Analysis of psychological literature, practical experience The work and the conclusions drawn on its basis allowed us to develop a system of psychological support for the continuity of the development of children during the transition of children from kindergarten to school. Its necessity is dictated by the fact that the issue of how kindergarten and school should cooperate in order to help children quickly and efficiently join the educational process based on developing technologies, and maintain physical and psychological health, ensure their further personal development.

In the psychological and pedagogical literature, ways to ensure successive ties in the work of kindergarten and school are defined as the maximum convergence of conditions and methods of teaching and education. Z.B. Lopsonova considers continuity in the educational work of kindergarten and school as a holistic process that ensures the full personal development of a preschooler, his physical and psychological well-being in the transition period from preschool age to education and training in elementary school and aimed at the long-term formation of the child's personality based on his previous experience and accumulated knowledge. The search for the most effective ways of continuity between kindergarten and school involves identifying and eliminating the causes that give rise to difficulties in children in the transition from one educational level to another. Our observations show that there are significant shortcomings in the implementation of continuity in the work of kindergarten and primary school, which make it difficult to adapt to school life. Firstly, the school does not take into account the level of readiness of the child to master the school material, many of the knowledge and positive personal qualities acquired by the child in kindergarten do not receive further development here. Secondly, the level of educational educational work with children in preschool institutions does not always meet the increased requirements of schooling. Teachers are not sufficiently oriented in kindergarten programs, and preschool teachers do not know the content of the curriculum in elementary school. Teachers of preschool institutions and schools do not pay due attention to ensuring the unity of the organizational, methodological and educational work of the kindergarten and school. The system of work on psychological support has been operating for several years in the Kushmurun secondary school of the Auliekol district of the Kostanay region. In our study, under the psychological support of the continuity of the development of children during the transition from kindergarten to primary school, we mean a system of organizational, methodological, research and development activities for children, teachers, educators, administration and parents aimed at optimal mental and personal development of children. The proposed system contributes to the continuity of the child's development process at the preschool and primary education.

The purpose of the support work system is to create optimal conditions during the transition of children from kindergarten to primary school for successful learning and individual development of the child's personality in the educational space. A system of work on psychological support is being implemented through solving the main tasks of supporting the continuity of the development of children, has directions and conditions for implementation. The scheme of psychological support for children during the transition from kindergarten (DOE) to primary school (NOSH) is shown in Figure 1.

Rice. one.

Such a construction of a system of psychological support, in our opinion, is a necessary condition for organizing the optimal process of succession and its psychological support, especially in initial period learning. A practical study of this problem clearly shows that only in the case of coordinated activities of all participants educational space possible to achieve the goal.

The main tasks of work on the psychological support of the continuity of the development of children are:

1) creation of a single educational space that unites children, teachers, educators and parents;

2) building a health-saving educational environment;

3) coordination and joint development of the content of training and education;

4) creation of favorable conditions for the intellectual and personal development of schoolchildren.

The system of work on psychological support has a holistic character, its implementation is carried out in three stages:

The first stage involves psychological support for the formation of readiness of children in a preschool educational institution to study in primary school. Accompaniment at this stage is carried out by a psychologist through the study of the level of functional readiness of children to study in the gymnasium, by coordinating the pedagogical requirements of kindergarten teachers and primary school teachers in the gymnasium. In addition, the psychologist is individual programs on the development of children, in order to prevent maladjustment reactions, fatigue, etc. Preventive and advisory work with parents of kindergarten graduates provides the psychologist with assistance, effective cooperation and partnerships already at the initial stages of schooling. The results of the diagnostic, developmental, corrective and consultative activities of the psychologist are recorded in individual diaries or child development cards, which will later be transferred to the school. The coordinating role of a psychologist in the implementation of professional interaction between elementary school teachers and kindergarten teachers at this stage is to conduct joint activities in order to inform them about individual and age features children. The psychologist participates in the selection of successive forms, methods and technologies for teaching and educating children in preschool. Psychological counseling of educators about the age characteristics of first-graders, familiarizing them with the specifics of an innovative approach to teaching, as well as informing educators about the peculiarities of family relationships for each child makes it possible to most effectively build an individual plan for preparing children for studying at the gymnasium.

At the second stage, psychological support is provided for the adaptation of children to the conditions of education in elementary school. The specifics of gymnasium education suggests that already in the first grade, education is conducted not by one teacher, but by several teachers. The educational process is carried out in more than one classroom, children attend a fine arts class, a gym, a swimming pool, a library, etc. Education according to the developing system L.V. Zankova demands maximum effort from first-graders. All this, of course, makes increased demands on the personal and intellectual development of children, on the volitional organization of their personality and enough high level organization of their educational activities.

The explanatory and consultative activity of a psychologist, primarily with the parents of first-graders, provides a solution to many problems that arise on initial stage learning. This, in turn, ensures a quick and painless adaptation of children to the school and the school community. Working with teachers primary school on the principle of a psychological and pedagogical council, where the issues of the age and individual characteristics of each child, the level of his school maturity and readiness for studying in the gymnasium, functional state his body, the psychologist organizes cooperation, parents' educators.

Often there is a need to develop an individual development trajectory for a student. In this case, the psychologist makes plans remedial classes for every child. The effectiveness of such work of a psychologist is ensured by the initial psychological information reflected in the development diary of each child.

The third stage provides support for the development of students in primary school. Psychological support is to provide conditions for the maximum development of the personality of each high school student. Employees of the psychological service of the gymnasium conduct systematic psychodiagnostics, the results of which are analyzed and accumulated in a data bank. This psychological information forms the basis for the development of recommendations for teachers and parents of gymnasium students; on its basis, proposals are made to optimize interaction with schoolchildren in the process of their education and upbringing. This stage of support is also a preparation for the transition of younger students to the second stage of the gymnasium, and, consequently, the work of psychologists and teachers with students is carried out with a focus on the model of a middle-level gymnasium student. The activity of a psychologist is focused on organizing such a form of cooperation between teachers and parents, which will most effectively form personal and intellectual features and prerequisites for further successful learning. Constructive interaction between parents and teachers ensures, in our opinion, the integrity of the educational process, which makes it possible to implement a coordinated approach to all forms of interaction between an adult and a child.

Consequently, work on the psychological support of succession is a system of activities for children, teachers, educators, administration and parents, aimed at creating optimal conditions for the transition of preschool children to the gymnasium.

Psychological activity to create optimal conditions conducive to the development of children, as already noted, should be comprehensive and include all participants in the educational space: children, parents, teachers (educators) and the administration of educational institutions. Psychological support in the Kushmurun secondary school of the Auliekol district of the Kostanay region is carried out continuously and includes work with children from the age of six, and continues at the primary level.

Approval of the idea of ​​support as necessary condition successful functioning modern school within continuing education has a number of principles. It is extremely important to implement the principle of an individual approach in the process of teaching and educating preschool children and younger schoolchildren. An individual approach is necessary, in particular, to create optimal conditions for each child in school and kindergarten, for educators, teachers and parents, and for the most productive interaction of all participants in the educational space. An individual approach is being implemented, including the compilation of an individual development map for each child, which, in addition to information about the real level of development of various areas of the child's personality, contains information about his potential, i.e. about its zone of proximal development.

The success of the implementation of psychological support largely depends on how competently the cooperation of children, parents, educators and teachers will be implemented, that is, the principle of partnership. He assumes that only in the presence of partnerships, when in relation to the child an educational institution represented by psychologists, teachers or educators, as well as parents take a position not “above”, but “beside”, it is possible to achieve our goal. The same position is maintained in the interaction of the educational institution and parents.

The organizational principle implies that psychological support in the Kushmurun secondary school of the Auliekol district of the Kostanay region is implemented not only in direct psychological work, but also in the form of an agreement with the preschool educational institution "Child Development Center" No. 28 in Kostanay. When organizing the first class on the basis of a preschool institution, the process of teaching children is combined with the advantages of a preschool educational institution. In terms of psychological support for successive ties, facilitating the transition of children from preschool to primary school, the support system provides the following opportunities. In this case, the kindergarten regime is fully preserved. Classes are conducted by the teacher of the gymnasium in the forms familiar to children. This form of pedagogical technologies, in the first and subsequent grades of elementary school, with its proper implementation, allows you to implement all the psychological and pedagogical tasks of the transition period. However, teachers teaching in the first grade must have the appropriate professional qualifications. In our opinion, in order to preserve the physical and mental health six-year-olds, ensuring their emotional well-being, such an organization of their education is most appropriate.

In addition, we highlight the principle of consistency, which implies the systematic nature of the psychologist's activity, organizational consolidation (in the long-term and current work plans of the entire staff of the gymnasium and kindergarten) of various forms of cooperation between the teacher, educator and psychologist in creating conditions for successful successive education, upbringing and development children. Thus, the system of psychological support can be considered as a complex and consistent implementation in practice of a pre-designed formative psychological impact taking into account the psychological conditions that ensure the effectiveness of the use of psychological and pedagogical techniques, tools and methods in the educational space. With regard to psychological practice, this means that when developing a system of psychological support, it is necessary to take into account the characteristics of each child - his individual prerequisites, providing "resistance", or, conversely, favorable to the influence of teaching and developmental influences.

So, the system of psychological support is aimed at achieving an organic unity of conditions that provide children with the most complete, age-appropriate development and at the same time emotional well-being. For this, it is necessary to change the principles and views on the organization of the educational process. In the psychological support of the educational process, two parts are distinguished: stable and variable. The goal, principles, main directions of work are constant. Specific procedures, methods of work vary depending on the requests and the situation. The implementation of accompanying activities during the transition of children from a preschool educational institution to primary school allows you to optimize the educational process. In this sense, the process of continuous education in the system "kindergarten - elementary School»is a systematic construction of training, education and teaching itself (as the activity of the child himself), which ensures the disclosure and development of the child's personality.

The Modernization Concept adopted by the Government of the Russian Federation Russian education for the period up to 2010 determines the 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 tracking system on present stage is the need to solve the problems of accompanying the child in the conditions 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 students' training, a set of knowledge and skills, but is associated with upbringing, the concept of "quality of life", revealed through such categories as "health", "social well-being", "self-realization", "security". Accordingly, the scope of responsibility of the system of psychological and pedagogical support cannot be limited to the tasks of overcoming learning difficulties, but include the tasks of ensuring successful socialization, maintaining and strengthening health, and protecting the rights of children and adolescents.

1) Guidelines on the organization and content of the activities of the psychological service in preschool educational institutions (letter of the Department of Education of the Yaroslavl Region N 1551 / 01-10 dated 06/22/2007). Appointment of the psychological service of the municipal preschool educational institution (MDOU)

The Russian education system is developing a system of support and assistance to the child in the educational process - 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 adoption by the subject of development optimal solutions in different situations 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.

The teacher-psychologist of the preschool educational institution 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 purpose of the psychological support of the child in the educational process is security normal development child.

This goal is specified in the following tasks:

Prevention of child development problems;

Assistance (assistance) to the child in solving urgent problems of development, education 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 successful development and education for each child.

The tasks of psychological support are specified depending on the level (stage) of education. Pre-school education in this system is assigned a paramount role, because. early diagnosis allows assessing the compliance of the child's developmental level with age norms, preventing and correcting possible deviations. In view of the fact that the foundations for further well-being in the development of the child are laid in preschool childhood, the organization of psychological and pedagogical support for a child of preschool age acquires special significance and relevance.

Main functions:

Creation of conditions for the preservation and strengthening of 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 situation of development.

The study of the individual characteristics of children in the unity of the intellectual, emotional and volitional spheres their manifestations.

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

Preventive and propaedeutic work with teachers and parents on the development of personality neoplasms in children of preschool age.

Training of employees of preschool educational institutions and parents in full-fledged developmental communication with children.

Assistance in the formation of psychological competence of employees of preschool educational institutions and parents in the patterns of child development, in matters of training and education.

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

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

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

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

Unlike correction, it does not involve “correction of shortcomings and alteration”, but the search for hidden resources for the development of a person or family, relying on his (her) own possibilities and creation on this basis of psychological conditions for the restoration of ties with the world of people.

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

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

Accompaniment is a certain ideology of work, this is the very first and most important answer to the question of why a psychologist is needed. However, before dwelling 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 the ideology that are embedded in various existing approaches.

We can speak, in our opinion, of three main ideas underlying the 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 purpose can be set different words, for example, as a scientific psychological and pedagogical support of the educational process, however, in any case, these are the goals of “alien” practice, a different professional perception of the world (primarily a child), which is often poorly compatible with the psychological worldview.

The second idea: the meaning of the activity of a psychologist 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 are often independent of each other. The well-to-do fall out of aid psychologically pupils who receive their share of the attention of a psychologist 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 the specialist primarily only from the point of view of the presence of violations that need to be corrected and corrected.

The third idea: the essence of psychological activity is to accompany the child in the entire learning process. The attractiveness of the idea is understandable: it really makes it possible to organize psychological activity as “one’s own” practice, with its own internal goals and values, but at the same time it allows one 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 focus them on the main thing - on the personality of the child.

First of all, what does "accompany" mean? In the dictionary of the Russian language, we read: to accompany means to go, to go along with someone as a companion or escort. That is, accompanying a child along his life path is a movement along with him, next to him, sometimes a little ahead, if you need to explain possible ways. An adult carefully looks at and listens to his young companion, his desires, needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around the Road, to understand and accept himself. But at the same time, he does not try to control, impose his own paths and guidelines. And only when the child is lost or asks for help, helps him to return to his path again. Neither the child nor his wise companion can significantly influence what is happening around the Road. An adult is also not able to show the child the path that must be followed. The choice of the Road is the right and duty of every person, but if at the crossroads and forks with a child, there is someone who is able to facilitate the selection process, to make it more conscious - this is a great success. It is in this accompaniment of the child at all stages of his education that the main goal of psychological practice is seen.

The task of the 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 the Family (and sometimes in opposition to them), 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 own goals and tasks.

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

The object of psychological practice is the training and psychological development of the 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 context of systemic changes.

2.1. Psychodiagnostics

Diagnostic work is historically the first form of psychological practice.

Can be distinguished following principles construction and organization of psychodiagnostic activity of a psychologist.

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

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

The third is the predictability of the methods used, that is, the ability to predict certain features of the child's development at further stages of education on their basis, to prevent potential violations and difficulties.

The fourth is the high developing potential of the method, that is, the possibility of obtaining a developing effect in the process of the examination itself and building various developing programs on its basis.

Fifth - the cost-effectiveness of the procedure.

2.2. Psychocorrectional and developmental work.

The developmental activity of a psychologist is focused on creating socio-psychological conditions for the holistic psychological development of the child, and psycho-correctional activity is 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.

2.3. Counseling and education

Consulting and education of educators

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 such conditions within which teachers could acquire 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 both from the content and methodological points of view;

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

To realize and comprehend oneself in the profession and communication with other participants in interactions.

Parent counseling and education.

The general goal of various forms of psychologist's activity in relation to parents - both education and counseling - is seen in the creation of socio-psychological conditions for attracting the family to accompany the child in the process of development.

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

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

2.4. Social dispatch activity

Social dispatch activity preschool psychologist is aimed at providing children, their parents and teachers with socio-psychological assistance that goes beyond the functional duties and professional competence of a psychologist. Obviously, this function can be effectively performed only if psychological activity in the preschool educational institution it is a link in an extensive system of socio-psychological support (or help services) of public education. In this case, the psychologist has an idea where, how and with what accompanying documentation the request can be “redirected”. In all other situations, he does not have confidence that the client will be provided with the necessary assistance, effective forms of cooperation are offered. To implement dispatching functions in this case, the psychologist must have at least a bank of reliable data on various socio-psychological services that provide professional services.

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

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

Definition of character a worthwhile problem and the possibilities of its solution

Finding a specialist who can help

Assistance in establishing contact with the client

Preparation of necessary supporting 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 duties of a preschool psychologist still include supporting the development of the child, only the forms and content of this process are changing.

Literature

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The material was prepared by L.Yu. Koltyreva

assistant of the department of pedagogy and psychology IPKiPPRO OGPU

Psychological and pedagogical support of the educational process in the system of continuous education

Lifelong education is understood as the connection, consistency and perspective of all components of the system (goals, objectives, content, methods, means, forms of organization of upbringing and education) at each stage of education to ensure continuity in the development of the child.

The general goals of lifelong education for school-age children can be formulated as:

education of a moral person;

protection and strengthening of the physical and mental health of children;

preservation and support of the individuality of the child,

physical and mental development of children

Knowledge, skills and abilities are considered in the system of continuous education as the most important means of a child's development.

Implementation common purpose and the tasks of educating children of these ages requires compliance with a number of psychological and pedagogical conditions:

personality-oriented interaction of adults with children;

providing each child with conditions for a possible choice of activity, partner, means, etc.;

orientation of pedagogical assessment to relative performance children's success (comparison of today's achievements of the child with his own yesterday's achievements);

creation of an educational environment conducive to the emotional-value, social-personal, cognitive, aesthetic development of the child and the preservation of his individuality;

formation of leading activity as the most important factor child development; reliance on the game in the formation of educational activities;

balance of reproductive (reproducing finished sample) and research, creative activities, joint and independent, mobile and static forms of activity.

At the milestones age development, which correlate with the stages of education in the system of continuous education and upbringing, a growing person reaches his peak, his general maturity as readiness for the transition to a new, higher level of education and development.

In the last decade, a special culture of support and assistance to the student in the educational process has been developing in the education system - psychological and pedagogical support. Psychological and pedagogical support is a real embodiment of humane pedagogy, personality-oriented education, a manifestation of innovative processes that ensure the introduction of new trends in the activities of educational institutions. Psychological and pedagogical support involves providing assistance to the child, his family, teachers, which is based on maintaining the maximum freedom and responsibility of the subject of the educational process for choosing a solution. actual problem. This corresponds to the new paradigm of education - the development of the subjectivity and individuality of the child. The process of psychological and pedagogical support unites the main institutions of the child's socialization: family, school, institutions additional education children. The need to organize psychological and pedagogical support for the activities of a student in an institution of additional education for children is due to the implementation of the ideas of pre-profile training aimed at professional self-determination of the personality of the pupil based on his interests, abilities, inclinations and needs.

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

Psychological and pedagogical support is a professional activity of adults interacting with a child in a school environment. The child, coming to school and immersing himself in the school environment, solves his specific tasks, realizes his individual goals of mental and personal development, socialization, education, etc.

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

the realization of the opportunities that a given stage of age development opens up for a child;

the realization of the opportunities that this socio-pedagogical environment offers him.

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

Tasks of psychological and pedagogical support:

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

Creating an atmosphere of security and trust in the teacher-child-parent system;

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

The most important levels at which it is necessary to carry out maintenance:

Individual psychological, determining the development of the main psychological systems:

intellectual development of the child (level of learning, intellectual development, creativity of thinking;

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

Personal, expressing the specific features of the subject itself as an integral system, its difference from peers:

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

motivation.

Individual personality traits that make up the internal physiological and psychological basis:

temperament type;

leading modality.

With psychological point From the point of view, the psychological and pedagogical support system should, first of all, be considered as the continuity of primary and secondary education. It is important that the individual development of the child be traced in a comprehensive manner and that all participants are involved in the educational process: the primary school teacher, the class teacher, subject teachers, the child's parents, since support is a holistic, system-organized activity, in the process of which social -psychological and pedagogical conditions for successful education and development of each child.

In the system-oriented activity of psychological and pedagogical support, proposed by M.R. Bityanova, the teacher-psychologist solves three main tasks:

1. Tracking the characteristics of the psychological development of the child at various stages of education (diagnostic minimum). The indicators of the child's development are compared with the content of the psychological and pedagogical status. In case of correspondence, it is possible to draw a conclusion about successful development, and further development should be directed to 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 the ways of correction: either the requirements for this child are reduced, or his capabilities are developed.

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

3. Creation of special psychological conditions for helping children experiencing difficulties in psychological development. Many children within the age norm do not realize their potential, "do not take" from the pedagogical environment what they are basically capable of taking. They are also oriented special work school psychologist. This task is solved by means of correctional-developing, consulting, methodological and social dispatching work.

The method and ideology of the work of a school psychologist is support. This means building the educational process according to the following positions:

Accompanying a child is based on those personal achievements that the child really has. It is in the logic of its development, and does not artificially set goals and tasks for it from the outside. This provision is very important in determining the content of the work of a school psychologist. He deals with what a particular child or group needs. Thus, the most important axiological principle in the proposed model of school psychological practice is the unconditional value of the inner world of each student, the priority of the needs, goals and values ​​of his development.

Creation of conditions for independent creative development by children of the system of relations with the world and themselves, as well as for each child to make personally significant life choices. The inner world of the child is autonomous and independent. An adult can play an important role in the formation and development of this unique world. However, an adult (in this case, a psychologist) should not turn into an external psychological "crutch" of his pupil, on which he can rely every time in a situation of choice and thereby evade responsibility for decision. In the process of accompaniment, an adult, creating situations of choice (intellectual, ethical, aesthetic), encourages the child to find independent decisions helps him take responsibility for his own life.

The idea of ​​accompaniment is based on the goal: to create, within the framework of the socio-pedagogical environment objectively given to the child, conditions for his maximum personal development and learning. In the process of solving these three tasks - education, socialization and psychological development - by the student, small and most serious contradictions and conflicts constantly arise. Thus, the requirements of the educational environment may come into conflict with the capabilities of the child. How to act in this situation? Whom to adapt to whom? "Correct" the child, adjusting it to the given requirements or changing something in the learning environment? Definitely, priority should be given to the child, his actual and potential opportunities. And the task of psychological and pedagogical support will be to create conditions for the most successful education of this particular student.

But, on the other hand, the flexibility and adaptability of the educational environment cannot be infinite. In order to maintain her original goals and guidelines, she is forced to make certain demands on the child both in terms of his skills, the presence of certain intellectual prerequisites, and in terms of learning motivation, purposefulness in obtaining knowledge, etc. If these requirements are reasonable, justified by the logic of the educational process itself, the task of the psychologist will be to adapt the child to them.

The same can be said about the socializing environment. It must also be able to adapt to each individual child, but not indefinitely. There are a number of requirements, norms, strict rules that the child must learn, accept and implement in his behavior and communication.

It is impossible to offer one general algorithm for resolving such conflicts. In each individual case, it must be decided taking into account the priority of the child's inner world and the importance of some necessary and sufficient system, the requirements imposed on him by the educational and regulatory environment. The guarantor of a fair and productive decision is psychological and pedagogical support, during which teachers, psychologists, parents and other adults surrounding the child find the best combination of adapting the school environment to him and him to the school environment.

Psychological support of a child in an educational institution is mainly carried out by pedagogical means, through a teacher and traditional school uniforms educational and educational interaction. At least, the advantage of such hidden forms of influence is postulated in comparison with the direct intervention of a psychologist in the life of a child, his intra-school and intra-family relationships. This sets the role of the teacher in psychological practice in a special way. He turns out to be a psychologist's colleague in developing a strategy for accompanying each child and its main implementer. The psychologist, on the other hand, helps the teacher to "tune" the process of learning and communication to specific students.

Accompaniment is considered as a process, as a holistic activity of the psychological service of the gymnasium, as the most important component of the educational process.

The approval of the idea of ​​support as the basis of school psychological practice, the postulation of its object and subject in the form described above, has a number of important consequences, on which the entire model of school psychological work is based. These consequences relate to the goals, objectives and directions of this activity, the principles of its organization, the content of the work, the professional position of the psychologist in relations with various participants in the educational process, as well as approaches to assessing the effectiveness of his activities. In this regard, it is important to highlight the following conceptual consequences of the psychological and pedagogical support of the educational process of the gymnasium:

Systematic monitoring of the psychological and pedagogical status of the child and the dynamics of his mental development in the process of schooling. From the first minutes of the child's stay at school, information about various aspects of his mental life and the dynamics of development begins to be carefully and confidentially collected and accumulated, which is necessary to create conditions for successful learning and personal growth of each student. Methods of pedagogical and psychological diagnostics are used to obtain and analyze information of this kind. At the same time, the psychologist has a clear idea of ​​what exactly he should know about the child, at what stages of education diagnostic intervention is really necessary, and by what minimum means it can be carried out. He also takes into account that in the process of collecting and using such psychological and pedagogical information, many serious ethical and even legal issues arise.

Creation of socio-psychological conditions for the development of the personality of students and their successful learning. Based on the data of psychodiagnostics, individual and group programs for the psychological development of the child are developed, and the conditions for his successful learning are determined. Implementation this paragraph suggests that the educational process in an educational institution, built according to flexible schemes, can change and transform depending on psychological characteristics those children who came to study in this institution. In addition, a certain flexibility is required from each teacher, since his approaches and requirements for children should also not be frozen, should not come from some abstract idea of ​​​​the ideal, but focus on specific children, with their real opportunities and needs.

Creation of special socio-psychological conditions to help children with problems in psychological development, learning. This direction activity is focused on those students who have identified certain problems with the assimilation educational material, socially accepted forms of behavior, in communication with adults and peers, mental well-being, and so on. To provide psychological and pedagogical assistance to such children, a system of actions, specific measures should be thought out that allow them to overcome or compensate for the problems that have arisen.

The basis of mental health is the full mental development of the child at all stages of ontogenesis. The creation of socio-psychological conditions in the macro environment of each child for successful development and learning, taking into account his personal and individual characteristics that ensure such development, is main goal activities of psychological continuing education.

Thus, the psychological and pedagogical support of the activities of a teacher of continuing education, a systematically organized joint movement of the subjects of support, aimed at creating optimal conditions for improving the quality and effectiveness of the activities of a teacher of additional education.

Pedagogical support of the activities of a teacher of continuing education, which contributes to improving the quality and efficiency of the activities of a teacher of continuous education, is accompanied by the consistency of interaction between the subjects of support (teachers of additional education, administrators, methodologists, psychologists, senior teachers of additional education - mentors, students and their parents); the value-motivational attitude of the teacher to activities in the institution of additional education for children, contributing to the development of an independent professional position; taking into account the level of basic and additional education of teachers; taking into account the psycho-age characteristics of the subjects of interaction; professional and personal reflection, timely and adequate response to changes in the social order.

The model of psychological and pedagogical support for the activities of a teacher of continuous education and implementation can be used in organizing the educational process in educational institutions for children.

The modular algorithm for creating a form of psychological support system includes:

(1) forecasting the demand for psychological and pedagogical support of the individual in the educational process of continuous education;

(2) formation of a data bank based on the results of medical compensatory, corrective diagnostics, taking into account the development of inclusive education;

(3) participation of specialists in work with teaching staff on social adaptation for the purpose of practical implementation of the idea of ​​inclusive education;

(4) introduction of a system of psychological and pedagogical support of the educational process, including psychological and pedagogical education, diagnostics, training, adaptation;

(5) organization of a system for monitoring the mental health of an individual;

(6) introduction into the educational process of coordination and methodological developments on the issues of methodological support for the process of mastering basic, additional educational programs, self-education programs;

(7) the use of psychological and psychophysiological methods of accompanying a person in the educational process of continuous education. Its function is aimed at: psychological and pedagogical support in educational institutions that have the opportunity to provide an expanded range of psychological and medical services for students, including those with poor health.

Accompanying the child on his life path - this movement together

with him, next to him sometimes - a little ahead, if you need to explain possible ways. An adult carefully looks and listens to his young companion, his desires, needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around him, to understand and accept himself. But at

it does not try to control, to impose its own paths and guidelines. And only when the child is lost or asks for help, helps him again

1.3 The concept of psychological support

At present, the emergence of programs of psychological and pedagogical assistance or “support” programs is extremely important. This is due to the need to create conditions for the full development of the individual at the initial stage of her education.

The creation of a system of psychological education service responded to certain demands of practice, the need to apply psychological knowledge in the process of raising and developing children.

The idea of ​​accompanying development was first voiced in the last decade in the publications of the School of Practical Psychology in St. Petersburg. The main ideologist of the escort service, Doctor of Pedagogical Sciences E.I. Kazakova defines accompaniment as “a special way of helping a child to overcome developmental problems that are relevant to him”, the peculiarity of which is “to teach a child to solve his problems on his own”.

E.I. Kazakov and A.P. Tryapitsyn considers the system-oriented approach as the initial theoretical position for the formation of the theory and methodology of support, in the logic of which development is understood as the choice and development of certain innovations by the subject. Accompaniment can be interpreted as assistance to the subject in the formation of an orientation field of development, in which the subject himself is responsible for actions.

The most important provision of the system-oriented approach is the priority of relying on internal potential development of the subject, therefore, the right of the subject to independently make a choice and bear responsibility for it. 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.

Thus, support is understood as a method that ensures the creation of conditions for the subject of development to make optimal decisions in various situations of life choice. Life choice situations - multiple problem situations, through the resolution of which the subject determines for himself the path of development.

Accompaniment is an activity aimed at creating a system of socio-psychological conditions conducive to successful learning and development of each child in a particular school environment.

In addition, support is understood as organized psychological and pedagogical assistance and support to the student in order to increase the efficiency and quality of his education and upbringing.

The process of psychological support is not only direct participation in the educational process. If a child has psychological, educational, social difficulties, the presence next to him of an appropriate specialist in the psychological support service will help solve the problem. The escort service specialist coordinates the activities of the child, teachers and parents in solving the problems of the child.

On the A complex approach V. Ivanova, T. Golubeva, specialists of the Departments of Education of St. Petersburg indicate that the most important task of the escort service is the complexity of the coverage of the problem.

The activities of the psychological support service are aimed at creating a set of conditions that ensure the self-realization of the personality of each child and adaptation to rapidly changing social conditions. The principles of psychological support is the position humanistic psychology about accompanying the process of development of the child, the direction of his development, and not imposing on him a goal and a path that is correct from the point of view of the teacher. The support service unites the work of all participants in the educational process, ensuring their necessary involvement in solving certain problems.

In psychological support, the following areas are distinguished:

1. Organization of the environment: material, methodological, psychological;

2. Help directly to the student;

3. Help for teachers;

4. Work with parents;

5. Collection and analysis of information necessary for the implementation of the designated areas.

According to M. Bityanova, the meaning of the accompanying activity of a school psychologist is to create such conditions in which the child could see, experience, try on various behaviors, solve their problems, various ways of self-realization and asserting themselves in the world.

Accompaniment is the interaction of the escort and the escort, aimed at resolving the life problems of the escort's development.

There are several areas of work of the psychological support service.

The purpose of one of the directions is the prevention of school maladaptation. It is assumed that the microenvironment is somewhat imperfect, like a child who has the right to make mistakes in his activities, and since it is filled by adults, they bear the main responsibility for this situation. They must improve their relationship, and as a result, the child will change. That is, the problem is solved through work with the environment of the adults surrounding the child. Another direction is based on the fact that the psychologist exercises general control over the course of the mental development of children on the basis of ideas about the normative content and periodization of this process.

Maintenance is a complex method based on the unity of four functions:

Diagnostics of the essence of the problem that has arisen;

Information about the problem and ways to solve it;

Consultations at the stage of making a decision and developing a plan for the problem;

Primary care during the implementation phase of the solution plan;

Basic principles of psychological support:

1. Responsibility for making a decision lies with the subject of development, the accompanying object has only deliberative rights;

2. Priority of the interests of the accompanied person;

3. Continuity of support;

4. Multidisciplinary support.

The psychologist in this process is not just an observer standing nearby: he is active, as he creates optimal socio-psychological conditions for the development of not only children, but also teachers and parents.

1. In the 90s. XX century As a socio-cultural phenomenon, innovative education is being formed, the ideas of a person-centered approach to the student are being implemented. Emphasis is placed on the development of his value attitude towards himself as a subject of his own development and self-development. It is training in innovative programs that creates the conditions for the development of the individuality of the individual, the formation of its subjectivity.

2. The possibility of creating a psychological practice in the system of innovative education is considered. An analysis of the activities of the Lyceum No. 15 in Pyatigorsk made it possible to formulate the main directions of psychological support for personality development in school age.

3. The concept of "psychological support" is formulated, which means: activities aimed at creating a system of socio-psychological conditions conducive to the successful learning and development of each child in a particular school environment. In addition, its main directions are defined: organization of the environment: material, methodological, psychological; assistance directly to the student; assistance to teachers; work with parents; collection and analysis of information necessary for the implementation of the designated areas. The functions of psychological support are indicated: diagnostics of the essence of the problem that has arisen; informing about the problem and ways to solve it; consulting at the stage of making a decision and developing a plan for the problem; primary assistance at the stage of implementation of the solution plan. The principles of organizing psychological support are also defined: the responsibility for making a decision lies with the subject of development, the accompanying object has only deliberative rights; priority of the interests of the person being accompanied; continuity of support; multidisciplinary support.

CHAPTER II The system of psychological support and support for the formation of the personality of a younger student

All these groups of occupations are based on the integration of activities: do, look, listen. Rice. 1. The structure of the process of educating the social activity of children in an institution of additional education Creativity is a component of extracurricular activities, reflecting the originality of productive creativity, unique individuals, participants in extracurricular ...

...) subject to the normative financing of budgetary services, it is attractive for organically developing preschool educational institutions and is very beneficial for the development of the preschool education system as a whole. In addition, in order to improve the management system of preschool education in the city of Irkutsk, it is considered possible to introduce independent system quality assessments. Functions of the municipal system of independent quality assessment: 1. ...

Ministry of Education of the Moscow Region

GOU DPO (advanced training) of specialists of the Moscow region

Pedagogical Academy of Postgraduate Education

Final project work modulo invariant"Fundamentals of modernization of professional training of specialists in institutions of NGOs and SPO" 72 hours

PROJECT THEME : "Psychological support of the educational process in NGOs"

teacher - psychologist

GBOU NPO PU No. 17 Kolomna, MO

Introduction.

Psychological support of education is one of the essential requirements modern society. Getting an education at all times was associated with various tests for the knowledge, skills and abilities of students. Trials are almost always stressful. In this regard, the active work of educational psychologists contributes to solving this problem.

The Concept of Modernization of Russian Education adopted by the Government of the Russian Federation defines the priority goals and objectives, the solution of which requires the construction of an adequate system of psychological and pedagogical support. The priority goal of modernization is to ensure the high quality of Russian education.

In the modern view, the concept of "quality of education" is reduced not only to training, a set of knowledge and skills, but is associated with the concept of "quality of life", which is revealed through such categories as "health", "social well-being", "self-realization", "security".

In this regard, the sphere of responsibility of the system of psychological and pedagogical support can no longer be limited only to the issues of overcoming learning difficulties, but should also include the tasks of ensuring successful socialization of students, professional self-determination, preservation and promotion of health.

The term "psychological and pedagogical support of the educational process" today is commonly understood as a holistic and continuous process of study and analysis, formation, development and correction of all subjects of the educational process.

It is carried out in order to optimize the entire educational process, improve the health and performance of students and employees in order to fully realize their creative potential and maintain a comfortable mental state.

The tasks of psychological and pedagogical support of students are also:
prevention of development problems;
assistance in solving urgent problems of education, profile orientation and professional self-determination;
development of socio-psychological competence of students, parents and teachers;
psychological support of educational programs;
prevention of deviant behavior.

The methodological basis of the work of the psychological support service is declared in most cases as humanistic: “The idea of ​​support as the embodiment of humanistic and personality-oriented approaches” (E.M. Alexandrovskaya), “The paradigm of support based on cooperation” (M.R. Bityanova), “Security -protective paradigm of work with children” (A.D. Goneev).

The main principles of work, as a rule, are traditional for domestic psychology L.S. principles Vygotsky, A.N. Leontiev, S.L. Rubinshtein, declaring the leading role of activity in the development of the child and the age normative nature of his development.
Support system N.Ya. Semago and M.M. Semago is designed for "problem children". This term defines children with "developmental disabilities".

As children of the risk group, M.R. Bityanova identifies children with problems of adaptation and socialization. Similarly, in the tracking system of E.M. Alexandrovskaya focuses on children "having a mental disorder, especially in its mild forms."

In general, the activity of a psychologist as part of the support system is characterized by a focus on a group of students who have deviations from the statistical norm in terms of mental functions.

It should be noted that there is a contradiction: students with problems are identified mainly not by the results of appropriate diagnostics, but by the “requests” of teachers or parents. The existing mechanism for selecting students in the escort group helps to identify those "with whom it is difficult for adults", and not those "who are difficult".

In the work of a psychologist to accompany students, two main stages (or areas of work) are usually distinguished: diagnostics and correction.
In the literature, these stages can be separated - E.M. Alexandrovskaya, for example, distinguishes five stages - but when generalized, they all make up two primary stages.

The essence of diagnostics is the search for mental characteristics that do not correspond to the norms.

The essence of the correction is the holding of special events aimed at “bringing, tuning” these characteristics to the norm.

As methods of work, the whole range of methods traditional for psychology is used: training, games, consultations, etc.

In the conditions of primary vocational education, the purpose of psychological and pedagogical support is to ensure the professional and personal development of students, where the main task is the formation of an independent, responsible, mentally healthy personality capable of successful socialization in society and active adaptation in the labor market.

The main directions of psychological support for students

The concept of "psychological assistance" is the most well-established in practical psychology. Its content is presented in the totality of the main areas of professional activity of a practical psychologist.

Psychological assistance implies that the psychologist works not only with those students who have problems, but with everyone, thus contributing to their development. For a psychologist working in a college, this means being included in the educational process as an equal participant, contributing to all subjects of education.

The meaning of psychological support is not to protect a developing person from difficulties, not to solve his problems, but to create conditions for him to improve his conscious, responsible and independent choice on his life path. But moments are not ruled out when a psychologist must quickly intervene, or stop, or lead in order to save and help.

The mission of the practical psychology of vocational education is to ensure the stability of the development of students in the field of vocational education, to create psychological conditions for the successful personal, social and professional development of boys and girls.

The purpose of the psychological service of NGOs is to create favorable conditions for the successful development of young people, ensuring personal development, social and professional self-determination, formation and self-realization, and maintaining the psychological health of participants in the educational process.

Tasks of the psychological service:

preservation and strengthening of the psychological health of students in a professional educational space, multicultural in its composition;

psychological support of the subjects of the educational process through the provision of individual and group psychological assistance;

Assistance in the development of the psychological culture of all subjects;

psychological assistance to the personal, social and professional development of students in the process of educational and production activities, the development of the ability to self-knowledge, self-regulation, self-education, self-development, building a professional career.

1) problems of professional and personal development of subjects of activity in the educational space;

2) levels of interaction of escort participants;

3) conditions that ensure the quality of psychological support.

Areas of activity of the psychological service of NGOs.

1. Psychological support for the developing component of vocational education (monitoring, information and analytical activities, design, examination of the components of education).

2. Psychological support for participants in educational activities in the process of solving the problems of professional education and development (psychological prevention, education, diagnostics, development (correction), advisory activities).

3. Improving the service as an organizational system and professional development of specialists (self-education, exchange of experience, scientific, methodological, instrumental support).

The activity of the psychological service of the school is due to a number of specific features that determine the originality of its functioning and distinguish it in the system of the service of practical psychology as a whole.

To specific features relate:

professional orientation of the educational process;

Characteristics of the contingent of students;

Peculiarities of child-parent relations;

· compound teaching staff;

Features of the activity of the teacher-psychologist of the college.

Service specialists should not only be well aware of the features of the vocational education system itself and its participants, but also understand the uniqueness of their own activities.

Next, we should touch on the main areas of work on the example of the activities of the psychological service of GBOU PU No. 17 in Kolomna. The structure of the activity of the psychological service includes psychological diagnostics, counseling, preventive, methodological, as well as psycho-corrective work.
1) Psychological diagnostics- the study of individual psychological characteristics of the personality of students in order to:

identifying possible causes of problems in the learning process;

Identification of students of the "risk group";

definitions strengths personality, its reserve capabilities, which can be relied upon during corrective work;

definitions individual style cognitive activity.

2) Psychological counseling - the provision of psychological assistance in specially organized process psychologist and student, during which assistance is provided:

in self-knowledge;

in the analysis and solution of psychological problems related to their own characteristics, the prevailing circumstances of life, relationships in the family, among friends;

in the formation of new attitudes and acceptance own decisions;

in the formation of the motivational-need and value-semantic sphere of the personality;

· in the formation of adequate self-esteem and adaptation in real life conditions.

3) Preventive work - promoting the full mental development of students:

· prevention of topical social problems of drug addiction, alcoholism, AIDS, venereal diseases with the involvement of specialists;

prevention of conflicts;

prevention of depression and suicide;

4) Methodological work - aimed at solving the following problems:

drawing up a block of psychodiagnostic methods for diagnosing first-year students;

development of materials for students on learning problems;

· preparation teaching materials to help carry out class hours in groups;

A significant role in the methodological work of the psychological service of NGOs is played by the psychological education of students, parents, teachers and foremen.

Psychological education of students is very popular today. But, despite the widespread prevalence, the question of its effectiveness is quite acute.

The result of educating students is their successful use of psychological knowledge and skills that would help them to successfully learn and develop, as well as gain prospects for high-quality mastery of their chosen profession.

In order for the knowledge transferred to students to be actively used by them in the process of personal development, it is necessary to take a serious approach to the selection of the content and forms of work. When selecting content, it is necessary to take into account not only age-related needs, but the readiness for students to assimilate certain knowledge and skills. Educational support can be organized in response to the current request of a student or a group of students.

Also important is the focus on the objects of professional activity, which ensures their perception and translation of this knowledge from short-term memory into long-term memory. In this case, the individual characteristics of the memory of students play an important role. Some people remember quickly and quickly forget, others remember slowly, but retain what they remember for a long time.

The level of concentration of attention turned out to be the lowest. This can be explained by the insufficient development of voluntary regulation of the personality. The educational activities of NGO students require volitional efforts and the ability to plan their actions and deeds.

5) Psychocorrective work - the systematic work of a psychologist and a social pedagogue with students who have deviations in mental and personal development, as well as with students classified as "risk groups". It can be carried out in the form of individual and group lessons in the form of training.

Depending on the course of study, the tasks of support may vary:

· for the 1st course - the issue of successful adaptation in an educational institution is relevant;

· for the 2nd year - individual support, the formation of a positive image of the "I" of a teenager, his life values;

· for the 3rd - promotion of professional development, the formation of professionally significant personality traits.

In organizational terms, the work of a support specialist can be carried out depending on the chosen model - it can be:

· Support model for gifted students;

children - orphans;

children from among the "difficult", included in the "risk group", standing on different types of registration;

children with various types of addiction: smoking, drug use, alcohol abuse, Internet addiction;

· Model of psychological support for migrant children;

Model of psychological support for children affected by emergency situations;

· Model of psychological support for deviant and delinquent children (hooliganism, foul language, crime, etc.)

Our school has developed its own support model, taking into account the complexity of the contingent, which is aimed at solving the problems of students' adaptation to the educational process and is conventionally divided into three stages:

1. Diagnostic.

On the this stage there is a collection of general information about students, comprehensive diagnostic studies of the personality are carried out:

Diagnosis of character accentuations;

determination of the type of temperament;

Diagnosis of anxiety

social and metric measurements;

study of the psychological climate in groups;

a study of self-esteem;

study of personality orientation;

Determination of individual style of thinking

2. Drafting individual plan work

At the second stage, after a detailed analysis of the information received, recommendations are developed together with teachers and masters, and individual corrective programs of interaction with students are built. This allows NPO masters and class teachers to take into account personality traits students, predict the emergence of conflict situations and further design harmonious relationships.

3. Correction-developing.

At the third stage, directly corrective (developing) activities are organized, which include conversations and consultations with students and parents about the test results, prospects for further development, conducting socio-psychological games and trainings:

communication training;

· training of confident behavior;

training for the development of creative abilities;

relaxation classes; communication games.

In the future, repeated studies are carried out, monitoring of development, which allows you to evaluate the effectiveness of the work being done and make the necessary correction.

In more detail it is necessary to stop at the first stage - diagnostic. The results of the diagnosis of socialization and adaptation and their impact on educational and educational processes at the school.

The concept of "socialization" in social psychology was introduced in the 40s of the twentieth century. Psychologist Albert Bandura.

In the modern sense, socialization has several meanings, because. This concept is interdisciplinary. Used in sociology, psychology, pedagogy, philosophy.

Socialization is the influence of the environment as a whole, which attaches the individual to participation in public life. It is the process and result of the inclusion of the individual in social relations. In the process of socialization, the individual becomes a person and acquires the knowledge, skills and abilities necessary for life among people.

There are several classifications of stages of socialization.

The first classification distinguishes the following stages:

Primary - the assimilation of social norms, values, behavior patterns of entering the culture. The result of this stage determines the whole course of later life;

Secondary - subsequent learning social roles that distinguish the vital activity of an adult. The necessary adjustment of the norms and models of behavior of an adult, in contrast to primary socialization.

The second classification distinguishes slightly different stages:

Primary - the assimilation of social norms, values, behavior patterns of entering the culture. The result of this stage determines the whole course of later life.

Secondary - the subsequent assimilation of social roles that distinguish the life of an adult. Necessary adjustment of the norms and patterns of behavior of an adult, in contrast to primary socialization

Integration - the desire to find their place in society.

Labor - a period of maturity. Man through his activity influences the environment.

Post-labour - transfer of social experience to new generations.

Today, socialization is defined as a two-way process. On the one hand, an individual acquires social experience by entering a certain social environment, but sometimes he cannot fully adapt to the social environment, so knowledge remains "Dead Capital". The processes of upbringing and socialization proceed in parallel and at the same time independently of each other and are aimed at the formation of the personality, the acquisition by a person of his place in life, the path of social and professional self-determination.

It should be compared giving the process: the process of socialization and education.

Upbringing	Socialization
Education is a purposeful process	Socialization is a spontaneous process: whether we want it or not, the phenomena of reality in the political, social, cultural sphere do not leave us indifferent, we cannot “isolate ourselves” from them
Education is discrete, i.e. discontinuous process, because it is carried out in the family, preschool, school, creative team additional education.	Socialization is a continuous process
Education is carried out here and now by specific subjects of education	Socialization is carried out throughout life, starting at birth and continuing throughout life.

Socialization is not adaptation to the environment, but integration into a certain environment.

Adaptation is a passive adaptation to the social environment. And as long as the environment is stable, a person feels quite comfortable in it. However, changes in the environment, its instability can lead to personal discomfort, dissatisfaction, stressful situations life tragedies.

Integration, as a form of interaction of an individual with the social environment, involves his active entry into society, when a person is ready to make independent decisions in a situation of choice, when he is able to influence the environment, changing it or changing himself. Differences between socialization in the form of adaptation and integration still appear.

An important role in the process of socialization is played by the creation of a situation of success. First of all, search activity should be developed, which manifests itself in:

cognitive creative activity;

Independent search for a source of information;

readiness to make a decision in a situation of choice.

Under the conditions of PS No. 17, the formation of a situation of success is carried out by the following measures:

self-management of the school;

participation in various programs;

cooperation with social institutions;

group work;

wall newspaper;

work with the parent community.

Conclusion

At present, the practical psychology of vocational education in Russia needs innovative and advanced development, due to ongoing changes in the system of secondary vocational education related to the strategy for achieving its different quality. The subject of changes is:

Educational standards of a new generation on a competency-based basis;
- requirements for general and professional competencies graduates from employers;
- integration processes of vocational education institutions;
- introduction of information, communication and pedagogical technologies in the educational process;
- system for assessing the quality of education.

In addition to the above, it is important to take into account the changes associated with youth subcultures, multicultural aspects in education, and demographic processes.

In this regard, the activities of psychologists involve solving the problems of psychological support and assistance:

Students in preparation for mastering subjective-personal, intellectual, socio-communicative professional competencies;
- teaching staff in mastering technologies for the development of general (personal) competencies of students by means of educational and extracurricular activities, monitoring the level of development of competencies.

The psychologist has to, without losing his specific subject (the psyche, human subjectivity), take into account the specifics of work (in college), explore and be included in the educational environment, where he tries to optimize collective activity teachers and initiate the creation of psychological and pedagogical conditions for the development and professional development students. That is, he actually himself gradually turns into an integral participant in the educational process and becomes a real member of the teaching staff.

Literature

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2. Bezuleva G.V. Designing models of psychological services in vocational education institutions. Toolkit. - M .: Publishing house of the Moscow Psychological and Social Institute, 2008.

3. Bezuleva G.V. Psychological and pedagogical support professional adaptation pupils and students. Monograph. - M .: NOU VPO Moscow Psychological and Social Institute. 2008.

4. Bezuleva G.V., Sharonin Yu.V. Regulations on the service of psychological and pedagogical support of the educational process of NGOs. - M.: IOO, 1998.

5. Bityanova M.R. Organization of psychological work in educational institutions. - M., 1997.

6. Bolotov V.A., Serikov V.V. Competence model from idea to educational program // Pedagogika.M., 2003 №10.

7. Bondarev V.P. Choice of profession. M: Pedagogy 1989.

8. Borisova E.M., Loginova G.P. Personality and profession. M.: Knowledge 1991

9. Botyakova L.V., Golomshtok A.E. Educational and methodical office vocational guidance. M.: Enlightenment 1996

10. Introduction to the profession "Psychologist": Proc. Allowance / I.V. Vachkov, I.B. Grinshpun, N.S. Pryazhnikov; Ed. I.V. Grishpun. - 3rd ed., Sr. - M .: Publishing house of the Moscow Psychological and Social Institute; Voronezh: NPO MODEK Publishing House, 2007.

11. Glinkina O.V. Adaptation of a freshman // Prof. education, 2002. No. 9.

12. Grishchenko N.A., Golovey L.A., Lukomskaya S.A. Psychological foundations of career guidance at school and vocational schools. - L., 1988

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15. Klimov E.A., Chistyakova S.N. Choice of profession. - M., 1988

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18. Ovcharova R.V. Practical psychology in education. - M., Academy, 2003.

19. Shchurkova N.E. New technologies of the educational process. - M., 1993.

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PSYCHOLOGICAL SUPPORT OF THE EDUCATIONAL PROCESS

The concept of "socialization" in social psychology was introduced in the 40s of the twentieth century. Psychologist Albert Bandura. In the modern sense, socialization has several meanings, because. This concept is interdisciplinary. Used in sociology, psychology, pedagogy, philosophy.

Defined as a two-way process. On the one hand, an individual learns social experience by entering a certain social environment, but sometimes he cannot fully adapt to the social environment, so knowledge remains "Dead capital" Socialization today

In its most general form: socialization is the influence of the environment as a whole, which attaches the individual to participation in public life. It is the process and result of the inclusion of the individual in social relations. In the process of socialization, an individual becomes a personality and acquires ZUNs necessary for life among people. The concept of "socialization"

SOCIETY INDIVIDUAL PERSONALITY SOCIALIZATION NORMS VALUES MODELS OF BEHAVIOR ZUNA

1. Primary - the assimilation of social norms, values, behavior patterns of entering the culture. The result of this stage determines the whole course of later life. 2. Secondary - the subsequent assimilation of social roles that distinguish the life of an adult. Necessary adjustment of the norms and models of behavior of an adult, in contrast to primary socialization Stages of socialization

1. Primary (stage of adaptation) - from birth to 12-13 years. At this stage, the child does not critically learn social. experience, adapts to life, imitates adults. 2. Individualization - from 12-13 years old to 22. A desire to distinguish oneself from others is characteristic. A stable personality trait and a critical attitude towards social norms behavior. Stages of socialization

3 . Integration is the desire to find one's place in society. 4. Labor - a period of maturity. Man through his activity influences the environment. 5. Post-work - the transfer of social experience to new generations. Stages of socialization

Group #1(0.9)

Group #2 (0.8)

Group #3 (1)

Group №4 (1.4)

Group #5 (1)

Group #6 (1)

Group #7 (0.8)

Group #8 (1)

Group #9 (0.9)

Group №10 (1,2)

Group #11 (1)

Group #12 (0.9)

Group #13 (1)

Group #14 (1)

Group #15

Group #16 (0.8)

Group #19 (0.8)

They flow in parallel and at the same time independently of each other. They are aimed at the formation of a person, finding a person his place in life, the path of social and professional self-determination. PROCESSES of education and socialization

in essence, the processes of upbringing and socialization are different

Comparison of processes Education Socialization Education is a purposeful process Socialization is a spontaneous process: whether we want it or not, the phenomena of reality in the political, social, cultural sphere do not leave us indifferent, we cannot “isolate ourselves” from them PROCESSES of education and socialization

Comparison of the processes Education Socialization Education is discrete, i.e. discontinuous process, because it is carried out in the family, preschool institution, school, creative team of additional education. Socialization is a process continuous PROCESSES education and socialization

Comparison of the processes of Education Socialization and Education - carried out here and now by specific subjects of education Socialization - carried out throughout life, starting from birth and continuing throughout life PROCESSES of education and socialization

Adaptation of the 1st course

Adaptation of the 1st course Group No. 1 Group No. 7

Adaptation of the 1st course (correction)

Socialization as adaptation to certain social conditions Socialization is not adaptation to the environment, but integration into a certain environment. Two concepts of "socialization"

It is a passive adaptation to the social environment. And as long as the environment is stable, a person feels quite comfortable in it. However, changes in the environment, its instability can lead to personal discomfort, dissatisfaction, stressful situations, life tragedies. Socialization in the form of adaptation

As a form of interaction of an individual with the social environment, it involves his active entry into society, when a person is ready to make independent decisions in a situation of choice, when he is able to influence the environment, changing it or changing himself. Differences between socialization in the form of adaptation and integration still appear. Integration

Development of a personality ready for socialization in the form of integration. What exactly needs to be developed? What personality traits are needed to active interaction with the social environment? What are the personality characteristics of modern conditions most in demand? Purpose of education:

First of all, develop search activity, which manifests itself in: cognitive creative activity independent search for a source of information readiness to make a decision in a situation of choice Creation of a “success situation”

self-government of the school participation in various programs cooperation with social institutions Circle work Wall newspaper Work with the parent community Successful socialization in the school:

A feature of a living mind is that it needs only a little to see and hear so that it can then think for a long time and understand a lot. J. Bruno