Publication "psychological and pedagogical support of the Federal State Educational Standards". Model of psychological and pedagogical support in the context of the implementation of federal state education at different age stages Variability of areas of psychological and pedagogical support

Developmental work, education, examination).

Psychological program pedagogical support educational process in the context of the introduction of the Federal State Educational Standard at the Oktyabrsky Rural Lyceum

Educational psychologist

Psychological and pedagogical support of the Federal State Educational Standard

The school has created psychological and pedagogical conditions for the implementation of the basic general education. The educational process is carried out on the basis of developmental education programs, taking into account the individual characteristics of each child, observing a comfortable psycho-emotional regime. Active use of modern pedagogical technologies, including information and communication, as well as the prevention of physical, mental and psychological overload of students, compliance with sanitary and hygienic rules and norms, allow the lyceum teachers to carry out optimal level.

Work on psychological and pedagogical support of participants educational process carried out by a teacher - psychologist and school teachers. Designed by long-term plan work of the school psychological service, including activities for psychological and pedagogical support.

Ensuring continuity of the content and forms of organization of the educational process in relation to the initial stage of general education, taking into account the specifics of the age-related psychophysical development of students, including the characteristics of the transition from junior school age in adolescence;
Formation and development of psychological and pedagogical competence of students, teachers and parents;
Ensuring variability in directions and forms of psychological and pedagogical support for participants in the educational process, as well as diversification of levels

accompaniment.

Contributing to the improvement of regulatory and cognitive educational activities students:

personal actions - the formation of the student’s internal position, adequate motivation, including educational and cognitive motives, orientation towards moral standards and their implementation, the ability for moral decentralization.
regulatory actions - mastery of all types of educational actions, including the ability to accept and maintain an educational goal and task, plan its implementation, control and evaluate one’s actions, make appropriate adjustments and their implementation;
cognitive actions - the formation of skills to use sign-symbolic means, the action of modeling, wide range logical actions and operations, including general techniques for solving problems;
communicative actions - the ability to take into account the positions of the interlocutor, organize and implement

cooperation with the teacher and peers, adequately convey information and display subject content. Main directions of psychological and pedagogical support:

^ preservation and strengthening psychological health students;

^ formation of the value of health and a safe lifestyle;

^ and individualization of learning;

^ monitoring the capabilities and abilities of students, identifying and supporting gifted children, children with disabilities health;

^ formation of communication skills in an environment of different ages and among peers;

^ support for children's associations and student self-government.

Main directions psychological support students as part of the introduction of the Federal State Educational Standard.

Preventive direction.

Prevention - preventing the occurrence of students' maladaptation phenomena, developing specific recommendations for teaching staff and parents to provide assistance in matters of upbringing, training and development, taking into account age and individual characteristics.

Psychoprophylactic work - providing solutions to problems related to the education, upbringing, and mental health of children:

development and implementation of developmental programs for students, taking into account the tasks of each age stage;
identification psychological characteristics child, which may subsequently cause deviations in intellectual or personal development;
warning possible complications in connection with the transition of students to the next age level.

Diagnostic direction.

Identification of mental characteristics, the most important features activity, the formation of certain psychological new formations, compliance of the level of development of skills, knowledge, skills, personal and interpersonal formations with age guidelines and requirements of society.

Diagnostics can be individual or group.

Stages of individual diagnostics:

studying requests to a psychologist from teachers, parents, students (definition of the problem, choice of research method);
formulation of a conclusion about the main characteristics of the components studied mental development or the formation of a student’s personality (psychological diagnosis);
development of recommendations, programs of psychocorrectional work with students, compilation of long-term abilities or other psychological education.

Advisory direction (help in solving those problems with which teachers, students, and parents turn to a psychologist).

Individual counseling - providing assistance and creating conditions for personality development, the ability to choose and act at one’s own discretion, and learn new behavior.

Group counseling - informing all participants in the educational process on issues related to the characteristics of the educational process for this category of children in order to create an adaptive

an environment that allows for full integration and personal self-realization in an educational institution.

Developmental direction.

Developmental work (individual and group) - the formation of the need for new knowledge, the possibility of its acquisition and implementation in activities and communication.

Corrective direction.

Corrective work (individual and group) - organization

working primarily with students who have problems in learning, behavior and personal development identified during the diagnostic process.

Aimed at: reducing the severity of pathology and its behavioral consequences; prevention of the appearance of secondary developmental disorders; ensuring maximum realization of the child’s rehabilitation potential.

Educational direction.

Psychological awareness and education - the formation of the need for psychological knowledge, the desire to use it in the interests of one’s own development; creating conditions for full personal development and self-determination of students, pupils at each age stage, as well as in the timely prevention of possible violations in the formation of personality and development of intelligence.

Also introducing the teaching staff, students and parents to psychological culture.

Career guidance direction.

Psychological and pedagogical support makes the process of professional self-determination of students consistent, conscious and justified; it is aimed at self-knowledge, identifying the true motives of their choice, real opportunities and educational needs. The result pedagogical leadership Professional self-determination becomes readiness to choose a profession, comprehend, and design options for professional life paths.

Forms of work for psychological support of schools within the framework of the introduction of the Federal State Educational Standard.

Solving the problems of psychological and pedagogical support for students cannot be limited to the area of direct interaction between the psychologist and the child. It requires organizing work with teachers and parents as participants in the educational process.

Working with students

Preventive work with students with the aim of developing in students knowledge, attitudes, personal guidelines and norms of behavior that ensure the preservation and strengthening of physical, psychological and social health, promoting the formation of regulatory, communicative, cognitive competencies.
Identification of students at risk (using the monitoring method), support of gifted students under care and organization of individual or group training.
Conducting trainings with students on the development of communicative and regulatory competencies, the formation of motivation for the educational process.
Counseling students (help in solving problems).
Career guidance work. Much attention When accompanying students to social and professional self-determination, individual consultations on the choice of a profile are given, taking into account age characteristics students, conducting group classes on career guidance for students (trainings, professional tests).
Supporting students during the preparation and passing of the state final certification.

With systematic work, the following goals are achieved: self-realization, self-determination, career guidance for middle-level students.

Work with teachers and other lyceum employees.

Preventive work with teachers. A significant place in working with teachers is given to training teachers to establish a psychologically competent, developmental system with schoolchildren, based on mutual perception of each other. Teachers are trained in the skills of forming an adequate self-concept, empathy, problem solving, and providing psychological support in the process of their interaction with students and colleagues.
Consulting teachers on issues of improving the educational process (support of individual educational trajectories).
Conducting seminars, practical classes, lectures

Expectations and goals to be achieved: educational work, information on issues personal growth. Diagnostic material, creation of a comfortable psychological atmosphere in the teaching staff.

Federal state educational standards of the new generation set a qualitatively new idea of what the content of general education and its educational result should now be. In this regard, not only the content of teaching materials, the requirements for educational programs of institutions and curricula are changing, but also the idea of the criteria for a teacher’s professional skills, the goals and methods of his work. The Federal State Educational Standard determines the exact place of the forms and types of psychological knowledge in the content and organization of the educational environment of the school, which makes the activity of a teacher-psychologist mandatory, specific and measurable as a full participant in the educational process. The work of a psychologist, thus, becomes a necessary element of the school’s educational process management system, since the results of his activities imply an assessment of the quality of education in the school.

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Model of psychological and pedagogical support in the context of the implementation of the Federal State Educational Standard at different age stages. MBOU secondary school No. 12 Teacher-psychologist MBOU secondary school No. 12 Grishanina N.V. Arzamas, 2014

2 Personal readiness and ability for self-development, motivation for learning and knowledge, value and semantic attitudes social competencies, personal qualities Meta-subject universal learning activities: cognitive regulatory communicative Subject experience of activities specific to a given subject area system fundamental elements scientific knowledge The new standard identifies the following competencies as the main educational results:

In accordance with the standard, the psychological and pedagogical conditions for the implementation of the basic educational program basic general education should ensure: continuity of the content and forms of organization of the educational process in relation to the initial stage of general education; taking into account the specifics of the age-related psychophysical development of students, including the characteristics of the transition from primary school age to adolescence; formation and development of psychological and pedagogical competence of students, teaching and administrative workers, and the parent community; variability of directions of psychological and pedagogical support for participants in the educational process; diversification of levels of psychological and pedagogical support (individual, group, class level, institution level); variability of types of psychological support for participants in the educational process

is to promote the creation of a social development situation that corresponds to the individuality of students and provides psychological conditions for successful learning, health protection and personal development of students, their parents (legal representatives), teaching staff and other participants in the educational process. The purpose of psychological support:

Tasks of psychological support of the educational process: psychological analysis social situation of development in educational institutions monitoring the psychological and pedagogical status of the child and the dynamics of his psychological development facilitating the implementation (fulfillment) of the requirements of the federal state educational standard for personal, meta-subject and subject results development and implementation of psychological programs and projects facilitating the formation of universal educational actions in students promoting pedagogical employees, parents participation in a comprehensive psychological and pedagogical examination dissemination and implementation of achievements in the field of domestic and foreign psychology into the practice of educational institutions interaction with departments of general educational institution

The main areas of activity of a teacher-psychologist: - work with students; - work with the teaching staff of the school; - work with the school administration; - work with parents of students.

The tasks of psychological support at different levels of education are different: 1. Preschool education- early diagnosis and correction of developmental disorders, ensuring readiness for school. 2. Primary school - determining readiness for school, ensuring adaptation to school, increasing students’ interest in educational activities, development of cognitive and educational motivation, development of independence and self-organization, support in the formation of the desire and “ability to learn”, the formation of universal learning activities, the development of creative abilities. 3. Basic school - support for the transition to basic school, adaptation to new learning conditions, support in solving problems of personal and value-semantic self-determination and self-development, assistance in solving personal problems and problems of socialization, the formation of life skills and competencies, the prevention of neuroses, assistance in building constructive relationships with parents and peers, preventing deviant behavior and drug addiction. 4. High school - assistance in profile orientation and professional self-determination, support in solving existential problems (self-knowledge, search for the meaning of life, achieving personal identity), development of time perspective, goal-setting abilities, development of psychosocial competence, prevention of deviant behavior, drug addiction. At the same time special attention it is necessary to focus on transitional stages in the development and education of children.

Model of psychological and pedagogical support

The main types of work and content of psychological and pedagogical support activities: Psychological education (and education) - the formation in students and their parents (legal representatives), teaching staff and heads of educational institutions of the need for psychological knowledge, the desire to use it in the interests of their own development and timely warning possible disturbances in personality development; Prevention – prevention of the occurrence of the phenomena of maladaptation of students, professional burnout of teachers; identification and neutralization of factors that negatively affect the health of teachers and students; formation among all participants in the educational process of the need for healthy way life; development of specific recommendations for teaching staff, parents (legal representatives) to provide assistance in matters of upbringing, training and development;

Diagnostics (individual and group) - psychological and pedagogical study of students throughout the entire period of study, determination of individual characteristics and inclinations of the individual, his potential in the process of training and education, in professional self-determination, as well as identifying the causes and mechanisms of violations in learning, development, social adaptation; Developmental work (individual and group) - the formation of the need for new knowledge, the possibility of its acquisition and implementation in activities and communication; Main types of work and content of psychological and pedagogical support activities:

Main types of work and content of psychological and pedagogical support activities: Corrective work (individual and group) - organization of work with students who have problems in learning, behavior and personal development identified during the diagnostic process; active influence on the process of personality formation and overcoming difficulties in mastering program material on the basis of complex interaction of an educational psychologist with teachers, defectologists, speech therapists, doctors, social educators; correction of deficiencies in the mental and (or) physical development of children with disabilities, overcoming difficulties in mastering the basic educational program of basic general education; Consulting (individual and group) – helping participants in the educational process to understand the nature of their difficulties, analyze and solve psychological problems, in updating and activating personal characteristics; promoting the conscious and active appropriation of new social experience; assistance in forming new attitudes and making one’s own decisions; solution various kinds psychological problems associated with difficulties in interpersonal relationships, self-awareness and self-development.

Main types of work and content of psychological and pedagogical support activities: Expertise – psychological analysis of educational and curricula, projects, manuals, educational environment, professional activities specialists from educational institutions; assessment of alternative solutions and identification of the most preferable options for organizing the educational process. Taking into account the main provisions of the Federal State Standard, the priority types of work when organizing support are education, diagnostics (monitoring studies), correction and examination.

When implementing psychological support, the following activities are mandatory (they must be reflected in the planning): in each parallel, an annual study of the psycho-emotional state of students, the psychological climate in the classroom; during the transition of students from primary school to secondary school (grades 4-5) and from secondary school to high school(grade 10) conducting a diagnostic minimum to study adaptation to new learning conditions; correctional and developmental work with students who have limited health capabilities, psychological correction and development of students in special (correctional) classes of type VII; - psychological support for gifted children - psychological support for pre-profile preparation and specialized training for high school students, professional guidance for students; psychological preparation students in grades 9 and 11 for final certification in the form of State Examination and Unified State Examination; accompaniment of teachers during the certification period; preventive measures with parents and teachers to overcome conflict situations in the educational environment, the prevention of suicidal behavior and drug addiction, the creation of a favorable psychological climate in the family and the establishment of favorable parent-child relationships; placement of poster information on issues of psychology and the provision of psychological assistance various organizations carrying out organizational and methodological work, analyzing the effectiveness and efficiency of psychological support.

Adaptation period support scheme

Diagnosis of UUD, grade 5 E. M. Aleksandrovskaya, St. Grombach “Scheme for monitoring the adaptation and effectiveness of students’ educational activities” (modified by E.S. Eskina, T.L. Bolbot) Test for assessing the development of reading skills (cognitive UUD) from the methodological complex “Forecast and prevention of learning problems in grades 3-6 » L.A. Yasyukova Test for assessing independent thinking. (Cognitive UUD) from the methodological complex “Prognosis and prevention of learning problems in grades 3-6” by L.A. Yasyukova. Methodology of self-esteem and level of aspirations Dembo-Rubinstein Modified version of the school motivation questionnaire N.G. Luskanova (Personal LUD) Determining the level of development of verbal and logical thinking Lyubov Peresleni, Tatyana Fotekova (Cognitive LUD) Methodology for studying the learning motivation of schoolchildren during the transition from primary classes to secondary schools using the method of M. R. Ginzburg “Study of educational motivation” (Personal UUD) Personality questionnaire Cattell modified by L. A. Yasyukova (regulatory control systems)

Diagnosis of learning disabilities, grade 10. Express method for studying the dominant motives of learning (M.V. Motyukhina); Methodology for diagnosing the level of anxiety (R. Kondash, modification by A. Prikhozhan); Methodology “Feelings towards school” Questioning of teachers

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Model of psychological and pedagogical support in the context of the implementation of the Federal State Educational Standard at different age stages.

Teacher-psychologist MBOU Secondary School No. 12

Grishanina N.V.

The new standard identifies competencies as the main educational results: subject, meta-subject and personal. The need to measure meta-subject competencies and personal qualities will require the creation of a national system for diagnosing the results of the educational process, and technologies for the formation and measurement of these competencies should become the main subject of activity of a school teacher-psychologist. Due to this n The establishment of an effective support system will make it possible to solve problems of development and learning of children within the educational environment of the institution, to avoid the unreasonable redirection of a child’s problem to external services, and to reduce the number of children sent to special educational institutions.In accordance with the standard, the psychological and pedagogical conditions for the implementation of the basic educational program of basic general education must ensure:

Continuity of the content and forms of organization of the educational process in relation to the initial stage of general education;

Taking into account the specifics of the age-related psychophysical development of students, including the characteristics of the transition from primary school age to adolescence;

Formation and development of psychological and pedagogical competence of students, teaching and administrative workers, and the parent community;

Variability of areas of psychological and pedagogical support for participants in the educational process (preservation and strengthening of students’ psychological health; formation of the value of health and a safe lifestyle; development of one’s ecological culture; differentiation and individualization of education; monitoring of students’ capabilities and abilities, identification and support of gifted children, children with disabilities health opportunities; psychological and pedagogical support for participants in the Olympiad movement; ensuring a conscious and responsible choice of further professional field of activity; development of communication skills in an environment of different ages and among peers; support for children’s associations and student self-government);

Diversification of levels of psychological and pedagogical support (individual, group, class level, institution level);

Variability of types of psychological support for participants in the educational process (prevention, diagnosis, counseling, correctional work, developmental work, education, examination).

The purpose of psychological supportis to promote the creation of a social development situation that corresponds to the individuality of students and provides psychological conditions for successful learning, health protection and personal development of students, their parents (legal representatives), teaching staff and other participants in the educational process.

Tasks of psychological support of the educational process:

Psychological analysis of the social development situation in educational institutions, identifying the main problems and determining the causes of their occurrence, ways and means of resolving them, assisting the teaching staff in harmonizing the socio-psychological climate in educational institutions;

Monitoring the psychological and pedagogical status of the child and the dynamics of his psychological development in the process schooling; promoting individualization of the educational route;

Promoting the implementation (fulfillment) of the requirements of the federal state educational standard for the personal, meta-subject and subject results of students mastering the basic educational program of basic general education;

Development and implementation of psychological programs and projects aimed at overcoming deviations in social and psychological health and preventing asocial phenomena (drug addiction, social orphanhood, domestic violence, etc.), difficulties in adaptation, training and education, behavioral disorders, delays and deviations in the development of students and pupils;

Promoting the formation of universal educational actions in students as the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience, a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently assimilate new knowledge and skills, including the organization of this process ;

Assistance to teaching staff, parents (legal representatives) in the education of students, as well as the formation in them of the principles of mutual assistance, tolerance, mercy, responsibility and self-confidence, the ability to be active social interaction without infringing on the rights and freedoms of another person;

Participation in a comprehensive psychological and pedagogical examination of the professional activities of specialists from educational institutions, educational programs and projects, teaching aids carried out on the initiative of educational authorities or individual educational institutions;

Dissemination and implementation of achievements in the field of domestic and foreign psychology into the practice of educational institutions;

Interaction with departments of educational institutions (Health service, psychological, medical and pedagogical council, Prevention Council, etc.), with educational institutions, healthcare institutions and organizations and social protection population.

The main areas of activity of a teacher-psychologist:

Working with students;

Working with the teaching staff of the school;

Work with the school administration;

Working with parents of students.

It should be noted that the effectiveness of all the activities of a psychologist in the system of psychological and pedagogical support for the development of students in the educational process will depend on the coincidence of goals and objectives solved by the psychological and methodological services of the school.

The tasks of psychological support at different levels of education are different:

1. Preschool education - early diagnosis and correction of developmental disorders, ensuring readiness for school.

2. Primary school - determining readiness for learning at school, ensuring adaptation to school, increasing the interest of schoolchildren in learning activities, developing cognitive and educational motivation, developing independence and self-organization, support in the formation of the desire and “ability to learn”, the formation of universal learning activities, development of creative abilities.

3. Basic school - support for the transition to basic school, adaptation to new learning conditions, support in solving problems of personal and value-semantic self-determination and self-development, assistance in solving personal problems and problems of socialization, the formation of life skills and competencies, the prevention of neuroses, assistance in building constructive relationships with parents and peers, preventing deviant behavior and drug addiction.

4. High school - assistance in profile orientation and professional self-determination, support in solving existential problems (self-knowledge, search for the meaning of life, achieving personal identity), development of time perspective, goal-setting abilities, development of psychosocial competence, prevention of deviant behavior, drug addiction.

At the same time, special attention must be paid to transitional stages in the development and education of children.

Model of psychological and pedagogical support

Main types of work and content of psychological and pedagogical support activities:

- Psychological education (and education) - formation among students and their parents (legal representatives), teaching staff and heads of educational institutions of the need for psychological knowledge, the desire to use it in the interests of their own development and timely prevention of possible violations in the development of personality;

Prevention – prevention of the occurrence of the phenomena of maladaptation of students, professional burnout of teachers; identification and neutralization of factors that negatively affect the health of teachers and students; formation of the need for a healthy lifestyle among all participants in the educational process; development of specific recommendations for teaching staff, parents (legal representatives) to provide assistance in matters of upbringing, training and development;

- Developmental work(individual and group) - the formation of the need for new knowledge, the possibility of its acquisition and implementation in activity and communication;

Corrective work (individual and group)– organizing work with students who have problems in learning, behavior and personal development identified during the diagnostic process; active influence on the process of personality formation and overcoming difficulties in mastering program material on the basis of complex interaction of an educational psychologist with teachers, defectologists, speech therapists, doctors, social educators; correction of deficiencies in the mental and (or) physical development of children with disabilities, overcoming difficulties in mastering the basic educational program of basic general education;

- Counseling (individual and group)– assistance to participants in the educational process in understanding the nature of their difficulties, in analyzing and solving psychological problems, in updating and activating personal characteristics; promoting the conscious and active appropriation of new social experience; assistance in forming new attitudes and making one’s own decisions; solving various kinds of psychological problems associated with difficulties in interpersonal relationships, self-awareness and self-development.

Expertise – psychological analysis of educational and training programs, projects, manuals, educational environment, professional activities of specialists of an educational institution; assessment of alternative solutions and identification of the most preferable options for organizing the educational process.

Taking into account the main provisions of the Federal State Standard, the priority types of work when organizing support are education, diagnostics (monitoring studies), correction and examination.

When implementing psychological support, the following activities are mandatory (they must be reflected in planning):

In each parallel, an annual study of the psycho-emotional state of students, the psychological climate in the classroom;

When students transition from elementary school to middle school (grades 4-5) and from middle school to high school (grade 10), conducting a diagnostic minimum to study adaptation to new learning conditions - carrying out adaptation activities with students in grades 5 and 10 , including individual and/or group work with students who have difficulties in adaptation;

- correctional and developmental work with students with disabilities, including with disabled children. In the Modernization Concept Russian education it is noted that “children with disabilities should be provided with medical and social support and special conditions for studying in secondary school at your place of residence." The most important condition for the effectiveness of integration is the presence of a competent system of psychological and pedagogical support, including, in addition to systematic observation individual programs training and correction, such an important component as working with the environment (social environment) into which the child is integrated. Building an effective support system will allow solving problems of development and learning of children within the educational environment of the institution, avoiding unreasonable redirection of a child’s problem to external services, and reducing the number of children sent to special educational institutions.

Particular attention must be paidpsychological correction and development of students in special (correctional) classes of type VII:carry out systematic diagnostics of their development, conduct group and individual correctional and developmental classes with students, increase the psychological competence of teachers and parents on issues of child development, preservation and promotion of health, and monitor the effectiveness of children’s education according to the program. All work with this category of children should be carried out through the organization of the activities of a psychological-medical-pedagogical council with the mandatory development of an individual support program, which is implemented by the teacher and all necessary support specialists.

- psychological support for gifted children.To preserve mental and physical health gifted students, the development of their giftedness, the teacher-psychologist, together with the teaching staff, needs to solve the following problems: development of individual educational routes; formation of adequate self-esteem; protection and strengthening of physical and psychological health; prevention of neuroses; preventing isolation of gifted children in a peer group; development of psychological and pedagogical competence of teachers and parents of gifted children;

- psychological support for “at-risk” children, including those from families in difficult life situations;

Psychological support for pre-professional preparation and specialized training for high school students, professional guidance for students(taking into account the peculiarities of the school, it is possible to support students in grades 7-11 on these issues. For example, for a lyceum the following directions are possible: choice of a lyceum profile for students in future 8th grades; vocational guidance for students in grades 9; psychological support for specialized training for students in grades 10-11 classes);

- psychological preparation of students in grades 9 and 11 for final certification in the form of State Examination and Unified State Examination,educational events with parents and teachers;

- accompaniment of teachers during the certification period.The educational psychologist participates not only in the meeting of the school certification commission, but also takes part in the study of the results of the teacher’s activities. At the request of the certified teacher, provides psychological assistance to prevent stress that arises during the certification period;

- preventive measures with parents and teachers to overcome conflict situations in the educational environment, prevent suicidal behavior and drug addiction, create a favorable psychological climate in the family and establish favorable parent-child relationships;

- placement of poster information on psychology and the provision of psychological assistance by various organizations(children's helpline, etc.) for students, teachers and parents;

- carrying out organizational and methodological work, analyzing the effectiveness and efficiency of psychological support.

If we have figured out stage 1, let's try to figure out the rest.

Transition of a student to a new level of education

Psychological and pedagogical support for 5th grade students is aimed at creating conditions for successful learning of students in the middle school level. Special significance given to the creationconditions for successful socio-psychological adaptation to a new social situation. In terms of its objectives, this stage is provided by psychological programs and forms of work with children. The main thing is to create psychological conditions for successful adaptation within the educational environment.

Frontal and individual diagnostics are carried out. Its results are recorded in “Final forms of analytical reports”(see Appendix 1).Thus, a data bank is created about the intellectual and personal development, about the formation of students’ educational attainment. Individual diagnostics are carried out at the request of teachers or parents of students. The set of methods for examining the adaptation period includes the most indicative processes for adaptation: learning motivation, well-being, anxiety.

quarter

Diagnostic

minimum adaptation

In-depth

diagnostics, correctional and developmental work

Corrective and developmental work on adaptation

Within this stage (from September to May) it is expected:

1. Conducting psychological and pedagogical diagnosticsaimed at studying the level of psychological adaptation of students to the educational process.

2. Conducting consulting and educational work with parents of fifth-gradersaimed at familiarizing adults with the main tasks and difficulties of the adaptation period.

3. Conducting group and individual consultations with teachersto identify possible difficulties in the formation of the UUD and the implementation of the Federal State Educational Standard. This direction allows us to direct the work of teachers to build educational process in accordance with individual characteristics and the opportunities of schoolchildren.

4. Corrective and developmental work carried out with two target groups: students with special educational needs (developed and implemented by educational institution specialists based on the results of the consultation), students experiencing temporary difficulties during the adaptation period. Classes are conducted both individually and in group form. Their task is to adjust students to the system of requirements imposed by the basic school, relieve excessive mental stress, and develop in students the communication skills necessary to establish interpersonal relationships, communication and cooperation, assist students in mastering school rules.

5. Analytical work, aimed at understanding the results of activities related to psychological and pedagogical support of the Federal State Educational Standards LLC, planning work for the next year.

References

Dubrovina I.V., Prikhozhan A.M., Danilova E.E., Dubrovina I.V. “Psychology. 5th grade." I.: “Moscow Psychological and Social Institute”, 2007.
Diagnostic and correctional work of a school psychologist. Ed. I. V. Dubrovina. M.: 2001.
Features of personal and professional development of subjects of the educational space in modern socio-economic conditions. Edited by L. M. Mitina M.: 2010.
Approximate basic educational program of an educational institution. Basic school. M.: “Enlightenment” 2011.
Second generation standards. How to Design Universal Learning Activities in elementary school. Teacher's manual. Edited by A. G. Asmolov. M.: “Enlightenment” 2011.
System of psychological support of the educational process in the context of the introduction of the Federal State Educational Standard: planning, documentation, monitoring, accounting and reporting / comp. I.V. Vozniak [and others]. - Volgograd: Teacher: IP Grinin L.E., 2014.-235 p.
Khukhlaeva O. V. School psychological service, M.: 2008.

Psychological and pedagogical support of Federal State Educational Standards LLC.

The priority direction of the federal educational standard of the second generation is the implementation of the developmental potential of basic general education; in this regard, ensuring the development of universal educational activities as a psychological component of the fundamental core of education along with the traditional presentation of the subject content of specific disciplines becomes an urgent task.

Changing the paradigm of pedagogical education and transforming it essentially into psychological and pedagogical education made it possible to carry out in our school a learning process focused on the development of students, taking into account their characteristics and the comprehensive disclosure of their intellectual and personal potential.
An important place in the educational process is occupied by the mental health of students, individualization of educational routes, and the creation of a psychologically safe and comfortable educational environment.
The introduction of the Federal State Educational Standard LLC significantly changes the entire educational situation at school, through the organization of psychological support for teachers, students, parents at the stage of its implementation, the development of the psychological culture of all participants in the educational process.

The main directions of psychological support for students within the framework of the introduction of the Federal State Educational Standard LLC.

Preventive direction
Prevention - preventing the occurrence of phenomena of maladaptation in students, developing specific recommendations for teaching staff and parents to provide assistance in matters of upbringing, training and development, taking into account age and individual characteristics.
Psychoprophylactic work - providing solutions to problems related to the education, upbringing, and mental health of children:
· development and implementation of developmental programs for students, taking into account the tasks of each age stage;
· identification of the psychological characteristics of the child, which in the future may cause deviations in intellectual or personal development;
· prevention of possible complications in connection with the transition of students to the next age level.

Diagnostic direction.
Identification of the characteristics of the child’s mental development, the most important features of activity, the formation of certain psychological new formations, compliance of the level of development of skills, knowledge, skills, personal and interpersonal formations with age guidelines and requirements of society.
Diagnostics can be individual or group.
Stages of individual diagnostics:
- study of requests to a psychologist received from teachers, parents, students (definition of the problem, choice of research method);
- formulation of a conclusion about the main characteristics of the subjects studied

components of mental development or personality formation of a schoolchild (psychological diagnosis);
- development of recommendations, programs of psychocorrectional work with students, drawing up a long-term plan for the development of abilities or other psychological formations.

Advisory direction (help in solving those problems with which teachers, students, and parents turn to a psychologist).
Individual counseling - providing assistance and creating conditions for personality development, the ability to choose and act at one’s own discretion, and learn new behavior.
Group counseling - informing all participants in the educational process on issues related to the characteristics of the educational process for this category of children in order to create an adaptive environment that allows for full integration and personal self-realization in an educational institution.

4. Developmental direction.
Developmental work (individual and group) - the formation of the need for new knowledge, the possibility of its acquisition and implementation in activities and communication.

5. Corrective direction.
Correctional work (individual and group) – organization of work, primarily with students who have problems in learning, behavior and personal development identified during the diagnostic process.
Aimed at: reducing the severity of pathology and its behavioral consequences; prevention of the appearance of secondary developmental disorders; ensuring maximum realization of the child’s rehabilitation potential.

6. Educational direction.
Psychological awareness and education - the formation of the need for psychological knowledge, the desire to use it in the interests of one’s own development; creating conditions for full personal development and self-determination of students at each age stage, as well as timely prevention of possible violations in the formation of personality and development of intelligence.
Also introducing the teaching staff, students and parents to psychological culture.

7. Career guidance direction.
Psychological and pedagogical support makes the process of professional self-determination of students consistent, conscious and justified; it is aimed at self-knowledge, identifying the true motives of their choice, real opportunities and educational needs. The result of pedagogical guidance of professional self-determination is readiness to choose a profession, comprehend, and design options for professional life paths.

Basic school: support for the transition to basic school, adaptation to new learning conditions, support in solving problems of personal and value-semantic self-determination and self-development, assistance in solving personal problems and problems of socialization, the formation of life skills, the prevention of neuroses, assistance in building constructive relationships with parents, peers, teachers, prevention of deviant behavior.

Solving the assigned tasks is carried out through:

Organizing and conducting psychological and pedagogical consultations on problems related to the transition to primary school;

Individual and group psychodiagnostics;

Individual consultation;

Individual developmental classes with children experiencing various types of difficulties in transition to new learning conditions;

Group consultations, thematic meetings on issues relevant to children of this age group;

Network interaction with specialists from medical and correctional and developmental institutions.

Psychological and pedagogical conditions for the implementation of the basic educational program of basic general education must ensure:

Continuity of the content and forms of organization of the educational process in relation to the initial stage of general education;

Taking into account the specifics of the age-related psychophysical development of students, including the characteristics of the transition from primary school age to adolescence;

Formation and development of psychological and pedagogical competence of students, teaching and administrative workers, and the parent community;

Variability of areas of psychological and pedagogical support for participants in the educational process (preservation and strengthening of students’ psychological health;

Formation of the value of health and a safe lifestyle; development of one’s ecological culture, differentiation and individualization of learning; monitoring the capabilities and abilities of students, identifying and supporting gifted children and children with disabilities; psychological and pedagogical support for participants in the Olympiad movement; ensuring an informed and responsible choice of further professional field of activity;

Formation of communication skills in an environment of different ages and among peers; support for children's associations, student self-government);

Diversification of levels of psychological and pedagogical support (individual, group, class level, institution level);

Variability of forms of psychological and pedagogical support for participants in the educational process (prevention, diagnostics, counseling, correctional work, developmental work, education, examination).Aactive use of modern pedagogical technologies, including

including information and communication, as well as the prevention of physical, mental and psychological overload of students, compliance with sanitary and hygienic rules and regulations, allow school teachers to implement educational activities at the optimal level, work on psychological and pedagogical support of participants in the educational process is carried out by a teacher - psychologist and school teachers.