Pedagogical support in the work of the teacher. Interpretation of the concept of "pedagogical support" in modern science

1 FGKOU VPO "Moscow University of the Ministry of Internal Affairs Russian Federation named after V.Ya. Kikotya"

2 Ryazan branch of FGKOU VPO "Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V. Ya. Kikot"

The article analyzes the available characteristics pedagogical support students in the context of various pedagogical paradigms and approaches; its existential, meaning-life-oriented specificity is updated. Based on a comparative analysis, it is proved that full-fledged pedagogical support for students is carried out exclusively in the context of the humanistic pedagogical paradigm, its rational-ethical-existential aspect. While the authoritarian and liberal pedagogical approaches ignore the emotional factor in the process of interaction between a teacher, educator, teacher and wards, neglecting their individual originality, experiences. The authors presented a classification of the levels of pedagogical support, these are: fundamental, ideological, direction, procedural, methodical. It is shown that "pedagogical support" is a systemic phenomenon, covering the areas of psychology, medicine, and social work. A comparison of the achievements of domestic and foreign pedagogy related to the issue of pedagogical support revealed the specific and general that specialists from various countries implement in their practice. different levels education. It is proved that Russian pedagogy has made a significant contribution to science in the field of pedagogical support, and therefore it should be actively integrated into the world scientific space, overcoming imitation.

pedagogy of meaningful life orientations.

pedagogical approach

pedagogical assistance

pedagogical support

1. Alexandrova E.A. Pedagogical support of self-determination of older students. - M., 2010. - 336 p.

2. Atvan S. Social and pedagogical support of a child with handicapped in England, Russia, Jordan: author's abstract. dis. ... candidate of pedagogical sciences 13.00.01. - St. Petersburg, 2005. - 16 p.

3. Bityanova M.R. Organization of psychological work at school. - M., 2001. - 298 p.

4. Boguslavsky M.V. On pedagogical paradigms / M.V. Boguslavsky, G.B. Kornetov // Master i: Independent psychologist. - 1992. - No. 5. - S. 15-21.

5. Bondarev V.P. Technology of pedagogical support of students in the educational process // Eidos: online journal. - 2001. - May 19 [ Electronic resource]. -URL: http://www.eidos.ru/journal/2001/0519-02.htm.

6. Gazman O.S. Education and pedagogical support of children // public education. - 1998. - No. 6. - 4 p.

7. Dal V.I. Explanatory Dictionary of Living Great Russian language. - M., 1978. - 699 p.

8. Kazakova E.I. Toolkit for teachers. - M.: NFPK, Mirall LLC, 2005. - 248 p.

9. Kotkova G.E. Theory and technology of pedagogical support of the student's personal development in the socio-cultural space of the village: Abstract of the thesis. dis. ... Doctors of Pedagogical Sciences 13.00.01. - Tula, 2011. - 48 p.

10. Ozhegov S.I. Explanatory dictionary of the Russian language. - M., 1997. - 960 p.

11. Pedagogical support child in education: textbook. allowance for students. higher uch. manager / ed. V.A. Slastenina, I.A. Kolesnikova. - M.: Publishing Center "Academy", 2006. - 240 p.

12. Salamatina I.I. Resocialization of delinquent groups of minors (on the material of the USA and England) 13.00.01 - General pedagogy, history of pedagogy and education: author's abstract. dis. … Dr. ped. Sciences. - M., 2007. - 39 p.

13. Sapozhnikova T.N. Pedagogical support of life self-determination of high school students. Specialty 13.00.01 - "General Pedagogy, History of Pedagogy and Education": Abstract of the thesis. ... Doctors of Pedagogical Sciences. - Yaroslavl, 2010. - 46 p.

14. Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy: textbook / ed. V.A. Slastenin. - M.: Academy, 2002. - 576 p.

15. Style Sh. Positive psychology. What makes us happy, optimistic and motivated. from English. M. Chomakhidze-Doronina; scientific ed. T. Bazarov. - M.: Pretext, 2013. - 281 p.

16. Toropov D.A. Innovation in vocational education Germany//Pedagogy. - 2012. - 37. - S. 113-120.

17. Ulyanova I.V. Modern Pedagogy: educational system Formation of humanistic meaningful life orientations of schoolchildren: monograph. - M.: RosNOU, 2015. - 416 p.

18. Furyaeva T.V., Yatsenko I.A. Russia and Germany: development of correctional pedagogy // Moscow: Scientific Digital Library PORTALUS.RU. Update date: October 23, 2007. - URL: http://www.portalus.ru/modules/shkola/rus_show_archives.php? archive=1196815207&id=1193140333&start_from=&subaction=showfull&ucat=

19. Chekunova E.A. Psychological and pedagogical support of personality development in educational space schools // Humanitarian and social sciences. - 2010. - No. 6. - S. 239-247.

20. Chernikova T.V. Psychological support for "helping" professions: an anthropological approach // Bulletin of OSU. - 2004. - No. 9. - P.53-61.

21. Chirkova T.I. Psychological service in kindergarten. - M., 2001. - 224 p.

22. Shipitsina L.M., Mamaychuk I.I. Psychology of children with disorders of the musculoskeletal system: a textbook for students of higher educational institutions. - M.: VLADOS, 2004. - 368 p.

23 Peterson, Christopher; Seligman, Martin E. P. Character strengths and virtues: A handbook and classification. - Oxford University Press, 2004. - 800 p.

Despite the fact that the concept of "pedagogical support" in domestic science, theory and practice began to function relatively recently, since the mid-90s. of the last century (within the framework of the concept of pedagogical support and care, created by O.S. Gazman in collaboration with N.N. Mikhailova, S.M. Yusfin and others, who focused the attention of teachers on the problem of creating the conditions necessary for the self-realization of the individuality of each person) , it, without exaggeration, can be defined as one of the central in pedagogy, the education system. The orientation of pedagogical activity, its style, the peculiarities of the organization of the pedagogical process and the connections established in it between the teacher and the student, the students themselves depend on the interpretation of its essence a priori. Let us first clarify how exactly we interpret pedagogy itself, because its understanding in modern scientific knowledge very varied. Following V.A. Slastenin, we are talking about pedagogy as a science that studies the essence, patterns, trends and prospects of the pedagogical process (education, i.e. education and training) as a factor and human development<в период детства - авт.>(according to V.A. Slastenin - “throughout his whole life”, which conflicts with the semantics of the concept itself: the term “pedagogy” is formed from Greek word"paydagogos" ("payd" - a child, "gogos" - I lead). Childhood is understood by us (here) in a broad sense as a period of life of the younger generation and as a period of lack of independence of a person, his personal development, formation and formation with the active assistance of adults, covering at least the age from 1 year to 18 (22-23 years in the case of studying in university), including pre-preschool, preschool childhood, junior, middle and senior school, student ages.

In the dictionary of S.I. Ozhegov, the content of the concept of "accompaniment" is revealed through the verb "accompany": i.e. to follow alongside, along with someone, being near, leading somewhere or following someone. IN AND. Dal, in the Explanatory Dictionary of the Living Great Russian Language, reveals the meaning of the verb “accompany” as follows: accompany, accompany, go along with someone for seeing off, be escorted, follow. Which, by the way, corresponds to several verbs in German: begleiten, folgen, eskortieren, as well as in English: accompany, escort, companion, convoy. Although the central idea of "accompaniment" is common path in space and time of at least two subjects, the question of the degree of their activity and mutual influence remains open. How dynamic is their relationship? Are the relations themselves closer to parity, or do they clearly show the positions of the leader and the follower, the escort and the escort? What is the significance of worldview, ideology in the existing interaction? In connection with these issues, provisions, there is an understanding that pedagogical support is a hierarchical phenomenon, in which several levels are revealed:

1) a fundamental (above paradigm) level, initially present in the pedagogical process as a sign of pedagogical interaction, where the teacher and pupil, teacher and student, mentor and ward, etc. function;

2) the ideological (paradigm) level, which reveals the specifics of goals, values, relationships, the content of education and training;

3) direction (functional) level, which reveals the specifics of the activities of subjects, taking into account various parameters;

4) procedural (technological) level that ensures the implementation of the task structure pedagogical activity;

5) methodological (essential) level, where methods, forms of pedagogical activity related to a specific pedagogical situation are specified.

Identification of the fundamental (above paradigm) level makes it possible to overcome the usual stereotype of “binding” the definition of “pedagogical support” to the humanistic pedagogical paradigm. Not at all. Pedagogical support is implemented in any type of relationship between a teacher and a pupil, a student, from authoritarian to liberal, regardless of the professional, personal, worldview positions of a specialist. This level corresponds to the metaphor: “The formal presence of an adult professional responsible for the implementation educational process in interaction with the student.

At the ideological (paradigm) level, where the specifics of goals, values, relationships, the content of education and training are revealed, the entire stylistic arsenal of interaction between the teacher and the wards is unfolded. Turning to attitude as a basic classification characteristic of the pedagogical paradigm, we will present through it the paradigms traditionally distinguished in modern Russian pedagogy: autocratic (authoritarian) and humanistic (M.V. Boguslavsky, G.B. Kornetov). The autocratic pedagogical paradigm in the education system of developed countries today is distinguished by its focus on high educational results of students, their discipline, educational and professional self-realization, the cognitive sphere of the individual, refusal to meet the child's needs for love, reflection. A clear confirmation of this is the use until recently in educational institutions a number of developed countries of physical punishment: in Canada it was abolished only in 1972, in public schools in England - in 1984, in Scotland - in 2000, in Northern Ireland - in 2003. For comparison: in our country the ban on physical punishment of schoolchildren was imposed in 1864 on the basis of the "Decree on the withdrawal from corporal punishment secondary school students" (!). In this regard, pedagogical support in this paradigm appears as formally responsible, limited to the learning process without concern for the development of a humanely oriented personality, not associated with the possibility of providing assistance to students in difficult life situations. In this case, the metaphor is implemented: “The teacher follows the ward, leads him, directs, controls, evaluates, approves or punishes, helps or not (depending on own desire or external circumstances), cares about the level of his training and the implementation of formally approved behavior, but does not empathize, does not sympathize.

The humanistic (phenomenological) pedagogical paradigm is focused on treating a person as the main phenomenon of culture, as a subject of education, provides a personally developing content of education, a democratic context of the educational process, but is not as unambiguous as the previous one. Within the framework of secular education, it is represented by at least two directions: liberal and rational-ethical-existential.

The liberal branch is associated with the impossibility or unwillingness of the teacher to delve deep into the problems of the child's development and ignoring absolutely all of his needs. In this, paradoxically, the liberal paradigm adjoins the autocratic one with its indifference to the existential side of the personality of the ward, disregard for his emotions, feelings, experiences, his past, present and future. Pedagogical support is characterized as totally irresponsible. Realized pedagogical metaphor: “Let the child do what he wants and how he wants, so long as I am not tired and / or not punished.”

And only in the rational-ethical-existential direction of the humanistic pedagogical paradigm, the teacher is aimed at satisfying all the basic needs of the individual, perceives it in the aggregate of cognitive, need-motivational, emotional-volitional, activity-applied, moral-moral, relational-communicative, existential-existential spheres, provides optimal conditions for reflective, creative activity. Pedagogical support in this case is associated with the necessary timely and appropriate assistance to the ward, as well as with his support in passing and building a humanely oriented life path.

It is in the rational-ethical-existential direction of the humanistic paradigm that the connection between pedagogy and psychology, psychotherapy, social work, correctional pedagogy, valeology, etc. So, one should not ignore the fact that the very phenomenon of “accompanying an individual, a group” is psychological in nature, interpreted in a broad sense as helping a person in individual development, socialization at the time of a difficult life situation. In this case, “pedagogical support” is synonymous with facilitation (from the English facilitate - to help, facilitate, contribute), which underlies client-centered psychotherapy discovered by K. Rogers. It uses empathy, understanding, attention, unconditional acceptance, tolerance, sympathy on the part of the psychologist for the client. Equally close to the problems we are considering are the ideas positive psychology(A. Maslow, M. Seligman, etc.), which focuses not on diseases and pathologies, but on the positive aspects of human life: positive emotions and a subjective feeling of happiness (enjoyment, satisfaction with life, a sense of closeness, constructive thoughts about oneself and one's future , optimism, self-confidence, etc.), positive features human character (wisdom, love, spirituality, honesty, courage, kindness, creativity, sense of reality, search for meaning, forgiveness, humor, generosity, altruism, empathy, etc.), social structures that contribute to the happiness and development of people (democracy, healthy family, free media, healthy workplace environment, healthy local social communities). In turn, existential psychology (L. Binswanger, R. May, etc.) orients a person to his own strengths, to the need to be aware of himself, to be responsible, overcoming fear, anxiety, which a consultant can help to a large extent (I. Yalom and others). .). In the logotherapeutic direction (V. Frankl), the psychotherapist's support of a personality is spoken of as helping a person in choosing actual values, concretizing creative aspirations, in self-realization at the level of love, work, which makes it possible to overcome the existential vacuum, revealing new meanings of life.

In the presented context, the term “pedagogical support” is adjacent to the concept of “pedagogical support”. In the "Explanatory Dictionary" S.I. Ozhegov we read: "Support - help, assistance"; comes from the verb "support", which has several meanings:

Holding, do not let fall;

Provide assistance, assistance;

Having expressed consent, approving, speaking in defense of someone;

Don't let anything stop, break something."

According to O.S. Gazman, “the semantic and pedagogical meaning of the concept of support lies in the fact that it is possible to support only that which helps what is already available (but at an insufficient level), i.e. the development of "selfhood", the independence of a person is supported.

Based on the point of view of S.L. Rubinshtein on relationships as the leading form of human connection with the world, in the anthropological approach - V.I. Slobodchikov, E.I. Isaev and others - it is indicated that the leading way of interaction between people, including in the educational process, is the transfer of attitude towards another person as a value. The main means of relations - proved M.M. Bakhtin and others - dialogue. In this regard, T.V. Chernikova speaks of psychological support as building relationships “between the subjects of the educational process, taking into account the maintenance of positively oriented life meanings, values and forms of behavior”, as a fact of providing the necessary assistance to a person. The unit of implementation of psychological support is determined by the resolution of the task of restoring a person's basic trust in the world on the basis of strengthening his emotional-volitional balance, awareness, and adequate social behavior. And psychological support it is important to consider as an element of co-existence, co-living - "a dyadic community of joint being, which is a space for spiritual development and joint living of common human meanings". The structure of co-existence is three-component: co-knowledge, co-experience (compassion, co-participation), co-action.

A comparative analysis of scientific sources shows that four distinctive areas of pedagogical support can be distinguished in the education system, in which aspects prevail:

1) psychological;

2) medical and psychological;

3) socio-pedagogical;

4) actually pedagogical.

Yes, in foreign literature(Western Europe, USA) “pedagogical support” is primarily a psychological phenomenon, interpreted in a broad sense as assistance in the individual development of a person, in his difficult life situation (K. Wahlstrom, K. McLaughlin, P. Zwaal, D. Romane and others .) .

Humanistic approach in Western European education retains pronounced psychological foundations. In the USA, pedagogical support is identical to school counseling, the psychological and pedagogical activity of the advisory service in the education system; in England it is a variety of activities in various fields: tutoring, assistance in a situation of choice, guardianship, pastoral care, a course of personal and social education. In Australia, the emphasis is on coaching - helping and assisting the individual in positive change; in Holland - a system of psychological and pedagogical assistance and support for the child in the educational process, in choosing a professional path. Despite the variety of designated activities, in general, an emphasis is placed on the auxiliary nature of the work of psychologists, on the assistance of the individual, primarily in a difficult life situation.

In the domestic system of school education was formed and successfully developed at the end of the XX-beginning of the XXI centuries. the socio-psychological service of schools, which implemented (partially implements at the present time) the concept of psychological support for the personality of a student in the interaction of a school psychologist and a social pedagogue, employees of a particular educational organization in collaboration with parents.

M.R. Bityanova, based on the results scientific research I.V. Dubrovina, F.E. Vasilyuk et al., developed a theoretical model called the “accompanying paradigm”, emphasizing its activity orientation, orientation not on the object, but on the work of the psychologist with the object, in particular with the student. In this case, “nothing can be changed in his inner world apart from his own will, his own desire; the psychologist does not influence him with his own specific methods and techniques, but interacts with him, offering different ways solving certain tasks or problems. In addition, the purpose of the work is not to "look" into his inner world, to find out how it works, his relationship with the world and himself, but to organize cooperation with the child, aimed at his self-knowledge, finding ways self-government by the inner world and the system of relations". And further: “Support is a system professional activity psychologist, aimed at creating socio-psychological conditions for successful learning and psychological development of the child in situations of school interaction ". M.R. Bityanova substantiated three leading principles of effective support:

1) following natural development child at a given age and socio-cultural stage of ontogenesis (reliance on those personal achievements that the child really has, which are in the logic of his development, and not artificially set goals and tasks from the outside, the adoption of an unconditional value inner world each student)

2) creation of conditions for independent creative development by children of the system of relations with the world and themselves, as well as for each child to make personally significant life choices;

3) the secondary nature of psychological support in relation to the social and "educational environment of the child's life.

Despite the seeming inconsistency between the penultimate and last provisions, the author convinces, in reality they reflect the dialectic of a person’s personal development, his relationship with society, when the external and internal are inextricably interconnected, and psychology is focused both on the state of the individual and on the specifics of influences on her surrounding world.

Speaking about support as a process, as a holistic activity of a practical school psychologist, M.R. Bityanova singled out three obligatory interconnected components in it:

1. Systematic monitoring of the psychological and pedagogical status of the child and the dynamics of his mental development in the process schooling through pedagogical and psychological diagnostics.

2. Creation of socio-psychological conditions for the development of the personality of students and their successful learning based on individual and group programs for the psychological development of the child, flexible schemes that can change and transform depending on the needs.

3. Creation of special socio-psychological conditions for helping children with problems in psychological development and learning.

From the 50s. 20th century in developed countries (Germany, Canada, Norway, USA, Japan, etc.), complex psychological support for children and their families with various medical diagnoses is intensively developing: autism, Down syndrome, hearing impaired, etc. (K. Gilberg, E. Ritvo, T Sigiyama and others), in which educational and developmental, therapeutic technologies are updated. Social and pedagogical support of such children is based on the principle of integration, due to which a child with disabilities has the opportunity to choose general education and specialized schools, classes, groups. “At the same time, priority is given to teaching a child with disabilities in a general education institution.”

In Russia, until recently, a variable differentiated system of social and pedagogical support for children with disabilities has been intensively developed, ensuring their education at all stages of their maturation (K.S. Lebedinskaya, V.I. Lubovsky, L.M. Shipitsyna, etc.). AT last years a search is being made for ways to integrate a child with disabilities not into correctional institutions, but into general educational institutions, taking into account development special direction- inclusive education. The most successful in this are preschool educational organizations and educational organizations. higher education, while schools are not yet distinguished by full-fledged resource provision.

Working with children from special needs in Germany takes place in line with socio-phenomenological, interactive, ecological, ecological-phenomenological approaches (K.F. Graumann, E.V. Kleber, etc.), which, having specificity, are combined general view on the essence of pedagogical support - it is interpreted as pedagogical assistance to the child, assistance in the development of a person. The child himself is evaluated not as a passive, submissive being, but as a person who has a positive attitude towards his own characteristics, able to integrate into the social environment. “Pedagogical support is focused not on the obstacles, problems of special children, but primarily on their potential and individual life needs. The main principles of the organization of pedagogical activity are the focus on social integration children, axiological pluralism, a holistic understanding of the personality of a special child as a self-regulating, autonomous system. In general, two directions can be distinguished in working with "special" children. professional support child and his family: psychological, medical, socio-pedagogical (Western European version) and actually pedagogical with medical and socio-psychological support ( Russian version). In each of them, strengths and weaknesses naturally stand out.

Pedagogical support of children maladjusted in society, broadcasting deviant, delinquent types of behavior, in need of socialization, resocialization, in foreign practice is organized through social work, in the domestic education system - thanks to social pedagogy in conjunction with social work. The fundamental prerequisites for "understanding" or "cultural-analytical" methodology are identified in the studies of P. Berger, C.H. Cooley, A. Schutz and others. .AND. Salamatin, is based on an integrated approach to countering the involvement of adolescents and young men in the activities of criminal communities. Socio-pedagogical support includes: 1) community mobilization through involvement in opposition and prevention of delinquency local residents, including former members youth groups, community groups and local agencies (social services, educational institutions, police, etc.), as well as the coordination of various programs and professional functions between and within agencies; 2) provision of opportunities: creation of a set of educational, training and training programs, including professionally oriented ones; 3) social intervention: involvement of youth agencies, schools, public associations and groups of local residents, religious organizations, police and other organizations associated with juvenile justice, to work to establish contact with members of juvenile criminal groups and develop their links with the conventional society and the necessary social institutions; 4) suppression: formal and informal procedures of social control, including constant supervision and surveillance of gang members through the capabilities of criminal and / or juvenile justice authorities, as well as other local agencies, schools and groups of local residents; 5) organizational changes: development and implementation of local policies and procedures that allow full use of the available and potential resources of organizations involved in work with minors.

The culturological approach to the implementation of pedagogical support for children with social disorders actualizes the importance of culture as a mechanism for the accumulation and transfer of socio-historical experience and, considering the philosophical and cultural prerequisites for the formation of personality - V.S. Bibler, L.P. Bueva, B.T. Likhachev, M.K. Mamardashvili, V.A. Slastenin, T.I. Shamova and others, - contributes to the conscious reorientation of the individual to the socially approved norms of society - V.G. Bocharova, L.V. Mardakhaev, A.V. Mudrik and others.

All of the above are a kind of auxiliary, additional, but at the same time very important aspects of the pedagogical support of the individual in the educational process.

Turning to the system of higher education, D.A. Toropov analyzed the features of the constructivist approach in vocational education currently being implemented in Germany. Its essence lies in the fact that by creating unique learning fields, the student has the opportunity to create, design his own understanding of the environment, his own learning environment. In it, the teacher is not a lecturer, but a consultant who effectively organizes the educational environment, widely using multimedia technologies. Revealing the specifics of subject-subject relations in the “teacher-student” system in the constructivist approach, we unequivocally fix their formal nature, where pedagogical support acquires the tendencies of “technological service”: the role of personal dialogue, reflection is devalued; the significance of the affective side of education, the issues of life-creation, is leveled. Similar characteristics of pedagogical support are also manifested in the competence-based approach cultivated in the modern Russian system of higher education - I.A. Zimnyaya, A.V. Khutorskoy and others.

The actual pedagogical perspective, which determines the pedagogical support of students, is revealed in the system "pedagogical paradigm - pedagogical (educational) system". In the humanistic (rational-ethical-existential) pedagogical paradigm of the end XX-early XXI in. the tendencies of integrativity, systemicity, openness, axiological character, and the personality-developing principle persistently declare themselves. In domestic pedagogy, they are broadcast through such pedagogical systems as adaptive (E.A. Yamburg, T.I. Shamova, etc.), self-developing learning (G.K. Selevko), self-determination (A.N. Tubelsky), etc. Some pedagogical systems, having their own laws and principles, acquire the status of a private pedagogical direction. Among them are pedagogy of non-violence (V.G. Maralov, V.A. Sitarov and others), pedagogy of understanding (Yu.V. Senko, M.N. Frolovskaya), existential pedagogy (M.I. Rozhkov), pedagogy of meaningful life orientations (I.V. Ulyanova) and others. Thus, the conceptual basis of existential pedagogy is the position that education and training should be personified, while the search for pedagogical means should more and more move away from unification to variability, providing an opportunity to make each person their choice, stimulating the child's self-development based on a reflexive assessment of ongoing life events, which is one of the provisions of adaptive pedagogy, integrated, in turn, into personality-developing education, etc. All of the above expands the tasks of pedagogical support. In the pedagogy of meaningful life orientations, sublimating the ontological, health-saving, gender-psychological, ethical-aesthetic, career-guidance, preventive directions, pedagogical support is understood as assistance to the individual through education, training, socialization in the educational process and beyond by competent adults (teachers, teachers , teacher-psychologist, social educator, parents, trainers, etc.) in the formation of humanistic meaningful life orientations, the choice of a positive life path and successful advancement along it on the basis of self-education, self-education, self-development.

In general, within the framework of the humanistic (rational-ethical-existential) pedagogical paradigm, the pedagogical support of the individual is not only the provision of expedient and targeted assistance by teachers, but also the stimulation personal activity, self-organization, humane life-creation based on free development.

Speaking about the educational, educational, socializing aspects of pedagogical support, domestic specialists interpret it at the level of: pedagogical system, pedagogical concept, pedagogical activity, pedagogical work, pedagogical process, pedagogical technology. Interpretations of each of the levels in recent years have become more and more (articles, dissertations), their characteristics are becoming more in-depth, which awaits in the future not only analysis, but also systematization, classification, and so on.

In particular, T.N. Sapozhnikova points out: pedagogical support is a special pedagogical system, which has a target, content, operational and activity, analytical and resultant components (system approach). For example, speaking about the general principles of pedagogical support for the life self-determination of high school students, T.N. Sapozhnikova offers the following principles: conventionality, empathic interaction, optimistic upbringing strategy, social hardening, actualization of the situation, creation of conditions for moral self-regulation. Special principles include the principles of individualization of pedagogical support for the life self-determination of high school students, developing social interaction, stimulating the student's self-development, a "social mirror", dilemmas, the formation of anticipation, the formation of a motivational perspective.

V.P. Bondarev speaks about the personality-oriented technology of pedagogical support for students, which involves the development of the content, means, methods of the educational process, aimed at identifying and using the subjective experience of the student, revealing the ways of his thinking, building individual trajectory development through the implementation of the educational program, taking into account the personal needs of the student.

G.E. Kotkova defined the structural and functional components of a complex system as components of pedagogical support, including elements of information that ensure the content-technological unity of activity, subordinated to the goals of education and polyvariant personal development of the child.

The concept of pedagogical support for a child’s polyvariant personal development is based on a set of methodological approaches and includes an analysis and description of the process of organizing his pedagogical support, a description of models of interaction between the components of the sociocultural space, in particular the village, based on the identified groups of factors; conceptual apparatus; mechanisms of interaction between subjects and performance criteria. The researcher says that “the theoretical basis of the system of pedagogical support is the provision on “accompaniment” as the need, realized by the teacher/specialist, to follow next to the child during his personal development, providing a guarantee of safe resolution of difficult life situations. This emphasizes the dual correlation of pedagogical support: it functions both as a process and as a special technology. The system of pedagogical support for the personal development of the child is characterized by complexity, multidisciplinary, continuity, and has a long-term focus on the formation of effective intersubjective interaction.

AT this study“accompaniment” as a pedagogical process in the historical context of development relies on “helping education”, psychological and pedagogical assistance and support, and methods of social pedagogy. Pedagogical support is determined by a complex system in which the child's personal development occurs due to the teacher's awareness of the possibility of various specialists to follow along with the subjects of the educational process, using the tactics of "accompaniment".

E.A. Chekunova, reporting on the formation, in particular, of the health-saving environment of the school, points to the need for comprehensive organizational and pedagogical support this process, and the support itself is characterized as “a set of organizational actions aimed at managing and coordinating activities, distributing powers and responsibilities of all teachers and medical workers of the school (organizational component), as well as determining the content, forms and methods, directions, software, methodological and information support adequate to the goals, principles and regularities of the organization of the projected complex support (pedagogical component)”. Stages of such support: analytical and diagnostic, search, consultative and design, organizational and activity, reflective and evaluative, corrective and prognostic.

Summing up, we can conclude that a teleological view of the essence of pedagogical support in modern educational conditions reveals its complex nature, a set of substantive, structural, procedural, activity characteristics, a variety of forms (institutional, temporal, spatial). In the context of the humanistic paradigm (rational-ethical-existential direction), pedagogical support acquires the status of a central process in the relationship between the teacher and students, which focuses on positive aspects personality, strengthening her faith in own forces, the ability to overcome difficult situations, life prospects. It is clear that the pedagogical support of students at school and in an educational organization of higher education has specific features, but the characteristics that unite them, as shown by a comparative analysis, are much greater. During the period of cultivation of the idea of continuous education, this provision acquires special significance.

Reviewers:

Baikova L.A., Ph.D., director of the Institute of Psychology, Ryazan;

Martishina N.V., Doctor of Pedagogy, Head of the Department of Pedagogy and Management in Education, Ryazan State University. Yesenin, Ryazan.

Bibliographic link

Ulyanova I.V., Svinareva O.V. FEATURES OF PEDAGOGICAL SUPPORT OF STUDENTS IN THE CONTEXT OF DIFFERENT PEDAGOGICAL APPROACHES // Modern problems of science and education. - 2015. - No. 4.;
URL: http://science-education.ru/ru/article/view?id=20857 (accessed 03/31/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

"Accompany", as Ozhegov's dictionary explains, means "to follow along with someone, being near, leading somewhere or following someone." The concept of "accompaniment" was introduced into science by the St. Petersburg scientists L.M. Shipitsyna, E.I. Kazakova and is interpreted by them as helping the child in making decisions in problem situations, in which he himself is responsible for actions.

E.I. Kazakova gives the following definition of support - this is a method that provides the creation of conditions for the subject of development to make optimal decisions in different situations life choice.

According to M.R. Bityanova, support is a system of professional activity of a psychologist aimed at creating socio-psychological conditions for successful learning and psychological development of a child in situations of school interaction.

E.A. Kozyreva believes that support is a system of professional activity of a teacher-psychologist, aimed at creating conditions for positive development relations between children and adults in the educational situation, psychological and mental development of the child with a focus on the zone of proximal development.

According to M.I. Rozhkov, support in the psychological and pedagogical sense is most often considered as a method that provides the creation of conditions for the subject to make optimal decisions in various situations of life choice. Accompanying is always the interaction of the maintainer and the followed.

Psychological and pedagogical support - a system of professional education of a teacher - a psychologist, aimed at creating socio-psychological conditions for successful learning and psychological development of a child in situations of school interaction.

The object of psychological and pedagogical support is the training and psychological development of the child in a situation of school interaction. The subject of socio-psychological conditions of successful training and education.

Accompaniment must be considered as an integral system of a school psychologist, where there are necessarily interconnected components:

Systematic tracking of the psychological and pedagogical status of the child and the dynamics of his development .;

Creation of socio-psychological conditions for the success of training and development;

Creation of special conditions for children with problems in mental development and learning.

Investigative escort ideas:

Conceptual Consequences- the very idea of support is the basis, all the components of the support system must be present in the psychologist's department.

Organizational Consequences- it is based on the system of characteristics of the psychologist's daily work, organizational consolidation (in the current long-term plans of both the psychologist and the team). Psychological support is an official element of the educational process at the level of planning, regulation and control over the result .;

Functional-role consequences- the basis is the ability of a psychologist to determine: who is and who is not the object of his psychological d-ty. The object can be either a schoolchild or a group of schoolchildren (conditions are created for them; it turns out psychological impact). Adult participants in the educational process are the subjects of support.

Approaches to planning psychological and pedagogical support at school

In general, planning work with each of the 4 student parallels subject to psychological and pedagogical examination is the construction of the following sequence of specific practical steps:

1. Organizational and methodological preparation to the cycle. This is a clear hourly planning of upcoming diagnostic events, councils, notification of all involved persons, preparation of the necessary methodological materials

2. Carrying out the first stage diagnostic examination.

2.1. Observation of students in the classroom, recording data in the protocol (2 hours per class).

2.2. Carrying out methods of diagnostic minimum with all students of this parallel.

2.3. Conducting an expert survey of teachers.

2.4. Conducting parent surveys.

2.5. Processing the results, filling in the forms of conclusions for all students, selecting a group of students for various schemes in-depth psychodiagnostics.

2.6. Organizational and methodological preparation for the second stage psychodiagnostics .

3. Carrying out the second stage of psychodiagnostic examination.

3.1. Conducting a diagnostic examination of schoolchildren.

3.2. Processing data, filling in conclusions on the survey.

4. Preparation for the psychological and pedagogical consultation.

4.1. Consultations with school doctor and class teachers regarding the upcoming council.

4.2. Preparation of analytical information on classes and parallels in general.

4.3. Drawing up a discussion plan: identifying groups of psychologically well-off schoolchildren and schoolchildren with different types problems.

4.4. Preparation of forms for the conclusion of the council.

5. Conducting a psychological and pedagogical consultation.

5.1. Exchange of information between members of the council regarding specific students.

5.2. Development and planning of an accompanying strategy for each student.

5.3. Filling out the form of the opinion of the council for this student.

5.4. Development and planning of an accompanying strategy for each student.

5.5. Development and planning of the maintenance strategy for the whole class or parallel.

6. Implementation of the decisions of the council.

6.1. Implementation of general advisory activities: holding parent meetings, advising the administration, holding group consultations for subject teachers.

6.2. Planning joint actions of class teachers and a psychologist.

6.3. Selection of schoolchildren in special developmental groups, planning and conducting individual consultations parents, teachers and students.

6.4. Conducting individual consultations for subject teachers, parents and high school students.

6.5. Implementation of social dispatching activities (search for a specialist, ensuring his contact with the client, implementation of supportive measures).

6.6. Planning and implementation of related forms of work (education, general developmental work, etc.).

7. Planning and monitoring the effectiveness of the work carried out.

7.1. Consultations with subject teachers and class teachers following the results of the psychological and pedagogical cycle of work with schoolchildren of this parallel.

7.2. forward planning accompanying activities at the end of the cycle (together with teachers and educators).

The implementation of the main activities described above in one cycle (within the framework of work with one parallel) takes 14-15 weeks with proper organization.

Let us define the conditions for the effective functioning of the proposed model for planning psychological and pedagogical support:

1. Planning should be done in early September for the entire school year.

2. A number of activities of the school psychologist should be included in the plans of the school at the planning stage. Those. First of all, we are talking about diagnostic minima. The first stage of diagnosis should be carried out during the daytime, instead of lessons, and this fact should be recorded in the curriculum. The same applies to psychological and pedagogical consultations and expert surveys of teachers, group consultations of subject teachers and parent meetings according to the results of the general diagnostic examination.

3. Collaboration with a psychologist, analysis and creative implementation of his recommendations must be turned from a personal matter of a teacher into his official professional duty.

The life of a child takes place in a complex environment, diverse in forms and orientation. By its nature, this environment is social, as it is a system of various relations of the child with peers and children of a different age, teachers, parents, and other adults.

According to its content, this environment can be emotional, intellectual, aesthetic, everyday, etc. The child is faced with many different choices regarding all aspects of life: how to learn and how to build their relationships with adults, how to communicate with peers, how to relate to certain requirements, rules, and much more. Adults surrounding the child are offered to help, who, due to their social, professional or personal position, can provide him with various support. First of all, it is a teacher, parent and psychologist.

The term "accompaniment" first appeared in works on practical psychology in the book by G. Bardier, N. Romazan, T. Cherednikova (1993) in combination with the word "development" - "Psychological support for the natural development of young children." This term is now widely known and actively used (E. Alexandrovskaya, M. Bityanova, T. Dvoretskaya, E. Kazakova, E. Kozyreva, A. Kolechenko, V. Semikin, T. Chirkova, etc.).

To accompany does not mean to lead by the hand, to always decide for the child, to protect from all possible dangers. It means to be near, to encourage independence, to rejoice at successes, to help overcome difficulties that arise.

The most detailed and figurative definition of “accompaniment” was given by the Russian psychologist M. R. Bityanova: “... accompanying a child along his life path is movement along with him, next to him, sometimes a little ahead, if you need to explain possible ways. An adult carefully looks at and listens to his young companion, his desires, needs, fixes achievements and difficulties that arise, helps with advice and own example navigate the world around, understand and accept yourself. But at the same time, he does not try to control, impose his own paths and guidelines. And only when the child is lost or asks for help, helps him to return to his path again. Neither the child himself nor his wise companion can significantly influence what is happening around the road. An adult is also not able to show the child the path that must be followed. The choice of the Road is the right and duty of every person, but if at the crossroads and forks with a child there is someone who is able to facilitate the selection process, to make it more conscious, this is a great success.

Below are the views of leading researchers in the field of psychological and pedagogical support:

EM. Alexandrovskaya (2002). special kind assistance to the child, a technology designed to assist at a certain stage of development in solving emerging problems, or in preventing them in the context of the educational process.

E.I.Kazakova (1998). Such assistance to the child, his family and teachers, which is based on maintaining the maximum freedom and responsibility of the subject of development for choosing a solution actual problem. Multidisciplinary method, provided by the unity of efforts of teachers, psychologists, social and medical workers; organic unity of diagnosing the problem and the subjective potential of its resolution, information retrieval possible solutions, designing an action plan and primary assistance in its implementation; assistance in the formation of an orientation field, where the subject of development bears responsibility for actions.

E.A. Kozyreva (2000). The system of professional activity of a teacher-psychologist, aimed at creating conditions for the positive development of the relationship between children and adults in an educational situation, psychological and mental development child with a focus on his zone of proximal development.

T.I. Chirkova (1999). The position of the psychologist in relation to the subjects of interaction and the basic principles of his work: careful, reasonable, thoughtful, clearly calculated, predictable by results, measurable intervention in the mental development of the child and the pedagogical process of adults; intervention, which involves the gradual transfer of control functions to self-regulation, self-control of the subjects of interaction with the psychologist themselves.

Thus, in order to reveal the concept of psychological and pedagogical support, such concepts as interaction, cooperation, creation of conditions, assistance, activity orientation, work with the object are used as the main semantic units.

Analysis literary sources showed that psychological and pedagogical support can be considered in several aspects:

As a professional activity of a teacher-psychologist who is able to provide assistance and support in the individual education of a child;

As a process containing a set of purposeful sequential pedagogical actions that help the child to make a moral independent choice when deciding educational goals;

As the interaction of maintainer and followed;

As a technology that includes a number of successive stages in the activities of a teacher, psychologist and other specialists in providing educational achievements students;

As a system that characterizes the relationship and interdependence of elements: target, content, procedural and resultative.

The intensive development of the theory and practice of psychological and pedagogical support in recent years is associated with the expansion of ideas about the goals of education, which include the goals of development, education, ensuring physical, mental, psychological, moral and social health children.

Support was based on the following principles:

1. Humanization - implying faith in the capabilities of the child.

2. Systems approach- based on the understanding of man as an integral system.

3. An integrated approach to supporting the development of the child.

4. Taking into account the individual and age characteristics of the child, involving the content, forms, methods of support, corresponding to the individual capabilities of the child, the pace of his development.

5. Continuity of accompanying the child in the educational process, namely, continuity and consistency of support. (fifteen)

The purpose of the psychological and pedagogical support of the child in the educational process is to ensure the normal development of the child (in accordance with the norm of development at the appropriate age).

Tasks of psychological and pedagogical support:

Prevention of child development problems (early diagnosis and correction of developmental disorders);

Help (assistance) to the child in solving urgent problems of development, education, socialization: ensuring readiness for school, learning difficulties, problems with choosing an educational route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents;

Psychological support of educational and educational programs;

Development of psychological and pedagogical competence of parents and teachers.

The main areas of work on psychological and pedagogical support:

Prevention is one of the main activities that allows you to prevent the occurrence of certain problems. The peculiarity of prevention in preschool age is the indirect impact on the child through parents and caregivers.

Diagnosis (individual, group (screening). Taking into account the age characteristics, as well as the goals and objectives of the psychological and pedagogical support of the educational process in a preschool educational institution, we can identify the main areas that need to be accompanied, and therefore diagnose them: by tracking the child's developmental rate, and knowing crisis periods and neoplasms of different age stages, problem areas can be identified.

Counseling (individual, group) is carried out, as a rule, on the stated problems, both with teachers and with parents.

Developmental work (individual, group). In developmental work, the specialist focuses on the average developmental norms to create conditions in which the child can rise to the optimal level of development for him. At the same time, developmental work is not just a training of a certain ability, but is focused on working with other factors that determine progress in educational work.

Correctional work(individual, group). The support system specialist has a certain standard of mental development, to which he seeks to bring the child closer. The meaning of “correcting” deviations is assigned to corrective work, and the meaning of revealing the potential of the child is assigned to developing work.

Psychological enlightenment and education: the formation of psychological culture, the development of psychological and pedagogical competence of the administration of educational institutions, teachers, parents.

Expertise (educational and curricula, projects, manuals, educational environment, professional activities of specialists of educational institutions).

The sequence of work to accompany the child is the following algorithm:

1. Statement of problems. It begins with a request, understanding the essence of the problem, developing a plan for collecting information about the child and conducting a diagnostic study.

2. Analysis of the received information. Evaluation and discussion with all interested parties of possible ways and means of solving the problem, discussing the positive and negative sides of different solutions.

3. Development of a comprehensive care plan. Determining the sequence of actions, the distribution of functions and responsibilities of the parties, the timing of implementation: the joint development of recommendations for the child, teacher, parents, specialists. Counseling all support participants on ways and means of solving the child's problems.

4. Implementation of a plan to solve the problem. Implementation of recommendations by each escort participant.

5. Understanding and evaluating the results of maintenance activities. Assumes answers to the questions: What was successful? What failed? Why? Solving a particular problem or conducting further analysis of the development of the child. The answer to the question: What to do next?

Based on the foregoing, the psychological and pedagogical support of the educational process is understood as a holistic and continuous process studying the personality of the child, the patterns of its formation, creating conditions for self-realization in all areas of activity, adaptation in society at all age stages training and education, carried out by all subjects of the educational process in situations of interaction.

Conclusions on the first chapter

Emotional distress of an older child preschool age largely becomes the result of the absence or insufficiency of means of orientation in situations of uncertainty, unpredictability and surprise. Harmonious emotional development children, their ability to navigate their emotions in unfamiliar situations - these are the conditions, the observance of which will allow the child to control himself even when he is not

can present the results of their activities and their evaluation to adults.

Many studies emotional sphere older preschoolers show that their lives are full of negative emotional experiences(fear of being reprimanded by an adult, communication difficulties, failures in class), which have a destructive effect on the child's personality. The situation is aggravated by the fact that he does not own the means of reflection and is not able to productively use this life experience.

By the time they go to school, children are already well assimilating the norms and rules adopted in society. Among them is the position that being afraid and making mistakes is bad. Following this "rule", the child in many cases stops doing something at all, motivating this by the fact that "it won't work anyway, and they will scold me." This way of behavior blocks the development of the child's personality, deforms it first in childhood and then in adulthood. Such children do not go forward by trial and error, but passively wait for the right answers and unmistakable ways to solve problems.

Blocking the opportunity to "do wrong" does not give the child a chance to learn ways to reduce the severity of fear, to find examples of "fearless" behavior. You need to work with such children and these children need psychological and pedagogical support.

Psychological and pedagogical support of educational activities is always personified and directed to a specific pupil, even if the teacher works with a group. The subjects of psychological and pedagogical support of the individual educational activities of the child are: medical workers and other specialists; educator; psychologist; social teacher; parents and relatives of the student. The subject of psychological and pedagogical support is the child himself, who has his own experience of learning, interaction with adults, peers, his own special character personal and individual development. The characteristics of a particular child affect the content and forms of psychological and pedagogical support of his individual educational activities.

The essence of the idea of psychological and pedagogical support is an integrated approach to solving developmental problems. Understanding the psychological and pedagogical support of the process of personal self-development as an activity of subject-subject orientation allows intensifying the processes of self-knowledge, creative self-realization and acquires special significance in the educational process.

©2015-2019 site
All rights belong to their authors. This site does not claim authorship, but provides free use.
Page creation date: 2016-02-12

1. Essence of maintenance. The main approaches to determining the essence of pedagogical support.

2. Technologies of pedagogical support:

l technology of pedagogical support;

l technology of pedagogical assistance;

l technology for the implementation of individual educational routes;

l technology of tutor support.

Literature:

1. Aleksandrova E.A. Types of pedagogical support and support individual education http://www.isiksp.ru/library/aleksandrova_ea/aleks-000001.html

2. Aleksandrova E.A. What is the difference between the work of a freed class teacher and work class teacher from the position of tutor activity? / E.A. Aleksandrova // Head teacher. - 2007. - No. 4. - S. 57-59.

3. Gazman O.S. Theory: what is pedagogical support, w-l Cool leader, No. 3, 2000, p. 6-34.

4. Glevitskaya V.S. www.superinf.ru

5. Dubrvina I.V., Akimova M.K., Borisova E.M. etc. Working book of a school psychologist. Ed. Dubrovina I.V., M., Education, 1991.

6. Mudrik A.V. Communication in the process of education. M., Pedagogical Russian society, 2001.

7. Mudrik A.V. social pedagogy. M., Academy, 2000, pp. 155-160.

8. Pedagogical support of the child in education, ed. V.A. Slastenina, I.A. Kolesnikova. - M., 2006.

9. Popova S.I. Pedagogical support in the work of the teacher and the class teacher. - M., 2005.

1. According to explanatory dictionary Russian language, accompaniment denotes an action that accompanies a phenomenon, following along with someone, being nearby, leading somewhere or walking nearby. Etymologically, the term comes from the word "accompany", which has several meaningful interpretations. The meaning of the interpretation depends on the field of application of the word, but means the simultaneity of an occurring phenomenon or action. It is interesting that when using this verb with the reflexive particle "sya" in the content characteristic, the emphasis shifts to the supervised. Thus, the following meaning is acquired - entail as a direct continuation or consequence, be equipped with, supplemented by something.

Theoretical basis of the system of pedagogical support, the provision on "accompaniment" as conscious teacher/specialist need to follow next to the child during his personal development, providing a guarantee of safe resolution of difficult life situations.

Some researchers note that support involves support naturally developing reactions, processes and states of personality. It should be noted that support is understood as the preservation of personal potential and the promotion of its development. The essence of such support lies in the realization of the right to the full development of the individual and its self-realization in society. Pedagogical support is most fully revealed in the ideas of O.S. Gazman and his followers. Escort is special kind activities aimed at supporting the activities of the subject, that is, preventing and overcoming problems in its formation through the preparation and implementation of a joint activity program with the child.

In contrast to correction, support does not involve the correction of shortcomings and alteration, but search for hidden resources of the subject and personalities reliance on its capabilities and creating conditions for development on this basis.

T. Yanicheva understands psychological support as a system of organizational, diagnostic, teaching and development activities aimed at creation optimal conditions . essential characteristic escort to this approach is to create conditions for the transition of the subject to "self-help". E.A. Kozyreva understands support as a system of professional activity of a teacher-psychologist, aimed at to create conditions for the positive development of relations children and adults in the educational situation, the psychological and mental development of the child with a focus on the zone of its proximal development.

In the works of Yu.V. Slyusarev - the founder of this theory in the psychological aspect, "accompaniment" is used to denote non-directive form of psychological assistance, aimed not only at strengthening or completion, but at the development and self-development of the self-consciousness of the individual, help, triggering the mechanisms of self-development and activating a person's own resources.

Escort is a multidimensional concept that primarily determines the position of the teacher in relation to the teacher, the pupil, characterizing the acceptance of the latter as the subject of his life and development. Accompaniment is understood as an activity aimed at creating conditions conducive to successful learning and development of the child in a particular environment (M.R. Bityanova).

Support is based on some value principles:

1. Following the natural development of the child at a given age and socio-cultural stage of his life path. Accompaniment relies on those mental personal achievements that the child has and constitute the unique baggage of his personality.

2. Priority of the goals, values and developmental needs of the child himself.

3. Orientation of activities towards creating conditions that allow the child to independently build a system of relations with the world, people around him and with himself, to make personally significant life choices. An adult must teach the child to make decisions concerning himself and bear full responsibility for them.

The concept of escort as educational technology developed by E.I. Kazakova. This concept is based on a system-oriented approach to human development. One of the main provisions of the concept of E.I. Kazakova is a priority reliance on the individual-personal potential of the subject, priority of responsibility for the choice made. Thus, the author believes that in order to exercise the right of free choice by a person various options development is necessary to teach a person to understand the essence of the problem, to develop certain decision-making strategies.

Thus, accompaniment is considered as accompaniment, support, assistance, creation of optimal conditions, search and updating of human resources, as training in methods of activity.

All researchers consider support within the framework of humanistic and personality-oriented approaches, focusing on the launch of mechanisms for self-development, self-improvement based on individual resources, the potentials of the individual himself.

Accompaniment is considered as a two-way process (teacher - student), which depends on personal qualities the accompanying person, from his skill (professionalism), but the result is the higher, the more actively the “accompanied”, the more attention and actual time in the implementation is given to the content and methods of action of the “accompanied”. A feature of the concepts of pedagogical support is the design of the process of support "from the accompanied".

Psychological and pedagogical support today is not just the sum of various methods of correctional and developmental work with children, but acts as a complex technology, a special culture of support and assistance to the child in solving the problems of development, education, upbringing, socialization.

This suggests that a specialist in psychological and pedagogical support not only owns the methods of diagnosis, counseling, correction, but also has the ability to system analysis problem situations, programming and planning activities aimed at their resolution, co-organization for these purposes of the participants in the educational process (child, peers, parents, teachers, administration).

Types (directions) of work on psychological and pedagogical support:

a) prevention.

b) Diagnosis (individual and group (screening).

c) Counseling (individual and group).

d) Developing work (individual and group).

e) Correctional work (individual and group).

f) Psychological enlightenment and education: the formation of a psychological culture, the development of the psychological and pedagogical competence of students, the administration of educational institutions, teachers, parents.

g) Expertise (educational and training programs, projects, manuals, educational environment, professional activities of specialists of educational institutions).

Model of psychological and pedagogical support for participants in the educational process at the main level general education

Levels of psychological and pedagogical support

1. Individual

2. Group

3. At the class level

1. Essence of maintenance. The main approaches to determining the essence of pedagogical support.

2. Technologies of pedagogical support:

l technology of pedagogical support;

l technology of pedagogical assistance;

l technology for the implementation of individual educational routes;

l technology of tutor support.

Literature:

1. Aleksandrova E.A. Types of pedagogical support and support for individual education http://www.isiksp.ru/library/aleksandrova_ea/aleks-000001.html

2. Aleksandrova E.A. How does the work of a freed class teacher differ from the work of a class teacher from the position of tutoring? / E.A. Aleksandrova // Head teacher. - 2007. - No. 4. - S. 57-59.

3. Gazman O.S. Theory: what is pedagogical support, g-l Class teacher, No. 3, 2000, p. 6-34.

4. Glevitskaya V.S. www.superinf.ru

5. Dubrvina I.V., Akimova M.K., Borisova E.M. etc. Working book of a school psychologist. Ed. Dubrovina I.V., M., Education, 1991.

6. Mudrik A.V. Communication in the process of education. M., Pedagogical Russian Society, 2001.

7. Mudrik A.V. Social Pedagogy. M., Academy, 2000, pp. 155-160.

8. Pedagogical support of the child in education, ed. V.A. Slastenina, I.A. Kolesnikova. - M., 2006.

9. Popova S.I. Pedagogical support in the work of the teacher and class teacher .. - M., 2005.

1. According to the explanatory dictionary of the Russian language, accompaniment means an action that accompanies a certain phenomenon. Etymologically, it comes from the word "accompany", which has several meaningful interpretations. The meaning of the interpretation depends on the field of application of the word, but means the simultaneity of an occurring phenomenon or action. It is interesting that when using this verb with the reflexive particle "sya" in the content characteristic, the emphasis shifts to the supervised. Thus, the following meaning is acquired - “to entail as a direct continuation or consequence”, “to be equipped, supplemented by something”.

The theoretical basis of the system of pedagogical support is the provision on "accompaniment" as conscious teacher/specialist need to follow next to the child during his personal development, providing a guarantee of safe resolution of difficult life situations.

Some researchers note that accompaniment "provides support naturally developing reactions, processes and states of personality”. It should be noted that support is understood as the preservation of personal potential and the promotion of its development. The essence of such support lies in the realization of the right to the full development of the individual and its self-realization in society. Pedagogical support is most fully revealed in the ideas of O.S. Gazman and his followers. Maintenance is a special type of activity aimed at supporting the activities of the subject, i.e. prevention and overcoming of problems in its formation by drawing up and implementing a joint program of activities with the child.

Unlike correction, support does not involve “correction of shortcomings and alteration”, but search for hidden resources of the subject and personalities reliance on its capabilities and creating conditions for development on this basis.

T. Yanicheva understands psychological support as a system of organizational, diagnostic, teaching and development activities aimed at creation of optimal conditions. The essential characteristic of support in this approach is the creation of conditions for the transition of the subject to "self-help". E.A. Kozyreva understands support as “a system of professional activity of a teacher-psychologist, aimed at to create conditions for the positive development of relations children and adults in the educational situation, the psychological and mental development of the child with a focus on the zone of its proximal development.

In the works of Yu.V. Slyusarev - the founder of this theory in the psychological aspect, "accompaniment" is used to denote "non-directive form of psychological assistance", aimed not only at strengthening or completion, but at the development and self-development of the self-consciousness of the individual, help, triggering the mechanisms of self-development and activating a person's own resources

The concept of support as an educational technology was developed by E.I. Kazakova. This concept is based on a system-oriented approach to human development. One of the main provisions of the concept of E.I. Kazakova is a priority reliance on the individual-personal potential of the subject, priority of responsibility for the choice made. Thus, the author believes that in order to exercise the right of a person to freely choose various development options, it is necessary to teach a person to understand the essence of the problem, to develop certain decision-making strategies.

Thus, accompaniment is considered as accompaniment, support, assistance, creation of optimal conditions, search and updating of human resources, as training in methods of activity.

Accompaniment is considered as a two-way process (teacher - pupil), which depends on the personal qualities of the escort, on his skill (professionalism), but its result is the higher, the more actively the “accompanied”, the more attention and actual time during implementation is paid to the content and methods of action "accompanied". A feature of the concepts of pedagogical support is the design of the process of support "from the accompanied".

This suggests that a specialist in psychological and pedagogical support not only knows the methods of diagnosis, counseling, correction, but also has the ability to systematically analyze problem situations, program and plan activities aimed at resolving them, co-organize for these purposes participants in the educational process (child, peers parents, teachers, administration).

Types (directions) of work on psychological and pedagogical support:

a) prevention.

b) Diagnosis (individual and group (screening).

c) Counseling (individual and group).

d) Developing work (individual and group).

e) Correctional work (individual and group).

g) Expertise (educational and training programs, projects, manuals, educational environment, professional activities of specialists of educational institutions).

Model of psychological and pedagogical support for participants in the educational process at the main stage of general education

Levels of psychological and pedagogical support

1. Individual

2. Group

3. At the class level

4. At the OU level

Basic forms of support

1. Consulting

2. Diagnostics

3. Expertise

4. Prevention

5. Enlightenment

6. Development work

7. Correctional work

The main directions of psychological and pedagogical support

Portal for the student. Self-training

Bibliographic link

Approaches to planning psychological and pedagogical support at school

RELATED ARTICLES