Plan:
- The concept of social infrastructure
- Activities of a social pedagogue in a secondary school
- Functions of a social educator in social shelters
- Social educator in healthcare institutions
- Activities of a social pedagogue in institutions of culture and organization of children's leisure
The concept of social infrastructure
social infrastructure - a set of bodies and institutions that ensure the satisfaction of the social needs of citizens, the protection of their social rights. This is external to social activities system necessary for its successful implementation.The social infrastructure includes the external management level, regional and municipal levels (municipal corresponds to the authorities local government).
The top management level includes:
- ministries of education, labor, health, culture, etc.;
- committees, services and commissions (for youth, physical culture, sports, tourism, etc.).
At the regional and municipal level, these are both administrative bodies (commissions, committees, etc.) and functional elements: schools, hospitals, institutes, universities, libraries, employment services, etc.
| last years- non-governmental organizations and institutions of charitable and other social orientation (associations, foundations). A social educator can work in general education, cultural and leisure and sports and recreational institutions, in social protection services, at enterprises, in public organizations, in private and commercial structures. |
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Social educator in secondary school
The school is one of the traditional places of activity of the social pedagogue.The goals of its social pedagogical activity following.
1. To study the age and psychological characteristics of schoolchildren, the world of their interests, living conditions, social circle, positive and negative influences micro society, to identify the causes and nature of socio-pedagogical problems (to carry out socio-pedagogical diagnostics); identify children and families at risk.
2. Contribute to the full development of the individual at the stage of training and choosing a profession:
- organize various types of socially significant activities, influence the content of leisure; organize interaction between the school and cultural, sports, and other leisure institutions;
- to carry out the process of advanced socialization: to acquaint children with their role prospects and chances in society, with social demands, to prepare students for a critical perception of these prospects for a conscious choice of profession;
- organize the activities of children's and youth associations;
- provide legal education to students and their parents
3. Carry out preventive work to prevent school and social maladaptation, deviant and delinquent behavior.
4. Prevent and overcome negative influences on the development of the individual with the help of legal, psychological, economic mechanisms;
provide a system of legal protection for children and their parents.
5. Contribute to overcoming specific difficulties in the process of socialization of schoolchildren from socially disadvantaged families; to help overcome the negative deviations of children; participate in the safe resolution of potential and urgent conflicts.
To achieve these goals, the social educator must use a variety of methods that cover not only children, but also their parents;
work closely with teachers, school psychologists, doctors and other professionals.
The social teacher of the school has the following rights:
- to represent and protect the interests of children in the legislative and executive authorities;
- collect information related to children's problems, issues of family education, conduct sociological surveys, diagnostic examinations;
- make official inquiries to government agencies and public organizations about the solution of social and pedagogical problems;
- to conduct active work on studying the experience of family and social education.
It is obligatory for the social teacher of the school to maintain the following documentation:
- socio-pedagogical characteristics of the children's collective of the school, microdistrict;
- medical-psychological-pedagogical characteristics of children;
- perspective plan work for a year approved by the school management.
(for a list of documents of a social teacher, see
A social pedagogue is an equal member of the teaching staff, he takes part in the work pedagogical councils and methodological associations.
In each school, the social educator acts in accordance with the duties (job description) approved by the director and agreed with the social educator himself.
The work schedule of the school social pedagogue is approved by the principal. At the same time, when drawing up the schedule, the time spent on the performance of official duties outside the school is taken into account.
Functions of a social educator in a social shelter.
Social shelters are intended for temporary residence and social rehabilitation of children aged 3-18. This is an educational institution where children are assisted in solving their housing problems.The main functions of the shelter:
- ensure temporary residence of children in normal living conditions with the provision of free food, utilities, medical care, proper care;
- provide an opportunity to visit educational institution or work;
- ensure the safety of the child, protect him from life threats;
- relieve acute mental stress associated with relationships with family, teachers, peers; provide psychological assistance;
- carry out the necessary correction, rehabilitation of children;
- Facilitate the return of the child to the family or its further arrangement.
The main contingent of the shelter is preschoolers and junior schoolchildren, whose residence in the family has become impossible.
The following key reasons for children to end up in a social shelter have been identified:
- alcoholism of parents;
- constant beatings;
- lack of basic living conditions;
- illness of mother, death of parents;
- sexual violence in the family.
Children are sent to the orphanage by police officers, social educators, and relatives. Less often, children (mostly teenagers) come to the shelter on their own.
It was revealed that only a small part of the children placed in the shelter are healthy. The social educator of the shelter faces difficult tasks:
to study the child, his problems;
collect and maintain documentation for each child;
provide the child with first medical, psychological and legal assistance;
establish contacts and maintain links with other institutions providing assistance to children;
in a short time to pay off the crisis state of the child, the conflict with the family;
create a home environment for the child;
organize educational work with children
establish contact with the child, teach him to observe the norms of the hostel, equip him with everyday skills and abilities;
to introduce the child to study, to involve in work, to organize treatment;
10) direct the child on the path of self-education;
11) determine the future of the child, prepare documents for adoption, taking under guardianship or transfer to another institution.
The first task that a social pedagogue solves when a child enters an orphanage is to study him. The teacher collects all the information about how and where the child came from, information about parents and relatives, about the school and educational institutions where the child used to be. By using medical workers and a psychologist, a full medical examination of the physical and mental health of the child is done. The social pedagogue takes part in the initial examination of the child, is present when filling out the scheme for examining the child upon admission to the shelter. Next, the teacher visits the child's family, writes down information about it according to the scheme.
After that, the teacher must complete social card child in an orphanage.
The social pedagogue conducts educational work with the child in several stages - from adaptation to the conditions of the shelter to the rehabilitation of the child. At the same time, the key emphasis is on self-education, self-realization of the child.
An important direction in the process of adaptation of a child in an orphanage is the creation of a home environment. At the same time, the children themselves should take part in the creation of home corners.
In joint activities, children learn moral norms, in particular, norms of cultural behavior. The following rules are of particular importance:
- do not offend other children;
- do not steal;
- do not leave the shelter without warning the caregiver.
An important direction in the upbringing of children in an orphanage is their involvement in labor activity. Pupils are included in different types work, including paid work. Particular emphasis is placed on self-service, repair work, various types of agricultural work. But work has educational power if it is feasible, and its results have social or personal significance. In progress labor activity children learn communication, cooperation, learn professions. Savings books and personal accounts are started for children.
The library plays an important role in the upbringing of children in the orphanage. Working with a book is a method of introducing children to knowledge, learning, and developing their thinking. It should be noted that introducing children to systematic learning is a serious problem for a social teacher. The social educator directs children to school, monitors class attendance, and helps with homework. It is important to change the child's attitude to knowledge, to help overcome the fear of school.
When forming a desire for knowledge in children, the teacher relies on a personal approach, which involves:
- the ratio of the level of development of the child with the level of development of children of a given age (with the required level of development);
- a positive assessment of success;
- taking into account the inclinations and capabilities of the child;
- reasonable provision of entertainment and visualization of training;
- help in building relationships with peers and teachers;
- development of speech, formation of communicative teachings.
It should be borne in mind that the requirement of strict discipline in the process of raising children can be overwhelming for them.
Aggressive children, children with hyperactivity syndrome require a special approach in the shelter.
Working with aggressive children is carried out in several stages:
accumulation of consents;
analysis of a teenager's messages about himself with acceptance of them on faith, creation of conditions for contact;
search for neutral hobbies and interests of a teenager;
identifying the qualities of a teenager that he does not accept in himself;
joint construction of a program of further actions;
joint actions of the educator and the pupil, based on mutual trust.
The guideline in the upbringing of aggressive children is their positive traits. The main principle of their upbringing is the principle of faith in the child.
Children with hyperactivity are a big concern in shelters. They are very mobile, constantly trailing, cannot hold their attention for several minutes. Such children are quick-tempered and irritable, which leads to conflicts with peers. They, as a rule, have good intellectual data, but they do not cope with educational tasks, considering them boring and monotonous.
For such children, individual programs are created, including psychological, medical and pedagogical assistance.
There are general socio-pedagogical recommendations for organizing work with such children:
- understand the difficulties of hyperactive children;
- apply only positive influences, avoiding punishments;
- include the child in common affairs;
- develop interest in activities, create optimal loads;
- create conditions for recreation and sports,
- develop the correct regimen, providing for sufficient exposure to air, good sleep, and the development of hygiene skills.
Social educator in healthcare institutions
Health care institutions include:- child's home;
- children's polyclinics;
- hospitals;
- neuropsychiatric and narcological clinics and dispensaries.
The position of "social educator" can be introduced in each of these institutions.
Its functions are as follows:
- socio-environmental and socio-psychological rehabilitation;
- development of skills to communicate, behave in society;
- help children learn social roles;
- formation of an active life position, development of creative potential;
- professional orientation of students (familiarization with professions, assistance in professional self-determination, professional consultation, correction of inadequate professional interests and intentions);
- educational-methodical and educational work with children;
- social and legal counseling and informing children and their parents.
- provision optimal connection the patient with his social environment;
- optimization of patient support from people close to him;
- ensuring communication of employees of a medical institution with the family and relatives of the patient.
The activity of a social pedagogue in cultural institutions and the organization of children's leisure.
Cultural and leisure institutions for children are an important tool prevention of social deviations and successful socialization of the individual.In these institutions, the interests, abilities, talents of children and adults are developed, their social position is formed, social ties are created, certain social roles are mastered, the problem of professional self-determination and self-knowledge is solved.
With properly organized work, these institutions bring people joy, satisfaction, provide opportunities for communication, manifestation and development of their own initiative.
The social and pedagogical service in these institutions operates in the following areas:
participation in the development of the socio-cultural environment, coordination of the activities of institutions to solve the problems of useful organization of the free time of residents;
organization of physical education and sports, various forms of family recreation;
revival of folk traditions and culture;
identification and satisfaction of cultural needs, development of abilities;
organization of joint recreation for representatives of different generations.
attraction to useful activity maladjusted teenagers;
increasing the degree of independence of children and adolescents, developing their skills to control their lives, effectively resolve emerging problems;
orientation to additional education in accordance with the life plans and interests of pupils.
The activities of a social pedagogue in these institutions should be based on the principles of humanism and democracy, taking into account ethnic characteristics and traditions, voluntariness, and activity of the wards.
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Infrastructure of social and pedagogical activity
Social infrastructure is a set of bodies and institutions, a material and regulatory framework that ensures the satisfaction of the social needs of citizens and the protection of their social rights. It is an external system in relation to social activity, which determines the effectiveness of the functioning of the entire social complex. On the one hand, the social infrastructure includes the highest management level (the Government of the Russian Federation and relevant ministries), the level of regional bodies, municipal bodies and institutions. On the other hand, its bodies and institutions, based on the content of their activities, can be considered within the organizational and managerial "verticals" of the Ministry of Education of the Russian Federation, the Ministry of Labor and social development Russian Federation, the Ministry of Health of the Russian Federation, other ministries and departments, as well as a number of committees, services and commissions (for youth, employment, physical culture, sports and tourism, etc.) and their bodies and institutions in the field, guiding decision one or the other social issues and the implementation of specific acts of social policy. In addition, the Office of the President of the Russian Federation has a Commission on Women, Family and Demography and a number of other units that also have relevant regional and municipal bodies in the field and manage the solution of certain social issues.
The regional and municipal levels also have their own system of bodies and institutions dealing with the resolution of social problems. The peculiarity of this system is that it includes not only managerial, but also functional elements: schools and hospitals, institutes and libraries, centers social service various categories of the population, employment services, etc.
An integral part of the social infrastructure that has emerged and is actively developing in recent years are non-governmental organizations and institutions of charitable and social orientation (associations of people with similar problems, foundations, etc.).
Social pedagogue in educational institutions
Within the institutions of the Ministry of Education Russian Federation social and pedagogical activity is carried out by full-time social teachers of educational institutions, boarding schools. Among the new institutions of the system of the Ministry of Education, which have been formed in recent years, are centers for psychological and pedagogical and medical and social assistance, which provide methodological assistance to psychologists, social teachers, teachers of secondary schools, and also provide comprehensive medical, psychological and pedagogical assistance to families and children. . The system of the Ministry of Education also operates a network of closed-type penitentiary special educational institutions, where children and adolescents with deviant behavior are sent by decision of the Commission on Juvenile Affairs and the Protection of Their Rights.
Social and pedagogical functions are performed by the vocational education system, a network of institutions supporting orphans and children left without parental care (orphanages, boarding schools for children with mental and physical disabilities), institutions additional education, clubs at the place of residence, specialists in the organization of children's and youth movements.
The school is one of the traditional places of activity for social educators. The introduction of the rate of a social teacher in a school is determined by Art. 55 of the Federal Law of the Russian Federation "On Education". On the basis of domestic and foreign practice, the following goals of social pedagogical activity in an educational institution can be formulated:
Contribute to the elimination and overcoming of specific difficulties in the process of socialization of schoolchildren from socially disadvantaged families and social strata; to develop the process of advanced socialization, i.e. to acquaint all students, regardless of their background, with their role prospects and chances in society, with social demands, and prepare them for a critical perception of these prospects;
Contribute to the development of personality and its orientation in social processes at the stage of education and choice of profession;
Participate in resolving potential and ready-to-erupt conflicts.
To achieve these goals, the social educator at the school:
Uses methods of analysis, counseling, treatment and activation, covering in its activities not only the students themselves, but also their parents as a whole group;
Closely cooperates with teachers, school psychologists and doctors, seeks to involve in cooperation all those who show understanding and interest in his work;
Provides comprehensive assistance to individual students (pupils) and groups, using the methods of group pedagogy, works with the teaching staff;
Influences a positive change in the social field at school.
According to the Tariff-qualification characteristics (requirements) for the positions of employees of educational institutions of the Russian Federation, a social teacher:
Carries out a set of measures for the upbringing, education, development and social protection of the individual in institutions and at the place of residence of students (pupils, children);
It studies the psychological, medical and pedagogical characteristics of the personality of students (pupils, children) and its microenvironment, living conditions;
Identifies the interests and needs, difficulties and problems, conflict situations, deviations in the behavior of students (pupils, children) and provides them with social assistance and support in a timely manner;
Acts as an intermediary between the student (pupil, child) and the institution, family, environment, specialists from various social services, departments and administrative bodies;
Determines the tasks, forms, methods of socio-pedagogical work, ways to solve personal and social problems, takes measures for social protection and assistance, the realization of the rights and freedoms of the personality of students (pupils, children);
Organizes various types of socially valuable activities of students (pupils, children) and adults, activities aimed at the development of social initiatives, the implementation of social projects and programs, participates in their development and approval;
Promotes the establishment of humane, morally healthy relations in the social environment;
Helps create an environment psychological comfort and personal safety of students (pupils, children), ensures the protection of their life and health;
Carries out work on employment, patronage, housing, benefits, pensions, registration of savings deposits, the use of securities of students (pupils, children) from among orphans and children left without parental care;
Interacts with teachers, parents (persons replacing them), specialists of social services, family and youth employment services, with charitable organizations, etc. in assisting students (pupils, children) in need of guardianship and guardianship, with disabilities, deviant behavior, as well as stomping in extreme situations.
The work schedule of a social pedagogue is approved by the head of the educational institution. When drawing up the schedule, the time spent on the performance of official duties outside the educational institution is read.
Issues of remuneration, vacation, social protection of a specialist are resolved in accordance with applicable law.
In boarding schools, social teachers communicate with social services and employment services, assist the administration of the institution in matters of protecting the rights of pupils and graduates, and their social adaptation.
In educational institutions for children in need of psychological, pedagogical and medical and social assistance, the social teacher takes measures to identify the causes of social maladjustment of children and provides them with social assistance, communicates with the family, as well as with bodies and organizations on the employment of children and adolescents, providing them with housing, benefits and pensions.
In a special educational institution for children and adolescents with deviant behavior (open and closed type), a social teacher communicates with the social protection services of the population at the place of residence of pupils, maintains contact with parents (persons replacing them) by correspondence, visiting them at home , personal conversations, holding parent-teacher meetings.
In many modern educational institutions, social services are being created to organize joint activities administration, students (pupils) and their parents, teaching staff, representatives of public structures cooperating with an educational institution to pedagogize the living environment of students (pupils) and provide qualified and timely social support and assistance. The social service should perform the following functions:
Act as a guarantor, provide social guarantees to each member of the school team;
Protect and protect the individual, his rights, interests and work;
Create conditions for safe, comfortable creative life students;
Provide assistance and support to students and teachers in need;
Establish relationships in the team, prevent mental violence against the individual;
Study public opinion in the school community;
Organize socio-psychological and legal consultations for students, teachers, school administration, parents;
Organize the work of the school helpline;
Promote a healthy lifestyle for team members.
Thus, socio-pedagogical activity in educational institutions is a necessary, constantly developing and improving direction of pedagogical activity, which ensures full socialization, versatile development, fruitful communication of all participants in the pedagogical process.
Social pedagogue in institutions of the system of social protection of the population
Under social protection, according to the definition of V.P. Yudin, is understood the activity of the state, aimed at the formation and development of a full-fledged personality, at identifying and neutralizing negative factors, influencing the personality, on the creation of conditions for its self-determination and assertion in life. In a narrower sense, social protection is seen as a set of legislatively fixed economic and legal guarantees that ensure the observance of the most important social rights of citizens and the achievement of a socially acceptable standard of living. The leading element of social protection of the population is social services.
Social services - the activities of social services for social support, the provision of social, social, medical, psychological, pedagogical, social and legal services and financial assistance, ensuring social adaptation and rehabilitation of citizens in difficult life situations.
Social service is a system of state and non-state structures that carry out social work and include specialized institutions for the provision of social services and their management bodies.
The Concept for the Development of Social Services for the Population of the Russian Federation (1993) defines the following functions of social services:
the function of social assistance is to identify and record families and individuals who are most in need of social support, the provision of material assistance and the provision of temporary housing to those in need, etc.; poverty prevention (creating conditions for families to independently ensure their well-being, family entrepreneurship); home services for those in need of outside care; promoting the development of non-traditional forms of pre-school, school and out-of-school education; organization of a temporary forced stay of a child outside the parental family, his further placement in a children's institution, under guardianship (guardianship), adoption;
the function of counseling is consulting specialists, participating in preparing young people for choosing a profession, preparing boys and girls for marriage and conscious parenthood, parental medical and psychological general education;
the function of social correction and rehabilitation is the social medical and psychological rehabilitation of minors with deviant behavior, neglected children and adolescents, children left without parental care; medical and social rehabilitation and rehabilitation of children and adolescents with handicapped and families raising them;
the function of informing the population, studying and predicting social needs - providing the client with the information necessary to resolve a difficult life situation; dissemination of medical, psychological, pedagogical and other knowledge among the population; study of the needs of clients and social problems that give rise to crisis situations in the region, development and implementation of specific measures aimed at their elimination;
function of assistance in overcoming the consequences of natural disasters and social conflicts-- participation in the development of emergency programs, the formation of brigades of social workers within the framework of the rescue services, etc.
Within the framework of the Ministry of Labor and Social Development, there are more than 2,000 various social institutions for children and adolescents. In addition to specialized social and rehabilitation institutions for juveniles, oriented directly to maladjusted children and adolescents, significant assistance in working with families is provided by territorial centers for social assistance to families and children, centers for psychological assistance, centers for comprehensive social assistance, social shelters, etc.
Since 1994, at the initiative of the Ministry of Social Protection of the Russian Federation (today the Ministry of Labor and Social Development), centers for helping children left without parental care began to operate. These centers provide:
social adaptation of children left without parental care, protection of their rights and legitimate interests, provide placement under guardianship (guardianship), in a children's institution, as well as adoption, depending on their psychophysical condition. The structure of the centers for helping children left without parental care must certainly include a social, legal and information service, which:
ensures social and legal protection of children in the center;
together with local child protection specialists, prepares the personal files of children to determine them for further education;
together with the employees of the admission and diagnostic department, conducts work on the selection of adoptive parents, guardians, trustees, parents-educators for minors or on the determination of adolescents in a state institution for further education;
prepares materials for submission to the psychological and medical pedagogical commission of the center;
provides advisory and practical assistance to children transferred to families through the center, and to persons involved in their upbringing;
identifies and takes into account children subject to adoption from among those in state institutions, carries out work on the selection of adoptive parents for them;
provides consultations for the administration and teachers of children's public institutions on child protection issues;
conducts propaganda among the population of various forms of raising children left without parental care, identifies and takes into account persons wishing to adopt such children into the family, provides legal training for citizens to fulfill the duties of adoptive parents, guardians (custodians), parent-educators;
creates a single data bank on children subject to adoption, guardianship, guardianship, etc., and adults who wish to adopt them into their family, ensures the systematization and operational use of the information contained in it.
In almost every region today there is a Center for Social Assistance to Families and Children. It is intended to provide families and children living in the city, district or microdistrict and in need of social support, timely and qualified social assistance of various types (socio-economic, psychological and social, socio-pedagogical, medical and social, legal, social and rehabilitation, etc.) in need of social support. The purpose of the center is to promote the realization of the right of families and children to protection and assistance from the state, to promote the development and strengthening of the family as social institution, improvement of socio-economic conditions of life, indicators social health and the well-being of the family and children, the humanization of family ties with society and the state, the establishment of harmonious intra-family relations.
The tasks of the center are adjusted depending on the socio-demographic situation in the region, national traditions, the need of the population for specific types of social assistance and services, and other factors. The main tasks of the center are:
identifying, together with state and non-governmental organizations (authorities and institutions of education, health care, internal affairs, employment, migration, associations of large families, single-parent families, parents of disabled children, etc.) the causes and factors of social disadvantage of specific families and children, determining their need for social assistance;
determination and provision of specific types and forms of socio-economic, medical-social, psychological-social, socio-pedagogical, legal and other social services to families and children in need of social assistance;
support for families and individuals in solving problems of self-sufficiency, in the implementation of their own capabilities to overcome difficult life situations;
social patronage of families and individual citizens in need of social assistance, rehabilitation and support;
participation in the work on the prevention of neglect of minors, the protection of their rights;
analysis of the level of social services for families with children in the city, district, microdistrict, forecasting their need for social assistance and preparing proposals for the development of social services;
involvement of various state and non-governmental organizations in solving issues of social services for families and children. Clients have the right to apply to the center in person, by phone, as well as send a written application or request. Anonymous appeal is allowed for certain types of assistance. Communication between clients and employees of the center can also take place outside the center. At the invitation of families, the staff of the center can serve clients at home.
Structural subdivisions of the center: department of primary admission, information, analysis and forecasting; department of socio - economic assistance; department of medical and social assistance; department of psychological and pedagogical assistance; department for the prevention of neglect of children and adolescents, etc.
Another widespread type of child welfare institution is the social shelter.
The purpose of the shelter is social assistance to homeless children and adolescents, organization of their temporary residence, legal and medical and psychological assistance, and their further life arrangement.
Tasks facing the staff of the shelter:
ensure temporary residence of children and adolescents in normal living conditions with the provision of free food, utilities, medical care, proper care and hygiene;
provide an opportunity to attend an educational institution, study on an individual program or work for adolescents who, for some reason, left their families, boarding schools, for the period of stay in a shelter;
provide psychological, psycho-correctional and other assistance to eliminate a crisis situation in the family and facilitate the return of the child to his parents or persons replacing them, the placement of orphans and children left without parental care;
assist in determining the future fate of the minor, together with the departments concerned (assistance in finding a permanent place of residence, returning to a boarding school (orphanage) or resolving the issue of transferring to another children's institution, permanent or temporary employment of adolescents who need it).
The structure of the shelter is determined taking into account the tasks, opportunities, availability of specialists. Departments can be formed in the main areas of work (reception, inpatient departments, department of social and legal services, etc.), as well as subdivisions within departments.
The social educator in the shelter performs the following functions:
collects information regarding the child's social status (visiting and studying the family and the child's position in it, establishing contact with other relatives of the child, if necessary - with the school, other institutions, internal affairs bodies, neighbors);
collects and maintains documentation for each child;
analyzes the available information about the social status of the child and discusses with the director and staff of the shelter the possibilities for the socialization of the child and his placement;
establishes contacts and maintains relations with other institutions involved in providing assistance to children from disadvantaged families;
prepares documents for the adoption of a child, taking him under guardianship or transfer to another institution (together with the director and other employees);
provides social support for the child during his stay in the shelter (assistance in getting to school, vocational training, employment, solving other life problems);
assists the director of the orphanage in preparing documents for initiating a criminal case in the interests of the child;
assists in organizing the life and upbringing of a child in an orphanage;
assumes the duties of a teacher-educator in the absence of him in the staff list of the shelter.
This is not a complete list of institutions, centers, services of the Ministry of Labor and Social Development of the Russian Federation and its territorial offices, where social and pedagogical work is carried out. Against the backdrop of exacerbation contemporary problems childhood, the need for further development and improvement of the activities of social educators in the system of social protection of the population is obvious.
Social educator in healthcare institutions
The Ministry of Health of the Russian Federation is in charge of orphanages where children under 3 years of age are kept, children's polyclinics (medical and social patronage of the family), hospitals and clinics serving children in a hospital, institutions for medical and social rehabilitation, medical, psychological and pedagogical assistance, a system of psychiatric and narcological clinics and dispensaries (there is only one children's psychiatric hospital in the country, there are no adolescent psychiatric and narcological institutions). In recent years, priority has been given to the valeological direction, valeological services and centers are being created.
Summarizing the experience of work of social educators in healthcare institutions, the following possible areas of their activity can be distinguished:
socio-environmental and socio-psychological rehabilitation (development of social skills: communication skills, the ability to present oneself, etc.; mastering social roles; ensuring personal growth, the formation of an active personal position, creative potential);
work with families of children and adolescents (family counseling, organization of parent "support groups", correction of violations psychological state family members);
professional orientation (acquaintance with the world of professions, assistance in professional self-determination, correction of inadequate professional interests and intentions);
organizational, educational and methodological and educational work with the closest social environment of children and adolescents;
socio-legal consulting and informing.
Social pedagogue in cultural institutions
The activities of social educators in the institutions of the Ministry of Culture of the Russian Federation are currently practically not represented. At the same time, there is an obvious need to cultivate socio-pedagogical practice in the area directly related to leisure and ensuring the deepening of the interests and creative possibilities of citizens.
For children and adolescents, leisure is a field for acquiring knowledge and expanding their own horizons, developing interests, abilities and talents. The same great importance has leisure for the formation of social ties, qualities, feelings, his own social position, the development of social roles. From the tasks of social education it follows that leisure should:
to bring joy and satisfaction, to develop social relations(family, friends, communities), offer opportunities for communication, entertainment, communication;
give an opportunity for the realization of public interest, for participation in public life;
promote the development of one's own initiative, self-determination.
Regardless of the type of cultural institution, a social and pedagogical animation and leisure service can operate in its structure, the activities of which are built in the following areas:
participation in the development of the socio-cultural environment, unification and coordination of the activities of out-of-school, cultural, educational and other institutions to solve the problems of the integrated organization of free time for residents of a given territory, clarify, ensure their cultural needs;
organization of various forms of family recreation, activities
physical education and sports;
revival of folk traditions and culture;
organization of joint recreation of different generations, primarily parents and children;
arrangement of the living environment of the inhabitants of the territory
in accordance with their socio-cultural needs and needs.
On the basis of cultural institutions (as well as educational institutions), socio-pedagogical complexes (SECs) can operate.
Their activity is a system of coordinated actions aimed at the comprehensive implementation of the tasks of social education at the place of residence, strengthening the family and increasing its responsibility for raising children, and systematic socio-cultural development of the microdistrict. Along with self-government bodies, various sections, departments, clubs, etc. are included in the structure of the SEC. For example, the SEC of Almetyevsk work based on their sections, including: the section of mass political work, leisure activities, maintenance of public order, improvement and material support microdistrict, physical culture and health and sports work, work with youth living in hostels. Almost every SEC has communication rooms, extended day groups work (not according to the classroom, but according to the territorial principle, not with forty students in one class, but with twenty children different ages living in the same house), club informal associations (their difference from ordinary circles in the composition of groups of different ages, proximity to the place of residence, with members of an amateur association not only classes are held on topics of interest to them, but also their life activities are organized).
Thus, the activities of a social pedagogue in institutions of the cultural and leisure sphere:
designed to influence the structure of the living space of the individual and its vitality;
carried out in the free time of the individual;
assumes voluntariness and activity of the ward;
due to national and ethnic characteristics and traditions.
Social pedagogue in the institutions of the penitentiary system
The approach to crime as a socially negative phenomenon presupposes an appropriate struggle strategy, which includes the development of a system for the prevention of criminal behavior and a system of punishment for illegal behavior (the penitentiary system).
Penitentiary - pertaining to punishment, mainly criminal.
In the system of internal affairs bodies (MVD), the juvenile affairs inspectorate (IDN), juvenile delinquency prevention units (PPPN) in accordance with the Federal Law of the Russian Federation “On the basics of the system for the prevention of neglect and juvenile delinquency” (1999) were replaced by juvenile affairs units (PDN). Reception centers for juveniles have been transformed into temporary isolation centers. The Law of the Russian Federation "On the Police" (1991) extends the preventive activities of the internal affairs bodies primarily to adolescents who have committed a crime or offense. In recent years, a movement of specialists has been actively developing to consolidate a special direction in jurisprudence - juvenile justice.
Juvenile justice is a system of legal norms and institutions that ensure the protection of the rights and legitimate interests of minors, that is, covering the area where the child acts as a subject of law. According to another approach, a system of norms and institutions that are associated with the child as a subject of offenses, i.e. in which the child acts as the subject of criminal behavior, on the one hand, and the object of preventive, judicial-investigative and penitentiary influence, on the other.
Correctional institutions, according to the Criminal Executive Code of the Russian Federation of January 8, 1997 No. 1-FZ (as amended on January 8, July 21, 24, 1998), are correctional colonies, educational colonies, prisons, medical correctional institutions. Juveniles serve their sentences in educational colonies until they reach the age of 21.
According to the United Nations Standard Minimum Rules for the Administration of Juvenile Justice (the "Beijing Rules"), which were adopted by United Nations General Assembly Resolution 40/33 of December 10, 1985, the purpose educational work with juveniles held in correctional institutions is to provide care, guardianship, protection, education and vocational training to assist them in fulfilling socially useful and fruitful roles in society. Juveniles in correctional institutions shall be provided with all necessary assistance - social, psychological, medical, physical, as well as assistance in the field of education and training, which they may require, taking into account their age, sex and personality, interests and full development.
According to Art. 109 of the Code of Criminal Procedure of the Russian Federation, educational work with convicts sentenced to deprivation of liberty is aimed at correcting them, forming in them a respectful attitude towards a person, society, work, norms, rules and traditions of human society, at raising their educational and cultural level. The participation of convicts in educational activities is taken into account when determining the degree of their correction, as well as when applying incentives and penalties to them. Educational work is regulated by the Order of the Ministry of Internal Affairs of the Russian Federation of April 2, 1997 No. 201 "On approval of the Instruction on the organization of educational work with convicts in educational colonies of the Ministry of Internal Affairs of the Russian Federation and the Model Regulations on amateur organizations of convicts in educational colonies."
In order to assist the administration of the educational colony in organizing the educational process, in resolving issues of social protection of convicts, labor and household arrangements for released persons, the following are created at the colony:
general education schools (Order of the Ministry of Internal Affairs of the Russian Federation of February 8, 1996 No. 57 “On approval of the Instruction on the organization of activities secondary school in the educational and labor colony of the Ministry of Internal Affairs of the Russian Federation”);
boards of trustees from representatives of state enterprises, institutions, organizations, public associations and citizens (Approximate regulation on the board of trustees at an educational colony of the criminal educational system was approved by the Decree of the Government of the Russian Federation of October 13, 1997 No. 1295);
parental committees of parents, persons replacing them, and other close relatives of convicts (activities are regulated by a regulation approved by the head of the educational colony).
In the list of employees engaged in educational work, in the above documents there is no social worker or social teacher. Currently, the necessity of including these specialists in the staff of juvenile correctional colonies is substantiated.
L. V. Mardakhaev identified the main areas of correctional pedagogical work in correctional institutions:
punitive-educational, assuming correction, re-education within the framework of the Criminal Code of the Russian Federation;
correctional and educational;
educational and labor.
The work of a social pedagogue with prisoners can be carried out in several stages:
Stage 1 - when a convict enters the colony, the teacher studies his documents, court documents, his personality and the reasons for the deviation in behavior. Based on this, socio-pedagogical work with the convict is planned, its forms and methods are determined. Contacts are established with the family, relatives of the minor, the peculiarities of their influence are assessed, recommendations are developed for organizing visits and possible vacations.
Stage 2 - the program is being implemented. Its effectiveness depends on psychological features convict, the period of his stay in the colony, the team in which he ended up, the experience of educators, the educational opportunities of the institution. The ward is assisted in adapting to the group, measures are taken in case of a conflict with other pupils. The correction process is analyzed. The development of an individual approach can be based on the following types of behavior of the ward:
the first type - embarked on the path of correction, study, get a profession, fulfill all the requirements;
the second type - firmly embarked on the path of correction, the initiators in labor and the implementation of the regime, influence others, participate in amateur activities, repent of their deeds;
the third type - they prove their correction, engage in self-education and self-education, condemn their crime;
the fourth type is "swamp", the behavior is indefinite;
the fifth type - violators of the order, not subject to the requirements of the administrator;
the sixth type is malicious violators, leaders of criminal gangs.
The mobility of types of behavior makes it necessary to constantly diagnose the state of the ward, adjust the program of activities.
Relationships are maintained with relatives and families. In most cases, the specialist encourages the ward to maintain and strengthen these relationships. There is a search for additional contacts outside the walls of the colony, which could become a support for resocialization in the future. The social situation of the ward is controlled: the necessary consultations are provided, organizational work is carried out to improve it.
Stage 3 - after serving the sentence, the result of the work is evaluated, preliminary and subsequent steps are taken to accompany the ward outside the colony, normalize his resocialization, maintain relations with both the ward himself and his relatives. If necessary, support is provided in employment, determination for further studies (in the form of applications, letters of recommendation).
Thus, there are currently no social service specialists in the institutions of the domestic penitentiary system, their functions are performed by all employees of these institutions. The issue of creating such a service or introducing social workers or social educators into the staff of correctional institutions remains debatable, although in most developed countries it has already been resolved positively. When modeling the work of a social pedagogue in a correctional institution, let us once again pay attention to its specifics:
it is carried out in closed and isolated social spaces;
its object is people with a high rate of social distress and increased stress;
it is carried out in conditions of inevitable confrontation between "prison staff" and "prison contingent";
it is inextricably linked with the execution of criminal punishment;
it does not stop after the execution of punishment, but involves assistance in resocialization and adaptation to the outside world.
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School is one of the traditional places of activity of social
teachers. Based on domestic and foreign practice
it is possible to formulate the following goals of socio-pedagogical activity in an educational institution:
- contribute to the elimination and overcoming of specific
difficulties in the process of socialization of schoolchildren and socially
disadvantaged families and strata
- to develop the process of advancing socialization;
- to promote the development of the personality and its orientation in
social
processes at the learning and selection stage
professions;
- participate in the resolution of potential and ready
erupt conflicts
communicate with social services and services
employment, provide assistance to the administration of the institution
in matters of protecting the rights of pupils.
In educational institutions for children,
in need of psycho-pedagogical and medico-social assistance, the social pedagogue takes measures
to identify the causes of social maladaptation of children and
provides them with social assistance, communicates with
family, as well as with authorities and organizations on issues
employment of children and adolescents, ensuring their
housing, benefits and pensions.
In a special educational institution
for children and adolescents with deviant behavior
the social pedagogue communicates with the services
social protection of the population at the place of residence
pupils, maintain contact with parents Thus, the socio-pedagogical
activities in educational institutions necessary, constantly developing
direction of pedagogical activity, which
provides full socialization,
diversified development, fruitful communication
all participants in the educational process. Under social protection, according to the definition of V.P. Yudin,
refers to the activities of the state aimed at
the formation and development of a full-fledged personality, on
identification and neutralization of negative factors,
affecting the personality.
Since 1994, at the initiative of the Ministry of Social
protection of the Russian Federation, centers for helping children began to operate,
left without parental care. Data Centers
carry out social adaptation of children left behind
without parental care, protection of their rights and legal
interests. In almost every region today there is
Center for social assistance to families and children. He
designed to provide families and children,
living in the city, district
timely and qualified assistance
various kinds.
Another widespread type
institutions of social protection for children is
social shelter. The purpose of the shelter is to provide social assistance to children and adolescents. Valeology is the science of human health,
prerequisites and factors healthy lifestyle
life To the functions of a social educator in the system
health care can be attributed to the provision of care
about patients in the pre- and post-hospital period,
help in relieving stress, promoting recovery,
including the promotion of a healthy lifestyle. Areas of activity of social
teachers in institutions
healthcare:
socio-environmental and socio-psychological
rehabilitation
work with families of children and teenagers
professional orientation
organizational, educational and methodical And
educational work with the nearest social
surrounded by children and teenagers
social and legal consulting and
informing Activities of social educators in institutions
departments of the Ministry of Culture of the Russian Federation at present
time is almost non-existent. obvious
the need to cultivate socio-pedagogical practice in the field directly
associated with leisure and providing deepening
interests and creative possibilities of citizens Regardless of the type of cultural institution in its structure
the service of socio-pedagogical
animation and leisure, whose activities are based on
the following directions:
organization of various forms of family recreation, activities
physical education and sports
revival of folk traditions and culture
organization of joint recreation of different generations,
especially parents and children
Socio-pedagogical complexes (SECs) can operate on the basis of cultural institutions. Their activities
is a system of coordinated actions,
aimed at the integrated implementation of tasks
social education at the place of residence, strengthening
families and increasing their responsibility for the upbringing of children. Thus, the activity of a social pedagogue in
cultural and leisure institutions:
designed to influence structures
living space of the personality and its vital
strength
carried out in the individual's free time
implies voluntariness and activity
ward
due to national-ethnic
features and traditions penitentiary - pertaining to punishment,
predominantly criminal.
L.V. Mardakhaev outlined the main directions
correctional and pedagogical work in
correctional facilities:
- punitive-educational, suggesting
correction, re-education within the framework of the Criminal
Code of the Russian Federation
- correctional and educational
- educational and labor Professional
socio-pedagogical
work is one of the main
ways to respond
society for a new
social situation.
UDK 371.214
L.I. Lazareva
INFRASTRUCTURE OF THE ACTIVITY OF A SOCIAL TEACHER AS A BASIS FOR FORMING THE CONTENT OF THE CURRICULUM
The concept of the infrastructure of the activity of a social teacher, social and pedagogical activity, its types and forms is considered. The curricula of the main educational programs in the direction of training 050400 "Psychological and pedagogical education", the profile "Psychology and social pedagogy", the degree "Bachelor" are analyzed. The necessity of forming the content of the curriculum, taking into account the infrastructure, types and forms of socio-pedagogical activity, is substantiated.
Key words: infrastructure of the activities of a social pedagogue, socio-pedagogical
activities, types and forms of socio-pedagogical activity, educational program, curriculum.
Lazareva Lyudmila Ivanovna INFRASTRUCTURE OF A SOCIAL PEDAGOGUE’S (TEACHER’S) ACTIVITY AS A FOUNDATION OF FORMATION OF THE TRAINING PLAN’S CONTENT
This article is dedicated to the notion of infrastructure of a social pedagogue’s (teacher’s) activity, socio-pedagogical activity, its forms and types. The training plans of the basic educational programs on a direction of training 050400 “Psychological-pedagogical education" on the profile “Psychological and social pedagogy", Bachelor’s Degree, are analyzed. The formation of the educational plan’s content is substantiated with the account of infrastructure, types andforms of socio-pedagogical activities.
Key words: infrastructure of a social pedagogue’s activity, socio-pedagogical activity, forms and types of socio-pedagogical activity, educational program, training plan.
In the 2011-2012 academic year, the country's universities massively switched to a two-level graduate training system associated with the introduction of federal state educational standards for higher education. vocational education. The beginning of implementation was preceded by a serious and painstaking work of universities to create basic educational programs in various areas of training, which, along with state standard a model of a strategic document that defines the general, basic guidelines that regulate the process of professional training of graduates. Understanding and vision of the strategic goal of the main educational program is a very important point. In this regard, I would like to quote the statements of Seneca Jr. that for a person who does not know which harbor he is heading for, not a single wind will be fair. With a share of irony, W. Goethe also spoke about the importance of a correct vision of a strategic goal: “Whoever fastens the first button incorrectly will no longer fasten it properly.” Figuratively speaking, the main educational program is the “first button” that must be fastened correctly.
What factors make it possible to draw up the main educational program correctly? The answer is obvious: compliance with the requirements of the state educational standard. An analysis of the content of the structural components of the standards suggests that the standard becomes the basis for a variant approach to the preparation of basic educational programs, primarily their content core - the curriculum. Before proceeding to the analysis of the main educational programs developed by universities and the ones contained in them curricula within the framework of the training direction 050400 "Psychological and Pedagogical Education", the profile "Psychology and Social Pedagogy", the degree "Bachelor", it is advisable to choose criteria according to which it is possible to assess the quality of basic educational programs, in particular, the content of the curriculum. These criteria are also laid down in the content of the standard, in its fourth section, which characterizes the professional portrait of bachelors in terms of infrastructure, types and forms of socio-pedagogical activity. The infrastructure of the activity of a social pedagogue is an element of social infrastructure, including a set of institutions of various spheres of the socio-economic life of society, in which his professional readiness to carry out various directions, types and forms of social and pedagogical activity is realized. Taking into account the infrastructure of the activity of a social pedagogue when drawing up the curriculum is due to the fulfillment of the social order of society and the state for a certain category of specialists necessary for their progressive development. In this case, the university is obliged to prepare a graduate who will have high quality characteristics of a professional specialist, which is reflected in the mission of the main educational program, which is its strategic vector.
An analysis of the mission statements of the main educational programs allows us to say that all of them are mainly related to the provision of high-quality public education in
modern competitive educational environment based on innovative educational technologies, integration of learning, upbringing, scientific and social activities with the aim of demand for bachelors in the Russian and international labor markets. The main key phrases at the same time are "competitive educational environment" and "the demand for bachelors in the Russian and international labor market."
Consider what lies behind these key phrases? The main indicator of competitive educational environment university is the competitiveness of its graduate. Therefore, the responsibility for the content of educational programs and their high-quality implementation lies with the educational institution, which must prove to the consumer educational services that their quality of graduate training is better than other universities. In addition, an indicator of the quality of a graduate's training is his demand in the labor market as a resultant indicator of the university's competitiveness. Based on the foregoing, orientation to the labor market becomes one of the main conditions for shaping the content of bachelor's education. What is the labor market where a bachelor of the specialty “Psychology and Social Pedagogy” can implicitly be in demand? As V. G. Bocharova points out, social pedagogy is aimed at supporting the functional activities of society in various areas - education, culture, health care, social and legal protection of a person, social work, social policy of society as a whole. In addition, today the need for such a system of socio-pedagogical activity, which is able to realize its functions in an open society, is actualized, not limited to the framework of educational and other institutions. We also find the answer to this question in the fourth section of the state educational standard, which characterizes the professional activity of a bachelor. Region professional activity bachelors includes: education (general, correctional,
inclusive), social sphere, healthcare, culture. For some reason, the area of professional activity of social educators related to law enforcement agencies has dropped out of this list: the police, juvenile justice, penitentiary institutions, where social educators have been successfully working for a long time. Thus, the infrastructure of the bachelor's activity in the profile "Psychology and Social Pedagogy", which includes all five areas of professional work, should be reflected in the main educational program and, accordingly, in the curriculum.
At the same time, considering the infrastructure of the activities of a social pedagogue as the basis for the formation of the content of the curriculum, one should take into account the characteristics and main components of such important concept as "socio-pedagogical activity". There are many definitions this concept. The definition given by V.S. Torokhtiy. The author emphasizes that socio-pedagogical activity acts as a means of realizing the potential of society, used in the interests of resolving current and chronic problems that arise in the individual. At the same time, the main types and forms of socio-pedagogical activity are named. The types of social and pedagogical activities include: psychosocial work, medical and social, social and legal, cultural and leisure, information and educational. The forms include socio-pedagogical diagnostics, assistance, support, support, prevention, correction, rehabilitation, counseling, medical-psychological-pedagogical consultation, mediation. Since the content of the curriculum initially reflects the features of the professional activity of the future specialist, it is necessary to take them into account when selecting titles. academic disciplines.
In addition, as stated in paragraph 4.2. educational standard in the direction of training 050400 "Psychological and pedagogical education", the objects of professional activity of bachelors are: training; upbringing; individual and personal development of students; student health; psychological and pedagogical support for students, teachers and parents in educational institutions of various types and types; socialization. For such positions as training, upbringing and socialization, the subject of activity is not indicated. It can be assumed that this is not only a child, but in general a person whose age categories can be very different. And here the question arises: with what age categories can and should a bachelor of the profile "Psychology and Social Pedagogy" work? This question is not new, it appeared simultaneously with the emergence of social pedagogy as a field of scientific knowledge and practice. As D.V. Lifintsev points out, since 1980, when the first theoretical studies in the field of social pedagogy began in Russia, attempts were made to determine its relationship with general pedagogical knowledge and social assistance, the traditions of social work . The same steps were taken in studies conducted in the countries of North and Western Europe, V
as a result of which professional features and the areas of competence of social pedagogy and social work came to be seen as common.
Today, in European countries, the concepts of social pedagogy and social work have come to be used as synonymous. As you know, a social worker carries out his activities with different age categories of citizens. In addition, if we consider social pedagogy as a science and a field of practice related to the social education of a person throughout life, then social education can be represented both as “education of society” and as “education by society”. Despite the fact that these are two different socio-pedagogical theories, they are not mutually exclusive, but rather complement each other. They are based on one common goal: human socialization. P. Natorp in his work “Social Pedagogy” pointed out that the educational activities of all public institutions should be aimed at minimizing the “marriage” of educating those people who the family, school and other public institutions cannot cope with. K. Mager, G. Nol, K.D. Ushinsky and others adhered to this point of view. Based on the foregoing, we can conclude that a social teacher is a manager of education with a variety of professional roles, who can and should work with different age categories of people having problems of socialization in various spheres of society.
Thus, the formation of the content of the bachelor's curriculum of the direction of training "Psychological and pedagogical education" of the profile "Psychologists and social pedagogy" is possible taking into account the infrastructure of the activities of a social teacher, types and forms of social and pedagogical activities, covering people of different ages. In addition, the annual adjustment of the content of the curriculum should meet the social order of society and the needs of employers in order to ensure, on the one hand, the demand for graduates, their confidence in the need of society, and on the other hand, the competitiveness of the university.
From the indicated point of view, the analysis of the content of curricula is of particular interest. Russian universities who train bachelors in the above direction and profile. For analysis, it is convenient to use matrix tables that reflect the relationship between infrastructure, types and forms of socio-pedagogical activity and disciplines of the curriculum. At the same time, the correlation of disciplines of the curriculum with various areas of infrastructure is possible on the basis of the keyword present in the name of the discipline and the sphere of infrastructure, as well as based on the description of the objectives of studying the discipline and its place in the structure of the main educational program. In this article, we will consider one table-matrix that reflects the relationship between the infrastructure of the activities of a social teacher and the names of the disciplines of the curriculum. As an analysis, we will take five curricula for the training direction "Psychological and Pedagogical Education", the profile "Psychology and Social Pedagogy", the degree "Bachelor", developed by universities in various Russian regions. In order to maintain correctness and respect for the developers of curricula, we will not name the full name of the university, but give the curricula a conventional name: curriculum No. 1, curriculum No. 2, etc.
A preliminary analysis of the curricula showed that in addition to academic disciplines directly related to various areas of activity of a social pedagogue, they include disciplines that are integrative in nature: their content reflects the general socio-pedagogical types and forms of work applicable to various areas of the social pedagogue's infrastructure. Therefore, it is advisable to enter the line "Integration of spheres" in the table, where they will be reflected. In the curricula of the above-mentioned area of training, the modular principle of constructing its content is used, which contains a basic, general professional and specialized module that reflects the features of the training profile. Let us consider only the variable part of the general professional module, since it is precisely this part that reflects the curricula developers' vision of the specifics of the professional training of future social pedagogues.
Correlation between the infrastructure of the activity of a social pedagogue and the content of curricula, the direction of preparation "Psychological and pedagogical education", the profile "Psychology and social pedagogy", the degree "Bachelor"
The scope of the infrastructure of the activity of a social pedagogue Disciplines of the curriculum No. 1
Education Psychological service in education. Socio-pedagogical
activities in residential institutions. Formation of interethnic tolerance in modern school. Interaction between school and family. Socio-pedagogical support and support of children in education. Post-orphanage support for orphans. Socio-pedagogical activity with special educational needs. Psychologist in preschool. Specificity corrective work in boarding schools. Fundamentals of professional orientation.
Health care Psychotherapy.
Social protection Fundamentals of social work. Psychology of social work.
culture
Integration of spheres Mathematical bases of psychology. Fundamentals of family psychology and family counseling. Methods of active socio-psychological education. Psychological counseling. Social Pedagogy. Methods and technology of work of a social pedagogue. Management of social systems for the protection of childhood. Methodology and methods of psychological and pedagogical research. Pedagogy and psychology of deviant behavior of children and adolescents. Practicum of interpersonal interaction. Complex psychodiagnostics of personality. Psychology of work. Fundamentals of extremology. Psychological help in extreme situations. Differential psychology.
The scope of the infrastructure of the activity of a social teacher Disciplines of the curriculum No. 2
Education Theory of education. Socio-pedagogical activity in an educational institution. Socio-pedagogical work in correctional institutions. Socio-pedagogical activity in boarding schools. Methods of work in summer health camps. Correctional pedagogy with the basics of special pedagogy. Pedagogical sociology.
Public health Socio-pedagogical work in institutions of social protection, public health and culture.
Social protection Social and pedagogical work in institutions of social protection, public health and culture. Pedagogical foundations of social work. Social protection of childhood. Social politics. Socio-pedagogical work with the elderly. Socio-pedagogical support for children in foster families.
Penitentiary and law enforcement system Social and educational work with juvenile delinquents. Juvenile Law.
Culture Socio-pedagogical work in institutions of social protection, public health and culture. Fundamentals of spectator culture. Technology of organization of cultural and leisure activities. Sociocultural animation. Human psychology in art. Ethnocultural aspects of socio-pedagogical activity. Ethnology.
Integration of spheres Technology of socio-pedagogical prevention and rehabilitation. Technology of pedagogical conflict resolution. Workshop on the basics of pedagogical skills. Psychological and pedagogical workshop. Pedagogical anthropology. Educational potential of society. Workshop on socio-pedagogical research. Socio-pedagogical work with the family. Normative-legal bases of social and pedagogical activity. Socio-pedagogical work with children of deviant behavior. Diagnostic technologies in the activity of a social pedagogue. Technologies of family and individual
counseling. Technologies of socio-pedagogical design with a workshop. The technology of socio-pedagogical support of people in difficult life situations. Practicum of interpersonal interaction. Socio-pedagogical activity in the microdistrict and rural society. game pedagogy. Teacher Education parents.
The scope of the infrastructure of the activity of a social pedagogue Disciplines of the curriculum No. 3
Education Socio-psychological service in an educational institution. Pedagogical valeology. Montessori pedagogy in the work of a social pedagogue. Fundamentals of pedagogy of cooperation. Socio-pedagogical work in an orphanage, orphanage. Socio-pedagogical work with children deprived of parental care.
healthcare
Social protection Social policy.
Penitentiary and law enforcement system
Culture Methodology for organizing cultural and leisure activities. Fundamentals of theatrical culture. Theory and practice of theatrical activity. Basics artistic creativity. Musical creativity in the practice of a social pedagogue. The development of a disabled child in artistic activity. Creativity as an environment for the integration of children with disabilities.
Integration of spheres Methodology of intermediary activity. Defectology. Deviantology. The method of work of a social pedagogue. Social diagnostics. Social factors of deviant behavior. Methodology for organizing volunteer activities. Promoting youth employment and employment. Prevention and correction of addictive behavior in children and adolescents. Group forms of work of a social pedagogue. Trainings in the practice of a social pedagogue. Social aspects of the formation of a healthy lifestyle. Family counseling. Conflictology in the work of a social teacher. Social ecology. Environmental fundamentals socio-pedagogical activity.
The scope of the infrastructure of the activity of a social pedagogue Disciplines of the curriculum No. 4
Education Implementation of the educational function in the educational process. Basics correctional pedagogy and special psychology. Psychological and pedagogical theories of education. Methods of educational work. Parenting and development of children preschool age with developmental features. Psychological and pedagogical diagnostics of student learning outcomes. Socio-pedagogical activity in an educational institution. Socio-pedagogical activity in a preschool educational institution. Fundamentals of pedagogical skills and development of professional competence of a social teacher. Implementation of an individual and differentiated approach in the upbringing of children.
Healthcare The work of a social educator with children with disabilities.
Social protection Social policy. Management of social systems. Fundamentals of social work.
Penitentiary and Law Enforcement System Juvenile Law in Social and Pedagogical Activities.
culture
Integration of spheres Basic theories of education and personality development. Introduction to social
pedagogical activity. Technologies of work with different categories of children. Fundamentals of psychoconsulting and psychocorrection. Psychology of family and family counseling. Methods of psychological and pedagogical research in the work of a social pedagogue. Psychological counseling for parents. Pedagogy of deviant behavior. Psychology of self-knowledge. Technology of work with social rehabilitation services. Pedagogical prevention of addictions in children and adolescents. History of social pedagogy. Technologies of work with children in critical life situations. Socialization of adolescents and the risks of antisocial behavior. Social partnership as a factor of social adaptation of the individual. Economic education as a condition for the socialization of the individual. Pedagogical anthropology. Spelling practice.
The scope of the infrastructure of the activity of a social teacher Disciplines of the curriculum No. 5
Education Social pedagogue in boarding schools. Organization of educational work. Control pedagogical systems and teaching staff.
healthcare
Social protection Management of social systems. Social politics. Theory and practice of social work.
Penitentiary and law enforcement system Social and educational activities in penitentiary institutions.
Integration of spheres Introduction to the profession. General Basics pedagogy. History of psychology. History of social pedagogy. Fundamentals of correctional pedagogy. Pedagogical anthropology. Socio-pedagogical management. Socio-pedagogical marketing. Theory of counseling and psychocorrection. Psychological and pedagogical workshop. Socio-pedagogical activity in institutions of various departments. Socio-pedagogical rehabilitation. Psychological and pedagogical workshop. Workshop on general and experimental psychology. Program-targeted management and document management in the work of a social pedagogue. managerial communication. Organization scientific research. Self-confidence training. Communication training. Psychological and pedagogical foundations of constructive communication. Psychology of management. Organizational management.
As the analysis of the table shows, in most curricula there is a clear imbalance in the number of disciplines that reflect one or another area of the social pedagogue's infrastructure. The largest number The disciplines of the variable part of the curriculum are not associated with a specific area of infrastructure, but with the disciplines, the content of which reflects the types and forms of socio-pedagogical activity in general. Next in terms of the degree of development of the content of the activity of a social pedagogue is the sphere of education, then the sphere of culture, social protection, health care, the penitentiary and law enforcement systems. In curricula No. 1,3,4,5, such areas of the social pedagogue's infrastructure as health care, the penitentiary and law enforcement system, and culture remain “open”. The interdisciplinary nature of the specialty "Social Pedagogy", reflected in the state educational standards of higher professional education of the second generation, leaves a very tangible imprint on the content of the curricula of the main educational programs of the Federal State Educational Standard of Higher Professional Education. This is confirmed by the greater declaration of disciplines covering the fundamentals of sciences, broad areas of knowledge, general techniques. At the same time, the regional components that specify various aspects of professional training, taking into account the infrastructure of the activities of a social pedagogue and form the basis for conducting educational and work practice in institutions of various fields, have not been developed in sufficient detail.
It is impossible not to note the presence of duplication of the content of various academic disciplines, the fragmentation of the content of one didactic unit in different disciplines. So, for example, in
Curriculum No. 4, the discipline "Implementation of the educational function in the educational process" can and should include the content of the discipline "Implementation of an individual and differentiated approach in raising children." In curriculum No. 3, the discipline "Psychology of the family and family counseling" can certainly reflect the issues covered in the discipline "Psychological counseling for parents." And such examples, unfortunately, are not isolated.
A certain bewilderment is caused by disciplines that are very indirectly related to the forms and types of socio-pedagogical activity, although outwardly they point to a certain area of infrastructure. For example, in curriculum No. 5, such disciplines as “Pedagogical voice training: music and singing”, “Direction of mass holidays”, “Game technology and origami”, “Fundamentals of applied art” are indicated. It seems that these disciplines are needed, rather, for teachers of additional education, who study musical, artistic, and theatrical disciplines in a complex and can carry out the learning process more professionally. various types arts. And the discipline “Workshop on Spelling” from Curriculum No. 4 seemed completely original to us. It is not clear how it reflects the specifics of the activity of a social pedagogue.
The most thoughtful, from the point of view of taking into account the infrastructure of the activities of a social pedagogue, is the content component of curriculum No. 2. Here are the disciplines, the study of which, figuratively speaking, “closes” all areas of infrastructure without duplicating each other.
Thus, the first attempts to develop basic educational programs, undergraduate curricula, are far from perfect, and this is due to many circumstances related to the organizational, pedagogical, scientific, methodological, personnel and other conditions prevailing in various universities. However, the state educational standard of higher professional education in the direction of training 0504000 "Psychological and pedagogical education" (Bachelor's degree), which has a modular structure, provides a real opportunity not only to compile various educational programs and the curricula included in them, but also allows you to further adjust them. Of course, the adjustment of curricula, at first, will be associated with factors of an operational situational nature. At the same time, over time, new strategic guidelines for the development of the profession will begin to appear, which will inevitably affect the content of curricula. In the meantime, we can state the following: the external elaboration of the content of the curricula of the profile "Psychology and Social Pedagogy", the variety of disciplines included in the variable part, carries both positive and negative points. The positive ones include the possibility for the student to draw up his own educational trajectory, associated with the narrow profile he has chosen. However, in the current financial and economic conditions in which universities are located, the implementation of individual educational trajectories students is, unfortunately, declarative and recommendatory in nature. The negative aspects include the fact that the content components of the curricula do not carry an internal strategic core, like a vector indicating the characteristics and direction of development of the training profile. The infrastructure of the activity of a social pedagogue, detailed in the forms and types of social and pedagogical activity, can become such a vector.
Literature
1. Bocharova V. G. Social pedagogy: integration of fundamental and experimental studies V social sphere// Social pedagogy: collection of scientific articles / ed. V. G. Bocharova, M. P. Gurianova. - M.: ISP RAO, 2011. 120p. S.4 - 18.
2. Lifintsev D. V. Social and pedagogical assistance to the family in Germany / Methodical materials. Kaliningrad, 2009. 123 p.
3. Natorp P. Social pedagogy. The theory of education of the will on the basis of generality. Per. A. A. Grombach from the 3rd German. Publishing house. SPb., 1911. 360s.
4. Torokhtiy V. S. Psychology of social and pedagogical activity // psychological science and education. 2010. No. 5. pp. 56 - 69.
5. Projects of the Federal State Educational Standard of Higher Professional Education [Electronic resource]: Access mode // http: mon.gov.ru (accessed 02.01.2012).
