Previously, this state standard had the number 031300
(according to the Classifier of directions and specialties of higher professional education) MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION I APPROVED Deputy Minister of Education Russian Federation V.D. Shadrikov State registration number STATE EDUCATIONAL
STANDARD
HIGHER PROFESSIONAL EDUCATION
Specialty 031300 Social pedagogy
Qualification social teacher
Introduced from the moment of approval
Moscow 2000
1. GENERAL CHARACTERISTICS OF THE SPECIALTY
031300 Social pedagogy The specialty was approved by order of the Ministry of Education of the Russian Federation No. 686 dated March 2, 2000.1.2.The graduate's qualification is social pedagogue.
The standard period for mastering the basic educational program for training a social teacher in specialty 031300 Social pedagogy for full-time study is 5 years.
Qualification characteristics of the graduateA graduate who has received the qualification of a social teacher must be prepared to form a general personal culture and contribute to the socialization of the student, conscious choice and mastery of professional educational programs; use a variety of techniques, methods and means of teaching and education; be aware of the need to respect the rights and freedoms of students provided for by the Law of the Russian Federation “On Education”, the Convention on the Rights of the Child, systematically improve their professional qualifications, be ready to participate in the activities of methodological associations and social services, communicate with parents (persons replacing them), comply with the rules and regulations of labor protection, safety and fire protection, ensure the protection of life and health of students in the educational process.
A graduate who has received the qualification of a social teacher must know the Constitution of the Russian Federation; laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities on educational issues; Convention on the Rights of the Child; fundamentals of general theoretical disciplines to the extent necessary
to solve socio-pedagogical, scientific, methodological and organizational and managerial problems; pedagogy, psychology, developmental physiology, school hygiene; requirements for equipment and equipment of classrooms and utility rooms; teaching aids and their didactic capabilities; main directions and prospects for the development of education and pedagogical science; fundamentals of law, scientific organization of labor; rules and regulations of labor protection, safety and fire protection.A graduate of specialty 031300 Social Pedagogy is prepared to work in educational institutions of various types.
Types of professional activities of a specialist:
scientific and methodological,
socio-pedagogical,
educational,
cultural and educational,
correctional and developmental,
managerial.
1.4.Opportunities for continuing education of a graduate - a social teacher who has mastered the basic educational program of higher professional education
The graduate is prepared to continue his education in graduate school.
2. REQUIREMENTS FOR THE LEVEL OF PREPARATION OF THE APPLICANT
2.1.The applicant's previous level of education is secondary (complete) general education.
The applicant must have a state-issued document on secondary (complete) general education or secondary vocational education, or primary vocational education, if it contains a record of the bearer receiving secondary (complete) general education, or higher vocational education.3. GENERAL REQUIREMENTS FOR THE BASIC EDUCATIONAL PROGRAM
PREPARATIONS
GSE cycle – general humanitarian and socio-economic disciplines;
cycle EH – general mathematical and natural science disciplines;
OPD cycle – general professional disciplines;
DPP cycle – subject training disciplines;
FTD - electives.
The content of the national-regional component of the main educational program for training a social teacher should ensure the preparation of the graduate in accordance with qualifying characteristics established by this state educational standard.4. REQUIREMENTS FOR THE MANDATORY MINIMUM CONTENT OF THE BASIC
EDUCATIONAL PROGRAM FOR TRAINING A social educator
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Name of disciplines and their main sections |
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General humanitarian and socio-economic disciplines |
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Federal component |
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Foreign language Specifics of articulation of sounds, intonation, accentuation and rhythm of neutral speech in the target language; the main features of the complete pronunciation style, characteristic of the field of professional communication; reading the transcription. Lexical minimum in the amount of 4000 educational lexical units of a general and terminological nature. The concept of differentiation of vocabulary by areas of application (everyday, terminological, general scientific, official and other). The concept of free and stable phrases, phraseological units. The concept of the main methods of word formation. Grammatical skills that provide general communication without distorting the meaning in written and oral communication; basic grammatical phenomena characteristic of professional speech. The concept of everyday literary, official business, scientific styles, and the style of fiction. Main features of the scientific style. Culture and traditions of the countries of the language being studied, rules of speech etiquette. Speaking. Dialogue and monologue speech using the most common and relatively simple lexical and grammatical means in basic communicative situations of informal and official communication. Fundamentals of public speech (oral communication, report). Listening. Understanding dialogic and monologue speech in the field of everyday and professional communication. Reading. Types of texts: simple pragmatic texts and texts on broad and narrow specialty profiles. Letter. Types of speech works: abstract, abstract, theses, messages, private letter, business letter, biography. |
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Physical Culture Physical culture in general cultural and professional training of students. Its socio-biological foundations. Physical culture and sport as social phenomena of society. Legislation of the Russian Federation on physical culture and sports. Physical culture of the individual. Basics of a healthy lifestyle for a student. Features of using physical education means to optimize performance. General physical and special training in the physical education system. Sport. Individual choice of sports or physical exercise systems. Professional applied physical training of students. Basics of self-study methods and self-monitoring of the state of your body. |
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National history Essence, forms, functions of historical knowledge. Methods and sources of the study of history. Concept and classification of historical source. Domestic historiography in the past and present: general and special. Methodology and theory of historical science. The history of Russia is an integral part of world history. Ancient heritage in the era of the Great Migration. The problem of ethnogenesis of the Eastern Slavs. The main stages of the formation of statehood. Ancient Rus' and nomads. Byzantine-Old Russian connections. Features of the social system of Ancient Rus'. Ethnocultural and socio-political processes of the formation of Russian statehood. Acceptance of Christianity. Spread of Islam. The evolution of East Slavic statehood in X I - XII centuries Socio-political changes in Russian lands in XIII - XV centuries Rus' and the Horde: problems of mutual influence.Russia and the medieval states of Europe and Asia. Specifics of the formation of a unified Russian state. The rise of Moscow. Formation of a class system of society organization. Peter's reforms I . Age of Catherine. Prerequisites and features of the formation of Russian absolutism. Discussions about the genesis of autocracy.Features and main stages of economic development of Russia. Evolution of forms of land ownership. The structure of feudal land tenure. Serfdom in Russia. Manufacturing and industrial production. The formation of industrial society in Russia: general and special. Social thought and features of the social movement in Russia XIX V. Reforms and reformers in Russia. Russian culture XIX century and its contribution to world culture.The role of the twentieth century in world history. Globalization of social processes. The problem of economic growth and modernization. Revolutions and reforms. Social transformation of society. The clash of tendencies of internationalism and nationalism, integration and separatism, democracy and authoritarianism. Russia at the beginning of the twentieth century. The objective need for industrial modernization in Russia. Russian reforms in the context of global development at the beginning of the century. Political parties of Russia: genesis, classification, programs, tactics. Russia in conditions of world war and national crisis. Revolution of 1917. Civil war and intervention, their results and consequences. Russian emigration. Socio-economic development of the country in the 20s. NEP. Formation of a one-party political regime. Education of the USSR. Cultural life of the country in the 20s. Foreign policy. The course towards building socialism in one country and its consequences. Socio-economic transformations in the 30s. Strengthening the regime of Stalin's personal power. Resistance to Stalinism. USSR on the eve and during the initial period of the Second World War. The Great Patriotic War. Socio-economic development, socio-political life, culture, foreign policy of the USSR in the post-war years. Cold War. Attempts to implement political and economic reforms. Scientific and technological revolution and its influence on the course of social development. USSR in the mid-60s-80s: growing crisis phenomena. Soviet Union in 1985-1991 Perestroika. The 1991 coup attempt and its failure. Collapse of the USSR. Belovezhskaya agreements. October events of 1993 The formation of a new Russian statehood (1993-1999). Russia is on the path of radical socio-economic modernization. Culture in modern Russia. Foreign policy activity in a new geopolitical situation. |
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Cultural studies Structure and composition of modern cultural knowledge. Culturology and philosophy of culture, sociology of culture, cultural anthropology. Culturology and cultural history. Theoretical and applied cultural studies. Methods of cultural studies. Basic concepts of cultural studies: culture, civilization, morphology of culture, functions of culture, subject of culture, cultural genesis, dynamics of culture, language and symbols of culture, cultural codes, intercultural communications, cultural values and norms, cultural traditions, cultural picture of the world, social institutions of culture, cultural self-identity, cultural modernization. Typology of cultures. Ethnic and national, elite and mass culture. Eastern and Western types of cultures. Specific and “middle” cultures. Local cultures. The place and role of Russia in world culture. Trends in cultural universalization in the global modern process. Culture and nature. Culture and society. Culture and global problems of our time. Culture and personality. Enculturation and socialization. |
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Political science Object, subject and method of political science. Functions of political science. Political life and power relations. The role and place of politics in the life of modern societies. Social functions of politics. History of political doctrines. Russian political tradition: origins, sociocultural foundations, historical dynamics. Modern political science schools.Civil society, its origin and features. Features of formation civil society in Russia.Institutional aspects of politics. Political power. Politic system. Political regimes, political parties, electoral systems. Political relations and processes. Political conflicts and ways to resolve them. Political technologies. Political management. Political modernization. Political organizations and movements. Political elites. Political leadership. Sociocultural aspects of politics. World politics and international relations. Features of the world political process. National-state interests of Russia in the new geopolitical situation.Methodology for understanding political reality. Paradigms of political knowledge. Expert political knowledge; political analytics and forecasting. |
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Jurisprudence State and law. Their role in the life of society. Rule of law and normative legal acts. Basic legal systems of our time. International law as a special system of law. Sources of Russian law. Law and regulations. System of Russian law. Branches of law. Offense and legal liability. The importance of law and order in modern society. Constitutional state. The Constitution of the Russian Federation is the fundamental law of the state. Features of the federal structure of Russia. The system of government bodies in the Russian Federation. The concept of civil legal relations. Individuals and legal entities. Ownership. Obligations in civil law and liability for their violation. Inheritance law. Marriage and family relations. Mutual rights and obligations of spouses, parents and children. Responsibility under family law. Employment agreement (contract). Labor discipline and responsibility for its violation. Administrative offenses and administrative liability. Concept of crime. Criminal liability for committing crimes. Environmental law. Features of legal regulation of future professional activities. Legal basis for the protection of state secrets. Legislative and regulatory acts in the field of information protection and state secrets. |
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Russian language and culture of speech Styles of modern Russian literary language. Language norm, its role in the formation and functioning of a literary language. Speech interaction. Basic units of communication. Oral and written varieties of literary language. Regulatory, communicative, ethical aspects of oral and written speech. Functional styles of modern Russian language. Interaction of functional styles. Scientific style. Specifics of using elements of different language levels in scientific speech. Speech norms for educational and scientific fields of activity. Official business style, the scope of its functioning, genre diversity. Language formulas of official documents. Techniques for unifying the language of official documents. International properties of Russian official business writing. Language and style of administrative documents. Language and style of commercial correspondence. Language and style of instructional and methodological documents. Advertising in business speech. Rules for document preparation. Speech etiquette in a document. Genre differentiation and selection of linguistic means in journalistic style. Features of oral public speech. The speaker and his audience. Main types of arguments. Preparation of a speech: choosing a topic, purpose of speech, searching for material, beginning, development and completion of speech. Basic methods of searching for material and types of auxiliary materials. Verbal presentation of a public speech. Understanding, informativeness and expressiveness of public speech. Colloquial speech in the system of functional varieties of the Russian literary language. Conditions for the functioning of spoken language, the role of extra-linguistic factors. A culture of speech. The main directions for improving competent writing and speaking skills. |
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Sociology Background and socio-philosophical premises of sociology as a science . Sociological project of O. Comte. Classic sociological theories. Modern sociological theories. Russian sociological thought.Society and social institutions. World system and processes of globalization. Social groups and communities. Types of communities. Community and personality. Small groups and teams. Social organization. Social movements. Social inequality, stratification and social mobility. The concept of social status. Social interaction and social relationships. Public opinion as an institution of civil society. Culture as a factor of social change. Interaction of the economy, social relations and culture.Personality as a social type. Social control and deviation. Personality as an active subject. Social changes. Social revolutions and reforms. Social concept progress. Formation of the world system. Russia's place in the world community.Methods of sociological research. |
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Philosophy Subject of philosophy. The place and role of philosophy in culture. The formation of philosophy. Main directions, schools of philosophy and stages of its historical development. The structure of philosophical knowledge. The doctrine of being. Monistic and pluralistic concepts of being, self-organization of being. Concepts of material and ideal. Space, time. Movement and development, dialectics. Determinism and indeterminism. Dynamic and statistical patterns. Scientific, philosophical and religious pictures of the world. Man, society, culture. Human and nature. Society and its structure. Civil society and the state. A person in a system of social connections. Man and the historical process: personality and masses, freedom and necessity. Formational and civilizational concepts of social development. The meaning of human existence. Violence and non-violence. Freedom and responsibility. Morality, justice, law. Moral values. Ideas about the perfect person in different cultures. Aesthetic values and their role in human life. Religious values and freedom of conscience. Consciousness and cognition. Consciousness, self-awareness and personality. Cognition, creativity, practice. Faith and knowledge. Understanding and explanation. Rational and irrational in cognitive activity. The problem of truth. Reality, thinking, logic and language. Scientific and extra-scientific knowledge. Scientific criteria. The structure of scientific knowledge, its methods and forms. The growth of scientific knowledge. Scientific revolutions and changes in types of rationality. Science and technology. The future of humanity. Global problems of our time. Interaction of civilizations and future scenarios. |
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Economy Introduction to economic theory. Good. Needs, resources. Economic choice. Economic relations. Economic systems. The main stages in the development of economic theory. Methods of economic theory. Microeconomics. Market. Supply and demand. Consumer preferences and marginal utility. Demand factors. Individual and market demand. Income effect and substitution effect. Elasticity. Supply and its factors. Law of Diminishing Marginal Productivity. Effect of scale. Types of costs. Firm. Revenue and profit. The principle of profit maximization. Proposal from a perfectly competitive firm and industry. Efficiency of competitive markets. Market power. Monopoly. Monopolistic competition. Oligopoly. Antimonopoly regulation. Demand for factors of production. Labor market. Labor supply and demand. Wages and employment. Capital market. Interest rate and investment. Land market. Rent. General balance and well-being. Income distribution. Inequality. Externalities and public goods. The role of the state. Macroeconomics. National economy as a whole. Circulation of income and products. GDP and ways to measure it. National income. Disposable personal income. Price indices. Unemployment and its forms. Inflation and its types. Economic cycles. Macroeconomic equilibrium. Aggregate demand and aggregate supply. Stabilization policy. Equilibrium in the commodity market. Consumption and savings. Investments. Government spending and taxes. Multiplier effect. Fiscal policy. Money and its functions. Equilibrium in the money market. Money multiplier. Banking system. Money-credit policy. Economic growth and development. International economic relations. Foreign trade and trade policy. Payment balance. Exchange rate. Features of the transition economy of Russia. Privatization. Forms of ownership. Entrepreneurship. Shadow economy. Labor market. Distribution and income. Transformations in the social sphere. Structural changes in the economy. Formation of an open economy. |
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General mathematics and natural sciences |
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Federal component |
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Mathematics and computer science Axiomatic method, basic mathematical structures, probability and statistics, mathematical models, algorithms and programming languages, standard software for professional activities. |
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Concepts of modern natural science Natural science and humanitarian cultures; scientific method; history of natural science; panorama of modern natural science; development trends; corpuscular and continuum concepts of describing nature; order and disorder in nature; chaos; structural levels of matter organization; micro-, macro- and mega-worlds; space, time; principles of relativity; principles of symmetry; conservation laws; interaction; short-range, long-range; state; principles of superposition, uncertainty, complementarity; dynamic and statistical patterns in nature; laws of conservation of energy in macroscopic processes; principle of increasing entropy; chemical processes, reactivity of substances; internal structure and history of the geological development of the earth; modern concepts of development of geospheric shells; lithosphere as the abiotic basis of life; ecological functions of the lithosphere: resource, geodynamic, geophysical-geochemical; geographic shell of the Earth; features of the biological level of organization of matter; principles of evolution, reproduction and development of living systems; the diversity of living organisms is the basis for the organization and stability of the biosphere; genetics and evolution; human: physiology, health, emotions, creativity; performance; bioethics, man, biosphere and cosmic cycles: noosphere, irreversibility of time, self-organization in living and inanimate nature; principles of universal evolutionism; the path to a unified culture. |
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Technical and audiovisual teaching aids Audiovisual information: nature, sources, converters, media. Audiovisual culture: history, concepts, structure, functioning. Psychophysiological bases of human perception of audiovisual information. Audiovisual technologies: photography and photography; optical projection (static and dynamic); sound recording (analog and digital); television and video recording (analog and digital); computers and multimedia. Audiovisual teaching technologies: typology of audio, video, computer teaching aids; typology of educational videos; bank of audio, video, computer materials; didactic principles of constructing audio, video, computer teaching aids. Interactive learning technologies. |
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National-regional (university) component |
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General professional disciplines |
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Federal component |
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Pedagogy |
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Introduction to the profession Social teacher as a pedagogical profession, its role and functions (organizational, prognostic, preventive-profile, social-therapeutic, organizational-communicative, security-protective). Professional portrait. Scope of activity of a social teacher. Specialization in work. Types of social institutions. Development of a modern system of social assistance services to the population. |
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General fundamentals of pedagogy Pedagogy as a field of humanitarian, anthropological, and philosophical knowledge. Categorical apparatus of pedagogy: upbringing, education, training, self-education, socialization, pedagogical activity, pedagogical interaction, pedagogical process. Philosophical principles of upbringing and education: anthropological, axiological, cultural, humanistic, synergetic, hermeneutical. Natural nature and social essence of man. Education as a social phenomenon and pedagogical process. Education as a socially organized process of integration of human values. Education as a process of purposeful personality development. The goal of education is a developing and self-realizing personality in harmony with oneself, nature and society. The relationship and hierarchy of universal, specific historical and individual values in upbringing and education. Education as a sociocultural phenomenon. Education as the leading mechanism for appropriating social experience. The relationship between heredity and social environment, national and cultural-historical factors in upbringing and education. Concepts of national education. Religious and philosophical thought about the purpose and purpose of upbringing and education in society. |
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Theory and methods of education The essence of education and its place in the holistic structure of the educational process. Driving forces and logic of the educational process. Basic theories of education and personality development. Patterns and principles of education: personification, natural conformity, cultural conformity, humanization, differentiation. National originality of education. System of forms and methods of education. The concept of educational systems. Pedagogical interaction in education. The team as an object and subject of education. Fostering a culture of interethnic communication. Functions and main areas of activity of the class teacher. |
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Learning Theory The essence, driving forces, contradictions and logic of the educational process. Patterns and principles of learning. Analysis of modern didactic concepts. The unity of educational, educational and developmental functions of training. Problems of the integrity of the educational process. Two-way and personal nature of learning. Unity of teaching and learning. Learning as co-creation between teacher and student. The content of education as the foundation of the basic culture of the individual. State educational standard. Basic, variable and additional components of education content. Teaching methods. Modern models of training organization. Typology and diversity of educational institutions. Author's schools. Innovative educational processes. Classification of teaching aids. |
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Educational technologies Pedagogical technology as an ordered set of actions, operations and procedures that instrumentally provide a predictable and diagnosable result in the changing conditions of the educational process. Basic pedagogical technologies: adaptive, developmental, personality-oriented, dialogue, modular, contextual, informational, level differentiation of training, group influence, suggestionology, multimedia technologies, game technology, pedagogical communication technologies. Diagnostics of forecasting, gamological development and correction. Task-based approach as a technological basis for a holistic pedagogical process. Pedagogical situation and pedagogical task. Types of pedagogical tasks. Technology of designing the pedagogical process. Diagnosis, design and planning of the pedagogical process. Technology for organizing developmental activities (educational and cognitive, value-oriented, technical, sports and recreational, etc.). Technology of pedagogical influence on personality. Technology of accounting and analysis of the results of the functioning of the pedagogical process. |
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Correctional pedagogy with the basics of special psychology Subject, objectives, principles, categories, basic scientific theories of correctional pedagogy. Norm and deviation in physical, psychological, intellectual and motor development of a person. Primary and secondary defect. Combined disorders, their causes. Prevention, diagnosis, correction of deficiencies in the personal development of children. Deviant behavior of children. System of consultative-diagnostic, correctional-pedagogical, rehabilitation work. |
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Psychology |
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General psychology Psychology as a science. Subject of psychology. Principles of psychology. Methodology and methods of psychology. The space of psychology and working conditions in it. Stages of development of psychology. Basic psychological theories and their relationships. Activity theory. Activity and psyche. Consciousness and activity. Psyche and brain. Activity and personality. Cognitive activity. Leading activity and psychological age. Activities and training. Abilities and activities. Communication and activity. The problem of personality in psychology. Theories of personality. Man and culture. Personality structure in various psychological theories. Personality typology. Emotions and feelings. Will and arbitrariness. Cognitive psychology. Cognition and reflection. Mediation in cognitive activity. Sensation and perception. Their properties. Theories. Thinking. Theories of thinking. Types of thinking. Mental image. Creative thinking. Thinking and learning. Image in perception, thinking and imagination. Creative thinking and imagination. Methods for studying cognitive processes. Memory. Theories of memory. Attention. Theories of attention. Types of attention. Methods for studying attention. |
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Pedagogical psychology The subject and tasks of educational psychology, concepts of the pedagogical process and their psychological foundations. Problems of professional training and personal development of teachers. Motives of teaching activity. Pedagogical abilities. Pedagogical leadership styles. Pedagogical communication. Individual styles of teaching activity. Psychology of the teaching staff. Psychological foundations of the organization of teaching activities. Structure of pedagogical activity. Psychology of pedagogical influence. Techniques and techniques for managing students in the classroom. Basic concepts of educational psychology. Psychological mechanisms of personality formation. Psychological aspects of educational technologies. Basic concepts of learning psychology. Concepts of learning and their psychological foundations. Educational activities. Motives for teaching. Psychological foundations of developmental education. The relationship between training and education. Problems of differentiation and individualization of training. Psychological aspects of computerization of education. |
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Psychological and pedagogical workshop Solving psychological and pedagogical problems, designing various forms of psychological and pedagogical activity, modeling educational and pedagogical situations. Psychological and pedagogical technologies and methods of diagnosis, forecasting and design, accumulation of professional experience. Development of intellectual, creative, diagnostic, communication, professional competence of the personality of a social teacher. |
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Age-related anatomy, physiology and hygiene Subject and content of the course. General patterns of growth and development of the body. Anatomy and physiology of the nervous system. Higher nervous activity. Neurophysiological bases of human behavior. Anatomy, physiology and hygiene of sensory systems. Hygiene of the educational process at school. Hygienic basics of students' daily routine. Anatomy and physiology of endocrine glands. Anatomy, physiology and hygiene of the musculoskeletal system. Hygienic requirements for school equipment. Anatomy and physiology of the digestive organs. Metabolism and energy. Age-related characteristics of blood. Anatomy, physiology and hygiene of the cardiovascular system and respiratory organs. Hygienic requirements for the air environment of educational institutions. Anatomy, physiology and hygiene of the skin of a child. Hygiene of clothing and footwear. Health status of children and adolescents. Hygiene of labor training and productive work of students. Hygienic requirements for the layout of a school building and land plot. |
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Fundamentals of medical knowledge The concept of emergency conditions. Causes and factors causing them. Providing first aid in emergency conditions. Physiological tests to determine health. Use of medications. Characteristics of childhood injuries. Prevention measures. Terminal states. Resuscitation. Fundamentals of microbiology, immunology and epidemiology. Measures to prevent infectious diseases. Healthy lifestyle as a biological and social problem. Man and the environment. The “nature-man” system. Health and the factors that determine it. Social and psychological aspects of a healthy lifestyle. Stages of health formation. Psychological and pedagogical aspects of a healthy lifestyle. The role of the teacher and his place in primary, secondary and tertiary disease prevention. |
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Life safety Theoretical foundations of life safety. Environmental aspects of life safety. Classification of emergency situations. Russian system of warning and action in emergency situations. The world. Dangers that arise in everyday life and safe behavior. Transport and its dangers. Extreme situations in natural and urban conditions. Natural and man-made emergencies and protection of the population from their consequences. Actions of a teacher in case of accidents, catastrophes and natural disasters. Civil defense and its task. Modern means of destruction. Individual protection means. Protective structures for civil defense. Organization of population protection in peacetime and war. Radiation and chemical reconnaissance devices, dosimetric monitoring. Organization of civil defense in educational institutions. Means and methods of protection. |
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National regional (university) component |
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Disciplines and courses of the student's choice, established by the university |
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Subject training disciplines |
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Federal component |
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Social pedagogy Social education and socialization of the individual Essence, principles, values, mechanisms and factors of social education. Interaction in social education. Life activity of social education institutions. The family as a subject of pedagogical interaction and the sociocultural environment of child upbringing and development. Providing individual assistance in various educational institutions . |
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History of social pedagogy Origins of socio-pedagogical thought and practice. The origin of social and pedagogical thought in the early stages of human development. Social education in the ancient world. Problems of social education in the Middle Ages. Ideas of social pedagogy in the Renaissance. Development of the social aspect in education in XVIII century. Social pedagogy by P. Natorp. Theory and practice of social education in Russia after the October Revolution (1917). Pedagogy of the environment. Development of social and pedagogical practice in Russia in the 20-30s. Revival of social pedagogy (second half of the twentieth century). |
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Social politics The main directions of social policy in modern Russia. Regulatory framework. State policy to protect public health; in the field of employment; to ensure the right of citizens to education; to protect family interests; Child Protection; to protect the interests of women; support for people with disabilities. Providing social support and social services to the population. |
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Managing the Child Welfare System Socio-economic measures taken in modern Russia to implement the UN Convention on the Rights of the Child. Content and essence of social protection of childhood. Children's rights and basic legislative and regulatory acts in the field of their social and legal protection. Organizational structure of social work with children. Social service for family and maternity protection. Migration and problems of social work with children. Vagrancy as a social problem. |
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Fundamentals of Social Work Social work as a phenomenon of the modern world and as a professional activity. The essence and goals of social work. Social worker as a subject of assistance. The client as an object of professional interaction between a social worker and an individual who has a problem at the level of social, mental and psycho-mental connections with society, a group or himself. The client as an object of cognition of a social worker. Personal problem, its origins, subjective nature, types. Social work with families, youth, the elderly, single, unemployed, migrants and other groups of individuals and the population. Methods of social work: communication technology, legal tools, medical-sociological, socio-psychological, etc. Technology of social work: diagnosis, adaptation, rehabilitation, support in old age, assistance, service, guardianship, counseling, prognosis, innovation. |
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History of education and pedagogical thought History of education and pedagogical thought as a field of scientific knowledge. The origin of pedagogical thought in the early stages of human development. Education and school in the ancient world. Christian pedagogy and its influence on the further development of pedagogical thought. Upbringing and education in the Middle Ages. Pedagogical thought of the Renaissance. Features of education and training in Russia before XVIII V. European pedagogy of the Enlightenment. Education and pedagogical thought in Europe in XIX V. Development of Russian pedagogy in the second half XVIII - early 20th century Foreign school and pedagogy in the first half of the twentieth century. Development of school and pedagogy in the USSR. Leading trends in the modern development of the global educational process. |
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Educational anthropology Pedagogical anthropology as an interdisciplinary branch of human studies. Man as a subject of pedagogical anthropology. History of the development of educational anthropology in Russia and abroad. Contribution by K.D. Ushinsky in the formation of pedagogical anthropology. The concept of man in educational anthropology. The specifics of human interaction with the space of his existence. Category of human development in the system of concepts of pedagogical anthropology. Age as a category of educational anthropology. Interaction between man and culture. The importance of subculture for human development. Pedagogical anthropology and humanization of education. |
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Basics of career guidance Goals and objectives of career guidance work. Typology of problems in choosing professions. Planning and organization of career guidance work at school. Age-related features of professional self-determination. Principles of organizing and conducting professional consultations. Criteria for successful professional activity. Classification of professions. The modern world of professions, trends in its development. Professionography. Psychophysiological bases of abilities. Types of professional plans. Conditions for successful professional self-determination. Stages of professionalization. |
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Methodology and technology of work of a social teacher The essence of the concepts “methodology”, “technology”, their hierarchy, subordination and interrelation. Methodology of socio-pedagogical interaction in the system of social services. Methodology for diagnosing a child and his surrounding microenvironment. Technology of pedagogical conflict resolution. Methods of social prevention, correction and rehabilitation. Technology of rehabilitation of educational subject-spatial environment. Pedagogical foundations of club activities and the work of children's and youth associations and movements. The social nature of leisure. Main directions and methods of leisure activities. Technology of social planning and management. |
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Methodology and methods of psychological General characteristics of methods of psychological and pedagogical research. The relationship between subject and method. Classification of methods. Research and diagnosis. Scientific and practical research. Research capabilities of various methods. Requirements for reliability, validity and sensitivity of the methods used. Methods of presenting data. Methods of statistical data processing. Experiment and its types. Characteristics of the experimental procedure and requirements for it. Psychological tests and their types. Technology for creating and adapting test methods. Requirements for the testing procedure. Survey as a method of obtaining sociological and psychological information. Specifics of questionnaires, interviews, conversations and group surveys. Requirements for the survey procedure. Observation and its research capabilities. Measures to improve the accuracy and reliability of observation. Development of observation abilities. Psychosemantic techniques. Projective techniques. Expert assessment method. Method of analyzing performance results. Processing, analysis and interpretation of research results. Drawing up conclusions and practical recommendations based on research data. Organization of experimental and research work in educational institutions. |
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Age-related psychology Subject, tasks and methods of developmental psychology. Factors determining the development of developmental psychology as a science Historical sketch. Development category. Theories of mental development. Sources, driving forces and conditions of mental development. Mechanisms of personality development. Personal self-awareness. Structural links of self-awareness, their genesis. The problem of periodization of mental development. The concept of age. The main structural components of age. The concept of sensitivity, age crisis. The relationship between training, education and development in ontogenesis. Deviations in mental development: mental retardation, mental retardation, giftedness. Personality development in extreme conditions and in conditions of deprivation. The main stages of human mental development. Mental development in infancy. Psychological prerequisites for the transition to early childhood. Mental development in early childhood. Psychological characteristics of preschool age. Psychological characteristics of readiness for school. Psychological characteristics of primary school age. The problem of transition from primary school to adolescence. Psychological characteristics of a teenager. The main problems of adolescence. Psychology of early adolescence. Psychology of mature ages. Psychology of old age. Methods for studying age characteristics and developmental problems. Methods of developmental work of a psychologist. |
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Social Psychology Subject and methods of social psychology, main areas of research, brief historical sketch. Theoretical and applied tasks of social psychology, basic paradigms of social psychology. Psychology of communication. Contents, goals and means of communication. Forms, functions, types and levels of communication. Basic patterns of communication. Impact in the process of communication. Conflict, functions, structure and dynamics of conflict. Conflict resolution methods. Small group, basic parameters and sociometric structure of the group. The structure of social power in a small group. Communicative structure of the group. Group compatibility. The problem of group cohesion. The problem of making a group decision, the effectiveness of group activities. Phenomena of intergroup interaction. Mechanisms of group development, the problem of group pressure, conformism. Group development models. Effective ways to manage a small group. Phenomena of large social groups. The problem of group consciousness. Social and psychological aspects of ethnopsychology. Psychology of mass phenomena. Socio-psychological characteristics of personality. The concept of socialization and adaptation. Psychological mechanisms of personality behavior. Contents of the socialization process. Formation and change of social attitudes of the individual. Socio-psychological diagnostics and the problem of predicting human social behavior. |
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History of psychology The role of historical and psychological knowledge in building the image of psychological science. Models and methods of historical and psychological knowledge. Genesis and formation of ideas about mental reality in antiquity and the Middle Ages. Principles of development and structuring of psychological knowledge. New European psychological thought in posing the problem of interaction of mental and physical phenomena. The concept of mental causation. The formation of the natural science paradigm in psychology. Development of a categorical apparatus and methodological principles of psychology. Methodology and practice of psychological experiment. Psychology in an era of open crisis: the problem of self-determination of science. Scientific schools in psychology. The problem of interaction between theoretical and applied research in psychology. Humanistic paradigm in psychology. Modern trends in the development of psychological concepts and schools: the problem of scientific dialogue. Prospects for the development of psychology. |
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Fundamentals of family psychology and family counseling The essence of marriage and family. Family functions (reproductive, economic, communicative, educational, psychotherapeutic, sexual-erotic, primary social control). Features of the modern family, its structure, dynamics. Family relationships: culture of family relationships. psychological climate, psychology of intimate relationships, prevention of marital conflicts, legal regulation of family relationships. Features of parent-child relationships. Raising a child in the family: readiness of young parents for the birth of a child, parental attitudes and parenting styles. Raising children in different types of families, the impact of family relationship disorders on the mental development of children. Work of a social teacher with a family. |
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Psychological and pedagogical diagnostics A short course on the history of psychological and pedagogical diagnostics. Subject, object and tasks of the history of psychological and pedagogical diagnostics. Psychological and pedagogical methods. Basic diagnostic approaches. Classification of methods (tests). Stages of research. Psychological and pedagogical diagnosis. Objects of diagnosis. Diagnostic levels. Psychological and pedagogical forecast. Diagnostic methodology: concept of technique, concept of test. Functions of methods and tests: isolation and measurement. Psychometric criteria for the scientific nature of psychodiagnostic methods: validity, reliability, discriminativeness, representativeness. Standardized and non-standardized psychological and pedagogical diagnostic techniques. The main stages of processing the results. Test standards. The principle of reference from the norm. Normal distribution curve. The value of the frequency of occurring quantities. The concept of a sign. Feature connections. The concept of indicators. Necessary and sufficient number of signs and indicators. Interpretation of the material. Professional and ethical standards for the work of a psychologist. Planning psychological and pedagogical work, drawing up programs, setting specific diagnostic tasks. Principles of professional and ethical standards. |
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Basics of psychoconsulting and psychocorrection Theoretical foundations of psychoconsulting and psychocorrection. Goals and objectives of psychoconsulting and psychocorrection. Structural components of psychological counseling. The essence of the psychocorrection process. Stages and phases of counseling. Techniques and methods of counseling. Main directions in modern psychocorrectional work. Ethics of an educational psychologist. Group and individual forms of work. Basic psychocorrectional approaches and technologies. Psychoprophylaxis and its basic principles. |
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Specialization disciplines |
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National-regional (university) component |
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Disciplines and courses of the student's choice, established by the university |
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Electives |
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Military training |
5. TIMELINES FOR COMPLETING THE BASIC EDUCATIONAL PROGRAM
GRADUATE
theoretical training, including
student research work,
workshops, including laboratory 156 weeks;
examination sessions 27 weeks;
practice for at least 20 weeks;
instructional and methodological camp 1 week;
summer teaching practice 8 weeks
;comprehensive practice 4 weeks;
socio-pedagogical practice 3 weeks;
psychological and pedagogical practice 4 weeks;
final state certification, including
preparation and defense of graduation
qualifying work for at least 8 weeks;
vacation (including 8 weeks of postgraduate leave) of at least 38 weeks.
For persons with secondary (complete) general education, the time frame for mastering the main educational program for training a social teacher in part-time (evening) and correspondence forms of education, as well as in the case of a combination of various forms of education, is increased by the university to one year relative to the normative period established by p. .1.2 of this state educational standard. The maximum volume of a student's academic workload is set at 54 hours per week, including all types of his classroom and extracurricular (independent) educational work. The volume of a student's classroom work during full-time study should not exceed an average of 27 hours per week during the period of theoretical study. At the same time, the specified volume does not include mandatory practical classes in physical education and classes in elective disciplines.In case of full-time and part-time (evening) training, the volume of classroom training must be at least 10 hours per week.When studying by correspondence, the student must be provided with the opportunity to study with a teacher for at least 160 hours per year.The total amount of vacation time in the academic year should be 7-10 weeks, including at least two weeks in the winter.6. REQUIREMENTS FOR THE DEVELOPMENT AND CONDITIONS OF IMPLEMENTATION OF THE BASIC
EDUCATIONAL GRADUATE TRAINING PROGRAM
BY SPECIALTY 031300 Social pedagogy
6.1.1.A higher education institution independently develops and approves the basic educational program of the university for the preparation of a social teacher on the basis of this state educational standard.
Disciplines of the student's choice are mandatory, and elective disciplines provided for by the curriculum of a higher educational institution are not mandatory for the student to study.
Coursework (projects) are considered as a type of academic work in the discipline and are completed within the hours allocated for its study.
For all disciplines and practices included in the curriculum of a higher educational institution, a final grade must be given (excellent, good, satisfactory, unsatisfactory, pass, fail).
Specializations are parts of the specialty within which they are created, and require the acquisition of more in-depth professional knowledge, skills and abilities in various fields of activity within the profile of this specialty.
The hours allocated to specialization disciplines can be used to deepen subject training.
When implementing the main educational program, a higher education institution has the right:change the amount of hours allocated for mastering educational material for cycles of disciplines within 5%;
form a cycle of humanitarian and socio-economic disciplines, which should include, from the ten basic disciplines given in this state educational standard, the following 4 disciplines as mandatory: “Foreign language” (in the amount of at least 340 hours), “Physical education” (in volume of at least 408 hours), “National History”, “Philosophy”. The remaining basic disciplines can be implemented at the discretion of the university. At the same time, it is possible to combine them into interdisciplinary courses while maintaining the required minimum content. If disciplines are part of general professional or subject training, the hours allocated for their study can be redistributed within the cycle.
Classes in the discipline "Physical Education" in part-time (evening) and correspondence forms of education can
be provided taking into account the wishes of students;teach humanitarian and socio-economic disciplines in the form of original lecture courses and various types of collective and individual practical classes, assignments and seminars according to programs developed at the university itself and taking into account regional, national-ethnic, professional specifics, as well as the research preferences of teachers providing qualified coverage of the subjects of the cycle disciplines;
establish the required depth of teaching of individual sections of disciplines included in the cycles of humanitarian and socio-economic, mathematical and natural science disciplines, in accordance with the profile of the cycle of subject training disciplines;
establish the name of specializations in the specialties of higher professional education, the name of the disciplines of the specializations, their volume and content, as well as the form of control over their mastery by students;
implement the basic educational program for training a social teacher in a shortened time frame for students of a higher educational institution who have a secondary vocational education in the relevant profile or a higher vocational education. The reduction in terms is carried out on the basis of the existing knowledge, skills and abilities of students acquired at the previous stage of professional education. In this case, the duration of training must be at least three years.
. Education in a shortened period of time is also permitted for persons whose level of education or abilities are a sufficient basis for this.Requirements for staffing the educational processThe implementation of the main educational program for training a certified specialist should be ensured by teaching staff who, as a rule, have a basic education corresponding to the profile of the discipline being taught, and who are systematically engaged, as a rule, in scientific and methodological activities; teachers of disciplines
subject training must have an academic degree and/or experience in the relevant professional field.Requirements for educational and methodological support of the educational processThe implementation of the main educational program for training a certified specialist should be ensured by each student’s access to library funds and databases, the content corresponding to the full list of disciplines of the main educational program, the availability of teaching aids and recommendations for all disciplines and for all types of classes - workshops, coursework and diploma design, practices, as well as visual aids, multimedia, audio and video materials.
Requirements for material and technical support of the educational processA higher educational institution implementing the main educational program for training a certified specialist must have a material and technical base that meets current sanitary and technical standards and ensures all types of laboratory, practical, disciplinary and interdisciplinary training and research work for students provided for by the model curriculum.
Requirements for organizing practicesThe practice is carried out in schools, kindergartens, health and educational centers, children's recreation centers, boarding institutions, centers for psychological, pedagogical and medical and social assistance, pedagogical schools, and colleges. All types of practice are aimed at familiarizing students with the most important types and means of practical psychological, pedagogical and socio-pedagogical activities with children, adolescents and families. As a result of the internship, students should have ideas and knowledge about the main socio-pedagogical and psychological problems that arise in the process of providing professional assistance; have the most important practical skills in various types of socio-pedagogical and psychological work with children, adolescents and families. The practice focuses students on professional and personal development in order to resolve their own internal problems and activate their personal resources, forming a professional position.
7. REQUIREMENTS FOR THE LEVEL OF GRADUATE PREPARATION
SPECIALTIES 031300 Social pedagogy
The graduate must be able to solve problems that correspond to his qualifications specified in clause 1.2 of this state educational standard.
The specialist should know:
the state language of the Russian Federation is Russian;
be fluent in the language in which teaching is conducted.
The specialist must be able to:
select diagnostic methods adequate to socio-pedagogical tasks and predict the consequences of making pedagogical decisions;
stimulate the development of extracurricular activities of students, taking into account the psychological and pedagogical requirements for education and training;
analyze your own activities in order to improve them and improve your skills;
carry out methodological work as part of school methodological associations and social services;
maintain contact with students’ parents and provide them with assistance in implementing family education.
Requirements for the final state certification of a specialistGeneral requirements for final state certificationThe final state certification of a social teacher includes the defense of a final qualifying thesis and a state exam.
The final certification tests are intended to determine the practical and theoretical preparedness of a social teacher to perform professional tasks established by this state educational standard and to continue education in graduate school in accordance with clause 1.4 of the above-mentioned standard.
Certification tests, which are part of the final state certification of a graduate, must fully comply with the main educational program of higher professional education, which he mastered during his studies.
Requirements for a specialist’s final qualifying (diploma) workThe specialist's thesis must be presented in the form of a manuscript.
Requirements for the volume, content and structure of the thesis are determined by the higher education institution on the basis of the Regulations on the final state certification of graduates of higher educational institutions, approved by the Ministry of Education of Russia, the state educational standard for specialty 031300 Social Pedagogy and methodological recommendations of the educational educational institutions of universities of the Russian Federation on teacher education.
The time allotted for preparing and defending a qualifying work is at least eight weeks.
Requirements for the state exam of a social teacherThe procedure and program of the state examination in the specialty
031300 Social pedagogy is determined by the university on the basis of methodological recommendations and the corresponding sample program developed by the Educational Institution of Universities of the Russian Federation for teacher education, the Regulations on the final state certification of graduates of higher educational institutions, approved by the Ministry of Education of Russia, and the state educational standard for the specialty 031300 Social pedagogy.
COMPILERS:
Educational and methodological association of higher educational institutions of the Russian Federation for teacher education.
The state educational standard for higher professional education was approved at a meeting of the educational and methodological council for
General and social pedagogy and psychology November 24, 1999, protocol No. 6.Chairman of the UMO Council V.L. Sailors
Deputy Chairman of the UMO Council V.I. Zhog
AGREED:
Department of Educational Programs
and standards of higher and secondary
vocational education G.K. Shestakov
Head of the Department of Teacher Education V.E. Inozemtseva
Chief specialist I.N. Chistova
First you need to figure out who a social teacher is. For many adults, a social worker is identical to the teacher or class teacher at school. Yes, this is true, because it is the class teacher who decides on the child’s adaptation to the group of his peers, helps him direct his mental development in the right direction, if necessary. The profession of a social worker is a kind of mixture of a teacher and a subtle psychiatrist. A particularly high increase in the need for this profession arose at the beginning of the 21st century, when the percentage of juvenile crime increased, the number of children with disabilities and mental disorders increased, and parents began to treat their children worse due to problems with drugs and alcohol.
A social teacher works directly with children: organizes events, conducts educational work with difficult teenagers, helps parents establish contact with rebellious children and protects the rights of children under any circumstances. This profession involves interaction with the police, psychologists, educators and even the courts (if it comes to that).
Who can become a social educator?
To become a social educator you need to have a psychological and pedagogical education and an education in sociology. But, even if you graduated from college with honors and are eager to work, you may not succeed in this field. For this type of activity you need to have:
Desire to work with children on a regular basis;
Great patience (children can do such crazy things that you won’t believe it until you see it);
The ability to adapt to each child separately from the team;
High observation skills, since it is in the little things that the root of problems lies;
Communication skills;
A sincere desire to help every difficult child;
A sense of responsibility, since sometimes the future fate of the baby depends on you;
High level of mental and emotional stability;
Remuneration of social teachers
Salary depends on the level of qualification of the social teacher and the budget of the organization.
A social teacher must be able to analyze the behavior and problems of each individual, organize the adaptation of new children in a team and a comfortable environment for the entire group, advise parents to eliminate barriers, misunderstandings in the family, as well as class teachers for their proper work with the class.
To call the profession of a social teacher easy is beyond words. The return must be enormous, and this is achievable only with great love for children. The demand for specialists in this field will never fall, since the standard of living, unfortunately, is not growing yet, but it is this that determines the further development of the individual from a young age. With the correct and timely intervention of a social teacher in the development of a child, it is possible to eliminate all difficulties at the inception stage.
You might be interested.
September 10, 2012
There are different people: there are too simple
And there are too complex ones on Earth,
There are disabled people, there are very sick people,
There are those who do not have a happy family.
And give them both warmth and care
Not everyone will want it, not everyone will understand.
And the social teacher, doing his job,
He will come to help at any moment.
But that's not all, that's just a little
He does a tremendous job:
He makes sure that the family does not fall apart -
A family where, probably, happiness is not expected.
He protects the rights of young people,
Comes to everyone who needs a friend.
He will listen, he will reassure
And the heart will be relieved of internal torment.
Yes, this man is wise by nature:
After all, each problem has a separate approach.
He will answer the request and come to help
And everyone will find the right word...
All about the profession "Social teacher"
09/01/2012
Short description : A social educator is a person who works in schools, hospitals, rehabilitation centers, orphanages, boarding schools, and social services. His responsibility is to work with difficult, problematic children from disadvantaged families, with the disabled, with those lagging behind in their studies, with those who have experienced mental trauma. A social teacher controls the learning process, carries out educational and explanatory work, helps to get comfortable in a team, understand and accept the laws of a civilized society. It forms the general culture of the individual and directs the adaptation process in the right direction.
History of the profession : This profession appeared quite recently, however, in fact, it is not new. In Rus', social assistance has practically always been available, because compassion and mutual assistance are an integral feature of the Slavic people. Charitable organizations and compassionate people financed and built shelters for homeless children and orphans, and hired teachers to educate the younger generation. A social teacher has much in common with the profession of a social worker.
Social significance of the profession in society : The work of a social teacher is important for society, because it helps children find their place in life and become full-fledged citizens. Many problem, neglected children do not receive the necessary upbringing from their parents. The social teacher is called upon to fill this gap and prevent the child’s antisocial and illegal behavior. He identifies the problems, needs of the wards, personality and character traits, deviations in behavior, and on the basis of this provides social assistance, helping the child in realizing his rights and mastering his responsibilities.
Mass character and uniqueness of the profession : A social teacher works with children in cases where the usual approach to them is ineffective. He conducts individual educational work, visits families, conducts explanatory work with parents, monitors children’s attendance at classes, and helps in choosing clubs and hobbies. The social educator works closely with social protection authorities, the guardianship council, and the police and, if necessary, turns to them for help. A social teacher always and everywhere represents and protects the interests of the child in government institutions, commissions, and administrative bodies.
Profession risks: The work of a social teacher cannot be called easy, because it requires a lot of mental strength. He often encounters the indifference and bad manners of dysfunctional parents, and the callous attitude of others towards the problems of their children. In addition, it can be very difficult to reach the souls of your charges - difficult children are often embittered and do not trust anyone. But how many positive feelings a social teacher receives when he manages to really help a child take the path of correction and grow up to be a full-fledged member of society.
_________________________________________________________________
The material was prepared by assistant of the Department of Pedagogy N.N. Zenko
Social pedagogy is a branch that examines the process of education through the prism of characteristics characteristic of society. Each individual personality develops in a certain environment, where there are its own foundations, stereotypes, and priorities. A person cannot exist separately from society; moreover, he actively influences those around him, introducing his worldview into the nearest “microworld”. This process is mutual and interconnected. The individual may submit to the demands of the environment, or the environment will have to accept the person as he is.
A social teacher is a specialist who helps children and adolescents socialize in society, find their place in it, while remaining an independent person. This definition shows an ideal picture in terms of education, something that all professionals working with children should strive for. In practice, a social teacher is a person who monitors dysfunctional families and children at school. The purpose of this work is to teach children to resist disorganizing conditions.
The activity of other educational institutions is to study a particular family, identify problems in this unit of society, find ways to solve difficult situations, as well as coordinate work along a given route. Again, we are talking about job responsibilities prescribed in the regulations of the educational institution. In real life the picture is somewhat different.
In reality, a social teacher is a person who becomes involved in solving many problems. On the one hand, professional responsibilities and societal expectations associated with achieving certain goals. On the other hand, there is the complete reluctance of a particular dysfunctional family to solve their problems. After all, the population with which the specialist works is asocial families with drinking parents, half of whom are sure that they are deeply unhappy people, offended by life. The other half is from the category of “unlucky ones” who don’t give a damn about anything, including their children. It is clear that children from this environment are comparable to a feat, because a child living in these conditions considers them normal and often follows in the footsteps of their parents. Only a few are adequately aware of their situation and try to correct it. The most interesting thing is that they often achieve great results, since motivation is a very powerful thing.
You must not give up under any circumstances: if you do not fight negative social phenomena, they will swallow society entirely. If we manage to normalize the lives of at least a few families, this is a victory.
A social educator is a person whose work cannot be assessed by grades in a magazine, and its effectiveness cannot be clearly demonstrated. It is a daily thing that bears fruit only after a long time. But you can’t prove this to your superiors; they require clarity and numbers.
The report of the social educator is included in the list of specialist cases. This includes federal and regional legislative acts regulating this type of activity; job responsibilities; a long-term work plan (where would we be without it), which includes planning for group and individual work; action programs for certain situations, crime prevention; a file cabinet for the children with whom the specialist works; recommendations for parents and teachers.
The main areas of activity of a social teacher are social pedagogy and social work. Modern domestic research in the field of social pedagogy is associated with the name of V. G. Bocharova and the association of social educators and social workers of international status created by her (I. V. Bestuzhev-Lada, B. Z. Vulfov, M. P. Guryanova, V. T. Lisovsky, T. F. Yarkina). The most practice-oriented research belongs to the Yekaterinburg School of Social Pedagogy (M. A. Galaguzova, B. M. Igoshev, L. P. Pachikova, V. D. Semenov, M. F. Cherkasova, V. A. Shelankov, etc.) .
The methodological letter of the Ministry of Education of the Russian Federation “On social and pedagogical work with children” dated February 27, 1995 emphasizes that the profile of social and pedagogical activity is determined by regional and ethnic characteristics, the needs of a particular society (city, district, village), personal and professional capabilities of specialists.
Methodical letter draws attention to the importance of the very principle of correlation between the basic design of social and pedagogical services and special ones, where social teachers work, focused on a certain sphere of society (educational institution, kindergarten, specialized institution) or on working with certain categories (children, youth, family, group risk, refugees, children with disabilities, etc.).
The state educational standard of higher professional education in the approximate content of the disciplines “Introduction to the Specialty” recommends highlighting the following criteria for the specialization of a social teacher:
activity goals(correctional, social isolation, educational work in the family, organization of youth associations);
types of social institutions(educational institutions, social services, orphanages, etc.)
We find a description of possible specializations of a social teacher in the book “Social protection of people: Regional models” / Ed. V.G. Bocharova, M.P. Guryanova (M., 1995). In descriptions of regional models, in particular, the following specializations are characterized.
Social family educator or family worker. Specializes in providing comprehensive assistance to families. The clients of the social educator (worker) are 30-50 or more families living in one or more nearby houses. Nowadays this is the most common, most sought-after option for a generalist. A family educator is a highly qualified specialist, a person of extensive life experience, authoritative and respected in the microdistrict where he works, possessing the skills of direct professional activities related to delicate entry into the family and the organization of comprehensive assistance in ethically acceptable forms based on the inclusion of the family in this process.
Community (rural) social teacher. Specializes in providing comprehensive assistance to rural residents. The clients of a community social educator (worker) are all residents of a given village, hamlet, town. This is a highly qualified specialist with a wide profile, extensive life experience, professional skills, authoritative and respected in the village. It is desirable that this be a local resident who knows well the traditions, way of life, and psychology of the rural population.
Specialist in social work with children and youth. It specializes in providing comprehensive assistance to children and youth of urban or rural society living in the territory of the microdistrict it serves, the boundaries of which are determined by municipal authorities. In organizing social work with children, he pays special attention to the development of children's and youth social initiatives, promotes the inclusion of children and youth in solving social problems of the city, village, and community.
Specialist in organizing cultural leisure. Specializes in organizing sociocultural activities for both children and adults. In organizing cultural and leisure activities of the population, it gives priority to family forms of leisure, paying special attention to organizing joint pastime of children and their parents, the elderly, disabled people, and various socially disadvantaged groups of the population.
Valeologist, health specialist. They take care of people’s timely preservation of their health, increasing their vital activity, and inclusion in physical education and recreational activities. Their clients are children and adults. In the organization of medical and health activities of the population, priority is given to family forms; Particular attention is paid to the health of children, the elderly, and the disabled.
Social ecologist. Specializes in organizing environmental and conservation activities of the population. Works with children and adults, with enterprises and institutions of the territory he serves. In organizing a social movement to protect the environment, environmental education for children and adults.
Social ethnologist. Specializes in organizing ethnocultural work to revive progressive folk, national traditions, rituals, folk art: crafts, crafts. In ethnocultural activities, it gives priority to the restoration of traditional forms of communication, leisure activities, and the development of handicrafts inherent to this ethnic group.
Social teacher-defectologist. Specializes in providing professional assistance to children with mental and physical developmental disabilities and their families. His clients are children who live in the territory he serves, study in educational, specialized schools or at home. The scope of activity of a social teacher-defectologist is determined by municipal authorities based on the needs of a particular society.
Social teacher specializing in working with people with disabilities (including children with mental and physical developmental disabilities and their parents). This specialist pays special attention to the organization of interpersonal communication between healthy and sick children, various types of adaptation of disabled children to the environment.
School social educator. This is an employee of a general education or vocational school, out-of-school, preschool institution, social shelter, orphanage, boarding school, rehabilitation school, and other educational institutions. In organizing his work, he gives priority to creating a healthy microclimate in the team, humanizing interpersonal relationships, promoting the realization of everyone’s abilities, protecting the interests of the individual, organizing leisure time, and inclusion in socially useful activities. Maintains constant contact with students' families. He pays special attention to the problems of protecting children from parental cruelty, selfishness, and permissiveness.
Social teacher specializing in providing comprehensive assistance to adolescents prone to delinquency. The clients of this specialist are children with behavioral disorders who live in the territory he serves. She pays special attention to preventive work to prevent illegal actions of adolescents and their rehabilitation by creating conditions for organizing their socially useful, health-improving activities and normal life.
Social service specialist or administrative (municipal) social educator. The scope of activity of this specialist is solving issues related to the organization of special practice, managing the process of social formation and development of the individual in an open microsocial environment, and conducting an examination of the prospects for the development of the system of social services.
The dominant, most popular specialization of activity of a social teacher in the domestic education system today (based on the descriptions proposed above, we are already talking about specialization - school social teacher) is protection of children's rights . Let us characterize it in more detail, based on real examples from practice.
Voronezh region. In fact, social teachers of educational institutions in this region became the successors of the once existing public inspectors for child protection. The functionality of a specialist in this profile is reflected in the Temporary Regulations on the Service of Social Pedagogues in the Education System.
In the conditions of a microdistrict, secondary school, kindergarten, a social teacher
Identifies minor children who, due to the death of parents, deprivation of parental rights, removal of children from parents without deprivation of parental rights, recognition of parents as missing or incompetent, declaring them dead, prolonged illness of parents, serving a sentence in prison and their being in custody during the investigation were left without the care of one or both parents, as well as children who have parents but need state help due to a difficult situation in the family, parents’ avoidance of participation in their upbringing, children with mental and physical developmental disabilities;
Provides placement for further education of children left without parental care, as well as children in need of state assistance, in families of citizens under guardianship or trusteeship, adoption, in family-type orphanages, boarding institutions of all types, in special educational institutions;
Takes measures to protect and preserve property and living space belonging to a minor left without parental care;
Interacts with law enforcement agencies, social protection and employment services, housing and communal services, etc. on issues of protecting the personal, property and housing rights of minor children and extending to them benefits provided by the Government of the Russian Federation;
Participates in court hearings on cases involving minor children;
Monitors the living and upbringing conditions, health status of children under the guardianship or trusteeship of citizens;
Resolves conflict situations between minors and adults, identifies deviations in the behavior of children and adolescents and provides them with extreme socio-economic assistance and support;
Carries out mediation activities between the minor’s personality and the school, orphanage, family, environment, and government;
Maintains partnerships with the family of children and adolescents in order to jointly solve problems in the upbringing and development of the child’s personality;
Interacts with teachers, parents (persons replacing them), social service specialists, etc. in providing assistance to children left without parental care, children in need of state assistance, providing them with benefits provided by the Government of the Russian Federation;
Participates in the implementation of the rights and freedoms of students, creating a comfortable and safe environment for them, ensuring the safety of their lives and health, and performing mandatory universal education;
Informs (annually) the district and city education authorities about the work done to protect the personal and property rights and interests of children and youth.
In an orphanage or boarding school, a social teacher:
Collects documents and information missing in the student’s personal file about parents, brothers and sisters, the presence and safety of property, apartments, securities, opening accounts in a savings bank;
Interacts with the court, the registry office, the social protection committee, education and health authorities, the notary, etc. on issues of assigning and paying alimony from parents in the event of deprivation of their parental rights, transferring pensions for the loss of parents, preserving property, securing the right to previously occupied residential property square;
Ensures the protection of the personal rights of pupils: obtaining a general secondary education, providing free time in the daily routine, eliminating harmful influences, timely receipt of a passport and registration, etc.;
Provides benefits provided by the Government of Russia during the period of children's education and when they graduate and enter study or work;
Provides assistance to graduates left without parental care in enrolling in study or work and obtaining comfortable housing and a dorm room;
Maintains contact with graduates until they reach 18 years of age;
Maintains a file of graduates.
