Conditions for the implementation of the system of psychological support. Psychological support

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 on initial stage her learning.

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 upbringing and development of 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. Chief ideologist of the escort service Dr. 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 different situations 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 the 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 support services - 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 school psychologist is to create such conditions in which the child could see, experience, try on various options behavior, solving their problems, various ways of self-realization and assertion of oneself 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 mental development 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 upbringing process social activity children in the institution 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 preschool education the city of Irkutsk, it is considered possible to introduce independent system quality assessments. Functions of the municipal system of independent quality assessment: 1. ...

The purpose of the psychologist educational institution is the creation of psychological conditions for children, teachers, parents, i.e. all subjects of the educational process felt effective and comfortable within the walls of the school. This goal the psychologist must try to achieve by all means known to him.

One of the universal, effective means of the work of a psychologist (in addition to diagnostics and counseling) is the organization of a dialogue between people who are in the same social space, but have different points vision. This difference, on the one hand, is due to the characteristics of the activity and the role of each participant in the interaction, and on the other hand, to its human qualities. So, the main function of the teacher is organizational, so he looks at the child as part of a common classroom system, into a part that can either hinder or help the class as a whole to function effectively. It is clear that in this case the teacher is less focused on the child as a separate person. The main function of a parent, on the contrary, is to understand and accept his child as individual person, which has personal self-worth and is not connected with other people in any way. Both views are inherently one-sided and are conditioned by the specifics of the roles that people play. These views are like segments of a circle: each individually incomplete, but, complementing each other, they create single space, a single harmonious field. In the case of interaction between the teacher and the parent, these different views can become either a battlefield in which Shakespearean passions are played out, or a soil that enriches each participant in the interaction. A psychologist can also become a person who helps to make the dialogue between the teacher and the parent fruitful, joining their views, helping to find common ground in two different positions.

In order to determine the points of contact, the first thing the psychologist must do is to form an idea of the personalities of the teacher and the parent, to determine for himself the space in which the contact of two different psychological realities can occur. The psychologist can talk about why this space was chosen for organizing the dialogue, why exactly these qualities and needs of the parent and teacher become the most significant in this problem field. To justify his position, he may or may not voice the data of diagnostic studies: the main thing is that the psychologist helps two different people create their own general versatile view of any situation - problematic or just business. In the event that such general view developed, the goal of psychological work has been achieved.

The school psychologist himself, like each participant in the educational process, also has his own point of view on other people, due to his professional position and personality traits. He has his own angle of view on a person, his own professional position, in which the most important issue is the question “what?”: what happens to a person, what is good and what is bad inside the personality, what is personal resource, and what is a limitation, what needs to be changed so that the person becomes comfortable, what needs to be done so that she (the person) can function effectively ... For the teacher main question- this is “how?”: how to make the class work effectively, how to organize the discussion process, how to effectively prepare homework ... At the intersection of these views, the truth is born: on the one hand, school system becomes manageable, balanced and stable, and on the other hand - free, active and creative; each member of the pedagogical and children's team acquires, on the one hand, an understanding of oneself, on the other, an understanding and acceptance of others.

In the case when a psychologist wants to create a full-fledged, rich psychological space, effective and harmonious for each member of an adult and children's team, he must embed his limited segmental view in the field of the general circle, but in no way insist that other people accept the psychologist's view as the only the right guide to action.

If the tools psychological diagnostics are the tests projective techniques, questionnaires and questionnaires, the only tool psychological impact is the personality of the psychologist. The psychologist of an educational institution, like any other, is a living tool, and he has to work with his inner world, his emotions, feelings, experiences, consciousness. The effectiveness of the work of a psychologist depends on how perfect, concise, harmonious and effective this tool is.

Psychological and pedagogical support of the educational process

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.

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 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 must control the situation himself, determine the prospects for his own development and the tactics of interaction with each student.

Tasks of psychological and pedagogical support:

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

2. Creation of an atmosphere of security and trust in the system teacher - child - parent;

3. 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:

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

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

2. Personal, expressive specific features the subject himself complete system, its difference from peers:

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

§ motivation.

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

§ type of temperament;

§ leading modality.

With psychological point view, the psychological and pedagogical support system should, first of all, be considered as a continuity primary education and average. 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: a primary school teacher, a class teacher, subject teachers, the child's parents, since support is a holistic, system-organized activity, during which social -psychological and pedagogical conditions for successful learning and development of each child.

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

1.Tracking features psychological development 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 task solved through such means as education, active psychological training 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 idea of accompaniment as the embodiment of a humanistic and person-centered approach is being consistently and in detail being developed at the present time in the works of G. Bardier and others in three main planes:

value-semantic foundations of the method of support;

organizational models of accompanying activities;

indicates the values on which the maintenance method relies.

First, it is the value of the psychological development of the child. The accompanying method assumes careful attitude to the mental world of the child, his needs, characteristics subjective attitude to the world and to yourself. The educational process cannot grossly interfere in the course of psychological development, violating its laws. Adults accompanying the child should be able to sacrifice certain socio-pedagogical goals if their achievement is fraught with the destruction of the student's inner world.

Secondly, it is the value of the child's individual development path. The inconsistency of individual status with age patterns and educational standards can be considered as a deviation only if it threatens the child with maladaptation, 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 exist and self-realization.

Third, is the value. self-selection child of his life path. The task of adults is to form the ability and readiness of the pupil both to realize their capabilities and needs, and to make an independent choice. 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.

Professional and personal position teacher-psychologist, reflecting the value-semantic basis of the accompanying activity, is implemented in the following principles:

priority of the goals, values and needs of the development of the inner world of the child himself;

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

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

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

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

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

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

information and diagnostic support of the maintenance 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 the organizational models of support, he notes that three main types of support can be distinguished:

prevention of a problem;

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

emergency assistance in a crisis.

In addition, he names two more types of accompaniment:

individually oriented;

system oriented.

The latter is intended to prevent the occurrence of problems or solve problems specific to large group children.

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

First. 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.

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 with the help of such means as education, active psychological training of parents, teachers and children themselves, methodological assistance, developing psychological work.

Third. 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 given to them what they can, in principle, take. The special work of the school psychologist is also focused on them. This task is solved by means of correctional-developing, consulting, methodological and social dispatching work.

In the organizational model of support, which we also adhere to, the following are distinguished as "basic elements": socio-psychological status - a characteristic of the requirements-capabilities of a child of a certain age, representing a certain guideline, a meaningful basis for diagnosis, correctional and developmental work; a diagnostic minimum (a set of methods) that allows one to identify certain indicators of development: a psychological and pedagogical consultation as a method of "assembling" a holistic portrait of a child and a class and developing a strategy to accompany and specify the content of the work.

This model is quite versatile and can be used at any stage of schooling. It was from her that we started when we proposed the algorithm (procedural steps) and schematically described the content of the program of psychological and pedagogical support for the adaptation of the child to school in the 1st part methodological manual"Adaptation to school. Diagnosis, prevention and overcoming of 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 personality is taught and developed. Ordinary public school - one opportunity, one guideline in the work. A small, cozy school is different. Great importance have educational technologies used at school, general pedagogical principles used by teachers. The variability of support programs is also set by the characteristics of the society, in particular, the conditions of family education, attitudes and value orientations parents. Finally, the conceptual base and professional capabilities of the teacher-psychologist himself are another reason for the variability of support programs.

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

The priority goal of modernizing education is to ensure its high quality, which is not limited only to the level of education of students, a set of knowledge and skills, but is associated with education, the concept of “quality of life”, which is revealed through such categories as “health”, “social well-being”, “ self-realization”, “security”.

Therefore, in recent decades, a special culture of support and assistance to the child in the educational process has been developing in the Russian education system - social and psychological support. The term is widely used, although it has not yet received a stable definition. For some authors, accompaniment is a road, a joint movement of an adult and a child, the help necessary for orientation in the world around this road, understanding and accepting oneself. “Choosing a 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” (M. Bityanova).

Today, in accordance with the Law of the Russian Federation of July 10, 1992 No. 3266 - 1 "On Education" under escort is understood as a system of professional activity of service specialists (psychologists, social pedagogues, speech therapists, speech pathologists, etc.), aimed at creating socio-psychological conditions for successful learning and development of a child in situations of school interaction (N. V. Afanasyeva).

Thus, support is understood as a method that ensures the creation of conditions for the subject to make optimal decisions in various situations. At the same time, reliance is placed on the internal potential of the development of the subject, therefore, on the right of the subject to independently make his choice and bear responsibility for it. The environment should contain a significant number of features that provide variability of choice. Simply put, accompaniment is helping a person make a decision in difficult situations life choice.
The object of support is the educational process (EEP), the subject of activity is the situation of the child's development as a system of his relations with the world, with others (adults, peers), with himself.

Purpose of escort- to create, within the framework of the socio-pedagogical environment objectively given to the child, conditions for his maximum in this situation personal development and learning (in accordance with the age norm of development).

Escort tasks:

Prevent student development problems.
Assistance (assistance) to the student in solving urgent development goals, learning, socialization: learning difficulties, problems with choosing a professional and educational route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents.
Psychological support of educational programs.
Development of psychological and pedagogical competence and psychological culture of students, parents, teachers.

In accordance with the purpose and objectives of support, we have created a system of work on psychological and pedagogical support of the educational process in an institution of secondary vocational education. It is impossible for a single specialist to do this. Therefore, on this moment the Service for Social and Psychological Support of the Educational Process is functioning, which includes a teacher-psychologist, a social pedagogue, a medical worker, class teachers (group curators) and masters of industrial training.

Goals and objectives of the Service for Social and Psychological Support of the Educational Process (SSPS EP).

Purpose: psychological support of personal and social adaptation students in college.

Main tasks:

Combine all components pedagogical system into a single socio-psychological-pedagogical complex.
Create psychologically optimal conditions for students to acquire social and professional competence.
To help each student in practice master the simplest methods of introspection, self-assessment, self-regulation of their mental processes.
Provide timely social and legal protection to socially needy categories of students.
Create conditions for improving the psychological and pedagogical competence of teachers and parents.
Prepare materials for holding psychological and pedagogical consultations and organize their work.
To provide the management of the college with the comprehensive information necessary for making optimal management decisions.

SSPS solves the problem of promoting mental, psychophysiological and personal development, paying attention to the social adaptability of students.

The tasks of the JCSS are specified in the content of the work on each training course:

Course 1. The main task is a comprehensive study of enrolled students, their professional suitability, monitoring the process of their adaptation, identifying students prone to maladaptation. Working with them. Organization of group work.

2 course. The main task is the development of personal and professional skills, the formation of communication skills, professionally important qualities. At this stage, students develop an idea of themselves, their abilities, assimilate their external assessment, there is a transition from the position of the object of activity to the implementation of an active subjective position. This process is under the supervision of teachers, which allows you to track the ongoing changes.

3 course. The main task is to expand career guidance and work to prepare students for independent professional activities. Activities are organized to analyze the learning process with appropriate conclusions.

Activities of the Social and Psychological Support Service.

The main activities of the SSPS are:

1. Diagnostic activity:

- creation of a bank of socio-psychological data for each student: general data, information about parents, his state of health, social status, personal and professional development, the level of compliance with the chosen profession, education, upbringing, interests, attendance, further professional plans;
- the study of the moral and psychological climate in the student and teaching teams.

2. Organizational and pedagogical activity:

- determination of the degree of readiness of applicants, first-year students for educational activities at its various stages;
– monitoring of personal and professional development in training courses;
- regular updates social status families of students;
- identifying students of the "risk group", "attention group", "support group" through the organization of psychological and pedagogical consultations, maintaining individual registration cards for them;
- raids to check the attendance of students in the classroom;
- attending lessons in order to observe individual students, a group.

3. Advisory and preventive activities:

– application of health-saving technologies in work with students;
– provision of individual pedagogical, psychological, social, medical and legal assistance students;
– consultation on the results of diagnostics;
– Career guidance counseling with the selection of an educational institution;
– mass sports work: tourist rallies, fun starts, sports days, health days, health week, meetings with specialists for prevention bad habits, crime prevention;
– training sessions for the purpose of uniting groups of the 1st year, classes “Life Line” in order to prevent bad habits;
- design of thematic stands.

4. Correctional and developmental work:

- for students - in self-development, the formation of professionally important qualities through diagnosis and subsequent adjustment;
- with parents - in the harmonization of child-parent relationships;
– creating a favorable psychological climate in study groups, in the teaching staff;
– implementation of the plan of work with students of the “risk group” through remedial classes;
– participation in the meetings of the Prevention Council;
- development of professionally important qualities of students, communication skills, regulation of the emotional state, skills of professional self-determination.

5. Educational work:

– assistance to teachers in improving the psychological, pedagogical and socio-psychological culture of relations with students;
- participation in seminars, teachers' councils, "round tables", "laboratory of unresolved problems" on the problems of psychological support of educational activities of students;
- holding seminars on the study of health-saving technologies and the possibility of their implementation in the UVP;
- performances at parent meetings, teachers' councils;
– training sessions for teachers;
debates, discussions, round tables, business games for parents;
– conversations for students on the issues of maintaining and strengthening health, sex education, career guidance.

6. Scientific and methodological work:

– promotion professional level through visiting lecture halls, refresher courses;
- development of recommendations for first-year students on issues of adaptation to the peculiarities, conditions of study at the school, development of communication skills, and for the teaching staff - on the methodology of assisting first-year students in the adaptation period;
- development of memos, guidelines for teachers at work, taking into account the individual typological characteristics of students.

7. Cooperation with organizations on issues of education, upbringing, health of students, their social adaptation (guardianship department, department of social protection of the population, PDN, KDN, UII, pension fund, KDM, Central District Hospital, Fortuna Center for Social and Psychological Assistance, specialists of the regional educational institution , MSOSH, employment center).

In general, the work is built in two directions:

Actual - orientation to solving problems associated with certain difficulties in learning, mastering a specialty, education, behavior, communication.
Perspective - is aimed at the development, renewal of the personality and individuality of each, the formation of his readiness for self-determination, for life in society.

The directions are inextricably linked: a social teacher, a teacher-psychologist, solving promising tasks, daily provide concrete assistance to students, parents, teachers, masters, class teachers who need it.

The developed and implemented model of the graduate (professiogram) is a guideline in the prospective determination of the direction of activity.

In the personal and professional development of students, new technologies and methods of socio-psychological support are used, various trainings, role-playing games that contribute to the formation of abilities for self-actualization, skills to adapt to changing conditions and the requirements of the time.

In the system of organizing the service of social and psychological support, one can single out:
- social support provided by a social pedagogue,
- psychological - teacher - psychologist,
- medical - medical worker,
- Pedagogical - subject teachers, class teachers.

For each specialist, the type of support will reflect the specifics of his work, but the essence is the same (Appendix 1).

Psychological support.

Let's take a closer look at the system of psychological support for students in the process vocational training, because this is the main activity of a psychologist, aimed at creating conditions for the maximum promotion of personal and professional development every student. At the same time, it creates conditions for the development of not only students, but also teachers and parents.

Areas of work.

Stage 1. Psychological support of career guidance and professional selection.

Initially, at this stage, the psychologist participates in career-guidance conversations with students in the schools of the district in order to preliminarily recruit the contingent. They also run a pre-professional training program. In the classroom, students get acquainted with the rules for choosing a profession, with the diversity of the world of professions, with their individual characteristics, correlating them with the chosen profession. Based on the results of the work, a project work “Me and my profession” is being prepared.

With the first-year students who entered, a psychological examination was organized in order to determine the suitability of the profession. During this period, there is an analysis of personal affairs, the study of the data of a psychological examination. After that, an interview is organized with students and their parents (legal representatives), at which they are introduced to the results of the diagnosis and the features of college education. Students are offered recommendations for successful adaptation to new learning conditions.

Forms of work: classes “Your professional career” for students in grade 9 of the school, a lesson with elements of the training “Self-marketing - the path to successful employment” (for participants in the “Profession Fair”), participation in career guidance classroom hours for students of grade 9, testing, analysis of personal files, interview.

The importance of working for this stage, in that the process of self-determination of school students is taking place. They form an active social position, develop the ability to produce significant changes In my life.

Stage 2. Psychological support of the process of adaptation of students to new learning conditions.

During this period, the study of students continues, identifying their interests, learning abilities, leadership abilities, the psychological climate in student groups through testing, the organization of observation of students during and outside of lessons, conversations with teachers, class teachers and software masters. At the same time, teachers are familiarized with the characteristics of students. In the first month of adaptation, it is very important for students to get to know other students in the group as closely as possible. For this purpose, groups are given hours of acquaintance with the elements of the training. There is an analysis of conflict situations that arise among students, between students and teachers, the causes of difficulties in the period of adaptation. All the information obtained in the process of this work is used during a round table for students, teachers, parents on the topic: “Difficulties in the transition of students from school to school”. This event allows you to identify the difficulties that all subjects of the educational process face, as well as find ways out of this situation by listening to the opinion of the students themselves, their parents and teachers.

Psychological and pedagogical council on the adaptation of freshmen is a general event in this direction. At the council, teachers discuss the characteristics of students, both individually and as a group, identify problems and develop a plan to eliminate these problems.

As a result, the period of adaptation is reduced for students, teachers can effectively organize educational process.

Forms of work: testing, observation of students during and outside the lessons, conversations with teachers, hours of acquaintance with the elements of training, analysis of conflict situations, round table for students, parents and teachers

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 don't get here further development. 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 curricula in primary 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 stages of 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 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 the initial period of training. Practical study This problem clearly indicates that only in the case of coordinated activities of all participants in the educational space, it is 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 a gymnasium, by coordinating pedagogical requirements 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 a preschool institution. Psychological counseling 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 of each child makes it possible to most effectively build individual plan preparing children for high school education.

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 not carried out in 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, places increased demands on the personal and intellectual development children, to 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 at the initial stage of education. 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 issues of age and individual features 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 individual trajectory development 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 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 (tutors) and administration 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, starting from six years of age, and continues at the initial stage.

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 all participants in the educational space. An individual approach is implemented, including in the preparation individual card development for each child, where, in addition to information about the real level of development various areas personality of the child, contains information about his potential opportunities, 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 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 of six-year-old children and ensure their emotional well-being, such an organization of their education is the most appropriate.

In addition, we highlight the principle of consistency, which implies systemic character activities of a psychologist institutionalization(in the long-term and current work plans of the entire staff of the gymnasium and kindergarten) various forms of cooperation between the teacher, educator and psychologist in creating conditions for successful successive education, upbringing and development of 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. Applied 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 "kindergarten - primary school" system is a systematic construction of training, education and learning itself (as the activity of the child), which ensures the disclosure and development of the child's personality.