Theoretical and scientific-methodical foundations for optimizing the social development of preschool children in an orphanage Shakhmanova, Aishat Shikhahmedovna. Theoretical and scientific and methodological foundations for optimizing the social development of preschool children
"THEORETICAL AND SCIENTIFIC-METHODOLOGICAL BASES OF OPTIMIZING THE SOCIAL DEVELOPMENT OF PRESCHOOL CHILDREN IN THE CONDITIONS OF THE CHILDREN'S HOME..."
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As a manuscript
SHAKHMANOVA AYSHAT SHIKHAKHMEDOVNA
THEORETICAL AND SCIENTIFIC AND METHODOLOGICAL BASES
OPTIMIZATION OF SOCIAL DEVELOPMENT OF CHILDREN
PRESCHOOL AGE IN THE CONDITIONS OF THE CHILDREN'S HOUSE
Specialty 13.00.01 - general pedagogy,
history of pedagogy and education
Dissertations for the degree of Doctor of Pedagogical Sciences
MOSCOW 201
The work was carried out at the Institute of Pedagogy and Educational Psychology, Moscow City Pedagogical University
Scientific consultant Doctor of Pedagogy, Professor, MSPU Kozlova Svetlana Akimovna
Official Opponents:
Academician of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy, Moscow Psychological and Social University
Bim-Bad Boris Mikhailovich Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor, Head. Sector of Primary Education of the Federal State Scientific Institution "Institute of Content and Methods of Education" RAO Vinogradova Natalia Fedorovna Doctor of Psychology, Professor of the Department of Educational Psychology, FGBOU VPO MPGU, Head. management laboratory social systems child protection NOU HPE "Capital Academy of Finance and Humanities"
Family Galina Vladimirovna
Lead organization GOU VPO "Moscow State Humanities University them. M.A. Sholokhov
The defense will take place on October 10, 2012 at 13.00 at a meeting of the dissertation council D 850.007.06 on the basis of the Moscow City Pedagogical University at the address: 129226, Moscow, st. Touristskaya, 19, building 5.
The dissertation can be found in the fundamental library of the university.
Scientific Secretary of the Dissertation Council L.N. Azarova 2
GENERAL DESCRIPTION OF WORK
Relevance Research We present the relevance of the research problem in three directions: social conditionality, theoretical significance, and practical expediency.Social conditionality of the problem.
Childhood is the most important stage in the formation of personality. It has enduring significance, on the one hand, as a foundation that determines the main trends further development, on the other hand, it is a valuable period in itself, giving the child a unique life experience that is difficult to replace at other age stages. All children of the Earth have the right to a safe childhood. And this right is legally enshrined in the main international documents and legal acts, such as the Declaration and the Convention on the Rights of Children, adopted by the vast majority of countries in the world. However, in practice, not all children have the opportunity to exercise this right. Orphans and children left without parental care are in a particularly vulnerable position.
The problem of orphanhood has acquired particular relevance in Russia, where at present, according to the Ministry of Education and Science, over 760 thousand people are brought up without parental care (excluding homeless children), and according to independent experts, their number reaches 1 million. About 260,000 orphans and children left without parental care permanently live in orphanages, orphanages, orphanages and boarding schools. Against the backdrop of a general decline in the country's child population, today every hundredth child in Russia lives in a state orphanage.
Currently, the problem of orphanhood is one of the priority state problems. The country has created a regulatory - legal framework aimed at protecting the interests of this category of pupils. Orphans are handled by 19 different departments. Significant material resources are allocated for their maintenance. According to P. Astakhov, authorized by the President of the Russian Federation for children's rights, from 350 thousand to 2 million rubles a year is allocated for the maintenance of one child in an orphanage (depending on the region). However, despite the constant attention of the state to this problem, it is not possible to radically resolve the situation.
Every year, about 20,000 orphans leave orphanages, the vast majority of them (90%) cannot adequately socialize in society, joining the ranks of antisocial individuals (criminals, alcoholics and drug addicts, suicides, etc.).
Thus, there is a contradiction between the interest of the state and society in socially adapted, active, creative, law-abiding citizens, the colossal material and spiritual costs of their upbringing and the impossibility of the existing system of charity for orphans and children left without parental care to provide a solution to this problem. tasks. In addition, the situation is aggravated by the fact that behind the dry statistics of the troubles of orphanage graduates are crippled human destinies.
The main reason hindering the solution of this problem, in our opinion, is the lack of a coordinated, well-thought-out, scientifically based strategy for solving the problem of orphanhood, which combines social and psychological and pedagogical aspects and is aimed at ensuring that every child has the opportunity to realize his right to a prosperous childhood and successful socialization in society, a strategy built on taking into account the peculiarities of the development of this category of children and the creation of optimal conditions for their personal development.
At present, the state system of raising orphans and children left without parental care that has developed in Russia includes children's homes (252); orphanages (615); orphanages (1850);
boarding schools for orphans (330); social rehabilitation centers for orphans (705); adoption, guardianship, patronage, etc.
Existence different forms charity of this category of pupils is undoubtedly a positive trend, since it allows to satisfy the needs of different groups of children to a greater extent. However, in Lately Attempts are being made to close orphanages and to “distribute” children to families for adoption. The idea is positive, but unrealistic to implement. And practice has shown the inconsistency, the incorrectness of such a decision: about 70% of families (parents) refuse adoption, some children, due to their characteristics, will never be desired for foster family; some children cannot be offered for adoption (for example, a special category of sick children, children whose parents are not deprived of parental rights, etc.). This attempt not only did not solve the task, but harmed the mental state of children and foster parents. Children re-experienced the stress of family deprivation, they were again abandoned, they again fell into the category of unnecessary adults, and adults saw their failure in fulfilling the role of parents, and this traumatic situation also could not but affect their mental state. All this only exacerbated the situation.
An analysis of the existing system of raising orphans shows that any institutions organized by the state for such children have the right to exist, they cannot be opposed to each other, let alone mutually exclusive. All of them, performing their function, are necessary for children.
The problem is not to get rid of orphanages, thus considering that the task of combating orphanhood has been solved. We should think about optimizing the upbringing of orphans in children's institutions (children's homes, orphanages, boarding schools). And even if the number of children in orphanages decreases, they still cannot be abandoned. It is necessary to develop a scientifically based concept for optimizing the existing system of orphanages and boarding schools, reorienting them to take into account the specifics personal development and the actual needs of orphans and children left without parental care.
The theoretical necessity of studying the problem is due to a number of reasons:
1. Insufficient development of theoretical and methodological foundations for the social development of the personality of an orphan child in an orphanage at the initial stages of formation (preschool childhood). Despite the fact that at the research level the problem of the social development of an orphan child in an orphanage was posed, but it was solved in relation to children of school age, or, when it concerned preschool children, it was considered independently of the analysis of the experience of their previous life and therefore could not have a serious influence on the change in the level of social development of children in a special situation.
It should be noted that orphans are a very heterogeneous contingent that unites different categories of pupils: orphans (4%) who have experience of living in a normal family, whose parents have died, and social orphans (96%), whose parents are alive, but due to different reasons (being in places of detention, deprived of parental rights, etc.) are not engaged in raising their children. Social orphans, in turn, unite children - foster children of orphanages, abandoned by their parents in the first days and weeks of life and who never knew who a mother was; children who have experience of living in a dysfunctional family and ended up in an orphanage as a result of deprivation of their parents of parental rights; homeless children who have experience of life "on the street" (train stations, markets, basements, etc.). Each of these subgroups is characterized by specific features of development, but all of them have common features such as: health problems (both physical and mental); intellectual lag, manifested in a limited outlook, underdevelopment of mental cognitive processes; lack of learning skills; problems of psycho-emotional development, socialization, etc. The social formation of each of these categories follows a special path, determined (among other reasons) by life experience before the child enters the orphanage and requires that these features be taken into account in educational process orphanage. These objective features present a certain difficulty specifically in the social development of the child, in how he enters (and will enter) the social world and require mandatory consideration in the organization of educational educational work with this group of students. A deep theoretical analysis of the consequences of the previous experience of the child's life for the development of the orphanage and the development of directions for correcting these consequences is needed. It requires the development of a conceptual justification for the purpose, objectives and content of work with children in this direction.
2. An orphanage is a traditional form of charity for orphans. Currently, orphanages are organized according to the type of activity of ordinary educational institutions for children from a family, but with round-the-clock stay of pupils. The main emphasis is placed on the implementation of the educational function. Such an organization does not contribute to the full development of an orphan child. After all, a child is a pupil of an ordinary educational institution after kindergarten or school will return home, where he can fulfill his need for emotional and personal communication, and an orphan child in an orphanage is deprived of such an opportunity. Without the realization of this basic need (for love, emotional intimacy, understanding), the full development of the personality is impossible. At present, it is precisely this need of children that is not adequately met in orphanages. This situation is due to the theoretical and methodological underdevelopment of the model of the pedagogical process of the orphanage, interaction with adults, peers and the world around, which would maximally meet the implementation of all the basic needs of an orphan child, including the need for emotional and personal communication, love, acceptance and understanding. Hence it is obvious that it is necessary to develop a common strategy for organizing life, raising and educating children. preschool age who are in the special conditions of the orphanage, the definition of the principles that should be the basis for building the pedagogical process, the answer to the question:
what form of organization should be an institution for the education of orphans of preschool age, as well as scientific and methodological support for the process of education in orphanages.
3. The restructuring of the orphanage as an educational institution requires a change in approaches to personnel training. At present, the professional activity of teachers in orphanages is based on the type of activity of teachers in ordinary educational institutions for children from the family (for this category of specialists there are not even qualification characteristics). It is necessary to review the role of the orphanage teacher, his functional duties, which should be focused not only on the implementation educational functions(training and upbringing), as it is done now, but to compensate, as far as possible, the child of absent parents, the organization of various forms of emotional and personal communication with them, etc. Today in the system of vocational education there is no educational institutions providing such training.
We believe that special theoretical, methodological and organizational work is needed in this direction. The training of teachers to work with orphans should be carried out both in the conditions of pedagogical educational institutions and special courses should be developed for them at the bachelor’s and specialist’s stages, specialized programs at the master’s level, etc.), and in the direction of providing optimal opportunities for improving professional the competence of orphanage specialists (it is necessary to develop the content of advanced training courses, theoretical seminars, training groups in orphanages, etc.), which are sorely lacking today. A very important aspect of the professional training of teachers to work with children from orphanages is the purposeful work to prevent personal burnout of teachers who, due to the specifics of work and constant interaction with such a difficult contingent of children, are highly susceptible to this phenomenon.
It is necessary to conduct a theoretical and methodological study of this phenomenon and develop a system of such work with teachers.
The implementation of such an approach is also impossible without a scientific and methodological justification and development of a model of professional activity of a teacher of an orphanage, aimed at preparing teachers to work in an orphanage.
The practical necessity of conducting a study of the chosen problem lies in the need to develop program and methodological support for the social development of preschool children in an orphanage and develop teaching materials for specialized training of teachers to work with orphans in the conditions of universities, colleges, in the system of advanced training.
An analysis of the state of the problem gives grounds to identify objective contradictions:
between the orientation of the international community towards increased attention to the protection of childhood, the recognition of the responsibility of adults for the life and well-being of the younger generation, and the lack of real conditions for the implementation of these requirements;
between the need of society for socially adapted, adequate, moral, creative citizens and the existing system of raising orphans, which does not ensure the realization of this need;
between the social needs of orphans and children left without parental care, brought up in orphanages and the inability of the traditional pedagogical process of the orphanage to satisfy them;
between the need to optimize the process of social development of an orphan child and the level of theoretical and methodological development of the problem in scientific research;
between great importance in the development of the personality of the initial stages of formation (early and preschool childhood) and the underestimation of this period at the social level and the level of scientific and theoretical understanding;
between the complexity and specificity of the tasks that the teacher of the orphanage is called upon to solve and the lack of a system of special professional training of teaching staff in universities and colleges.
The need to eliminate these contradictions determined the research problem: "Theoretical and scientific and methodological foundations for optimizing the social development of preschool children in an orphanage."
Object of study: social development of a preschool child in an orphanage.
Subject of study: conditions for optimizing the process of social development of orphans and children left without parental care in an orphanage.
The purpose of this study is to develop and substantiate the theoretical, scientific and methodological foundations of the process of optimizing the formation of the personality of an orphan child in a preschool orphanage.
Research hypothesis:
The social development of preschool children in an orphanage will take place optimally with a combination of following conditions:
1. changing the principle of the child’s entry into the social world, based on taking into account the specifics of the social development of an orphan child (heavy heredity, upbringing outside the family, etc.) and the existing “barriers” to his development, focusing on the child’s individual experience preceding the orphanage and building individual socialization strategies in accordance with it;
2. scientific development of the theoretical and scientific-methodological foundations of the social development of preschoolers in orphanages, a holistic concept and model of the social development of an orphan child;
3. restructuring the upbringing and educational work of the orphanage on a meaningful basis (along with the implementation of the entire range of educational functions, the content of education should include such aspects as: psychological harmonization of the personality of an orphan child and development of his communication skills; expansion of everyday skills and abilities; creative development personality; gender role socialization, instilling the foundations of legal culture, etc.), and technological (open nature of the orphanage; bringing life in the orphanage closer to family ones; organizing the appropriate educational space of the preschool orphanage; transition from the predominance of frontal forms of work to the priority of emotional and personal communication with children; rejection of excessive regulation of the lives of children and the transition to variable planning and implementation of work; a combination of individual and collective forms of work with children;
ensuring contacts of preschool children with schoolchildren from the same orphanage and peers outside it) levels.
4. Changing approaches to training personnel to work with orphans, scientific and methodological substantiation of the content and technology of such work in the conditions of professional pedagogical institutions (bachelor's, master's) and in the system of advanced training of teachers, including in this work the prevention of professional burnout of a teacher of an orphanage with training overcoming it.
Research tasks The first group of tasks is related to the development of the theoretical foundations of the research:
1. Develop a set of provisions that make up social pedagogical foundations development and education of children in a preschool orphanage;
2. To identify the main trends and patterns in the development and upbringing of children in a preschool orphanage.
3. Develop a concept and a comprehensive model of the process of raising a child in a preschool orphanage and training personnel to work with children.
The second group of tasks is of a content-target and procedural nature:
1. Substantiate and test the methodology for constructing the pedagogical process of a preschool orphanage;
2. To develop a professiogram of a teacher of an orphanage.
3. To develop the content and technology for training personnel to work with children in an orphanage.
The third group of tasks is applied in nature:
Develop a program for the social development of children, 1.
brought up in a preschool orphanage;
2. To develop the content of master's training for teachers preparing to work with children in an orphanage;
3. To develop a cycle of special courses for undergraduate students on the specifics of the development of children and pedagogical work with them in an orphanage;
Develop a training program and programs for a theoretical seminar for teachers of orphanages.
The degree of development of the topic and theoretical basis research The triune nature of our subject of research is the social development of an orphan child, pedagogical process orphanage and the specifics of training personnel for such institutions - inevitably determines the differentiation of its components and the analysis of the independence of each of the directions.
We were interested in:
1. Research considering various aspects of socialization, adaptation and rehabilitation of children from orphanages (V.M. Brevnova, O.V. Brekina, L.A. Vinichenko, I.V. Dubrovina, M.V. Istomina, S.N.
Koshman, B.A. Coogan, S.V. Laktionova, V.I. Popov, A.N. Pronin, V.
Streltsova, G.N. Shvetsova and others); spiritual and moral development of pupils (A.A. Burlakova, I.A. Kalabina, L.P. Sasunova, etc.);
questions of gender-role development and preparation of children for family life(G.I.
Plyasova, R.G., N.E. Tatarintseva and others); views on modern learning preschoolers (A.I. Savenkov, L.A. Paramonova, etc.); problems of psychological harmonization of the personality of an orphan child (L.I. Avdeeva, N.Yu. Velichko, O.I. Herbert, T.G. Lukovenko, V.V. Nevolina, N.K. Radina, S.N. Satysheva and etc.).
2. Studies that analyze the pedagogical process of orphanages and search for ways to optimize it (D.N. Gribkov, Z.V. Dorogonko, E.N. Drygina, A.B. Zaitsev, N.V. Kononenko, V. V. Komarov, E. Kobrinsky, V. V. Komarov, S. N. Koshman, K. V. Kulakov, S. Y. Martynova, Y. M. Merzlyakov, L. L. Mityaev, V. V. Mikhailov , N.A. Palieva, L. Razorenova, L.R. Yagudina and others).
3. Of particular interest to us were studies devoted to the problem of training specialists to work with orphans (O.V.
Anikina, A.A. Vasiliev, T.A. Demidov, V.Yu. Ivanova, E.B. Kirichenko, E.O.
Kravchenko, Yu.N. Kuznetsova, I.A. Romanova, L.M. Simkin, S.Ya. Skribinsky and others), in which various aspects of this problem are considered. At the same time, they did not set themselves the task of developing a modern concept of training personnel for working with children of preschool age in an orphanage, substantiating the features of the professiogram of an orphanage teacher.
Despite the fact that one gets the impression that the problem has been developed in modern research, their analysis shows that, firstly, most studies are devoted to school-age children, while the features of adaptation and socialization of a child of early and preschool age are practically not studied, although they have a pronounced specificity and their place in the process of an emerging personality. Secondly, the methodological and theoretical foundations of the social development of preschool children in the conditions of an orphanage have not been developed, which makes it impossible to develop an adequate system of program and methodological support. Thirdly, in the studies cited, an attempt was made to solve local problems without significantly changing the essence of the process of upbringing in the orphanage, but such a palliative approach cannot fundamentally change the situation in the work of the orphanage.
Methodological foundations researches are - philosophical concepts of socialization of the individual (A.V. Mudrik, I.S. Kon, V.S. Mukhina, A.V. Petrovsky, etc.); social conditionality of education (K.D.
Ushinsky, P.F. Kapterev, P.P. Blonsky, A.S. Makarenko, G.V. Family, etc.);
understanding of childhood as a period of maximum disclosure of the child's potential (L.S. Vygotsky, A.V. Zaporozhets, N.F. Vinogradova, V.T. Kudryavtsev, R.M., Chumicheva, etc.); theory of the activity approach (A.V. Brushlinsky, L.S.
Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov and others); ideas about the socio-historical conditioning of the phenomenon of education (A.V.
Averyanov, V.G. Afanasiev, I.V. Blauberg, V.G. Budanov, S.P. Kurdyumov, V.N. Sadovsky, E.G. Yudin); position on the unique individuality of the individual, its self-worth (B.M. Bim-Bad, E.V. Bondarevskaya, N.D.
Nikandrov, D.I. Feldstein, A.G. Asmolov and others).
The theoretical foundations of the study are the concepts of a holistic pedagogical process (Yu.K. Babansky, V.P. Bespalko, V.V. Kraevsky, V.V. Komarov, I.Ya. Lerner, G.I. Shchukina, etc.); socio-pedagogical concepts of human-environment interaction in the process of personality socialization (B.Z. Vulfov, A.V. Mudrik, G.N.
Filonov and others); personality-oriented education, which defines the personality of the child as the highest value (N.A. Alekseev, E.V. Bondarevskaya, V.V. Serikov, etc.); childhood as a space for the development of the organism, personality and the formation of individuality and sociocultural experience of preschool children (L.S. Vygotsky, S.A. Kozlova, V.T. Kudryavtsev, D.I.
Feldstein, R.M. Chumichev);
theory of personality-oriented and activity approach to education (Sh.A. Amonashvili, E.V. Bondarevskaya, O.S. Bogdanova, Z.I.
Vasilyeva, N.F. Vinogradova, V.A. Slastenin, I.F. Kharlamov and others);
preschool education who determined the sensitive periods of development of a preschool child and the optimal conditions for the comprehensive development of the personality in the process of education and upbringing (A.G. Gogoberidze, O.M. Dyachenko, I.E. Kulikovskaya, V.I. Loginova, L.A. Paramonova and others);
ideas of democratization and humanization of education, theoretically presented in international and Russian legal documents and laws; ideas of an integrated and personality-oriented approach to children (B.M. Bim-Bad, V.I. Slobodchikov, L.M. Shchipitsina, E.I. Stepanov, I.S.
Yakimanskaya and others);
foreign scientists related to the justification of the views of the conflict-free entry of the child into the environment independent living and activities as a member of society, the doctrine of the motivation of individual behavior (A. Maslow); structural-functional theory of personality socialization (T. Parsons); the theory of the moral development of the individual (E. Erickson).
The scientific and methodological (didactic) foundations of the work carried out are the works of scientists-educators and teachers - innovators in the field of raising children left without parental care (I.I. Betskoy, V.F.
Odoevsky, K.D. Ushinsky, V.N. Soroka-Rosinsky, A.S. Makarenko);
studies devoted to the problems of social protection of orphans (A.M. Nechaeva, E.M. Rybinsky, T. N. Poddubnaya and others); scientific work who study the developmental features of orphans and children left without parental care (L.I. Bozhovich, I.V. Dubrovina, M.I. Lisina, A.M.
Parishioners, N.N. Tolstykh, N.A. Kotosonova and others); fundamentals of psychodidactics as a branch of scientific knowledge integrating psychology and learning theory (A.I. Savenkov); education of orphans (L.V. Baiborodova, V.V. Belyakov, E.A. Gorshkova, I.F. Dementieva, N.P. Ivanova, A.S. Kochkina, G.V. Semya, L.K. .Sidorov); theoretical and experimental studies of the specifics of boarding schools (S. Becker, J. Langmeyer, I.V.
Dubrovina, V.T. Kudryavtsev, A.G. Ruzskaya, V.V. Komarov, Yu.M. Merzlyakov, N.F. Velikhanov and others).
Scientific novelty research:
A holistic scientific concept social development of preschool children in the conditions of an orphanage, in which the value, target, content, structural and technological aspects of the development of a preschooler in an orphanage appear in a new light;
Criteria, indicators, levels of social development of a child of preschool age brought up in an orphanage are singled out;
A holistic model of a new type of orphanage for orphans is proposed, which is based on the principle of openness of the institution, the integration of the content of education and training, the interpenetration of various forms of organization of the pedagogical process, taking into account the specifics of boarding schools in training personnel for work in them;
Theoretically substantiated and technologically developed concept and program of social development of preschool children in an orphanage.
A scientific and theoretical substantiation of the originality of the professional activity of a teacher of a preschool orphanage from the position of target, content and technological guidelines has been carried out, a professiogram of his activity has been developed.
Theoretical significance research.
The study contributes to scientific development problems of dependence of the child's development on the social conditions of life, it is proved that there are correlations between the level of social development and the life experience preceding the child's entry into the orphanage;
the level of social development and the age at which the child was left without parental care; between the quality of educational work in the orphanage, its orientation to the actual needs of orphans and the level of social development of the child; between the level of professional competence of the teacher and the level of psychosocial well-being of pupils;
The study develops and supplements scientific ideas about the directions of the child's social development in an orphanage (expansion of ideas about society; psychological harmonization of the child's personality; formation of everyday ideas and skills);
The study substantiates the optimal parameters for integrating the content, forms and methods of social development of a preschool child in an orphanage, providing a basis for the development of a science-based technology for organizing the life and development of a child;
The study makes adjustments to the training of personnel to work with orphans at the axiological, content and technological levels.
Practical significance research.
The developed conceptual foundations of a new model of an orphanage, the program "Social development of children of senior preschool age in the face of a lack of communication with parents" make it possible to optimize the process of social development of orphans and children left without parental care.
Research materials contribute to the practice of professional teacher education at the level of higher education (bachelor's, master's) and advanced training systems for teaching staff. On the basis of the study, the following was developed: a program of master's training in the direction of "Teacher of the orphanage" (1450 hours); specialization program for students pedagogical universities(500 hours); programs of special courses “Education of orphans of preschool age (36 hours);
"The content and organization of the activities of the teacher of the orphanage" (36 hours); "Pedagogical support for children with developmental problems" (36 hours); "Prevention of personal burnout of a teacher" (24 hours) for undergraduate students. A program of professional development for teachers-practitioners and training for the prevention of personal "burnout" for teachers of orphanages has been developed. Their implementation makes it possible to reflect in the system of training and retraining of teaching staff the features of raising orphans in an orphanage, the set of competencies that an orphanage teacher should have and contributes to solving the problem of increasing the professional competence of teachers working with orphans.
Provisions for defense:
The process of socialization of orphans is characterized by specific features, the need to overcome the "barriers" of development, due to hereditary factors and the specifics of the social situation of education outside the family. Adequate social development of this contingent of children is possible only in a situation where this specificity is taken into account and the organization of educational work focused on the needs of children.
Existing orphanages can solve the problem of adequate social development of the personality of a preschool child only in the case of a comprehensive restructuring of their activities at the target, content and technological levels. To do this, it is necessary to reorient orphanages from an “educational” emphasis to the priority of the tasks of personal development and psychological harmonization of the child; rebuild the pedagogical process with a focus on: the open nature of educational institutions for orphans; maximum approximation of the orphanage to the family type of education; organization of the appropriate space of the orphanage; close interaction of all subjects of education inside the orphanage and beyond; taking into account the principle of gender differentiation of education; rejection of the dominance of frontal forms of work in favor of organizing various forms of emotional and personal communication with children, taking into account the experience of the child's previous life experience in the orphanage and building individual strategies for interaction.
The most important condition for optimizing the social development of preschool children in orphanages is the development of scientific and theoretical foundations (the concept of social development, a model, etc.) and a package of methodological support (programs, teaching aids etc.).
Necessary condition optimization of the social development of orphans in the conditions of orphanages is the training of qualified personnel, aimed at taking into account the specifics of the development of this category of pupils and the peculiarity of the social situation of development in which they are, equipping teachers with the necessary professional knowledge and skills, as well as preventing personal burnout.
Research methods:
The study used a set of complementary methods: theoretical scientific pedagogical, (analysis of psychological, philosophical literature; normative, program and methodological documents; systematization, generalization, comparative analysis of the collected data);
empirical experiment, including (pedagogical ascertaining, forming and control stages; survey methods, observation, study of pedagogical documentation, study of experience pedagogical activity, estimation and measurement methods, methods of mathematical data processing).
Organization of the study The study was conducted from 1998 to 2012. Experimental research base: Sanatorium orphanage for orphans and children left without parental care No. 48 in Moscow, Orphanage No. 1 and Childhood House No. 8 in Izberbash (Dagestan); Institute of Psychology and Pedagogy of Education, Moscow State Pedagogical Educational Institution; Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Dagestan). In total, for the entire period, the pilot study covered 600 pupils of orphanages of preschool age, 200 teachers of orphanages and 500 students of the IPPO SBEI HPE MGPU and the Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Dagestan).
The study was carried out in several directions and was built in stages.
At the first stage, an analysis was made of the sociocultural situation of raising children in a preschool orphanage; features of the development of this contingent of pupils; factors influencing the process of socialization of preschoolers in an orphanage.
At the second stage, conceptual and constructive approaches were determined to build the content of work on the socialization of preschool children in an orphanage, to determine pedagogical technology. Development of a conceptual model of socialization of preschool children brought up in an orphanage.
At the third stage, work was carried out to develop criteria for selecting, designing and evaluating the effectiveness of the proposed technology and the content of the work, the level of development of pupils.
At the fourth stage, work was carried out to develop and systematize diagnostic tools, diagnose the initial level of social development of preschool children in orphanages; experimental work, including the development of the content and technology of work on the social development of preschool children in an orphanage; carrying out the control stage of experimental work and summarizing the results.
At the fifth stage, the results of the experimental study were summarized and analyzed, the effectiveness of the work carried out was assessed, and conclusions were drawn up.
The reliability and scientific character of the obtained results is ensured by the methodological validity of the initial theoretical positions, a set of research methods used that are adequate to its tasks and logic, a variety of information sources; a combination of qualitative and quantitative analyses; reproducibility of the results of experimental work.
Testing and implementation of research results.
Basic provisions and the results of the study were presented at scientific seminars, meetings of the Department of Preschool Pedagogy, IPPE MSPU. They were presented by the dissertator in reports and speeches at scientific and practical conferences. The principal conclusions of the dissertation research were approved at the All-Russian and International Scientific and Practical Conferences - "Herzen Readings" (St. Petersburg, 2004);
"Continuous professional education in the XXI century” (Samara, 2008);
"Moral education at the present stage" (M..2001); " Contemporary Issues preschool education” (M., 2004); "Humanistic ideas in psychology and pedagogy" (M., 2008); Training of specialists for the system of preschool education in the process of higher education (Shadrinsk, 2008); "The rights of the child in modern world"(M., 2008); Modern family:
state, development trends” (M., 2008); "125 years of the Moscow Psychological Society" (M., 2011); " Scientific schools as a factor in the training of teaching staff” (M., 2010); "A child in a modern educational environment" (M., 2011).
Research results set out by the author in monographs, other scientific and methodological publications, teaching aids, programs total 59 printed sheets; were used in the development and delivery of lectures, courses at the choice of students (bachelor's and specialist's), special courses (master's), when writing diploma and term papers students of the Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Makhachkala, Dagestan) and the Institute of Pedagogy and Educational Psychology, Moscow State Pedagogical Educational Institution (Moscow).
Thesis structure. The work consists of an introduction, four chapters, a conclusion, a list of references and applications.
In the introduction the relevance of the research topic is substantiated, the problem, purpose, hypothesis and objectives of the research are defined, the object, the subject of research are characterized, its methodology and methodology are disclosed, the degree of development of the problem, scientific novelty, theoretical and practical significance are shown, the provisions submitted for defense are formulated.
In chapter 1 "Orphanhood as a socio-pedagogical phenomenon"
the problem of childhood, its function in the formation of a person and orphanhood as a socio-pedagogical phenomenon that negatively affects the normal socialization of the individual is discussed. The issues of orphanhood in the history of our state are revealed.
In chapter 2 "Theoretical foundations for optimizing the process of social development of preschool children in an orphanage"
the scientific approaches to the problem of optimizing education, the pedagogical process of a modern orphanage from the standpoint of optimization theory are considered, the author's concept of the social development of a preschool child in an orphanage is presented.
Chapter 3 "Scientific and methodological foundations for optimizing the process of social development of preschool children in an orphanage" presents the main provisions of the program for the social development of preschool children brought up in an orphanage, developed on the basis of the author's concept; a description of the course and results of the ascertaining, forming and control stages of the conducted experimental work is given.
Chapter 4 "Training teachers to work with orphans and children deprived of parental care" substantiates the need for special training for working with orphans; syllabus of such training, the developed trainings for overcoming professional burnout of teachers are presented.
In the Conclusion, the results of the study are summarized, the main conclusions are formulated, confirming the hypothesis and the correctness of the provisions submitted for defense, and the prospect of studying this problem is determined.
The Appendix contains: a program for the social development of preschool children in an orphanage, long-term planning of work on the program for a year, approximate topics and development of everyday activities, notes on psychological activities with children, a training program for the prevention of personal burnout for teachers of orphanages, a master's program, a program of courses advanced training of orphanage specialists, elective courses for undergraduate students.
The main content of the dissertation Historical analysis made it possible to trace the dynamics of the relationship of the adult world to the phenomenon of childhood and the path to the modern view of childhood as a valuable period in the development of the human personality, which has enduring significance. At the same time, the recognition at the world level of the ideas of the inherent value of childhood conflicts with the practice of a real attitude towards children living in different social conditions. The most vulnerable category are orphans and children left without parental care. By the beginning of the 21st century in Russia, the problem of child orphanhood has become rampant. The dissertation analyzes the specifics of the current stage of orphanhood, presents material that testifies to the attitude of the state to solving this problem in different historical periods: from the survival of an orphan child to his charity and, finally, to the upbringing and education of children in special closed institutions.
It is shown that the social protection policy pursued by the society of orphans and children left without parental care, the purpose of which is their social protection, in practice, often does not lead to the expected results. A paradoxical situation is emerging: rather large resources are spent on ensuring the social protection of orphans, and the effectiveness of all efforts is disproportionately small - a child left without parental care is not protected, both in an orphanage and in independent life.
Raising a child outside the family leaves an imprint on the emerging personality. As a rule, children who have grown up without parental warmth and participation are carriers of specific characteristics of personal development, such as: psychological problems (increased anxiety, fears, aggressiveness, inadequate self-esteem, lack of basic trust in the world); intellectual lag (limited outlook, delay in the development of mental cognitive processes, etc.); health problems (the vast majority of orphans are carriers of a whole range of congenital and acquired diseases); problems of gender-role identification and subsequent socialization of the child, etc.
The current system of raising orphans in orphanages, unfortunately, does not contribute to overcoming the consequences of parental deprivation, often exacerbating them. The result of staying in boarding schools is the presence in the socio-psychological status of graduates of such characteristics as: undeveloped social intelligence, dependency, rental attitudes, "receptive type of character"
(E.Fromm), increased level of victimization, etc.
This led to the search for new forms of work with orphans (patronage, adoption, etc.), which is a positive trend. However, alternative forms of raising orphans cannot replace the existing state system. In this regard, calls for the liquidation of orphanages are of particular danger, which, as historical experience shows and the recent practice of distributing children to families (as a result of which more than 70% of children were returned to orphanages with the severe trauma of repeated rejection by the family), can lead to creating a situation of destruction of the existing system and the absence of a worthy alternative to it. We believe that along with the development of alternative forms of raising orphans, it is necessary not to destroy the traditional model of orphanages, but to radically reform it.
It is necessary to review the functional purpose of orphanages and determine:
orphanage, what is it? An analogue of a closed educational institution with round-the-clock stay of children (as it is now) or an institution designed to become an alternative to the family? We believe that an orphanage is, first of all, an institution designed to replace as much as possible the family that a child has lost. Consequently, the main function of the orphanage is not educational (which is also very significant), but the function of compensating the family, that is, providing the child with a sense of psychological security, comfort, warmth, equipping him with all the knowledge, skills and abilities necessary for independent life. The implementation of this approach requires a radical restructuring of the entire pedagogical process of the orphanage.
We formulated the key provisions of such a restructuring in the concept of optimizing the social development of preschoolers in an orphanage.
The fundamental position of our concept is a fundamentally different view of the orphan child. An orphan child is the same child as millions of his peers from the family and, at the same time,
is a fundamentally different child. The absence of such an important agent of socialization as the family and an early encounter with negative aspects life of society, leads to a change in the trajectory of its development, creates serious barriers to the social development of the individual. These barriers begin to form very early - already at the stage of intrauterine development (as a rule, such children are not wanted by mothers who do not follow the necessary medical recommendations during pregnancy and lead an asocial lifestyle). The situation is aggravated at the stage of early and preschool childhood, within which the most important personal neoplasms occur: the intensive development of all mental processes, the emergence of self-awareness, the orientation of the personality (social or asocial), primary gender-role identification, etc. It is at this age that the child develops so important personal education, as a basic trust in the world, which subsequently largely determines the quality of his life. Underestimation of the significance of this period leads to a general physical and intellectual lag, the formation of problems of psycho-emotional development (fears, anxiety, aggression, etc.), social failure.
In addition, if children brought up in a family are characterized by approximately the same conditions early development(they are surrounded by loving caring adults) in children - pupils of orphanages early experience life (before entering the orphanage) varies greatly. Some of these guys spent the initial stage of their lives in a dysfunctional family, others in orphanages and children's hospitals, someone came from a prosperous family (as a result of the death of their parents), etc. The experience gained in each of these institutions is very different. It is necessary to take into account the individual experience of the child's life before entering an educational institution. The social development of an orphan child in an orphanage follows the general laws of socialization of children of the appropriate age, but at the same time, it should be focused on taking into account the child's individual previous experience and building individual socialization strategies in accordance with it.
The solution to this problem requires a radical restructuring of the educational work of the orphanage, both at the content and at the technological levels.
At present, the content of education in pre-school orphanages is similar to the content of education in ordinary educational institutions for children from families (but with a delay of one year). However, orphanages face more complex challenges. They are called upon, in addition to solving educational functions, to compensate children, as far as possible, for absent parents.
Therefore, the content of education in an orphanage should, along with the implementation of the entire spectrum of educational functions, include such aspects as:
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CHAPTER 1. ORPHANAGE AS A SOCIAL AND PEDAGOGICAL PHENOMENON
1.1. The intrinsic value of childhood and the responsibility of adults to children.
1.2. History and modern problems of orphanhood.
1.3. Characteristics of the development of orphans and children left without parental care.
CHAPTER 2. THEORETICAL FOUNDATIONS OF OPTIMIZATION OF SOCIAL DEVELOPMENT. CONCEPT AND MODEL OF SOCIAL DEVELOPMENT OF CHILDREN OF PRESCHOOL AGE IN THE CONDITIONS OF ORPHANAGE
2.1. Theoretical foundations for optimizing the social development of preschool children in an orphanage.
2.2. The concept and model of social development of preschool children in an orphanage.
CHAPTER 3
3.1. The program of social development of preschool children in an orphanage.
3.2. Social development of preschool children in an orphanage (experimental stage of the study).
CHAPTER 4. PREPARATION OF TEACHERS TO WORK WITH ORPHANS AND CHILDREN WITHOUT PARENTAL CARE
4.1. The specifics of the professional activity of the teacher of the orphanage. The role of an adult in the upbringing of an orphan child.
4.2. Fundamentals of professional mental hygiene of a specialist in an orphanage. Personal burnout of a teacher and its prevention.
4.3. The state of the problem of training personnel to work with children left without parental care in psychological and pedagogical research
4.4. Training of personnel to work with orphans (experimental stage of the study).
Recommended list of dissertations
Education and personal development of orphans in the conditions of alternative forms of life arrangement 2008, Doctor of Pedagogical Sciences Palieva, Nadezhda Andreevna
Socio-pedagogical support of children left without parental care in the process of socialization 2005, Candidate of Pedagogical Sciences Arkhipova, Anastasia Andreevna
Socio-pedagogical rehabilitation of preschool children in an orphanage 2011, candidate of pedagogical sciences Gradusova, Svetlana Evgenievna
Organizational and Pedagogical Conditions of Social and Pedagogical Support for Social Orphans 2006, Candidate of Pedagogical Sciences Huako, Anzhela Askerovna
Pedagogical conditions for the formation of socio-psychological readiness for school of pupils of boarding schools for orphans and children left without parental care 2007, candidate of pedagogical sciences Nagaeva, Tatyana Nikolaevna
Introduction to the thesis (part of the abstract) on the topic "Theoretical and scientific and methodological foundations for optimizing the social development of preschool children in an orphanage"
The relevance of research
We present the relevance of the research problem in three directions: social conditioning, theoretical significance, practical expediency.
Social conditionality of the problem.
Childhood is the most important stage in the formation of personality. It has an enduring significance, on the one hand, as a foundation that determines the main trends of further development, on the other hand, it is a period in itself that gives the child a unique life experience that is difficult to replace at other age stages. All children of the Earth have the right to a safe childhood. And this right is legally enshrined in the main international documents and legal acts, such as the Declaration and the Convention on the Rights of Children, adopted by the vast majority of countries in the world. However, in practice, not all children have the opportunity to exercise this right. Orphans and children left without parental care are in a particularly vulnerable position.
The problem of orphanhood has acquired particular relevance in Russia, where at present, according to the Ministry of Education and Science, over 760 thousand people are brought up without parental care (excluding homeless children), and according to independent experts, their number reaches 1 million. About 260,000 orphans and children left without parental care permanently live in orphanages, orphanages, orphanages and boarding schools. Against the backdrop of a general decline in the country's child population, today every hundredth child in Russia lives in a state orphanage.
Currently, the problem of orphanhood is one of the priority state problems. The country has created a regulatory - legal framework aimed at protecting the interests of this category of pupils. Orphans are handled by 19 different departments. Significant material resources are allocated for their maintenance. According to P. Astakhov, authorized by the President of the Russian Federation for children's rights, from 350 thousand to 2 million rubles a year is allocated for the maintenance of one child in an orphanage (depending on the region). However, despite the constant attention of the state to this problem, it is not possible to radically resolve the situation.
Every year, about 20,000 orphans leave orphanages, the vast majority of them (90%) cannot adequately socialize in society, joining the ranks of antisocial individuals (criminals, alcoholics and drug addicts, suicides, etc.).
Thus, there is a contradiction between the interest of the state and society in socially adapted, active, creative, law-abiding citizens, the colossal material and spiritual costs of their upbringing and the impossibility of the existing system of charity for orphans and children left without parental care to ensure the solution of this problem. . In addition, the situation is aggravated by the fact that behind the dry statistics of the troubles of orphanage graduates are crippled human destinies.
The main reason hindering the solution of this problem, in our opinion, is the lack of a coordinated, well-thought-out, scientifically based strategy for solving the problem of orphanhood, which combines social and psychological and pedagogical aspects and is aimed at ensuring that every child has the opportunity to realize his right to a prosperous childhood and successful socialization in society, a strategy built on taking into account the peculiarities of the development of this category of children and the creation of optimal conditions for their personal development.
At present, the state system of raising orphans and children left without parental care that has developed in Russia includes children's homes (252); orphanages (615); orphanages (1850); boarding schools for orphans (330); social rehabilitation centers for orphans (705); adoption, guardianship, patronage, etc. The existence of various forms of charity for this category of pupils is undoubtedly a positive trend, since it allows to satisfy the needs of different groups of children to a greater extent. Recently, however, attempts have been made to close orphanages, and to "distribute" children to families for adoption. The idea is positive, but unrealistic to implement. And practice has shown the failure, the incorrectness of such a decision: about 70% of families (parents) refuse adoption, some of the children, due to their characteristics, will never be desirable for a foster family; some children cannot be offered for adoption (for example, a special category of sick children, children whose parents are not deprived of parental rights, etc.). This attempt not only did not solve the task, but harmed the mental state of children and foster parents. Children re-experienced the stress of family deprivation, they were again abandoned, they again fell into the category of unwanted adults, and adults saw their failure in fulfilling the role of parents, and this traumatic situation also could not but affect their mental state. All this only exacerbated the situation.
An analysis of the existing system of raising orphans shows that any institutions organized by the state for such children have the right to exist, they cannot be opposed to each other, let alone mutually exclusive. All of them, performing their function, are necessary for children. The problem is not to get rid of orphanages, thus considering that the task of combating orphanhood has been solved. We should think about optimizing the upbringing of orphans in children's institutions (children's homes, orphanages, boarding schools). And even if the number of children in orphanages decreases, they still cannot be abandoned. It is necessary to develop a scientifically based concept for optimizing the existing system of orphanages and boarding schools, reorienting them to take into account the characteristics of personal development and the urgent needs of orphans and children left without parental care.
The theoretical necessity of studying the problem is due to a number of reasons:
1. Insufficient development of theoretical and methodological foundations for the social development of the personality of an orphan child in an orphanage at the initial stages of formation (preschool childhood). Despite the fact that at the research level the problem of the social development of an orphan child in an orphanage was posed, but it was solved in relation to children of school age, or, when it concerned preschool children, it was considered independently of the analysis of the experience of their previous life and therefore could not have a serious influence on the change in the level of social development of children in a special situation.
It should be noted that orphans are a very heterogeneous contingent that unites different categories of pupils: orphans (4%) who have experience of living in a normal family, whose parents have died, and social orphans (96%), whose parents are alive, but due to different reasons (being in places of detention, deprived of parental rights, etc.) are not engaged in raising their children. Social orphans, in turn, unite children - foster children of orphanages, abandoned by their parents in the first days and weeks of life and who never knew who a mother was; children who have experience of living in a dysfunctional family and ended up in an orphanage as a result of deprivation of their parents of parental rights; homeless children who have experience of life "on the street" (train stations, markets, basements), etc. Each of these subgroups is characterized by specific developmental features, but they all have common features, such as: health problems (both physical and and mental); intellectual lag, manifested in a limited outlook, underdevelopment of mental cognitive processes; lack of learning skills; problems of psycho-emotional development, socialization, etc. The social formation of each of these categories follows a special path, determined (among other reasons) by life experience before the child enters the orphanage and requires these features to be taken into account in the educational process of the orphanage. These objective features present a certain difficulty specifically in the social development of the child, in how he enters (and will enter) the social world and require mandatory consideration when organizing upbringing and educational work with this contingent of pupils. A deep theoretical analysis of the consequences of the previous experience of the child's life for the development of the orphanage and the development of directions for correcting these consequences is needed. It requires the development of a conceptual justification for the purpose, objectives and content of work with children in this direction.
2. An orphanage is a traditional form of charity for orphans. At present, orphanages are organized according to the type of activities of ordinary educational institutions for children from the family, but with round-the-clock stay of pupils. The main emphasis is placed on the implementation of the educational function. Such an organization does not contribute to the full development of an orphan child. After all, a child-pupil of an ordinary educational institution after kindergarten or school will return home, where he can fulfill his need for emotional and personal communication, and an orphan child in an orphanage is deprived of such an opportunity. Without the realization of this basic need (for love, emotional intimacy, understanding), the full development of the personality is impossible. At present, it is precisely this need of children that is not adequately met in orphanages. This situation is due to the theoretical and methodological underdevelopment of the model of the pedagogical process of the orphanage, interaction with adults, peers and the world around, which would best meet the implementation of all the basic needs of an orphan child, including the need for emotional and personal communication, love, acceptance and understanding. . From this it is obvious that it is necessary to develop a general strategy for organizing life, educating and educating preschool children who are in special conditions of an orphanage, defining the principles that should be the basis for building the pedagogical process, answering the question: what form of organization should an institution be? for the education of orphans of preschool age, as well as scientific and methodological support for the process of education in orphanages.
3. The restructuring of the orphanage as an educational institution requires a change in approaches to personnel training. At present, the professional activity of teachers in orphanages is based on the type of activity of teachers in ordinary educational institutions for children from the family (for this category of specialists there are not even qualification characteristics). It is necessary to revise the role of the orphanage teacher, his functional duties, which should be focused not only on the performance of educational functions (training and education), as is done now, but on compensation, as far as possible, for the child of absent parents, the organization of various forms of emotional and personal communication with them, etc. Today, there are no educational institutions in the vocational education system that provide such training.
We believe that special theoretical, methodological and organizational work is needed in this direction. The training of teachers to work with orphans should be carried out both in the conditions of pedagogical educational institutions and special courses should be developed for them at the bachelor’s and specialist’s stages, specialized programs at the master’s level, etc.), and in the direction of providing optimal opportunities for improving professional competence of orphanage specialists (it is necessary to develop the content of advanced training courses, theoretical seminars, training groups in orphanages, etc.), which are sorely lacking today. A very important aspect of the professional training of teachers to work with children from orphanages is the purposeful work to prevent personal burnout of teachers who, due to the specifics of work and constant interaction with such a difficult contingent of children, are highly susceptible to this phenomenon. It is necessary to conduct a theoretical and methodological study of this phenomenon and develop a system of such work with teachers.
The implementation of such an approach is also impossible without scientific and methodological substantiation and development of a model of professional activity of a teacher of an orphanage, aimed at preparing teachers to work in an orphanage.
The practical necessity of conducting a study of the chosen problem lies in the need to develop software and methodological support for the social development of preschool children in an orphanage and to develop educational and methodological materials for the specialized training of teachers to work with orphans in universities, colleges, in the system of advanced training.
An analysis of the state of the problem gives grounds to identify objective contradictions:
1. between the orientation of the international community towards increased attention to the protection of childhood, recognition of the responsibility of adults for the life and well-being of the younger generation, and the lack of real conditions for the implementation of these requirements;
2. between the need of society for socially adapted, adequate, moral, creative citizens and the existing system of raising orphans, which does not ensure the realization of this need;
3. between the social needs of orphans and children left without parental care, brought up in orphanages and the inability of the traditional pedagogical process of the orphanage to satisfy them;
4. between the need to optimize the process of social development of an orphan child and the level of theoretical and methodological development of the problem in scientific research;
5. between the great importance in the development of the personality of the initial stages of formation (early and preschool childhood) and the underestimation of this period at the social level and the level of scientific and theoretical understanding;
6. between the complexity and specificity of the tasks that the teacher of the orphanage is called upon to solve and the lack of a system of special professional training of teaching staff in universities and colleges.
The need to eliminate these contradictions determined the research problem: "Theoretical and scientific and methodological foundations for optimizing the social development of preschool children in an orphanage."
Object of study: social development of a preschool child in an orphanage.
Subject of study: conditions for optimizing the process of social development of orphans and children left without parental care in an orphanage.
The purpose of this study is to develop and substantiate the theoretical, scientific and methodological foundations of the process of optimizing the formation of the personality of an orphan child in a preschool orphanage.
Research hypothesis:
The social development of preschool children in an orphanage will take place optimally under the following conditions: [x] changing the principle of a child entering the social world, based on taking into account the specifics of the social development of an orphan child (heavy heredity, upbringing outside the family, etc.) and the existing "barriers" to its development, focusing on the child's individual experience prior to the orphanage and building individual socialization strategies in accordance with it; 0 scientific development of theoretical and scientific and methodological foundations for the social development of preschool children in orphanages, a holistic concept and model of the social development of an orphan child; [x] restructuring the upbringing and educational work of the orphanage on a meaningful basis (along with the implementation of the entire range of educational functions, the content of education should include such aspects as: psychological harmonization of the personality of an orphan child and the development of his communication skills; expansion of everyday skills and abilities; creative development personality; gender-based socialization, instilling the foundations of legal culture, etc.), and technological (the open nature of the orphanage; bringing life in the orphanage closer to family ones; organizing the appropriate educational space of the preschool orphanage; the transition from the predominance of frontal forms of work to the priority of emotional- personal communication with children; rejection of excessive regulation of the lives of children and the transition to variable planning and implementation of work; a combination of individual and collective forms of work with children; ensuring contacts between preschool children and children by schoolchildren from the same orphanage and peers beyond it limits) levels; [g] changing approaches to training personnel to work with orphans, scientific and methodological substantiation of the content and technology of such work in the conditions of professional pedagogical institutions (bachelor's, master's) and in the system of advanced training of teachers, including in this work the prevention of professional burnout of a children's teacher at home with training to overcome it.
Research objectives
The first group of tasks is related to the development of the theoretical foundations of the study:
1. Develop a set of provisions that make up the socio-pedagogical foundations for the development and upbringing of children in a preschool orphanage;
2. To identify the main trends and patterns in the development and upbringing of children in a preschool orphanage.
3. Develop a concept and a comprehensive model of the process of raising a child in a preschool orphanage and training personnel to work with children.
The second group of tasks is of a content-target and procedural nature:
1. Substantiate and test the methodology for constructing the pedagogical process of a preschool orphanage;
2. To develop a professiogram of a teacher of an orphanage.
3. To develop the content and technology for training personnel to work with children in an orphanage.
The third group of tasks is applied in nature:
1. Develop a program for the social development of children brought up in a preschool orphanage;
2. To develop the content of master's training for teachers preparing to work with children in an orphanage;
3. To develop a cycle of special courses for undergraduate students on the specifics of the development of children and pedagogical work with them in an orphanage;
4. To develop a training program and programs of a theoretical seminar for teachers of orphanages.
The degree of development of the topic and the theoretical basis of the study
The triune nature of our subject of study - the social development of an orphan child, the pedagogical process of an orphanage, and the specifics of training personnel for such institutions - inevitably determines the differentiation of its components and the analysis of the independence of each of the directions. We were interested in:
1. Research considering various aspects of socialization, adaptation and rehabilitation of children from orphanages (V.M. Brevnova, O.V. Brekina, J1.A. Vinichenko, I.V. Dubrovina, M.V. Istomina, S.N. Koshman, B. A. Kugan, S. V. Laktionova, V. I. Popov, A. N. Pronina, V. Streltsova, G. N. Shvetsova, etc.); spiritual and moral development of pupils (A.A. Burlakova, I.A. Kalabina, L.P. Sasunova, etc.); issues of gender-role development and preparation of children for family life (G.I. Plyasova, R.G., N.E. Tatarintseva, etc.); views on modern education for preschoolers (A.I. Savenkov, L.A. Paramonova, etc.); problems of psychological harmonization of the personality of an orphan child (L.I. Avdeeva, N.Yu. Velichko, O.I. Herbert, T.G. Lukovenko, V.V. Nevolina, N.K. Radina, S.N. Satysheva and etc.).
2. Studies that analyze the pedagogical process of orphanages and search for ways to optimize it (D.N. Gribkov, 3.V. Dorogonko, E.N. Drygina, A.B. Zaitsev, N.V. Kononenko, V. V. Komarov, A. E. Kobrinsky, V. V. Komarov, S. N. Koshman, K. V. Kulakov, S. Yu. Martynova, Yu. Mikhailov, N.A. Palieva, L. Razorenova, L.R. Yagudina and others).
3. Of particular interest to us were studies devoted to the problem of training specialists to work with orphans (O.V. Anikina, A.A. Vasiliev, T.A. Demidova, V.Yu. Ivanova, E.B. Kirichenko, E.O. Kravchenko, Yu.N. Kuznetsova, IA Romanova, LM Simkin, S.Ya. Skribinsky, etc.), in which various aspects of this problem are considered. At the same time, they did not set themselves the task of developing a modern concept of training personnel for working with children of preschool age in an orphanage, substantiating the features of the professiogram of an orphanage teacher.
Despite the fact that one gets the impression that the problem has been developed in modern studies, their analysis shows that, firstly, most studies are devoted to school-age children, while the features of adaptation and socialization of a child of early and preschool age are practically not studied, although have a pronounced specificity and their place in the process of an emerging personality. Secondly, the methodological and theoretical foundations of the social development of preschool children in the conditions of an orphanage have not been developed, which makes it impossible to develop an adequate system of program and methodological support. Thirdly, in the studies cited, an attempt was made to solve local problems without significantly changing the essence of the process of upbringing in the orphanage, but such a palliative approach cannot fundamentally change the situation in the work of the orphanage.
The methodological foundations of the study are the philosophical concepts of the socialization of the individual (A.V. Mudrik, I.S. Kon, V.S. Mukhina,
A.B. Petrovsky and others); social conditionality of education (K.D. Ushinsky, P.F. Kapterev, P.P. Blonsky, A.S. Makarenko, G.V. Family, etc.); understanding of childhood as a period of maximum disclosure of the child's potential (L.S. Vygotsky, A.V. Zaporozhets, N.F. Vinogradova,
V.T. Kudryavtsev, R.M., Chumicheva and others); the theory of the activity approach (A.V. Brushlinsky, JI.C. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov, etc.); ideas about the socio-historical conditioning of the phenomenon of education (A.V. Averyanov, V.G. Afanasiev, I.V. Blauberg, V.G. Budanov,
C.P. Kurdyumov, V.N. Sadovsky, E.G. Yudin); position on the unique individuality of the individual, its self-worth (B.M. Bim-Bad, E.V. Bondarevskaya, N.D. Nikandrov, D.I. Feldshtein, A.G. Asmolov, etc.).
The theoretical foundations of the study are: the concepts of a holistic pedagogical process (Yu.K. Babansky, V.P. Bespalko, V.V. Kraevsky, V.V. Komarov, I.Ya. Lerner, G.I. Shchukina, etc.); socio-pedagogical concepts of human-environment interaction in the process of personality socialization (B.Z. Vulfov, A.V. Mudrik, G.N. Filonov, etc.); personality-oriented education, which defines the personality of the child as the highest value (N.A. Alekseev, E.V. Bondarevskaya, V.V. Serikov, etc.); childhood as a space for the development of the organism, personality and the formation of individuality and sociocultural experience of preschool children (JI.C. Vygotsky, S.A. Kozlova, V.T. Kudryavtsev, D.I. Feldshtein, R.M. Chumicheva); theories of personality-oriented and activity approach to education (Sh.A. Amonashvili, E.V. Bondarevskaya, O.S. Bogdanova, Z.I. Vasilyeva, N.F. Vinogradova, V.A. Slastenin, I.F. Kharlamov and others); preschool education, which determined the sensitive periods of development of a child of preschool age and the optimal conditions for the comprehensive development of the personality in the process of education and upbringing (A.G. Gogoberidze, O.M. Dyachenko, I.E. Kulikovskaya, V.I. Loginova, JI.A. Paramonova and others); theoretical ideas of democratization and humanization of education presented in international and Russian legal documents and laws; ideas of an integrated and personality-oriented approach to children (B.M. Bim-Bad, V.I. Slobodchikov, JIM. Shchipitsina, E.I. Stepanov, I.S. Yakimanskaya, etc.); the views of foreign scientists related to the justification of the conflict-free entry of the child into the environment of independent life and activity as a member of society, the doctrine of the motivation of personality behavior (A. Maslow); structural-functional theory of personality socialization (T. Parsons); the theory of the moral development of the individual (E. Erickson).
The scientific and methodological (didactic) foundations of the work carried out are the works of scientists-educators and teachers - innovators in the field of raising children left without parental care (I.I. Betskoy, V.F. Odoevsky, K.D. Ushinsky, V.N. Soroka-Rosinsky, A.S. Makarenko); studies devoted to the problems of social protection of orphans (A.M. Nechaeva, E.M. Rybinsky, T. N. Poddubnaya and others); scientific works studying the developmental features of orphans and children left without parental care (L.I. Bozhovich, I.V. Dubrovina, M.I. Lisina, A.M. Parishioners, N.N. Tolstykh, N.A. Kotosonova, etc.); fundamentals of psychodidactics as a branch of scientific knowledge integrating psychology and learning theory (A.I. Savenkov); education of orphans (L.V. Baiborodova, V.V. Belyakov, E.A. Gorshkova, I.F. Dementieva, N.P. Ivanova, A.S. Kochkina, G.V. Semya, L.K. .Sidorov); theoretical and experimental studies of the specifics of boarding schools (S. Becker, J. Langmeyer, I.V. Dubrovina, V.T. Kudryavtsev, A.G. Ruzskaya, V.V. Komarov, Yu.M. Merzlyakov, N.F. Velikhanova and others).
Scientific novelty of the research: |¥] a holistic scientific concept of the social development of preschool children in an orphanage has been developed, in which the value, target, content, structural and technological aspects of the development of a preschool child in an orphanage appear in a new light;
0 criteria, indicators, levels of social development of a child of preschool age brought up in an orphanage; 0 proposed a holistic model of a new type of orphanage for orphans, which is based on the principle of openness of the institution, the integration of the content of education and training, the interpenetration of different forms of organization of the pedagogical process, taking into account the specifics of boarding schools in training personnel for work in them; [x] theoretically substantiated and technologically developed the concept and program of social development of preschool children in an orphanage.
A scientific and theoretical substantiation of the originality of the professional activity of a teacher of a preschool orphanage was carried out from the position of target, content and technological guidelines, a professiogram of his activity was developed. Theoretical significance of the study.
0 the study contributes to the scientific development of the problem of the dependence of the child's development on the social conditions of life, it has been proven that there are correlations between the level of social development and the life experience preceding the child's entry into the orphanage; the level of social development and the age at which the child was left without parental care; between the quality of educational work in the orphanage, its orientation to the actual needs of orphans and the level of social development of the child; between the level of professional competence of the teacher and the level of psycho-social well-being of pupils;
0 research develops and supplements scientific ideas about the directions of the child's social development in an orphanage (expansion of ideas about society; psychological harmonization of the child's personality; formation of everyday ideas and skills);
0 the study substantiates the optimal parameters for integrating the content, forms and methods of social development of a preschool child in an orphanage, providing a basis for the development of a science-based technology for organizing the life and development of a child; x] the study makes adjustments to the training of personnel to work with orphans at the axiological, content and technological levels.
The practical significance of the study. The developed conceptual foundations of a new model of an orphanage, the program "Social development of children of senior preschool age in the face of a lack of communication with parents" make it possible to optimize the process of social development of orphans and children left without parental care.
The research materials contribute to the practice of professional teacher education at the level of university training (bachelor's, master's) and the system of advanced training of teaching staff. On the basis of the study, the following was developed: a program of master's training in the direction of "Teacher of the orphanage" (1450 hours); specialization program for students of pedagogical universities (500 hours); programs of special courses “Education of orphans of preschool age (36 hours); "The content and organization of the activities of the teacher of the orphanage" (36 hours); "Pedagogical support for children with developmental problems" (36 hours); "Prevention of personal burnout of a teacher" (24 hours) for undergraduate students. A program of professional development for teachers-practitioners and training for the prevention of personal "burnout" for teachers of orphanages has been developed. Their implementation makes it possible to reflect in the system of training and retraining of teaching staff the features of raising orphans in an orphanage, the set of competencies that an orphanage teacher should have and contributes to solving the problem of increasing the professional competence of teachers working with orphans.
Provisions submitted for defense: The process of socialization of orphans is characterized by specific features, the need to overcome the "barriers" of development due to hereditary factors and the specifics of the social situation of upbringing outside the family. Adequate social development of this contingent of children is possible only in a situation where this specificity is taken into account and the organization of educational work focused on the needs of children.
Oh?] Existing orphanages can solve the problem of adequate social development of the personality of a preschool child only in the case of a comprehensive restructuring of their activities at the target, content and technological levels. To do this, it is necessary to reorient orphanages from an “educational” emphasis to the priority of the tasks of personal development and psychological harmonization of the child; rebuild the pedagogical process with a focus on: the open nature of educational institutions for orphans; maximum approximation of the orphanage to the family type of education; organization of the appropriate space of the orphanage; close interaction of all subjects of education inside the orphanage and beyond; taking into account the principle of gender differentiation of education; rejection of the dominance of frontal forms of work in favor of organizing various forms of emotional and personal communication with children, taking into account the experience of the child's previous life experience in the orphanage and building individual strategies for interaction. The most important condition for optimizing the social development of preschool children in orphanages is the development of scientific and theoretical foundations (the concept of social development, a model, etc.) and a package of methodological support (programs, teaching aids, etc.).
Y] A necessary condition for optimizing the social development of orphans in orphanages is the training of qualified personnel, aimed at taking into account the specifics of the development of this category of pupils and the uniqueness of the social situation of development in which they are, equipping teachers with the necessary professional knowledge and skills, as well as prevention personal burnout. Research methods:
The study used a set of complementary methods: theoretical (analysis of scientific pedagogical, psychological, philosophical literature; normative, program and methodological documents; systematization, generalization, comparative analysis of the collected data); empirical (pedagogical experiment, including ascertaining, forming and control stages; survey methods, observation, study of pedagogical documentation, study of the experience of pedagogical activity, methods of evaluation and measurement, methods of mathematical data processing). Organization of the study
The study was conducted from 1998 to 2012. Experimental research base: Sanatorium orphanage for orphans and children left without parental care No. 48 in Moscow, Orphanage No. 1 and Childhood House No. 8 in Izberbash (Dagestan); Institute of Psychology and Pedagogy of Education, Moscow State Pedagogical Educational Institution; Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Dagestan). In total, for the entire period, the pilot study covered 600 pupils of orphanages of preschool age, 200 teachers of orphanages and 500 students of the IPPO SBEI HPE MGPU and the Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Dagestan).
The study was carried out in several directions and was built in stages.
At the first stage, an analysis was made of the sociocultural situation of raising children in a preschool orphanage; features of the development of this contingent of pupils; factors influencing the process of socialization of preschoolers in an orphanage.
At the second stage, conceptual and constructive approaches to the construction of the content of work on the socialization of preschool children in an orphanage, the definition of pedagogical technology were determined. Development of a conceptual model of socialization of preschool children brought up in an orphanage.
At the third stage, work was carried out to develop criteria for selecting, designing and evaluating the effectiveness of the proposed technology and the content of the work, the level of development of pupils.
At the fourth stage, work was carried out to develop and systematize diagnostic tools, diagnose the initial level of social development of preschool children in orphanages; experimental work, including the development of the content and technology of work on the social development of preschool children in an orphanage; carrying out the control stage of experimental work and summarizing the results.
At the fifth stage, the results of the experimental study were summarized and analyzed, the effectiveness of the work carried out was assessed, and conclusions were drawn up.
The reliability and scientific character of the obtained results is ensured by the methodological validity of the initial theoretical provisions, the totality of the research methods used, adequate to its tasks and logic, a variety of information sources; a combination of qualitative and quantitative analyses; reproducibility of the results of experimental work.
Testing and implementation of research results.
The main provisions and results of the study were presented at scientific seminars, meetings of the Department of Preschool Pedagogy, IPPE MGPU. They were presented by the dissertator in reports and speeches at scientific and practical conferences. The principal conclusions of the dissertation research were approved at the All-Russian and International Scientific and Practical Conferences - "Herzen Readings" (St. Petersburg, 2004); "Continuing professional education in the XXI century" (Samara, 2008); "Moral education at the present stage" (M.2001); "Modern problems of preschool education" (M., 2004); "Humanistic ideas in psychology and pedagogy" (M., 2008); Training of specialists for the system of preschool education in the process of higher education (Shadrinsk, 2008); "The rights of the child in the modern world" (M., 2008); Modern family: state, development trends” (M., 2008); "125 years of the Moscow Psychological Society" (M., 2011); "Scientific schools as a factor in the training of teaching staff" (M., 2010); "A child in a modern educational environment" (M., 2011).
The results of the study are presented by the author in monographs, other scientific and methodological publications, textbooks, programs in total 59 printed sheets; were used in the development and delivery of lectures, courses of students' choice (bachelor's and specialist's), special courses (master's), when writing diploma and term papers by students of the Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Makhachkala, Dagestan) and the Institute of Pedagogy and Educational Psychology GBOU VPO MGPU (Moscow).
Dissertation structure. The work consists of an introduction, four chapters, a conclusion, a list of references and applications.
Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code
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Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Shakhmanova, Aishat Shikhahmedovna
CONCLUSION
The theoretical analysis of the problem testifies to the transformation of attitudes towards the phenomenon of childhood in the process of the historical development of mankind: from the denial of its significance and the era of adult centrism, to the recognition of the self-worth and responsibility of adults to children, which has received legislative confirmation in international and state regulatory legal acts (Declaration, Convention on the Rights child, the Family Code of the Russian Federation, etc.). The most important task of any civilized state is to provide children with the right to a prosperous childhood. However, not all children have the opportunity to exercise this right.
Orphans and children left without parental care are in the most vulnerable position. The development of this category of children is characterized by specific features, due, on the one hand, to personal characteristics (problems of physical, psycho-emotional, intellectual, moral development), on the other hand, to the peculiarity of the social environment (upbringing outside the family) and developmental “barriers” that have developed as a result of early acquaintance with the negative aspects of life. These features leave an imprint on the process of social formation and require their consideration in the organization of educational work.
The system of upbringing of orphans that has developed in Russia is not focused on the specifics of this contingent and, as a result, does not provide its adequate socialization. At present, along with the development of alternative forms of raising orphans (adoption, patronage, etc.), the opinion is increasingly expressed about the need to abandon traditional orphanages. This is a dangerous trend that can bring great harm, in view of the scientifically unfounded nature. We are convinced that, along with the development of alternative forms of raising orphans, it is necessary to preserve, but seriously reform, the state system of orphanages and boarding schools, and optimize educational work in them. Moreover, it is important to start this work from the initial stages - preschool orphanages.
Optimization of the social development of preschool children in an orphanage is possible under a combination of conditions:
0 development of conceptual foundations and a holistic scientifically based model of the social development of a child in an orphanage; 0 change in the principle of the child's entry into the social world; 0 providing scientific and methodological support for the pedagogical process of the orphanage, the development of specialized programs, manuals, teaching materials; 0 training of highly qualified specialists with special competencies necessary for working with this contingent of pupils and solving the problems of their social rehabilitation, adequate socialization and subsequent development. The developed concept, model and author's program for the social development of preschool children in an orphanage confirmed the validity of an approach based on expanding and concretizing children's ideas about the social world (near and distant social environment); compensation for the personal consequences of the negative experience of living in a child's home, on the street, in a dysfunctional family; psychological harmonization of the personality of an orphan child; the formation of his practical skills of life in the social world, the experience of positive interaction with him.
Positive results in the work were achieved due to the restructuring of the educational process of the orphanage on the basis of its openness, the transition from the priority of frontal forms of work with children to individual-personal communication; inclusion of new forms of work (everyday activities, psychological activities), focused on the needs of children, etc.
The study confirms the conceptual foundations for preparing teachers to work with orphans at the target, content and technological levels in the conditions of the university and the professional development system. In the conditions of the university, this is the development of specialized courses as part of the professional training of bachelors and specialized master's programs. Under the conditions of the advanced training system: theoretical seminars, training programs, unified methodical days, specialized courses. An important area of work is the prevention of personal "burnout" of the teacher of the orphanage. The implementation of this approach can significantly increase the level of professional readiness of teachers to work with orphans.
However, the research problem is so vast and multifaceted that, along with the solved problems, there are unsolved problems that require further study. These are the problems of pedagogical support for an orphan child at the stage of early childhood; continuity at different stages of development, the specifics of the personal development of an orphan child (moral, sex-role, labor, mental, aesthetic, physical), problems of psycho-emotional development, features of inter-age interaction of children within the orphanage, etc. In our study, many questions related to the training of personnel to work with children in orphanages, orphanages, and boarding schools have not yet been answered. The study of this problem needs to be continued.
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Shakhmanova, Aishat Shikhahmedovna. Theoretical and scientific and methodological foundations for optimizing the social development of preschool children in an orphanage: dissertation ... Doctor of Pedagogical Sciences: 13.00.01 / Shakhmanova Aishat Shahakhmedovna; [Place of protection: Moscow City Pedagogical University].- Moscow, 2012.- 430 p.: ill. RSL OD, 71 13-13/119
Introduction to work
The relevance of research
We present the relevance of the research problem in three directions: social conditioning, theoretical significance, practical expediency.
Social conditionality of the problem.
Childhood is the most important stage in the formation of personality. It has
enduring meaning, on the one hand, as the foundation that determines
the main trends of further development, on the other - a valuable period,
giving the child a unique life experience, difficult to replace on
other age stages. All children of the Earth have the right to a prosperous
childhood. And this right is enshrined in the fundamental
international documents and legal acts, such as the Declaration and the Convention on the Rights of Children, adopted by the vast majority of countries in the world. However, in practice, not all children have the opportunity to exercise this right. Orphans and children left without parental care are in a particularly vulnerable position.
The problem of orphanhood has acquired particular relevance in Russia, where at present, according to the Ministry of Education and Science, over 760 thousand people are brought up without parental care (excluding homeless children), and according to independent experts, their number reaches 1 million. About 260,000 orphans and children left without parental care permanently live in orphanages, orphanages, orphanages and boarding schools. Against the backdrop of a general decline in the country's child population, today every hundredth child in Russia lives in a state orphanage.
Currently, the problem of orphanhood is one of the priority state problems. The country has created a regulatory - legal framework aimed at protecting the interests of this category of pupils. Orphans are handled by 19 different departments. Significant material resources are allocated for their maintenance. According to P. Astakhov, authorized by the President of the Russian Federation for children's rights, from 350 thousand to 2 million rubles a year is allocated for the maintenance of one child in an orphanage (depending on the region). However, despite the constant attention of the state to this problem, it is not possible to radically resolve the situation.
Every year, about 20,000 orphans leave orphanages, the vast majority of them (90%) cannot adequately socialize in society, joining the ranks of antisocial individuals (criminals, alcoholics and drug addicts, suicides, etc.).
Thus, there is a contradiction between the interest of the state and society in socially adapted, active, creative, law-abiding citizens, the colossal material and spiritual costs of their upbringing and the impossibility of the existing system of charity for orphans and children left without parental care to ensure the solution of this problem. . In addition, the situation is aggravated by the fact that behind the dry statistics of the troubles of orphanage graduates are crippled human destinies.
The main reason hindering the solution of this problem, in our opinion, is the lack of a coordinated, well-thought-out, scientifically based strategy for solving the problem of orphanhood, which combines social and psychological and pedagogical aspects and is aimed at ensuring that every child has the opportunity to realize his right to a prosperous childhood and successful socialization in society, a strategy built on taking into account the peculiarities of the development of this category of children and the creation of optimal conditions for their personal development.
At present, the state system of raising orphans and children left without parental care that has developed in Russia includes children's homes (252); orphanages (615); orphanages (1850); boarding schools for orphans (330); social rehabilitation centers for orphans (705); adoption, guardianship, patronage, etc. The existence of various forms of charity for this category of pupils is undoubtedly a positive trend, since it allows to satisfy the needs of different groups of children to a greater extent. Recently, however, attempts have been made to close orphanages, and to "distribute" children to families for adoption. The idea is positive, but unrealistic to implement. And practice has shown the failure, the incorrectness of such a decision: about 70% of families (parents) refuse adoption, some of the children, due to their characteristics, will never be desirable for a foster family; some children cannot be offered for adoption (for example, a special category of sick children, children whose parents are not deprived of parental rights, etc.). This attempt not only did not solve the task, but harmed the mental state of children and foster parents. Children re-experienced the stress of family deprivation, they were again abandoned, they again fell into the category of unnecessary adults, and adults saw their failure in fulfilling the role of parents, and this traumatic situation also could not but affect their mental state. All this only exacerbated the situation.
An analysis of the existing system of raising orphans shows that any institutions organized by the state for such children have the right to exist, they cannot be opposed to each other, let alone mutually exclusive. All of them, performing their function, are necessary for children. The problem is not to get rid of orphanages, thus considering that the task of combating orphanhood has been solved. Consideration should be given to optimizing the upbringing of orphans in children's institutions (orphanages,
orphanages, boarding schools). And even if the number of children in orphanages decreases, they still cannot be abandoned. It is necessary to develop a scientifically based concept for optimizing the existing system of orphanages and boarding schools, reorienting them to take into account the characteristics of personal development and the urgent needs of orphans and children left without parental care.
The theoretical necessity of studying the problem is due to a number of reasons:
1. Insufficient development of theoretical and methodological foundations for the social development of the personality of an orphan child in an orphanage at the initial stages of formation (preschool childhood). Despite the fact that at the research level the problem of the social development of an orphan child in an orphanage was posed, but it was solved in relation to children of school age, or, when it concerned preschool children, it was considered independently of the analysis of the experience of their previous life and therefore could not have a serious influence on the change in the level of social development of children in a special situation.
It should be noted that orphans are a very heterogeneous
contingent uniting different categories of pupils: orphans (4%),
having experience of living in a normal family whose parents have died, and
social orphans (96%), whose parents are alive, but for various reasons
(are in places of detention, deprived of parental rights, etc.)
are raising their children. Social orphans, in turn,
bring children together children from orphanages, abandoned
parents in the first days and weeks of life and who never knew who she was
Mother; children with experience of living in a dysfunctional family and got into
orphanage as a result of deprivation of their parents of parental rights; children-
homeless children, having experience of life "on the street" (train stations, markets,
basements, etc.). Each of these subgroups is characterized
specific features of development, but they all have common
features such as: health problems (both physical and
mental); intellectual retardation, manifested in
limited outlook, underdevelopment of mental cognitive
processes; lack of learning skills; problems of psycho-emotional development, socialization, etc. The social formation of each of these categories follows a special path, determined (among other reasons) by life experience before the child enters the orphanage and requires these features to be taken into account in the educational process of the orphanage. These objective features present a certain difficulty specifically in the social development of the child, in how he enters (and will enter) the social world and require mandatory consideration when organizing upbringing and educational work with this contingent of pupils. A deep theoretical analysis of the consequences of the previous experience of the child's life for the development of the orphanage and the development of directions for correcting these consequences is needed. Requires
development of a conceptual justification for the purpose, objectives and content of work with children in this direction.
2. An orphanage is a traditional form of charity for orphans. At present, orphanages are organized according to the type of activities of ordinary educational institutions for children from the family, but with round-the-clock stay of pupils. The main emphasis is placed on the implementation of the educational function. Such an organization does not contribute to the full development of an orphan child. After all, a child-pupil of an ordinary educational institution after kindergarten or school will return home, where he can fulfill his need for emotional and personal communication, and an orphan child in an orphanage is deprived of such an opportunity. Without the realization of this basic need (for love, emotional intimacy, understanding), the full development of the personality is impossible. At present, it is precisely this need of children that is not adequately met in orphanages. This situation is due to the theoretical and methodological underdevelopment of the model of the pedagogical process of the orphanage, interaction with adults, peers and the world around, which would best meet the implementation of all the basic needs of an orphan child, including the need for emotional and personal communication, love, acceptance and understanding. . From this it is obvious that it is necessary to develop a general strategy for organizing life, educating and educating preschool children who are in special conditions of an orphanage, defining the principles that should be the basis for building the pedagogical process, answering the question: what form of organization should an institution be? for the education of orphans of preschool age, as well as scientific and methodological support for the process of education in orphanages.
3. The restructuring of the orphanage as an educational institution requires a change in approaches to personnel training. At present, the professional activity of teachers in orphanages is based on the type of activity of teachers in ordinary educational institutions for children from the family (for this category of specialists there are not even qualification characteristics). It is necessary to revise the role of the orphanage teacher, his functional duties, which should be focused not only on the performance of educational functions (training and education), as is done now, but on compensation, as far as possible, for the child of absent parents, the organization of various forms of emotional and personal communication with them, etc. Today, there are no educational institutions in the vocational education system that provide such training.
We believe that special theoretical, methodological and organizational work is needed in this direction. The training of teachers to work with orphans should be carried out both in the conditions of pedagogical educational institutions and special courses should be developed for them at the bachelor's and specialist's stages, specialized programs at the master's level, etc.), and in the direction of providing
optimal opportunities for improving the professional competence of orphanage specialists (it is necessary to develop the content of advanced training courses, theoretical seminars, training groups in orphanages, etc.), which are sorely lacking today. A very important aspect of the professional training of teachers to work with children from orphanages is the purposeful work to prevent personal burnout of teachers who, due to the specifics of work and constant interaction with such a difficult contingent of children, are highly susceptible to this phenomenon. It is necessary to conduct a theoretical and methodological study of this phenomenon and develop a system of such work with teachers.
The implementation of such an approach is also impossible without scientific and methodological substantiation and development of a model of professional activity of a teacher of an orphanage, aimed at preparing teachers to work in an orphanage.
Practical necessity conducting a study of the chosen problem lies in the need to develop software and methodological support for the social development of preschool children in an orphanage and the development of educational and methodological materials for the specialized training of teachers to work with orphans in universities, colleges, in the system of advanced training.
An analysis of the state of the problem gives grounds to identify objective contradictions:
between the orientation of the international community towards increased attention to the protection of childhood, the recognition of the responsibility of adults for the life and well-being of the younger generation, and the lack of real conditions for the implementation of these requirements;
between the need of society for socially adapted, adequate, moral, creative citizens and the existing system of raising orphans, which does not ensure the realization of this need;
between the social needs of orphans and children left without parental care, brought up in orphanages and the inability of the traditional pedagogical process of the orphanage to satisfy them;
between the need to optimize the process of social development of an orphan child and the level of theoretical and methodological development of the problem in scientific research;
between the great importance in the development of the personality of the initial stages of formation (early and preschool childhood) and the underestimation of this period at the social level and the level of scientific and theoretical understanding;
between the complexity and specificity of the tasks that the
orphanage teacher and the lack of a system of special
professional training of teaching staff in universities and
colleges.
The need to eliminate these contradictions determined
research problem: "Theoretical and scientific-methodical foundations
optimizing the social development of preschool children in
conditions of the orphanage.
Object of study: social development of a preschool child in an orphanage.
Subject of study: conditions for optimizing the process of social development of orphans and children left without parental care in an orphanage.
Target of this study: development and substantiation of the theoretical and scientific-methodological foundations of the process of optimizing the formation of the personality of an orphan child in a preschool orphanage.
Research hypothesis:
The social development of preschool children in an orphanage will be optimal under the following conditions:
changing the principle of a child entering the social world, based on taking into account the specifics of the social development of an orphan child (heavy heredity, upbringing outside the family, etc.) and the existing “barriers” to his development, focusing on the individual experience of the child prior to the orphanage and building individual strategies socialization in accordance with it;
scientific development of theoretical and scientific and methodological foundations for the social development of preschoolers in orphanages, a holistic concept and model of the social development of an orphan child;
restructuring the upbringing and educational work of the orphanage on a meaningful basis (along with the implementation of the entire range of educational functions, the content of education should include such aspects as: psychological harmonization of the personality of an orphan child and the development of his communication skills; expansion of everyday skills and abilities; socialization, instilling the foundations of legal culture, etc.), and technological (the open nature of the orphanage; bringing life in the orphanage closer to family ones; organizing an appropriate educational
spaces of the preschool orphanage; the transition from the predominance of frontal forms of work to the priority of emotional and personal communication with children; rejection of excessive regulation of the lives of children and the transition to variable planning and implementation of work; a combination of individual and collective forms of work with children; ensuring contacts of preschool children with schoolchildren from the same orphanage and peers outside it) levels.
4. Changing approaches to training personnel to work with orphans, scientific and methodological substantiation of the content and technology of such work in the conditions of professional pedagogical institutions (bachelor's, master's) and in the system of advanced training of teachers, including in this work the prevention of professional burnout of a teacher of an orphanage with training to overcome it.
Research objectives
First group of tasks associated with the development of the theoretical foundations of the study:
1. Develop a set of provisions that make up the social
pedagogical foundations for the development and education of children in preschool
orphanage;
To identify the main trends and patterns in the development and upbringing of children in a preschool orphanage.
To develop a concept and a comprehensive model of the process of raising a child in a preschool orphanage and training personnel to work with children.
The second group of tasks has a content-target and procedural character:
Substantiate and test the methodology for constructing the pedagogical process of a preschool orphanage;
Develop a professional profile for an orphanage teacher.
3. Develop the content and technology of training for
working with children in an orphanage.
The third group of tasks is applied:
1. Develop a program for the social development of children,
brought up in a preschool orphanage;
2. Develop the content of master's training for teachers,
preparing to work with children in an orphanage;
3. Develop a cycle of special courses for undergraduate students on the specifics of development
children and pedagogical work with them in an orphanage;
A Develop a training program and programs
theoretical seminar for teachers of orphanages.
The degree of development of the topic and the theoretical basis of the study
The triune nature of our subject of study - the social development of an orphan child, the pedagogical process of an orphanage, and the specifics of training personnel for such institutions - inevitably determines the differentiation of its components and the analysis of the independence of each of the directions. We were interested in:
Studies considering various aspects of socialization, adaptation and rehabilitation of children from orphanages (V.M. Brevnova, O.V. Brekina, L.A. Vinichenko, I.V. Dubrovina, M.V. Istomina, S. Koshman, B. A. Kutan, SV Laktionova, V. I. Popov, A. N. Pronina, V. Streltsova, G. N. Shvetsova and others); spiritual and moral development of pupils (A.A. Burlakova, I.A. Kalabina, L.P. Sasunova, etc.); issues of gender-role development and preparation of children for family life (G.I. Plyasova, R.G., N.E. Tatarintseva, etc.); views on modern education for preschoolers (A.I. Savenkov, L.A. Paramonova, etc.); problems of psychological harmonization of the personality of an orphan child (L.I. Avdeeva, N.Yu. Velichko, O.I. Herbert, T.G. Lukovenko, V.V. Nevolina, N.K. Radina, S.N. Satysheva and etc.).
Studies that analyze the pedagogical process of orphanages and search for ways to optimize it (D.N. Gribkov, 3.V. Dorogonko, E.N. Drygina, A.B. Zaitsev, N.V. Kononenko, V.V. Komarov, .E.Kobrinsky, V.V.Komarov, S.N.Koshman, K.V.Kulakov, S.Yu. Paliev, L. Razorenova, L. R. Yagudina and
3. Of particular interest to us were studies on
the problem of training specialists to work with orphans (O.V. Anikina, A.A. Vasiliev, T.A. Demidova, V.Yu. Ivanova, E.B. Kirichenko, E.O. Kravchenko, Yu.N. Kuznetsova, I.A. Romanova, L.M. Simkin, S.Ya. Skribinsky and others), in which various aspects of this problem are considered. At the same time, they did not set themselves the task of developing a modern concept of training personnel for working with children of preschool age in an orphanage, substantiating the features of the professiogram of an orphanage teacher.
Despite the fact that one gets the impression that the problem has been developed in modern studies, their analysis shows that, firstly, most studies are devoted to school-age children, while the features of adaptation and socialization of a child of early and preschool age are practically not studied, although have a pronounced specificity and their place in the process of an emerging personality. Secondly, the methodological and theoretical foundations of the social development of preschool children in the conditions of an orphanage have not been developed, which does not
opportunities to develop an adequate system of program and methodological
escorts. Thirdly, in the studies cited
an attempt, without significantly changing the essence of the process of upbringing in the orphanage, to solve local problems, however, such a palliative approach cannot fundamentally change the situation in the work of the orphanage.
Methodological foundations of the study make up - philosophical concepts of the socialization of the individual (A.V. Mudrik, I.S. Kon, V.C. Mukhina, A.V. Petrovsky, etc.); social conditionality of education (K.D. Ushinsky, P.F. Kapterev, P.P. Blonsky, A.S. Makarenko, G.V. Family, etc.); understanding of childhood
to the period of maximum disclosure of the child's potential (L.S. Vygotsky, A.V. Zaporozhets, N.F. Vinogradova, V.T. Kudryavtsev, R.M., Chumicheva, etc.); the theory of the activity approach (A.V. Brushlinsky, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov and others); ideas about the socio-historical conditioning of the phenomenon of education (A.V. Averyanov, V.G. Afanasiev, I.V. Blauberg, V.G. Budanov, S. P. Kurdyumov, V.N. Sadovsky, E.G. Yudin); position on the unique individuality of the individual, its self-worth (B.M. Bim-Bad, E.V. Bondarevskaya, N.D. Nikandrov, D.I. Feldshtein, A.G. Asmolov, etc.).
Theoretical foundations of the study constitute
concepts a holistic pedagogical process (Yu.K. Babansky, V.P. Bespalko, V.V. Kraevsky, V.V. Komarov, I.Ya. Lerner, G.I. Shchukina, etc.); socio-pedagogical concepts of interaction between a person and the environment in the process of personality socialization (B.Z. Vulfov, A.V. Mudrik, G.N. Filonov, etc.); personality-oriented education, which defines the personality of the child as the highest value (N.A. Alekseev, E.V. Bondarevskaya, V.V. Serikov, etc.); childhood as a space for the development of the organism, personality and the formation of individuality and sociocultural experience of preschool children (L.S. Vygotsky, S.A. Kozlova, V.T. Kudryavtsev, D.I. Feldshtein, R.M. Chumicheva);
theories personality-oriented and activity approach to education (Sh.A. Amonashvili, E.V. Bondarevskaya, O.S. Bogdanova, Z.I. Vasilyeva, N.F. Vinogradova, V.A. Slastenin, I.F. Kharlamov and etc.); preschool education, which determined the sensitive periods of development of a child of preschool age and the optimal conditions for the comprehensive development of the personality in the process of education and upbringing (A.G. Gogoberidze, O.M. Dyachenko, I.E. Kulikovskaya, V.I. Loginova, L.A. Paramonova and others);
theoretical ideas democratization and humanization of education, presented in international and Russian legal documents and laws; ideas of an integrated and personality-oriented approach to children (B.M. Bim-Bad, V.I. Slobodchikov, L.M. Shchipitsina, E.I. Stepanov, I.S. Yakimanskaya, etc.);
views foreign scientists related to the justification of the conflict-free entry of the child into the environment of independent living and
activities as a member of society, the doctrine of the motivation of individual behavior (A. Maslow); structural-functional theory of personality socialization (T. Parsons); the theory of the moral development of the individual (E. Erickson).
Scientific and methodological (didactic) foundations of the work carried out are the works of scientists-educators and teachers - innovators in the field of raising children left without parental care (I.I. Betskoy, V.F. Odoevsky, K.D. Ushinsky, V.N. Soroka-Rosinsky, A.S. .Makarenko); studies devoted to the problems of social protection of orphans (A.M. Nechaeva, E.M. Rybinsky, T. N. Poddubnaya and others); scientific works studying the features of the development of orphans and children left without parental care (L.I. Bozhovich, I.V. Dubrovina, M.I. Lisina, A.M. Parishioners, N.N. Tolstykh, N.A. Kotosonova and others); fundamentals of psychodidactics as a branch of scientific knowledge integrating psychology and learning theory (A.I. Savenkov); education of orphans (L.V. Baiborodova, V.V. Belyakov, E.A. Gorshkova, I.F. Dementieva, N.P. Ivanova, A.S. Kochkina, G.V. Semya, L.K. .Sidorov); theoretical and experimental studies of the specifics of boarding schools (S. Becker, I. Langmeyer, I.V. Dubrovina, V.T. Kudryavtsev, A.G. Ruzskaya, V.V. Komarov, Yu.M. Merzlyakov, N.F. Velikhanova and others).
Scientific novelty of the research:
a holistic scientific concept of the social development of preschool children in the conditions of an orphanage has been developed, in which the value, target, content, structural and technological aspects of the development of a preschool child in an orphanage appear in a new light;
the criteria, indicators, levels of social development of a child of preschool age brought up in an orphanage are highlighted;
a holistic model of a new type of orphanage for orphans is proposed, which is based on the principle of openness of the institution, the integration of the content of education and training, the interpenetration of various forms of organization of the pedagogical process, taking into account the specifics of boarding schools in training personnel for work in them;
theoretically substantiated and technologically developed concept and
social development program for preschool children in
orphanage conditions.
carried out scientific and theoretical substantiation of originality
professional activities of a teacher of a preschool orphanage
from the position of target, content and technological guidelines,
a professiogram of his activities was developed.
Theoretical significance of the study. the study contributes to the scientific development of the problem of the dependence of the development of the child on the social conditions of life, it is proved that there are correlations between the level of social development
and life experience prior to the child entering the orphanage;
the level of social development and the age at which the child remained
without parental care; between the quality of educational work in
orphanage, focusing on the actual needs of orphans and
the level of social development of the child; between level
professional competence of the teacher and the level of psychosocial well-being of pupils;
the study develops and supplements scientific ideas about the directions of the child's social development in the conditions of an orphanage (expansion of ideas about society; psychological harmonization of the child's personality; formation of everyday ideas and skills); the study substantiates the optimal parameters for integrating the content, forms and methods of social development of a preschool child in an orphanage, providing a basis for the development of a science-based technology for organizing the life and development of a child; The study makes adjustments to the training of personnel to work with orphans at the axiological, content and technological levels. The practical significance of the study.
The developed conceptual foundations of a new model of an orphanage, the program "Social development of children of senior preschool age in the face of a lack of communication with parents" make it possible to optimize the process of social development of orphans and children left without parental care.
The research materials contribute to the practice of professional teacher education at the level of university training (bachelor's, master's) and the system of advanced training of teaching staff. On the basis of the study, the following was developed: a program of master's training in the direction of "Teacher of the orphanage" (1450 hours); specialization program for students of pedagogical universities (500 hours); programs of special courses “Education of orphans of preschool age (36 hours); "The content and organization of the activities of the teacher of the orphanage" (36 hours); "Pedagogical support for children with developmental problems" (36 hours); "Prevention of personal burnout of a teacher" (24 hours) for undergraduate students. A program of professional development for teachers-practitioners and training for the prevention of personal "burnout" for teachers of orphanages has been developed. Their implementation makes it possible to reflect in the system of training and retraining of teaching staff
Peculiarities of raising orphans in the conditions of an orphanage, a set of competencies that a teacher of an orphanage should have and contributes to solving the problem of increasing the professional competence of teachers working with orphans.
Provisions for defense:
The process of socialization of orphans is characterized by specific features, the need to overcome the "barriers" of development, due to hereditary factors and the specifics of the social situation of education outside the family. Adequate social development of this contingent of children is possible only in a situation where this specificity is taken into account and the organization of educational work focused on the needs of children.
Existing orphanages can solve the problem of adequate social development of the personality of a preschool child only in the case of a comprehensive restructuring of their activities at the target, content and technological levels. To do this, it is necessary to reorient orphanages from an “educational” emphasis to the priority of the tasks of personal development and psychological harmonization of the child; rebuild the pedagogical process with a focus on: the open nature of educational institutions for orphans; maximum approximation of the orphanage to the family type of education; organization of the appropriate space of the orphanage; close interaction of all subjects of education inside the orphanage and beyond; taking into account the principle of gender differentiation of education; rejection of the dominance of frontal forms of work in favor of organizing various forms of emotional and personal communication with children, taking into account the experience of the child's previous life experience in the orphanage and building individual strategies for interaction.
The most important condition for optimizing the social development of preschool children in orphanages is the development of scientific and theoretical foundations (the concept of social development, a model, etc.) and a package of methodological support (programs, teaching aids, etc.).
A necessary condition for optimizing the social development of orphans in the conditions of orphanages is the training of qualified personnel, aimed at taking into account the specifics of the development of this category of pupils and the uniqueness of the social situation of development in which they are, equipping teachers with the necessary professional skills.
knowledge and skills, as well as the prevention of personal burnout.
Research methods:
The study used a set of complementary methods: theoretical (analysis of scientific pedagogical, psychological, philosophical literature; normative, program and methodological documents; systematization, generalization, comparative analysis of the collected data); empirical (pedagogical experiment, including ascertaining, forming and control stages; survey methods, observation, study of pedagogical documentation, study of the experience of pedagogical activity, methods of evaluation and measurement, methods of mathematical data processing). Organization of the study
The study was conducted from 1998 to 2012. Experimental research base: Sanatorium orphanage for orphans and children left without parental care No. 48 in Moscow, Orphanage No. 1 and Childhood House No. 8 in Izberbash (Dagestan); Institute of Psychology and Pedagogy of Education, Moscow State Pedagogical Educational Institution; Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Dagestan). In total, for the entire period, the pilot study covered 600 pupils of orphanages of preschool age, 200 teachers of orphanages and 500 students of the IPPO SBEI HPE MGPU and the Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Dagestan). The study was carried out in several directions and was built in stages.
At the first stage an analysis of the socio-cultural situation of raising children in a preschool orphanage was carried out; features of the development of this contingent of pupils; factors influencing the process of socialization of preschoolers in an orphanage.
At the second stage conceptual and constructive approaches to the construction of the content of work on the socialization of preschool children in an orphanage, the definition of pedagogical technology were determined. Development of a conceptual model of socialization of preschool children brought up in an orphanage.
At the third stage work was carried out to develop criteria for selecting, designing and evaluating the effectiveness of the proposed technology and the content of the work, the level of development of pupils.
At the fourth stage work was carried out to develop and systematize diagnostic tools, to diagnose the initial level of social development of preschool children in orphanages; experimental work, including the development of the content and technology of work on the social development of children
preschool age in an orphanage; carrying out the control stage of experimental work and summarizing the results.
At the fifth stage the results of the pilot study were summarized and analyzed, the effectiveness of the work carried out was assessed, and conclusions were drawn up.
Reliability and scientific character of the obtained results provided with methodological validity of the initial theoretical provisions, a set of research methods used that are adequate to its tasks and logic, a variety of information sources; a combination of qualitative and quantitative analyses; reproducibility of the results of experimental work.
Testing and implementation of research results. The main provisions and results of the study were presented at scientific seminars, meetings of the Department of Preschool Pedagogy, IPPE MGPU. They were presented by the dissertator in reports and speeches at scientific and practical conferences. The principal conclusions of the dissertation research were approved at the All-Russian and International Scientific and Practical Conferences - "Herzen Readings" (St. Petersburg, 2004); "Continuing professional education in the XXI century" (Samara, 2008); "Moral education at the present stage" (M..2001); "Modern problems of preschool education" (M., 2004); "Humanistic ideas in psychology and pedagogy" (M., 2008); Training of specialists for the system of preschool education in the process of higher education (Shadrinsk, 2008); "The rights of the child in the modern world" (M., 2008); Modern family: state, development trends” (M., 2008); "125 years of the Moscow Psychological Society" (M., 2011); "Scientific schools as a factor in the training of teaching staff" (M., 2010); "A child in a modern educational environment" (M., 2011).
The results of the study are presented by the author in monographs, other scientific and methodological publications, textbooks, programs in total 59 printed sheets; were used in the development and delivery of lectures, courses of students' choice (bachelor's and specialist's), special courses (master's), when writing diploma and term papers by students of the Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Makhachkala, Dagestan) and the Institute of Pedagogy and Educational Psychology GBOU VPO MGPU (Moscow).
Dissertation structure. The work consists of an introduction, four chapters, a conclusion, a list of references and applications.
In administered the relevance of the research topic is substantiated, the problem, goal, hypothesis and objectives of the research are defined, the object, the subject of research are characterized, its methodology and methodology are disclosed, the degree of development of the problem, scientific novelty, theoretical and
practical significance, formulated the provisions submitted to the
IN chapter 1 "Orphanhood as a socio-pedagogical phenomenon"
the problem of childhood is discussed, its function in the formation of a person and
orphanhood as a socio-pedagogical phenomenon that negatively affects
normal socialization of the individual. The issues of orphanhood are revealed in
history of our state.
In chapter 2 "Theoretical foundations for optimizing the process of social
development of preschool children in an orphanage"
the existing scientific approaches to the problem of optimization are considered
education, the pedagogical process of a modern orphanage from the standpoint
preschool child in an orphanage.
In chapter 3 "Scientific and methodological foundations of process optimization
social development of preschool children in the conditions of children's
Houses" the main provisions of the social development program are presented
preschoolers brought up in an orphanage, developed
ascertaining, forming and control stages of the conducted
experimental work.
Chapter 4 "Training teachers to work with orphans and children
deprived of parental care" justified the need
special training for work with orphans, proposed
approved at the university curriculum for such training, are presented
developed trainings to overcome professional burnout
teachers.
In custody summarized the results of the study, formulated
the main conclusions confirming the hypothesis and the correctness of the provisions,
submitted for defense, the prospect of studying this
Problems.
IN application presented: social development program
preschoolers in an orphanage, long-term planning
work on the program for a year, approximate topics and development of household
classes, summaries of psychological studies with children, training program
on the prevention of personal burnout of teachers of orphanages,
master's program, advanced course program
qualifications of orphanage specialists, elective courses for students
The main scientific provisions formulated by the author on the basis of the research:
- The process of socialization of orphans is characterized by specific features, the need to overcome the "barriers" of development, due to hereditary factors and the specifics of the social situation of education outside the family. Adequate social development of this contingent of children is possible only in a situation where this specificity is taken into account and the organization of educational work focused on the needs of children.
- Existing orphanages can solve the problem of adequate social development of the personality of a preschool child only in the case of a comprehensive restructuring of their activities at the target, content and technological levels. To do this, it is necessary to reorient orphanages from an “educational” emphasis to the priority of the tasks of personal development and psychological harmonization of the child; rebuild the pedagogical process with a focus on: the open nature of educational institutions for orphans; maximum approximation of the orphanage to the family type of education; organization of the appropriate space of the orphanage; close interaction of all subjects of education inside the orphanage and beyond; taking into account the principle of gender differentiation of education; rejection of the dominance of frontal forms of work in favor of organizing various forms of emotional and personal communication with children, taking into account the experience of the child's previous life experience in the orphanage and building individual strategies for interaction.
- The most important condition for optimizing the social development of preschool children in orphanages is the development of scientific and theoretical foundations (the concept of social development, a model, etc.) and a package of methodological support (programs, teaching aids, etc.).
- A necessary condition for optimizing the social development of orphans in orphanages is the training of qualified personnel, aimed at taking into account the specifics of the development of this category of pupils and the uniqueness of the social situation of development in which they are, equipping teachers with the necessary professional knowledge and skills, as well as preventing personal burnout .
Monographs, educational and methodical manuals
1. Shakhmanova A.Sh. Education of orphans of preschool age. [Text] / Shakhmanova A.Sh. M.: Academy, 2005, 12 p.p.
2. Kozlova S.A., Shakhmanova A.Sh. Orphanage teacher: Monograph: M.: Arya, 2011, 12pp.
3. Shakhmanova A.Sh. Preschool Pedagogy: Program and guidelines to the course. [Text] / Shakhmanova A.Sh.: Makhachkala.: DSPU, 2001, 3 p.s.
4. Shakhmanova A.Sh. Social development of children of senior preschool age in conditions of lack of communication with parents: program. Thematic planning and notes of classes. [Text] / Shakhmanova A.Sh .: M .: School press, 2008, 6 pp.
5. Kozlova S.A., Kozhokar S.V., Shakhmanova A.Sh., Shukshina S.E. Theory and methods of familiarizing preschoolers with the social world: teaching aid for students of the correspondence department [Text] / Shakhmanova A.Sh. / / coll. monograph // - M .: MGPU, 2009, 11.5 p.
6. Shakhmanova A.Sh. Basics pedagogical excellence: educational- methodical complex disciplines [Text] / Shakhmanova A.Sh.: MGPU.- Series “ Learning programs", 2010, 1.5 p.p.
7. Shakhmanova A.Sh. A preschooler in an orphanage [Text [/ Shakhmanova A.Sh. St. Petersburg: Publishing House of the Russian State Pedagogical University im. A.I. Herzen, 2004, (0.2 p.s.)
8. Shakhmanova A.Sh. On the program of educating preschool children in an unfavorable social situation [Text] / Shakhmanova A.Sh. Moscow: Bulletin of the Moscow City Pedagogical University. 2007(16). (0.5 p.l.)
9. Shakhmanova A.Sh. Socio-pedagogical problems of raising orphans in Russia. [Text]/ Shakhmanova A.Sh. M.: Pedagogy. 2005. No. 5. (0.3 p.l.)
10. Shakhmanova A.Sh. About the program of education of children of preschool age in the conditions of an unfavorable social situation. [Text]/ Shakhmanova A.Sh. M.: Preschool education. 2009. No. 9. (0.1p.l.)
11. Shakhmanova A. Sh. The concept of socialization of children under parental deprivation. [Text]/ Shakhmanova A.Sh. Rostov-on-Don: Proceedings of the Southern Federal University. Pedagogical Sciences. 2009. No. 12. (0.5 p.l.)
12. Shakhmanova A.Sh. The specifics of the professional activity of the teacher of the orphanage. [Text]/ Shakhmanova A.Sh. St. Petersburg: Scientific and theoretical journal “Scientific notes of the University named after P.F. Lesgaft". 2011. No. 2 (72) (0.3 p.s.)
13. Shakhmanova A.Sh. Features of the development of children outside the family. [Text] / Shakhmanova A.Sh.: M. Elementary education. 2011. №1. (0.5 p.l.)
14. Shakhmanova A.Sh. The role of an adult in raising an orphan child. [Text] / Shakhmanova A.Sh.M.: Primary education. 2011 No. 3. (0.7 p.l.)
15. Shakhmanova A.Sh. The self-worth of childhood and the responsibility of adults to children. [Text]/Shakhmanova A.Sh. Man and education. Academic Bulletin of the Institute of Teacher Education and Adult Education Russian Academy education (FGNU IPOOV RAO). 2012. No. 1 (30). (0.2 p.l.)
16. Shakhmanova A.Sh. Orphanhood as a socio-historical phenomenon [Text] / Shakhmanova A.Sh.: Tomsk. Bulletin of the Tomsk State Pedagogical University. 2012 . No. 6. (0.5p.l.)
Articles, theses
17. Shakhmanova A.Sh. The program of social development of preschool children in an orphanage. [Text] / Shakhmanova A.Sh.// Bulletin of the Moscow City Pedagogical University. M: MGPU. 2008(19). (0.5 p.l.)