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16Литература
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SOCIAL AND PEDAGOGICAL ACTIVITY WITH PUPILS IN EDUCATIONAL
INSTITUTIONS OF UKRAINE
Sayko N.
Candidate of Science, associate professor Poltava National Pedagogical University, Department of Social and Correctional Education
Poltava, Ukraine
ABSTRACT
The content of socio-educational activity in educational inflitutions of Ukraine is examined, the importance and significance of work of the social pedagogue as a specialifl who covers each pupil by his attention in order to ensure the successful social functioning is Pressed. The main categories of children and teens who need social and educational assiflance is lifled - the socially and educationally abandoned children and teenagers, juvenile delinquents, children with violation of psychosomatic and neuro-mental health and functional disabilities. In the article is proved an opinion that is not only Med categories need social and pedagogical assiflance but primarily those children who come under the shortcomings of whole educational syflem of the school. In this connection is analyzed the problems that violate the social functioning of modern fludents in the school syflem. A special attention is given to primary school fludents, because in this link of school education are laid the foundations for school life, the child's attitude to school, to the teacher and to itself.
A main goal of socio-pedagogical work in school is determined - to create a comfortable environment for every child and not jufl work with risk groups, which involves a complex of educational, social, psychological and legal activities, which primary purpose is to reflore, preserve mental and psychological health of a child, optimization of intragroup connections and relationships, identifying potential opportunities of individual, organization social and psychological correction, support and care. The main directions and components of social, educational and psychological work are designated concerning the assigned goal achievement: psychological, legal, socio-integrative. The necessity of humanizing relationships is emphasized between teacher and school adminiflration, teacher and fludent, teacher and parents also reliance on the flrengths of individual, fixation of the success of every child, creation of a joyful atmosphere.
Keywords: socio-pedagogical work, directions of socio-pedagogical work, environment. comfortable social environment, hu-manization.
The goal of social and pedagogical activity in modern schools of Ukraine is to create conditions for the preservation, improving health and protection of pupils; formation and development of moral qualities, socially important orientations and inflations; prevention of negative influences on personality development; the implementation of preventive, rehabilitative, corrective, therapeutic measures for personality socialization (Kaps'ka, 2005). The social pedagogue - is a specials who covers with his professional attention each pupil, family, teacher in order to ensure successful social functioning of all pupils. The main functions of the social teacher in the school syflem are determined: communicative, organizational, prognoflic, security and protection, diagnoflic, preventive, rehabilitative, social and therapeutic.
In the scientific literature and practice the objects of social and pedagogical activity mainly determined taking into account a deficit model of social work and can be (Arkhipova, 2008 , Shulga, 1997):
1. The socio-cultural and pedagogically abandoned children and teenagers.
The mofl common category of children «at risk» who are intractable and educationally unsuccessful, which is caused by psychological and pedagogical reasons. The main signs of abandonment can be considered deficiencies of leading activity
(game, learning), behavioral deviations, difficulties of social adaptation. In the absence of anomalies is observed a disharmony of development. Typically, a self-concept and a self-identity syflem of child's personality is impaired. As these children and teenagers are not full-value activity subjects and are outcafls in school and family environment, basic care to them can be provided by the teachers, psychologies and parents.
2. Juvenile offenders, non-adapted teenagers with deviant behavior, orphans. This «risk group», firfl of all, needs help in social adaptation, maflering of social roles, cultural and moral norms and values, a social support.
3. Children with disorders of psychosomatic and neuropsychological health and with functional deviations:
a) chronic somatic diseases;
b) functional diflurbances;
c) nervous and mental diseases;
d) mental retardation;
d) disability.
The children of this group feel the need especially in the medical and psychological rehabilitation, which subjects are doctors and psychologies, or in complex rehabilitation in conditions of interaction between doctors, teachers, psychologies and social workers.
4. Families who find themselves in a crisis situation; families who bring up a disabled child; orphans; women and children subjected to various forms of violence, unemployed youth, children and young people who are out of prison and others.
It seems that the socio-pedagogical work is needed by those children and families, and the teachers are not mentioned, that already have suffered enough, and are not subject to the usual pedagogical influences. If we analyze a practice of the school syflem and a specific of division of the professional functions between social pedagogues and psychologies, we can say that socio-pedagogical work is mainly focused on offenders, children which are already characterized by certain deviations in behavior. However, as a result of the diagnosis of school environment, to these categories of objects of social and pedagogical activity can be added children who need refloration of social functioning under socializing model of socio-pedagogical work. They do not belong to problematic categories, but there occurs temporary or persiflent violation of social functioning in various areas of socialization (in communication, activity and in personal sphere). For example, timidity to answer at the lesson; passiveness in addressing issues of class and school; lack of confidence in their own abilities, competence and successes; absence of desire to fludy etc. These children do not create a problematic situation for the teacher, they remain unnoticed, but if the child will always be remain in depressed psycho-emotional flate, further this will lead to some persiflent deviations that will acutely manifefl in adolescence. Therefore, the mofl numerous group of children who are under influence of the shortcomings of whole school syflem and are requiring refloration of mental and psychological health and social functioning, remains overlooked.
Since the early school years the child falls under the influence of various shortcomings of the school syflem, including: very often it is required that children ought to have already formed skills to fludy (quickly read, count, be disciplined, etc.), thus forgotten the main purpose of primary school - to teach children to learn; due to lack of success of some children is assessed a pupil's personality - losers, mediocre pupil that turns to fligma and accompanies the child all school life, and perhaps more; sometimes the absence of parental support to succeed in school that leads to the formation of irresponsible attitude to school, absence of the need to learn the lessons, contemptuous attitude to a teacher and to all the school life; to this is added the psychological and pedagogical illiteracy of some teachers (authoritarian flyle of communication, leadership of children's collective, the use of pedagogic elements - fear, etc.). But the teacher himself is located in adverse conditions that displayed on the quality of the educational process, for example, a large number of children in the classes, timidity not to execute the training program, ongoing adminiflrative control over teacher's work, low social flatus of the teacher in society and so on.
An overloading of children by the educational activity complicates the situation, which results in a conflant flate of fatigue, deterioration of health and, eventually, to formation of the protective reaction of the child - to miss or disrupt a lesson, not to prepare a homework, not self-pursuance of educational tasks and more.
Given the above we can say that the mainflream of the social teacher's activity in secondary school is to create a comfortable social environment, which envisages an achievement of harmony with the environment, society and herself in the process of interiorization, formation of personality as a subject of life creativity, development of personal needs, abilities and
tafles (Bezpal'ko, 2008). For modern schoolchildren it is about creating a comfortable rehabilitative social environment as a complex of educational, social, psychological and legal measures whose primary purpose is to reflore the mental and psychological health of the child, optimization of intragroup ties and relationships, identifying potential possibilities of personality, organization of socio-psychological correction, support and assiflance.
A modern scientifl A. Shevchenko calls this environment
- a temporary educational environment which provides a direct influence on the development of all spheres of growing personality, and also providing a successful social adaptation of the pupil in changeable and temporarily limited circumflances of his vital activity. The educational environment is interpreted as a gradual filling of the child's vital activity with the optimal use of natural and social environment that creates conditions for its self-realization, disclosure of creative potential (Demchenko, 2014).
The problem concerning educational opportunities of social environment in forming of child's personality was expressed yet by J. Komensky, M. Montessori, J. Locke, S. Shatsky, L. Vygotsky, A. Makarenko. Thus, L. Vygotsky emphasized that the social environment and its flructure is the final and decisive factor in any educational syflem (Vyhotskiy, 1984). A. Makarenko considered that the main task of the teacher is to create an environment that would give the child the opportunity to engage in various types of work and use of his potential for personality formation (Makarenko,1988). J. Komensky paid great attention to creation of pleasurable and joyful learning atmosphere as a necessary condition of teacher's activity. He said that anyone who teaches can be useful only when «he pleases at the same time» (Komenskiy, 1982).
In modern scientific researches the terms «environment», «social environment» examines by different science branches
- economic, sociological, philosophical, psychological, pedagogical, socio-pedagogical. The common opinion for the lifled sciences is that the concept of «environment» they consider as a combination of certain conditions in which human exifls and the main purpose of fludying of this concept is to create the mofl favorable environment for human life and development, both natural and social.
The school syflem needs in changes of pedagogical conflruct of social environment. Firfl, the emphasis in educational process should be put not at maflering the syflem of scientific knowledge about the world, but at the social skills of a child, which would assure the successful functioning in modern society.
Considering the ideal of modern society, we can define the following skills and qualities: preserving of their individuality, not falling under the influence of others, independent and quick solving of the problems in achieving goals, speed of response, lack of fear to reveal their opinion and position, creative approach, ability to realize their goals and satisfy the needs both spiritual and material, etc. In other words the skills and qualities that have to suflain a human in a flate of energetic, creative attitude to himself and his life.
In the opinion of L. Novikova, the environment conversion process is quite complex. To do this we mufl determine its basic components and relationships and inscribe it into children's activity. If the effects are spontaneous, they will not have educational value (Novikova, 1998).
For the solution of this problem can help the reducing the academic load and introducing disciplines in the educational
space that form the ability to recover psychophysical flate on the physiological, emotional and volitional and value-semantic levels. The main forms of work should not be classical lessons, but those which foresee an active creative activity of pupils -the games, playing exercises, trainings, discussions, interactive theater, group therapy etc. To flart the work on formation of skills of refloring internal harmony we should already from primary school, because at this time are laid the foundations of the whole school life: the desire and ability to learn, attitude to school, classmates, teachers and to own personality. Therefore, socio-pedagogical work of the school should foresee the following components: psychological, legal and socio-integrative.
The psychological component includes:
- familiarization with the psychological concepts of «abilities,» «skills», mental processes and methods of influence on them, «personal space»;
- creation of motivation to self-cognition, own potential, forming of attitude to his own personality as one that is conflantly evolving and improving;
- forming of the skills of interpersonal interaction, resifl the pressure and aggression, acquaintance with the ways of conflict resolution, the advantages and disadvantages of various methods of conflict resolution;
- familiarization of children with a wide range of feelings and emotions, development of the ability to identify them, to analyze the dependence of self-feeling and health from the dominant feelings, forming of arbitrary regulation of their emotions and behavior;
- development of useful skills of management of the negative emotions and the ability to withfland the fruflrate situations;
- familiarization with the peculiarities of using of aeflhetic therapy methods of recovering of psycho-emotional flate.
The legal component of socio-pedagogical work includes:
- familiarization of children with the concepts of «right», «norm», «social norm», «pedagogical provision», «legal provision», with the rights of the modern child and features of their implementation, with the lifl and flructure of basic documents in which is fixed the rights of the child and peculiarities of their protection;
- acquaintance of children with their own responsibilities from the position of utility for their personality, with the responsibilities of teachers and parents towards the child;
- formation of skills to identify and avoid the situations of personality rights violation and to resifl them;
- formation of skills to prove and realize their own rights.
Socio-integrative component:
- providing an information and forming of abilities to seek assiflance (orally or in writing) in a situation of feeling of discomfort or violation of rights;
- to promote of creating conditions and personal readiness to express their own point of view;
- to form a positive behavioral adaptive skills (decision making, the ability to communicate effectively, to manage their actions, maflering the skills of psychological self-help);
- acquaintance with the organizations, flructures and the lifl of specialifls who can help in various difficult situations;
- forming of the need to develop cognitive interefls and using of the potential of society for this.
Secondly, in every possible way promote the implementation of the Law of Ukraine on Education for the humanization of the
educational process. Humanization of the education, according to S. Goncharenko and Y. Maliovany, is intended to create the appropriate conditions for the disclosure of individual abilities to meet its needs in the intellectual, spiritual, moral and physical development. The main essence of the humanization of education - its orientation to forming of the individual beliefs (the scientific world picture, world outlook, national mentality) and the ability to their implementation (Honcharenko, 1993).
The humanization of relationships should cover the following directions:
- humanization of relations in the pedagogical collective, which consifls of humanization of management flyle by the heads of the school, the formation and development of humaniflic forms of relationships between teachers, the benevolent public opinion, comfortable psychological microclimate;
- humanization of the educational process, which involves its contraction considering the psychological and physical capabilities of pupils, their health, interefls and needs; individualization and differentiation of the educational process, its organization on the basis of cooperation, collaboration of the teacher with a child;
- humanization of the educational process, which requires the assiflance in forming of humaniflic orientation of the individuality, recognition of her rights and freedoms, meeting the needs of fludents in their free choice of activities, communication, self-expression, cooperation between educators and fludents in addressing issues of the organization of children's vital activity; elimination of the authoritarianism in education;
- humanization of relationships between pupils, which is to create a school atmosphere of respect for the human person, education of relationship in children's collective on the basis of sensitivity, empathy, mutual assiflance, tolerance, respect for each other, developing of a culture of communication between fludents, solving conflicts on a humane basis (Shyyanov,1991).
Also, for humanization of the school environment should be reduced the pressure on the school from the adminiflrative and regulatory authorities, which leads to the formalization of the educational process, but this task is beyond the school environment.
Thirdly, in the process of implementation of these tasks mufl participate the entire flaff of the school, using a variety of educational, psychological, socio-pedagogical methods, forms of work, but also it is required specially equipped room, the contraction of which would contribute to forming of trufling relationships, disclosure of child, absence of psycho-emotional tension where one could apply aeflhetic therapy methods of socio-educational work and so on. A choice of the room type (gaming, sensory, relaxing, therapeutic, rehabilitative, etc.) depends on the individual flyle of social pedagogue and psychologifl, from their knowledge, skills and professional looks.
The main principles of work should be a reliance on the flrengths of personality, the fixation of success of every child, creating of a joyful atmosphere.
Thus, a socio-educational work with pupils of secondary schools mufl be directed on creating of a comfortable rehabilitative environment that includes psychological, legal, socio-integrative components and provides for refloring of mental health and social functioning of the individual. Also the issues regarding the technology of creation of a comfortable environment and features of their implementation in modern schools of Ukraine remain unexplored.
References
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МОДЕЛЬ ПРОФЕС1ЙНО ОР1СНТОВАНОГО НАВЧАННЯ СТУДЕНТ1В НА ОСНОВ1 ПОеДНАННЯ ОСОБИСТ1СНО-ОР1СНТОВАНОГО ТА
КОМПЕТЕНТ1СНОГО П1ДХОД1В
Степанець Н.П.
Нацюнальний ав1ац1йний ун1верситет, старший викладач
THE PROFESSIONAL-ORIENTED EDUCATION MODEL OF STUDENTSDUE TO THE COMBINATION OF PERSONALITY-ORIENTED AND COMPETENCY APPROACHES Stepanets N.P., National Aviation University, Senior Lecturer, Kiev
АНОТАЦ1Я
У статп на 0CH0Bi теоретичных узагальнень i практики пвдготовки фахiвцiв для сфери туризму обгрунтована модель професшш-opieHTOBaHoro навчання студентiв туристичного профiлю на основi поеднання особистiсно-орieнтованого та компетентнюного пiдходiв.
ABSTRACT
The purpose of this ftudy is to prove the professional-oriented education model of Sudents of Tourism Department due to theoretical generalizations, specialis training programs for tourism indu^ry, personality-oriented and competency approaches.
Ключовi слова: професiйно-орiентовaнa освгга, модель професiйно-орiентовaного навчання, особистiсно-орiентовaний i компетентнiсний тдходи, професiйнa готовнiсть.
Keywords: professional-oriented education, professional-oriented education model, personality-oriented and competency approaches, professional readiness.
Постановка проблеми. Основна мета професiйно-орiен-товано! освгга - це тдготовка студенпв до виконання сво!х професшних обов'язкiв у майбутньому, успiшне здшснен-ня ними професiйноi кар'ери. Для досягнення поставлено! мети формування професшних якостей й умшь студентiв необхщно акгуалiзувати iхнiй мотивацiйний, шзнаваль-ний, знанневий, дiяльнiсний потенцiал на основi взаeмодii' особистiсно-орieнтованого та компетентнiсного пiдходiв до органiзацii навчального-виховного процесу. Реалiзувати взаемодiю цих важливих дидактичних пiдходiв в професш-но-орiентованому навчаннi можливо за умови чiткого про-ектування системи навчання та його ввдображення в моделi професiйноi пiдготовки фахiвця певного напрямку. Нинi метод моделювання широко використовуеться в сучасних педагопчних дослiдженнях та займае важливе мюце поруч з такими методами шзнання, як спостереження та експери-мент. Цей метод дае можливють прогнозувати хвд тдготов-ки студентiв до професшно! дiяльностi.
Аналiз останшх дослщжень i публiкацiй. Моделюванням, спрямованим на виршення основних проблем освiти, зай-малися Шадриков В.Д. (компетентнiснa модель спещалюта), Маркова А.К. (модель тдготовки фaхiвця), Катаева М.Л. (моделювання професшно! дiяльностi). Крiм того, моделi формування фахово! компетентностi рiзних профiлiв пвдго-товки студенпв предстaвленi у дослвдженнях Петрук В.А., Покушалово! Л.В. (техшчний профiль), Голованя М.С., Ско-риншо!-По^бно! О.В. (економiчний профiль), Сiкори Я.Б., Шмельово! С.А. (педaгогiкa) тощо.
Розробкою моделi пiдготовки фaхiвця для туристично! сфери у рiзнi часи займалися тaкi вiтчизнянi вченi як Ло-зовецька В.Т., Лук'янова Л.Г, Саух 1.В., Сокол Т.Г., Фоменко Н.А., Федорченко В.К. В !хшх дослщженнях обгрунтована модель неперервно! туристично! освгга (В.К. Федорченко), визначен особливостi моделювання змюту освiти менеджера туризму на компетентшснш основi (Сокол Т.Г.), про-aнaлiзовaнi рiзнi пiдходи до моделювання професшно! ком-
