Social pedagogy "enters into interdisciplinary contacts with the sociology of education, the sociology of education, pedagogical social psychology, and the psychology of management."
It includes the study of the philosophy of education, the features of education in modern society.
A feature of modern social pedagogy is its humanistic orientation, that is, cooperation, commonwealth, co-creation of the educator and the child.
In modern conditions, social pedagogy is an independent section of pedagogy, where a special methodology of social upbringing and educational activities has developed. The methodology of social pedagogy is aimed at the personality, at its self-improvement, self-education, self-organization.
The social meaning of social pedagogy is to help a person in trouble: to help a family, a child find their own way of social life self-determination, to develop in society based on their abilities and inclinations. To help in the aspiration of a person to enter the path of moral human relations.
Social pedagogy considers upbringing and education in state, municipal and private institutions.
Social pedagogy is based on the history of pedagogy, on the experience of training and education in the past, on the practice of education and training in other countries.
The history of the Russian people shows that in its culture, even in the period of tribal relations, traditions of a humane, compassionate attitude towards the weak and disadvantaged people began to be laid, and especially towards children, as the most defenseless and vulnerable among them. With the adoption of Christianity in Rus', these traditions were consolidated in various forms of mercy and charity that existed at all stages of the development of Russian society and the state.
In 1991, the institute of social pedagogy was officially introduced in Russia. A new specialty "social pedagogy" was approved in the system of vocational education.
Prior to this, Russia had a very developed system of charity, which can be attributed to social work.
Many researchers identify several stages in the development of charity in Russia, stage 1 - IX-XVI centuries. During this period, charity began with the activities of individuals and the church and was not included in the duties of the state.
Grand Duke Vladimir, who was popularly called the “Red Sun”, became famous for his good deeds, merciful attitude towards those in need. Being by nature a man of a broad soul, he urged others to take care of their neighbor, to be merciful and patient, to do good deeds. He established schools for the education of noble, middle-class and poor children, seeing in the education of children one of the main conditions for the development of the state and the spiritual formation of society.
In a difficult period of civil strife and wars, when a huge number of people appeared in need of material and moral assistance, it was the church that undertook this noble mission. The Church created a system of monasteries, where the poor and the suffering, the destitute, the broken physically and morally found shelter. Unlike the Western Church, which saw its main charitable task in looking after the poor and the weak, that is, in giving them shelter and food, the Russian Church took upon itself the fulfillment of three most important functions: education, treatment, charity.
But the traditions of charity among the Russian people were not limited to the activities of the church and individual princes. Ordinary people often supported each other, and first of all - to children.
By the beginning of the 16th century, along with the personal participation of any person in charitable activities, a new trend emerged in helping the needy, associated with the charitable activities of the state.
Stage 2 - from the beginning of the XVII century. before the reform of 1861. During this period, state forms of charity were born, the first social institutions were opened. In 1706, shelters for "shameful babies" were opened, where it was ordered to take illegitimate children with observance of anonymity of origin, and for the "destruction of shameful babies" the death penalty was inevitable.
The charitable activity of the Russian Imperial Court, especially its female half, takes on the form of a stable tradition during this period.
In the same period, public organizations began to be created, independently choosing the object of assistance and working in that social niche that the state did not cover with its attention. So, under Catherine II (mid-18th century), a state-philanthropic "Educational Society" was opened in Moscow. In 1842, also in Moscow, a board of trustees of orphanages was created, headed by Princess N.S. Trubetskaya. Initially, the activity of the council was focused on organizing free time for poor children who are left without parental supervision during the day.
Alexander I turns his attention to children with visual impairments. By his order, the famous French teacher Valentin Gayuy was invited to St. Petersburg, who developed an original method of teaching blind children. Since that time, institutions for this category of children began to be built, and in 1807. the first institute for the blind was opened, where only 15 blind children studied (they expected to accept 25), since already at that time the thesis “there are no blind people in Russia” was tenacious. During this period, a certain social policy and legislation began to develop in Russia, a system of charity for people, and in particular for children in need of help, was being formed.
Stage 3 - from the 60s. 19th century until the beginning of the 20th century. During this period of time, there is a transition from public charitable activities to private philanthropy. Public philanthropic organizations are emerging. One of them is the "Imperial Philanthropic Society", in which monetary charitable donations from private individuals, including those of the imperial family, were concentrated.
As in Western Europe, a network of charitable institutions and institutions was gradually formed in Russia, mechanisms for charitable assistance were established and improved, which covered an ever wider range of children with various social problems: illness or developmental defect, orphanhood, vagrancy, homelessness, prostitution, alcoholism and etc.
Public philanthropic acts extended to children with physical disabilities. Shelters were organized for deaf and dumb children, blind children, disabled children, where they were educated and taught various crafts in accordance with their illness.
Thus, the system of public and state care for children in Russia at the end of the 19th century was an extensive network of charitable societies and institutions, whose activities significantly outstripped the development of professional social work and social pedagogy in Europe.
A notable feature of this period is the emergence of professional help and the emergence of professional specialists. Various courses began to be organized, which became the beginning of the professional training of personnel for social services. "Social School" was formed at the Faculty of Law
B1910 1914 the first and second congresses of social workers took place. One of the most important activities of scientists and practitioners during this period was the provision of assistance and the construction of a system of educational and correctional institutions, where the poor and homeless children ended up.
Stage 4 - from 1917 to the mid-80s. 20th century The turning point in the development of philanthropy in Russia was the October Revolution of 1917. The Bolsheviks condemned philanthropy as a bourgeois relic, and therefore any charitable activity was prohibited.
Soviet Russia set the task of combating child homelessness and its causes. These issues were dealt with by the so-called social education departments - departments of social education under government bodies at all levels. Institutions for the social and legal protection of minors were created, and the training of specialists for the system of social education began in the universities of Moscow and Leningrad.
During this period, pedology began to actively develop, which set itself the task, on the basis of synthesized knowledge about the child and the environment, to ensure the most successful upbringing: to help children learn, protecting the child's psyche from overload, painlessly master social and professional roles, etc.
20s had the emergence of a galaxy of talented teachers and psychologists - both scientists and practitioners, including A. S. Makarenko, P. P. Blonsky, S. T. Shatsky, L.S. Vygotsky and many others. Their scientific works, impressive achievements in practical work on the social rehabilitation of "difficult" children and adolescents (the First Experimental Station of the People's Commissariat of Education, the labor colony named after M. Gorky, etc.) received well-deserved international recognition.
Within the framework of pedagogical knowledge, we find the origins of a humanistic approach to the problem of social protection of children in the works of outstanding domestic teachers: N.I. Novikova, L.N. Tolstoy, N.I. Pirogov, K.D. Ushinsky, S.T. Shatsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky and others.
Russian classical pedagogy of the late 18th–19th centuries, based on progressive philosophical ideas of human freedom, meaning creation, laid a kind of foundation for the development of humanistically oriented domestic pedagogical thought. N.I. Novikov, K.D. Ushinsky, L.N. Tolstoy, N.I. Pirogov, considered the protection of children through the prism of the social education of the "new" citizen and the creation of a special educational environment for this. The main humanistic idea of N.I. Novikov is that a child should have rights (like adults), first of all, the right to freedom, the only difference is that the child needs someone else's help. N.K. Krupskaya, S.T. Shatsky developed the theoretical foundations for the humanization of the child's development environment, focused on the interests and needs of society and the child's personality. A significant contribution to the development of the problem of social protection of childhood was made by the pedagogical system of A.S. Makarenko. Paying tribute to the ideas of humanism, he substantiated the concept of "pedagogy of parallel action", which consists in the unity of the educational impact of the teacher and the special educational "environment", while paying special attention to the socio-economic factor in the formation of such an "environment". At the heart of the pedagogical system V.A. Sukhomlinsky - an anthropological approach, humanistically oriented pedagogical activity, recognition of the child's personality as the highest value. The teacher attached great importance to the protection of the child in the educational process through a specially organized educational society - school, family, children's organizations. The educational system of the "School of Joy" was built on the pedagogy of cooperation, where the child was immersed in the world of creative work, beauty, freedom of choice, creation. V.A. Sukhomlinsky in his works substantiated the need to take into account the socio-cultural conditions of education for the full development of the child's personality.
From 1918 to 1920, 178 communal schools were created in the country. Not only orphans were taken there, but also the children of party and Soviet workers, who for months tirelessly dangled around the edge. School communes ceased to exist in 1926, reorganization took place throughout the country, and labor communes came to replace them.
On May 16-19, 1922, the All-Russian Conference of the RKSM instructed the Central Committee to work out the issue of the children's movement. The resolution of the conference on the children's movement, adopted on May 19, 1922, marked the beginning of the creation of a single communist children's organization throughout the country (May 19 was celebrated as the birthday of the pioneer organization). And since 1924, the pioneer organization was named the All-Union Pioneer Organization named after V.I. Lenin. The core essential idea of Pioneership was determined by N.K. Krupskaya, who connected Pioneership with the child's ability to participate in the common work to improve the surrounding life. To improve the surrounding life means "to make it at least a little cleaner, more beautiful and kinder." The goal of the pioneer organization is to help the pioneer to know and improve the world around him, to grow up as a worthy citizen of his Fatherland. The collapse of the All-Union Pioneer Organization is connected with the processes that took place in our society and state during the years of perestroika and the fall of Soviet power. Under the conditions of the value system of the 1990s, the Lenin All-Union Pioneer Organization could not exist.
However, the system of social education and pedology did not develop for long; in fact, they ceased to exist after the infamous decree of 1936 "On pedological perversions in the system of the People's Commissariat of Education."
New social upheavals associated with the Great Patriotic War (1941-1945) again aggravated the situation of children. “Now that thousands of Soviet children have lost their relatives and are left homeless,” wrote the Pravda newspaper, “their needs should be equated with the needs of the front.” The attitude of the public towards socially disadvantaged children is changing - they began to be treated as victims of the war. The state is trying to solve their problems by creating boarding schools for evacuated children, expanding the network of orphanages for the children of soldiers and partisans. But along with this, charity is actually being revived (although this word is not used), which manifests itself in the opening of special accounts and funds, in the transfer of money by soldiers and officers for children, in the transfer of personal savings of the population for their needs.
In 60-70 years. in pedagogical science and practice, there has been a clear turn towards social pedagogy, the creation and development of its organizational forms and institutions, the resumption of theoretical research in the field of environmental pedagogy related to the development of a systematic approach to teaching and education.
In the conditions of reforming society, the social policy of the state is also changing. In 1990, the Supreme Soviet of the USSR ratified the UN Convention on the Rights of the Child, which entered into force for the Russian Federation as the successor of the USSR on September 15, 1990. Article 7 of the new Constitution of Russia states that the Russian Federation “provides state support for the family, motherhood » paternity and childhood, the system of social services is developing, state pensions and other guarantees of social protection are being established. Numerous regulations have been adopted; Law on Education, Decree of the President on social support for large families, Government Decree on urgent measures for the social protection of orphans and children left without parental care, etc.
In the early 90s, three large social programs were adopted and began to be implemented: “Social and psychological support, education and upbringing of children with developmental anomalies”, “Creative development of the individual” and “Social services for helping children and youth”; At the same time, such state social programs as “Children of Russia”, “Children of Chernobyl”, etc., were developed and are still operating.
Everywhere in the country institutions of a new type are being created: centers for the social health of the family and children, social rehabilitation of difficult teenagers; shelters are opened for runaway children; there are social hotels and helplines and many other services that provide social, medical, psychological, pedagogical and other types of assistance.
Charity is returning to our society, and on a new legally fixed basis. The Law of the Russian Federation "On charitable activities and charitable organizations" caused a process of rapid development of charitable foundations, associations, unions, and associations. At present, the Charity and Health Fund, the Children's Fund, the White Crane Charitable Fund and many others are successfully operating, which provide social protection and assistance to orphans and children left without parental care, orphanages.
Since 1991, the training of specialists in the field of social pedagogy began.
Thus, legally and practically, the foundations of a new profession were laid. The concept of "social educator" has become familiar and has become part of the theoretical research of scientists and pedagogical practice. The official opening of the new social institution gave a huge impetus to methodological, theoretical and scientific-practical research both in the field of activity of new personnel and in their training. Recent years are characterized by the fact that after a 70-year break, Russia is returning to the global educational space. Foreign experience is being studied, translated literature is being published, and there is an active exchange of specialists.
Social pedagogy in modern conditions of political, social, economic transformations of the country, Russia's entry into the world community, Russia's adoption of the Convention on the Rights of the Child becomes a symbol of changes aimed at creating an effective system of assistance, protection and support for children.
Prerequisites for the emergence of social pedagogy
Remark 1
The origins of the emergence of social pedagogy are inextricably linked with ethnographic, historical and cultural traditions, the customs of the people, are predetermined by the socio-economic development of the state, and are based on moral, ethical and religious ideas about human values and man.
Real social action to help the disadvantaged has deep historical roots. Throughout the development of human civilization, different societies have faced the problem of treating people who cannot provide for their existence on their own: the elderly, children, the disabled, people with physical or mental disabilities.
The attitude towards people requiring special assistance from society at different stages of the development of states was different: from physical destruction to complete integration into society. Everything was determined by the characteristic axiological position of this society - a system of significant, preferred, stable, valuable ideas for members of society.
In Russia, the traditions of a compassionate and humane attitude towards the destitute and infirm people (especially children) began to be laid back in the period of tribal relations. With the adoption of Christianity, these traditions were entrenched in various forms of charity and mercy, which took place at all stages of the development of the Russian state and society. Charity is one of the forms of manifestation of mercy, which implies the provision by organizations or individuals of regular and gratuitous assistance to people in need.
Remark 2
The development of charity in each country has its own historical features.
History of the development of social pedagogy
There are several periods in the historical development of social pedagogy:
- Initial period (from ancient times to the 17th century). Understanding the practice of education as a social phenomenon, transforming it into a conscious activity. The transition from the primitive communal system to the slaveholding and to the feudal system posed its own problems of education, protection of children and the infirm. Ideas are born and traditions of taking into account social factors in the process of education and training appear. This period of the formation of the socio-pedagogical idea is closely interconnected with the isolation of the social component from education.
- Early period (XVII-XVIII centuries). The main scientific concepts and ideas of social pedagogy are being developed, its formation as a significant area of pedagogical knowledge is observed. Social pedagogy develops simultaneously with the social ideas of the organization of society. When using the resources of society, shelters for the homeless and orphans, kindergartens, schools and other institutions for children with various kinds of problems are being created. The most significant factor in the development of society is the concept of pragmatic education. The most prominent figures of that time: Ya. A. Comenius (father of modern pedagogy); J. Locke (noted the expediency of the social determination of school education); Jean-Jacques Rousseau (in favor of natural, natural education, laid the foundations of social education); utopian socialists - Henri Saint-Simon, R. Owen, C. Fourier. An important component of human development is society with its resources.
- The initial period of the formation of social pedagogy (mid. XIX - mid. XX centuries). The main ideas of social pedagogy of this time belong to German scientists. In the minds of people, the idea is being strengthened that upbringing and education are a creative and formative factor of society, and a person should not be a means of developing society, but an end. The development of socio-pedagogical theory was greatly influenced by the works of I. G. Pestalozzi, I. Herbart, F. Diesterweg, P. Natorp.
The formation of social pedagogy as a science
The concept of "social pedagogy" was introduced by Karl Mager (1810-1855). In German literature, to date, there are two different interpretations of this concept, which determine different approaches in the development of this branch of scientific knowledge:
- social pedagogy is a sphere similar to the social side of education (P. Natorp, K. Mager, E. Bornemann, D. Pegeler, F. Schliper, etc.); in this case we are talking about the social aspect of education;
- social pedagogy acts as pedagogical assistance in certain social situations or conditions (F. Diesterweg, G. Beumer, G. Nol, K. Mollengauer and others); the pedagogical component of social development is emphasized.
In the development of social pedagogy since the time of K. Mager, the means, methods and prerequisites for educating a person in society, through society, for society are considered. P. Natorp later considered social pedagogy as the most important tool of socialization and part of general pedagogy. P. Natorp advocated structuring the potential of society and purposefully relying on it, in fact, declared the educational opportunities of society.
F. Diesterweg in the second half of the 19th century. proposed the phrase “social pedagogy” to designate pedagogical work with street and disadvantaged children on the prevention of delinquency.
Herman Nohl saw the tasks of social pedagogy in emergency assistance, in cases where the family and school are unable to fulfill their functions. In accordance with his ideas, in 1922 the first state document was adopted in Germany - the law on charitable activities of youth, which regulates the education of the younger generation outside the school. Since that time, social pedagogy has become a pedagogy of emergency cases, eventually transformed into a socio-pedagogical activity to make up for the problems in the education of young people that exist in the family and school.
In the first half of the 20th century, Klaus Mollengauer noted that if any specific social institution cannot solve the problems of the child, then another space for education should be created, providing state assistance. At the same time, social pedagogy should deal exclusively with solving problems related to the development and adequate inclusion of the younger generation in society. This direction finally takes shape in the 60s. last century. Social pedagogy of that period considered: issues of assistance to children who have committed offenses; educational work in children's schools, orphanages, boarding schools and other institutions; extracurricular work at the place of residence, etc.
Social pedagogy of our time is in the conditions of political, economic, social transformations of the country, aimed at creating an effective system of protection, assistance and support for children.
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2. Stages of formation of social pedagogy
In its development as a scientific discipline, pedagogy inevitably went through three stages.
The first stage is the empirical stage. This is the stage of collecting data from the experimental activities of a large number of practical workers in the social sphere, who introduce (consciously or unconsciously) a pedagogical component into their activities. Such activities have always existed, and there have always been people who strengthened, developed, improved this component, brought it to the leading place in their work. Along with practical socio-pedagogical activity, its scientific analysis was carried out in a certain form.
After studying the history of socio-pedagogical activity, it becomes clear that it reflects the socio-pedagogical practice of various subjects and institutions of society. They existed in a fragmented form within the framework of the professional activities of teachers, clergymen, doctors, employees of cultural institutions, sports, politicians and other specialists in various industries.
The second stage in the development of social pedagogy is scientific and empirical. This stage consists in building models of socio-pedagogical objects (processes, systems, activities) that are close to ideal. At this stage, practice-oriented and theoretically-oriented socio-pedagogical models are formed, which, with the help of some assumptions, reflect the cognitive and transformative aspects of socio-pedagogical reality.
The third stage in the formation of social pedagogy is theoretical. It is at this stage that the development of socio-pedagogical theory takes place.
Social pedagogy is a branch of knowledge that answers the questions:
1) what will happen or can happen in the lives of people of different ages in certain circumstances;
2) how it is possible to create favorable conditions for the successful socialization of a person;
3) how to reduce the effect of adverse circumstances that happen to a person in the process of socialization. Social pedagogy as an academic subject tries to paint a picture of social and pedagogical reality for future teachers.
Social pedagogy as a branch of knowledge explains social education directly in the context of socialization.
This determines the construction of the training course "social pedagogy". It begins with the consideration of socialization as a socio-pedagogical phenomenon. Then the circumstances in which social education takes place, its content and methodology are revealed. The course ends with a brief description of the problem of human socialization and the costs of socialization.
1. The history of the emergence and development of social pedagogy. Historical stages in the development of social pedagogy The concept of "social pedagogy" was first used by A. Diesterweg in 1850 in the article "A Guide for German Teachers". The first prerequisites for the emergence of social pedagogy arose in Europe in the second half of the 19th century, when the German philosopher P. Natorp the idea of integrating the educational forces of society in order to spread culture and enlightenment among the people. The economic and sociocultural changes taking place at that time in most countries were also reflected in the system of public education. In such conditions, a separate area of pedagogical theory and practice is born - social pedagogy. In Russia, social pedagogy, having originated at the end of the 19th century, received a certain development in the 20s. 20th century in the form of developing an attempt to implement the idea of connecting the school with life and the social environment. Interest in the problems characteristic of social pedagogy became more acute both here and abroad in the 1970s. XX century, which was associated with another crisis in the education system. Abroad, the theoretical development of the problems of social pedagogy resumed only in the 1950s. in Germany. However, in fact, both in Europe, including Germany, and in the USA, starting from the end of the 19th century, practical activities, denoted by the term social work, became more and more widespread. Empirical First - the initial period, which lasted from ancient times to the 17th century, - the comprehension of the practice of education, the formation of socio-pedagogical thought. Scientific and empirical Second period - XVII-XIX centuries. - development of leading ideas and scientific concepts of social pedagogy, its formation as a science. Theoretical Since the beginning of the XX century. the third period begins - the development of social pedagogy as an independent science.
2. Subject, purpose, tasks and functions of social pedagogy. The subject is the pedagogical aspects of the social formation and development of the individual, the acquisition of her social status, social functioning, as well as the maintenance of the achieved and the restoration of the lost social characteristics. The goal is the scientific and pedagogical support of social work as a professional activity and the formation of pedagogically regulated relations in macro and micro society. Functions Research Analytical and design Enlightenment and educational Organizational Prognostic Research Analytical and design Enlightenment and educational Organizational Prognostic Tasks Development of self-esteem, independence, self-confidence in the client of a social teacher. The development of the desire to know the world around us, another person, his uniqueness, physical and spiritual features, rights and obligations in society. Instilling the desire and ability to communicate with people around, in small and large groups, in the family, at school, in the work team, in the family-neighborly society, etc. Education in the mind of a person of moral concepts: goodness and justice, love for one's neighbor, for all living things, creativity, mutual understanding. Setting the goal of an independent exit from the crisis, finding a way out, determining the purpose and meaning of life. Development of self-esteem, independence, self-confidence in the client of a social pedagogue. The development of the desire to know the world around us, another person, his uniqueness, physical and spiritual features, rights and obligations in society. Instilling the desire and ability to communicate with people around, in small and large groups, in the family, at school, in the work team, in the family-neighborly society, etc. Education in the mind of a person of moral concepts: goodness and justice, love for one's neighbor, for all living things, creativity, mutual understanding. Setting the goal of an independent exit from the crisis, finding a way out, determining the purpose and meaning of life.
2. Social pedagogy as a science, practice and academic subject. Interdisciplinary and Integrative Character of Social Pedagogy, Its Place in the System of Pedagogical Disciplines Social Pedagogy as an academic subject tries to paint a picture of social and pedagogical reality for future teachers. Social pedagogy as a science includes special pedagogical theories, an object, a subject, a conceptual and categorical apparatus and reflects the scientific and cognitive activity of people investigating social and pedagogical problems. Social pedagogy as a practice reflects the diversity of practical activities of specialists in the social sphere through pedagogical means. Social pedagogy actively interacts with such sciences as: political science, religious studies, philosophy, history, sociology, psychology, valueology, conflictology, informatics
3. Essence and content of socio-pedagogical activity. Social and pedagogical activity is the purposeful work of a professional in the social education of a person in a particular society with the aim of its successful social adaptation and self-realization in society.
4. Socio-pedagogical characteristics of directions and types of socio-pedagogical activities. The main types of social and pedagogical activities: cultural and leisure work information and educational work social and legal work medical and social social work psychosocial work The main areas of social and pedagogical activities: in educational institutions; in children's public associations and organizations; in institutions of creativity and leisure of children; in places of summer recreation for children; in confessions.
5. The main directions and trends in the development of domestic social pedagogy at the present stage. Diagnosis Humanization of the socio-cultural human environment. Design Recognition at the state level of the need to create and develop an effective and mobile system of socio-pedagogical and psychological assistance to a person. Innovation Recognition of the principle of cooperation, tolerance, responsibility, care and protection. Praxeology The rejection of the ideas of violence, domination over a person, the revival of his value as a person, the rights to freedom and the realization of his abilities and capabilities. Valueology Consolidation of the ideals of humanism as leading in the formation of personality. Programming Providing assistance and protection from the effects of adverse environmental factors. Victimology Axiology Conflictology
6. Socialization of the individual. Values and mechanisms of socialization. Socialization (from lat. socialis - public) - the process of personality formation, the individual's assimilation of language, social values and experience (norms, attitudes, patterns of behavior), culture inherent in a given society, social community, group, reproduction and enrichment of social ties and social experience. social-psychological ImprintingExistential pressureImitationIdentificationReflectionsocio-pedagogicalStylizedTraditionalInstitutionalInterpersonal Mechanisms of socialization Values of socialization - the significance of phenomena and objects of reality in terms of their compliance or non-compliance with the needs of society, social group, personality.
7. Factors of socialization. megafactors space, planet, world, which to some extent through other groups of factors influence the socialization of all inhabitants of the Earth; macro factors country, ethnicity, society, state, which affect the socialization of all living in certain countries; microfactors that directly affect specific people who interact with them, family and home, neighborhood, peer groups, educational organizations, various public, state, religious, private and counter-social organizations, microsociety. mesofactors are the conditions for the socialization of large groups of people, distinguished: by the area and type of settlement in which they live (region, village, city, township); by belonging to the audience of certain mass communication networks (radio, television, etc.); by belonging to one or another subculture; Factors of socialization
8. Social education as a pedagogical category. Education is a relatively socially controlled process of human development in the course of its socialization. in the family Family or private society and the state Social or public in criminal and totalitarian political and quasi-religious communities Dissocial or counter-social religious organizations Religious or confessional Name Implementation
9. Spheres of social and pedagogical activity. Social institutions, their types and functions. Functions of social institutions 1. Reproduction of members of society. The main institution that performs this function is the family, but other social institutions, such as the state, are also involved in it. 2.Socialization transfer to individuals established in a given society patterns of behavior and modes of activity of the institutions of the family, education, religion, etc. 3.Production and distribution. The authorities are provided with economic and social institutions of management and control. 4. The functions of management and control are carried out through a system of social norms and regulations. Functions of social institutions 1. Reproduction of members of society. The main institution that performs this function is the family, but other social institutions, such as the state, are also involved in it. 2.Socialization transfer to individuals established in a given society patterns of behavior and modes of activity of the institutions of the family, education, religion, etc. 3.Production and distribution. The authorities are provided with economic and social institutions of management and control. 4. The functions of management and control are carried out through a system of social norms and regulations.
10. Socio-pedagogical characteristics of risk factors in various social institutions. Socio-political risk factors include: wars, conflicts; resignation or change of government; the threat of nationalization; change of the political system, etc. Socio-economic risk factors include: large and single-parent families, underage parents, theft, fights, suicide attempts, drinking alcohol, drugs; Social risk factors include: improper upbringing in the family, mental trauma, deviations in mental and physical development, emotional instability, failure in activities, failure in social adaptation, communication difficulties, discrepancy between the content of programs and the conditions for teaching children to their psychophysiological characteristics Risk factors a wide range of conditions that can adversely affect human development.
Juvenogogy studies the problems of the formation of young people: Adaptation to the environment Vocational training Acquisition of work skills Affirmations in professional activity Andragogy studies the problems of an adult: Implementation of family life Growth in professional skills Self-fulfillment Self-development Self-affirmation Gerontogogy studies the problems of interaction with older people: Adaptation to new conditions Realization of one's strengths and opportunities in society Using life experience 11. The main socio-pedagogical problems of a person at various age stages. Special sections reflecting the specifics of social and pedagogical work with various categories of people.
12. Characteristics of the main types and forms of socio-pedagogical activity. Types of psychosocial work, medical and social work, social and legal work, cultural and leisure work, information and educational work counseling, socio-pedagogical support, socio-pedagogical correction, socio-pedagogical rehabilitation, medical-psychological-pedagogical consultation mediation
13. Norm and deviation from the norm in social pedagogy. Prevention of deviant behavior of children and adolescents. A social norm is a rule, a pattern of action or a measure of acceptable (permissible or mandatory) behavior or activity of people or social groups, which is officially established or established at a particular stage of the development of society. Deviations - that which does not correspond to the norm is a deviation in it. Social: orphanhood; deviant behavior: alcoholism, substance abuse, drug addiction, prostitution, homelessness, neglect, vagrancy, offenses, crime. Physical: disease; visual impairment; hearing impairment; disorders of the musculoskeletal system Pedagogical: deviations in general education; deviations in obtaining vocational education. Mental: mental retardation; mental retardation; speech disorders; violations of the emotional-role sphere; giftedness. Prevention is a set of state, public, socio-medical, organizational and educational measures aimed at preventing, eliminating and neutralizing the main causes and conditions that cause various kinds of social deviations in the behavior of a teenager. Prevention in social pedagogy means, first of all, evidence-based and timely actions taken aimed at: 1) preventing possible negative physical, psychological or socio-cultural circumstances in an individual child or group of minors; 2) preservation, maintenance and protection of the normal standard of living and health of the child; 3) assistance to the child in achieving socially significant goals and revealing his inner potential.
14. Features of working with difficult children. THE MAIN TYPES OF ADOLESCENTS THAT HAVE A INTENTION TO COMMIT OFFENSES The first group of teenagers is characterized by a stable complex of socially negative, immoral, primitive needs, a system of antisocial views, deformation of relations, assessments. They have perverted ideas about camaraderie, courage. Decreased sense of shame. They are cynical, rude, embittered, aggressive. Selfishness, indifference to the experiences of others, awareness of committed offenses, lack of diligence and the desire for consumer pastime. Features of the organization of educational work with them: the key to organizing work with them is to rely on such qualities of their personality as perseverance in achieving their goals, striving for prestige, superiority, combined with a semi-conscious feeling of their own social inferiority. The visibly expressed social significance of the work they do, the organization of work in small groups (2-3 people), where from time to time they are instructed to manage the work of their comrades, contributes to the inclusion of these adolescents in the activities of the team, the establishment of proper relationships. The second group consists of adolescents who seek to imitate those juvenile delinquents who have a stable complex of immoral needs and an openly antisocial orientation of relations and views. They are distinguished by individualism, quarrelsomeness, strive for a privileged position, oppress the weak, the younger. Offenses they commit are mostly situational. Features of the organization of educational work with them: of particular importance for adolescents in this group is the self-change of the situation and stereotypical forms of response. Emphasized confidence in them, a positive assessment of their achievements, involvement not only in executive, but, above all, in organizational activities that develop the ability to both command and obey, ensure a relatively quick entry of these adolescents into the system of socially significant labor. The third group is characterized by a conflict between deformed and positive needs, attitudes, interests, views. Adolescents are aware of the instability of their behavior, but the correct views they have have not become convictions. Selfish aspirations or inability to resist the situation cause their antisocial actions, leading them to accumulate experience of immoral behavior. Features of the organization of educational work with them: for adolescents in this group, the rhythm and intensity of labor affairs are important, so they will be positively influenced by involvement in search work, where there is an opportunity to prove themselves, to assert themselves in the eyes of the team. The fourth group consists of adolescents with slightly deformed needs. They are characterized by lack of will, easy suggestibility, instability, disbelief in their own strength, currying favor with more important comrades. Features of the organization of educational work with them: the entry of such adolescents into the system of socially useful labor activity is facilitated by the awakening of their interest in life, positive experiences, finding life prospects. A rolling schedule of permanent work, systematic monitoring and regular summing up of the results of work, personal responsibility to the team create conditions for the entry of adolescents into the system of socially significant work. The fifth group includes teenagers who have taken the path of delinquency by chance. They are weak-willed and amenable to various influences. Features of the organization of educational work with them: the same as with adolescents of the fourth group (see above). Group: Features of working with the main types of difficult teenagers: The first group of teenagers is characterized by a stable complex of socially negative, immoral, primitive needs, a system of antisocial views, deformation of relations, assessments. They have perverted ideas about camaraderie, courage. Decreased sense of shame. They are cynical, rude, embittered, aggressive. Selfishness, indifference to the experiences of others, awareness of committed offenses, lack of diligence and the desire for consumer pastime. the key to organizing work with them is to rely on such qualities of their personality as perseverance in achieving the set goal, striving for prestige, superiority, combined with a semi-conscious sense of their own social inferiority. Visibly expressed social significance of their labor affairs. The second group consists of adolescents who seek to imitate those juvenile delinquents who have a stable complex of immoral needs and an openly antisocial orientation of relations and views. They are distinguished by individualism, quarrelsomeness, strive for a privileged position, oppress the weak, the younger. Offenses they commit are mostly situational. Of particular importance for adolescents in this group is the self-change of the environment and stereotypical forms of response. Emphasized confidence in them, a positive assessment of their achievements, involvement not only in executive, but, above all, in organizational activities that develop the ability to both command and obey. The third group is characterized by a conflict between deformed and positive needs, attitudes, interests, views. Adolescents are aware of the instability of their behavior, but the correct views they have have not become convictions. Selfish aspirations or inability to resist the situation cause their antisocial actions, leading them to accumulate experience of immoral behavior. because for adolescents in this group, the rhythm and intensity of labor affairs are important, so they will be positively influenced by involvement in search work, where there is an opportunity to prove themselves, to assert themselves in the eyes of the team. The fourth group consists of adolescents with slightly deformed needs. They are characterized by lack of will, easy suggestibility, instability, disbelief in their own strength, currying favor with more important comrades. the entry of such adolescents into the system of socially useful labor activity is facilitated by the awakening of their interest in life, positive experiences, and finding life prospects. A rolling schedule of permanent work, systematic monitoring and regular summing up of the results of work, personal responsibility to the team create conditions for the entry of adolescents into the system of socially significant work. The fifth group includes teenagers who have taken the path of delinquency by chance. They are weak-willed and amenable to various influences. the same as with adolescents of the fourth group (see above).
14. The main directions of social and pedagogical work in education The main directions of social and pedagogical work in education: 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 school; involvement of children, parents, the public in the organization and holding of events, actions; recognition and resolution of conflicts, problems, difficult life situations affecting the interests of the child; individual and group counseling for children, parents, teachers, administration on issues of resolving problem situations, conflicts, stress relief, raising children; identification of requests, needs of children and development of measures to help specific students with the involvement of specialists from relevant institutions and organizations; development of plans for various activities of the school; promotion and clarification of the rights of children, families, teachers. (I am guided by the “Handbook of a social pedagogue” in the section “Rights, duties and responsibilities of participants in socio-pedagogical interaction”); assistance to teachers in resolving conflicts with children, in identifying problems in educational work;
K. v. is a prompt response to a problem requiring immediate resolution. To this end, a standard set of procedures is recommended. 15. General technology of crisis intervention. Urgency - the actions of a specialist in K. c. should be aimed at reducing the level of the crisis from the first minutes of meeting with the victim. Control - victims of a crisis often have poor control over themselves and the situation in which they find themselves. Evaluation - why was the victim in a critical situation at this particular time? What circumstances contributed to the crisis? What attempts did the victim or her entourage make to resolve the stressful situation. can help the victim, but can also cause harm. Therefore, the intervention plan must be carefully considered. Providing background information and referral to specialists - it is extremely important, if necessary, to refer the victim to the appropriate in a timely manner. professionals or community organizations for additional assistance. The subsequent supervision - efficiency To. is provided in different ways, including through dispensary observation of a former victim of the crisis. With the help of a phone call, it is possible to identify new problems, for example. lack of transportation and inability to get to the recommended aid agency or c.-l. other difficulties, by eliminating which the specialist consolidates the results of his work on K. century. Crisis Intervention Procedures (c.v.)
16.Technology of social and pedagogical support for children in crisis. respect for the individuality of the individual collective activity reasonable exactingness of the age approach of the dialogue of pedagogical support stimulating self-education connection with real life coordination of respect for the individuality of the individual collective activity reasonable exactingness of the age-related approach of the dialogue of pedagogical support stimulating self-education connection with real life coordination Principles of work on social and pedagogical support for children: Crisis situation - it is a situation of emotional and intellectual stress that requires a significant change in ideas about the world and about oneself in a short period of time. A person in a crisis situation cannot remain the same.
17. Provision of individual assistance to the child in various social institutions. educational institutions; Institutions of committees for youth affairs; Health care institutions (children's hospitals, special hospitals for mentally ill children, drug addicted children, sanatoriums for children, etc.); Institutions of social protection of the population (social service centers, centers for social assistance to families and children, social shelters, social rehabilitation centers for minors, centers for helping children left without parental care, rehabilitation centers for children and adolescents with disabilities, etc.); Institutions related to the system of internal affairs bodies (reception centers for children and adolescents, special boarding schools and special vocational schools for children who have committed offenses, educational colonies, juvenile courts for adolescents who are taking their first steps in Russia, etc.). educational institutions; Institutions of committees for youth affairs; Health care institutions (children's hospitals, special hospitals for mentally ill children, drug addicted children, sanatoriums for children, etc.); Institutions of social protection of the population (social service centers, centers for social assistance to families and children, social shelters, social rehabilitation centers for minors, centers for helping children left without parental care, rehabilitation centers for children and adolescents with disabilities, etc.); Institutions related to the system of internal affairs bodies (reception centers for children and adolescents, special boarding schools and special vocational schools for children who have committed offenses, educational colonies, juvenile courts for adolescents who are taking their first steps in Russia, etc.). Individual assistance should be provided when the child has problems in solving problems of socialization and in those cases when he becomes a victim of poor conditions of socialization. I.p render in:
18. Features of social - pedagogical activity in institutions of the social sphere. Institute Types of assistance Family Provision of food, clothes, shoes; protection from parents; psychological support; regular visits to this family; adoption assistance. EducationVarious checks; child psychologist; conducting preventive conversations Health care Assistance in the provision of medical services, the provision of medicines. State All kinds of conventions, laws, rights for the protection of the child; regulation of schools; creation of conditions for a prosperous life in the family. Social sphere relations between different social and age groups; activities to ensure social guarantees. Institutions related to the social sphere: public utilities, education, health care system, social security system, communications enterprises, leisure enterprises.
19. Features of social - pedagogical activity in special educational institutions for adolescents - offenders. Special educational institutions for juvenile delinquents can be divided into the following types: special general education schools; special vocational schools; special (correctional) general education schools and special (correctional) vocational schools for children and adolescents with developmental disabilities (mental retardation and mild forms of mental retardation) who have committed socially dangerous acts. The main function of a special educational institution for juvenile offenders is to provide them with psychological, medical and social rehabilitation, including the correction of their behavior and adaptation in society, as well as the creation of conditions for them to receive primary general, basic general, secondary (complete) general and vocational education .
20.Socially - pedagogical activity in institutions of social care. The main objectives of the orphanages are: The main purpose of the shelter is: the creation of favorable, comfortable conditions, close to home, contributing to the normal development of the child; ensuring the protection of children's health; ensuring the social protection of the child, his medical, pedagogical and social adaptation; protection of the interests and rights of pupils; development of educational programs by children, obtaining a decent education in the interests of the individual, society and the state; the formation of a common culture of pupils, their adaptation to life; formation of pupils' needs for self-development and self-determination; creation of conditions for a conscious choice and subsequent development of professional educational programs. The opportunity to arrange a child who seemed to be in a difficult life situation in any social institution: return to the family, adoption, establishment of guardianship, etc. If the child is not adopted and does not end up in a foster family, then state institutions are engaged in his upbringing, education and development.
21. Socio-pedagogical work on the social protection of children left without care. Custody is a type of family placement of minors (minors under 14 years of age) left without parental care Custody is a type of family placement of a minor who has reached the age of 14, or a form of protection of the civil rights and interests of an adult An orphan is a person who has lost one or both parents due to the death of the latter . A social orphan is a child who has biological parents, but for some reason they do not raise the child and do not take care of him. Adoption is a form of establishing artificial kinship - the inclusion of an individual or several persons in any kindred group or family. State care - the creation of normal conditions for an unadopted child (orphan child) for his upbringing and development by placing him in institutions specially created for this (temporary foster family, education in special institutions, orphanage, orphanage).
22.Socially - pedagogical work with pedagogically and socially disadvantaged families. Dysfunctional families are families that are characterized by rudeness, scandals, immoral behavior, require constant attention from the teacher and the public. And sometimes active intervention to protect the interests of children. TYPES OF UNSUCCESSFUL FAMILIES.
23. Intermediary activity of a social pedagogue in interactions with the environment Assistance in informing is aimed at providing the family with information on social protection issues. It takes the form of a consultation. Questions may relate to both housing, family and marriage, labor, civil, pension legislation, the rights of children, women, the disabled, and problems that exist within the family. Assistance in coordination is aimed at activating various departments and services to jointly resolve the problem of a particular family and the situation of a particular child. Assistance in the organization is aimed at organizing family leisure, including: organizing exhibitions - sales of second-hand items, charity auctions; interest clubs, organization of family holidays, contests, housekeeping courses, “dating clubs”, summer holidays, etc. The intermediary component of social and pedagogical assistance includes 3 components:
24. Socio-pedagogical work with informal groups. - The 1st type of such strategies - conniving strategies, or strategies of avoiding work on the prevention and prevention of deviations in behavior and offenses, and shifting responsibility for this to someone else (parents, police, and so on). - The 2nd type of these strategies - "putting out fires" - prompt response to incidents that have already occurred, to obvious and emerging deviations in behavior and correction of deviant behavior by socio-psychological and socio-pedagogical methods. - 3rd type - punitive reaction to deviant and illegal behavior of minors It consists in the organization of "punishments for violations of discipline and order." This type of strategy is the least productive as non-humanistic, since it very quickly depletes its “educational resource”, and, therefore, may not be the rule, but only an exception to it. - 4th type of strategies - involvement in activities that "distract" from aimless pastime, organization of various developmental activities and communication, creation of an environment for the socialization of the individual. - 5th type of strategies - individual preventive work based on knowledge of the personality of the child (teenager, boy, girl), on the analysis of subcultural group processes and trends in peer communities and the operational criminogenic situation. - 6th type of strategies - strategies for organizing a system of protective and protective socio-pedagogical and socio-psychological prevention (early warning) of the desocialization of children, adolescents and youth. - The 1st type of such strategies - conniving strategies, or strategies of avoiding work on the prevention and prevention of deviations in behavior and offenses, and shifting responsibility for this to someone else (parents, police, and so on). - The 2nd type of these strategies - "putting out fires" - prompt response to incidents that have already occurred, to obvious and emerging deviations in behavior and correction of deviant behavior by socio-psychological and socio-pedagogical methods. - 3rd type - punitive reaction to deviant and illegal behavior of minors It consists in the organization of "punishments for violations of discipline and order." This type of strategy is the least productive as non-humanistic, since it very quickly depletes its "educational resource", and, therefore, may not be the rule, but only an exception to it. - 4th type of strategies - involvement in activities that "distract" from aimless pastime, organization of various developmental activities and communication, creation of an environment for the socialization of the individual. - 5th type of strategies - individual preventive work based on knowledge of the personality of the child (teenager, boy, girl), on the analysis of subcultural group processes and trends in peer communities and the operational criminogenic situation. - 6th type of strategies - strategies for organizing a system of protective and protective socio-pedagogical and socio-psychological prevention (early warning) of the desocialization of children, adolescents and youth. An informal group is a small group, the existence and activity of which is determined solely by the interpersonal relations of the members of the group. Types of strategies
25. Life activity and interaction in the institutions of social education. The social institutions of education in the modern conditions of our society include: the family, the system of preschool children's institutions, the system of public education (school, vocational school, technical school, university), the system of educational interaction in labor collectives, the system of educational influence in the ranks of the army, the system of influence of legal bodies , the system of mass media and propaganda, the system of cultural and educational institutions and entertainment institutions, the system of educational work at the place of residence of citizens, the system of educational work in public and cooperative organizations. Interaction - connection of phenomena; a system of communication relations, interdependence between people and social groups; mutual support and coordination of actions to achieve a common goal, solve common problems.
26. The essence of social - pedagogical victimology. Directions and forms of work with various groups of people who have become victims of adverse conditions of socialization section of which legal victimology has as its subject the study of victims of crime. The main directions are the study of the features of the social development of people with certain physical, mental, social and personal deviations; with low socio-economic, legal and socio-psychological status. development of general and special principles, goals, content, forms and methods of prevention, compensation and correction of those circumstances due to which a person becomes a victim of socialization.
27.Professional competence of a social teacher. Ethical principles of activity of the social pedagogue. - humanistic qualities (kindness, altruism, self-esteem, etc.); - psychological characteristics (high level of mental processes, stable mental states, high level of emotional and volitional characteristics); - psychoanalytic qualities (self-control, self-criticism, self-esteem); - psychological and pedagogical qualities (communication skills, empathy, visuality, eloquence, etc.). Personal qualities of a social educator: A social educator is a specialist who organizes educational work with children, youth and adults in various sociocultural environments (family, educational institution, preschool institution, orphanage, shelter, labor collective, additional education institution, etc.). The social worker in his activity should be guided by the following principles: - observance of reasonable interests of the client; - personal responsibility of the social worker for the undesirable consequences of his actions for the client and society; - respect for the client's right to make an independent decision at any stage of joint actions; - acceptance of the client for who he is; - confidentiality; - benevolence; - disinterestedness; - honesty and openness; - completeness of informing the client.
Social pedagogy emerged from pedagogy relatively recently. However, pedagogy itself took shape as an independent scientific field only in the 17th century. This event is connected with the name of the outstanding Czech teacher Jan Amos Comenius (1592-1670) and his brilliant work "The Great Didactics", in which the subject of this science was determined. At the same time, the history of pedagogy has its roots in ancient times, because, not being an independent science, pedagogy has developed over the centuries within the framework of philosophy, which has long been known as a science that studies the problems of the role and place of man in the world, the meaning life, the significance of culture and religion in the moral development of the individual, etc.
If we consider social pedagogy, then a number of periods can be distinguished in its development. First- the initial period, which lasted from ancient times up to the 17th century, is associated with understanding the practice of education and the formation of pedagogical and socio-pedagogical thought. During this period, the formation of education as a social phenomenon takes place, its transformation from a spontaneous action into a conscious activity, various theories of education arise.
The transition from the primitive communal system to the slave system, and then to the feudal system, the emergence of capitalist relations brought forward their own problems of raising and protecting the child. Even in antiquity, such fundamental socio-pedagogical ideas were expressed as the idea of the need to start education from an early age, taking into account the nature of the child and the influence of the environment, relying on the authority of adults, primarily parents, and many others. The Renaissance period is associated with the development of humanistic ideas in the upbringing of a child (the creation by the Italian humanist teacher Vittorino Da-Feltre of one of the first boarding schools in the history with the characteristic name "House of Joy").
Second period - XVII-XIX centuries. - characterized by the development of leading ideas and scientific concepts of social pedagogy, its formation as a science. The 18th and 19th centuries entered the history of world culture as periods of bourgeois-democratic revolutions. The issues of education were considered in line with the ideas of transforming society, endowing all people with equal rights, real freedom. During this period, social pedagogy develops in close connection with practical socio-pedagogical activities. Prominent teachers not only express certain ideas, but also put them into practice, creating shelters for orphans and homeless children, kindergartens, schools and other institutions for children with various problems.
At the end of the 19th century. social pedagogy stands out as an independent area of pedagogical science. This event is associated primarily with the names of German scientists A. Diesterwega, Paul Natorp and etc.
WITH early 20th century third period begins- the period of development of social pedagogy as an independent science, which by no means can be called "cloudless".
Term "social pedagogy" was introduced into the discussion about education in 1844 by K. Mager and further distributed by A. Diesterweg. According to the first interpretation, social pedagogy has something in common with the social side of education (K. Mager); according to the second, it acts as pedagogical assistance in certain social conditions and situations (A. Diesterweg).
Representatives of the first direction were K. Mager, P. Natorp (20s), E. Bornemann, F. Schlieper (60s), D. Pegeler(80s), etc. Since the time of K. Mager, the preconditions, methods and means of educating a person in society, for society, through society have been considered in the development of social pedagogy. Paul Natorp considered social pedagogy as a part, an aspect of general pedagogy.
The second approach is reflected in the works of A. Diesterweg (40-50s of the XIX century), G. Nol, G. Beumer (20-30s of the XX century), K. Mollengauer(50s), etc. Starting with A. Diesterweg, representatives of this trend are trying to answer the social questions of their time, such as the social vulnerability of the working class, the education of the people, homelessness, etc.
German Zero saw the task of social pedagogy in emergency assistance, which is necessary if the family and the school cannot, for whatever reason, perform their functions. The idea of G. Nol, in comparison with P. Natorp, looked much more convincing, more concrete and practical. His ideas were reflected in the Youth Charitable Act of 1922, the first state document in Germany to regulate the education of young people outside of school.
Since then, social pedagogy has become in practice "pedagogy of emergency cases", which was supposed to fill in the gaps in the education of young people existing in the family and school.
Gertrude Beumer unlike the supporters of the first point of view, she considered social pedagogy not a principle, but an integral part of pedagogy. Everything that does not relate to education in the family and school is a problem of social pedagogy. Developing the concept of homelessness, K. Mollengauer noted that if individual public institutions are not able to solve this problem of the child, then there is a need to create a third space for education (except for the family and school) - state assistance. At the same time, social pedagogy, he believed, should not deal with the transfer of cultural content, but exclusively with the solution of problems that arise in the process of development and inclusion in society of the younger generation.
In the 60s, this direction finally takes shape and substantiates its positions - theoretical understanding and justification of social education as assistance to children who have committed offenses, extracurricular work at the place of residence, educational work in orphanages, children's schools, boarding schools and other institutions. Along with the development of social pedagogy as a science in Germany, the sphere of professional activity of a specialist in the field of social pedagogy is actively developing. Since 1908, the training of social teachers began; In the early 1970s, the training of social pedagogues with higher education began at German universities.
3. Categories and principles of social pedagogy. 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, strengthened and transformed into categories of science, which are the most general, fundamental, so-called "generic" concepts, from which the rest of the concepts used in this science originate. Thus, in each science, its own conceptual-categorical system is formed, reflecting the interconnection and interdependence of the concepts included in it. At the same time, the system of concepts of any science is always interconnected with the conceptual systems of other sciences that study the same object. In this sense, social pedagogy is no exception, the conceptual system of which is in close relationship with the systems of concepts, first of all, pedagogy and sociology, as well as other sciences that study a person.
The relationship of pedagogy with other sciences can be represented schematically.
Let us consider in more detail each of our own categories of social pedagogy.
Social and pedagogical activity in its essence is very close to the pedagogical activity, from which it stood out, but it also has its own specifics.
Pedagogical activity- this is a kind of professional activity aimed at the transfer of socio-cultural experience through training and education, at creating conditions for the personal development of students.
Professional pedagogical activity is carried out by teachers - employees of preschool institutions, teachers, teachers of vocational educational institutions, etc. - in educational institutions of various types and types: preschool, general educational institutions of vocational and additional training.
Pedagogical activity has a continuity, a systematic nature, since all children must pass certain educational levels, i.e. it applies equally to all children. In addition, adults can also be the object of pedagogical activity, as, for example, in the system of vocational education.
Socio-pedagogical activity- this is a kind of professional activity aimed at helping the child in the process of his socialization, mastering his socio-cultural experience and creating conditions for his self-realization in society. Social and pedagogical activity is always targeted, aimed at a particular child and solving his individual problems that arise in the process of 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 by the time interval during which the child's problem is solved. The word "principle" comes from the Latin word principium, which means "base", "beginning".
We'll consider three principles - nature conformity, cultural conformity and humanism. Each of these principles has its own refraction in social pedagogy, its own specifics and is reflected in a special way in social and pedagogical activity. naturalness- the principle of social pedagogy, according to which the social teacher in his practical activities is guided by the factors of the natural, natural development of the child. Characteristics of the principle of conformity to nature can be found in the works of educators, psychologists, philosophers, who reflected one or another of its aspects. Let's give examples. The principle of conformity was first formulated by Ya.A. Kamensky in his main work "The Great Didactics". He believed that man, as a part of nature, is subject to its most important, universal laws, acting both in the world of plants and animals, and in human society. He wrote that where people are born, education is required in order for the gifts of nature to become real from the possible. Therefore, a social educator, following the principle of natural conformity, must adhere to the following rules in his activities: Taking into account the age characteristics of children; Taking into account the gender characteristics of children; Taking into account the individual characteristics of children associated with their deviation from the norm; Reliance on the positive in the child, on strong aspects of his personality; Development of initiative and independence of the child. The principle of cultural conformity was put forward in pedagogy by A. Diesterweg, who believed that in education it is necessary to take into account the conditions of the place and time in which a person was born and in which he will live, in a word, all modern culture in the broad and comprehensive sense of the word. The principle of cultural conformity presupposes the prestige of the universal values of culture, the consideration in the upbringing of the values and norms of universal and national cultures. The implementation of the principle of cultural conformity requires the implementation of a number of rules:· Accounting for deviations of the child from the norm in the formation of different types of cultures; · Development of creativity in children with developmental disabilities. The greatest flourishing of the ideas of humanism in pedagogy and social pedagogy was developed during the Renaissance, although the ideas of humanistic education can be traced in the statements of ancient philosophers (Socrates, Plato, Aristotle, etc.). The principle of humanism in social pedagogy assumes the recognition of the value of the child as a person, his rights to freedom, happiness, protection and protection of life, health, the creation of conditions for the development of the child, his creative potential, inclinations, abilities, assistance to him in life self-determination, his integration into society, full self-realization in this society. The principle of humanism requires compliance with the following rules:
· A worthy attitude of the society to all children, regardless of the physical, material, social situation they are in;
· Recognition of the right of every child to be himself, a respectful attitude towards them: to respect means to recognize the right of another to be different from me, to be himself, and not my copy;
Helping a child with problems in the formation of respect for himself and others, the formation of the position "I myself", the desire to solve their own problems;
Understanding mercy as the first step of humanism, which should be based not on pity and sympathy, but on the desire to help children integrate them into society, be based on the position: society is open to children and children are open to society, etc.
