Socio-psychological competence of the individual and its development. A comprehensive psychological and pedagogical analysis of the category of "social competence" revealed its multidimensionality and the absence of a single point of view on its content (L.A. Petrovskaya). Social competence is considered in the context of social knowledge and skills that provide a person with social adaptation, social awareness, which makes it possible to find the optimal correspondence between the person and the conditions of society, fixed in the concepts of "social intelligence" and "social thinking" (J. Guildford, K.A. Abulkhanova-Slavskaya, V.N. Kunitsyna, etc.). Social intelligence is understood as an integral ability that determines the success of interpersonal interaction and social adaptation, including integrated social knowledge and developed mechanisms for their processing.

In foreign studies of social competence, the emphasis is on social behavior belief system(A. Argeil, A. Goldstein and others) and social activities that determine the complex of social skills necessary for successful social activity, and the conditions for their manifestation. A special place in studies of social competence is given to personality behavior in difficult life situations(M. Tyszkowa, W. Thomas, S. Rosenzweig, F. E. Vasilyuk, L. F. Burlachuk, E. Yu. Korzhova, E. E. Danilova and others), defined as a set of constructive methods for their resolution and fixed as the main sign of socially competent behavior.

Socio-psychological concepts of social competence are distinguished in its structure communicative and personal potential as a complex of properties that facilitate interaction, and consider social competence as meta-competence, emphasizing the role of the ego component in it (V.N. Kunitsyna).

Acmeological studies (A.A. Derkach, A.K. Markova) include, in addition to knowledge, abilities and skills a spiritual-personal, motivational-value component, implying social responsibility and the desire for self-realization of the individual in the profession and in society as a whole.

Social competence - integrative personal education, combining into a system a person's knowledge of society and himself, skills, behavioral skills in society, as well as relationships manifested in personality traits ah of a person, his motivations, value orientations, which allows integrating internal and external resources to achieve socially significant goals and solve problems.

Table 1

Components of social competence (SC) at specific age stages of personality development

SC components	The constituents	Junior school age	Adolescence	Senior school age
Cognitive-behavioral component (knowledge, skills and abilities)	knowledge	Knowledge of the norms, rules of behavior and interaction of the student	Knowledge of the norms and rules of interaction, communication and behavior in society	Knowledge of the means and methods of self-realization in society
		Knowledge of productive methods of educational activity	Knowledge productive ways interaction in activities	Differentiation of social scenarios
		Knowledge of the characteristics of one's own personality, contributing to success in activities	Knowing your own personality traits contributing to the achievement of success in interaction and activities	Knowledge of one's own personal reserves that ensure social competence
	Skills and abilities social behavior	Formation of productive methods of educational activity	Formation of general educational skills and methods of educational activities	Formation of skills of self-educational activity
		Formation of skills for constructive interaction with peers and adults	Skills of effective communication and constructive interaction in educational and extracurricular activities	Skills of effective interaction and cooperation with adults and peers, the ability to perceive and understand another
		Self-control skills	Emotional self-regulation skills, possession of the means of organizing one's behavior	Self-management skills
		Skills for constructive behavior in difficult situations	Problem-solving behavior skills	Skills of goal-setting and building a time perspective. Coping skills (vitality)
Motivational and personal component (relationship)	Relationships expressed through motives and values	Commitment to observance of rules, guidance in behavior by conscientious social norms and rules	Striving to express oneself in socially approved activities	Striving for self-realization in society, meaningfulness of life, the presence of life goals
		Formation of educational motivation	Positive learning motivation, predominance of motives for achieving success, value of learning	Value attitude towards learning and cognition
		Value attitude towards another person, striving for friendly contacts	Value attitude towards oneself and another person, communication partners	Acceptance of the values ​​of "I" and "other"
	Personal qualities	High self-esteem, self-satisfaction	Adequate self-esteem consistent with the level of aspiration	Self esteem
		Self-organization and self-regulation	Responsibility, good internal control	Social responsibility, internal control in relation to life
		Self-critical attitude	Empathy towards a partner	Self-identity
		Intellectual reflection	Behavioral Reflection	Personal reflection

In the structure of social competence, two generators have been identified: cognitive-behavioral and motivational-personal. Cognitive-behavioral generatrix includes: social intelligence (social knowledge, their structuredness, adequacy), social skills, social behavior skills, including productive techniques for performing socially significant activities, effective interaction skills and constructive behavior skills in difficult life situations. Motivational and personal generator represented by the motives and values ​​of self-realization in society (motives of achievement, self-realization in socially significant activities, meaningfulness of life), as well as personal properties that ensure self-realization of the individual.

Psychological characteristics and trends in the development of social competence. Solving the problem of factors and conditions that determine the development of social competence of schoolchildren, carried out on the basis of conceptual provisions on the social situation of development and the leading activity of the subject (L.I.Bozhovich, L.S.Vygotsky, V.V. Davydov, A.N. Leontiev, A.V. Petrovsky, D.I. Feldshtein, D.B. Elkonin, O.A. Karabanova and others), macro- and micro-factors of socialization of a student (V.G. Bocharova, I.S. Kon, A.V. Mudrik and others), human subjectivity (A.V. Brushlinsky, V.I.Slobodchikov), based on the ideas of the ecopsychological approach (V.V. Rubtsov, V.I. Panov, V.A. Yasvin) the special role of the educational environment as a psychological and pedagogical reality, containing specially organized conditions for the formation of a personality, as well as opportunities for its development, included in the social environment. Analysis of approaches (L.N.Berezhnova, V.G. Vorontsova, V.A.Karakovsky, G.A. Kovalev, T.V. Meng, L.I. Novikova, V.A. Orlov, V.I. Panov , V.V.Rubtsov, N.L. Selivanova, V.I.Slobodchikov, S.V. Tarasov, V.Ya. Yasvin and others) to the study of the educational environment of teachers and psychologists made it possible to identify psychological factors in the educational environment that determine development of social competence. It has been established that in the development of social competence in the educational environment, the leading role is played by the nature of the interaction of the subjects of the educational environment. To achieve an optimal result, externally organized influence is not enough. Awakening of intrapersonal mechanisms is necessary.

Here, the decisive importance in the formation of social competence is the desire of the individual for self-realization, the individual's awareness of his own goals and the acquisition of skills to overcome obstacles on the way to their achievement. It is shown that the development of social competence of schoolchildren is feasible in a developing educational environment characterized by open, active, safe, dialogue interaction of participants, where special psychological and pedagogical programs for the development of social skill in schoolchildren are implemented.

The problem of identifying the main guidelines in the development of social competence. In their definition, we start from the concept of social competence as an integrative personal education, as well as from the conceptual provisions of developmental psychology (L.I.Bozhovich, L.S.Vygotsky, A.N. Leontiev, D.B. Elkonin) according to which the condition and the means of forming mental neoplasms corresponding to a certain age stage of development is the leading activity, the basic mental neoplasm that "permeates" all stages of the student's development is the arbitrariness and awareness of the regulation of his personal activity. Each stage of education must solve specific psychological problems (the initial stage is mastering educational activities, adolescence is mastering communication, senior school age is mastering the methods of self-realization as a condition for the formation of social competence.

This made it possible to single out the age components of social competence and fill them with specific content for three age groups: junior schoolchildren, adolescents, and senior schoolchildren (Table 1).

table 2

Social and communicative personality traits

The qualities of a person and her mental processes necessary for communication
Focus on others - other people are in the human value system	Characteristics of cognitive processes	Features of the emotional sphere
Humanism Tolerance Altruism Sociality Contact	Thinking - the ability to analyze the actions of other people and anticipate their behavior in various situations Imagination - the ability to put oneself in the place of another, to see oneself and what is happening through his eyes Intuition - comprehension of the essence of other people and the ability to build communication without knowledge and proof Attention - the ability to highlight the essential, to keep the thread of the conversation, to highlight the features of the state and behavior of the interlocutor, observation Perception - accuracy, adequacy, positivity Memory - memory for faces names, surnames, ability to retain information	Development of higher emotions (love, empathy, sympathy) Emotional stability of the personality (resistance to stress) The predominance of positive emotional states Emotional stability

The essential components of social competence are age-related neoplasms that ensure success in leading socially significant activities, in social interaction and associated with the motivation of self-realization in society. The distinguished age components of the social competence of schoolchildren set the system of the most significant indicators that are adequate to the social situation of development and the leading socially significant activity.

First level characterized by a low degree of formation of personality neoplasms necessary for social adaptation.

Volatile level is determined by a situation when certain indicators of social competence are formed at a sufficient level and can create the basis for achieving success in socially significant activities or interaction, while others are at a low level of development and impede social adaptation. At the same time, various combinations of the degree of formation of the components of social competence can be observed; the most significant at each age are of particular importance for level identification.

Steady level presupposes the achievement of sustainable development of all personal neoplasms of age, ensuring success in social activity, that is, high development indicators of all components of social competence that are most important for age

The ratio of the levels with the age components of social competence, expressed in measured personality manifestations, determines the system of interrelated indicators for each age.

Social and communicative competence of the individual.It refers to the ability of an individual to effectively interact with people around him in the system of interpersonal relations. This type of competence is formed in the course of the individual's mastering of communication systems and inclusion in activities. It includes:

1) the ability to navigate social situations;

2) the ability to correctly determine the personality traits and emotional states of other people;

3) the ability to choose adequate ways of dealing with them and implement them in the process of interaction;

4) a special role is played by the ability to put oneself in the place of another person (identification), to feel his feelings, to empathize with him (empathy) and to anticipate and predict the behavior of others and his own in the process of communication (social intuition and social reflection).

Communicative personality characterized by a set of individual properties and characteristics (sociability, charisma, empathy, etc.), which provide the ability to choose a scheme for transmitting information in a particular situation and adequately perceive information.

A communicative personality is characterized by motivational (motives and needs), cognitive (cognitive experience, linguistic consciousness) and functional (speech etiquette, the ability to vary verbal and non-verbal means of communication) parameters.

· Social sensitivity (accuracy of perception and understanding of another person);

· Basic interaction skills (a repertoire of skills that is especially important for professionals);

· Skills of approval and reward, which are essential for all social situations;

Balance, calmness as the antithesis of social anxiety (Argeyle, 1974 - cited in 10, p. 478)

V.N. Kunitsyna, N.V. Kazarinova, V.M. Pogolsha distinguish the following components in the structure of social competence:

· operational SC - knowledge of social institutions and structures, understanding of functioning social groups, modern conjuncture, breadth and requirements of the modern repertoire role behavior, general social orientation and awareness;

· verbal competence- the relevance of statements, taking into account the context and subtext of the statement, the absence of difficulties in written speech, the plurality of meanings of the concepts used, the metaphorical nature of speech;

· communicative competence- possession of complex communication skills and abilities, knowledge of cultural norms and restrictions in communication, good breeding;

· socio-psychological competence - interpersonal orientation, an idea of ​​the variety of social roles and methods of interaction, the ability to solve interpersonal problems, developed scenarios of behavior in complex conflict situations;

· ego-competence - an important component of the middle class: awareness of their nationality, gender, class, group affiliation, knowledge of their strengths and weaknesses, their capabilities and resources, understanding the reasons for their mistakes, knowledge of the mechanisms of self-regulation and the ability to use them. (10, p. 480-481).

There are other approaches to the structure of social competence.

The structure of a person's social competence from the point of view of the model we propose is not a simple set of knowledge and skills, but a complexly organized, hierarchical structure, a systemic quality of a person, which is realized in the interaction of a person with society. The phenomenon of social competence is multifaceted. It can be viewed as a complex complex system of competencies, an integrative quality that ensures a person's success in social situations. As already mentioned, it (SK) includes: ego-competence, psychological, socio-psychological, conflict, communicative, moral and legal, economic, political, professional and labor. In Figure 1, these types of competencies are conventionally presented in the form of nine segments. Each specific competence represents the above multi-level structure filled with different content depending on the type of competence. Let us consider in more detail the SC model using Table 1.

Table 1.

The structure of social competence

Competence types	"Core" - an emotional-value substructure (a system of values, attitudes, positions, relationships)	Cognitive substructure	Operational substructure
Ego competence	Self-acceptance, positive self-esteem, self-esteem	Adequate knowledge about yourself, your strengths and weaknesses	Self-reflection, self-presentation, self-regulation
Psychological competence	Humanistic values, benevolent and tolerant attitude towards others, tolerance	Knowledge about the individual psychological characteristics of people and their manifestations in behavior	Skills and skills of interaction with different people, taking into account their individual characteristics, the ability to "get attached" to to different people
Communicative competence	Extroversion, sociability, contact.	Adequate level of awareness, erudition in certain or different areas, knowledge of communication, verbal and non-verbal means of communication	Intelligence and social intelligence, empathy, verbal and non-verbal abilities, communication skills and abilities, the ability to translate thoughts into words
Socio-psychological kaya	Willingness to cooperate and interact,	Knowledge about the patterns of human behavior in groups, about the influence of the group on the personality and personality on the group, about the types and properties of groups	Socio-perceptual and interactive abilities, skills and abilities; cooperative ability, organizational ability, social intelligence, empathy
Conflict (conflictological) competence	Humanistic system of values ​​and attitudes, rational attitude to conflict	Knowledge about the conflict, the characteristics of the behavior of people in the conflict, the factors influencing the behavior, about the ways of managing and resolving conflicts	Skills of constructive behavior in conflict, skills of assertive (confident) behavior, self-regulation, influencing others using methods of psychological influence
Moral and legal competence	Acceptance of moral and legal social norms,	At least elementary moral and legal knowledge and ideas about "should" and "inappropriate"	Ability to implement moral and legal knowledge in real life situations
Economic competence	Willingness to engage in commodity-money relations, market orientation	At least basic knowledge about commodity-money relations, about the market	Ability to implement economic knowledge in real situations related to wages, goods and services
Political competence	Prosocial value system, humanistic attitudes	At least basic ideas about various political movements	The ability to defend their views, the ability to see the essence of various political trends
Professional cash labor competent ness	A positive attitude towards work, the value of work, the need for work, the presence of professional motivation	Knowledge about the world of professions, about the requirements for a specialist, about their professional preferences and inclinations	Labor and professional skills and abilities, the ability to relevant activities

1.5. Assessment of the socio-psychological skills of a manager as one of the indicators of his social competence

Of all the components of a manager's social competence, let us focus on the socio-psychological, as being essential for the effective performance of his work. It, as already mentioned, includes a number of tasks such as problem solving and decision making, identifying the needs and expectations of individuals, high empathy, proper placement of personnel, discussion of work goals and means of achieving them, teamwork skills, a sense of justice, the ability to lead others. B. M.Alban and P.Wright (26) describe the social skills of managers through the ability to conduct different types of interviews (interview "Recommendations", interview "Choice", interview "Evaluation"), as well as through negotiation skills, interpersonal leadership skills, assessment skills. To implement these skills, a certain degree of socio-psychological competence is required. Let us dwell on the assessment of the operational substructure of this competence. The basis for the assessment can be working scheme for the assessment of social skills, proposed by John and Mary Collins, John Wiley and Sons Chichester (26, pp. 30-33):

table 2

Social Skills Assessment Scheme

Interpersonal skills	Assessment indicators
Positive	Negative
First level 1. Observation: a) Can correctly and fully describe the physical characteristics of a person b) Describe the activities of a person at a certain time, with an emphasis on behavior, verbal and not verbal communication c) Describe in detail two moments of interaction: one-on-one, in small groups and the ability to describe one's behavior in similar situations	a) A systematic and comprehensive description b) A detailed description of the specifics of verbal / non-verbal communication c) A systematic approach to observation and reporting of observations, taking into account the behavior of everyone, including passive participants	a) The use of vague, general descriptions, emphasis on one characteristic b) Giving meaning only to verbal communication or vice versa, premature conclusions, a small amount of explanations and reviews, expression of only a general impression c) Inability to distinguish between process and context, inability to describe one's behavior, reasons for behavior
2. Listening Proof of listening is when the manager can repeat what the person said.	Clear message repetition	The message is distorted by your own thoughts and feelings; trying to remember too much is unnecessary and unimportant
3. Ability to ask questions a) Use open and closed questions selectively, in the order in which information is received b) Use open and closed questions and stimulating techniques to enable the client to express his thoughts and feelings	Demonstration of the ability to distinguish between closed and open questions and to use appropriate ones, to act selectively	Failure to distinguish between and use closed and open-ended questions
4.Communication of information Provide the required information clearly and skillfully	Information appropriate to the situation	Too many / few details, assigning knowledge to the interlocutor that he does not have
5. Group participation Actively contributes to the development of the group, achieving objectives, describing the two skills used	Answers match the ideas, feelings of others, the ability to distinguish between right / wrong behavior	Ignoring, neglecting tasks, group feelings, dominating own needs, ideas, easily distracted and distracting others
Second level 1) Demonstration of listening skills means that the manager will accurately adjust feedback and get a clue	Can provide feedback and gain clues	Can't get feedback and get a clue
2) Expressing respect and cordiality	Expression of interest, concern, use of kind responses	Using stereotyped responses, attention is absorbed in tasks or in oneself. Determination of desire from the client's point of view
3). Ability to understand others	The interlocutor is happy that his feelings are understood and the work is moving forward	The interlocutor repeats attempts to express feelings or "turns off".
4) Using special verbal / non-verbal techniques to communicate with the client	Pay attention to the selection and use of words, tone, tempo of voice, alignment of messages with the environment	Ignore the desires of the interlocutor and the environment
5). Ability to correlate used terms and topics	The ability to summarize the main point of the interview	Selects parts of the interview at random, focusing on pace and priorities
6) The structure of the interview should be tailored to the pace of the interviewee	Calculates the pace and chooses the structure	Acts randomly, for good luck, without taking into account the pace and desires of the interlocutor
7) Notice the behavior of interlocutors and groups when interacting with others: society, family	Correct description of observed behavior	Inability to distinguish processional context, inability to describe their behavior, inability to see the causes and results of behavior, due to absorption in visible behavior
8). Show initiative and lead group work, giving the opportunity to achieve the assigned tasks and the ability to describe the 2 leading skills used in the process	Prepare yourself and others for group work, the opportunity for everyone to participate, the creation of an emotional climate, the possibility of group development, the correspondence of tasks to the goals of the group	Motivation is not established, the group dominates and therefore the personality becomes passive
9) Maintaining open communication with the interlocutor who is experiencing stress, loss, anxiety, betrayal	Expression of sympathy, response in a critical situation	Failure to find the right words for comfort
10) Provide an opportunity to develop self-confidence and self-esteem	Recognition of the other person's efforts and progress	The attitude towards the interlocutor is condescending, the use of fake reassurances or criticism
11) Expressing support when challenged	Encourage independence where possible, keeping the confidentiality of the interlocutor, taking into account his interests	To rush the interlocutor to complete tasks, discuss it with colleagues
12). Give clear and appropriate advice	Emphasize the possibility of choice, anticipate possible consequences	Retreat when advice is needed, impose advice, be unable to foresee the consequences

The proposed scheme can be used to assess the socio-psychological competence of a manager with different points view:

a) for self-assessment by a manager with the acmeological purpose of determining the prospects and tasks of his professional and personal self-improvement;

b) to assess the socio-psychological competence of candidates by experts in a competitive selection situation;

c) to assess the effectiveness of various training and development programs, trainings, refresher courses.

Social competence of an individual exists as a phenomenon that can be studied. The concept of social competence is not reducible to the concepts of communicative, socio-psychological competence, social intelligence. Social competence has great importance in human behavior. It allows you to avoid mistakes in life, to optimize emotional condition, relations with society.

The choice of the age of children in our study is due to a real expansion of children's opportunities, characterized by significant changes in motivational, cognitive, emotional, behavioral aspects, in communication with others, in the development of moral, mental and physical spheres. At this age, it is still impossible to talk about the existing hierarchy of motives and the established modes of behavior associated with them. This gives real opportunity to influence the process of formation of social competence most effectively. Senior Preschool and Junior Period school age is sensitive in the formation of social competence, since at its stage the arbitrariness of mental processes develops, motives are subordinated, an emotional response to educational influence is manifested (L.I.Bozhovich, L.S.Vygotsky, A.V. Zaporozhets, D.B. Elkonin and etc.).

Social competence is a combination of skills, knowledge and skills that contribute to the successful coexistence of an individual in a social space.

Note that there is still a confusion of the concepts of "competence" and "competence": from their synonymous use to mutual substitution. So, N.A. Grishanova, V.A. Isaev, Yu.G. Tatur and other scholars define professional competence (in general terms) as a set of personality traits that ensure effective professional activity. This characteristic includes professionally important knowledge, abilities and skills, abilities, motivation and experience of professional activity, the integration of which is a unity of theoretical and practical readiness for a specific job and allows a specialist to show in practice the ability to realize his potential for successful creative professional activity. In this case, “competence” is understood as a range of issues in which a specialist must be competent, a field of activity in which he realizes his professional competence.

A.V. Khutorskoy, on the contrary, defines the set of interrelated personality traits (knowledge, skills, skills, methods of activity) in relation to a certain range of objects and processes and necessary in order to efficiently act in relation to them, defines it as professional competence, and the degree of assignment of competence, that is, the possession, possession by a person of the relevant competence, including his personal attitude to her and the subject of activity, he calls competence. We adhere to a similar opinion and believe that the term “competence” should characterize the diversity of knowledge, skills, personal qualities, properties, etc., which a person should possess in accordance with his place in social and professional reality, that is, competencies can be described in terms of knowledge, skill, skill, experience, ability, etc. The term "competence" indicates the correspondence between the real and the necessary in the personality of a specialist, the degree of appropriation by the individual of the content of competencies, that is, it is, first of all, a qualitative indicator. At the same time, competence can characterize the mastery by a person of not one, but several competencies, in particular, professional competence can be defined as the master's mastery of all professional competencies.

Thus, it is perfectly acceptable to disclose the content of competence in two ways:

• - through the relevant competencies, the content of which, in this case, should be structurally - meaningfully presented in the form of a set of knowledge, abilities, skills, experience, etc. (in this way we represent professional competence);
• - directly - through the description of the relevant knowledge, skills, abilities, etc., without using the term "competence", as we did when describing social competence.

The analysis of works on the problem of the competence-based approach allows us to conclude that at present there is no unambiguous understanding of the concepts of “competence” and “competence”, which are often used in the same context.

Competence - possession, possession by a person of the appropriate competence, including his personal attitude towards her and the subject of activity.

The shift in the ultimate goal of education from knowledge to “competence” allows solving a problem typical for a Russian school, when students can master a set of theoretical knowledge well, but experience significant difficulties in activities that require the use of this knowledge to solve specific tasks or problem situations. Thus, the disturbed balance between education and life is restored.

From the point of view of the requirements for the level of training of graduates, educational competencies “are integral characteristics the quality of training students, associated with their ability to purposefully and meaningfully apply a set of knowledge, skills and methods of activity in relation to a certain interdisciplinary range of issues ”(A. V. Khutorskoy).

Key competencies:

The problem of selecting key (basic, universal) competencies is one of the central ones for updating the content of education.

Key competency statements represent the largest range of opinions; while using and European system key competencies, as well as Russian classifications proper.

A.V. Khutorsky, the list of key educational competencies is determined based on the main goals general education, the structural presentation of social experience and the experience of the individual, as well as the main activities of the student, allowing him to master social experience, to acquire the skills of life and practical activity in modern society.

I.A. There are three groups in winter key competencies on the basis of the provisions formulated in Russian psychology regarding the fact that a person is the subject of communication, cognition, labor (B.G. Ananiev), that a person manifests itself in the system of relations to society, other people, to himself, to work (V.N. ); that human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); that professionalism includes competencies (A.K. Markova):

• - competencies related to oneself as a person, as a subject of life;
• - competencies related to human interaction with other people;
• - competencies related to human activity, manifested in all its types and forms.

This grouping made it possible to structure the existing approaches to the name and definition of key competencies / competencies and to present their totality (in total, 10 main competencies were identified).

• 1. Competences related to the person himself as a person, a subject of activity, communication. They are:
  • - competence of health preservation: knowledge and adherence to norms healthy way life, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and observance of the rules of personal hygiene, everyday life; physical education human, freedom and responsibility of choosing a way of life;
  • - competence of value-semantic orientation in the world: the values ​​of being, life; values ​​of culture (painting, literature, art, music), science; production; history of civilizations, own country; religion;
  • - integration competencies: structuring knowledge, situationally adequate updating of knowledge, expanding the increment of accumulated knowledge;
  • - competence of citizenship: knowledge and observance of the rights and duties of a citizen; freedom and responsibility, self-confidence, self-dignity, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);
  • - the competence of self-improvement, self-regulation, self-development, personal and objective reflection; meaning of life; Professional Development; language and speech development; mastering the culture of the native language, knowledge of a foreign language.
• 2. Competencies related to human social interaction and social sphere:
  • - competencies of social interaction: with society, community, collective, family, friends, partners, conflicts and their settlement, cooperation, tolerance, respect and acceptance of the other (race, nationality, religion, status, role, gender), social mobility;
  • - competencies in communication: oral, written, dialogue, monologue, generation and perception of the text; knowledge and observance of traditions, ritual, etiquette; cross-cultural communication; business correspondence; office work, business language; foreign language communication, communication tasks, levels of impact on the recipient.
• 3. Competences related to human activities:
  • - competence of cognitive activity: setting and solving cognitive tasks; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;
  • - competence of activity: play, study, work; means and methods of activity: planning, design, modeling, forecasting, research activities, orientation in different types activities;
  • - competencies information technologies: reception, processing, issuance of information; transformation of information (reading, note-taking), mass media, multimedia technologies, computer literacy; possession of electronic, Internet technology.

Orientation of educational standards, programs and textbooks in individual subjects to the formation of common key competencies will provide not only a disparate subject, but also a holistic competence-based education. The educational competence of the student will play a multifunctional meta-subject role, which is manifested not only at school, but also in the family, among friends, in future industrial relations.

Competence - This is a system of competencies, the presence of certain knowledge and necessary experience for effective activities in a given area. Human competence has a certain structure, including components associated with the ability of the individual to solve the necessary problems in various fields of activity: independent cognitive, civil society, social and labor, cultural and leisure.

The Council of Europe has identified five groups of key competencies, which, according to UNESCO, should be possessed by graduates of a general education school. The first group includes social competencies, the mastery of which allows school graduates to take responsibility, actively participate in the development of a joint solution, be able to resolve conflict situations in a positive way, and effectively participate in the activities of various democratic institutions.

In domestic pedagogy and social psychology, communicative aspects prevailed in the definition of “social competence”. A. Kidron interpreted social competence as a necessary communication skill. Contact, sociability, talkativeness, persuasion, readiness for discussion, confident demeanor, etc. were considered as the properties of such social competence.

After the 90s. XX century social competence as a personal quality of a person becomes in demand in all social spheres of life, is considered as an interdisciplinary subject and is analyzed as a complex, multicomponent and multidimensional phenomenon. This trend finds its continuation in the research of real scientists.

So, V. N. Kunitsyna distinguishes the following types of social competence: verbal competence; communicative competence; socio-professional competence; socio-psychological competence; self-identification (ego-competence).

I.A.Zimnyaya shares the competence related to the social impact of a person and the social sphere into the competence of social interaction (with society, community, collective, family, friends, partners, conflicts and their repayment, cooperation, tolerance, social mobility) and competence in communication (oral, written, dialogue, monologue; knowledge and observance of traditions, etiquette; cross-cultural and foreign language communication; business correspondence; communication tasks).

In the dissertation research of E. V. Koblenskaya, social competence is viewed as “understanding the relationship“ I ”- society, the ability to choose the correct social guidelines, the ability to organize their activities in accordance with these guidelines. Social competence - "... this is the quality of a person - a subject of labor activity and a member of a given society, associated with the social norms that society regulates the life and interaction of its members."

O. K. Krokinskaya focuses her research on the insufficient level of social competence, which retains an authoritarian personality type with a complex of attitudes of confrontation and irrationality, with clichéd thinking, able to accept only simplified explanations.

Much attention is paid to the study of social competence by foreign authors. Thus, the German psychologists U. Pfingsten and R. Hintch interpret social competence as the mastery of cognitive, emotional and motor modes of behavior, which in certain situations lead to a long-term favorable correlation of positive and negative consequences. G. Spivak and M. Chare consider social competence as a set of interrelated skills in solving interpersonal problems. M. Argyle in the concept of "general social competence" combined professional and communicative competence, considering it necessary to consider their interconnections. H. Schroeder and M. Forwerg believe that the structure of social competence is permeated by four personality traits: sociability, determination, influence, and self-esteem.

Thus, the analysis of existing approaches to the definition of "social competence" gives us the basis to define social competence as an integrative quality of a person, which includes necessary knowledge, experience, abilities formed as a result of socialization and allowing a person to adequately adapt in society and effectively interact in society. Social competence allows solving problems in a social environment in a sufficiently effective degree.

Human social competence includes:

Knowledge about the structure and functioning of social institutions in society; about social structures; about various social processes taking place in society;

Knowledge of role requirements and role expectations in society for the owners of a particular social status;

Skills of role-playing behavior, focused on a particular social status;

Knowledge of universal human norms and values, as well as norms (habits, customs, traditions, morals, laws, taboos, etc.) in different areas and areas of social life - national, political, religious, economic, spiritual, etc .;

Skills and skills of effective social interaction (possession of means of verbal and non-verbal communication, mechanisms of mutual understanding in the process of communication);

Knowledge and ideas of a person about himself, perception of himself as social subject etc.

According to N. V. Kalinina, the social competence of an individual is an important psychological neoplasm that allows one to harmoniously and constructively resolve the problems of an age-related youth crisis. The scientist also connects the success of performing educational institution the social order of society, the state, a specific society and suggests considering it the main indicator of the effectiveness of its activities. In particular, the author writes: “Defining social competence as a set of knowledge and skills that ensure the implementation of social activities, personal qualities associated with the ability to take responsibility, and a certain level of spiritual culture, including love, recognition, faith, model of social -competent primary school student can be represented as a set of the following features:

Formation of achievement motivation in learning activities; development of productive techniques and skills of educational activities;

Formation of skills of self-control, self-organization and self-regulation; leadership in behavior by conscious social normative goals and rules, the assimilation of social norms of behavior;

Self-satisfaction, adequate sufficiently high self-esteem, the possession of criticality in relation to oneself and others;

Mastering the skills of constructive interaction with peers and adults, mastering strong friendly contacts;

Formation of skills of constructive behavior in difficult life situations. "

Considering social competence as a personal formation, MI Lukyanova interprets this phenomenon as "a conscious expression of a person, manifested in her beliefs, views, attitudes, motives, attitudes towards certain behavior, in the formation of personal qualities that contribute to constructive interaction."

The author supplements this understanding of the essence of social competence with his vision of its structure, suggesting that the following be considered as components:

Motivational value - these are the motives of social activity, the formation of motivation, the desire for achievements, attitudes towards social interaction, attitude to moral norms, values ​​of the social and personal order;

Operational-meaningful is a set of knowledge, skills, and abilities that allows for a critical analysis of one's own and others' actions, predicting the result of interaction, communicating, influencing other people, setting goals and achieving their implementation; social competence adolescent self-determination

Emotional-strong-willed - the ability to make a choice of decisions, the ability to self-control and self-regulation, the willingness to take responsibility, decisiveness, self-confidence).

Interesting views on the essence of social competence are reflected in the works of V. Sh. Maslennikova. Social competence, according to the author, combines a value understanding of social reality, categorical specific social knowledge as a guide to self-determination, as an individual's ability to implement social technologies in the main spheres of human activity. Because of this, it is proposed to place the development of a locus of control in young people at the center of the process of forming such competence (the ability of a person to attribute his or her successes or failures to internal or external factors) and informing them on all issues of social reality. V. Sh. Maslennikova identifies three components of social competence: individual-personal, sociological and life-futurological.

The analysis performed allows us to conclude that different approaches to understanding the essence of social competence:

Social competence is presented either as an integrative quality of a person, or as social interaction;

Social competence is characterized as the result of some activity or an indicator of the achievement of an individual in a certain type of activity;

Based on theoretical research, it is possible to formulate next concept social competence: this is a complex of knowledge about social reality, a system of social skills, skills and social and personal characteristics, the level of formation of which in each person allows him to build his behavior, taking into account the peculiarities social situation, and effectively fulfill a given social role.

In our opinion, social competence is not an ordinary amount of knowledge, it is a person's ability to solve life problems and tasks, to find a way out in everyday real situations, using acquired skills and abilities, educational and life experience, social values ​​and personal motives.

1

The article considers the issue of the formation of social competence of a student - a future teacher; factors that need to be taken into account when preparing future teachers. The features, conditions for the formation of social competence in teacher education on the present stage, the need for more active forms and methods of working with students.

social competences

formation of social competences

1. Baydenko V.I. Identifying the composition of the competencies of university graduates as necessary stage design of the State Educational Standard of Higher Professional Education of the new generation: method. allowance. - M .: Research Center for the Problems of the Quality of Training of Specialists, 2006. - 72 p.

2. Zimnyaya I.A. Key competencies - a new paradigm of the result of education // Higher education today. - 2003. - No. 5. - S. 34-42.

3. Zimnyaya I.A., Lapteva M.D., Morozova N.A. Social competences in the context of state educational standards and the TUNING project // Higher education today. - 2007. - No. 11. - S.22-27.

4. Lebedeva S.S. Prospects for the development of the system of training specialists in the social sphere in the context of using the sectoral approach // Scientific notes of the St. Petersburg State Institute of Psychology and social work... - 2009. - T. 12. - No. 2. - S. 138-141.

5. Sharonova S.A. Competence-Based Approach and Standards in Education (Comparative Analysis of the EU Countries and Russia) // Sociological Research. - 2008. - T. 7. - No. 1.URL: http://ecsocman.edu.ru/text/19137846/

6. Federal state educational standard. higher professional education in the direction of "Psychological and pedagogical education" ... 050400 - Psychological and pedagogical education. (qualification (degree) - bachelor) URL: http://mon.gov.ru/files/materials/5943/09.10.02-050400b.pdf

The strategy of modern pedagogical education, which is based on the need to master various competencies and the subjective development and self-development of the personality of a schoolchild, student and teacher who is able to go beyond normative action and to carry out innovative, creative processes, involves changes in the educational process.

Unfortunately in modern education the formation of social competences is not purposeful and scientifically grounded. The manifestation of such competencies often depends on situational factors. The main thing is that the mastery of social knowledge and skills does not correlate with the personal foundations of social competence, that is, with those social and personal characteristics that each person has a different level of formation. Social and personal characteristics, social knowledge and skills in the conditions of teacher education should be properly developed. It is necessary to create a context for the future social life and activities of students. It is in this context that a new content of education should be created, that is, both teaching and upbringing, being two components of the educational process, should be determined, first of all, from the point of view of the context of the future social reality faced by today's students. Thus, social competence plays one of the leading roles, where interaction takes place in almost all spheres of social activity. Often, a lack of social competence (pedantry, inability to control oneself, weak contact with people, overestimating the requirements for employees, transferring one's own imbalance to others) leads to failures in teaching activities, in the communication process, in the management of the pedagogical process.

There is no common opinion among researchers in the definition of the concept of "social competence" today. With a broad interpretation, this includes a lot: from qualities such as empathy (the ability to empathize), social sensitivity, the ability to keep a role-playing distance, tolerance of other people's opinions, spontaneity, independence, the ability to communicate and creativity, to such as active behavior, openness , tolerance for conflict situations, self-restraint and trust. Due to the content diversity, a generally acceptable definition of social competence has not yet been fixed. The construction of "social competence", which includes personal competence in such categories as personal development, key qualifications and individuality, reveals the strongest dependence on situational specifics. So, what is a successful model of behavior in everyday life, in a professional Everyday life- especially in market-driven organizations - can be ruinous. In addition, expectations towards the same person vary greatly depending on the role they are playing. Moreover, social competence should by no means be understood as an individual qualification or personal motivation. Stimulating social competence is of great importance. Therefore, it is necessary to form this competence in the framework of training future social educators and social specialists.

The quality of development of the training system for teachers and specialists in the social sphere is also directly dependent on the level of theoretical and empirical research. Future specialists in this field should take into account all the factors that have influenced them in the last decades:

• acceleration of the pace of socio-economic development, which puts a person in a situation of constant improvement, the need to be included in the system of continuous education, socio-cultural processes, to improve in the professional sphere, to organize social and personal life taking into account changes;
• the need to involve a person in new social processes and phenomena, new social institutions and structures at the global, federal and regional levels, which requires everyone to adapt accordingly in all these positions, from the state-social level to the level of family and personal relationships;
• radical changes in the information and communication field, reflected in the nature of communication and interaction of people with all social structures, network systems, public administration bodies.

In this context, first of all, it is required that the graduate has the following professional competencies in social and educational activities : readiness to organize events for the development and social protection of the student; the ability to identify interests, difficulties, problems, conflict situations and deviations in student behavior; the ability to draw up programs of social support and support; the ability to participate in the development and implementation of socially valuable student activities, the development of social initiatives, social projects; willingness to build professional activities based on knowledge about the structure of the system of social protection of childhood; possession of methods of social diagnostics; the ability to mediate between the student and various social institutions. In addition, the future social educator must possess the sum of invariant general cultural and common key competencies for all types of professional activity (according to the third generation standard Russian Federation) .

At the same time, at the moment, education is faced with a rather difficult and ambiguously solved by researchers task of determining both the content of this concept and the grounds for distinguishing between key competencies and the volume of their components. This, in turn, makes it difficult to develop approaches (procedures, criteria, tools) to their assessment as a result of education.

The current state of education, the evolution of specialties today, the content of real programs and situations suggest the need for a university graduate to acquire a set of invariant key competencies that will allow a person to be constantly in demand on the labor market.

In order to form these competencies, it is necessary to restructure both the entire pedagogical process and the student himself.

To form the social competence of students, it is necessary:

• to put the principles of humanization, humanitarization, integration in combination with the principles of reforming the higher education system based on communication and practice-oriented orientation at the basis of the higher education stage;
• the professiogram of a university graduate and state standards of higher education suggest the need for social competence in the activities of all participants pedagogical process high school;
• in accordance with the didactic traditions of the university, it is necessary to fully implement the concept of student-centered learning;
• the study of all, above all, special disciplines, should be professionally oriented, which develops socially and professionally significant competencies.

The organization of the educational process today consists in creating conditions for the formation of the student's experience of independent solution of cognitive, communicative, organizational, social, creative, moral and other problems that make up the content of education. At the same time, the content of education itself is a didactically adapted social experience of solving such problems.

I would like to note that one of the lines of implementation of the competence-based approach is to strengthen the applied, practical nature of the entire university education, including subject teaching. Pedagogical, social and pedagogical practices throughout the entire period of study, active teaching methods, various situations of social interaction (attending and holding social, charitable events in orphanages, shelters, centers, a special school closed type for children with deviant behavior, etc.) should become the basis of training in the formation of professional competencies.

In such conditions, in the system of training specialists in teaching the disciplines "Social Pedagogy", "Fundamentals of Social Work", "Basic Concepts of Social Pedagogy," a desire for a person, for society, the state, for culture, for work.

From these positions, the educational process is "filled" with such tasks and types of activities, the implementation of which is impossible without actualizing the student's pedagogical position as an integral professional and personal education.

In substantiating and developing this position, we rely on the following:

• the student's social competence in pedagogical activity is determined not only by the psychological mechanism of personality self-regulation, but also by the socio-cultural and pedagogical context, which acts as the content of this phenomenon, determining its professional, personal and social value;
• this phenomenon is dynamic and develops throughout the teacher's professional life;
• development occurs to the extent that it corresponds to the mechanism personal development and pedagogical value-setting.

Thus, the content of the formation of the social competence of students, future teachers, can be presented only taking into account the socio-cultural, sociopedagogical, value-semantic experience of personality development. As you know, values ​​are formed as a result of repeated reflection, comprehension, which is facilitated by the provision of a situation of choice, the ability to analyze and correct. In this regard, selection organizational forms provides a multiple opportunity to analyze real life situations, especially when conducting practical exercises on the basis of rehabilitation centers, specialized schools, public associations of people with disabilities, the elderly and other risk groups. These situations, reflecting the problems and contradictions of real life, can be convincing for future specialists. teaching material, encouraging them to an in-depth analysis of social problems, putting them in a situation of comparing the humanistic values ​​put forward and the experience of implementing social programs. Such mental work serves as a source of finding ways to organize innovation activities for creative individuals.

The social and personal competence of a specialist, as you know, is manifested not only in the sphere of his life, but, without exception, in the entire socio-cultural space, where interaction, cooperation, organization of social partnership processes take place, joint activities a specialist in the social sphere with social institutions: education, health care, culture, physical education and sports and, especially, with the institution of the family. It is on this platform that the level of formation of social competence, such professionally significant qualities as empathy (the ability to empathize), emotional stability, tolerance, motivation to creative manifestations, openness, self-restraint, altruism, are tested. maintaining a professional-role distance.

As you know, the competence of a specialist is determined not only by the volume of knowledge, but also by the ability to rationally use it in solving professional problems, to consider situations from the position of modern scientific paradigms, to use the appropriate scientific apparatus and technologies when solving scientific, methodological and practical problems. ...

In the process of forming social competences in teaching various disciplines, we use active teaching methods that are aimed at the formation of intellectual-gnostic, emotional-reflexive and behavioral components of competencies in social and pedagogical activities, which contribute to the combination of theoretical knowledge with practical skills. With regard to the stimulation of social competence, it should be noted that its various facets are closely related to the stability of the personality character (partly determined genetically, partly acquired earlier). Often, the natural qualities of people are enhanced in the course of socialization. The basis of social competence develops on the basis of positive self-determination. The main thing here is independence in action and attitude to control.

In practical and seminars, it is necessary to actively use an interactive approach, simulation methods, the method of analyzing specific situations, dramatization, social and psychological trainings. It takes into account both the results of upbringing in childhood and the potential for the development of social competence at other stages of life. At the same time, social skills (for example, public speaking, solving professional problems, professional technique) change more easily than qualifications, the structures of values ​​and motives that underlie social behavior.

The formation process also implies a rational combination of classroom and extracurricular educational activities of students. Extracurricular activities pursue the same set of practical, educational, educational and developmental goals, creating a common socio-pedagogical educational environment that contributes to the formation of tolerant forms of communication and interaction in future teachers, readiness to understand the interlocutor and the ability to go to meet him. This includes volunteer work and social assistance visits to orphanages and orphanages. The "Weeks of Pedagogy", "Weeks of Psychology", the Olympiads in "Social Pedagogy", the long-term activities of the Kazan Korchakov Society "Sun for Children" at our faculty also contribute to this.

It is necessary to continue and develop this activity, to improve the system for creating certain pedagogical, organizational and psychological conditions that would make it possible to successfully carry out professional activities in high level and teachers and their pupils in the future. Deeper studies of the phenomenon of social competence should be aimed at eliminating the potential dangers associated with it and expanding the possibilities of measuring and stimulating it.

Reviewers:

• Kazantseva L.A., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy of Kazan (Volga) federal university Ministry of Education and Science of the Russian Federation, Kazan.
• Valeev A.A., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Foreign Languages ​​of the Tatar State Humanitarian Pedagogical University of the Ministry of Education and Science of the Russian Federation, Kazan.

Work received on 09/08/2011.

Bibliographic reference

Biktagirova G.F. FORMATION OF SOCIAL COMPETENCIES OF STUDENTS OF PEDAGOGICAL SPECIALTIES AND DIRECTIONS // Contemporary problems science and education. - 2011. - No. 4 .;
URL: http://science-education.ru/ru/article/view?id=4748 (date accessed: 19.10.2019). We bring to your attention the journals published by the "Academy of Natural Sciences"