the external socio-pedagogical process. This sub-stage includes: Socio-pedagogical modeling. It refers to the empirical creation ideal model purposeful activities to implement a specific technology that ensures the achievement of a specific goal, taking into account the capabilities of the environment and the personal experience of the social worker. Modeling is of a general or specific nature: achieving a general goal, solving a particular problem. Its main purpose is to help the social worker choose the most optimal option for educational technology, which can allow him to achieve the optimal result in a given situation.

Technology selection-- the next substage of the socio-pedagogical process. Technology is one of the ways to achieve a certain goal, established on the basis of previous experience or identified and justified. To select (develop) technology, a social worker needs to know:

Social problems of the client and the reasons for their occurrence;

Individual characteristics of the client: deviations, position and opportunities;

The goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;

Conditions for implementing the technology (in a specialized center, at home);

Forms of technology implementation (in stationary settings; at home; in a social service center);

Your capabilities in using this or that technology;

Temporary opportunities for technology implementation.

For each socio-pedagogical problem there may be several technologies. In the future, technology banks on various social problems will be created in specialized social work centers. Each technology is focused on a specific category of clients and the problem being solved. It includes: a description of the variant of social and pedagogical activity to solve it; recommendations for implementation, basic requirements for the personality, professional training and activities of a social worker.

Depending on the client, his social problems, the personal experience of the social worker, and environmental conditions, one of the technologies is selected. Its implementation is carried out by a social worker through an individual methodology. There is only one technology, but there are many methods for its practical implementation.

Next, you need to determine how to implement it. This requires socio-pedagogical forecasting. It allows you to create a project possible option implementation of the selected technology. If the technology includes a description of the implementation method, then there is no need for design. Choosing the most the best way implementation, move on to the next substage.

Planning his activities-- the next substage of the preparatory stage. It provides for the development of an implementation schedule by time, place and type of activity (nature of activity). Planning helps to realize the plan, ensuring the complexity and intensity of activities.

As a rule, the implementation of technology requires certain methodological support - material preparation. We are talking about preparing all the methodological and didactic material necessary for high-quality and pedagogically appropriate activities to achieve the goal.

Technology testing. It is necessary due to the fact that social work is carried out with an individual or group that requires individualization of technology. Approbation helps to identify individual adjustments to the technology, on the basis of which its clarification and adjustment is made. Here, adaptation of both the subject and the client of the socio-pedagogical process in joint activities takes place, which is the most important factor in the effectiveness of technology implementation.

Second phase-- main -- direct activity to implement the selected technology using a set of methods, tools, and techniques. The process has its own substages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these sub-stages that all previous activities are carried out.

At the second stage, there is not only the active implementation of the technology, but also its further individualization. It ends with the achievement, to one degree or another, of the set goal.

Third stage-- effective -- assessment and analysis of the results obtained and determination of subsequent prospects. It includes sub-steps:

a) preliminary assessment of the effectiveness of the activity process. In order to make a final conclusion about the effectiveness of the external socio-pedagogical process, it is necessary to understand to what extent a person can realize himself in the natural environment of life. To do this, it is necessary to give a person the opportunity to adapt to a new environment and realize himself;

b) adaptation in natural conditions of self-realization. The onset of this substage most often depends on the results of rehabilitation, re-education, correction in specialized educational institutions or at home, in isolation from the environment of communication with peers. Thoughtful, well-organized adaptation helps not only to consolidate the results obtained, but also to evaluate the effectiveness of the entire process, which allows it to be considered the final operation;

c) general assessment of the external socio-pedagogical process and its effectiveness;

d) general (final) conclusions regarding the implementation of the socio-pedagogical process.

For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation) and the achievement of a rational result.

Ways to improve the effectiveness of a social worker. The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways to improve it:

a) the client’s internal (individual) capabilities for appropriate adaptation and rehabilitation;

b) the client’s activity, stimulating his activities on independent decision their problems. This factor emphasizes the exclusive role of the client himself. He acts not as a passive factor, but as an active self-creator;

c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal one and aimed at ensuring its most complete implementation;

d) the environmental conditions in which the client lives and self-realizes.

They either stimulate or restrain the self-realization of the client’s internal socio-pedagogical process.

The external socio-pedagogical process is determined primarily by the substages that make it up. The main way to enhance its effectiveness is to increase the effectiveness of each stage, including:

Improving the quality of diagnostics of the client’s individuality;

Qualitative and most complete socio-pedagogical characteristics of the client;

The ability to competently predict the dynamics, direction and intensity of changes in the phenomenon under study and problems caused by the external socio-pedagogical process;

A fairly accurate definition of the socio-pedagogical (socio-pedagogical) problem (problems) and, based on it (them), the target setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;

The ability to carry out social and pedagogical modeling of the activity process, necessary for choosing the optimal technology;

Selection of the most optimal technology and method of its implementation;

Ensuring the quality of preparation for the implementation of the activity process (the most optimal course of the external socio-pedagogical process);

Ensuring the quality of implementation of the external socio-pedagogical process, taking into account the observed dynamics and the possibilities for its improvement;

Ensuring the client’s adaptation after completion of implementation activities, assisting and supporting him in self-realization.

Thus, the most optimal interaction of internal and external socio-pedagogical processes and the most complete realization of their capabilities are achieved.

Introduction

Chapter 1. Theoretical basis social pedagogy as a science

1.1 Concept, principles, history of social pedagogy

1.2 Methods of social pedagogy

Chapter 2. Activities of a social teacher

2.1 Social and pedagogical technologies

2 Social-pedagogical process and ways to improve it

3 Analysis of the activities of a social teacher

Conclusion

Literature

social pedagogy rehabilitation correctional

Introduction

Relevanceresearch. Today there is practically no social groups population who felt socially protected and prosperous. And first of all, this concerns children and youth. This creates an extremely high demand for specialists who can professionally assess the problem and help solve it, diagnose and predict the social development of society.

The importance of studying social pedagogy is determined by the fact that in the present information age, the age of high technology, the confrontation between man and the environment, the interaction of the individual and the environment, has become especially acute, and the active socialization of the individual is taking place. It includes family, civic, religious and legal education. This purposeful influence on a person is social education, a multi-level process of assimilation of knowledge, norms of behavior, relationships in society, as a result of which the individual becomes a full member of society. Social pedagogy examines the process of education, the sociology of personality in theoretical and applied aspects. It examines deviations or conformities of human behavior under the influence of the environment, what is usually referred to as the socialization of the individual.

Purpose of the study- study of the theoretical foundations of social pedagogy.

Tasks:

1.Summarize the scientific literature on social pedagogy.

2.Based on literature data, analyze the main aspects studied by social pedagogy.

Object of study- social pedagogy as a science.

Subject of study- theoretical foundations of social pedagogy.

Hypothesis- knowledge of the theoretical foundations of social pedagogy is an important component of the training of a social teacher as a specialist to work in a general education institution.

Research method: analysis of scientific literature on the problem under consideration.

Methodological basisof this work are the works of the authors Andreeva G.M., Bocharova V.G., Vasilkova Yu.V., Mardakhaev L.V., Mudrik A.V., Nikitin V.A.

Theoretical significanceThis research consists of studying the picture of socio-pedagogical reality, mastering theoretical knowledge to the extent necessary and sufficient for the implementation of professional activities as a social teacher, and developing the ability to predict and solve problems arising in the field of social education.

Practical significanceresearch is that the theoretical foundations of social pedagogy are a branch of knowledge, by studying which you can learn, firstly, about what is inevitable will happen or may happen in the life of a person of one age or another in one or another circumstance. Secondly, how can favorable conditions be created for human development, to prevent “failures” in the process of his socialization. And thirdly, how can decreasethe effect of the influence of those unfavorable circumstances in which a person finds himself, the effect of the undesirable that happens in the process of socialization of a person.

Chapter 1. Theoretical foundations of social pedagogy as a science

.1 Concept, principles, history of social pedagogy

The term “pedagogy” comes from two Greek words: pais, paidos - child, child, ago - vedu, which means “leading child”, or “schoolmaster”. According to legend, in ancient Greece, slave owners specifically appointed a slave to take their children to school. They called him paidagog. Subsequently, teachers began to be called people who were involved in teaching and raising children. From this word comes the name of science - pedagogy.

The word “social” (from Latin socialis) means social, associated with the life and relationships of people in society. In this sense, we are talking not just about the social development and education of a person, but about his orientation towards social values, norms and rules of society (the living environment) in which he will live and realize himself as an individual. Parents, their substitutes, and educators initially guide the child through life, helping him to assimilate the social experience of his living environment, culture, develop as a person, and acquire the ability and willingness to realize himself in life.

Social pedagogy studies problems associated with the directed activities of the subject of education (parent, person, substitute, educator, etc.), which contributes to guiding a person, starting from the moment of birth, through the stages of social development and his further formation as a citizen of a particular society.

This is carried out in accordance with established traditions, customs, culture and social experience of life in the environment in which a person lives and where he will have to realize himself as an individual as he develops socially.

According to A.V. Mudrika, social pedagogy is “a branch of pedagogy that considers the social education of all age groups and social categories of people, in organizations specially created for this purpose.”

According to V.D. Semenov, “Social pedagogy, or environmental pedagogy, is a scientific discipline that integrates scientific achievements related sciences and implements them in the practice of public education."

Social pedagogy should be considered from the perspective of: a) the state and the environment of human activity; b) social education; c) a person as a social unit; d) personal position of a person’s activity in social self-improvement.

Social pedagogy is the scientific and practical activity of the state, state and public institutions to form an ideology and ensure the education of the younger generation. It is aimed at a social and pedagogical assessment of the legislative creativity of the state, the activities of state institutions, public organizations, movements and parties, the media on influencing the masses, educating the younger generation.

Social pedagogy is the theory and practice of social formation and further improvement of personality, community groups in the process of socialization. Social pedagogy as a theory is a system of concepts, statements, laws and patterns that reveal the process of social formation of an individual, social management of a group (mass), taking into account the influence of environmental factors on them, formulated in a set of teachings and concepts and confirmed by social and pedagogical practice. It allows us to understand the nature of the social formation of personality, group management, the problems of social deviations in them, the possibilities of preventing and overcoming them.

Social pedagogy as a practice is the directed activity (activity experience) of a subject (social teacher; person carrying out social pedagogical activities) in diagnosing and predicting social development, correction and education, re-education of a person or group. It is also a targeted activity to control the masses, various groups, mobilize them for certain actions, and restrain activity in the interests of achieving certain political and other goals.

Social pedagogy as an academic discipline is a component of the special (professional) training of a social teacher, social worker, specialist in special psychology, correctional and rehabilitation pedagogy. It consists of main sections and subsections, including the content of environmental pedagogy and social pedagogy of the individual. Each of the subsections has its own content and is considered in conjunction with the others.

TO methodological foundationssocial pedagogy in a broad sense should include theoretical, conceptual provisions, knowledge that perform a methodological function in relation to social pedagogy. They are developed by such sciences as philosophy, social philosophy, pedagogy, psychology, social psychology, social work, ethnography, sociology, medicine, etc. In a narrow sense, these are goals, principles of construction, forms of organization of methods of scientific knowledge of socio-pedagogical reality.

Main categories of social pedagogy- these are the most common and fundamental concepts, reflecting its main components. These include: socio-pedagogical process, socio-pedagogical activity, social development, social education, social adaptation and maladaptation, socialization, social rehabilitation, socio-pedagogical correction, re-education, correction, etc. The essence of the categories is discussed in the relevant chapters of the manual.

Purpose (goal) of social pedagogy- contribute to the social formation of an individual, a group, taking into account its originality and the socio-culture of the state (society) in which it will live. Distinctiveness refers to that which distinguishes one person (group) from another (other). It can manifest itself in age differences, volitional characteristics, individual capabilities (for example, people with special needs, disabilities).

Subject of social pedagogy- a socio-pedagogical process that determines the principles, forms, methods of researching practical activities and the conditions for implementation.

Contents of social pedagogyis determined by its functions, each of which represents one of its directions, reflecting its content. Functions (from Latin functio - departure, activity) - responsibility, range of activity, purpose. Functionssocial pedagogy help to understand its content. These include:

Cognitive- research into the practice of pedagogical activity by its authorized representatives (social educators; persons performing social and pedagogical activities) or specially trained people (researchers, graduate students, doctoral students).

Scientific- study of the patterns of social development, human socialization, the influence of environmental factors on him, development theoretical basis substantiating social and pedagogical phenomena.

Diagnostic(evaluative) - diagnostics of the social in an individual, the social identity of a group, the implementation of a socio-pedagogical assessment (examination) of documents, the activities of institutions, individual specialists, as well as factors of society, the processes occurring in it.

Prognostic- determination of prospects (immediate and long-term) for the development of socio-pedagogical processes in the environment, the manifestation of a person in it, his individuality, as well as the possibilities of expedient influence on them (the environment and the person).

Explanatory- description of social and pedagogical phenomena, conditions of their existence and possibilities of transformation.

Adaptive- activities aimed at stimulating the adaptation of a person to the environment or the environment to a person, taking into account his individuality (originality).

Transformative- social pedagogy is designed to change pedagogical realities, pedagogical relationships, the educational process, and its content.

Correctional- directed activities of specialists to correct the process of social development and education of children and adolescents, the process of educational activities of parents and educators.

Rehabilitation- directed activities of specialists to restore a person’s individual capabilities for development, education, and professional activity.

Mobilization- directed activity of specialists to intensify the efforts of a person or group for certain actions and actions.

Preventive(protective-preventive) - the directed activity of specialists to prevent and overcome various social deviations in the emerging personality or group.

Educational- research of content, methodology and provision of training for the social sphere.

Management- directed activities of specialists in managing the process of social formation of personality, social and pedagogical phenomena in a team, group.

Tasks of pedagogy. They are divided into general - theoretical, practical and private - according to branches of practical activity. There are quite a lot of such tasks. They should be considered according to the main blocks that make up social pedagogy as a whole, and for each of them in areas - theoretical, practical and educational.

Objectives of sociopedagogy:

implementation of social and pedagogical assessment (examination) of the activities of the state, public organizations, movements, parties, as well as institutions and groups;

study of the influence of environmental factors on a growing individual and group;

the use of environmental factors in the social development and education of a person, when solving certain social and pedagogical problems;

study of the influence of individual factors (for example, family, mass communications) on personality, etc.

Objectives of social education:

research into problems of content and ways to ensure the most optimal social education of various groups of the population, certain categories of people, and individuals;

research into the problems of social education of the individual in the context of family, educational and special institutions;

studying the experience of social education in various types of families and institutions;

studying foreign experience social education and its adaptation to domestic conditions, etc.

Objectives of studying man as a social unit:

study of the characteristics of social development, socialization of a person as an individual;

identifying the causes of social deviations in the process of human development and education, possibilities for their prevention and overcoming, etc.

Objectives of studying a person’s personal position and activity in social self-improvement:

identifying the role of a person in social self-improvement;

research into the possibilities of enhancing human social self-improvement at various age stages, etc.

Basic principles of social pedagogy.The problem of principles in social pedagogy is associated with the development of theoretical and methodological foundations. It allows you to determine the main, basic provisions that influence the effectiveness of the socio-pedagogical process.

The word "principle" (from the Latin principium) means the beginning, the basis that determines a given phenomenon. Often a principle is identified with a rule. The principle is a generic concept, i.e. more general, and the rule - specific, i.e. more private. In scope, the rule is narrower than the principle. It follows from it and reflects the particular provisions of a certain principle, the method of its application in a specific situation. In terms of their form of expression in pedagogy, rules have the character of recommendations. The principle contains many rules, but their totality does not yet constitute a principle, just as the totality of phenomena does not yet determine their essence. A principle is understood as an initial principle that is more or less common to a given phenomenon. A rule is a certain norm expressing the mandatory nature of a specialist’s activities. The principle is a reflection of a certain pattern, the conditions for its manifestation or the result of everyday observations of practical activity and the conclusions arising from them.

They are divided into:

principles of social pedagogy as a science. They are of a general methodological nature and are inherent in the scientific discipline. Such principles include: the starting point of science, which is identical to law; most general position, which is based on groups of laws; private manifestation of the law. These include scientific character, objectivity, historicism, connection with practice, etc.;

principles of social pedagogy as a practice (principles that determine the organization and actual social-pedagogical activities). They reflect the initial, basic provisions, the implementation of which contributes to high organization and ensuring the effectiveness of social and pedagogical activities. They are most often identified with the principles of social pedagogy;

principles educational activities for training specialists in the social sphere. These are the principles of higher education pedagogy. They are of a general nature, reflect the laws of higher education, and their requirements must be taken into account when training highly qualified specialists.

The principles also have an objective nature: their peculiarity lies in the fact that if a social teacher takes into account their requirements, then the probability of obtaining a sufficiently high result is very high. In practice, a specialist, from personal experience or from the experience of others, often independently masters many (and sometimes only some typical) recommendations that reflect the principles of social and pedagogical activity, and this helps him in his work. In this case, they appear in the form of norms and rules that determine the practical activities of a specialist. Studying the principles of social pedagogy allows a specialist in the process of mastering a profession to accept those recommendations that should become natural for him in practical work.

It would be inappropriate to reveal the theoretical foundations of social pedagogy without considering it stories.

The time of the emergence of social pedagogy (the turn of the 19th - 20th centuries) is largely arbitrary. Usually its creation is associated with Paul Natorp, who considered the main tasks of pedagogy to be the identification of those social conditions that are most favorable for the upbringing of a person. Natorp understands education as primarily the education of the will. Will in its general form - in the form of activity or active direction of consciousness, which is, as it were, the center mental life.

However, even the ancient Greek thinkers Democritus; Protagoras, Socrates, Plato, Aristotle noted the close dependence of education on state policy. French materialists of the 18th century emphasized the importance of education for social transformation, and utopian socialists not only theoretically substantiated this idea, but also carried out the first social and pedagogical experiment in history. Russian revolutionary democrats also pointed out the close dependence of education on the social interests of the ruling classes.

Social pedagogy arose in opposition to those trends that existed in pedagogy, whose supporters asserted the independence of education from politics and the life of society (J. J. Rousseau, G. Spencer, S. Hall, L. Tolstoy, etc.). Despite the existence of differences in their concepts, what is common to all is the statement that education is determined by the psychological characteristics of the developing child and should not depend on the politics or ideology of any classes. These ideas were expressed most clearly by representatives of experimental pedagogy: Meiman, V. Lai and A.P. Nechaev.

The scientific idea of the social nature and social function of education was given by K. Marx and F. Engels. The classics of Marxism showed the social determinism of education and rejected utopian claims to resolve all social contradictions with its help. At the same time, they deeply criticized the idea that the spiritual world of man is a passive circumstance of life. By transforming nature and society through his activities, man also transforms his psyche. Education becomes a great force if it is aimed at solving problems posed by life itself, by the course of history.

In the first post-October years, Soviet pedagogy was developed in close connection with Marxist sociology. However, the scientific relationship between pedagogy and sociology was not immediately found. During the formation of Soviet pedagogy, extreme points of view fought. V.N. Shulgin and

M.V. Krupenin tried to reduce pedagogy to sociology and politics; supporters of “free education” completely ignored their connection and derived the laws of education from the psychology of the child. Both points of view were sharply criticized. Soviet pedagogy, which recognizes that the problem of Soviet school education cannot be derived either from biology, or from psychology, or from any other provisions outside the Soviet public life and Soviet political history, cannot be reduced to either sociology or politics, because it has its own subject and its own tasks.

Soviet teachers clearly distinguish between education as a specially organized activity and social formation personality, which occurs under the influence of a lifetime. Marxist pedagogy believes that there is no area of education and upbringing that was not in one way or another connected with the life of society and that therefore all pedagogy is “social.” That is why the creation of social pedagogy as a special branch of pedagogical science is not legitimate. At the same time, there are border areas of knowledge between pedagogy and sociology, which are studied by special branches of pedagogical science - comparative pedagogy and sociology.

In the pedagogical sphere in the 60s and 70s in the countries of the USSR, attempts were made to introduce specialists focused on social and pedagogical work (organizers of extracurricular and out-of-school educational work in schools, teachers-organizers of housing and communal services, employees of out-of-school institutions, dormitories, clubs, rooms schoolchild, etc.). Gradually, the idea of purposefully creating social and pedagogical experience was formed and approved, the idea of integration and an interdepartmental approach to social activities developed, and the nature of the school’s interaction with other institutions changed. However, development continued to be hampered by the lack of professionally trained personnel and the lack of a scientific approach to solving practical problems.

In the 90s appeared new level development of social pedagogy, associated with the state solution of the problem, the creation of a system of social services with an extensive infrastructure for their staffing, the introduction of the institute of social pedagogy, and the beginning of the training of specialists in educational institutions.

The formation of the Institute of Social Pedagogy required the solution of two main tasks:

1.formation of the sphere of professional activity of social educators (Legislative basis for practical activities in social sphere, a network of institutions and services providing social and pedagogical assistance to children, identifying categories of citizens who receive social and pedagogical assistance).

2.creation of a system for training specialists for this area (State educational standard higher professional education for the preparation of such specialists, requirements for basic professional educational programs and conditions for their implementation, standards of teaching load, general requirements for the mandatory minimum content and level of training of graduates, qualification characteristics of a social teacher).

Science is a synthesis of theory and practice. The practical aspect of pedagogical science is understood as the content of pedagogical activity. “We are especially clearly convinced,” notes G.E. Zhurakivsky, “that if the theory of pedagogical activity is a science, then pedagogical activity itself ... is an art.”

The practical aspect of socio-pedagogical science is socio-pedagogical activity.

Philosophers (M.S. Kagan, A.V. Margulis, etc.), sociologists (I.S. Kon, N.F. Naumova, etc.), psychologists (L.I. Bozhovich, L. S. Vygotsky, O.M. Leontiev, A.V. Petrovsky, etc.) and teachers (G.I. Shchukina, etc.).

M.A. devoted his works to the issues of determining the content, methodology and technology of educational activities. Galaguzova, V.E. Gmurman, Yu.V. Vasilkova, L.S. Vygotsky, I.D. Zvereva, A.Y. Kapskaya, L.G. Kuznets, O.M. Leontyev, A.S. Makarenko, A.O. Malko, L.I. Mischik, S.G. Khlebik and other scientists.

Any activity, including social and pedagogical activity, has its own structure, each element of which is organically connected and interacts with others: the subject; an object; a motive that turns into a goal; an action that meets the formulated objectives and means (that is, according to O.M. Leontiev’s definition, operations). “These units of human activity,” further notes O.M. Leontiev, “are what form its macrostructure.”

The term “subject” first appeared in the works of ancient philosophers, and only in the late 20s. XX century began to be used in domestic socio-pedagogical science. In philosophical literature, the subject is understood as the organizer of practical activity, which is aimed at an object. The leading subjects of social work are “social educators”, “social workers” and “social work specialists”.

The concept of "social worker" arose in foreign socio-pedagogical science at the end of the 19th century, and the “social teacher” - in the 20s. XX century.

In Russia, the first social schools were founded in St. Petersburg in 1911 at the Psychoneurological Institute. But during this period, as evidenced by the analysis of the works of famous teachers (P.P. Blonsky, A.B. Zalkind, O.G. Kalashnikov, S.T. Shatsky and some others), in the domestic socio-pedagogical science the terms “social teacher” " and "social worker" have not yet been used, unlike the foreign one. A.B. Zalkind called them "public educators."

The question of the relationship between the concepts of “social teacher” and “social worker” has not yet been fully clarified. For example, V.G. Bocharova identifies these terms.

According to the definition of most scientists (I.D. Zvereva, B.P. Bitinas, A.Y. Kapskaya, L.I. Kataeva, L.G. Kuznets, S.R. Khlebik, etc.) between a social teacher and a social worker There is a fundamental difference: the concept of “social worker” is much broader in comparison with the term “social teacher”. Social educators include people who have special pedagogical education and carry out their activities primarily in schools and other educational institutions, that is, we are talking about a specialist who works with children and youth.

And a social worker, in addition to direct teaching activities, can professionally engage in work in any other social sphere (in social security departments, in military units, in production, job exchanges, etc.) and perform broader functions (assistance, protection, rehabilitation , security, etc.).

1.2 Methods of social pedagogy

Having become acquainted with the features of this social pedagogy, having studied the content of social pedagogical activity, the future social teacher faces the problem: how, in what way, to help the child become an individual, how to prevent deviant behavior. Methods and technologies provide answers to these and many other questions.

First, let’s look at the essence of the concepts “methodology” and “technology”. The methodology itself general view is a set of methods, techniques and means of expediently carrying out any work.

As L. S. Vygotsky said: “The problem of the method is the beginning and basis, the alpha and omega of the entire history of the child’s cultural development... truly rely on the method, understand its relationship to other methods, establish its strengths and weaknesses, understand it fundamental justification and to develop the right attitude towards it means, to a certain extent, to develop a correct and scientific approach to all further presentation of the most important problems..." Therefore, it is necessary to understand the essence of the method, show their diversity, be able to distinguish between “method”, “technique” and “means” of work, and also see their interrelation and interdependence.

The essence of methods of social and pedagogical activity.

According to the philosophical definition, a method is a means of practical or theoretical mastery of reality, based on the essence and patterns of the object being studied. Social pedagogy is a branch of pedagogy, therefore, when determining methods of social and pedagogical activity, we will rely on traditional methods of teaching and upbringing used in pedagogy; on the other hand, we will take into account the specifics of social education and social training and the relationship between social pedagogy and social work.

It is also necessary to remember that in our field of vision there is a child and the social environment around him, and a social teacher helps solve the child’s problems in the process of his socialization. A social teacher can work directly with a child or indirectly - through family, friends, children's team - influencing the child. He can solve some private, short-term problems, or he can work with the child for a long time. Using methods, a social teacher can have a targeted impact on the child’s consciousness, behavior, feelings, and also influence the social environment around him.

Methods are ways of interrelated activities of a social teacher and a child, which contribute to the accumulation of positive social experience that promotes the socialization or rehabilitation of the child. It should be noted that since social pedagogy is a young branch of pedagogical science and social pedagogical activity has recently taken shape as independent variety professional activity, it is too early to talk about a system of methods of social pedagogy. They are in their infancy. Therefore, while the social teacher in his practical work widely uses methods used in pedagogy, psychology and social work.

In addition to the method, in social and pedagogical activities, as in pedagogy, the concepts of “technique” and “means” are widely used. A technique is understood as a particular expression of a method, its specification, which is of a private, subordinate nature in relation to the method. The relationship between method and technique can be considered as the interaction of generic (method) and specific (technique) concepts. In fact, each method is implemented through a set of individual techniques that are accumulated by practice, generalized by theory and recommended for use by all specialists.

However, the techniques can be used by a social educator regardless of the methods. E. Sh. Natanzon identified the so-called “creative” and “inhibiting” techniques. He considers constructive techniques such as encouragement, attention, request, expression of grief, strengthening faith in own strength child, trust, etc. He classifies as inhibitory such as command, hint, affectionate reproach, imaginary indifference, imaginary mistrust, manifestation of indignation, condemnation, warning, explosion, etc.

The use of one or another technique by a social teacher depends on the specific socio-pedagogical situation, the motives of the child’s behavior, the ability to navigate the current situation, and the arsenal of techniques that he has in stock. However, the use of this or that technique depends not only on how well the social teacher masters the methodology, which techniques are preferable for him, which he masters perfectly, but also on the subjective characteristics of the specialist himself: what motives guides the social teacher, how sincere he is wants to help the child, how he addresses him, from his tone, posture, facial expressions, etc.

Means is a broader concept than technique and method, since the latter themselves, in certain circumstances, can act as means. Means are a set of material, emotional, intellectual and other conditions that are used by the social educator to achieve the goal. Means in themselves, in their essence, are not methods of activity, but become them only when they are used to achieve some goal. So, a game can be relaxation, entertainment, etc. However, if it is organized in such a way that it will serve to achieve a certain goal, for example, the formation of some social skills, then the game acts as a means of social and pedagogical activity. Nature, works of art, books, the media and much more can act as means of social and pedagogical activity. Sometimes these means do not depend on the social teacher, but he can use them in his professional activities, and the methods are the ways in which he will do this.

When distinguishing between these concepts, it should be remembered that in the real process of activity it is very difficult to draw a clear boundary between them, since methods are characterized by mobility and variability. In some situations, the method acts as an independent way to solve a problem, in others it is part of a technique that is used in different circumstances in different ways.

To carry out his professional activities, a social educator should master methods that, as shown above, consist of individual techniques. Methods, techniques and means are interconnected in such a way that methods and techniques can act as means in some cases. The means, in turn, can be very different, as indicated in the diagram by arrows pointing down.

The most widely used methods in socio-pedagogical activities are persuasion and exercise. The peculiarity of using these methods is that the social teacher deals with children who, for some reason, have not formed generally accepted norms and rules of behavior in society, or who have formed distorted concepts about these norms and corresponding forms of behavior.

Introducing to the norms of life accepted in a given society, morality, work, creating clear and accurate ideas about them, which ultimately form the beliefs of the individual, his life position, depend on knowledge and ideas about them. Deeds, actions, habits performed without awareness of their social significance can be random in nature; they have no effective force. Persuasion promotes transformation accepted standards in society into the motives of a child’s activities and behavior, which contributes to the formation of beliefs.

Convictions are the child’s firm confidence in the truth and justice of moral knowledge; they are the internal motivation of the individual to moral actions and deeds. A belief is an explanation and proof of the correctness or necessity of a certain behavior. In the process of persuasion, the social teacher influences the consciousness, feelings and will of the child. Conviction influences a child only through his internal sphere. Conviction acts as a form of regulation of relations between the child and society. The educational power of belief is determined by how the child internally perceives it. If a belief does not evoke a positive inner mood in the child, it loses its basic meaning and then is no different from authoritarian (commandative) methods of influencing the child.

In order for methods of persuasion to achieve their goal, it is necessary to take into account the psychological characteristics of children, their level of education, interests, and personal experience. First of all, you can convince with a word, its power is great, therefore the ability to speak correctly, deeply in content, vividly and figuratively in form, the ability to convince a child of the correctness of his views is an integral part of the professional activity of a social teacher. When persuading, as mentioned above, the social teacher influences the consciousness, will and feelings of the child. However, the concepts of “persuasion” and “moralization” should not be confused when well-known truths are declared; and if they are also pronounced in a commanding tone, then the child stops listening to the adult or treats him aggressively.

The psychological characteristics of the perception of the content of speech should be such as to evoke in the child hope, pride, feelings of remorse for the act committed and other positive emotions.

The organic part of persuasion is a requirement, without which it is impossible to rebuild the child’s incorrectly formed ideas about the rules and norms of behavior accepted in society. Requirements can be different: unconditional, not allowing objections (you cannot steal, deceive, walk around dirty, unkempt, etc.), a softer demand in the form of an appeal (please do it; don’t do this, otherwise you will upset your family, etc. .). The requirements must be based on respect for the child’s personality, understanding of his state of mind, permeated with humanity, interest in the child’s fate, and the reasonableness of the proposed actions to carry them out; they must be put forward taking into account the motives and external circumstances that caused certain actions of the child. The requirement plays a supporting role in social and pedagogical activities. Its main function is to set a task for children, to bring to their consciousness the meaning of norms and rules of behavior, and also to determine the content of the upcoming activity.

Conviction can be realized through such methods known in pedagogy as a story, lecture, conversation, debate, and a positive example.

A story and a lecture are monological forms of the method, which are conducted by one person - a social teacher. Both methods are used to explain certain moral concepts to children. The story is used when working with younger children, it is short in time, based on bright, colorful examples, facts... The lecture, as a rule, reveals more complex moral concepts (humanism, patriotism, duty, good, evil, friendship, camaraderie, etc. .). The lecture is used for older children. The lecture is longer and uses storytelling as a technique.

Conversation and debate are dialogical forms of the method; when using them, the work of the children themselves plays an important role. Therefore, an important place in the use of these methods plays: the choice and relevance of the topic under discussion, reliance on the positive experience of children, and the positive emotional background of the conversation. Conversation is a question-and-answer method. The art of a social educator is manifested in what questions he proposes for discussion: these can be questions to reproduce certain facts and phenomena, clarify ethical concepts, compare and analyze specific forms of behavior, questions-problems that children must answer. When using a conversation, a specialist must be able to conduct it in such a way that not only he himself, but also the children ask questions.

For teenagers and young men, dispute is used - a method that promotes the formation of judgments. The dispute reveals different points children's views on ethical concepts, inconsistency in the assessment of different forms of behavior. Therefore, it is necessary to teach children to give reasons for their views, to be able to listen to others, and to object to them. The role of the social teacher during the debate is externally reduced to its management: the operational direction of the debate, generalization and analysis of children’s statements, summing up. However, a positive outcome of the dispute depends on careful preparation to him by a social teacher: choosing a discussion topic that is understandable and close to children, careful selection of questions that will be proposed for discussion. There may be few such questions, but each of them should have different answers; It is necessary to agree in advance with the children on the topic of the debate, select appropriate literature with which the children become familiar before the debate, use various means, for example, videos, paintings, photographs, etc.

Ultimately, persuasion is an explanation and proof of the correctness and necessity of certain behavior. However, their effectiveness is determined by how well children have developed the skills and habits of moral behavior and what moral experience they have. K. D. Ushinsky wrote that thanks to a good habit, a person erects the moral edifice of his life higher and higher. If belief “programs” the child’s consciousness, then exercise forms skills, abilities and habits.

The child evaluates any phenomenon, actions of friends, adults through the prism of his experience. The concept of “experience of moral behavior” is broader and richer than the concept of “habits and skills of moral behavior”; it includes the intellectual, volitional, sensory and performing spheres of the individual, while habits concern only the performing side of the child’s behavior. In the formation of moral skills and habits, the main role is played by such a method as exercise. Exercises are necessary in order to ultimately develop moral behavior in children. Behavior - broad concept, it consists of narrower actions, and the action is expressed in action. Both actions, deeds, and behavior are evaluated in relation to the moral standards accepted in society. Moral standards are formed in children by persuasion; actions, deeds and behavior are formed through exercise.

The exercise method is associated with the formation of certain moral skills and habits in children.

The formation of skills and habits includes the following work methods: setting a task, explaining the rules for its implementation, arousing the need and desire to complete this task, practical demonstration (how to do it), organizing practical training, presenting requirements, reminding about the fulfillment of these requirements and monitoring their correctness execution. There is a certain distance between skill and habit. First, we form skills, then over a period of time we systematically consolidate them and ensure that the skills develop into a habit. “A habit,” wrote K. D. Ushinsky, “is rooted by the repetition of an action, by repeating it until the reflective ability of the nervous system begins to be reflected in the action and until an inclination towards this action is established in the nervous system.”

If the exercises are not performed systematically and the skill has not been brought to the level of habit, then restore the skill more difficult task. Psychologist W. James makes a figurative comparison in this regard: each violation of a new habit can be compared to the fall of a ball on which we wind a thread; If it falls once, you will have to make many turns again to bring it back to its previous form.

The difficulty of the work of a social teacher lies in the fact that the moral habits of the majority of children with whom he works are sometimes either not formed or they have bad habits. Thus, young tramps entering orphanages do not have basic hygiene skills. In literature and in the speeches of journalists, the word “Mowgli” is often found, but it does not refer to those children who grew up among animals - examples known to us, but to children of the street, basements, living in landfills, etc. They do not know how to brush their teeth or wash their face in the morning, take care of your clothes, etc. Therefore, for a social teacher in this case, the exercise method is one of the main ones. Another difficulty in working with such children is ingrained bad habits: smoking, drinking alcohol, swearing, being aggressive. In this case, the social teacher is actually engaged in re-educating children, introducing them to the norms and rules of society.

The effectiveness of using the exercise method increases if the social teacher resorts to such forms of organizing the exercise method as a game: creative, role-playing and other types of games. In this case, the social teacher uses the children’s desire for exciting goals (to conquer space, travel to distant countries, be fair in solving some problems, etc.). Play activities are always creative, and children, as a rule, add some new touches to the game. IN role-playing game there is a certain moral model (the role of mother, father, protector, attractive profession, etc.) that the child wants to imitate. The value of the game lies in the fact that the child’s own needs become the norms that we want to teach him to follow. The game achieves its success under certain conditions: the idea of the game must be understandable and accepted by children, children must be actively involved in drawing up the plot of the game, distributing roles, the social teacher must help enrich the content of the game, equip it with the necessary attributes, and help meet the interests of children during the game ; Children should be given the opportunity to repeat the game they like.

Among social and pedagogical methods, a special group consists of correction methods, these include encouragementAnd punishment. Attitudes towards these methods of education in different periods of the development of domestic pedagogical thought were different: from the need to use punishment (including physical punishment at school) to their complete denial.

Here are the opinions of some prominent teachers on this problem. Thus, A. S. Makarenko argued that it is necessary to punish, this is not only the right, but also the duty of the teacher. V. A. Sukhomlinsky believed that it is possible to educate people at school without punishment. A. S. Makarenko wrote that comments cannot be made in a calm, even voice; the student must feel the teacher’s indignation. V. A. Sukhomlinsky was convinced that the teacher’s word should, first of all, calm the child.

The entire history of social and pedagogical thought indicates that correction methods (reward and punishment) are the most complex ways of influencing a child’s personality. The Law of the Russian Federation “On Education” prohibits physical and mental violence against a child, otherwise the teacher is deprived of the right to be one. However, these methods are still widely used both in the activities of teachers and social educators. To use them in practical activities, it is necessary to have a good understanding of their nature.

Rewards and punishments are aimed at one goal - to form certain moral qualities of the child’s behavior and character. But this goal is achieved in various ways: encouragement expresses approval of actions and actions, gives them a positive assessment, punishment condemns wrong actions and actions, gives them a negative assessment.

Correction methods are not always the costs of education. They are inevitable, since children tend to explore the boundaries of what is permitted, and therefore make mistakes and get lost. Therefore, it is necessary to use such techniques as persuasion, warning, replacement of interests, punishment. In fact, persuasion - a restructuring of consciousness, erroneous ideas, incorrect life plans cannot be simply eliminated from the child’s consciousness - they must be supplanted by moral views and ideas. Persuasion- This is a type of persuasion method.

Prevention is a very common technique that teachers and social educators use in their practical activities. Prevention is associated with predicting the child’s actions and preventing those that are negative.

Considering the above, we can give examples of classifications of social pedagogy methods. In the authors Andreeva G.M., Mardakhaev L.V., Mudrik A.V. one can find a division methods of social pedagogyinto 3 groups:

1.Research methods (observation, pedagogical experiment, questionnaires, survey methods, conversation, interviews, modeling, study and generalization of advanced pedagogical experience, mathematical methods data processing, such as ranking, scaling, etc.

2.Methods of education (methods of organizing activities; methods of stimulating activity, these include encouragement, punishment, “explosion”; methods of forming consciousness, such as pedagogical requirement, public opinion, exercise, method of organizing socially useful activities, use creative games and etc.).

.Methods of socio-psychological assistance (lecture, example, conversation, debate, story).

Vasilkova Yu.V. highlights the following methodssocial education:

1.(what they are aimed at) the formation of consciousness, emotions and feelings, socially acceptable behavior and activities, self-education of the individual;

2.(relationships between teacher and student) organization of activities, method of communication, care, self-realization and correction;

.(influence of the environment on the individual) communication, opinion, training, training, organization of activities, communication-dialogue, creation of a new environment: new activity, changing the meaning of life, relationships, activities, changing behavior, changing the situation, environment.

The methods of social and pedagogical activity discussed above are not used in isolation or apart from each other, but in close interrelation with each other.

Chapter 2. Activities of a social teacher

2.1 Social and pedagogical technologies

The concept of “socio-pedagogical technologies” is associated with such concepts as “pedagogical technologies” and “social technologies”.

The term "educational technologies" appeared in the United States initially as the term "technology in education", which then changed into "educational technologies" and, finally, into "pedagogical technologies". This transformation of the term reflected a substantive change in the concept itself.

The term “technology in education” appeared in the 40s in connection with the use of various technical means in school: tape recorders, players, etc. Since the mid-50s, the idea of programmed learning associated with the development of special audiovisual means for these purposes has been implemented in education . During these same years, specialists in the field of programmed learning and audiovisual media united within the framework of general direction- pedagogical technologies. Since the mid-70s, pedagogical technologies have been understood as the study, development and application of principles for optimizing the educational process based on the latest achievements of science and technology. In the mid-80s, computer laboratories and display classes were actively introduced into school practice, and the number of pedagogical software tools increased. In the Encyclopedia of Pedagogical Tools, Communication and Technologies (London, 1978), P. Mitchell (USA) gives the following definition of pedagogical technology: “Pedagogical technology is an area of research and practice (within the educational system), which has connections with all aspects of the organization of pedagogical systems to achieve specific potentially reproducible pedagogical results." Thus, pedagogical technology has its roots in two fundamentally different areas: on the one hand, these are technical sciences - the development and use of various technical means that help increase the efficiency of the educational process; on the other hand, the humanitarian field of knowledge is pedagogy (the theory of education and training), within the framework of which a certain specificity and reproducibility of the results of educational and educational activities are possible.

In our domestic experience, some approaches that anticipated the emergence of pedagogical technologies can be found in the works of A. S. Makarenko of the 20-30s, in which he said that the true development of pedagogical science is associated with its ability to “project personality”, that is, to set with complete certainty the qualities and properties of the individual that must be formed in the process of education. A. S. Makarenko wrote that “pedagogy... is obliged to project the qualities of a new typical person far ahead, it must overtake society in its human development.” At the same time, he noted that there must be a general education program and an individual adjustment to it, following the qualities of the individual, directing this individual to the most the required form.

The domestic school has gone the way of introducing technical teaching aids into the school process, as well as using programmed training as a means of increasing the effectiveness of teaching. In fact, attention to pedagogical technologies both in education and in upbringing in our country has been increasing since the 60s due to the increasing flow of reports about original schools, individual methods, intensive courses that ensure sustainable results of training and upbringing.

The discussion about the essence of pedagogical technologies ended in the mid-80s. At this time, in pedagogical practice and the pedagogical press, the pedagogical technologies of Sh. A. Amonashvili (humane-personal technology), V. P. Bespalko (technology of programmed learning), S. N. Lysenkova (prospective-advanced learning) are widely discussed and recognized. and etc.; pedagogical education systems of V. A. Karakovsky, N. L. Selivanova, N. I. Shchurkova and others. The educational discipline "Pedagogical technologies" was included in the training program for professional teachers.

Currently, pedagogical technologies in the broadest sense of the word are understood as systematic methods of planning, applying and evaluating all processes of teaching and educating students through the use of human and technical resources and interactions between them to achieve learning effectiveness. The technological approach to pedagogy aims to structure the process of training and education in such a way that the achievement of the set goals is guaranteed.

Pedagogical technologies involve systemic analysis, selection, design and control of all manageable components of the pedagogical process in their interrelation with the aim of achieving pedagogical results. In relation to methodology, pedagogical technologies are a narrower concept, since methodology implies the choice of a specific technology.

The concept of “social technologies” arose in sociology and is also associated with the ability to program and reproduce results, which is inherent in the development of social processes. One of the varieties of social technologies are social work technologies, which are closest to socio-pedagogical technologies, since, as noted above, the activities of a social teacher and a social worker have much in common.

Social work technology is the practical activity of a social worker, which is characterized by a rational sequence of using various methods and means in order to achieve high-quality work results. The technology presupposes the presence of a specialist activity program, within the framework of which a specific client problem is solved, an algorithm of sequential operations to achieve a specific result, and criteria for assessing the success of the specialist’s activities.

Social-pedagogical technologies are the integration of social and pedagogical technologies.

The introduction of technology into the activities of a social teacher ensures savings in effort and money, allows for the scientific construction of social and pedagogical activities, and promotes efficiency in solving the problems facing a social teacher. Social pedagogical technologies make it possible to solve the entire wide range of problems of social pedagogy - diagnostics, social prevention, social adaptation and social rehabilitation.

2.2 Social-pedagogical process and ways to improve it

The professional activity of a social worker is a system of successive stages - a certain process.

The following issues need to be considered:

) concept, essence and content of the socio-pedagogical process;

) general characteristics of the main components of the socio-pedagogical process.

In modern pedagogical literature, the concept of “pedagogical process” takes place. However, there is no single approach to understanding its essence. The most typical are:

a) specially organized, targeted interaction between teachers and students to solve developmental and educational problems (V.A. Slastenin);

b) a set of sequential actions of a teacher and student (educator and pupil) for the purpose of education, development and formation of the latter’s personality (T.A. Stefanovskaya).

The expression “pedagogical process” was introduced by P.F. Kapterev (1849-1922). He also revealed its essence and content in his work “The Pedagogical Process” (1904). By the pedagogical process he understood “the comprehensive improvement of the individual on the basis of his organic self-development and, to the best of his ability, in accordance with the social ideal” and distinguished the internal and external socio-pedagogical process. The internal pedagogical process, according to Kapterev, is “a process of human self-development, determined by the properties of the organism and the environment. The process will be carried out with necessity: the organism, according to its inherent laws, will revive and process impressions, and act under their influence. The whole process will have an original creative nature, to be carried out according to organic necessity, and not according to instructions from the outside.”

The internal pedagogical process may reflect:

a) a general picture of human development. In this case, it (the process) serves as a model of how the social and pedagogical development of a person should occur;

b) the uniqueness of the development of a person belonging to a typical group, for example, the formation and upbringing of a person with hearing problems, vision problems, deviations in mental development, etc.;

c) development, training and education of a specific person, his properties, qualities, taking into account his individuality.

In relation to a person, the external pedagogical process can be considered as:

c) the process of educating a specific person, solving a specific educational problem - the implementation of a private technology of educational work.

There is a close connection and interdependence between the internal and external pedagogical processes relating to a particular person, representing the holistic nature of the pedagogical process.

Social and pedagogical process- this is the interaction between a social worker and a client, aimed at solving the latter’s social problem using pedagogical means in special or natural environmental conditions. Its goal, in relation to an individual, is directed influence, support, motivation, assistance, allowing him (this person) to solve his social problem. It also reveals internal and external components in their interrelation and interdependence.

The foregoing allows us to define the socio-pedagogical process as a consistent natural development (qualitative change) of the corresponding socio-pedagogical phenomenon (socialization of a person, social qualities of the individual, etc.) and the resulting purposeful sequence of actions (social and pedagogical activity) of the social worker, his interaction with the client , ensuring the achievement of a certain socio-pedagogical goal (external process).

General characteristics of the main components of the socio-pedagogical process. Internal socio-pedagogical process.Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods).

In broad terms, this is, for example, the process of social development of a person throughout his life. In this case, the stages represent the uniqueness of age periods and the corresponding social statuses of a person - a child, a schoolchild, a student, etc. The internal socio-pedagogical process allows us to see the characteristics of a person’s social development and behavior at each age stage. Modern developmental psychology and pedagogy have identified specific stages (of age-related development) and identified the characteristics of human development, its qualitative and quantitative characteristics at each of them. This knowledge helps the social worker to assess in detail the course of a person’s social development, to navigate in determining the purpose and nature of social and pedagogical activity in relation to him in given conditions.

External socio-pedagogical process.The effectiveness of realizing internal capabilities is largely determined by the external socio-pedagogical process. To what extent does it provide the necessary favorable conditions, stimulate expedient or restrain negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself and one’s professional activities is very important for a social worker.

When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional. Structural determines its component composition, which can be conditional or functional in nature. This approach is important for studying and analyzing the nature of activities to achieve a certain goal. Functional determines the characteristics of the professional activity of a particular specialist at each stage (substage). It is important in the process of searching for the most optimal option for a social worker to work with a specific person (group), as well as for assessing its effectiveness. In terms of component composition, the functional approach differs from the structural approach by highlighting each stage (substage) according to its purpose, as well as the presence of a subject and an object.

The subject of the external socio-pedagogical process is a social worker. The subject's position in professional activity is largely determined by his training and social experience.

Subject and object determine the uniqueness of the socio-pedagogical process. The social and pedagogical activity of the subject is carried out in accordance with his professional purpose, which determines the main goal of the specialist’s work - as its ideal result. It may or may not coincide with the real one. The real goal is determined by the object of social work.

1st - preparatory;

2nd - direct activity (the process of implementing the chosen pedagogical technology);

3rd - effective.

Preparatory stageincludes substages that determine its content. These include: identifying the features of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the method of achieving it. Essentially, we are talking about a substage, which consists of:

Diagnostics and identification of the individuality of the object.

a) individual deviations of a person and the social problems that arise in connection with this;

b) individual characteristics, capabilities of the client, his positive potential, creating opportunities for self-realization;

c) characteristics of a person’s position, his attitude to self-realization, (personal) capabilities in achieving a certain degree, activity in working on himself, attitude towards a social worker;

d) environmental conditions in which the client lives and has the opportunity for self-realization.

a) create a socio-pedagogical profile of the client;

b) formulate its main socio-pedagogical problems;

indications;

warnings, the main purpose of which is “do no harm”;

tips for building the most optimal interaction with the client and his environment.

The studied factors make it possible to identify a person’s individuality (individual characteristics, capabilities) and move on to the next substage.

Social and pedagogical forecasting.Taking into account knowledge of a person, the patterns of his development (patterns of development of qualities, personality traits), a social worker has the ability to make pedagogical forecasts. In essence, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.

Subjectsocio-pedagogical forecasting consists of two blocks of problems associated with internal and external socio-pedagogical processes:

a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:

the direction and possible dynamics of the client’s internal position in relation to self-solution of the problem;

the possibility of a complete (general) or partial change in the client’s internal position;

b) forecasting problems caused by the external socio-pedagogical process, namely:

the ability of a social worker to provide an optimal and targeted change in the client’s position and activity in relation to independently solving his problem;

the ability of the social worker to ensure the achievement of the predicted goal;

compliance of conditions, capabilities of the social worker and the client in achieving the predicted goal.

Based on a personal understanding of his social purpose in working with a client, knowledge of his individual characteristics, his own capabilities, and working conditions, a social worker determines the goals and objectives of his activities (external socio-pedagogical process). This is the next substage of the socio-pedagogical process, which can be called goal setting.

Targetsocio-pedagogical process - this is what a social worker should strive for in interaction with a client. The goal, in essence, is the social ideal that the social worker wants to approach when working with this client. In accordance with the goal, the tasks that need to be solved to achieve it are determined.

Next comes the substage of identifying the content and method of implementation of the external socio-pedagogical process. This sub-stage includes: Socio-pedagogical modeling. It is understood as the empirical creation of an ideal model of targeted activity for the implementation of a specific technology that ensures the achievement of a certain goal, taking into account the capabilities of the environment and the personal experience of the social worker. Modeling is of a general or specific nature: achieving a general goal, solving a particular problem. Its main purpose is to help the social worker choose the most optimal option for educational technology, which can allow him to achieve the optimal result in a given situation.

Technology selection- the next substage of the socio-pedagogical process. Technology is one of the ways to achieve a certain goal, established on the basis of previous experience or identified and justified. To select (develop) technology, a social worker needs to know:

social problems of the client and the reasons for their occurrence;

individual characteristics of the client: deviations, position and opportunities;

the goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;

conditions for implementing the technology (in a specialized center, at home);

forms of technology implementation (in stationary conditions; at home; in a social service center);

your capabilities in using this or that technology;

temporary opportunities for technology implementation.

Next, you need to determine how to implement it. This requires socio-pedagogical forecasting. It allows you to draw up a draft of a possible implementation of the selected technology. If the technology includes a description of the implementation method, then there is no need for design. Having chosen the most optimal method of implementation, proceed to the next substage.

Planninghis activities- the next substage of the preparatory stage. It provides for the development of an implementation schedule by time, place and type of activity (nature of activity). Planning helps to realize the plan, ensuring the complexity and intensity of activities.

Second phase- main - direct activity to implement the selected technology using a set of methods, means, techniques. The process has its own substages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these sub-stages that all previous activities are carried out.

At the second stage, there is not only the active implementation of the technology, but also its further individualization. It ends with the achievement, to one degree or another, of the set goal.

Third stage- effective - assessment and analysis of the results obtained and determination of subsequent prospects. It includes sub-steps:

c) general assessment of the external socio-pedagogical process and its effectiveness;

d) general (final) conclusions regarding the implementation of the socio-pedagogical process.

For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation) and the achievement of a rational result.

Ways to improve the effectiveness of a social worker. The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways to improve it:

a) the client’s internal (individual) capabilities for appropriate adaptation and rehabilitation;

b) the client’s activity, stimulating his activity in independently solving his problems. This factor emphasizes the exclusive role of the client himself. He acts not as a passive factor, but as an active self-creator;

c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal one and aimed at ensuring its most complete implementation;

d) the environmental conditions in which the client lives and self-realizes.

They either stimulate or restrain the self-realization of the client’s internal socio-pedagogical process.

The external socio-pedagogical process is determined primarily by the substages that make it up. The main way to enhance its effectiveness is to increase the effectiveness of each stage, including:

improving the quality of diagnostics of the client’s individuality;

qualitative and most complete socio-pedagogical characteristics of the client;

the ability to competently predict the dynamics, direction and intensity of changes in the phenomenon under study and problems caused by the external socio-pedagogical process;

a fairly accurate definition of the socio-pedagogical (socio-pedagogical) problem (problems) and, based on it (them), the target setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;

the ability to carry out social and pedagogical modeling of the activity process necessary for choosing the optimal technology;

selection of the most optimal technology and method of its implementation;

ensuring the quality of preparation for the implementation of the activity process (the most optimal course of the external socio-pedagogical process);

ensuring the quality of implementation of the external socio-pedagogical process, taking into account the demonstrated dynamics and the possibilities for its improvement;

ensuring the client's adaptation after completion of implementation activities, assistance and support in self-realization.

Thus, the most optimal interaction of internal and external socio-pedagogical processes and the most complete realization of their capabilities are achieved.

2.3 Analysis of the activities of a social teacher

The activity of a social teacher, like any other type of social activity, has its own structure, thanks to which it can be gradually divided and consistently implemented. The main components of activity are goal setting, choice of methods of action and its tools, and evaluation of performance results.

Social and pedagogical activity begins with setting goals and objectivesthat the specialist needs to solve - to develop the child’s communication skills, which for some reason he lacks, to help the child adapt to a new environment, etc. The goal, in turn, will determine the content of the activity, methods of its implementation and forms of organization, which are interrelated between themselves.

The purpose of socio-pedagogical activity and its final results depend on how correctly the content is defined, what methods are chosen to achieve it and the form of organization of this activity. It is clear that content, methods and forms cannot exist independently of each other, their relationship is determined by the fact that the content influences the forms and methods, which in turn can adjust the content and forms; In addition, forms and methods are also interconnected.

The solution to any child’s problem that requires the intervention of a social teacher begins with diagnosing the problem, which includes the mandatory stage of collecting, analyzing and systematizing information on the basis of which one or another conclusion can be made. A feature of the work of a social teacher is that a child cannot always formulate the problem that arises for him and explain what caused it (a conflict with parents, a conflict with teachers, a conflict with a group of children, etc.), so the task of a social teacher is to to identify all the significant circumstances of the child’s situation and make a diagnosis.

The next stage is to find ways to solve this problem. To do this, based on the diagnosis, a goal is set and, in accordance with it, specific activity tasks are identified. The tasks can be accomplished in two ways. First, this problem can be solved in a known way, using already developed technologies, therefore the task of the social teacher is to choose exactly the technology that will provide successful resolution Problems. To do this, a social teacher must be armed with knowledge about all existing social and pedagogical technologies, as well as the ability to choose the one that is necessary in a given particular case.

If he fails to do this (an exceptional case), then the social teacher must be able to draw up his own program for solving the problem, that is, independently develop the technology of his activities in this case. To do this, the social teacher needs to know what an individual program is, how it is compiled, how the characteristics of the child and the characteristics of his problem are taken into account, and much more.

In any case, these two branches lead to a solution to the problem. To do this, the social teacher, depending on what technology he uses, selects the appropriate methods (persuasion, exercise, etc.) and forms of organization (individual, group) of his activities, certain means that he uses in his work and which allow him to decide problem for the child.

At the end of the work, the social teacher must evaluate how correctly the child’s problem was solved. In this case, at least two cases are possible: the social teacher positively solves the child’s problem, and this is where his work with the child ends; the second case - the social teacher could not or only partially solved the child’s problem, then it is necessary to find out at what stage the mistakes were made: the stage of diagnosing, choosing a solution or determining methods and means. In this case, it is necessary to adjust its activities at each stage and repeat the solution to the problem.

It should be noted that a social teacher in his professional activities deals with a child in the process of his development, upbringing, and social formation. The social pedagogue’s focus is on the process of socialization and successful integration into society. The activities of a social teacher are focused on working with a person in a personal-environmental context, in his society, the surrounding microenvironment, in the sphere of communication with the priority of educational and health-improving tasks. A social teacher, by his professional appointment, is called upon to prevent a problem, promptly identify and eliminate the causes that give rise to it, provide preventive prevention of various kinds of negative phenomena (moral, physical, social), deviations in people’s behavior, their communication and, thus, improve the health of the environment their microenvironment. Therefore, he has to master various social roles and change them in practical activities, depending on the situation and the nature of the problem being solved.

The following are distinguished: functions of a social teacher.

Educational. It provides targeted pedagogical influence on the behavior and activities of children and adults, strives to fully use in the educational process the means and capabilities of social institutions, the capabilities of the individual as an active subject of the educational process.

Diagnostic. He studies medical, psychological and age-related characteristics, a person’s abilities, delves into the world of his interests, social circle, living conditions, identifies positive and negative influences, problems.

Organizational. Organizes social and pedagogical activities of children and adults, their initiative, creativity; influences the content of leisure, assists in the issue of employment, career guidance and adaptation, carries out the interaction of medical, educational, cultural, sports, legal institutions in social and pedagogical work.

Prognostic. Participates in programming, forecasting and designing the process of social development of a specific microsociety, the activities of various institutions involved in social work.

Preventative and sociotherapeutic. Takes into account and puts into effect socio-legal, legal and psychological. mechanisms for preventing and overcoming negative influences; organizes the provision of sociotherapeutic assistance to those in need, ensures the protection of their rights.

Organizational and communicative. Promotes the inclusion of volunteer assistants in social and pedagogical work, business and personal contacts, concentrates information and establishes interaction in their work with children and families.

Security and protective. Uses the existing arsenal of legal norms to protect the rights and interests of the individual, promotes the use of measures of state coercion and the implementation of legal liability in relation to persons who allow direct or indirect illegal influence on the wards of a social teacher.

Officially installed spheres, where the position of social teacher was introduced:

education (preschool, general education institutions; boarding schools, general educationinstitutions for orphans and those left without parental care, etc.);

healthcare;

institutions of the social system protection of the population

institutions of the penitentiary system

Committee for Youth Affairs (yard children's clubs, children's art houses, youth hostels, rest homes for teenagers, educational youth centers).

ObjectsThe activities of the social teacher are children in need of social assistance and their families. Let's look at these two components.

The main purpose of a social teacher is the social protection of a child or adolescent, providing him with social or medical assistance, the ability to organize his education, his rehabilitation and adaptation. To solve these problems, the social teacher studies the child, his condition, the level of the crisis, and plans ways to overcome it.

Collaborating with the school, the social teacher helps parents and schoolchildren in normalizing relations, finds out the reasons for students not attending school, identifies families where children are abused, and children who are lagging behind in physical and mental development. To help the student and his family, he attracts a psychologist, lawyer, doctor, and police officers. Unlike a subject teacher, a social teacher is not in the classroom or at the teacher’s table, but in a school club, in a section, in a multi-age group, where his help and assistance to a child is needed.

It identifies children in need of social assistance. This:

· Underachieving children who, due to their abilities, cannot master the school course;

· Children who experience stress either in a group of peers at school or in the family;

· Problematic schoolchildren who have become involved in alcohol or drugs are most often registered with the juvenile affairs commission;

· Gifted children.

Sometimes helping these children can only be to sort out their relationships with others. In another case, teach them to control their actions and be confident in themselves.

The social teacher becomes the organizer of the student’s extracurricular time and facilitates his enrollment in various sections, mugs, clubs. He also coordinates the work of the teaching staff with difficult children, with families, with the surrounding social microenvironment and the community of the neighborhood. Plays a major role in preparing and drawing up the school's social work plan. He pays special attention to children expelled from school, helping to place them in another school and get used to the new team.

A social teacher identifies schoolchildren who are illegally employed at work during school hours, resolves the issue of their studies, and checks whether legal standards for child labor are being met. Controls the receipt of all social privileges by large families: free school breakfasts, purchase of clothing, transportation costs.

A social teacher is part of a team of specialists working with CRO classes. The joint efforts of specialists (teachers, psychologists, social educators, speech therapists and other specialists) working with children of this group are aimed at organizing such conditions for the education and upbringing of children that would contribute to their more effective adaptation to school life, intellectual development, development of mental processes, etc. Specific purpose The work of a social teacher in KRO classes is to overcome the difficulties of teaching a child in a real social situation and return him to the normal process of development. The work of a social teacher with children of this category is directly aimed at creating conditions for the student’s effective adaptation to new living conditions, helping in solving problems of social interaction, and improving the climate interpersonal relationships in the family, with teachers, peers.

A social teacher actively works with difficult teenagers.

Difficult teenagers are pedagogically neglected children; they are physically healthy, but not brought up and not trained. They lag behind their peers in their studies, do not like to work, cannot do anything systematically, and cannot force themselves to do anything. They violate discipline at school, skip lessons, conflict with teachers, peers and parents, consider themselves failures, wander, drink, take drugs, and break laws.

The goal of a social teacher’s work with difficult teenagers is to create favorable conditions for their personal development (physical, social, spiritual, moral, intellectual), provide them with comprehensive socio-psychological assistance, as well as protect the child in their living space. A social teacher acts as an intermediary between a child and an adult, a child and his environment, and also as a mentor in direct communication with the child or his environment.

A social teacher, in accordance with his professional purpose, strives, if possible, to prevent problematic behavior, promptly identify and eliminate the causes that give rise to it, and provide preventive prevention of various kinds of negative phenomena (social, physical, social, etc.). A social educator does not wait for people to turn to him for help. In an ethical form, he himself “comes out” to contact with a difficult teenager and his family.

Activities of a social teacher with a familyincludes three main components of social and pedagogical assistance: educational, psychological, mediation.

Let's consider each of the components sequentially. The educational component includes two areas of activity of a social teacher: assistance in training and education. Assistance in education is aimed at preventing emerging family problems and developing a pedagogical culture for parents.

The most typical mistakes in education include: insufficient understanding of the goals, methods, and objectives of education; lack of uniform requirements in education on the part of all family members; blind love for a child; excessive severity; shifting the care of education to educational institutions; parents' quarrels; lack of pedagogical tact in relationships with children; the use of physical punishment, etc. Therefore, the activities of the social teacher include extensive education of parents on the following range of issues:

pedagogical and socio-psychological preparation of parents for raising future children;

the role of parents in shaping children’s appropriate behavior in relation to peers;

relationships between different generations in the family, methods of pedagogical influence on children, formation positive relationships between children and adults;

raising children in a family, taking into account gender and age;

socio-psychological problems of raising “difficult” teenagers, problems of the negative impact of neglect and homelessness on the child’s psyche;

the essence of self-education and its organization, the role of the family in guiding the process of self-education of children and adolescents;

encouragement and punishment in raising children in the family;

the most common mistakes parents make in raising children;

features of raising children with disabilities in physical and mental development;

labor education in the family, helping a child choose a profession, problems of identifying and developing professional inclinations and inclinations of children;

organization of work, study, rest and leisure schedules for children in the family;

preparing children preschool age to classes at school;

moral, physical, aesthetic, sex education of children;

development of ideas about communication in childhood;

the causes and consequences of childhood alcoholism, substance abuse, drug addiction, prostitution, the role of parents in existing childhood pathology, the connection between children’s health and the antisocial addictions of their parents.

Along with the transfer of this kind of knowledge by parents, social teachers can also organize practical classes that help to significantly streamline the life of the family and increase its social status.

Assistance in education is carried out by a social teacher, first of all, with parents - through counseling them, as well as with the child through the creation of 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.

If parents do not achieve positive results in their upbringing, then, consequently, the family has inadequate upbringing methods. When providing assistance to a family, a social educator needs to discuss with parents the methods of education used in their family and help determine the most adequate ones; the system of methods and techniques in the educational process suggested to parents must be transformed and embodied in real relationships that form an educational environment that is comfortable for all family members .

The psychological component of social and pedagogical assistance includes 2 components: social and psychological support and correction. The support is aimed at creating a favorable microclimate in the family during a short-term crisis. A social teacher can provide psychological support to families experiencing various types of stress if he has additional psychological education; in addition, this work can be performed by psychologists and psychotherapists. This work is most effective when assistance to the family is provided in a comprehensive manner: a social teacher identifies the problem by analyzing the family’s interpersonal relationships, the child’s position in the family, the family’s relationship with society; a psychologist, through psychological tests and other techniques, identifies those mental changes in each family member that lead to conflict; a psychiatrist or psychotherapist provides treatment.

Correction of interpersonal relationships occurs mainly when there is mental violence against a child in the family, leading to disruption of his neuropsychic and physical condition. Until recently, this phenomenon was not given due attention. This type of violence includes intimidation, insult to a child, humiliation of his honor and dignity, and violation of trust.

The social teacher must adjust relationships in the family in such a way that all necessary measures to ensure established order and discipline in the family are maintained using methods based on respect for the human dignity of the child in accordance with the Convention on the Rights of the Child. Unlike psychotherapy, socio-psychological correction reveals conflicts within family relationships and relationships between family and society. The goal is to help family members learn how they interact with each other and then help them learn how to make those interactions more constructive.

The intermediary component of social and pedagogical assistance includes 3 components: assistance in organization, coordination and information.

Assistance in organizing is aimed at organizing family leisure, including: organizing exhibitions and sales of used items, charity auctions; interest clubs, organization of family holidays, competitions, courses but household, "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 in it.

Such problems could be:

transfer of a child to a foster family. Ideally, a social teacher should conduct an examination of this family and the psychological climate in it. After the decision to transfer a child is made, it is necessary to regularly patronize this family, talk with the child and parents to make sure that the child is happy there. If a problem arises in the child’s adaptation to his new family, social educators should be involved in resolving it in order to provide full care for the child. If a child has real parents, the social teacher, in addition to interacting with the adoptive parents, must maintain contact with the true parents. The goal should be to enable the natural parents to prepare (if the family is well) for the return of the child. In addition, the purpose of socio-pedagogical activities is to help members of the biological family stay together during the period of growth and development of the child;

adoption of a child, which involves permanent care for children in need. It gives adoptive parents the rights that biological parents had. But in addition to rights, they are also endowed with responsibilities, the implementation of which must be monitored by a social teacher;

placement of children in shelters. A shelter, unlike an orphanage, is a place of temporary stay, so the child should stay there exactly as long as necessary to solve his main problems. During this period, social educators are obliged to find out information about the place of the child’s previous residence, the reasons for his neglect, to search for parents or persons replacing them, relatives, to inform them about his presence in the shelter, to promote the correction of relationships in the family, to facilitate the return of the child to the family, to help in employment and solving material and housing problems.

placing a child in institutional care, such as an orphanage, boarding school, forest school, family orphanages, which can be created by government services or private organizations that do not make a profit from it.

Information assistance is aimed at providing families with information on social protection issues. It is carried out in the form of counseling. Questions may relate to housing, family and marriage, labor, civil, pension legislation, the rights of children, women, disabled people, and problems that exist within the family.

This assistance is provided to any family member, including children who are being abused or neglected. Abuse means bodily harm, violence or overwork. Neglect implies neglect of child care, including nutrition and medical care. As a last resort, this type of assistance provides recommendations for deprivation of parental rights and transfer of the child to boarding schools.

However, this measure should be used in exceptional cases, since the family atmosphere is very important for the emotional health of the child. To help children stay in the family, social educators first observe what is happening at home, advise children and parents, inform parents about legal requirements, and use judicial sanctions as a means of motivating positive changes in the child's life.

To summarize the above, it is necessary to once again emphasize the complexity, diversity, and high practical significance of the activities of a social teacher. Its most important characteristic is its close relationship with the activities of class teachers, subject teachers and additional education teachers, psychologists, speech therapists, lawyers, medical and police officers.

Conclusion

In conclusion, I would like to note once again that in modern conditions of aggravation of economic, political and social problems, social assistance to families and children is required, and the work of a social teacher has become in urgent demand. In this study, we examined the theoretical foundations of social pedagogy, which constitute the general professional training of a social worker.

Studying the theoretical foundations of any science is impossible without considering the history of the emergence of this science. The history of social pedagogy, as part of general pedagogy, explores the emergence and development of the practice of teaching and upbringing, various pedagogical theories and concepts, methods of teaching and upbringing at different times, studies the practice of social education of domestic teachers, and analyzes their experience.

To summarize, it is necessary to say that the formulated hypothesis is correct: knowledge of the theoretical foundations of social pedagogy is an important component of the training of a social teacher as a specialist to work in a general education institution.

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