Psychological support of the educational process. Psychological support in a secondary vocational education institution

A significant part of childhood, adolescence, that is, most of the child’s life, passes at school, is occupied with various types of intra-school interaction, and in the process of these interactions - in the educational process and outside it - the student solves the problems of his psychological, personal development. In relation to this development, the school environment sets certain requirements for the child’s personal manifestations.

A child’s school life takes place in a complexly organized environment, varied in form and orientation. The school environment offers the child a choice of many roads and paths along which to go and develop. The adults around him are offered help, who, due to their social, professional or personal position, can provide the student with a variety of support. First of all, he is a Teacher, Parent and Psychologist.

The role of the teacher comes down to general view, to a clear and consistent orientation of the student towards certain paths of development, primarily intellectual and ethical (“every person should know this and that, be able to behave in such and such a way”). It is the teacher who sets most of the parameters and properties of the school environment, creating and implementing concepts of training and education, standards for assessing behavior and educational success, communication style and much more. In this system, the parent plays the role of a carrier and translator of certain microcultural values - religious, ethical, etc., but at the same time, his influence is not of a formative, but of a regulating nature. That is, the parent seeks to cut off and close those paths of development, the movement along which is undesirable for the child, both from a physical and legal point of view, and from the point of view of family, cultural, religious, and national traditions. In a given system, the Psychologist’s task is to create conditions for the child’s productive movement along the paths that he himself has chosen in accordance with the requirements of the Teacher and Family (and sometimes in opposition to them), to help him make conscious personal choices in the complex world around him, to constructively solve the inevitable conflicts, master the most individually significant and valuable methods of cognition, communication, understanding oneself and others. That is, the activity of a psychologist is largely determined by the social, family and pedagogical system in which the child actually finds himself and which is significantly limited by the school environment.

The purpose of the practical activity of a school psychologist is currently considered as psychological and pedagogical support for children and adolescents in the learning process.

Psychological and pedagogical support– activities aimed at creating a system of socio-psychological conditions for successful learning, education and development of a child in a specific school environment.

The idea of psychological and pedagogical support means:

Following the natural development of the child at a given age and sociocultural stage of ontogenesis, relying on those personal achievements that the child actually has;

Creating conditions for children to independently creatively master the system of relationships with the world and themselves, as well as for each child to make personally significant life choices;

Creation, within the framework of the social and pedagogical environment objectively given to the child, of conditions for his maximum personal development and learning in a given situation;

Psychological support child at school is mainly carried out by pedagogical means, through the teacher and school uniforms educational and educational interaction.

In psychological and pedagogical support of the child in the process of learning at school, carried out in the above types of activities child psychologist, also turns on social dispatch activity, which involves children, their parents and teachers receiving socio-psychological assistance that goes beyond the functional responsibilities and professional competence of a psychologist working at school. This is possible if the school psychologist has an idea of where, how and with what documentation the request can be “redirected” (Figure 1).

Figure 1. Activities of a school psychologist

The client of a school psychologist is either a specific student or a group of schoolchildren. As for adult participants in the educational process - teachers, administration, exempt educators, parents - they are considered as subjects of support, participating in this process together with a psychologist on the principles of cooperation. In solving the problems of a particular student, all interested adults jointly determine a unified strategy for psychological and pedagogical support. It is the Teacher who was, is and will be the main school figure, the main conductor of various influences and influences on schoolchildren, the most important guarantor of their intellectual and personal growth in the school environment. A psychologist will cope with his difficult professional task only if he can establish strong professional contact with school teachers, true cooperation, which allows creating comfortable and productive learning and developmental conditions for children.

One of the forms of activity of a school psychologist is psychological and pedagogical council – development and planning of a unified psychological and pedagogical strategy for accompanying a child in the process of his education, as well as certain student groups and parallels. Yu.K. Babansky wrote that “to improve the study of schoolchildren, one must not get carried away with detailed written characteristics, but concentrate efforts on collective discussions of the opinions of class teachers about schoolchildren and, most importantly, on the collective development of measures for an individual approach to students and to the class as a whole.” The consultation allows you to combine information about the child that teachers have, classroom teacher, a school physician and psychologist, and based on a holistic vision of the student, taking into account his current state and the dynamics of previous development, develop and implement a general line of his further education and development. The psychological and pedagogical council, being competently prepared, helps the development of not only children, but also teachers and the entire teaching staff.

PSYCHOLOGICAL SUPPORT OF THE COMPETENCE-BASED APPROACH

1. THE CONCEPT OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT.

2. CONSEQUENCES OF THE IDEA OF SUPPORT (CONCEPTUAL, CONTENT, ORGANIZATIONAL, FUNCTIONAL-ROLE).

3. THE CONCEPT OF “COMPETENCE” IN THE MODEL OF HUMAN PSYCHOLOGICAL DEVELOPMENT.

4. MAIN DIRECTIONS OF ACTIVITY OF A PSYCHOLOGIST IN THE ORGANIZATION OF PSYCHOLOGICAL SUPPORT OF COMPETENCE-ORIENTED TRAINING.

4.1. PSYCHODYAGNOSTICS

4.2. PSYCHOCORRECTIONAL AND DEVELOPMENTAL WORK

4.3. COUNSELING AND EDUCATION

4.4. SOCIAL MANAGEMENT ACTIVITIES

5. PSYCHOLOGICAL EDUCATION WITHIN THE FRAMEWORK OF SUPPORTING THE COMPETENCE-BASED APPROACH.

1. THE CONCEPT OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT (according to M.R. Bityanova)

Accompaniment is a certain ideology of work; it is the very first and most important answer to the question of why a psychologist is needed. However, before we dwell in detail on the content of this concept, let us consider the overall situation in domestic psychological school practice from the point of view of the goals and ideology that are embedded in various existing approaches.

We can talk, in our opinion, about three main ideas underlying various models of psychological activity.

The first idea: the essence of psychological activity is in the scientific and methodological guidance of the educational process at school. This is a “foreign” practice for a psychologist. Its purpose can be set in different words, for example, as scientific psychological and pedagogical support for the educational process, but in any case these are the goals of “alien” practice, a different professional perception of the world (primarily the child), which is often poorly compatible with a psychological worldview.

Idea two: the meaning of a school psychologist’s activity is to help children experiencing various difficulties of a psychological or socio-psychological nature, to identify and prevent these difficulties. Within the framework of such models, the functions of a teacher and a psychologist are quite clearly separated. Moreover, their activities often turn out to be independent of each other. Those who are successful fall outside the scope of assistance psychologically schoolchildren who receive their share of the psychologist’s attention only if they begin to demonstrate some undesirable manifestations in behavior, learning or, say, well-being. In addition, psychologists working in line with such models often have a specific view of children: their psychological world becomes interesting to a specialist primarily only from the point of view of the presence of violations that need to be corrected and corrected.

Idea three: the essence of school psychological activity is to accompany the child throughout the entire school process. The attractiveness of the idea is clear: it really makes it possible to organize school psychological activities as “your own” practice, with your own internal goals and values, but at the same time it allows you to organically weave this practice into the fabric of the educational pedagogical system. Allows you to make it an independent, but not alien part of this system. It becomes possible to combine the goals of psychological and teaching practice and their focus on the main thing - the child’s personality.

First of all, what does it mean to “accompany”? In the Russian language dictionary we read: to accompany means to go, to travel with someone as a companion or guide. That is, accompanying a child along his life path means moving with him, next to him, sometimes a little ahead, if possible paths need to be explained. The adult carefully looks and listens to his young companion, his desires, needs, records achievements and difficulties that arise, helps with advice and his own example to navigate the world around the Road, understand and accept himself. But at the same time he does not try to control or impose his own paths and guidelines. And only when the child gets lost or asks for help does she help him get back on his path. Neither the child himself nor his experienced companion can significantly influence what happens around the Road. An adult is also unable to show the child the path that must be taken. Choosing a Road is the right and responsibility of every individual, but if at crossroads and forks with a child there turns out to be someone who is able to facilitate the choice process and make it more conscious - this is a great success. It is precisely this accompaniment of the child at all stages of his education that is seen as the main goal of psychological practice.

The task of a school psychologist is to create conditions for the child’s productive movement along the paths that he himself has chosen in accordance with the requirements of the Teacher and Family (and sometimes in opposition to them), to help him make conscious personal choices in this complex world, constructively resolve inevitable conflicts, master the most individually significant and valuable methods of cognition, communication, understanding oneself and others. That is, the activity of a psychologist is largely determined by the social, family and pedagogical system in which the child actually finds himself and which is significantly limited by the framework of the school Environment. However, within this framework, he can define his own goals and objectives.

So, accompaniment is a system professional activity a psychologist aimed at creating socio-psychological conditions for successful learning and psychological development of a child in interaction situations.

The object of psychological practice is the learning and psychological development of a child in a situation of school interaction, the subject is the socio-psychological conditions of successful learning and development.

The affirmation of the idea of support as the basis of psychological practice, the postulation of its object and subject in the form described above has a number of important consequences. Let us briefly dwell on each of these consequences.

2. CONSEQUENCES OF THE IDEA OF SUPPORT (CONCEPTUAL, CONTENT, ORGANIZATIONAL, FUNCTIONAL-ROLE).

We consider support as a process, as a holistic activity of a practical school psychologist, within which three mandatory interrelated components can be distinguished:
Systematic monitoring of the child’s psychological and pedagogical status and the dynamics of his mental development during the learning process.
Creating socio-psychological conditions for the development of students’ personality and their successful learning.
Creation of special socio-psychological conditions to provide assistance to children with problems in psychological development, training.

Within the framework of this ideology, it is possible to reasonably and clearly approach the selection of the content of specific forms of work and, most importantly, to define the concept of the socio-psychological status of the student. That is, we get the opportunity to answer the question of what exactly needs to be known about the student in order to organize the conditions for his successful learning and development. In its most general form, the socio-psychological status of a schoolchild is a system of psychological characteristics of a child or adolescent. This system includes those parameters of his mental life, knowledge of which is necessary to create favorable socio-psychological conditions for learning and development. In general, these parameters can be divided into two groups. The first group consists of the characteristics of the student. First of all, the characteristics of his mental organization, interests, communication style, attitude to the world, and more. They need to be known and taken into account when building the learning and interaction process. The second consists of various problems or difficulties that arise for the student in various fields his school life and internal psychological well-being in school situations. They need to be found and corrected (developed, compensated). Both need to be identified in the process of work to determine the optimal forms of support.

Organizational implications of the idea of accompaniment

In organizational matters, the psychotechnical potential of the idea of support is especially clearly manifested, since it becomes possible to build the current work of a psychologist as a logically thought-out, meaningful process that covers all areas and all participants in intra-school interaction. This process is based on a number of important organizational principles regarding the construction of school psychological practice. These include the systematic nature of the daily activities of a school psychologist, organizational consolidation (in the long-term and current work plans of the school teaching staff) of various forms of cooperation between a teacher and a psychologist in creating conditions for the successful learning and development of schoolchildren, approval of the most important forms psychological work as an official element of the educational process at the level of planning, implementation and monitoring of results, etc.

Functional-role consequences of the idea of support

A psychologist working in line with this model has the opportunity to make a professional determination regarding all participants in the school system of relations and build successful relationships with them. In traditional terms, the psychologist gains an understanding of who is and who is not the object of his practice. True, within the framework of our approach it would be more appropriate to talk about, say, a client of school psychological practice. The client of a school psychologist is either a specific student or a group of schoolchildren. As for adult participants in the educational process - teachers, administration, exempt educators, parents - we consider them as subjects of support, participating in this process together with a psychologist on the principles of cooperation, personal and professional responsibility. We consider a psychologist as part of the system of teaching and raising children. Along with him, the child is guided along the path of development by specialists from various humanitarian professions (teachers, medical workers, social teachers and educators, social workers) and, of course, his parents. In solving the problems of a particular student or in determining optimal conditions of his training and development, all interested adults jointly develop a unified approach, a unified strategy for psychological and pedagogical support.

The activities of a psychologist within the framework of support include:

An analysis of the school environment carried out jointly with teachers from the point of view of the opportunities that it provides for the learning and development of the student, and the requirements that it places on his psychological capabilities and level of development

Definition psychological criteria effective learning and development of schoolchildren

Development and implementation of certain activities, forms and methods of work, which are considered as conditions for the successful learning and development of schoolchildren

Bringing these created conditions into a certain system permanent job, giving the maximum result

Thus, support seems to us to be an extremely promising theoretical principle both from the point of view of understanding the goals and objectives of psychological practice, and from the point of view of developing a specific model of the psychologist’s activity, which can be introduced and successfully implemented not in a single author’s performance, but as a mass technology of work.

3. THE CONCEPT OF COMPETENCE IN THE MODEL OF HUMAN PSYCHOLOGICAL DEVELOPMENT

The concept of “competence” appeared in the model of human psychological development that grew up in last years from ideas from activity theory and behavioral theories. This model, the social-cognitive approach, pays the greatest attention to the development of a person’s cognitive activity, to his desire for completeness and internal consistency of knowledge about himself and the world. This theory believes that a person is constantly focused on solving problems and is determined to achieve increasingly more effective solutions, trying to minimize the expenditure of his cognitive, physical, and material resources per “unit” of useful result (E. Varkhotov).

In order to reduce emotional stress and be upset or happy as little as possible, you should increase the efficiency of your thinking. It is necessary to correctly analyze the cause-and-effect relationships between events. This makes the world understandable and predictable, convenient and even pleasant to live in. The predictability of the world and the internal consistency of ideas about oneself and the world are considered in this theory to be the most important value for a person.

From this comes the “competence motive”: it is assumed that all people strive to live comfortably and pleasantly and at the same time interact effectively with each other, with the environment and nature. Therefore, as each person grows up, an ever-increasing share of his interests inevitably turns out to be related to the development of thinking, mastery of knowledge and skill, and subsequently with the transfer of accumulated experience and knowledge to the next generation.

MAN-CREATOR

So, “competence” is a specific ability that allows you to effectively decide typical problems and problems arising in real situations Everyday life. Special forms of competence presuppose the ability to solve a defined range of problems in a professional activity.

A person must have certain knowledge, including highly specialized, special ways of thinking and skills. The highest levels of competence require initiative, organizational skills, and the ability to assess the consequences of one's actions.

The development of competence leads to the fact that a person can model and evaluate the consequences of his actions in advance and for the long term. This allows him to make the transition from external evaluation to the development of “internal standards” for assessing oneself, one’s plans, life situations and for other people.

In Russian psychology, similar ideas for the development of cognitive processes and the motivational sphere, noting the importance of the transition to self-propulsion of motives and self-reinforcement, were developed by L.I. Bozovic. She believed that the meaning of development and maturation is that the child gradually becomes a person: from a being who assimilates the experience accumulated by humanity, he gradually turns into a creator who creates material and spiritual values.

The model of social and individual competence considers a person’s life path as his ascent - the transition from the ability to solve situationally determined problems to supra-situational activity (the term of V.A. Petrovsky), as his progress towards perfection through individual creative acts (A. Adler). S.L. Rubinstein writes that only “in creativity is the creator himself created. There is only one way to create a great personality: big job over the greater creation."

HELPLESS MAN

Learned helplessness (Seligman's term) is the passivity and lack of will of a person in problematic situation. The basis of “acquired” types of helplessness is the initial and innate helplessness of a person. Unlike many other species, humans are born without an innate system of instincts and behavioral patterns that ensure survival. The development and formation of individual organs, brain structures, physiological and functional systems of a person occurs in the process of training and education.

The growth model of social competence suggests that:
- firstly, all children can become competent in one or another area of activity, making their choice in the widest possible sphere, determined by social needs. The problem is to identify as early as possible those areas of activity in which the child can achieve maximum competence;
- secondly, the education system must be restructured from an extensive model of “pumping” subject-oriented “knowledge” into children’s memory to an intensive model of developing social and individual competence;
- thirdly, the role of the teacher and school psychologist in such a transformation should probably be the acmeological design of the individual trajectory of the intellectual and personal development of each child.

4. MAIN AREAS OF ACTIVITY OF A PSYCHOLOGIST IN THE ORGANIZATION OF PSYCHOLOGICAL SUPPORT OF COMPETENCE-BASED TRAINING (according to M.R. Bityanova)

Psychological and pedagogical support of the competency-based approach can be presented in the form of the following model (see Figure 1.)

Diagnostic work is a traditional part of the work of a psychologist, historically the first form of psychological practice.

We can highlight the following principles for constructing and organizing the psychodiagnostic activity of a psychologist.

The first is the compliance of the chosen diagnostic approach and specific methodology with the goals of psychological activity (the goals and objectives of effective support).

Secondly, the survey results must either be immediately formulated in a “pedagogical” language, or be easily translatable into such a language.

Third, the predictive nature of the methods used, that is, the ability to predict on their basis certain features of the child’s development at further stages of education, and to prevent potential violations and difficulties.

Fourth, the high developmental potential of the method, that is, the possibility of obtaining a developmental effect in the process of the survey itself and building various developmental programs on its basis.

Fifth, the cost-effectiveness of the procedure.

The developmental activities of a psychologist are focused on creating socio-psychological conditions for the holistic psychological development of a child, and psychocorrectional activities are aimed at solving specific problems of learning, behavior or mental well-being in the process of such development. The choice of a specific form is determined by the results of psychodiagnostics.

Let us briefly consider a few more requirements, in accordance with which it is necessary to build correctional and developmental work in school. First of all, the participation of children and adolescents in them is voluntary. When planning the content of correctional and developmental work, it is necessary to take into account not only and not so much general age ideas about needs, values and characteristics, but also actively rely on knowledge of the characteristics of the social and cultural environment to which schoolchildren belong, their own individual characteristics and needs. Finally, an important organizational point: it is necessary to maintain consistency and continuity in the forms and methods of correctional and developmental work carried out at school.

Psychocorrectional work can be carried out both in the form of group and individual activities. The choice of a specific form of work depends on the nature of the problem (there may be contraindications for group work), the age of the child, and his wishes. For it, the principle of holistic impact also remains of paramount importance, although it is obvious that the choice of priority areas of work is necessary.

When working with each age, you can set the following priorities:

Grades 1-4 - development of cognitive activity, ability to interact and collaborate.

The overall goal is to create a safe, welcoming atmosphere for the child, in which he will feel understood and accepted. In this atmosphere, children acquire important life skills:

The ability to listen to another person;

Ability to overcome embarrassment, start and maintain a conversation;

The ability to realize, express one’s feelings and understand the feelings of others;

Ability to join a group and get to know each other;

Ability to debate.

Every child understands that he is valuable regardless of his success, his appearance, that his characteristics are his uniqueness and originality. And that's great. Children learn to plan time, do what needs to be done with pleasure, and gain the experience of friendship and constructive communication.

Grades 5-6 - ensuring continuity of education at the stage of transition to secondary education, adaptation of students to the requirements of grade 5, development of creative abilities, self-regulation skills, formation of a cohesive team. 10 - 13 years old.

"Me and my world, or psychology for life." The classes are aimed at developing social skills that are so necessary for children:

The ability to say “no” and accept “no”;

Ability to introduce yourself;

Ability to work in a group and follow group rules;

The ability to freely express your thoughts and feelings, listen to others.

Children learn to cope with their emotions, and as a result, friendliness and calmness in different life situations will increase, and aggressiveness will decrease. In addition to gaining social skills in classes, children comprehensively explore their character, see themselves from the outside, realize the reasons for their actions, and think about their future. By acting out situations that model behavior, they master psychologically competent behavior in situations of communication with peers and adults.

7-8 grades - formation of active interest in the inner world, strengthening self-esteem, developing the ability to reflect on one’s behavior, learning methods of self-knowledge, developing communication skills.

9-11 grades - formation of an active life position, stimulation of the process of self-knowledge, assistance in choosing life goals and in professional self-determination.

The older ones are already entering adulthood with one foot in them; they need to learn:

Communicate more confidently and freely;

Manage your conditions;

Behave with dignity in difficult situations.

Most often during trainings, topics are raised about what kind of person am I? how do they see me? my feelings, what are they? How can I cope with myself? me and my parents, how to understand each other?

4.3. Third direction: counseling and education

Consulting and education of schoolchildren Education as a form of practical professional activity is familiar to psychologists. Let's just say this is the most safe look psychological work both for the specialist himself and for his audience. Enlightenment gives listeners a passive position, and in this situation new knowledge, if it comes into conflict with a person’s existing ideas or suggests their change, can easily be rejected and forgotten.

Counseling schoolchildren is another important type of practical work, aimed at teenagers and high school students. Consulting can have different contents, relating to both the problems of a student’s professional or personal self-determination, and various aspects of his relationships with people around him.

As part of the consultation, the following tasks can be solved:

Providing assistance to adolescents and high school students experiencing difficulties in learning, communication or mental well-being;

Teaching teenagers and high school students the skills of self-knowledge, self-discovery and self-analysis, using their psychological characteristics and capabilities for successful learning and development;

Providing psychological assistance and support to schoolchildren who are in a state of current stress, conflict, or strong emotional experience.

Psychological counseling and education of teachers

Psychological counseling is a fundamentally important area of school psychologist practice. The effectiveness of all his work at school is largely determined by the extent to which he was able to establish broad and constructive cooperation with teachers and school administration in solving various problems of supporting schoolchildren. This cooperation is organized to a large extent in the process of consultation. Thus, we consider the teacher as an ally of the psychologist, collaborating with him in the process of resolving issues of successful learning and personal development of schoolchildren. In various types of consulting we see forms of organizing such cooperation.

So, psychological and pedagogical counseling is a universal form of organizing cooperation between teachers in solving various school problems and professional tasks of the teacher himself.

Psychological education of teachers is another traditional component of school psychological practice.

Psychological education is aimed at creating conditions within which teachers could obtain knowledge that is professionally and personally significant for them. First of all, we're talking about about psychological knowledge and skills that allow teachers:

Organize an effective process of subject teaching for schoolchildren from both content and methodological points of view;

Build relationships with students and colleagues on a mutually beneficial basis;

Realize and comprehend oneself in the profession and communication with other participants in intra-school interactions.

Parent counseling and education.

common goal Various forms of activity of a psychologist in relation to parents - both education and counseling - are seen in the creation of socio-psychological conditions for attracting the family to accompany the child in the process of schooling.

In general, work with parents is built in two directions: psychological education and social psychological counseling on problems of learning and personal development of children.

Psychological and pedagogical counseling of parents, carried out at the request of parents or on the initiative of a psychologist, can perform various functions. First of all, informing parents about the child’s school problems. Parents do not always have a sufficiently complete and objective understanding of them. Further, this is advisory and methodological assistance in organizing effective child-parent communication, if the parents themselves made such a request or the psychologist believes that the causes of the child’s school problems lie in this area. The reason for consultation may also be the need to obtain additional diagnostic information from parents. For example, at the stage of in-depth diagnostics, a psychologist may ask parents to help him identify the impact of the family situation on the child’s psychological well-being at school. Finally, the purpose of counseling may be psychological support for parents in case of detection of serious psychological problems in their child or in connection with serious emotional experiences and events in his family.

4.4. Fourth direction: social control activities

The social and supervisory activities of a school psychologist are aimed at ensuring that children, their parents and teachers (school administration) receive social and psychological assistance that goes beyond the scope of the functional responsibilities and professional competence of the school practitioner. It is obvious that the effective implementation of this function is possible only in the case when psychological activity at school is a link in an extensive system of socio-psychological support (or help service) of public education. In this case, the psychologist has an idea of where, how and with what accompanying documentation the request can be “redirected”. In all other situations, he is not confident that the client will be provided with the necessary assistance or effective forms of cooperation will be offered. To implement dispatch functions in this case, the psychologist must have at least a bank of reliable data at his disposal about various socio-psychological services that provide professional services (as a rule, all relationships with these services are built, alas, on personal contacts).

When does a psychologist turn to social control activities? Firstly, when the intended form of work with a child, his parents or teachers goes beyond the scope of his functional responsibilities. Secondly, when a psychologist does not have sufficient knowledge and experience to provide the necessary assistance himself. Thirdly, when a solution to a problem is possible only if it is taken beyond the scope of school interaction and the people participating in it. The psychologist is one of its participants.

However, the activity of a psychologist in the cases described above is not limited to “redirecting the problem.” It involves sequential solution of the following tasks:

Determining the nature of the problem at hand and the possibilities for solving it

Finding a specialist who can help

Assistance in establishing contact with the client

Preparation of the necessary accompanying documentation

Tracking the results of client interaction with a specialist

Providing psychological support to the client in the process of working with a specialist.

By highlighting these tasks, we wanted to emphasize that the school psychologist does not relieve himself of responsibility for the education and development of the child at school, redirecting qualified work with him to another specialist. His responsibilities still include accompanying the child, only the forms and content of this process change.

Thus, we have briefly described the main areas of activity of a practicing psychologist. In general, they can be presented as the following diagram (see Fig. 2)

The diagram offered to the attention of readers does not fully reflect the idea underlying the proposed model of psychological activity. The determining principle for it at the organizational level is the principle of consistency. This means that psychological work is difficult organized process, which includes all forms, all areas of practical activity in a clear, logically and conceptually justified sequence.

5. PSYCHOLOGICAL EDUCATION WITHIN THE FRAMEWORK OF THE COMPETENCE-BASED APPROACH.

Psychological education is a traditional component of psychological practice. It is aimed at creating conditions within which teachers could obtain knowledge that is professionally and personally significant to them. First of all, we are talking about psychological knowledge and skills that allow teachers to:

Organize an effective process of subject learning from both content and methodological points of view

Build mutually beneficial relationships

Realize and comprehend oneself in the profession and communication with participants in interactions (M.R. Bityanova)

Within the framework of the model of organizing psychological services proposed by M.R. Bityanova formulates the basic principle of educating teachers - the organic interweaving of the situation of transferring knowledge to them into the process of practical activity (that is, knowledge as a response to a really existing and conscious request of the teacher).

Accordingly, we propose to include psychological education within the framework of the competency-based approach (in doses, with carefully selected content) in the current activities of educational and methodological associations, thematic pedagogical councils, psychological and pedagogical consultations, etc.

Thus, one of the topics of thematic teaching councils could be “Teacher’s Roles: Tutor and Facilitator”

Possible variant speeches by a psychologist at this teachers' meeting (based on materials from A. Kashevarova, educational psychologist, Kaliningrad).

A teacher plays a variety of roles in the educational process. Each role is a set of certain socially expected actions. Let's try together to define the traditional roles of a teacher in school, that is, those role actions that a teacher usually performs in relation to students.

(The psychologist writes down his options and those proposed by the teachers on the board. The list of roles created in our school was as follows: didactician, mentor, bearer and transmitter of experience, educator, evaluator, controller, nanny, leader, senior comrade, supervisor.)

Isn't it true that almost all of these roles are based on a position "above the student"? In it, the teacher acts as an active subject, investing in a passive student some content, experience, knowledge that the child must learn.

The position “above the student” (even if it is humanized) always contains elements of superiority, coercion, sometimes violence, and often authoritarianism. If the entire educational process is built on the basis of this position, then we can talk about an authoritarian style of education and teaching.

Let's look in the dictionary. So, “authoritarian education is an educational concept that provides for the student’s subordination to the will of the teacher. By suppressing initiative and independence, authoritarianism hinders the development of children’s activity and individuality, and leads to confrontation between the teacher and the students. The authoritarian style of pedagogical leadership is a stressful educational system based on power relations, ignoring the individual characteristics of students, and neglecting humane ways of interacting with students. The principle of authoritarian pedagogy is that the teacher is the subject, and the student is the object of education and training. At the same time, the means of controlling the child are carefully developed: threat, supervision, coercion, prohibition, punishment. The lesson is strictly regulated. This style gives rise to special professional traits in the teacher: dogmatism, a sense of infallibility, pedagogical tactlessness, and peremptory judgment. One of its manifestations in pedagogical activity- moralizing. The authoritarian style of education and teaching most often develops under the influence of the style of communication between superiors and subordinates, accepted in the work collective and in society as a whole.”

A reasonable question arises: “In what society?”

Traditional pedagogy was formed at a time when the success of educational work was assessed mainly by the extent to which adults were able to pass on accumulated knowledge, skills, abilities and values to children. At the same time, children were prepared for life in a society that, in its main features, would be similar to the world in which their parents lived.

At the present time, social changes - scientific, technical, cultural, everyday - are so significant and happening so quickly that no one doubts: today's children have to live in a world significantly different from the one in which their parents and teachers lived. Therefore, adults should evaluate their educational successes not so much by how they managed to convey their knowledge and skills, but by whether they were able to prepare children to act independently and make decisions in conditions that obviously did not and could not exist in the life of an elder generations.
Transition to market economy presented the school with a qualitatively different social order than before. Several years ago, documents on the modernization of education noted that knowledge, skills and abilities were not the main concern of the school. More important goals of general education were named: instilling in children responsibility, morality, entrepreneurship, social mobility, willingness to cooperate and the ability to self-organize.

Is a traditional school able to fulfill this social order? Considering that it produces mostly good performers and its main principle is: “Look how I do and do the same.” Considering that the results of authoritarian upbringing are passivity and lack of initiative, weakness of creative imagination, and avoidance of responsibility.

You can declare anything at school, but it is almost impossible to develop in children the qualities needed in an already changed world with a purely traditional approach. Therefore, it is very important to expand the range of professional roles. We are talking about expanding, and not about completely changing the roles of the teacher in the school.

It is impossible to completely abandon the traditional approach to training and education, and it does not make sense, because there is so much value in traditions. As for the authoritarian approach, it is appropriate in some situations and for some time. It is valuable for flexible and very dosed use.
As for the roles that are important for a modern teacher to master and implement, they are associated with a shift in the “center of gravity” in the traditional education system from teacher to student. The teacher here is just an intermediary between the student and knowledge, performing coordination work. His position is “next to the student.” The style of communication between the teacher and the child is cooperation.

The teacher roles in question are tutor and facilitator. Sometimes they are considered as synonyms, sometimes they are separated according to their meaning. I will dwell in a little more detail on each role.

So, facilitator. This concept was introduced by the classic psychologist Carl Rogers. English word"facilitate" means "to facilitate, to promote." This means that the main task of the teacher-facilitator is to facilitate and at the same time stimulate the learning process, that is, the ability to create an appropriate intellectual and emotional environment in the classroom, an atmosphere of psychological support.

The training is structured as follows: the teacher helps formulate the goals and objectives facing a group of students or each student individually, and then creates a free and relaxed atmosphere that will encourage students to solve problems. At the same time, it is important for the teacher: 1) to be himself, to openly express his thoughts and feelings; 2) demonstrate to children complete trust in them and confidence in their capabilities and abilities; 3) show empathy, that is, understanding the feelings and experiences of each student.

According to research, with a facilitative learning style, students are less likely to miss school during school year, have more positive self-esteem, make greater progress in learning, have fewer discipline problems, less acts of vandalism against school property, and are characterized by higher levels of thinking and creativity. (You can read more about this in the book Freedom to Learn by Carl Rogers and Jerome Freyberg.)

Next concept- “tutor” translated from English means “mentor, tutor, guardian.” A tutor in modern pedagogy is a teacher-consultant and coordinator. Its goal is to create an educational environment that will allow the student to gain knowledge and skills as independently as possible, learning in a mode convenient for him, including within the framework of a lesson. At the same time, the tutor helps to effectively use educational materials, Internet, practical experience of other students. Thus, the knowledge system is built through the activity of children, their activities, and practice. The coordinating work of the tutor is aimed at helping in formulating the problem, determining the goals and objectives of the activity, planning actions for implementation, and analyzing the results of the work. The tutor advises and supports students in the process of their independent activities. At the same time, he creates a favorable creative atmosphere where criticism of students’ ideas and statements, imposition of one’s own point of view or research strategy is unacceptable. The tutor knows how to listen and highlight the essential points in any statement of the student. The teacher guides the child with the help of overview information, leading questions, and advice, since the organizational role of the tutor prevails over the educational one.

Tutor-coordinated educational activities Schoolchildren help to develop the following qualities: initiative, goodwill, openness, observation, creative and intellectual activity, the ability to make non-standard solutions, flexibility and critical thinking, careful and attentive attitude to the experience of elders, optimism, tolerance.

As you may have noticed, the functions of a tutor are similar to those of a facilitator. With only one caveat: in facilitation, the emphasis is shifted towards establishing a benevolent, stimulating educational process atmosphere, while in tutoring organizational and coordinating aspects are more emphasized. The above-mentioned roles of the teacher do not cause a feeling of fear in the child, do not humiliate his dignity, but, on the contrary, instill in him freedom and responsibility, high consciousness and courage - qualities that are so necessary in our fast-paced life.

In May of this year, a meeting of the Standing Committee of the Parliamentary Assembly of the Council of Europe (PACE) was held in Moscow, where issues related to the education sector were discussed. The PACE recommendation, approved at this meeting, noted: “The ultimate goal of education in modern conditions should be harmonious developed person capable of successfully fulfilling a variety of roles in a rapidly changing, pluralistic world."

The teacher will develop this ability in the child. To educate with your guiding influence, your attitude, your personality. And since education is in many ways the art of creating role models, so is professionalism modern teacher is to use a wide range of professional roles flexibly and expediently.

QUESTIONS AND TASKS

Does the model of organizing psychological services in your educational institution correspond to new approaches?
How does your educational institution provide psychological support for the competency-based approach?
What practical diagnostics, methods, psychotechnics, in your opinion, are most effective within the framework of psychological support of the competency-based approach?
Offer your own developments for thematic teaching councils, psychological and pedagogical councils, etc.
Describe the place and role of your teachers educational institution in the system of psychological support of the competency-based approach.

LITERATURE

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Bardier G., Romazan I., Cherednikova T. Psychological support for the natural development of young children. – Chisinau - St. Petersburg, 2000.
Belicheva S.A., Rybakova N.A. Program in social psychology, developmental psychology. \\Bulletin of psychosocial and correctional and rehabilitation work.-2002.-No. 2.-page 3.
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Biermon K.L. Social competence and educational environment. // Psychological science and education. – 2001. - No. 4.
Guy Lefrancois Applied educational psychology. – SPb.: PRIME-EVROZNAK, 2003. – 416 p.
Grishina N.V. Psychology of conflict. St. Petersburg: Peter, 2000
Demakova I.D. Humanization of childhood space: theory and practice. M.: ed. House "New Textbook", 2003.
Derkach A. A. Acmeological foundations for the development of professionalism. M.: Publishing house of the Moscow Psychological and Social Institute, 2004.
Game methods for correcting learning difficulties at school. Ed. J.M. Glozman. – M.: V. Sekachev, 2006.
Kalinina N.V. Formation of social competence as a mechanism for strengthening the mental health of the younger generation. // Psychological science and education. – 2001. - No. 4. – pp. 16-22.
Book of methods of the educational program “My Choice” - M.: Izhitsa, 2004. – 92 p.
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Lukyanova I.I. Basic age needs as the basis for the development of social competence in adolescents. // Psychological science and education. – 2001. - No. 4. – p. 41-47.
Melnik E.V. Content of teachers' communicative competence. // Questions of psychology. –2004. - No. 4. - p. 36-42.
Menshikov P.V. Problems of logical competence of teachers and students // Questions of psychology. –2004. - No. 3. - p. 41-55.
Ovcharova R.V. Reference book of a school psychologist. - M., 2003.
Ozerov V.P., Medvedeva N.A., Mayorova D.A., Ozerov F.P., Yartseva T.M. Psychological foundations of working with gifted students: Tutorial for practical psychologists and teachers. – Stavropol: Service School, 2001. –112 p.
Petrovskaya L.A. Communication – competence – training: selected works. M.: Smysl, 2007.
Problems of violence against children and ways to overcome them. Ed. E. N. Volkova. – St. Petersburg: Peter, 2008.
Rogov E.I. Handbook for a practical psychologist in education. - M., 2003.
A practical psychologist's guide: Mental health of children and adolescents in the context of psychological services. / Ed. I.V. Dubrovina. 2nd ed. - M., 2005.
Sapogova E.E. Psychology of human development. – M., 2001.
Sereda E.I. Workshop on interpersonal relationships: help and personal growth. – St. Petersburg: speech, 2006. – 224 p.
Sidorenko E.V. Motivational training. – St. Petersburg: LLC “Rech”, 2002. – 234 p.
Dictionary-reference book on developmental and educational psychology. /Ed. M.V. Gamezo - M., 2001.
Slominskaya E.M. Empathy as a communication skill. //Psychology and its applications. Yearbook of the Russian Psychological Society. 2002 – vol. 9. Issue 2. – p. 442-443.
Tetenkin B.S. Psychological service of the school. - Kirov, 1991
Tolerance: joining forces. Teacher and student: opportunity for dialogue and understanding. T.2. /Under general ed. L.I. Semina. M.: ed. "Bonfi", 2002.
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Tubelsky A.N. Forming the experience of democratic behavior among schoolchildren and teachers. M., POR, 2001.
Feldshtein D.I. The discovery of the Self in the world of the Other and the world of the Other in the Self as a path of ascent to the human and the human. //World of Psychology–2001 -No. 3.-P.4-8.
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materials provided by:

Senior Lecturer of the Department of Pedagogical Excellence L.S. Samsonenko,

Assistant of the Department of Pedagogical Excellence L.Yu.Koltyreva

inquiries for inquiries at: [email protected]

Modernization Concept adopted by the Government of the Russian Federation Russian education for the period up to 2010, it defines priority goals and objectives, the solution of which requires the construction of an adequate system of psychological and pedagogical support. A feature of the development of the support system at the present stage is the need to solve the problems of supporting a child in the context of modernization of education, changes in its structure and content. The priority goal of modernizing education is to ensure High Quality Russian education, which is not limited only to the training of students, a set of knowledge and skills, but is associated with upbringing, the concept of “quality of life”, revealed through categories such as “health”, “social well-being”, “self-realization”, “security”. Accordingly, the scope of responsibility of the psychological and pedagogical support system cannot be limited to the tasks of overcoming learning difficulties, but include the tasks of ensuring successful socialization, maintaining and promoting health, and protecting the rights of children and adolescents.

1) Guidelines on the organization and content of the activities of psychological services in preschool educational institutions (letter from the Department of Education Yaroslavl region N 1551/01-10 dated June 22, 2007). Purpose of the psychological service of a municipal preschool educational institution (MDOU)

In the Russian education system, a system of support and assistance to the child in the educational process is being developed - psychological support. The starting point for the formation of the theory and practice of integrated support is a system-oriented approach, according to which development is understood as the choice and development of certain innovations by the subject of development. Support is understood as a method that ensures the creation of conditions for the subject to accept development optimal solutions in various situations of life choice. To exercise the right to freely choose various development alternatives, it is necessary to teach a person to choose, help him understand the essence of the problem situation, develop a solution plan and take the first steps.

A preschool teacher-psychologist carries out activities within the limits of his professional competence, working with children who have a level of mental development corresponding to the age norm.

The goal of psychological support for a child in the educational process is ensuring normal child development.

This goal is specified in the following tasks:

Prevention of child development problems;

Help (assist) the child in solving current problems of development, learning and socialization;

Development of psychological and pedagogical competence (psychological culture) of children, parents, teachers;

Psychological support of educational programs.

The main areas of psychological support are: psychodiagnostics, correction and development; psychoprophylaxis; psychological counseling; psychological education and training.

Psychological support is aimed at creating socio-psychological conditions for the successful development and learning of each child.

The tasks of psychological support are specified depending on the level (stage) of education. Preschool education in this system a primary role is given, because Early diagnosis makes it possible to assess the compliance of the child’s development level with age standards, to prevent and correct possible deviations. In view of the fact that the foundations for further well-being in a child’s development are laid in preschool childhood, the organization of psychological and pedagogical support for the child before school age acquires special significance and relevance.

Main functions:

Creating conditions for preserving and strengthening the psychophysical health and emotional well-being of children.

Maximum assistance to the full mental and personal development of the child.

Preparing children for a new social development situation.

Studying the individual characteristics of children in the unity of the intellectual, emotional and volitional spheres of their manifestation.

Providing assistance to children in need of special educational programs and special forms organization of activities.

Preventive and propaedeutic work with teachers and parents on the development of personal developments in preschool children.

Training preschool employees and parents in full developmental communication with children.

Promoting the formation of psychological competence of preschool employees and parents in the patterns of child development, in matters of education and upbringing.

2) Current state studying the ideology and technologies of psychological support E.S. Zaitseva

Formation of the professional culture of the future specialist. X student materials scientific conference and V international pedagogical readings. Arkhangelsk, 2003

Yu. Slyusarev used the concept of “support” to designate a non-directive form of providing psychological assistance to healthy people, aimed “not just at strengthening or completing, but at the development and self-development of an individual’s self-awareness,” assistance that triggers self-development mechanisms and activates a person’s own resources (5). A number of authors understand accompaniment as support for mentally healthy people who, at a certain stage of development, experience personal difficulties.

Many researchers note that support “involves supporting naturally developing reactions, processes and states of the individual.” Moreover, successfully organized socio-psychological support opens up prospects for personal growth and helps a person enter that “development zone” that is not yet available to him.

Unlike correction, it does not involve “correcting shortcomings and redoing”, but searching for hidden resources for the development of a person or family, relying on his (her) own capabilities and creating on this basis psychological conditions for restoring connections with the human world.

The main principles of psychological support are a humane attitude towards the individual and faith in his strength; qualified assistance and support for natural development.

The result of psychological support of the individual in the process of adaptation to life becomes a new quality of life - adaptability, i.e. the ability to independently achieve relative balance in relationships with oneself and others in both favorable and extreme life situations.

1. THE CONCEPT OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT (according to M.R. Bityanova)

Accompaniment is a certain ideology of work; it is the very first and most important answer to the question of why a psychologist is needed. However, before we dwell in detail on the content of this concept, let us consider the overall situation in domestic psychological practice from the point of view of the goals and ideology that are embedded in various existing approaches.

We can talk, in our opinion, about three main ideas underlying various models of psychological activity.

The first idea: the essence of psychological activity is in the scientific and methodological guidance of the educational process in preschool educational institutions. This is a “foreign” practice for a psychologist. Its goal can be stated in different words, for example, as scientific psychological and pedagogical support for the educational process, but in any case these are the goals of “alien” practice, a different professional perception of the world (primarily the child), which is often poorly compatible with a psychological worldview.

Idea two: the meaning of a psychologist’s activity in a preschool educational institution is to help children experiencing various difficulties of a psychological or socio-psychological nature, to identify and prevent these difficulties. Within the framework of such models, the functions of a teacher and a psychologist are quite clearly separated. Moreover, their activities often turn out to be independent of each other. Those who fall outside the scope of assistance are psychologically well-off pupils who receive their share of the psychologist’s attention only if they begin to demonstrate some undesirable manifestations in behavior, learning or, say, well-being. In addition, psychologists working in line with such models often have a specific view of children: their psychological world becomes interesting to a specialist primarily only from the point of view of the presence of violations that need to be corrected and corrected.

Idea three: the essence of psychological activity is to accompany the child throughout the entire learning process. The attractiveness of the idea is clear: it really makes it possible to organize psychological activity as “your own” practice, with your own internal goals and values, but at the same time it allows you to organically weave this practice into the fabric of the educational pedagogical system. Allows you to make it an independent, but not alien part of this system. It becomes possible to combine the goals of psychological and pedagogical practice and their focus on the main thing - the child’s personality.

The task of a psychologist is to create conditions for the child’s productive movement along the paths that he himself has chosen in accordance with the requirements of the Teacher and Family (and sometimes in opposition to them), to help him make conscious personal choices in this complex world, to constructively resolve inevitable conflicts, to master the most individually significant and valuable methods of knowledge, communication, understanding oneself and others. That is, the activity of a psychologist is largely determined by the social, family and pedagogical system in which the child actually finds himself and which is significantly limited by the framework of the school Environment. However, within this framework, he can define his own goals and objectives.

So, support is a system of professional activity of a psychologist aimed at creating socio-psychological conditions for the successful learning and psychological development of a child in interaction situations.

The object of psychological practice is the learning and psychological development of a child in a situation of interaction, the subject is the socio-psychological conditions for successful learning and development.

2. The main directions of psychological support for the activities of teachers in the conditions of systemic changes.

2.1. Psychodiagnostics

Diagnostic work is historically the first form of psychological practice.

We can highlight the following principles for constructing and organizing the psychodiagnostic activity of a psychologist.

The first is the compliance of the chosen diagnostic approach and specific methodology with the goals of psychological activity (the goals and objectives of effective support).

Secondly, the survey results must either be immediately formulated in a “pedagogical” language, or be easily translatable into such a language.

Fifth, the cost-effectiveness of the procedure.

2.2. Psychocorrectional and developmental work.

2.3. Counseling and education

Consulting and education for teachers

Psychological and pedagogical counseling is a universal form of organizing cooperation between teachers in solving various problems and professional tasks of the teacher himself.

Psychological education is aimed at creating conditions within which teachers could obtain knowledge that is professionally and personally significant for them. First of all, we are talking about psychological knowledge and skills that allow teachers to:

Organize an effective educational process from both content and methodological points of view;

Build relationships with students and colleagues on a mutually beneficial basis;

Realize and comprehend yourself in the profession and communication with other participants in interactions.

Parent counseling and education.

The general goal of various forms of activity of a psychologist in relation to parents - both education and counseling - is seen to be the creation of socio-psychological conditions for involving the family in accompanying the child in the development process.

In general, work with parents is built in two directions: psychological education and socio-psychological counseling on problems of education and personal development of children.

Psychological and pedagogical counseling of parents, carried out at the request of parents or on the initiative of a psychologist, can perform various functions. First of all, informing parents about child development problems. Parents do not always have a sufficiently complete and objective understanding of them. Further, this is advisory and methodological assistance in organizing effective child-parent communication, if the parents themselves made such a request or the psychologist believes that the causes of the child’s school problems lie in this area. The reason for consultation may also be the need to obtain additional diagnostic information from parents. For example, at the stage of in-depth diagnostics, a psychologist may ask parents to help him identify the impact of the family situation on the child’s psychological well-being at school. Finally, the purpose of counseling may be psychological support for parents in case of detection of serious psychological problems in their child or in connection with serious emotional experiences and events in his family.

2.4. Social dispatch activities

The social and supervisory activities of a preschool educational institution psychologist are aimed at providing children, their parents and teachers with social and psychological assistance that goes beyond the functional responsibilities and professional competence of the psychologist. It is obvious that the effective implementation of this function is possible only in the case when psychological activity in a preschool educational institution is a link in an extensive system of socio-psychological support (or help service) of public education. In this case, the psychologist has an idea of where, how and with what accompanying documentation the request can be “redirected”. In all other situations, he is not confident that the client will be provided with the necessary assistance or effective forms of cooperation will be offered. To implement dispatch functions in this case, the psychologist must have at least a bank of reliable data at his disposal on various socio-psychological services that provide professional services.

However, the activity of a psychologist in the cases described above is not limited to “redirecting the problem.” It involves sequential solution of the following tasks:

Determining the nature of the problem at hand and the possibilities for solving it

Finding a specialist who can help

Assistance in establishing contact with the client

Preparation of the necessary accompanying documentation

Tracking the results of client interaction with a specialist

Providing psychological support to the client in the process of working with a specialist.

The responsibilities of a preschool educational institution psychologist still include supporting the child’s development; only the forms and content of this process change.

Literature

1. Babkina, N.V. Assessing children’s psychological readiness for school: A manual for psychologists and specialists in correctional and developmental education / N.V. Babkina. – M.: Iris-press, 2005. – 144 p.

2. Barkan, A.I. Bad habits of good children. Learning to understand your child / A.I. Barkan. – M.: Drofa-Plus, 2003. – 352 p.

3. Bityanova M.R. Organization of psychological work at school / M.R. Bityanova. – M.: Genesis, 2000. – 298 p.

4. Volkov, B.S. How to prepare a child for school. Situations. Exercises. Diagnostics: Textbook. / B.S. Volkov, N.V. Volkova - M.: Publishing House "Axis - 89", 2004. - 192 p.

5. Ganicheva, I.V. Body-oriented approaches to psychocorrectional and developmental work with children (5 – 7 years old) / I.V. Ganicheva. – M.: Knigolyub, 2008. – 136 p.

6. Davydova, M.A. How to properly prepare a child for school / M.A. Davydova, A.I. Agapova. – M.: LLC IKTC “LADA”, 2006. – 224 p.

7. Davydova, O.I. Adaptation groups in preschool educational institutions: Methodological manual / O.I. Davydova. – M.: TC Sfera, 2006. – 128 p. (Appendix to the journal “Preschool Education Management”.

8. Zakrepina, A.V. Problem child: Paths to cooperation: a methodological manual / A.V. Fastening. – M.: Bustard, 2007. – 141 p.

9. Kataeva, L.I. Work of a psychologist with shy children / L.I. Kataeva. – M.: Knigolyub, 2004. – 56 p.

10. Kiryukhina, N.V. Organization and content of work on the adaptation of children in preschool educational institutions: a practical guide / N.V. Kiryukhina. – 2nd ed. – M.: Iris-Press, 2006. – 112 p.

11. Konovalenko, S.V. Development of thinking and memory in children with three years/ S.V.Konovalenko. – M.: EKSMO Publishing House, 2005. – 240 p.

12. Korepanova M.V. Diagnostics of the development and education of preschool children in the Educational system “School 2100”: a manual for teachers and parents / M.V. Korepanova, E.V. Kharlamov. - M., 2005.

13. Kryukova, S.V. I am surprised, angry, afraid, boastful and happy. Programs for the emotional development of children of preschool and primary school age: A practical guide / S.V. Kryukova, N.P. Slobodyanik - M.: "Genesis", 2007. - 208 p.

14. Pavlova, T.L. Diagnosis of a child’s readiness at school / T.L. Pavlova. – M.: TC Sfera, 2007. – 128 p.

15. Psychological and pedagogical diagnostics of the development of children of early and preschool age: methodological manual: with attached album: a “Visual. material for examining children." – 2nd ed., revised. and additional – M.: Education, 2004.

16. Saraskaya, O.N. Psychological training for preschoolers “Let's be friends!” / O.N.Saranskaya. – M.: Knigolyub, 2008. – 64 p.

17. Sevostyanova, E.O. Program for adaptation of children to preschool educational institutions / E.O. Sevostyanova - M.: TC Sfera, 2007. - 128 p.

18. Smirnova, E.O. Child psychology: Textbook. for students higher education in pedagogy institutions / E.O. Smirnova. – M.: Humanitarian Publishing Center VLADOS, 2003. – 368 p.

19. Sokolova, O.A. World of communication. Etiquette for children of preschool and primary school age / O.A. Sokolova. – St. Petersburg: KARO, 2003. – 288 p.

20. Shirokova, G.A. Handbook of a preschool psychologist / G.A. Shirokova. – Rostov n/d: “Phoenix”, 2004. – 384 p.

Material prepared by L.Yu. Koltyreva

Assistant of the Department of Pedagogy and Psychology IPKIPRO OGPU

Psychological and pedagogical support educational process

Psychological and pedagogical support is considered as special kind assistance (or support) to the child, ensuring his development in the educational process.

The full development of a student at all stages of life consists of two components:

· realization of the opportunities that this stage of age development opens up for the child;

· realization of the opportunities that a given socio-pedagogical environment offers him.

The main goal of psychological and pedagogical support is to provide the teacher with the opportunity to help each student be successful. The teacher must own the situation himself, determine the prospects for his own development and tactics of interaction with each student.

Objectives of psychological and pedagogical support:

1. Providing psychological and pedagogical assistance in the successful adaptation of each child to new social conditions;

2. Creating an atmosphere of safety and trust in the teacher-child-parent system;

3. Contribute to the formation of the child’s skills and abilities that lie in his zone of proximal development.

The most important levels at which support must be provided:

1. Individual psychological, determining the development of basic psychological systems:

§ mental development (level of training, educational success of the child).

2. Personal, expressing the specific characteristics of the subject himself as an integral system, his difference from his peers:

§ features of interaction with others (sociometric status, level of anxiety);

§ motivation.

3. Individual characteristics personality, constituting the internal physiological and psychological basis:

§ type of temperament;

§ leading modality.

From a psychological point of view, the psychological and pedagogical support system should, first of all, be considered as continuity primary education and average. It is important that individual development the child was monitored comprehensively and all participants were involved in the educational process: primary school teacher, class teacher, subject teachers, parents of the child, since support is a holistic, systemically organized activity, in the process of which socio-psychological and pedagogical conditions are created for the successful learning and development of every child.

In the system-oriented activities of psychological and pedagogical support proposed, the educational psychologist solves three main tasks:

1.Tracking the characteristics of the child’s psychological development at various stages of education (diagnostic minimum). Indicators of child development are compared with the content of psychological and pedagogical status. If there is compliance, one can conclude about successful development, and further development direct to create conditions for the transition to the next stage of age development. In case of non-compliance, the cause is studied and a decision is made on ways of correction: either the requirements for of this child, or its capabilities are developing.

2.Creation of psychological conditions in this pedagogical environment for the full development of each child within his age and individual capabilities. This problem is solved using such means as education, active psychological training parents, teachers and children themselves, methodological assistance, developmental psychological work.

3.Creation of special psychological conditions to provide assistance to children experiencing difficulties in psychological development. Many children, within the age norm, do not realize their potential, “do not take” from the pedagogical environment given to them what they are, in principle, able to take. They are also targeted special work school psychologist. This problem is solved by means of correctional and developmental, consulting, methodological and social dispatch work.

The idea of support as the embodiment of humanistic and personality-oriented approaches is currently being consistently and in detail developed in the works of G. Bardier et al. in three main planes:

value-semantic foundations of the support method;

organizational models of accompanying activities;

indicates the values on which the maintenance method is based.

Firstly, this is the value of the child’s psychological development. The accompanying method involves caring for the child’s mental world, his needs, characteristics subjective attitude to the world and to yourself. The educational process cannot rudely interfere with the course of psychological development, violating its laws. Adults accompanying the child must be able to sacrifice certain social and pedagogical goals if their achievement is fraught with destruction inner world student.

Secondly, this is the value of the child’s individual development path. A discrepancy between individual status and age patterns and educational standards can be considered a deviation only if it threatens the child with disadaptation and loss of social adequacy. In other cases, it is preferable to talk about the individual path of development of the child, which has the right to existence and self-realization.

Thirdly, this is the value of the child’s independent choice of his life path. The task of adults is to form the ability and readiness of the pupil both to understand his capabilities and needs, and to make independent choices. Adults should not take this choice upon themselves, but teach the child to set goals and achieve them, correlating them with the goals of the people around them and social values.

The professional and personal position of a teacher-psychologist, reflecting the value-semantic basis of accompanying activities, is implemented in the following principles:

priority of goals, values and needs for the development of the child’s inner world;

reliance on the available strengths and potential capabilities of the individual, faith in these capabilities;

focus on creating conditions that allow the child to independently build a system of relationships with the world, people around him, himself and independently overcome difficulties;

safety, protection of the health, rights, and human dignity of the child.

For modern systems Psychological and pedagogical support is characterized by the following organizational principles, which also form its methodological basis:

a comprehensive, interdisciplinary, integrative approach to solving any child development problem;

guarantee of continuous support for the child’s development in the educational process;

information and diagnostic support for the support process;

the need for socio-pedagogical and psychological design in accompanying activities;

reflexive-analytical approach to the process and result of psychological and pedagogical support;

orientation to work in the modern legal field.

As for organizational models of support, he notes that three main types of support can be distinguished:

preventing a problem from occurring;

training of accompanied methods of problem solving in the process of resolving problem situations;

emergency assistance in a crisis situation.

In addition, he names two more types of support:

individual-oriented;

system-oriented.

The latter is intended to prevent or solve problems that are common to a large group of children.

In the system-oriented activities of psychological and pedagogical support proposed, the educational psychologist solves three main tasks.

First. Tracking the characteristics of a child’s psychological development at various stages of education (diagnostic minimum). Indicators of child development are compared with the content of psychological and pedagogical status. If there is compliance, a conclusion can be drawn about successful development, and further development can be directed towards creating conditions for the transition to the next stage of age development. In case of discrepancy, the cause is studied and a decision is made on ways of correction: either the requirements for the child are reduced, or his capabilities are developed.

Second. Creation in this pedagogical environment of psychological conditions for the full development of each child within the framework of his age and individual capabilities. This problem is solved through such means as education, active psychological training of parents, teachers and children themselves, methodological assistance, and developmental psychological work.

Third. Creation of special psychological conditions to provide assistance to children experiencing difficulties in psychological development. Many children, within the age norm, do not realize their potential, “do not take” from the pedagogical environment given to them what they are, in principle, able to take. The special work of the school psychologist is also focused on them. This problem is solved by means of correctional and developmental, consulting, methodological and social dispatch work.

In the organizational model of support, which we also adhere to, the following are identified as “basic elements”: socio-psychological status - a characteristic of the requirements and capabilities of a child of a certain age, which represents a certain guideline, a meaningful basis for diagnosis, correctional and developmental work; a diagnostic minimum (a set of methods) that makes it possible to identify certain indicators of development: a psychological and pedagogical consultation as a method of “assembling” a holistic portrait of the child and the class and developing a strategy for supporting and specifying the content of the work.

This model is quite universal and can be used at any stage of school education. It was from this that we started when we proposed an algorithm (procedural steps) and schematically described the content of the program of psychological and pedagogical support for a child’s adaptation to school in the 1st part of the methodological manual “Adaptation to School. Diagnosis, prevention and overcoming maladaptation.”

However, it should be noted that the content and sequence of actions of a teacher-psychologist in the psychological and pedagogical support of children’s adaptation to school significantly depend on the specific school environment in which the child’s learning and personality development takes place. An ordinary public school has only the same opportunities, the same guidelines for work. Small, cozy school - others. Are of great importance educational technologies, used in school, general pedagogical principles applied by teachers. The variability of support programs is also determined by the characteristics of society, in particular, the conditions of family education, attitudes and value orientations of parents. Finally, the conceptual framework and professional capabilities of the educational psychologist himself are another basis for the variability of support programs.

At the same time, the patterns of age-related development of children during this period are also set by certain general guidelines for psychological and pedagogical support.

Accompaniment is a certain ideology of work; it is the very first and most important answer to the question of why a psychologist is needed.

There are many approaches to interpreting the concept of “psychological support”. All authors agree that psychological support is a specific system of activities of a psychologist aimed at creating socio-psychological conditions for successful learning and psychological development of a child in an educational situation.

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“Psychological support of the educational process”

Psychological support of the educational process

Dzhumadilova A.K.

Skabekova K.I.

Kasymova L.E.

Zhambyl Humanitarian College named after. Abaya

Taraz, Republic of Kazakhstan

Accompaniment is a certain ideology of work; it is the very first and most important answer to the question of why a psychologist is needed.

At the present stage, the methodological foundations of the system of psychological and pedagogical support are: a person-oriented (person-centered) approach (K. Rogers, I.S. Yakimanskaya, N.Yu. Sinyagina), an anthropological paradigm in psychology and pedagogy (V.I. Slobodchikov, E.I. Isaev, B.S. Bratus), the concept of mental and psychological health of children (I.V. Dubrovina), the paradigm of developmental education (D.B. Elkonin, V.V. Davydov), the theory of pedagogical support ( O.S. Gazman, N.N. Mikhailova), project approach in organizing psychological, medical and social support (E.V. Burmistrova, M.R. Bityanova, A.I. Krasilo).

There are many approaches to interpreting the concept of “psychological support”. All authors agree that psychological support is a certain system of activity of a psychologist aimed at creating socio-psychological conditions for successful learning and psychological development of a child in an educational situation. At the same time, Kazakova E. focuses on maintaining maximum freedom and responsibility of the development subject for choosing a solution to an urgent problem. Pakhalyan V.E. pays attention to the positive development of relations between children and adults in an educational situation, the psychological and mental development of the child with a focus on the zone of proximal development. Bityanova M.R. believes that support is the value basis of a psychologist’s work with a child, an adequate method of psychological work and, finally, an organizational model of a psychologist’s activity.

Dubrovina I.V. and Yanicheva T. see the main result of support as the creation of optimal conditions for the development of children, and Dubrovina I.V. the main emphasis is on psychological health children. Ovcharova R.V. pays attention to the mental health and full development of the child’s personality. Semago M.M. and Semago M.Ya. highlight the concept of mutual adaptation of the educational environment and the child as a single process. Shipitsyna L.M. highlights the factor of creating conditions for the subject to make optimal decisions for personal development and successful learning. Kalyagin V.A., Matasov Yu.T., Ovchinnikova T.S. consider it especially important to timely identify difficulties and ensure positive changes in the child’s mental development.

An analysis of the scientific literature has shown that psychological and pedagogical support has a wide variety of types and forms, which differ in focus, subject and object: parenting support; accompanying a child (gifted, generative, with learning difficulties, in a critical situation, etc.); accompaniment of the teacher in the process of teaching and educational activities; support of child-parent relationships, etc. In addition, the problem of support in education is considered both as a strategy for personal development and as a tactic for realizing its individual potential.

In our opinion, psychological support is a system of professional activity of a teacher-psychologist, covering all subjects of the educational process in a preschool institution, to create socio-psychological conditions for the full enjoyment of preschool childhood, successful learning and development of children.

The basic principles of accompanying a child in life conditions in a kindergarten are: the advisory nature of the advice of the accompanying person; priority of the interests of the person being accompanied, “on the child’s side”, continuity of support, integrated approach, desire for autonomy.

The object of psychological support is the learning and psychological development of the child in a situation of interaction, the subject is the socio-psychological conditions for the successful learning and development of the child.

The activities of a psychologist within the framework of support include: systematic monitoring of the psychological and pedagogical status of the child and the dynamics of his mental development in the learning process, the creation of socio-psychological conditions for the development of the personality of children for their successful learning and development, the creation of special socio-psychological conditions for providing assistance to children with problems in psychological development and learning.

Combining in your work different kinds activity, the psychologist actually sets different goals and takes different positions in relation to what is happening. Various models of psychologist activity have emerged. The model is determined not so much by the qualifications of the psychologist, but by his professional position, on the one hand, and the request and position of the administration, on the other.

Bityanova M.R. identifies three main ideas underlying various models of psychological activity.

Idea one: the essence of psychological activity is in the scientific and methodological guidance of the pedagogical process. Its goal can be specified in different words, for example, as scientific psychological and pedagogical support pedagogical process.

Idea two: The purpose of a psychologist’s activity is to provide assistance to children experiencing various difficulties of a psychological or socio-psychological nature, to identify and prevent these difficulties.

Idea three: the essence of psychological activity is to accompany the child in the process of all learning and upbringing. It becomes possible to combine the goals of psychological and pedagogical practice and their focus on the main thing - the child’s personality. We are closer to this idea of a model of psychological support, which we present in the form of this diagram.

Model of psychological support of the pedagogical process

Study of the pedagogical process

Studying

Analysis of the subject-development environment

Analysis and evaluation of program material, methods and subjects of working with children

Studying models of pedagogical interaction between teachers and children

Studying children's social-emotional and cognitive development

Intermediate and final analysis of the results of studying the pedagogical process

Co-organization of activities with the senior teacher, PMC, current and long-term planning of work on psychological support of the pedagogical process

Areas of work with participants in the pedagogical process

Working with teachers: psychological education and training in practical skills

Working with children: psychological prevention, development and correction

Working with parents: psychological education and training in practical skills

Adjusting actions depending on the progress of work with participants in the pedagogical process

With this option for organizing the work of a teacher-psychologist, the goal is comprehensive psychological and pedagogical support for all participants in the pedagogical process.

The tasks of a psychologist are: creating conditions for the realization of the psychological age and individual personal capabilities of children, providing comprehensive psychological and pedagogical assistance to children experiencing difficulties in learning and development, increasing the psychological competence of all participants in the pedagogical process, participation in the development and design of a developmental educational environment.

Thus, psychological and pedagogical support today is not just the sum of various methods of correctional and developmental work with children, but acts as a complex technology, a special culture of support and assistance to the child in solving problems of development, learning, and socialization.

Literature

Jean Piaget: theory. Experiments, discussion / ed. L.F. Obukhova, G.V. Burmenskaya.-M., 2001

Zakharova A.V. Psychological formation of self-esteem / A.V. Zakharova. -Minsk, 1993

Orlov S.B. Methods of modern developmental and educational psychology. M., 1982.

Psychological support of the educational process. Psychological support in a secondary vocational education institution

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