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• Introduction 2
• Chapter I Social and pedagogical work in educational institution 6
• 1.1 Characteristics of the modern education system 6
• 1.2 Tasks of socio-pedagogical services and assistance of a social pedagogue 11
• 1.3 The role and place of the social pedagogue in the education system 16
• Chapter II Technology of socio-pedagogical work 23
• 2.1 Work in specific institutions 23
• 2.2 Socialization 26
• 2.3 Research of socio-pedagogical work 29
• Conclusion 34
• Bibliography 35

Introduction

The relevance of research: the activity of a social pedagogue must be studied due to the fact that his role is extremely important in the modern education system. School social teacher- operates in a general education or vocational school, out-of-school and preschool institutions, social shelters, orphanages, boarding schools, rehabilitation schools and other educational institutions. In organizing his work, the school social teacher gives priority to the creation of a healthy microclimate in the team, the humanization of interpersonal relations, contributes to the realization of the abilities of everyone, the protection of the interests of the individual, the organization of leisure, inclusion in socially useful activities, studies special problems schoolchildren and teachers, takes measures to solve them. The social educator maintains constant contact with the families of the students. He pays special attention to the problems of protecting the child from parental cruelty, selfishness, permissiveness.

Socio-pedagogical activity is social work, including pedagogical activity, aimed at helping a child (teenager) to organize himself, his psychological state, to establish normal relations in the family, at school, in society.

Research problem: insufficient knowledge of the role and place of the social pedagogue in the education system.

Object of study: boarding schools in Kemerovo.

Subject of study: psychological and pedagogical support of educational and educational process boarding school for orphans.

aim term paper: clarification of the role and place of the social educator in the education system.

Tasks:

Describe the modern system of education;

Determine the goals and objectives of the education system in general and social education in particular;

Determine the functions, duties and tasks of a social educator in the education system;

Determine the powers and types of assistance provided by the social educator.

Working methods: analysis of psychological, pedagogical and methodological literature, materials and publications of periodicals on the topic of research, study of the experience of educational institutions in terms of the problem under consideration; study of documents on education and development of psychological services.

Empirical research methods: questioning, observation, testing, individual conversations with children, educators, teachers, pedagogical experiment; methods of statistical processing of research results.

Work structure: the work consists of an introduction, two chapters, a conclusion and a bibliography. The introduction indicates the relevance of the chosen topic, the research problem, object, subject, purpose, tasks of the work, as well as research methods. The first chapter examines the theoretical sources of the topic. The second chapter presents a study on the chosen topic. In conclusion, conclusions are given on the studied problem. Literary sources are presented in the bibliography section.

The current situation in which our society found itself required the search for a new model of social education of the younger generations. Life put forward the tasks of educating the individual in an open social environment, close cooperation all educational structures of our society - schools, families, labor collectives, the public. In the course of such collective cooperation, a new promising direction of pedagogical science was born - social pedagogy, elevating the position of the individual, proceeding from the fact that the person is primary, and the state, society, all educational institutions are secondary and should be put at the service of the interests of the person, contribute to its development. . This methodological position is embedded in the modern model of interaction between a person, family, and society.

In this concept, the dominant role is assigned to social pedagogy, social work. Pedagogy of relations in society is the basic integrative basis in the system of services to help the population, including youth and children. Social pedagogy puts the development of the individual, the realization of her abilities and inclinations, in the foreground.
Social assistance services to the population aim to timely study the situation in the family, diagnose, identify difficulties, problems, provide appropriate assistance, stimulating an active position, the formation of value orientations of caring for one's physical and moral health, and the environment.

The task of politicians and economists, teachers and doctors, psychologists and the whole society is to preserve the domestic gene pool, protect the moral and physical health of children and youth, preserve and legally support children's and youth social initiatives. Today it is very important to teach the younger generation to earn money honestly, to instill a desire and interest in socially useful activities, to turn the family not only to raising children, but also to creativity in society, which will help strengthen the spiritual ties of the family. To solve the problems of upbringing, development and socialization of the individual, new professions have been introduced at school: a teacher-psychologist, a teacher of additional education, a social teacher.

The role of the open environment in the socialization of the individual is enormous. It forms the initial idea of ​​society, its way of life, traditions, customs. It is here that the child learns life, gains the first experience of social communication.

The development of social-pedagogical work can and should develop into a humanistic pedagogical movement with the aim of improving our society, and hence the whole society as a whole.

The solution of the whole complex of problems of children and youth today is impossible without joining efforts on an interdepartmental basis of state authorities, special departments, public organizations and commercial structures.

A person who has chosen the profession of a social teacher must be a humanist, have good communication and organizational skills, high spiritual culture, delicacy, and be able to analyze social phenomena and processes.

The role of social educators in the system of additional education is all the more important, the more tangible is the stratification of our society.

There is a certain set of knowledge without which a person cannot be a professional in social work. This is knowledge of psychology, communication skills, the ability to talk with people (children, officials, administrators), pedagogical skills, knowledge of working in children's groups. In addition, the success of the activity of a social pedagogue depends on the qualities of his personality, spirituality and sincerity.

Chapter I Social and pedagogical work in an educational institution

1.1 Characteristics of the modern education system

A person, in order to feel free in modern social, political, economic conditions, simply needs to have an impressive store of knowledge and practical skills. In this case, the question certainly arises, what level of education is necessary in order to ensure a decent, comfortable existence, to fully realize the existing potential and be competitive not only in the Russian labor market, but also abroad.

Currently Russian system education is the following model:

Pre-school education, which gives children basic knowledge.

Primary education (elementary school) children receive from the age of 6 in schools, gymnasiums or lyceums. Primary education lasts for 4 years (according to the results of recent reforms).

Secondary education in lyceums, gymnasiums, general education schools lasts for 5 years. Graduation from the 9th grade of each of these types of educational institutions gives the right to receive a certificate of general secondary education.

Secondary complete (general) education. Upon completion of studies in the 10th and 11th grades of a school, gymnasium, lyceum, graduates receive a certificate of complete secondary education and have the right to enter a university, technical school, college and other professional institutions.

Primary vocational education aims to prepare skilled workers (workers and employees) in the main areas of socially useful activity in accordance with the list of professions (specialties) approved by the Government Russian Federation. Along with professional skills, graduates receive a certificate of complete secondary education.

Secondary vocational education is an important part of Russian education. It provides training for practitioners, middle-level workers for all sectors of the economy, raising the educational and cultural level of the individual.

Higher professional education. Reforms in the domestic higher education began in 1992 with the adoption of the Federal Law "On Education". He legitimized new concepts for us: bachelor's degree, master's degree, multi-level system. But, without breaking the existing system, he retained and included in the new and old, one-stage system of training specialists, leaving universities to decide for themselves which program to train graduates. This gives both universities and students new opportunities, but at the same time introduces some complexity associated with the need for choice.

Consider the place of social pedagogical work in schools.

Within the framework of the institutions of the Ministry of Education of the Russian Federation, social and pedagogical activities are carried out by full-time social teachers of educational institutions, boarding schools. Among the new institutions of the system of the Ministry of Education, which have been formed in recent years, are centers for psychological, pedagogical and medical and social assistance, which provide methodological assistance to psychologists, social pedagogues, teachers of secondary schools, and also provide comprehensive medical-psychological-pedagogical assistance to families and children. The system of the Ministry of Education also operates a network of penitentiary special educational institutions of a closed type, where children and adolescents with deviant behavior are sent according to the decision of the Commission on Juvenile Affairs and the Protection of Their Rights. Social and pedagogical functions are performed by a system of vocational education, a network of institutions supporting orphans and children left without parental care (orphanages, boarding schools for children with mental and physical disabilities), institutions of additional education, clubs at the place of residence, specialists in the organization of the children's and youth movement.

School -- one of the traditional places of activity of social educators. The introduction of the rate of a social teacher in a school is determined by Art. 55 of the Federal Law of the Russian Federation "On Education". On the basis of domestic and foreign practice, the following goals of social and pedagogical activity in an educational institution can be formulated:

contribute to the elimination and overcoming of specific difficulties in the process of socialization of schoolchildren from socially disadvantaged families and social strata;

Develop the process of advanced socialization, i.e. to acquaint all students, regardless of their background, with their role perspectives and chances in society, with public demands, to prepare them for a critical perception of these prospects;

Contribute to the development of the individual and its orientation in social processes at the stage of training and choosing a profession;

Participate in the resolution of potential and ready to erupt conflicts.

To achieve these goals, the social educator at the school:

Uses methods of analysis, counseling, treatment and activation, covering in its activities not only the students themselves, but also their parents as a whole group;

Closely cooperates with teachers, school psychologists and doctors, seeks to involve in cooperation all those who show understanding and interest in his work;

Provides comprehensive assistance to individual students (pupils) and groups, using the methods of group pedagogy, works with the teaching staff;

Influences a positive change in the social field in
school.

According to the Tariff and qualification characteristics (requirements) for the positions of employees of educational institutions of the Russian Federation, a social teacher:

Carries out a set of measures for the upbringing, education, development and social protection of the individual in institutions and at the place of residence of students (pupils, children);

It studies the psychological, medical and pedagogical characteristics of the personality of students (pupils, children) and its microenvironment, living conditions;

Identifies the interests and needs, difficulties and problems, conflict situations, deviations in the behavior of students (pupils, children) and provides them with social assistance and support in a timely manner;

Acts as an intermediary between the student (pupil, child) and the institution, family, environment, specialists from various social services, departments and administrative bodies;

Defines tasks, forms, methods of socio-pedagogical work, ways of solving personal and social problems;

Takes measures for social protection and assistance, realization of the rights and freedoms of the personality of students (pupils, children);

Organizes various types of socially valuable activities of students (pupils, children) and adults, events aimed at developing social initiatives, implementing social projects and programs, participates in their development and approval;

contributes to the establishment of humane, morally healthy relations in the social environment;

contributes to the creation of an environment of psychological comfort and personal safety of students (pupils, children), ensures the protection of their life and health;

carries out work on employment, patronage, provision of housing, benefits, pensions, registration of savings deposits, use of securities of students (pupils, children) from among orphans and children left without parental care;

interacts with teachers, parents (persons replacing them), specialists of social services, family and youth employment services, charitable organizations, etc. in assisting students (pupils, children) in need of guardianship and guardianship, with disabilities, deviant behavior, as well as caught in extreme situations 1 .

From the point of view of St. Petersburg specialists, the main tasks of the social teacher of an educational institution are the social protection of children's rights, the creation of favorable conditions for the development of the child, the establishment of links and partnerships between the family and the educational institution.

The social pedagogue is an equal member of the teaching staff. He takes part in the work of pedagogical councils and methodological associations.

Given the specific nature of socio-pedagogical activity, the mode of work of a social pedagogue should be variable and flexible.

The work schedule of a social pedagogue is approved by the head of the educational institution. When drawing up the schedule, the time spent on the performance of official duties outside the educational institution is taken into account.

Issues of remuneration, vacation, social protection of a specialist are resolved in accordance with applicable law.

AT boarding schools social educators communicate with social services and employment services, assist the administration of the institution in matters of protecting the rights of pupils and graduates, their social adaptation.

ATeducational institutions for children in need of psycho- holo-pedagogical and medical and social assistance, the social pedagogue takes measures to identify the causes of social disadaptation of children and provides them with social assistance, communicates with the family, as well as with bodies and organizations on the employment of children and adolescents, providing them with housing, benefits and pensions.

ATspecial educational institution for children and adolescents with deviant behavior (open and closed type) the social pedagogue communicates with the social protection services of the population at the place of residence of the pupils, maintains contact with the parents (persons replacing them) by correspondence, visiting them at home, personal conversations, holding parent-teacher meetings.

1.2 Tasks of socio-pedagogical services and assistance of a social pedagogue

Many modern educational institutions create social Services, designed to organize joint activities of the administration, students (pupils) and their parents, teaching staff, representatives of public structures cooperating with an educational institution to pedagogize the living environment of students (pupils) and provide qualified and timely social support and assistance . The social service should perform the following functions:

act as a guarantor, provide social guarantees
each member of the school community;

protect and protect the individual, his rights, interests and work;

create conditions for safe, comfortable creative
students' lives;

provide assistance and support to students in need and
teachers;

build relationships within the team
mental violence against a person;

study public opinion in the school community;

organize socio-psychological and legal consultations for students, teachers, school administration, parents;

organize the work of the school helpline;

promote a healthy lifestyle for team members.

Thus, socio-pedagogical activity in the institutions of the education system is a necessary, constantly developing and improving direction of pedagogical activity, which ensures full socialization, versatile development, fruitful communication of all participants in the pedagogical process.

The teacher most often has to work with a class or group, and, basically, his methods are aimed at working with the team. A social pedagogue works with an individual, with an individual child, teenager, and if with a group, then a small one, if with a family, then here with each one individually.

Summarizing the above, we note that a social pedagogue works in the field of protecting a child, a teenager, provides him with social or medical assistance; he must be able to organize his training, his rehabilitation and adaptation.

Today, education, having defined in its activity the task of raising a child, shaping a personality, as a paramount one, is changing its content and methods of work. Among the areas where a social pedagogue is especially needed is the school, and his work in the school is a special issue.

In different countries there are two approaches to its work. Either the social educator cooperates with the school, or he is a full-time employee of the school.

Cooperating with the school, the attached social teacher often visits the school, helps parents and students in normalizing relations, and finds out the reasons for students not attending school. It identifies families where children are abused, children who are lagging behind in physical and mental development, children suffering from deprivation. To help a child or a family, he attracts a lawyer, a doctor, police officers, police officers. From the school doctor, he learns about the child's long-term illness, its causes, and in order to prevent falling behind in studies, he helps to study at home or in the hospital.

So, in Germany, a social pedagogue was introduced into the staff of the school. He works with dysfunctional families, lagging behind students, creates children's associations for spending free time, and involves parents in this.

The social educator identifies children in need of social assistance. These are underachieving children who, due to their abilities, cannot learn school course. These are children who experience stress or in a peer group at school or in the family. These are sick children, with one or another handicap, schoolchildren who have become addicted to drugs or alcohol. Most often they are registered with the Commission on Juvenile Affairs. In addition, a social pedagogue works with gifted children.

Sometimes helping these children can only be about sorting out their relationships with others. In another case, teach them to control their actions, to be self-confident. But in both cases sensitivity and cordiality are required from the social pedagogue.

Today, the problem of the lack of various sections and clubs, various labor, tourist and local lore groups is urgent. As a result, the student's extracurricular time is little occupied in organizational plan. The social pedagogue becomes the organizer of the student's extracurricular time, uniting in his educational work with his parents.

Special attention is required from the social pedagogue to children expelled from school. He helps to arrange them in another school, to help them get used to the new team.

To solve all the above tasks, the social educator studies the child, his condition, the level of the crisis, and plans ways to overcome it. This is one of the main tasks of the social educator.

The decline in the living standards of the population affected children, their moral, physical and mental health. Children and adolescents were the most vulnerable among the country's population. The lack of state measures to protect children and adolescents affects their activities, communication, leads to antisocial behavior, the pursuit of money by any means, and an increase in crime.

The crisis of education, residual funding resulted in a shortage of personnel; the isolation of the school from social processes affects the upbringing of the younger generation.

Today, more than 50% of adolescents who commit crimes are from incomplete families; more than 30% of children with mental disabilities grew up without a father.

Today in Russia there are 4 million homeless children, 6 thousand crimes and 2 thousand child suicides are committed annually by teenagers. The Commission for Women, Family and Demography under the President of the Russian Federation notes that over the past 5 years the number of orphans and disabled children has increased by 70%. The number of children taken under guardianship has sharply decreased. As for runaway children, they are mostly teenagers aged 15-16, more often children from urban families, less from rural ones.

Of the children who run away from their families, 56.7% are girls, 43.3% are boys, 8% of them skip school, 17% were expelled from school, 5% dropped out of school temporarily, 69% studied, 1% graduated school. The reason for the escape is the child's worries due to failures in achieving the goal, conflicts in the family. Runaway girls are more likely to be pregnant or have experienced sexual abuse and are more likely to be drawn into early sexual activity.

Neglect, stress, poisoning and accidents have increased the mortality of children. The number of infectious diseases has almost tripled.

The number of preschool children has decreased, 17.3% of them have chronic diseases, 67.7% - functional deviations. Only 10% of secondary school graduates are healthy. The number of girls who have chronic diseases by the end of school is 75%, boys - 35.3%.

The number of disabled children under 16 has increased by 15%. A special issue is the health of adolescents. Early smoking, drug addiction, alcoholism, psychosis, and early onset of sexual activity are spreading more and more.

Among the factors that negatively affect the health of the child, one can also include the modern education system. AT kindergarten there is overcrowding of groups, lack of necessary furniture. At school, the transition to a five-day week led to overwork and an increase in the incidence of children from 15% to 24%. The decrease in the number of spa schools (from 91% to 85%) reduced the possibility of treating children. Established boarding schools for disabled children require funding. There is a lack of equipment and funds for recreational activities.

Physicians often deal with childhood trauma, which is the result of poor attitudes towards children in the family. There is a term "beaten child syndrome". Evidence of ill-treatment is the marks of beatings on the child's body. The perpetrators of mistreatment are parents (92.2%), of which 85% are natural parents. Of these, 60% are women, 39.2% are men. Parents or persons replacing them take poor care of the child (88%), commit physical violence (87%). Mothers are responsible for abuse and care almost 3 times more often than fathers (75% vs. 41%).

As a result, we can conclude that the task of the social educator is to create a situation that could help the child get out of the crisis in which he found himself. It must be remembered that such children often become attached to the educator, and here his professionalism and trusting attitude towards the child are important.

1.3 The role and place of the social pedagogue in the education system

The role and place of a social worker in the field of education should be determined depending on the specifics of educational institutions.

The activity of a social work specialist in institutions of the preschool education system depends, on the one hand, on the age characteristics of preschool children, and on the other hand, on scientific ideas about the necessary conditions that contribute to the successful inclusion of a child of 3-7 years old in the education system. Therefore, the social worker's concern is the needs of preschoolers and the capabilities of their parents, especially in cases where the child's behavior and his learning and playing activities create a problem for peers and educators, or he suffers material and social deprivation. In such situations, the social worker becomes a participant in the campaign to develop measures to prevent and eliminate the symptoms of trouble in the fate of the child, takes on the role of an intermediary and communicator between the educational institution and the family, the child and parents, the child and caregivers. This is especially important if the child is often ill or does not attend preschool without explanation, is neglected, if it is known that he is being abused in the family.

When the problem goes beyond the competence of the educational institution, the social worker has the right (and should) apply to the appropriate authorized social authorities.

During the period of inclusion of a child in the system of preschool education, most often for the first time, his deviations in development are revealed - physical, emotional, cognitive. In such cases, the social worker must organize assistance to his ward, involving appropriate specialists - medical workers, a psychologist, a social pedagogue, a policeman, etc. - and thus eliminate the symptoms of non-well-being in a timely manner. This is, perhaps, perhaps the only really effective way to reduce the number of "risk" children who, at the age of 3-7, have a number of prerequisites for receiving a diagnosis of "social maladjustment" in the near future.

The social worker should not ignore the category of children that pediatricians call “unorganized”, i.e. children who do not attend preschool institutions. In accordance with Art. 18, section 2 of the mentioned Law “On Education” “parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality in early age»; “The state guarantees financial and material support in the upbringing of children of early childhood, ensures the availability of educational services for preschool education,” the social worker must be aware of the degree of educational potential of the family and organize work with parents in a timely manner.

Despite the fact that the activities of a social work specialist in preschool educational institutions are predominantly organizational and preventive in nature (identifying children with symptoms of social disadvantage - finding out the causes of trouble - organizing a system of targeted social assistance to children), its importance cannot be overestimated. : an effectively organized system of social assistance to children in preschool education institutions is a condition for reducing the number of cases of unfavorable development of students in a mass general education school.

Social work in schools provides students with a prosperous social development when they receive primary general (grades 1–4), basic general (grades 1–9) and secondary (complete) general education (grades 10–11). .).

Moreover, it should be borne in mind that “the requirement of compulsory basic general education in relation to a particular student remains in force until he reaches the age of 15 years, if the corresponding education was not received by the student earlier” (Article 19, Section 2 of the Law “On Education ").

As in the case of work in preschool institutions, a social worker working at a subsequent educational level is guided by the current legislation, strives to meet the needs of students and, at the same time, takes into account the possibilities of their families. Under these conditions, he turns into a politician and strategist in organizing social assistance to needy children and improving the family environment. In his field of vision are the dynamics of school attendance by students, academic performance, material and social status of students at risk, primarily from low-income families, as well as their relationships with peers, teachers and parents. Teachers are not obliged to seek to eliminate the causes of poverty, deviant or delinquent behavior of their students, as well as other symptoms of their social disadvantage. A social worker, visiting the families of students, knowing the situation of the child at school, in the classroom, his needs and troubles, encourages parents to make the most of the educational opportunities of the school, for example, the opportunity to establish interpersonal relationships in the family with the help of a school psychologist, to take part in social an action organized by a social pedagogue, to use the possibilities of additional education if the child shows special abilities for any type of activity; receive material assistance, etc. Of particular difficulty for a social worker can be cases where a student belongs to the category of socially maladjusted children, and his family has a low educational potential, i.e. rudeness, immoral behavior, mental illness, unsanitary conditions, etc. flourish in it. In such situations, neither the child nor the social worker can count on the support of the family, and one cannot do without the involvement of specialists (social teacher, class teacher, psychologist, juvenile inspector, narcologist, etc.).

The duties of a social worker who performs his functions in the conditions of a mass general education school also include caring for children who are permanently or temporarily excluded from school; providing assistance and support to parents when transferring a child to another educational institution, the education system in which is more consistent with its characteristics, in particular in cases where a gifted child is brought up in a family that is low-income due to large families, illness of parents, absence of one from parents, etc.; protection of the rights of children who are representatives of national minorities, refugees or migrants; identifying children who are illegally employed at work during school hours, and resolving the issue of their education; support for children receiving education outside of school; stopping cases of child abuse; assistance to children (in the exercise of their rights in the field of education) and parents (in the use of social privileges provided to schoolchildren); organization of social studies for students outside school hours, i.e. training in effective methods for solving everyday problems, as well as various mass events- charity fairs, auctions, charity events.

The process of professional functioning of a social work specialist consists of several stages: studying the living conditions of students - issuing social passports - forming a system of targeted social assistance to schoolchildren in need and coordinating the efforts of social specialists involved in solving the problems of children of the "group risk."

It should be noted that such activities in Russia are carried out mainly only in innovative schools, where the child is a key figure in the educational process and parents take an active part in the affairs of the educational institution.

Social work has its own specifics in the system of primary and secondary vocational education. The social worker must take into account the age characteristics of his clients (as a rule, these are teenagers and young people aged 15-19 years); understand and accept their interests and values; support the desire for independence, search and finding yourself in the world of work and, most importantly, should organize assistance in such a way that students have the opportunity to find socially acceptable ways to earn pocket money and pay for leisure, so that they know their rights and obligations and are able to enjoy those social privileges that correspond to their position. At the same time, work with the family of a student of a special school, vocational school, technical school is still considered as indirect assistance to a teenager. Drawing up a social passport for each student of an educational institution, studying the everyday problems of adolescents, orientation in the situation on the labor market, an established system of professional interaction with specialists in a number of social spheres - that's the necessary conditions providing targeted social assistance to young people receiving primary or secondary vocational education.

Social work in universities is another of the possible areas of professional functioning of social workers in the field of education.

As a rule, university students from low-income families try to "earn extra money" in their free time, and those from wealthy families try to get additional education. Both of them need support. A socio-psychological center organized at the university that maintains links with other educational institutions, enterprises and social organizations, can provide significant assistance to young people who want to get rid of poverty and earn money on their own. The socio-psychological center can accept orders from enterprises and institutions to conduct any research, perform certain types of work, offer students a number of vacant positions
and jobs in this university, etc.

In order to help students living in dormitories who experience deprivation, humiliation and many other inconveniences, who are unable to exercise their rights and benefits, the social worker forms a support group of senior students. In addition, he provides assistance to student families.

A specialist competent in working with student youth evaluates professional communication, solving the following questions: what can serve as a condition that will allow a student to show independence in obtaining funds for life and receiving education in socially acceptable ways? when? for which of his wards can this serve as a condition? how? These questions a social worker should ask himself in relation to all his work, but when functioning in a higher education institution, it is mandatory.

Universities also train young people with physical disabilities who find it difficult to find their place in the world of work, orphans, children from large families, students with children, and many other categories of socially unprotected youth. Assistance in the form of one-time cash payments or clothing humanitarian support is not a way out. Significant assistance can be provided by a social worker who informs the student about where, to whom, in what way he can turn to change his unenviable position by offering his services.

The social worker should inquire about the possibilities of his clients when filling out a social passport for each of them.

Students who demonstrate
outstanding academic achievement, but lacking the means to continue education, forced to earn a living,
be transferred to part-time or evening departments, narrowing their
opportunities, as they are unable to pay, for example, a course
foreign language, computer literacy, etc. They need the support of a social worker and the help that he can provide in accordance with the current legislation.

Chapter II Technology of socio-pedagogical work

2.1 Work in specific institutions

Mastering technology in any field of activity, its consistent application in practice is the most important requirement for a professional.

What is invested in the concepts of "social technology" and "technology of social work"?

Technology (from the Greek techne - art, skill, skill + logos - teaching) - a system of knowledge about the methods and means of processing and qualitative transformation of an object.

The technology of social work is a set of socio-economic, pedagogical, psychological and other methods of influencing a person in order to assist him in the formation of certain value attitudes, social needs, skills of working in market conditions, adapting to changing conditions, certain conditions and processes to ensure its vital activity.

The technology of social work can be considered in two aspects. First, in a broad sense - as a system of theoretical knowledge and practice, which is an organization, a set of means, methods and techniques for influencing various objects of social work. This approach to technological problems is typical, first of all, for management bodies and organizers of the implementation social policy at the federal and regional levels. Secondly, as a set of private technologies, the specificity of which is determined by a specific subject and object of social work. This approach to the problems of social work technology is inherent, first of all, to the direct organizers of social work with clients of social institutions.

The technology of social work is one of the varieties of social technologies. The introduction of technology into the activities of social work specialists provides: firstly, savings in effort and money; secondly, the rationalization of the professional training of social service personnel; thirdly, innovativeness and efficiency of social work. The technology of social work implies the existence of a strategic program (project), within which a specific problem is solved; a life-tested sequence of operations algorithm to achieve a specific result; criteria for assessing the successful activities of a social work specialist.

The main components of the technological process are goal-setting, collection, analysis and systematization of information, clarification of goals and objectives, choice of options for action and tools, organizational and procedural measures for the implementation of the adopted decision.

The features of the technology of social work as a process are: the dynamism of the content and forms of activity of a specialist, the continuity of contact with the client of social work, cyclicity and discreteness.

A social worker must know the theoretical and methodological foundations of social management, the specifics of organizing social work with various categories of the population, its history, domestic traditions and world experience in organizing social protection of the population. In addition to theoretical knowledge, social work also requires deep technological training, expressed in the presence of skills in the field of socio-psychological and situational analysis, socio-organizational diagnostics of the living conditions of various population groups, conducting specific sociological research, forecasting and identifying trends in the development of social processes, the optimal choice of tools that regulate their course.

Thus, the technology of social work reflects its deep penetration and assimilation of the essence, content and specifics of technological processes, which is the basis for the professionalism of social workers and the activities of social services.

What is the typology of social work technologies?

Typology is the division of an object into elements according to their essential features. In social work, we deal with different categories of people who can be divided by sex, age, material security, territorial, national and other characteristics.

But usually the dismemberment of the object is carried out according to the main social signs. This is:

Elderly, elderly people in need of help;

Vagabonds, people prone to vagrancy;
- homeless, abandoned children;

Drug addicts, alcoholics and other degraded people;

Large families experiencing financial difficulties;

Settlers and refugees who left their homes;

Persons who have gone through hot spots, who have lost their health and faith in justice;

Disabled people of war and labor and a number of others.

Social work technologies are interpreted as a set of techniques, methods and influences used by social services, individual social service institutions and social workers to achieve the goals set in the process of social work, solving various kinds of social problems, ensuring the effectiveness of implementation tasks of social protection of the population.

Given the integrated, universal nature of social work, it is possible to single out social technologies proper, socio-pedagogical, socio-psychological, socio-medical and other technologies.

Social technologies in social work, depending on the level, are divided into:

Simple (accessible to non-specialists);

Complex, requiring qualifications from a specialist working in a particular area;

Complex, requiring qualifications from several specialists working in different fields.

Given the complexity subjects of social work(in particular, these are social services of various levels and directions), it is possible to distinguish social technologies by this indicator.

Social technologies differ from "external" technologies, carried out by the clients themselves(for example, creating your own business, setting aside a certain share of income for social insurance, etc.). This type of technology includes those actions that social workers use when solving the problems of their clients.

It is possible to highlight technologies in social work with people living within the country, and people who find themselves for one reason or another beyond(for example, the Russian-speaking population, Russian citizens living in neighboring countries).

2.2 Socialization

Today, the problem of socialization is studied by philosophers, ethnographers, sociologists, psychologists, etc. Until the 60s, scientists understood the development of a person in childhood, adolescence and youth as socialization. In recent decades, the study of socialization has extended to adulthood and even old age.

The following definition is given in the psychological dictionary: "socialization is an evolutionary process, with a focus on the outcome of the subject's mastering and recreating social experience, which the subject himself carries out in communication factors, in individual activity."

In simpler terms, socialization is the process of assimilation by an individual of patterns of behavior, social norms and values ​​necessary for his successful functioning in a given society. The entire environment of the individual takes part in the process of socialization: family, neighbors, peers in a children's institution, school, means mass media etc. For successful socialization, according to D. Smelser, the action of three factors is necessary: ​​expectations, changes in behavior and the desire to meet these expectations. The process of personality formation, in his opinion, occurs in three different stages:

stages of imitation and copying by children of adult behavior;

the game stage, when children are aware of the behavior as the performance of a role;

stage of group games, in which children learn to understand what a whole group of people expects from them.

The concept of "socialization" is associated with such concepts as "education", "training", "personal development".

The child is socialized, not passively accepting various influences (including educational ones), but gradually moving from the position of the object social impact to the position of the active subject. The child is active because he has needs, and if education takes these needs into account, this will contribute to the development of the child's activity. If educators try to eliminate the child’s activity, forcing him to “sit quietly” while they carry out their “educational activity”, then by doing this they can achieve the formation of not an ideal and harmonious, but a flawed, deformed, passive personality. The child's activity will either be completely suppressed, and then the personality will be formed as socially unadapted, anxious, or (if there are certain individual characteristics, such as a strong type of nervous system, etc.) the activity will be realized through various compensatory outputs ( for example, what is not allowed, the child will try to do secretly).

Many psychologists and sociologists emphasize that the process of socialization continues throughout a person's life. And this means that throughout life the inclusion of the individual in social relations is carried out and due to this, a change in his psyche can occur. However, the concepts of "development of the psyche" and "socialization" are not identical to each other, although they intersect.

Socialization is a change in the psyche and the formation of personality. Although the development of the psyche is not limited to social processes, so the development of the personality is not reducible only to socialization. Such development is carried out through at least two processes:

socialization;

Personal self-development.

Socialization begins with the impact on the individual, since the child's parents are already socialized, and the child can initially influence them only as a biological being, then he becomes able to interact with adults and, further, reproduce his social experience in his activities.

Developing, the individual becomes the subject social relations, capable of influencing another person, but, due to the dialogic nature of consciousness, reflection, a person can also influence himself as a social object. Such influences are not considered socialization, but may form the basis of personality development. Thus, the concept of socialization includes the concepts of training, education and personal development.

2.3 Research of socio-pedagogical work

Research methods: theoretical analysis of psychological, pedagogical and methodological literature, materials and publications of periodicals on the topic of research, study of the experience of educational institutions in terms of the problem under consideration; study of documents on education and development of psychological services. Empirical research methods: questioning, observation, testing, individual conversations with children, educators, teachers, pedagogical experiment; methods of statistical processing of research results.

The experimental base of our study are residential institutions of the city of Kemerovo (Children's Home-School No. 6, Children's Home No. 1, Children's Home No. 2, Boarding School No. 27, Boarding School No. 9). The study involved 10 educational psychologists, 356 teachers and 353 pupils of boarding schools.

The study was conducted from 1995 to 2007. in several stages.

The first stage is analytical. At this stage, the study and analysis of the state of the problem in the psychological and pedagogical literature and teaching practice; generalization of the received material; formulating the purpose of the study, putting forward a working hypothesis, developing a conceptual apparatus;

The second stage is experimental. Studying the role of the psychological service in the psychological and pedagogical support of the upbringing and educational process and determining the ways of its implementation; drawing up a program for the study of personality; monitoring the study of personality; generalization and analysis of the results of the study;

The third stage is the final one. At this stage, the results of studying the role of the psychological service in the psychological and pedagogical support of the upbringing and educational process of an educational institution of a boarding school type for orphans were interpreted; registration of the results obtained in the course of the study and writing the text of the dissertation research.

The scientific novelty of the research is as follows:

The essence is clarified and the concept is formulated: "Psychological and pedagogical support of the educational process of a boarding school for orphans and children left without parental care" - which is defined as a system of professional activities of a psychologist, teacher, educator, aimed at creating conditions for successful learning, education and mental development of the child in situations of interaction in the educational process of a boarding school for orphans and children left without parental care. This is a holistic and continuous process of studying the personality of the pupil, its formation, creating conditions for his self-realization in all areas of activity, adaptation in society at all age stages of education and training in a boarding institution, carried out by all subjects of the educational process in situations of interaction in educational and educational institutions. process.

The features of the development of children brought up in children's boarding institutions are determined and analyzed. An analysis of the developmental features of children brought up in closed children's institutions indicates that they are characterized by features of an internal position, emotional flatness, a simplified and impoverished content of the image of the "I", low self-esteem, impulsiveness, low mediation and lack of independence of activity, situational thinking and behavior.

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But there are also categories of their own - social learning, social environment, social status, etc. The main concepts of social pedagogy are: social education, social education and socio-pedagogical activity. Consider the basic concepts that are in contact with socio-pedagogical activities.

Education is a process of purposeful influence on a person.

Social education is a purposeful process of formation of socially significant qualities of a child's personality, which he needs for successful socialization.

Social learning is a purposeful process of transferring social knowledge and the formation of social skills that contribute to the socialization of the child.

Socio-pedagogical activity is social work, including pedagogical activity, aimed at helping the child to organize himself, his mental state, on the establishment of normal relations in the family, school, society, the creation of conditions for its self-realization.

Socialization is the assimilation of experience, values, norms, attitudes inherent in society and social groups in which he enters, for the successful functioning of the individual in a given society.

Social adaptation - the process of adapting the subject to the requirements of society by assimilating social norms and values, established forms of social relations.

Social deviations are such a manifestation of activity, lifestyle, behavior that contradicts social normativity.

A social norm is a measure of acceptable behavior that has developed and established in a particular society.

Deviant behavior - a system of actions of the individual, in which deviations from the officially established or established in a given society soc. norms.

Social and pedagogical activity in the context of an educational institution is a process of purposefully solving social problems that arise in educational and social spheres based on the priority of the needs and interests of children, the customs and traditions of folk culture, and also taking into account the specifics of the socio-economic development of the region, city.

Social and pedagogical activities are carried out on the basis of educational, cultural, leisure, health and other programs aimed at creative development, socialization of children, their adaptation to life in society, allowing them to express themselves in various types socially significant practical activity.

The socio-pedagogical process is carried out by the relevant specialists with the help of practical actions. It is necessary to distinguish between pedagogical activity in the social environment and socio-pedagogical activity. The expression "pedagogical activity in the social environment" testifies to its pedagogical orientation and the place of its practical implementation (in the given social environment). It is most often about the upbringing, training, development of a particular person, a representative of this environment.

The expression "socio-pedagogical activity" speaks of its social focus on a particular person, group, social environment in the interests of achieving the goals. Such activities are of a direct nature - a direct impact on a person, a group (interaction with them); indirect - the use of educational (stimulating, encouraging, warning, etc.) opportunities of the environment, the purposeful creation (transformation) of the pedagogical situation of the environment in the interests of achieving specific socio-pedagogical goals. As a rule, the possibilities of both direct and indirect interaction of the subject with the object are used.

A comparative analysis of domestic and foreign experience in providing social assistance to children shows that it is fundamentally different from social assistance to any category of the adult population in that it must necessarily have a pedagogical component related to the upbringing and education of the child, his development and successful socialization. Consequently, the activity aimed at providing social assistance to children is socio-pedagogical and is a kind of pedagogical activity.

A lot of scientific research is devoted to revealing the essence of pedagogical activity. So, the famous psychologist Yu.N. Kulyutkin sees the peculiarity of pedagogical activity in that it is a “meta-activity”, i.e. generates another activity. The work of the teacher is built on the activity of the pupil (student). The goals that the teacher sets for himself are formed as potential effects of the student's advancement; the process of promoting these goals is also realized through the organization of the pupil's activities; the assessment of the success of the teacher's actions is based on how successful the planned progress of the student is.

Revealing the specifics of pedagogical activity, some scientists emphasize its cognitive nature. So, S.G. Vershlovsky and L.N. Lesokhin include in the composition of pedagogical activity, first of all, elements of mental activity.

In their proposed structure, they distinguish:

Pedagogical foresight, forecasting associated with the pedagogical interpretation of social phenomena, a kind of translation of social goals and objectives into pedagogical language;

Methodical comprehension, instrumentation of educational activities;

Understanding the process of organizing various informational and educational influences;

The need to analyze the results achieved, correlate them with the goals and objectives put forward.

However, the “delay” of the result, its dependence on many factors, and the well-known subjectivity of assessments make it difficult to determine the effectiveness of educational influences.

Socio-pedagogical activity as a kind of pedagogical activity has common features and distinctive features with it. Most researchers refer to common features as the identity of the main function that both pedagogical and socio-pedagogical activities perform in society - social inheritance, socio-cultural reproduction and human development.

On the whole, the opinions of different scientists regarding the specific features of socio-pedagogical activity in comparison with pedagogical activity also coincide.

M.A. Galaguzova notes that if pedagogical activity is of a normative and program nature, then social and pedagogical activity is always targeted, aimed at a particular child and solving his individual problems. If pedagogical activity is continuous, then social and pedagogical activity is in some cases limited by the time period during which the problem is solved. The professional activity of a teacher, as a rule, is carried out in an institution of the education system, while social and pedagogical activity has a much wider scope of applicability.

Belyaev L.A. and M.A. believe that the key to the definition of socio-pedagogical activity is the concept of "adaptation". In modern conditions, a person throughout his life repeatedly has to deal with a change in the social environment. He may find himself in a situation characterized by the need to change himself, or the environment, or both together, i.e. faced with the need to adapt to changing conditions. Some people are able to solve the problem situation on their own, to adapt to the changed social conditions.

Others, unable to adapt, lose their socially significant qualities and become the object of professional assistance. According to teachers L.A. and M.A. Belyaev, the main distinguishing feature of socio-pedagogical activity is that the need for it arises if a person (a group of people) has a problematic situation in relations with the environment.

Thus, socio-pedagogical activity can be considered as a purposeful work of a professional in the social education of a person in a particular society in order to successfully social adaptation.

In reality, the relationship of social pedagogy with other sciences is very different. The system of socio-pedagogical work, in whatever aspect it is considered, always represents open system, which is most closely intertwined with other social systems: economics, politics, law, culture, ethics, ecology, consumer services, etc.

Understanding, seeing the connections of the social work system with other systems and the system of society as a whole raises social work to high level public culture, makes society truly humane, puts a person at the center public life makes people human in the highest sense of the word.

The idea of ​​socio-pedagogical activity as a system has a conceptual, methodological significance for the daily management of social work. Knowing it as a system saves the organizers from a one-sided approach, exaggerating the role of some of its individual aspects, allows you to anticipate and correct possible distortions, errors in social services in a timely manner, raise the culture and effectiveness of social work.

Svetlana Balk
The concept of socio-pedagogical activity

Slide 2. Definition of the concept «»

This is a kind of professional activities aimed at helping the child in the process of socialization, mastering them sociocultural experience and to create conditions for its self-realization in society.

It is carried out social teachers both in various educational institutions and in other institutions, organizations, associations in which the child may be.

Socio-pedagogical activity is always targeted, aimed at a particular child and solving his individual problems that arise in the process socialization, integration into society, by studying the personality of the child and his environment, drawing up an individual program to help the child, therefore it is local, limited to the time period during which the child's problem is solved.

Socio-pedagogical activity is a process in nature, its results are not formed in an instant, but require a lot of time to achieve the goals and objectives. The source of its development is the contradiction between the state social orientation and functioning of a person and the needs of his humanization and public interests.

Slide 3. Structure and focus

Like any professional activity, socio-pedagogical activity has a certain structure. Its main components are:

Definition of purpose and objectives activities;

Definition of subject and object activities;

Definition of content activities;

Choice of methods and technologies of work;

Choice of Forms activities;

Implementation of the planned plan activities;

Adjustment activities;

Analysis of results.

Socio-pedagogical activity implemented in the form of a complex of preventive, rehabilitation, correctional and developmental measures, as well as through a pedagogically expedient organization of various areas life of the wards.

Back to basic principles socio-pedagogical activities include:

individual approach;

reliance on the positive aspects of the personality of the ward;

objectivity of the approach to the ward; confidentiality.

Slide 4. Main directions socio-pedagogical activities are:

activity for the prevention of maladaptation phenomena ( social, pedagogical, psychological, raising the level social adaptation of children through their personal development;

activities for the social rehabilitation of children with certain deviations from the norm.

Since the problem of the child that needs to be resolved, as a rule, has both internal, personal, and external aspects, socio-pedagogical activity usually includes two constituents:

Direct work with the child;

intermediary activity in the relationship of the child with the environment, conducive to their socially- cultural formation and development.

Slide 5. Views socio-pedagogical activity having their own specifics:

socio-pedagogical activity in educational institutions;

socio-pedagogical activity in children's public associations and organizations;

socio-pedagogical activity in institutions of creativity and leisure of children;

socio-pedagogical activity in places of summer recreation for children.

In mediation work social teacher is of particular importance social and educational activities with the family. This is due to the important role that the family plays in the process socialization of the child. It is the family that is closest society determining, in the end, what will be the impact on the child of all other social factors. Therefore work social a teacher with a family is an obligatory component of his socio-pedagogical activity with all categories of children with problems, and sometimes in preventive work.

Goals, tasks, subject, object socio-pedagogical activity

Target socio-pedagogical activity according to I. A. Lipsky should be considered productive assistance to a person in his adequate socialization activating his active participation in the transformation society.

Allocate the following tasks socio-pedagogical activity:

Formation social human competence. This task is accomplished through social learning

Education of a complex of feelings necessary for a person to interact with the environment ( social adaptability, social autonomy and social activity, this is based on social education.

Assistance in overcoming difficulties socialization emerging problems of relations with the environment social environment , implemented through socially- pedagogical support.

Subject socially-pedagogical process - it is either a trained specialist, or a parent, or some third party (Group) in relation to the person to whom it is directed (them) activity. The person himself acts as a subject in relation to himself in the implementation of self-development, self-education.

Subject socio-pedagogical activities are not all social relations, and the group of relationships that are the most problematic, that is, lead to destabilization, social disorganization, growth social tension, the emergence social conflicts, getting people into difficult life situations; as well as patterns of interaction of subjects social optimization work social relations.

An object social work - a system of social relations(stable ties between subjects, groups and strata of society).

Allocate the following objects socio-pedagogical activity:

Children in difficult life situations

children left without care

disabled children with disabilities in physical and mental development

children victims of armed conflicts and disasters

children from families of refugees and internally displaced persons

child victims of violence

children in special institutions

children from poor families

children with behavioral problems.

Interdepartmental interaction system social pedagogue with KDN, district inspectors and other organizations class leaders:

1. Keep in constant contact with the KDN, district inspectors on various issues of the school's work on the prevention of offenses and crimes among students

2. Systematically verify the lists of students registered with the KDN and detained for various offenses and crimes

3. Invite KDN employees, law enforcement specialists, doctors, traffic police officers and other specialists to give lectures

4. Participate in Legal Knowledge Month

5. Carry out work to deregister adolescents who have corrected their behavior and attitude towards learning and do not commit offenses

6. Attend district events, seminars

7. Together with district inspectors, conduct raids to visit families "difficult" students and disadvantaged families

8. Study work experience social teachers from other schools

Related publications:

According to the GEF of preschool education, social and communicative development is a process that allows a child to take his place in society.

Analytical activity of the teacher as the main condition for planning pedagogical activity Consultation for teachers Topic: "The analytical activity of the teacher as the main condition for planning pedagogical activity."

The social and communicative development of children is one of the critical issues pedagogy. Its relevance is growing in modern conditions.

Experience of pedagogical activity "Socio-moral education of children of the third year of life" Topic: "Social and moral education of children in the third year of life" Description of the experience. Social - emotional development of the preschooler is considered.

Experience of pedagogical work "Social and communicative development of preschoolers in the conditions of game activity""Social and communicative development of preschool children in the conditions of game activity." “The game is the life laboratory of childhood, giving that.

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Scenario of the event of a social and pedagogical orientation "Grandmother-mystery" Purpose: Formation of communication skills in children through cooperation with adults. Tasks: 1) Teach children to guess riddles; 2) Develop.

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Image Library:

The system of activity of a social pedagogue, as A.V. Mudrik, IN AND. Zagvyazinsky, V. Bocharova, is a consistent set of various types of pedagogical activity [Mudrik]. It is shown in diagram 1.

Scheme 1. The system of activity of a social pedagogue

The scope of application of social pedagogy is social systems state, municipal, public and private (charitable) activities, where social and pedagogical mechanisms of interaction collide, helping the spiritual, moral, physical, mental and social development of the individual in his living space.

The current boundary of social and pedagogical mechanisms G.V. Mukhametzyanova defines role structures. Then the content of the training of a social teacher is determined by the main directions of his activity: “assistance in the formation and improvement of educational systems in an environment that promotes the development and social self-realization of the individual; interaction for this purpose with the educating forces of the environment, their diagnosis; organization of various types of socio-cultural activities of children and adults on the principles of creativity, amateur performance; the formation of a system of values ​​on this basis” [Muzametzyanov]. Thus, the object of social pedagogy is social relations, the subject of social pedagogy is the pedagogical aspect of these relations, i.e. education of a person in society, or social education [Nikitin], and a social teacher is called upon to organize the optimal pedagogical interaction personality and environment.

The concept of social education is interpreted in different ways. We adhere to the following definition: “Social education is a purposeful process of mastering a certain system of knowledge, norms, values, attitudes, behaviors that allow a person to function as a full member of society, community, group” [Mudrik].

Social education is aimed at creating conditions for the physical, mental and social development of a person, adapting a person to established orders and norms. public behavior, the creation of public institutions for the protection of the family and childhood with their special assistance to the reasonable and successful self-organization of the life of the individual in the conditions of the family, school, the surrounding microenvironment, the education of people in various spheres of life (domestic, cultural, labor, civil).

Scientists (A.V. Mudrik, P. Natorp, V.I. Andreev) call the main principles of social education the principles of natural conformity, cultural conformity, democracy, humanism, orientation to universal values, integration [Netorp].

Modern pedagogy proceeds from the fact that the process of education is not a direct impact on the pupil (as was traditionally believed), but the social interaction of various subjects: individual (concrete people), group (microgroups and collectives) and social institutions of education. This interaction, in which the upbringing of a person takes place, can be represented as a set of "chains" (see diagram 2).

Scheme 2. Education as social interaction

In some chains, the interaction is direct, in others it is indirect. The content and nature of the interaction of society, groups and individuals in the process of education are determined by social values, ideology and social psychology. Modern forms interactions require equality, democracy, freedom and are incompatible with authoritarianism in education. They are formed on the basis of cooperation, which involves:

A special target setting of the teacher for a personal approach;

Joint life of adults and children;

Collective organization of activities, when the team acts as a guarantor of the manifestation of the capabilities of each individual;

Dialogic interaction (in the process of exchanging intellectual, moral, emotional, social values);

Empathy in interpersonal relationships.

The content of cooperation between an adult and a child is their co-existence, co-participation, co-knowledge, co-creation. Event- this is a significant phenomenon in human life, and the compatibility (co-existence) of what is happening for people. In the space of the child-adult community, any activity (playing, cognitive, transformative, communicative) becomes developing. Emotional effective involvement in the affairs of another person, active help, sympathy, empathy is the co-participation of an adult and a child, contributing to the child's awareness of his independence, understanding himself as a person, self-realization [Zagvyazinsky].

Self-realization considered as a holistic process of self-improvement, dialectically combining self-change and self-formation throughout life path of a person, this is the practical implementation of inclinations, abilities, talents and character traits through one or another sphere of social activity for the benefit of oneself, the team and society as a whole [Bityanova].

One of central concepts social pedagogy is the "socialization of the individual", which in its most general form is interpreted as a process of human development in interaction with the world around him. Socialization(lat. so-cius - comrade, companion, accomplice) - a two-way process: on the one hand, a person learns a system of knowledge, norms and values ​​that allow him to function as a full member of society; on the other hand, he is not only enriched by social experience, but also actively reproduces the system of social ties, realizes himself as a person, and influences the life circumstances of the people around him. Socialization includes not only conscious, controlled, purposeful influences (education in the broad sense of the word), but also spontaneous, spontaneous processes that in one way or another affect the formation of personality [Bityanov].

Socialization is the active inclusion of people in the life of the community on the democratic principles of joint activity, it is the process of granting them ever greater rights and expanding responsibilities. It is in this real involvement that the reproduction of socio-cultural images and norms of social life and their improvement take place.

Factors of socialization, according to A.V. Mudrik can conditionally be combined into three groups [Mudrik]:

- macro factors, which are the conditions for the socialization of all or very many people: space, planet, world, country, society, state;

- mesofactors, affecting the socialization of large groups of people, distinguished by nationality (ethnos as a factor of socialization) or by the type of settlement in which they live (village, town, city), as well as by belonging to the audience of certain mass media (radio, cinema , television, etc.);

Microfactors that directly interact with a person: this is the family, peer society, school, educational institutions, etc.

The activity of a social pedagogue in educational institutions (schools, lyceums, gymnasiums, technical schools, colleges, etc.) is an intermediary in the system of interaction between the child and society, the teaching staff, the community of children and adults that make up the immediate environment. At the same time, the priority (especially in modern conditions) is the sphere of human relations in the family and school. A feature of the activity of a social pedagogue is that it creates, organizes a favorable social environment; turns the child into an active transformer of this environment and an educator of his own personality (V.A. Sukhomlinsky, L.I. Bozhovich, S.L. Rubinshtein); stimulates social value orientations in the need-motivational sphere of personality, consciousness and self-awareness. (B.M. Teploe, L.Yu. Gordin); takes into account the process of the emergence and functioning of the qualitative characteristics of the personality - specific for certain age stages of "mental neoplasms" of leading activity (Z. Freud, E. Erickson, K. Jung, D.B. Elkonin); assists the child in the main stages of his socialization: adaptation, individualization, integration (A.G. Asmolov, A.V. Petrovsky).

When analyzing such a multidimensional reality as the work of a social pedagogue, one can rely on the basic categories of psychology (activity, communication, personality) that make up the process of his work [Markov] (Appendix 2).

In general, the work of a social pedagogue is also determined by its results: those positive changes that arise under the influence of his work. The process and result of the work of a social pedagogue are a reflection of his professional competence.

Competence can be viewed as the ability to establish a connection between knowledge and action, the ability to solve emerging problems, the main characteristics of which are presented by us in the following table.

Table 1. The main characteristics of the competence of a social pedagogue

	Humanization of the sociocultural environment, increasing the efficiency of the socialization process, the upbringing and development of children, adolescents and young men, pedagogical assistance to the adult population.
labor process	Professional position	Professional knowledge	Pedagogical skills
1. Diagnosis and identification of the client's personality. 2. Pedagogical forecasting. 3. Definition of goals and objectives of the activity. 4. Pedagogical modeling. technologies and methods of implementation. 6. Planning your activities 7. Material preparation	Motivational orientation. Level professional claims. Understanding the meaning of your work. Pedagogical reflection, assessment and self-assessment of labor. sustainable systems of relations with the client, oneself and colleagues.	Professional knowledge is information from pedagogy, psychology, sociology about the features pedagogical activity and communication of a social teacher, about the social and mental development of the individual.	1 group. The ability to see a pedagogical problem in a situation, to formulate it in the form of a pedagogical task: The ability to focus on a teenager as an actively developing accomplice a process (phenomenon) that has its own motives and goals; The ability to study the situation and, if possible, influence it with the aim of pedagogical transformation; The ability to concretize pedagogical tasks, make pedagogical decisions in stages, flexibly rebuild pedagogical goals and objectives as the pedagogical situation changes; Ability to anticipate near and long-term results pedagogical tasks(pedagogical forecasting).
2 group. The ability to study the client's current capabilities and predict new levels of his development: - diagnostic skills; - the ability to proceed from the motivation of the client himself when planning and organizing the educational or correctional process; - the ability to design and form missing levels of activity in children; the ability to expand the field for self-organization of the client, the possibility of his self-education, self-realization, organization of the "success" of his activities. 3rd group. The ability to adequately select methods, technologies, means of interaction and combine them: - to find several ways to solve one socio-pedagogical situation; Own a variable pedagogical solution. Pedagogical skills form the pedagogical "technique" of the teacher's work.
The result of the work of a social educator.	It manifests itself in the life self-determination of pupils, taking into account the abilities and inclinations.
one . Indicators of social adaptation:	The success of school and post-school education; Vocational training and employment, retention at work; Ensuring the protection of social rights; The stability of family relationships.
2. Health indicators:	Dynamics of restoration and development of the main functional systems of the body, reduction and elimination of pathology; Mastering the culture of health, hygiene skills, hardening techniques, training, self-regulation; Understanding healthy lifestyle life and readiness for it.
3. Socially transformative indicators:	Decreased juvenile delinquency (in the district, etc.); Reducing the process of vagrancy among children; Reducing the number of families where children live in disadvantaged conditions.
4. Indicators of psychological and pedagogical correction: 5. Development indicators:	Development of a sense of security, confidence, stability, an optimistic view of the future; Development of cognitive activity and initiative, positive attitude to study and school. Characteristics of the level of motivation of the nature of life values, diligence, openness, goodwill, communication; The adequacy and effectiveness of self-assessment, the degree of realization of internal potential, efficiency; Civil qualities: respect for the law, responsibility, patriotism, internationalism; Moral qualities: stability, openness, honor and dignity, the ability to cooperate, provide mutual assistance, mutual assistance, concern for people; Identification of the individual identity of the individual.

Taking as a basis the above characteristics of the features of the activity of a social pedagogue, we can approach the definition of his professional module.

The semantic meaning of the term "professional module" is associated with the international word "module" (Latin "meodulus"), the main meaning of which is a functional unit. The principle of modularity determines the approach to the organization of professional activity: the selection of goals, content, forms and methods of activity focused on a specific client, group, situation, and correlation with the results achieved. The professional module allows you to condense the content-information space, set an individual pace of work and achieve a certain technology of the pedagogical process.

The purpose of the activity of a social pedagogue is expressed in the humanization of the socio-cultural environment, increasing the efficiency of the process of socialization, education and development of children, adolescents, young men, as well as providing competent pedagogical assistance to the adult population.

The work process of a social pedagogue is presented as a professional and pedagogical activity of a specialist aimed at promoting the development of children and adolescents through educational and correctional work with them in various societies (family, educational institutions, children's reception centers, penitentiary institutions, special vocational schools).

The main characteristics of socio-pedagogical activity make it possible to determine the subsystems of the professional module - the goal and objectives, the labor process, the result of labor - and to single out the components of the readiness of a social teacher: professional orientation, competence, self-realization, which are also complex structures consisting of elements (Scheme 3).

Scheme 3. Professional module of a social teacher

The result of labor is expressed in indicators of social adaptation, in the state of health, socially transforming processes, psychological and pedagogical correction, in indicators of personality development.

The modular approach, based on the principles of dynamism and flexibility, parity and awareness in the socio-pedagogical process, combines the goals and objectives that express the essence, process and result of the work of a social teacher.

Thus, the social teacher performs the most difficult tasks of developing the personality of the pupil, carries out his support at all stages of school age.

The above characteristics of the professional module of a social pedagogue make it possible to fill its activities with content in accordance with the age stages of a child’s development (a social pedagogue of primary school childhood, adolescence, adolescence), and consider the social pedagogue himself responsible for harmonizing relations and humanizing the environment of each age stage.

Taking the child's age as a functional unit of the module, let's imagine the social pedagogue's communication system as follows (Scheme 4).

Scheme of social educator communication

The social teacher of each specific professional module specializes in problems of a certain age (physiological, social) and society.

To carry out such activities, it is necessary to know not only the most important parameters of the microsocial environment, but also the characteristics of the student himself. The totality of these features is displayed in the student's socio-pedagogical passport (see Appendix No. 1) [Social pedagogue, p. 3-17].

The main areas of socio-pedagogical work in an educational institution are determined primarily by the problems that arise in the process of teaching and raising children, without the resolution of which it is difficult to achieve good results. Although the areas of work are fixed in the qualification characteristics of a social pedagogue, in practice their circle is much wider. This is explained by the need for cooperation of all those who educate and educate the child: teachers, class teacher, administration, parents, close relatives, and sometimes others, persons involved in education by position or out of a sense of human solidarity [Berezina].

In modern conditions, in the work of various social structures the main areas of social work, which the social teacher is also engaged in, were determined:

Assistance to the family in problems related to education, upbringing, childcare;

Helping the child to eliminate the causes that negatively affect his academic performance and attendance at the institution;

Involvement of children, parents, the public in the organization and conduct of social and educational events, actions;

Recognition, diagnosis and resolution of conflicts, problems, difficult life situations affecting the interests of the child, in the early stages of development in order to prevent serious consequences;

Individual and group counseling for children, parents, teachers, administration on issues of resolving problem situations, conflicts, relieving stress, raising children in a family, etc.;

Identification of requests, needs of children and development of measures to help specific students with the involvement of specialists from relevant institutions and organizations;

Assistance to teachers in resolving conflicts with children, in identifying problems in educational work and determining measures to overcome them;

Design, development of plans and programs for various directions activities of an educational institution;

Propaganda and clarification of the rights of children, families, teachers;

Solving practical issues of providing educational work outside the schedule of training sessions.

It is possible to distribute the duties of social educators according to the profile of activity (health protection and hygiene, prevention of school and social maladjustment, cultural and leisure activities, pedagogical education and work with parents, guardianship and guardianship, etc.), by classes, groups of classes, parallels, according to the type of “family social pedagogue” (for 25-50 families), etc. It is important that regardless of the number of staff units of social pedagogues (there are different options in educational institutions of the country), all the main areas of social and pedagogical work are covered.

The social pedagogue of an educational institution is, first of all, a teacher, and secondly, a social worker proper. Therefore, traditional methods of education and educational work are relevant for him: persuasion, clarification, advice, reliance on a positive example, use public opinion and progressive traditions of the institution, society, ethnic group, pedagogical stimulation of the activity of the individual to solve emerging problems, the use of such powerful social and pedagogical tools of education as work, sports, play, charity, psychological and pedagogical education and counseling, a pedagogical council of specialists for complex diagnostics problems of the child, as well as methods and functions of organizational and pedagogical activities (diagnosis, design, planning, coordination, analysis, current, intermediate and final control, instruction, etc.).

A certain time in the activities of a social teacher, especially at the initial stage, is the study of the psychological, medical and pedagogical characteristics of the personality of students and the social microenvironment, living conditions. In the process of studying (diagnostics, research), interests and needs, difficulties and problems, conflict situations, deviations in behavior, typology of families, their sociocultural and pedagogical portrait, etc. are revealed. Therefore, diagnostic methods occupy a significant place in the methodological baggage of a social teacher: tests, questionnaires , questionnaires, etc.

It is quite obvious that the social pedagogue's diagnostic tools include both sociological and psychological methods. Also of great interest are various reports, certificates, tables, documents, medical records of students and other things that are always available in any educational institution. Specific methods of social work are also used, such as the method of social biography of the family, personality, as well as the social history of the microdistrict, diagnostics of the social environment.

In a situation where “everyone knows everything” and therefore are skeptical about the research of a social pedagogue, it turns out to be necessary to enlist the support of fellow teachers, psychologists, municipal workers, law enforcement officers, and finally, parents and students themselves. To do this, any study begins with a preliminary justification of its need, tasks, forecast regarding the results, drawing up a schedule, regulatory formalization in the form of an order or instruction from the head of the institution, briefings and information messages, explaining to participants their rights and purpose of the study. It is appropriate to recall here that explanations and communication of results may be complete or incomplete, but must always be truthful.

In the process of research, a social educator can receive completely confidential information, so his actions are determined by professional duty and an ethical code [Vulfov].

A social pedagogue organizes and conducts consultations on rights and obligations, available benefits and allowances, offers possible solutions to the problems of participants in the educational process, provides social assistance and support, using the full range of available legal opportunities and means. Revealing problems and difficulties in the sphere of family, communication and relations of people, the social pedagogue differentiates the identified problems and “brings” social workers, specialists of various profiles and departmental subordination to their solution. Establishing contact with the family, encourages her to participate in joint problem solving, helps people use their own resources, the reserve capacity of the municipality to overcome difficulties.

The social pedagogue performs an intermediary function in establishing connections and contacts between the family and specialists - psychologists, social workers, doctors, lawyers, representatives of authorities and the public. This requires well-established connections of a social pedagogue with various social services of the microdistrict, district, city, institutions and public associations, a good knowledge of the structures and terms of reference of administrative bodies, their location and telephone numbers. Only under these conditions is it possible to provide truly effective assistance to children in need of guardianship and guardianship, employment, treatment, recreation, material assistance, psycho-correction, patronage, housing, benefits, pensions and other types of social assistance. A social pedagogue draws up savings deposits, resolves issues related to the use of property and securities of students - orphans and children left without parental care, acts as a representative of an educational institution and a particular student or employee in judicial and administrative instances, provides emergency assistance to those in a difficult situation. At the same time, the social pedagogue independently determines the tasks, forms, methods of social and pedagogical work, ways to solve personal and social problems, measures of social protection and social assistance, the realization of the rights and freedoms of citizens.

An important place in the activities of a social teacher is occupied by the stimulation and development of socially valuable activities of students and adults, support for social initiatives, events, actions, social projects and programs.

Pedagogical support for social initiatives of children and adults, creating conditions for their independent choice, its stimulation, development of readiness and ability to act on the basis of constant creative search and the ability to get out of the situation of choice without stress in modern conditions are an urgent task in the educational work of educational institutions experiencing a shortage of new forms and methods. This is all the more important because the problem of the effectiveness of education, the correspondence of the main directions and priorities of educational work to the nature of childhood, family, national and Russian socio-cultural traditions has arisen “in full growth”.

Social initiative is understood as an activity aimed at transforming the socio-cultural environment in the interests of harmonizing the social field of the child, taking into account the historical and cultural experience and state of the art theory in the practice of socio-pedagogical work, generating new content, methods, forms and technologies of work with children, youth, families, communities, exclusive groups of the population, society.

The socially significant activity of children is caring for the sick, the disabled and the poor; charity events for peers and the elderly; work in social protection services; improvement of the city, village, yard; protection of nature and cultural monuments; conducting games and creative activities with children, i.e. everything that contributes to the personal and professional self-determination of a teenager, introduces him to the values ​​of the volunteer movement in the social sphere.

The authors of the social initiative are individuals, collectives, institutions and associations of all types and types, state and municipal governments, other legal entities of all forms of ownership. A teenager should go through a school of such social participation, when from simple involvement in socially valuable initiatives being implemented, he goes the way to social creativity and organization of practical affairs and events, development and implementation of projects that significantly change attitudes and lifestyle, value orientations and motivation of his life and life the people around him. It is the development of a socially active personality that is the bonding idea that allows you to combine the efforts of different people, organizations, institutions and departments concerned about the future of Russia.

The main goal of the activity of a social pedagogue in terms of supporting social initiatives of children and adults is the civic development of children, their spiritual, moral and patriotic education through the creation of an integrative, interdepartmental model of pedagogical support for children and youth public associations in an educational institution, on its basis or in a microdistrict. To do this, the social educator does a lot of work on:

Explanation of the state policy in the field of the children's and youth movement, assistance in programming and designing the activities of children's and youth public associations through regularly organized methodological seminars, gatherings and shifts;

Organization of active cooperation of public associations with state structures, sponsors, non-governmental organizations, mass media;

Development and implementation of a system of activities that provide new content for extracurricular educational work with students of general education schools and vocational schools;

Creation of an effective system of material and financial, organizational, legal, scientific, methodological and other support for the socially significant activities of public associations in educational institutions; ensuring budgetary financing of the organization and coordination of the children's and youth movement;

Establishing and developing contacts with children's and youth public associations, including through the organization of international and domestic exchanges of representatives of the children's and youth movement;

Solving issues of employment of children and youth, providing assistance in the independent organization of leisure and entertainment;

Creation of a system for training leaders of children's and youth public associations;

Promoting youth entrepreneurship;

Improving the system of aesthetic education of children, developing professional and amateur artistic creativity youth;

Support of talented youth, creatively capable children in the realization of their own artistic and creative nature [Zakatova].

The social pedagogue himself develops and brings to their adoption and implementation socio-pedagogical projects and programs and provides methodological and organizational assistance to initiative groups of the public, children and adults in this difficult matter. It should be noted that programming is one of the most difficult types of professional activity of any specialist, an indicator of his highest qualification and skill. Despite the fact that programming is not specially taught in educational institutions, the possession of these special skills and abilities is absolutely necessary, therefore, a social pedagogue must develop them himself directly in practice.

Contributing to the development of social initiatives of children and adults, the social educator uses various moral and material means to stimulate their initiatives, achieves public recognition of significant innovations, and their implementation in life. Taking into account the realities of a market economy, it involves commercial structures, enterprises in innovative activities, financing social and educational projects. Promotes the development of family-neighborly forms of cooperation, interschool, inter-industrial forms of business cooperation in the interests of social improvement and cultural renewal of living conditions.

All of these factors determine the field of activity of a social pedagogue and allow you to determine his functional responsibilities in general education school based on the tasks at hand.

As you know, the school is traditionally characterized by three main areas of work - management, participation in the upbringing of children and the organization of the educational environment. In accordance with these areas, the activities of any specialist of the school are built, with an emphasis on one of them, depending on the professional specifics. Therefore, in the activities of a social pedagogue, three aspects can be distinguished:

participation in management;

participation in the educational process;

participation in the organization of the environment for raising a child.

Each of these aspects determines specific areas of work of a social educator.

The social educator participates in school management in three main areas.

Administration consulting. Activities as an advisor to the administration include:

conducting sociological and socio-psychological research both in pedagogical and children's groups, and among parents. The results of such studies ensure the adoption of more thoughtful and reasonable management decisions;

participation in conflict resolution. Practice shows that the level of conflict in the interaction of the school with parents and children very often exceeds the desired level, and in most cases conflicts are due to a lack of understanding of the social causes of tension.

Methodical work. It is part of the direct duties of any specialist in the teaching staff. As part of this activity, the social educator:

conducts classes with teachers, in which he must teach them methods of sociometric control over the interpersonal atmosphere in the classroom, help in diagnosing risk factors (alienated, pushed out, boycotted), promote the effective distribution of roles in the student team in order to compensate for the negative effects of the social element, etc. ;

participates in the work of councils.

Out-of-school interaction. This area of ​​activity of a social pedagogue includes:

participation on behalf of the school in the work local authorities authorities and self-government on issues of social development and solving socio-pedagogical problems, in the development and discussion of regional and local social programs and projects, etc.;

interaction with governing bodies and institutions of education, social protection, health care, commissions for minors, etc. to solve specific social and pedagogical problems;

cooperation with public and other organizations that can assist in solving certain socio-pedagogical problems.

Participation in the educational process involves two main areas:

Intraschool monitoring. It ensures the identification and diagnosis of socio-pedagogical problems and includes:

ongoing monitoring of general situation at school, classroom groups, student groups, relationships between teachers, students, parents, etc.;

analysis and forecasting of specific problematic socio-pedagogical situations.

Socio-pedagogical rehabilitation. This direction is the leading one in the activity of a social pedagogue. It requires individual work with a specific student, where the social educator is expected to greatest success achieved through personal efforts. And this is understandable, because no matter how much you carry out activities in favor of maladjusted, "problem" children, the real indicators of labor are made up of living children's destinies. This direction is implemented in different types of activities:

socio-pedagogical support is carried out in cooperation with local governments and various departments that have the necessary powers for the placement of the child and the means to support him, as well as with the public, which has funds and volunteers at its disposal. Taken together, this makes it possible to remove minors from a difficult or dangerous situation, place them in a shelter, transfer them to another family or boarding school, if you need to act decisively, and if hope for improving the situation in the family is not lost, include parents in the rehabilitation programs of various social institutions, centers etc.;

social control, which implements the function of the school as one of the subjects of the system for the prevention of child neglect and delinquency, is carried out in cooperation with the commission for minors and the protection of their rights (with institutions subordinate to it). This direction of activity implies a certain positive influence on the part of the school on the microdistrict adjacent to it, opposition to subcultures of marginal orientation, which more and more strongly involve minors in their sphere. Of course, such activity requires special skills from the social pedagogue, often personal courage, but most importantly, the readiness to stand up for the interests of the student in counteracting the social elements, from which it is impossible to fence off guards at the entrance to the school. Therefore, a specialist has to master special methods of work, forms of cooperation with authoritative forces of society and the state, without whose support he will not be able to solve such complex problems;

pedagogical rehabilitation is a social support within the educational process. It involves, on the one hand, raising funds for extracurricular activities with children, and, on the other hand, improving the socio-psychological status of an unsuccessful student. At the same time, the social educator, in fact, acts as a protector of the child's personality from an indifferently repulsive environment, since children, as you know, do not like losers. He symbolizes the humanism of the collective, acts as the patron of the alienated and repressed. Acting at the intersection of spontaneous and organized forces in the primary educational team, the social pedagogue, with his authority and skill, eases the pressure on the weak and introduces the losers to the fact that K.D. Ushinsky called the corporate spirit of a particular educational institution;

psychoprophylaxis aimed at identifying students whose school maladjustment is caused by handicapped their health. Such children should be registered separately, especially in cases where the question arises of transferring them to a correction class. Obviously, in this case, cooperation with the school psychologist or pediatrician is mandatory. The task of a social pedagogue in working with this category of children is to take them under control in a timely manner, adopt and approve a plan of rehabilitation measures, monitor its implementation in order to do everything possible to prevent the child from being transferred to a correctional class.

Participation in the organization of the environment for raising a child includes the following three mandatory areas of work of a social pedagogue.

Accompanying the child in the family. Interaction with the family requires extraordinary tact, special delicacy and caution from the social pedagogue. At the same time, he cannot ignore the facts when an unfavorable intra-family situation negatively affects the child's personality. At the same time, often the behavior of parents is not of an antisocial nature, and therefore does not give grounds for the intervention of law enforcement agencies. In this case, the school, whether it wants it or not, has to take the initiative under circumstances that are not obvious, which is always troublesome and difficult, but necessary when thinking about children. Here, the supporters of the social pedagogue are bodies and institutions whose activities are aimed at protecting the rights of the child.

Working with the social environment of the child. It requires from the school in general, and from the social pedagogue in particular, first of all, initiative. After all, teachers often spend a lot of time and energy fighting conflicts that have arisen in the environment and are only transferred to the walls of the educational institution. Moreover, the destruction of the infrastructure of courtyard associations, which gravitated towards the school as a center of culture and education, made the school look like a fortress that had gone into a dead defense. And since the unknown breeds anxiety, the prejudice against the "street" embraces and colors the entire social environment with a tinge of hostility. Interest in the informal life of students is an absolutely necessary quality of a school; its loss is unnatural, and everyone understands this.

Participation in the work of the parent committee. Interaction with public self-government bodies of the school - the parent committee, the board of trustees, etc. - is part of the tasks of the social teacher in many areas of his work. Particular attention should be paid to new trends that have not yet become traditional in school practice. Thus, an important positive role in socio-pedagogical work can be played by councils on family problems created under parent committees or board of trustees. Such an association of parents from among authoritative representatives of the public does not have administrative powers, but is extremely effective in moral terms. Such associations can also be involved in working with teachers when an arbitrator is needed to resolve the conflict.

Thus, the social teacher at school has a very wide range of activities.

It provides the following specific services to students and their parents:

Helps in the adaptation of children when entering school, the transition from primary to secondary and from secondary school to adulthood;

Prevents conflicts that may arise in the children's team for various reasons, helps to resolve the conflict situation at an early stage and prevent the development of more serious problems; helps students develop problem-solving and stress management skills; teaches them social skills, etc.;

Acts as an intermediary between the school and the family: helps parents and teachers understand the interests and needs of children in education and find ways to meet them at school, determine individual educational programs for children who need it (for example, teaching children at home);

Serves as a link between parents and school staff, encourages parents to take part in school life, notifies the administration and staff of the school about the wishes of the family;

Helps students overcome barriers that prevent them from attending school and doing well in class;

Warns and reduces negative influence risk factors for children.

In addition, together with the school staff, the social teacher:

Participates in teachers' councils, parent meetings and other meetings dedicated to school life;

Conducts consultations with teachers and school staff on various socio-pedagogical issues in order to help improve the living conditions of students in the school and its environment;

Organizes cooperation with teachers and other specialists (school psychologist, speech pathologist, doctor, etc.) in the development of individual strategies and tactics for helping maladjusted children;

Assists in the evaluation and analysis of disciplinary offenses of students, etc.

Today's schoolchildren face many social, economic, personal problems that negatively affect the process of their social and civic development. The school staff must comprehensively solve the problems of the student, in which an important role is assigned to the social teacher [galaguzova].

activity as a process

1. Definition of the concept of "socio-pedagogical activity".

Social pedagogy and socio-pedagogical activity are very closely connected with those branches of pedagogical knowledge, the scope of which is educational organizations of various types. This refers to preschool pedagogy, school pedagogy, vocational education pedagogy, pedagogy of closed institutions of various types, pedagogy of children's and youth organizations, club pedagogy, environmental pedagogy.

The socio-pedagogical activity in our NGO uses and takes into account the principles of morality formulated by ethics, defining goals and developing methods of education, exploring the problems of interpersonal interaction and other issues of philosophy, theory and methodology of social education.

The key concept of social pedagogy as a theory is socio-pedagogical activity, which in its essence is very close to pedagogical activity, as it stood out from the latter, but it also has its own specifics. Let's compare these two activities.

Pedagogical activity is a kind of professional activity aimed at the transfer of sociocultural experience through training and education, at creating conditions for the personal development of students.

Professional pedagogical activity is carried out by teachers.

Pedagogical activity has a continuous, systematic nature, since all students must pass certain educational levels, that is, it is equally directed to all students. In addition, adults can also be the object of pedagogical activity, as, for example, in the system of vocational education. Socio-pedagogical activity is a kind of professional activity aimed at helping the student in the process of his socialization, mastering his socio-cultural experience and creating conditions for his self-realization in society. It is carried out by social teachers both in various educational institutions and in other institutions, organizations, associations.

Social and pedagogical activity is always targeted, aimed at a particular student and solving his individual problems that arise in the process of socialization, integration into society, by studying the individual and his environment, drawing up an individual assistance program, therefore it is local, limited to the time period in which during which the student's problem is solved.

Socio-pedagogical activity is of a process nature, its results are not added up in an instant, but require a lot of time to achieve the goals and objectives. The source of its development is the contradiction between the state of social orientation and functioning of a person and the needs of his “humanization” and public interests.

Let us present in the table the highlighted differences between the compared types of professional activity:

Type of professional activity:pedagogical activity, social and pedagogical activity

Purpose of activity:transfer of sociocultural experience, assistance in the socialization of the child

Object of activity:All students, child with socialization problems

Nature of activity: program-normative, continuous, address, local

Institutions where activities are carried out: GBOU NPO PU No. 83 MO

Socio-pedagogical activity involves the organization of the appropriate type of educational situation, which should be preceded by the appropriate cognitive-diagnostic, as well as design and construction work of a social teacher. The process of socio-pedagogical activity is a set of all operational actions performed by its accomplices.

Conventionally, all operations can be divided into organizational, pedagogical and technological groups, each of which is synthetic in nature, including theoretical and practical aspects and stages to a different extent. The socio-pedagogical process begins with organizational and pedagogical support, then comes the stage of technological work. In practice, organizational, pedagogical and technological operations interpenetrate, complement and enrich each other.

Each science is distinguished by its own system of knowledge, focused on explaining the subject of study of this science. The knowledge system of science is reflected in its concepts and categories. Concepts are one of the forms of reflection of the real world in the process of its cognition. In the process of development of any science, concepts are combined, enlarged and transformed into categories of science, which are the most general, fundamental concepts, thus, in each science, its own conceptual and categorical system is formed.

Due to the fact that social pedagogy has become independent science relatively recently, having separated from pedagogy, and if the object of study for them is practically the same, then the division of categories related to different sciences will help to identify the specifics of social pedagogy. Many categories are taken by social pedagogy from pedagogy, but there are also their own, reflecting the specifics of its research. Concepts such as: education, upbringing - taken from pedagogy; personality, society - in philosophy; socialization - in psychology. But there are also categories of their own - social learning, social environment, social status, etc. The main concepts of social pedagogy are: social education, social education and socio-pedagogical activity. Consider the basic concepts that are in contact with socio-pedagogical activities.

Education is a process of purposeful influence on a person.

Social education is a purposeful process of formation of socially significant qualities of a student's personality, which he needs for successful socialization.

Social learning is a purposeful process of transferring social knowledge and the formation of social skills that contribute to the socialization of the student.

Socio-pedagogical activity is social work, including pedagogical activity, aimed at helping the child to organize himself, his mental state, to establish normal relations in the family, in educational institutions, society, to create conditions for his self-realization.

Socialization is the assimilation of experience, values, norms, attitudes inherent in society and the social groups to which it belongs, for the successful functioning of an individual in a given society.

Social adaptation - the process of adapting the subject to the requirements of society by assimilating social norms and values, established forms of social relations.

Social deviations are such a manifestation of activity, lifestyle, behavior that contradicts social normativity.

A social norm is a measure of acceptable behavior that has developed and established in a particular society.

Deviant behavior - a system of actions of the individual, in which deviations from the officially established or established in a given society soc. norms.

2. Goals, tasks, subject, object of social and pedagogical activity.

The goal of socio-pedagogical activity should be considered as productive assistance to a person in his adequate socialization, activating his active participation in the transformation of society.

Such consideration of the purpose of socio-pedagogical activity is based on the subject-object approach, which implies an active position of the very object of socio-pedagogical influence.

The following tasks of socio-pedagogical activity are distinguished:

Formation of human social competence. This task is realized through his social education.

Education of a complex of feelings necessary for a person to interact with the environment (social adaptability, social autonomy and social activity), this is realized on the basis of social education.

Assistance in overcoming the difficulties of socialization, emerging problems of relations with the surrounding social environment, is implemented through social and pedagogical support. This approach denies the narrowing of socio-pedagogical activities to influence only the socially problematic part of the population, which implies an immediate response to the problems of people in crisis situations (disabled people, drug addicts, refugees, etc.). It is the impact on all population groups that corresponds to the goals and objectives of the social - pedagogical activity.

In its essence, socio-pedagogical activity is a purposeful sequence of actions of a social teacher (subject), which ensures the most optimal achievement of a certain socio-pedagogical goal in social development(development correction), education (re-education, correction), mastery of skills and abilities in self-service, training, vocational training object. There are certain environmental conditions that ensure its most optimal flow (practical implementation), the achievement of the optimal result.

Any socio-pedagogical process is carried out by a specific specialist. This specialist implements that consistent activity that allows him to achieve effectiveness in achieving the goal.

The subject of socio-pedagogical activity is not all social relations, but a group of relations that are the most problematic, that is, they lead to destabilization, social disorganization, an increase in social tension, the emergence of social conflicts, people getting into difficult life situations; as well as the patterns of interaction between the subjects of social work in the optimization of social relations (in the process of forming the ability to restore the social subject). Social work studies activity, that is, the introduction of an active subject into the subject of social work.

The tasks of socio-pedagogical activity determine the immediate prospects for resolving specific problems of social life. One goal can be achieved through the implementation of tasks in several areas (prevention, rehabilitation, human rights, etc.). Among the tasks of the professional activity of a social pedagogue, the following can be distinguished:

creation of conditions for the preservation, strengthening of the physical, mental, moral, social health of the ward;

Formation and development of moral qualities, socially significant orientations, attitudes in the life self-determination of the ward;

prevention, elimination of direct and indirect desocializing influences of the microsociety on the development of the student;

creation of favorable conditions in the micro-society for the development of abilities, the realization of the capabilities of the ward;

· implementation of a system of preventive and rehabilitation measures aimed at optimizing the process of social adaptation of the ward.

In our PU the following objects of social and pedagogical activity:

Students who find themselves in a difficult life situation (difficult life situation- a situation from which a person cannot independently find a way out);

Students left without care;

From poor families.

Students whose life activity is objectively directed as a result of the circumstances and who cannot overcome these circumstances on their own or with the help of the family.

Conclusion.

Socio-pedagogical activity is a kind of professional activity aimed at helping the student in the process of his socialization, mastering his socio-cultural experience and creating conditions for his self-realization in society.

Social and pedagogical activity in the context of our institution is a process of purposeful solution of social problems arising in educational and social spheres based on the priority of the needs and interests of students, the customs and traditions of folk culture, and also taking into account the specifics of the socio-economic development of our region and city. Social and pedagogical activity is carried out on the basis of educational, cultural, leisure, health and other programs aimed at creative development, socialization of students, their adaptation to life in society, allowing them to express themselves in various types of socially significant practical activities.

Appendix

Work plan of a social educator

GBOU NPO PU №83MO

for 2012 - 2013 academic year

Children with deviant behavior

Children from large families -

Disabled children

Children in care

Children from disadvantaged families

Objective - creating conditions for the psychological comfort and safety of the child, meeting his needs with the help of social, legal, psychological, medical, pedagogical mechanisms to prevent and overcome negative phenomena in the family and in the school.

Tasks:

Identification of the interests and needs of students, difficulties and problems, deviations in behavior, the level of social security and adaptation to the social environment.

Mediation between the personality of the student and the institution, family, environment, social service specialists, departmental and administrative bodies.

Taking measures for social protection, assistance and support for students, the realization of the rights and freedoms of the individual.

Organization of events. Aimed at the development of social initiative, the implementation of social programs, participation in their processing and approval.

Facilitating the creation of an environment of psychological comfort and security for a person studying in an institution, family, and the surrounding social environment.

Prevention of antisocial behavior and offenses, protection of life and health.

Coordination of interaction between teachers, parents (persons replacing them), representatives of administrative bodies to assist students.

Providing the child with competent assistance in self-development and self-realization in the process of perceiving the world and adapting to it;

Promotion of healthy lifestyles;

Formation in students and their parents of a sense of responsibility for their actions, for the family and the upbringing of children;

Fostering mutual understanding and mutual assistance between students and their parents.

	Direction of activity
	Organizational work 1.Diagnosis in groups to identify: a) large families; b) low-income families; c) families with disabled children; d) families where parents are disabled; e) dysfunctional families; f) families where children are brought up - orphans and guardians. 2. Analysis and generalization of social - pedagogical activity.
	Systematic purposeful work with orphans. 1. Visiting families for the purpose of monitoring the living conditions and upbringing of foster children. 2. Drawing up social passports for orphans. 3. Conducting individual conversations with orphans with the participation of a psychologist. 4. Attracting orphans to participate in public events 5. Identification and placement of children left without parental care (under guardianship, placement in state institutions)
	Working with large and low-income families 1. Control check of life in the family 2. Coverage of children with hot meals 3. Organization of charitable assistance 4. Organization of psychological assistance 5. Involvement of children outside school hours in circles and sections 6. Organization of summer employment 7.Contact with parents and masters of industrial training
	Working with students with difficult education and students with deviant behavior 1. Monitoring the progress and attendance of difficult-to-educate students 2. Individual work with difficult-to-educate students and their parents 3. Holding meetings of the Prevention Council and small teachers' councils with the invitation of difficult-to-educate and their parents 4. Providing free time employment 5. Conducting trainings, brainstorming, role-playing games with students in order to correct behavior, 6. Diagnosis of students of deviant behavior together with a psychologist, 7. Visiting the families of registered students, consultations for parents on issues of education, 8. Involvement in the education of public and social institutions (KDN of the Zaraisk district, a narcologist, a department for juvenile affairs.)
	Working with children with disabilities 1. Provision of social assistance 2. For children with disabilities studying at home, to establish contact with classmates 3. Provide medical advice to parents of children with disabilities
	Working with parents 1. Make lists of parents in need of psychological and pedagogical assistance 3. Conducting a parent meeting on: a) prevention of offenses, bad habits; b) to promote healthy lifestyles, surfactants, personal hygiene, personal safety; c) for the prevention of road accidents, child injuries 4. Participation in the work of parent group meetings on: a) conflict resolution; b) the behavior of students; c) preventive conversations on social issues. 5. Attracting the parent community to participate in the public life of the school in order to positively influence adolescents.
	Conducting conversations with masters of industrial training, subject teachers about the progress and behavior of students, about providing the necessary assistance. 1. Study of interests, needs, difficulties in class groups: a) providing advice and practical assistance in resolving conflict situations in the group b) providing individual and practical assistance in resolving conflict situations in communication with children c) holding career guidance among students of 1-3 courses 2.Organization of work on legal: awareness of children, teachers a) holding conversations on the rights and obligations of students, b) familiarization of students with the Convention on the Rights of the Child.
	Methodical activity 3. Participation in work pedagogical councils, speeches at meetings, seminars, at parent meetings.
	Interaction with subjects of prevention 1. Invitation of doctors with conversations on the prevention of the use of surfactants. 2.Cooperation with ODM, KDN under administration Preventive work with registered children. 3.Cooperation with the Center for Employment. 4.Organization of teams, involvement in the work of students who are on the ODN, children from socially dangerous, low-income families. Preparation of the necessary documentation for the employment of students. 5. Interaction with the ODN inspector: A) individual preventive conversations with students at risk B) speeches at class hours C) speeches at school and class parent meetings D) visiting families at home e) participation in the meetings of the Prevention Council
	Collecting information about the summer holidays of children and conducting conversations about the rules of behavior for students during the holidays.
	Organization of employment of students during the holidays.
	participation in charity events.
	Supervise the maintenance of student attendance records.
	Take part in organizing and conducting school, city and regional events