1. There is a contradiction between the requirement to prepare children from orphanages for independent living and the absence of a single state document (standard) that determines the amount of knowledge and skills necessary for graduates of orphanages for successful social adaptation. 2. At the present stage of the development of society, new requirements are put forward for the development of the individual, its self-determination. Social competence is prioritized. 3. The contingent of pupils orphanage represents a special category of children who have experienced the influence of traumatic factors, which contributed to the deformation of their mental and, in some cases, physical development. 4. Conditions outside family education are not natural and entail a distortion of ideas about the realities of life, which significantly complicates the socialization of pupils. Relevance
It involves ensuring continuity, consistency, interconnection, as well as the integrity of the process of raising and developing children in an orphanage; is the basis for organizing the work of the service for the development and upbringing of the orphanage; Allows you to give a normative list of the main topics, determine the most important requirements for the knowledge and skills of pupils necessary for their independent life, select the optimal conditions for achieving the goals and fulfilling the mission of the orphanage. Purpose of the Program
1. Requirements imposed by the state and society on a modern independent person. 2. Problems of socialization of orphanage graduates. Analysis of the reasons hindering the integration into society of graduates of the orphanage. 3. Peculiarities of the contingent of pupils of the orphanage. 4. Goals and objectives of preparing children from the orphanage for independent living. 5. Directions for preparing children from the orphanage for independent living. Sections of the program. 6. The expected result of the preparation of children from the orphanage for independent living. 7. Monitoring the effectiveness of activities to prepare children from the orphanage for independent living. Structure of the Program
“The most important goal of modern domestic education and one of the priority tasks of society and the state is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, enterprising, competent citizen of Russia,” the Concept of Spiritual and Moral Development and Personal Education of a Russian Citizen says. social order
1. Lack of housing, inability to maintain existing housing. 2. Problems in employment associated with the low level of professional education, the lack of demand for the acquired profession in the labor market. 3. Lack of an active economic position, focus on state support (receiving benefits). 4. Difficulties in establishing new social contacts, alienation. 5. Difficulties of inclusion in the labor collective (conflicts in the workplace, non-compliance with the rules of the labor schedule, lack of independence). 6. Increased suggestibility, uncritical credulity, susceptibility to manipulative psychological influences, as a result of which graduates become victims of deception, fall into asocial groups, and commit offenses. 7. Failures in creating your own family, associated with personal immaturity, lack of experience in living in a family. 8. Tendency to form addictive forms of behavior. Problems of socialization of orphanage graduates
1) orphans either do not have the opportunity to learn the social experience of their parents and grandparents by imitating their behavior patterns and ways of overcoming life's difficulties, or this experience is of a negative asocial nature; 2) strict regulation and limited social contacts inherent in the regime of residence in orphanage, make it impossible for the child to master the whole gamut of social-role relations; 3) early children's experience an orphan child bears the imprint of maternal deprivation and forms one of the most serious phenomena of orphanhood - the loss of basic trust in the world, which manifests itself in aggressiveness, suspicion, inability to live independently; 4) the process of self-regulation is difficult, correlated with the gradual replacement of external control of behavior with internal self-control. This is due to the specifics of the organization of a child's life in an orphanage, where the control function is fully retained by educators. Difficulties in the socialization of orphans
The level of cognitive development of pupils is insufficient for the successful development of educational programs by them, the learning ability of children is reduced. Many pupils are characterized by insufficient development of the emotional-volitional sphere, volitional regulation of their behavior and mood. Characteristic features of the personality of pupils are inadequate self-esteem, inability to assess their personal qualities, insufficiently high overall level of self-acceptance, self-confidence, anxiety. Violations in the field of communication, manifested in unwillingness to establish productive contacts, aggressiveness, inadequate forms of behavior in conflict situations. Lack of desire for independence, passivity, low level of readiness to choose one's place in life. Graduates of the orphanage do not feel sufficiently prepared for independent living. The result of the difficulties of socialization is a low level of social adaptation, social activity, social competence of children from the orphanage, formation of social values. Peculiarities of pupils of the orphanage
The purpose of the Program is to create conditions for the development of the child, opening up opportunities for his positive socialization and successful integration into society after graduation from the orphanage. Objectives: 1. Create favorable conditions conducive to mental, emotional and physical development pupils' personalities. 2. Ensuring the implementation of programs aimed at preparing pupils for independent living. 3. Expansion of the social space of pupils. Goals and objectives of preparing pupils for independent living
The principle of "surrogate family"; The position of the educator; Relations in the group; Taking into account age interests, meeting the needs of pupils; Organization of activities taking into account the main motives in each age period. Organization of the life of pupils
Teaching children in various educational institutions, visiting circles outside the walls of the orphanage, visiting guest and related families; participation of the orphanage in various events (city, regional, school, etc.). contacts with society through establishing relationships with social partners. Open environment of the educational system
Graduate model Preparing pupils for independent living Social roles Competence I am a citizen (I am in society) Competence in the field of social and legal relations I am an employee (I am in working life) Competence in the field of labor and professional relations I am the owner (I am at home) Competence in the social and domestic sphere I am a family man (I am in the family) Competence in the field of family relations I am a creator (I am in my free time) Competence in the leisure sphere I – personality (I am responsible for myself) Personal competence I am healthy (I am responsible for my health) Culture healthy lifestyle life I - communicate (I - in the world of people) Communicative competence
1. The program of socialization of pupils before school age in an orphanage; 2. The program for preparing pupils for independent life "Steps" (for pupils of school and older age). Programs aimed at preparing pupils for independent living
Stages of mastering the program based on age periodization: Stage 1 - primary school age - 7-10 years; Stage 2 - middle school age - years; Stage 3 - adolescence - 15 - 17 years. Program "Steps"
Direction of training Forms of organization of training Training mode Social and labor training and vocational guidance Classes under the Program of social and labor training of orphanage pupils 1 lesson per week Hostess Club 1 lesson per week Alumni Club 1 lesson per month Regime moments (duty, sanitary and hygienic procedures ) According to the regime of the day Socially useful ore (general cleaning, agricultural work) 1 time per week Program "Our House" During the holidays Formation of a culture of a healthy and safe lifestyle Classes under the Program for the formation of a culture of a healthy and safe lifestyle 1 lesson per week Club of lovers games 1 lesson per month Tourist club "Putnik"According to the plan Regime moments (exercises, organized walks)According to the regimen Social and moral training Classes under the Program of spiritual and moral education of the personality of a citizen 1 lesson per week Club "Vologzhanin" 1 lesson per month Club "Read -ka "2 times a month Communication club 2 times a month Artistic and aesthetic development Classes according to the Program musical education children and adolescents in an orphanage According to the schedule of classes Classes under the "Manual Labor" ProgramAccording to the schedule of classes Directions for preparing pupils for independent living
The program of social and labor training of pupils of the orphanage; Program for the formation of a culture of a healthy and safe lifestyle; Program of spiritual and moral education; The program of musical education of children and adolescents in an orphanage; Program "Manual work". The content of programs aimed at preparing pupils for independent living
Regulated Types of activities for children Regulations Classes (educational hours), as a specially organized form of education Calendar-thematic planning Instructive-practical classes Daily routine Collective creative activities Calendar of events of the orphanage Additional education Unregulated employment schedule for pupils Interaction with society Interest classes Group activities Free time Forms alumni organizations
Month Holidays concerts Thematic weeks Contests in the orphanage City actions, projects Contests, festivals Meetings of pupils September Goodbye, summer! Comfort and order in the group-family. "Flowering City" Competition of flower arrangements and bouquets. "Rubtsov's autumn". "Holy Lands of Vologda". 1. Results summer holidays, 2. Rules for living in an orphanage, 3. Planning for the year. October Teacher's Day. Concerts for the day of the elderly. Week of the small Motherland. Flower garden in a group. Cross nation. Community Saturday. "Vologda courtyards". Ferapontovskie readings. 1. Results of educational activities, 2. Results of competitions. november Week of the Book.Decoration of reading corners. Vologda is a healthy city. "Merry children" Mini-football. December New Year's show program. New Year's decoration groups. "New Year's toy for the central Christmas tree" "Bouquet of severe winter." "Gift to Santa Claus" 1. Results of educational activities 3. Plan for the winter holidays. January Health and Sports Week. For the healthiest group. Ski track in Russia. "School of Survival" "Christmas - Light of Eternal Life" February Defender of the Fatherland Day. Lean Competition. "Gift to a soldier" "Road without danger." "My family" March 8 March. Birthday of the orphanage. Career week. Group portfolio. "Azimuth of Hope" Small Dimitriev Readings. "Azimuth of Hope" 1. Results of educational activities 2. Results of competitions. April Week of Law Projects "Blossoming Miracle" near the orphanage. Bimonthly landscaping. "Protection Meetings". "Nature and creativity". May Congratulations to veterans. Outside concerts. The most beautiful site on the territory of the orphanage "Gift to a Veteran" "Blossoming City" Glorious sons and daughters of the Russian state 1. Results of educational activities for the year. 2. Results of competitions. 3. Summer vacation plan June Graduate Day. "Our Green Home" "City of childhood" Orphanage events calendar
Areas of social partnership: 1. Education of pupils in general education and vocational schools, in institutions of additional education. 2. Conducting joint classes in interest clubs. 3. Providing conditions for the development of pupils: using the capabilities of cultural institutions, sports and recreational institutions. 4. Providing conditions for rehabilitation, recreation and employment of pupils during the vacation period. 5. Providing additional preparation of pupils for the final certification. 6. Providing additional conditions for self-determination and self-realization of pupils. 7. providing additional conditions for professional tests of pupils. 8. Prevention of offenses of pupils. 9. Information support for the activities of the orphanage. Expansion of the social space of pupils
Monitoring the level of educational preparation; Monitoring the formation of educational skills; Monitoring of health and the level of healthy lifestyle culture; Monitoring the development of the personality of pupils; Monitoring of social adaptation of pupils; Monitoring readiness for independent living; Group development monitoring. Evaluation of the effectiveness of the Program
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1 "Preparation of orphans for independent family life in an orphanage." Tyapugina Svetlana Mikhailovna GKU "Children's Home 2 "Golden Key" in the village of Rozovka, Mineralovodsky District For those who spent their childhood within the walls of an orphanage, creating their own family is perhaps the most cherished dream. At the same time, they are more likely than their domestic peers to fail. The absence of a positive model of parent-parent, child-parent relationships leads to a shift in the value orientation of orphans, complicates the construction of one's own family, or leads to copying negative parental patterns. Graduates of orphanages are often unable not only to create a prosperous family, but also to keep it. The state of children from orphanages, who are on the verge of leaving the institution, is most often characterized as confusion before an independent life. Despite the presence of a formal set of prospects that open before them, they experience significant difficulties in choosing further life paths. This is explained by the fact that in the institution the position of the orphan child was largely “objective” in nature, he was taken care of, he was provided with everything necessary. When leaving the institution, the nature of the position of the same child normatively becomes “subjective”. He himself must provide himself with the conditions for normal life. In other words, the graduate of the orphanage actually has to independently and for the first time build and organize his living space, since there is no continuity, experience to follow. It can be said that a graduate for some time is "pushed out" from the institution and "not integrated" into a new social structure. As a result, the orphan child faces two urgent tasks: 1. switch to independent life support; 2. build the boundaries of your new living space. Features of mental development, according to many experts, features of the mental development of children from orphanages, especially in adolescence, are manifested primarily in the system of their relationships with people around them. Distortions in communication with adults deprive orphans of the important for their psychological well-being of experiencing their significance and value for others and at the same time experiencing the value of another person, deep attachment to him. Great value for the formation of personality
2 pupils of the orphanage have aspirations, desires, hopes, i.е. attitude towards your future. However, as practice shows, it is typical for them to live today, the immediate concrete plans are important, and not the distant future. If long-term plans are outlined, they are not filled with real content. Self-doubt, low self-esteem lead to the fact that adolescents in orphanages are not focused on improving their educational level, on acquiring a profession, often do not know what needs to be done for this. They rely on society, the state and other trustees. As a result, graduates of orphanages develop a fear of the outside world, distrust of it. For a young person to successfully enter into life, he must know and assimilate the appropriate norms and values, have appropriate communication skills and strive to enter the outside world around him. The issues of preparing young people for the future family life have long attracted the attention of society. Various points of view, philosophical concepts, moral and religious principles clashed around this problem. However, it still remains insufficiently resolved even within the framework of school education and training. The consequences of the lack of systematic work in this area are demonstrated by statistics: marriages concluded by graduates of orphanages of institutions break up more often; among those who abandon their children in the maternity hospital, in the first place are mothers from among orphans. In this regard, the preparation for an independent life of orphans and children left without parental care is a serious and very complex problem, the relevance of which is not decreasing. However, it should be noted that at present, pedagogical science and practice need a deeper and more detailed study of the preparation of orphans for independent family life. The mechanism of this process is not fully disclosed, the conditions, forms and methods of pedagogical influence on the process of preparing pupils for independent family life in an orphanage have been developed. The works available in this direction do not involve changing the structure of these institutions, overcoming their specific isolation from the surrounding social environment. The foregoing allows us to state that in modern theory and practice there is a contradiction between the objectively increasing requirements imposed by society on preparing the younger generation for a future independent life, on the one hand, the conservatism and inertia of the system of social and pedagogical institutions for orphans, insufficient theoretical and practical the development of the problem, the mechanisms for implementing the pedagogical conditions for preparing orphans for independent family life, on the other hand. Based on the identified contradictions, ways and means of their resolution, the following goal is determined.
3 Purpose: creation of conditions for preparing orphans for independent family life in an orphanage. The effectiveness of preparing orphans for independent family life in an orphanage will be successful if the following conditions are met: 1. the creation of a specially organized social and pedagogical environment in family-related groups; 2. implementation of medical, social, psychological and pedagogical support of pupils at each stage of development; 3. introduction of various different forms and methods of joint activities aimed at the formation of family relationships; 4. formation of a correct idea of the family, its functions and relationships in the family. Tasks: 1. Develop various forms placement of children in families (foster, guest, guardianship, guardianship) 2. Try to restore or compensate for lost family ties. 3. Strengthen family relationships as a basis for instilling skills for independent family life. 4. To prepare pupils for an independent life, the creation of their prosperous family in the future. 5. Create conditions for preparing pupils for work. Organize outreach activities. 6. To identify the features of the personal development of orphans and children left without parental care. 7. To develop a model of the support service for the development of pupils in an orphanage. 8. Justify and reveal the role of family-related groups as an effective environment in preparing orphans for independent family life in an orphanage. 9. Reveal the content, forms and types of joint activities in the formation of family relationships. Features of mental development, according to many experts, features of the mental development of children from orphanages, especially in adolescence, are manifested primarily in the system of their relationships with people around them. Distortions in communication with adults deprive orphans of the important for their psychological well-being of experiencing their significance and value for others and at the same time experiencing the value of another person, deep attachment to him.
4 Aspirations, desires, hopes, i.е. attitude towards your future. However, as practice shows, it is typical for them to live today, the immediate concrete plans are important, and not the distant future. If long-term plans are outlined, they are not filled with real content. Self-doubt, low self-esteem lead to the fact that adolescents in orphanages are not focused on improving their educational level, on acquiring a profession, often do not know what needs to be done for this. They rely on society, the state and other trustees. As a result, graduates of orphanages develop a fear of the outside world, distrust of it. For a young person to successfully enter into life, he must know and assimilate the appropriate norms and values, have appropriate communication skills and strive to enter the outside world around him. Currently, many institutions are developing and implementing various programs to prepare orphans and children left without parental care for independent living. They are aimed at developing readiness in children to overcome the difficulties of socialization, expand the boundaries of their own space of life, self-determination, mastery of gender-role behavior, etc. Such social adaptation programs for graduates of orphanages include a rather diverse content: teaching housekeeping skills, self-care skills, the ability to put things in order and create comfort in the house, the ability to use various infrastructures, economic behavior skills, etc. A special type of work is the preparation of graduates to create their own family and family life. The readiness for independent life and activity of graduates of orphanages includes a combination of the following elements: 1. social readiness (formation of skills in interpersonal communication, collective activity, social orientation, organization of independent life and activity, adaptation to one's social status); 2. labor readiness (formation of general everyday skills and abilities, readiness for domestic work, work in the household, professional self-determination, preparation for future professional activities); 3. moral-volitional (psychological) readiness (self-esteem, self-esteem, volitional organization of the personality, psychological readiness to work in market conditions); 4. physical readiness (formation of an individual style of a healthy lifestyle, lack of bad habits, the development of physical qualities that ensure successful adaptation to work, various types of activities)
5 Living conditions in the orphanage should be close to family. In our orphanage, pupils are divided into family groups. Each group has its own separate residential block similar to a family apartment, equipped with everything you need: furniture, household appliances and household appliances. This habitat allows children to easily adapt to living in an orphanage and save family traditions and relationships. In the orphanage, it is necessary to carry out a lot of work to protect and strengthen the mental and physical health pupils. I conduct a set of classes on various topics that contribute to adaptation and integration in later life, preparation for family life. - “Use of infrastructures”, which includes acquaintance with state institutions, this knowledge makes it possible to determine where to go at the right time, how to fill out this or that receipt, form, where and how to pay bills, etc.; - "Skills of family life", including housekeeping, mastering sanitary and hygienic norms and rules, questions of family, sexual relations, etc.; - "Jurisprudence", including various legal, economic, financial issues, familiarity with the codes of the Russian Federation, with the rights and obligations of a citizen of Russia; - "The ability to use money." Pupils over fourteen years of age registered at the Employment Center work in the summer period in the construction team of the orphanage, receive wages for their work and can manage the money at their discretion. To achieve the goal in her group of the orphanage, she developed an action plan, where, according to the age of the children, conversations, games, lectures, meetings, and excursions are held. For example, topics of conversation: “Family and family values”, “Family in my life”, “The meaning of the family is the pursuit of happiness”, “How to keep love in the family”, “My family is my wealth”, “Entering an “adult” life” , "Who to be, what to be", " A New Look young" and other conversations. Graduates of the orphanage find it difficult not so much the process of learning as the process of becoming a person. They are practically uncompromising, so there are difficulties in communicating with peers, teachers, police, and other social structures. Meetings are held with people of different professions, visits to vocational schools, lyceums, universities are organized. In collaboration with a psychologist
6 district employment center is testing future graduates and career guidance. Children from the orphanage also acquire real life experience through participation in various activities. By visiting numerous circles and sections, each child has the opportunity to find an exciting activity for himself, to show his potential. As a result, he acquires not only useful practical skills and abilities, but also masters the elements of communicative activity, learns to behave adequately in in public places interact with adults and peers. Expansion of adolescents' ideas about their future profession is facilitated by attending "Open Days" in secondary specialized educational institutions. Demonstration of the range of professional choice, orientation towards the formation of an individual style of work activity allows the future graduate to make a more conscious choice of a future profession. In parallel, educational activities are carried out to socialize graduates, aimed at mastering new social roles (family man, worker, citizen), preparing them for their future family life. In the orphanage, complex rehabilitation work is widely carried out with adolescents and graduates who have not reached social and personal maturity (according to the results of a diagnostic examination). Social educators give Special attention ensuring the protection of the rights and interests of graduates of orphanages in society. Educators, a social pedagogue, the administration of the orphanage maintain close interaction with professional institutions on the issues of monitoring the educational activities of former pupils. If necessary, they participate in the work of psychological, medical and social services to provide advice to graduates in solving their problems. Particular attention is paid to monitoring compliance with security laws and normative documents in relation to graduates of the orphanage and the provision emergency assistance graduates who find themselves in a difficult life situation. Every year, a social teacher or representatives of the administration of the orphanage visit graduates of the previous year of graduation and living independently in order to study the degree of social adaptation of the graduate in society. When visiting graduates at the registration address, the conversation method is used.
7 When evaluating the effectiveness of the conversation, conclusions are drawn about the extent to which the graduate has become a citizen of society (hard work, attitude to work, the desire to improve his level, etc.) and as a family man (having a family, living conditions, material support , relations with relatives, etc.). Based on the results of such visits, a small pedagogical council is held with the educators of these graduates and the escort service, where elements of adaptation and maladaptation of this graduate are noted, a plan of specific assistance is developed (if necessary), sometimes with the involvement of district state structures, recommendations are developed for the socialization of other pupils, taking into account the identified negative points. In general, the results of a survey of orphanage graduates proved the effectiveness of this kind of purposeful systematic work. One-time events cannot provide a holistic preparation of a graduate for an independent life, only complex work on socialization and career guidance gives a positive result, nevertheless, a graduate needs some social and psychological support for some time, especially in situations of finding solutions to vital problems. References: 1. Abramova, G. S. Practical psychology / G. S. Abramova. M.: Publishing Center "Academy", p. 2. Abulkhanova-Slavskaya, K. A. Life strategy / K. A. Abulkhanova-Slavskaya. M., s. 3. Avdeeva, N. The role of mother and father in the development of the child in early age/ N. Avdeeva // Preschool education С, 5. -С, 7. -С Azarov, Yu. P. Secrets of pedagogical skill / Yu. P. Azarov. M .: Publishing house of the Moscow Psychological and Social Institute, p. 5. Eysenck, G. Yu. Personality structure: Per. from English. / G. Yu. Eysenk. St. Petersburg: Yuventa, p.
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Chapter 1
1.1. Socio-pedagogical prerequisites for social maladaptation of orphans.
1.2. Features of the personal development of orphans and children left without parental care.
1.3. Model of support service for the development of pupils in an orphanage.
Conclusions on the first chapter
Chapter 2
2.1 Family-related groups as an effective environment for preparing orphans for independent family life in an orphanage.
2.3 Methods, course and results of experimental work.
Conclusions on the second chapter
Recommended list of dissertations in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code
Pedagogical conditions of social adaptation of pupils of the orphanage, organized according to the family principle 2004, candidate of pedagogical sciences Shamakhova, Natalya Nikolaevna
Organizational and pedagogical conditions for the preparation of pupils of the orphanage for placement in foster families 2009, candidate of pedagogical sciences Shagimuratova, Nuria Mavlizhanovna
Education and personal development of orphans in the conditions of alternative forms of life arrangement 2008, Doctor of Pedagogical Sciences Palieva, Nadezhda Andreevna
Raising a future family man in an orphanage 2008, candidate of pedagogical sciences Plyasova, Galina Ivanovna
Socio-cultural conditions for the adaptation of orphans in a family-type orphanage 2004, Candidate of Pedagogical Sciences Dorogonko, Zoya Vasilievna
Introduction to the thesis (part of the abstract) on the topic "Preparing orphans for independent family life in an orphanage"
Orphanhood as a social phenomenon has a long history. The social upheavals of the 20th century led to the emergence of a new phenomenon called social orphanhood. Social orphans-children under 18 years of age who found themselves without parental care due to the fact that their parents were deprived parental rights, are imprisoned, suffer from severe, including mental, diseases due to drug addiction, alcoholism or other reasons.
According to the Ministry of Internal Affairs of Russia, there are 2.5 million street children in the country, 700 thousand disabled people, 14 million children who have only one parent, usually a mother; the number of children born out of wedlock is growing.
According to the Ministry of Education of the Republic of Tatarstan, as of January 1, 2003, there were 9,606 orphans and children left without parental care in the republic, of which 7,309 are brought up in families of citizens of the republic (76.4%), 2,267 are in orphanages, orphanages and boarding schools (23.6%).
90% of children from orphanages, boarding schools for orphans and children left without parental care are social orphans.
The family, as an institution of natural biological and social protection of the child, acts as a source and mediating link in the transfer of life experience to the child. The loss of a family is the hardest tragedy in the life of a small person, which leaves a deep mark on his soul and radically changes his fate, his attitude to the world around him.
For those who spent their childhood within the walls of an orphanage, creating their own family is perhaps the most cherished dream. At the same time, they are more likely than their domestic peers to fail. The absence of a positive model of parent-parent, child-parent relationships leads to a shift in the value orientation of orphans, complicates the construction of one's own family, or leads to copying negative parental patterns. Graduates of orphanages and boarding schools are often unable not only to create a prosperous family, but also to keep it.
The issues of preparing young people for the future family life have long attracted the attention of society. Various points of view, philosophical concepts, moral and religious principles clashed around this problem. However, it still remains insufficiently resolved even within the framework of school education and training.
The consequences of the lack of systematic work in this area are demonstrated by statistics: marriages concluded by graduates of boarding schools break up more often; among those who abandon their children in the maternity hospital, in the first place are mothers from among orphans. In this regard, the preparation for an independent life of orphans and children left without parental care is a serious and very complex problem, the relevance of which is not decreasing.
The degree of scientific development of the research problem.
In modern pedagogical science, theoretical concepts have been developed that can be used as the basis for the study of this problem. General patterns of mental and personal development of children of preschool, primary school and adolescence, brought up in children's closed institutions, are reflected in the works of I.A. Zalysina, A.I. Zakharov, E.A. Minkova, V.S. Mukhina, L. Ya.Oliferenko, A.M.Prikhozhan, E.O.Smirnova, E.A.Strebleva, N.N.Tolstykh, N.G.Travnikova, T.A.Shilova, T.I.Shulga and others.
Also significant for our study are the works of foreign authors (M. Ainsworth, J. Bowlby, J. Langmayer, Z. Mateichik, K. Pringl, A. Freud and others), who studied the nature of early deprivation, the lack of contact with the mother and adults at the stage maturation of a developing personality.
Works devoted to the issues of preparing children for family life (A.N. Ganicheva, I.A. Gorchakova, O.L. Zvereva, T.A. Kulikova, A.M. Prikhozhan), various aspects of social orphanhood (L.A. Baiborodova, I.F. Dementieva, I.V. Dubrovina, G.M. Ivashchenko, M.M. Plotkin, E.E. Chepurnykh).
Many authors agree that preparation for an independent family life takes place naturally in the family. The attention of researchers is mainly directed to solving such issues as: who should be given preference in the upbringing of the future family man - family or school, and how to prepare the future family man within the framework of the school. The problem of preparing for an independent family life of children deprived of parental care and brought up in a boarding school, in pedagogy, almost no attention was paid.
1 Only in the works of I.V. Dubrovina, V.S. Mukhina, A.M.
T.N.Schastnoy, N.N.Tolstykh directly or indirectly analyze the problems of preparing orphans for independent family life and give recommendations. In recent years, G.V. Sem'ya, N.F. Plyasov, G.I. Plyasova continue to work on this problem.
However, it should be noted that at present, pedagogical science and practice need a deeper and more detailed study of the preparation of orphans for independent family life. In our opinion, the mechanism of this process is not fully disclosed, the conditions, forms and methods of pedagogical influence on the process of preparing pupils for independent family life in an orphanage have been developed. The works available in this direction do not involve changing the structure of these institutions, overcoming their specific isolation from the surrounding social environment. The foregoing allows us to state that in modern theory and practice there is a contradiction between the objectively increasing requirements imposed by society on preparing the younger generation for a future independent life, on the one hand, the conservatism and inertia of the system of social and pedagogical institutions for orphans, insufficient theoretical and practical the development of the problem, the mechanisms for implementing the pedagogical conditions for preparing orphans for independent family life, on the other hand.
On the basis of the identified contradictions and our research orientation to find new ways and ways to resolve them, the research problem is defined: what are the organizational and pedagogical conditions for preparing orphans for independent family life in a closed socio-pedagogical system.
The purpose of the study is to identify and experimentally substantiate the organizational and pedagogical conditions for preparing orphans for independent family life in an orphanage.
The object of the study is the process of raising orphans in an orphanage.
The subject of the study is the organizational and pedagogical conditions for preparing orphans for independent family life in an orphanage.
Research hypothesis. The study is based on the assumption that the effectiveness of preparing orphans for independent family life in an orphanage will be successful if the following conditions are met: the creation of a specially organized socio-pedagogical environment in family-related groups; implementation of medical-social-psychological-pedagogical support of pupils at each stage of development; the introduction of various forms of joint activities of brothers and sisters, aimed at the formation of family relationships; formation of a correct idea of the family, its functions and relationships in the family.
Research objectives:
1. To identify the features of the personal development of orphans and children left without parental care.
2. To develop a model of the support service for the development of pupils in an orphanage.
3. Substantiate and reveal the role of family-related groups as an effective environment in preparing orphans for independent family life in an orphanage.
4. Reveal the content, forms and types of joint activities of brothers and sisters in the formation of family relationships.
The methodological basis of the research is the idea of democratization and humanization of education; general dialectical principles of the relationship between subject and object, process and result, individual, special and general, unity of continuity and progress (traditions and innovations); systemic, personal and activity approaches.
The study uses fundamental psychological and pedagogical theories and concepts:
Personality-oriented and activity approach to education (Sh.A. Amonashvili, N.M. Talanchuk, V.A. Slastenin, I.F. Kharlamov);
Formation of a humanistic worldview (R.A. Valeeva, L.A. Volovich, G.V. Mukhametzyanova, Z.G. Nigmatov,);
Accompanying the development of the personality of orphans in a rehabilitation institution (V.S. Basyuk, A.D. Vinogradova, E.S. Ivanov, E.I. Kazakova, L.M. Shipitsyna);
Humanistic educational systems (R.A. Valeeva, I.D. Demakova, V.A. Karakovskiy, L.I. Novikova, S.D. Polyakov, L.N. Selivanova, T.V. Tsyrlina, etc.);
On the importance of the problems of family education of children (V.N. Averkin, I.V. Dubrovina, V.G. Zakirova, G.M. Ivashchenko, N.F. Plyasov, G.I. Plyasova, G.V. .Ya.Titarenko);
Childhood protection and social and pedagogical support for children and adolescents (I.F. Dementieva, L.Ya. Oliferenko, G.M. GKhpotkin, A.M. Prikhozhan, N.N. Tolstykh, V.A. Torkhova, E.E. .Chepurnykh, T.I. Shulga). Research methods. A complex of research methods was used to solve the set tasks and verify the results. Among them: theoretical analysis scientific literature on the problem under study, the study and generalization of mass and advanced pedagogical experience; experimental work, empirical methods used in psychology, pedagogy, sociology (conversations, observation, questioning, writing on a given topic, testing, diagnostic methods, forecasting, interviewing, situation modeling, analysis of pedagogical experience, products of activity,).
Experimental research base: orphanage No. 74 "Merhemet" in Naberezhnye Chelny, boarding school for orphans No. 66 in Naberezhnye Chelny, rehabilitation center for minor children "Asyltash" in Naberezhnye Chelny, orphanage No. 1 in Kazan , Laishevsky orphanage of the Republic of Tatarstan.
Organization of the study:
The first stage (1996-2000) - study and analysis of philosophical, sociological, pedagogical and psychological literature on the research problem; accumulation of empirical material; determination of the purpose, object of the subject, hypothesis and research objectives; generalization of the received material; development of a methodology for experimental research; bringing into the system ideas of developing the readiness of pupils for independent family life.
The second stage (2000-2002) - experimental work to identify and test the organizational and pedagogical conditions for the adaptation of pupils to the conditions of family-related groups; development and implementation of the program "Family"; models of creating a service to support the development of children from the orphanage.
The third stage (2002-2003) - analysis, evaluation and generalization of the results of experimental work, correction of conclusions, registration of research results.
The scientific novelty of the study is as follows: ^ - theoretically developed and experimentally tested organizational and pedagogical conditions for preparing orphans for independent family life in the conditions of family-related groups of an orphanage, manifested in the cohabitation of brothers and sisters by small families in separate premises-apartments, as close as possible to home, a permanent staff of educators, the presence of a psychological service that develops a subject-play environment filled with household items;
The role of the family-related group for the cohabitation of brothers and sisters in an orphanage as an effective environment in the process of preparing orphans for independent family life, which serves to form and strengthen family feelings and affection, soft adaptation to new conditions, is substantiated;
The content, forms and types of joint activities of brothers and sisters in the formation of family relationships (labor, play, educational, leisure, sports, social and other activities) are revealed, based on a single living space, common rules and requirements, traditions developed by this family ;
The essence and content of the stages of medical, social, psychological and pedagogical support for the development of the pupil, as a specially organized service for helping and supporting orphans in preparation for independent family life in an orphanage and aimed at providing a full-fledged social and psychological adaptation, compensation and development of pupils, diagnostics of the features of mental development, due to the special conditions of education.
Theoretical significance of the study:
1. The necessity of medical, social, psychological and pedagogical support of each pupil of the orphanage in the process of developing the readiness of orphans for independent family life is theoretically substantiated.
2. The concept of “family-related groups” has been clarified as a group of children-relatives united from several families and living together, connected by a common life and mutual assistance;
3. The main components of the concept of pupils' readiness for independent family life are identified and characterized: cognitive, need-motivational, emotional and activity-practical;
4. The conditions of the environment and the means of education that influence the formation of readiness for independent family life in the conditions of an orphanage are determined.
The practical significance of the study is determined by the fact that the proposed model of the comprehensive support service for the development of pupils, tested in an orphanage, as well as the developed system of organizational and pedagogical support for the process of preparing orphans for independent family life, including the comprehensive program "Family", targeted author programs the process of preparing pupils for the future can be widely used in the system of social and pedagogical institutions. The results of the study make a certain contribution to the development of social pedagogy: the author's programs for the psychological and pedagogical support of orphans "Protect Me", as well as the "Health" program, have been developed. The research experience is being studied and tested by the teaching staff of orphanages and boarding schools of the Republic of Tatarstan.
The reliability and validity of the results of the study are provided by the support of the theoretical provisions of philosophy, pedagogy and psychology; application of a complex of empirical and theoretical methods adequate to the object, goals and objectives of the study; milestone nature, the results of experimental work and the personal participation of the dissertation student in developing the readiness of orphans for independent family life in an orphanage.
Approbation and implementation of the results of the study was carried out in the practice of institutions for orphans and children left without parental care, Naberezhnye Chelny. The main provisions of the dissertation are set out in published works, the progress and results of the study were reported at scientific and practical conferences:
International Conference "Pedagogy of Janusz Korczak and contemporary issues education” (May 2003, Kazazn);
All-Russian seminar "Implementation modern methods rehabilitation of orphans and children left without parental care” (October, 2001, Kaluga);
Republican seminars: "Managerial activity in the organization of the educational process in educational institutions for orphans and special (correctional) education" (April 2001, Naberezhnye Chelny); "Psychological and pedagogical rehabilitation and social adaptation of orphans" (November 2002, Nizhnekamsk); "Comprehensive support for orphans in an orphanage" (April 2003, Almetyevsk);
Republican scientific-practical conference "Psychological and pedagogical foundations of spiritual and moral education of the personality of education in the education system" (November, 2001, Kazan);
City scientific and practical conferences on the problem of social orphanhood "Humanization of the educational space of institutions for orphans and children left without parental care" (December
2002); "Psychological and pedagogical features of the upbringing of orphans" (October 2001). The following are submitted for defense:
1. Organizational and pedagogical conditions for preparing orphans for independent family life in an orphanage: organization of a socio-pedagogical environment in terms of family-related groups; implementation of medical-social-psychological-pedagogical support of pupils at each stage of development; introduction of joint activities of brothers and sisters, aimed at the formation of family relationships; formation of a correct idea of the family as a cultural value.
2. A model of the support service for the development of pupils in an orphanage, containing the goal, objectives, criteria for activity, personnel and methodological support.
STRUCTURE OF THE THEsis
The dissertation work consists of an introduction, two chapters, a conclusion, a list of references from 233 sources, 10 appendices. The thesis includes 226 pages.
Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Sataeva, Galina Andreevna
CONCLUSIONS ON THE SECOND CHAPTER
It is quite obvious that the environment of a specialized children's institution is deprived of those means of influence on children that the family has.
A feature of the contingent of pupils of the orphanage "Merhemet" ^ Naberezhnye Chelny is the joint residence of children-relatives.
In the orphanage, a special structure of the children's team has developed - a family-related group, consisting of several families that are genetically brothers and sisters.
Living in a small number of children in an orphanage has a positive effect on the development of the child, improves his mental tone, allows teachers to better understand him, get closer to his problems, help and support him in a timely manner, and ensure the mildest adaptation to new conditions.
The most acceptable conditions for the upbringing and living of children "of relatives are conditions as close as possible to home, which is why the specialists of the orphanage are guided by the following requirements for living conditions:
Developing subject-game and natural environment;
Family-related groups are the most effective environment in preparing orphans for independent family life in an orphanage.
Groups of pupils are formed taking into account family ties on the basis of friendship, psychological compatibility, and health status.
The most important task of the staff of the orphanage is not only to give shelter to the child, to clothe, shoe and feed him, but to try, first of all, to restore or compensate for the family ties he has lost. It is also necessary to help restore children's communication ties, without which it is difficult to achieve recovery and other types of activities - labor, cognitive, play, because communication is present in each of them.
The whole system of relations to the child should emphasize his individuality, his personal significance for others. This has many manifestations.
The need to fulfill the main task - strengthening family relationships and preparing children for independent family life - led to the development of the "Family" program. The goal of the program is to prepare pupils for family life. The program aims at solving many problems, includes a variety of methods, techniques and forms of work with pupils.
Guided by the main task of forming family relationships, as part of the preparation of orphans for independent life, the teaching staff of the orphanage uses all forms and types of joint activities of relative children: labor, play, educational, leisure, sports, social, as well as good traditions, rational daily routine, organization of self-government.
The content of the joint activity of relative children reflects the positive relations of family members, and the forms of organization are aimed at developing relationships from individual (younger and older child) to group and collective (family associations). Common interests unite brothers and sisters, unite and strengthen their relationship, create emotional comfort, an atmosphere of trust and a sense of mutual value, which is so necessary for living together.
An analysis of the data from the experimental work led to the conclusion that the program of educational activities of the orphanage, based on the coexistence of children-relatives, began to provide more high level socialization of the personality, which is characterized by a pronounced focus on the multilateral development of the personality of the pupil in various spheres of life.
During the survey, the following methods of scientific and practical research were used: participant observation, questioning, modeling, conversations, essays, ranking, creating educational situations, etc.
A study was conducted with pupils of the orphanage to study:
Children's ideas about the family;
Significant needs and anxieties;
Attachments between brothers and sisters;
Dominant emotional state;
Self-assessment of children 10-12 years old on the ability to solve the simplest life tasks;
Social adaptation;
social status;
Tendencies to antisocial behavior (escapes, vagrancy, theft);
Education level.
The conducted ascertaining experiment showed the results of the low readiness of orphans for independent family life:
Limited ideas of children about the family, about sex-role relations in the family, the functions of family members;
Weak attachments between children-relatives;
Low self-esteem of pupils in solving the simplest life tasks;
Enhanced level state of delinquency among pupils;
Low level of upbringing;
Unfavorable state of emotional ties in interpersonal relationships of children;
Low level of social adaptation to the new living conditions of pupils;
Unfavorable emotional state of newly admitted children (anxiety, fears, aggression, etc.).
For more in-depth study the level of preparation for independent family life of children from the orphanage, a stating experiment was conducted, during which a comprehensive diagnosis of children was carried out, aimed at studying their personal manifestations, in particular, the level of social adaptation, which makes it possible to identify their readiness for future family life.
As a result of many years of work of the staff of the orphanage in the preparation of pupils for independent family life, positive dynamics began to be observed.
During the experiment, intermediate and final diagnostics were carried out, which showed the following results:
Children's ideas about the family and its functions have significantly expanded;
Relations between children-relatives and adults have improved;
The level of upbringing of orphans has increased;
Increased self-esteem of pupils in solving the simplest life problems;
An important step in solving problems was the psycho-correctional and educational work carried out. The results of diagnostic studies helped to determine the direction of work with children.
These are various forms and types of corrective work aimed at removing fears and increasing self-confidence, at removing aggression and weakening negative emotions, to develop the ability to feel the moods of others and empathize with others, to develop positive emotions and relieve the psycho-emotional stress of children, to develop socially adapted behavior, to form positive ideas about the family, to strengthen family relationships between brothers and sisters.
On the formation of critical thinking and preventive prevention of% chemical dependence among younger adolescents, the author's program of Ph.D., psychotherapist A.V. Solovov is used. "Life Skills" And in order to instill the skills of effective communication with children and adolescents, trainings are conducted according to the method of the well-known domestic psychologist-practitioner N.Yu. Khryashcheva, which allow creating an atmosphere of openness, trust and emotional freedom.
The result of all the experimental work carried out was a significant increase in the level of effectiveness of the work of the orphanage in all areas.
CONCLUSION
The problem of preparing orphans for independent family life in an orphanage is so relevant that in the volume of one dissertation research it is not possible to cover all its aspects. Based on this, in the work we have identified the most significant topical issues of this problem and tried to reveal those that, in our opinion, are the least considered in modern pedagogical science. In the dissertation, we formulate the main results of the study, the purpose of which was to identify and experimentally substantiate the organizational and pedagogical conditions in the family-related groups of the orphanage.
The conducted studies allowed us to draw the following conclusion that the deterioration of the living conditions of society led to an increase in crisis phenomena in the family and contributed to the formation of negative trends, including a sharp increase in the social maladaptation of children. Children usually come to orphanages from families who have long been deprived of parental warmth. All this turns into serious consequences for his mental and physical development.
An orphan child requires specific methods of organizing the educational process. The main idea of upbringing is to create conditions for the formation of such a personality, which, in the process of its development, acquires the ability to independently build its own version of the life of a worthy person.
The existing system of educational process in orphanages has certain shortcomings. An institution designed to perform the function of replacing a family for a minor child does not always fully cope with it. First of all, it consists in the overprotection of the child within the walls of the institution. Much is decided and done by adults for him. A strict daily routine, constant control over the actions of the child, cooking, giving out things - all this is the reason for the child's lack of initiative, search forms of behavior, responsibility and independence, and, most importantly, does not form the child's social readiness for independent living.
In the course of the study, it was revealed that the main way to help maladjusted orphans with learning, communication, and behavioral difficulties should be the way of their consistent social integration into a normally developing peer environment. A large role in this process belongs to the interconnected activities of all employees of the orphanage.
An orphan child, already at the earliest stages of ontogenesis, needs individual socio-psychological support for his development, which should be based on measures for the development and correction of mental functions and the emotional-personal sphere, social adaptation and preparation for a future independent life.
In the study, we adhere to the theory of V.S. Basyuk as a method for determining support, which ensures the creation of conditions for the subject of development to make optimal decisions in various situations of life choice.
An analysis of the current practice of support allows us to identify five main areas of activity of the services: solving the problems of preserving and restoring the mental and physical health of the child; solving social and emotional problems; overcoming learning difficulties; assistance to the child in choosing an educational route or in choosing the path of further professional education and employment; assistance to the child in choosing a leisure sphere of self-realization.
In the course of the study, a model was developed for the service of medical, psychological and pedagogical support for the development of pupils of the orphanage No. 74 "Merhemet" in Naberezhnye Chelny, which includes goals and objectives, structure, aspects and criteria for the service, personnel and methodological support, external and internal levels of support , the main stages of medical-psychological-pedagogical rehabilitation and social adaptation of children from the orphanage.
Psychological support of the service is represented by a teacher-psychologist; medical service - pediatrician, neuropathologist, dentist, nurses, nurse physiotherapy and massage; social - social pedagogue; pedagogical - educators, speech therapist, defectologist.
The activities of the support service for the development of pupils in the orphanage are aimed at ensuring full-fledged social and psychological adaptation, compensation and development of pupils, diagnosing the features of mental development, due to the special conditions of education.
As our study has shown, it is quite obvious that the environment of a specialized children's institution is deprived of the means of influencing children that the family has.
We consider family-related groups to be the most important means and environment for developing readiness for independent living. Distinctive feature orphanage "Merhamat" is a contingent of his children, consisting only of brothers and sisters. Thus, the admission of children is carried out by "families" in the direction of the department of guardianship and guardianship of the Education Department of Naberezhnye Chelny.
There is no doubt that such an organization of the life of pupils, based on family, has a beneficial effect on the psychological state of children.
The residence of brothers and sisters poses a difficult task for the staff of the orphanage - the formation of kindred feelings in preparing children for independent family life. All aspects of the life of the orphanage are aimed at solving this problem.
The dissertation reveals the concept of "family-related group" as a group of children from several families who are genetically brothers and sisters.
Such a group is not "closed", isolated, children in their free time, during the period of interest classes, visit other families. This allows them to find a partner, both in terms of the level of development and the content of the activity, and expands the circle of children's communication. With the help of the conditions created in the orphanage, the task of teachers is to educate good man, a family man who knows how to create his own normal family in the future, who is able to raise his children, who knows how to navigate in various life situations, teach the child practical skills of housekeeping.
Cohabitation brothers and sisters in family-related groups in an orphanage is the most optimal environment for the formation of family feelings in preparing children for independent family life. The adaptation of pupils in new conditions also largely depends on the quality of human connections and relationships in which the child is included.
We came to the conclusion that life in a small number of children in an orphanage has a positive effect on the development of the child, improves his mental tone, allows teachers to better understand him, get closer to his problems, help, support him in a timely manner, and ensure the mildest adaptation to new conditions.
The study proves that the most acceptable conditions for the upbringing and living of relative children are conditions that are as close as possible to home, which is why the orphanage specialists are guided by the following requirements for living conditions:
Cohabitation of brothers and sisters;
The constancy of the composition of educators, its limitations;
The presence of a psychological service;
Developing subject-if and natural environment;
Openness and interaction with a wide society.
The dissertation emphasizes that the most important task of the staff of the orphanage is not only to give shelter to the child, clothe, shoe and feed him, but, first of all, to try to restore or compensate for the family ties he has lost. It is also necessary to help restore children's communication ties, without which it is difficult to achieve recovery and other types of activities - labor, cognitive, play, because communication is present in each of them.
The fulfillment of the main task - strengthening family relationships and preparing children for independent family life led us to the need to develop the "Family" program (1999). The purpose of the program is to prepare pupils for family life. The program aims at solving many problems, includes a variety of methods, techniques and forms of work with pupils.
Guided by the main task of forming family relationships as part of preparing orphans for independent living, the teaching staff of the orphanage uses all forms and types of joint activities of relatives (labor, play, educational, leisure, sports, social), as well as good traditions, rational daily routine, organization of self-government.
226 pupils of the studied orphanages took part in the experimental work.
For a more in-depth study of the level of preparation for independent family life of children from the orphanage, we conducted a stating experiment, during which a comprehensive diagnosis of children was organized, aimed at studying their personal manifestations, in particular, the level of social adaptation, which makes it possible to identify their readiness for future family life. .
In the course of the survey, we used the following methods of scientific and practical research: participant observation, questioning, modeling, conversations, essays, ranking, creating educational situations, etc. The conducted ascertaining experiment showed the results of orphans' low readiness for independent family life.
The formative experiment included psycho-correctional and educational work.
As a result of many years of work by the staff of the orphanage in preparing pupils for independent family life, positive dynamics began to be observed: children's ideas about the family and its functions expanded significantly;
Improved relations between children - relatives and adults;
Decreased level of anxiety, fears, uncertainty, aggression;
The level of upbringing of orphans has increased;
The level of delinquency among pupils has decreased, cases of escapes and vagrancy have disappeared;
Increased self-esteem of pupils in solving the simplest life tasks;
The emotional state of pupils in the new living conditions has stabilized;
The educational motivation and social status of pupils in the school society has increased.
The result of all the experimental work carried out over the years was an increase in the level of effectiveness of the work of the orphanage in all areas.
The conducted dissertation research does not pretend to exhaustive consideration of the problem. Nevertheless, the analysis of the results of the study allows us to determine scientific approaches and ways to further prepare orphans for independent family life in an orphanage, highlight aspects of future developments. We see research prospects in the search for new forms of management of open socio-pedagogical systems, in the creation of innovative psychological and pedagogical technologies in preparing orphans for future family life.
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One of the important steps towards ensuring the interests of children in boarding schools was the Decree of the Government of the Russian Federation No. 409 of June 20, 1992. "ABOUT urgent measures to social protection orphans and children left without parental care. The instructions contained in this Decree have two main goals: firstly, the best material support for pupils, and secondly, those of them who begin their independent life. However, in reality, like many other legislative and legal acts in our country, this Decree is not fully implemented.
The most acute are the problems that arise after the release of a boarding school.
If the legal status of the pupil at one time was not formalized due to the lack of a decision on the deprivation of parental rights, the presence of a court decision on removal regardless of the deprivation of parental rights, the pupil who has reached the age of majority has no choice but to return to the former disadvantaged Wednesday. And he is either not accepted there, or he begins to live in a clearly dangerous environment. In the first case, the former pupil finds himself in a hopeless situation due to the lack of living space and means of subsistence.
In the second, he is doomed to perish, and all the efforts made in his time to organize him turn out to be in vain. All this means that even during the period of stay of a pupil in a children's boarding institution, the administration of the institution is obliged to take measures to streamline the legal status of its pupil (make attempts to find parents, examine their life for the possibility of returning to the pupil's family, if necessary, present claim for deprivation of parental rights, etc.).
In any case of the absence of parents or the impossibility of returning a minor to them, he should appoint a guardian before reaching the age of eighteen. As for adult pupils, then, apparently, care for them on the part of the children's institution should extend further. In any case, such care should exist at least in the first three years after graduation. This kind of duty of the administration of a children's institution, firstly, is not new; in the history of the protection of orphans in Russia, attempts have been made more than once to establish it.
Secondly, it cannot be reduced to a rather vague idea, dependent on subjective factors, of the moral duty of former educators. And finally, thirdly, the fulfillment of such duties is only the final stage of the whole matter of protecting the rights of the pupil, which began even when he was established.
After all, this is the main, ultimate goal of the device. That is why, even in our time, attempts are being made to provide support to those who, after graduation, for some reason found themselves in distress. During this period, two problems most often arise. One is connected with the provision of a former pupil with living space, the other with his employment, without which there can be no question of the prerequisites for the normal existence of a graduate of a children's residential institution.
Support for graduates of orphanages can be provided both by the social service of the orphanage itself, and by specialists from post-boarding adaptation centers that have appeared in Russia in the last decade.
The need to create centers for boarding adaptation is associated with a number of reasons, the most important of which are:
A significant increase in the number of orphans and children left without parental care, due to material and housing difficulties of parents, an increase in extramarital births, and a decrease in the stability of marriage;
Lack of modern science-based methods of education, career guidance and social preparation of graduates for the difficulties of real life;
- a change in the social composition of orphanhood, a deterioration in the physical condition of children, the appearance of children with complex, complex types of deviations, various forms of mental retardation, with learning difficulties, behavior (tendency to vagrancy, smoking, drug addiction and substance abuse). A significant part of the pupils (95%) have a mental retardation, intellectual deviations, 65% have III and IV health groups;
The unfavorable socio-economic situation that has developed in the country sharply raises the issue of social protection of orphans.
For a long time orphans, and especially graduates, were not the object of close scientific research, while their problems in recent years have become extraordinarily complicated and have acquired the most acute socio-economic and social significance.
The most important of them are the following:
1. The problem of health.
Studies of children in orphanages have shown that there are no perfectly healthy children among orphans. Their physical and mental disorders are often associated with factors of unfavorable heredity. Inevitable and psychological trauma due to the absence of parents.
Depriving children of maternal affection, followed by mental deprivation in orphanages, affects their social, mental, and physical health.
Problems of a medical nature are caused by pathological deviations in the state of health of orphans; orphans have the most common cause pathology - brain damage.
In orphanages, it is not possible to ensure the full mental development of orphans, because:
1) children come to orphanages with developmental disabilities:
2) there are no effective technologies for raising orphans;
3) there are not enough trained specialists to work with orphans (educators, psychologists, social workers, etc.).
2. The problem of integration and social adaptation.
Of great importance in the adaptation and integration of orphans is the correct and rational organization of their labor training, which helps to increase their level of competitiveness in the labor market.
Based on an understanding of the situation of orphans in our society and taking into account the difficulty for them in teaching using traditional educational technologies, the main task is organization of a system of upbringing and education, with the aim of comprehensively preparing orphans for a full-fledged independent life after leaving the orphanage.
The solution to this problem involves:
Satisfying the needs of orphans in the intellectual, cultural and moral development, obtaining professional education and qualifications in the chosen field of activity;
Development and implementation of new teaching methods;
Organization of continuing education (including in the system of rehabilitation of orphans with developmental disabilities) in prestigious and competitive professions in the labor market.
The most important thing is to overcome psychological difficulties, which are the habit of living in a closed, closed society, the inability to integrate into an open one, to create new contacts with people with whom they have to communicate.
In life and professional self-determination, children from orphanages experience significant difficulties associated with the lack of experience in solving everyday problems that other children get in the family, watching how their parents or others act in similar situations.
Teachers can help their pupils form a set of qualities, thanks to which they make conscious choice and adapt to the new situation.
These qualities include:
autonomy;
Awareness and correlation of information with their own characteristics;
Ability to make decisions;
Ability to plan;
Positive emotional attitude to the need to make a choice and make a decision.
Most graduates of residential institutions have characteristics that significantly complicate their independent life, such as:
Lack of experience in social contacts with people at work, in the service sector, healthcare, etc.;
Difficulties in communication - where this communication is free, where it is required to build relationships;
Unformed needs and ability to work;
Dependency, misunderstanding of the material side of life, property relations;
Absence personal experience normal life in the family, close emotional relationships;
Insufficient development of individuality, which is characterized by a low level of consciousness, reduced own activity;
Lack of moral immunity to the conditions of the environment from which most of them come. Specific low-level group subculture;
Poor health.
As the experience of the work of psychologists, teachers and social educators of orphanages shows, the listed problems are significantly exacerbated in cases where graduates have intellectual disabilities.
The results of the survey, observations showed that the majority of pupils of the orphanage of senior school age who have problems in intellectual development are characterized by:
Limited knowledge, intellectual passivity, limited and original vocabulary;
Indifference to what is happening, a decrease in interest in various types of activities, motivation to master them;
Lack of desire to prove oneself;
Lack of criticality, overestimated or too low self-esteem, inadequacy of the level of claims;
Increased suggestibility and willingness to accept antisocial forms of behavior (alcoholism, drug addiction, smoking, vagrant
nichestvo) ;
Underdevelopment of complex emotional manifestations, aggressive behavior;
Dependency, lack of desire for responsibility for one's actions;
Lack of desire to improve their own life, lack of initiative in relation to improving their lives;
Inability to independently organize their leisure time.
The system of requirements that society imposes on the mental and personal development of each of its members, but corresponds to the potential that mentally retarded adolescent graduates of the orphanage are capable of, which provokes them to not always adequate reactions and actions. Specially conducted studies have shown that the level of their adaptive potential in the social sphere is extremely heterogeneous in terms of individual components, and in general it is not high enough. Of the surveyed, 60% have a total potential below that which provides for the success of socialization.
Quite often, this category of pupils is characterized by an unwillingness to adapt to the social environment, a lack of desire to take into account the opinions of other people, a lack of sincere emotional relationships, and isolation. Obviously, adolescents experience significant difficulties in communicating not only with adults, but also with their peers, while the existing contacts are "poor" in content and emotionally unsaturated. Moreover, the motivation to change behavior among adolescents is low, since the environment has formed an optimal style of behavior for them, and a unilateral change in this style can have uncontrollable consequences for them. All this contributes to the orientation of young people towards an asocial and criminal lifestyle, or, on the contrary, makes them the first victims of various kinds of crimes.
A significant role in solving the problems of graduates can be played by the social service of the orphanage. During the contact of a social pedagogue with a ward, problems are identified, methods, sequence and ways of jointly solving them are determined. An analysis of these problems shows that long before leaving the orphanage, graduates should be aware of the responsible and careful attitude to documents, the availability of copies, and the preparation of business papers. various kinds of statements. Each of them must have a "package required documents". They should be oriented to which institutions they need to apply in each individual case.
The main problem of social adaptation is the ability for individual choice - from the spectrum of opportunities provided by society. Behind this ability is a developed self - the subject of understanding the world and one's needs, building relationships and vital activity.
Upbringing in an isolated environment of an orphanage leads to the formation of a group-specific low-level subculture. Its representative is characterized by a weak understanding of his life experience, passivity, intuitiveness of his actions, lack of individual life guidelines and values. Therefore, he is not independent and needs a group as a support for decision-making.
The teenage group itself is formed in the conditions of opposition to the adult world in the person of the teacher and, as a result, denies positive social values and cultural norms. Overcoming the current situation can be achieved by special measures related to psychological and pedagogical support in the process of education and upbringing.
It is obvious that the correction should be aimed at the development of social cooperation attitudes, tendencies that involve joining efforts, emotional contact, developing trust in a partner and a desire to help, the ability to realize and feel this trust and help, to feel the exchange of positive emotions. The specificity of corrective work with this category of adolescents, according to psychologists, is in their acquisition of personal experience of "living" new ways of interacting with others and a different sense of the outside world with the help of trainings conducted in small groups. This work helps to consistently change the entire group as a whole, raising it to a new level of interaction.
Preparing orphans for independent living
Today, it is especially important to prepare a pupil for an independent life, not only to prompt and help in choosing a profession, but also to form independent thinking, initiative and responsibility, search activity and enterprise, the ability to creatively solve emerging problems. Based on the realities of today's life, the upbringing of creative independence is the goal and criterion of educational work.
It is known that the majority of graduates of boarding schools cannot successfully adapt to life. After leaving the orphanage, the graduate is not able to solve many problems that he has to face daily without the support of adults (parents, relatives).
Graduates of boarding schools and orphanages experience great difficulties in finding a job, obtaining housing, they do not know how to communicate with adults, arrange their lives, draw up and comply with the budget, and defend their legal rights.
The question of the system for preparing children from these institutions for life is of concern to many. But the most accurate guidelines are given by the graduates themselves after two or three years of independent life. To the question: “What would you change in the practice of the work of the orphanage (boarding school) to prepare pupils for independent living?” - the respondents answer that in the orphanage, boarding school there should be more “parental warmth*, trust, respect, mercy, care - 13%; it is necessary to teach pupils practical skills (cooking food, making preparations for the winter, sewing, spending money, saving, knitting, etc.) - 21%; a course on the family should be introduced in the boarding school, family relationships— 6%; the same number of graduates are convinced that in an orphanage it is imperative to introduce pupils to various specialties and at the end to give one of them so that they can earn a living immediately after graduation.
11% of graduates believe that it is necessary to change the daily routine, introduce an additional evening dinner, reduce the number of people in groups - all this should help create home comfort in the orphanage. 36% believe that it is necessary to make changes in the educational process, first of all, it is better to select educators; “to give all pupils a mandatory secondary education, “teach by work” (create subsidiary farms; work at enterprises in workshops); “pay for labor *; “to teach kindness and kindness”, “not to punish with labor”; “to teach independence and not be afraid of difficulties”; "do not embellish real life»; “there should not be luxury in an orphanage”; "create more sports sections, circles.
The choice of the life path of the pupils of orphanages is largely influenced by the correctly delivered career guidance work. Insufficient professional training in boarding schools and orphanages does not orient pupils towards achieving higher professional prospects. Over 80% of orphans in orphanages and 95% of orphans in special boarding schools, focusing on the real situation, expect to be sent to a vocational school, to work, And only a few dream of continuing their education in grades 10-11, and those more than receiving secondary non-specialized and higher education.
Moreover, the senior pupils of boarding schools, even if they would like to study further, do not see the need for this, referring to the lack of serious material support for further education and the immediate prospects for obtaining housing. From here, the orientation of orphans to professions that give good money and the opportunity to feed themselves (cook, confectioner, seamstress, carpenter, builder, worker in a commercial kiosk, shop, security, etc.).
The relevance of the search for new theoretical approaches and practical solutions to the problem of forming the life plans of children from orphanages as a factor in preparing them for an independent life in society is due to a number of circumstances:
Firstly, the peculiarities of the period the country is going through, when the former value-moral and professional orientations largely do not correspond to modern realities, and new ones are still being determined, which leads to confusion for graduates of orphanages when forming personal life plans;
Secondly, the insufficient development of the theory and practice of pedagogical guidance in the formation of life plans for children from orphanages, often aimed at specific aspects of self-determination and not taking into account its complex nature;
Thirdly, the expansion of the network of orphanages often leads to the fact that educators, psychologists, and nurological consultants, who have not undergone special training for working with children deprived of a family environment, try to
technical and methodological support to manage the formation of life plans for pupils.
Many authors note that in the conditions of the loss of the family environment and education in children's institutions of a closed (boarding) type, a personality is formed with an undeveloped ability to correlate one's own present, past, future with one's goals, value orientations, opportunities,
In the works of modern psychologists I.V. Dubrovina, V.S. Mukhina, A. M. Parishioners, N. N. Tolstykh, who studied the personality of children brought up outside the family, it was proved that the time perspective as a feature of self-consciousness is directly related to the responsibility of the individual for his future, in conditions of unfavorable In a family or a children's institution of a boarding school, a deprived personality is most often formed without a responsible attitude to one's own time of life.
The traditional system of pedagogical guidance in the formation of life plans for pupils needs to be rethought from the standpoint of a personality-oriented approach, which should create conditions in the orphanage for the full mental development of the child, his intellect, will, emotions, motives, inclinations, abilities and, consequently, to ensure his normal life and well-being in the orphanage itself, preparation for creating a family, continuing education, profession,
In the development of the psychological and pedagogical theory of life planning, two conceptual approaches are most clearly manifested:
The first, which defines life plans as a process and the result of a step-by-step decision-making, through which a person forms a balance between his own preferences and the needs of society;
The second, considering life plans as a process of forming an individual lifestyle, reflecting understanding, experiences, intentions, objective actions in specific social conditions.
The formation of the life plans of pupils is one of the most important mechanisms of self-determination, the action of which is associated with the identification of the most significant and psychologically characteristic life guidelines for the individual, designed for the future and implemented simultaneously with the practical development of social experience by children who have lost parental care. The participation of adults in this process should not be limited to the correction of life plans, it is important to engage in a purposeful joint activity with a teenager to model his future, based on the relevance, rationality, realism, controllability and correctability of life planning.
An experimental study by M. A. Khatsisva proved that the personality traits of adolescents are directly expressed in the formation of their life plans.
Four groups were identified according to the nature and degree of formation of a personal life plan:
The first group is teenagers whose life plans have not yet been formed (24.4%);
The second group is teenagers whose life plans are just beginning to take shape (54.8%);
The third group is adolescents whose life plans are formed to a large extent (15.5%);
The fourth group is adolescents whose life plans are highly developed (13.1%).
Consequently, in adolescence, inmates of orphanages develop not self-determination itself, but readiness for it - Readiness for self-determination involves the formation in adolescents - inmates of an orphanage of the ability to analyze their own life experience, observe the phenomena of reality and evaluate them , stable, consciously developed ideas about their duties and rights in relation to society, other people, moral principles and beliefs, understanding of duty, responsibility. Thus, we are talking about the formation of psychological formations and mechanisms in children's homes that provide them with a conscious, active and creative life outside the orphanage.
The approach to studying the personality of a teenager - a pupil of an orphanage should be directed primarily to the study of the life plan as an indicator of personality traits, readiness for self-determination and further development.
Pedagogical guidance in the formation of adolescents' life plans is effective when educational interaction with a teenager is built as a self-conscious, self-determining, self-fulfilling and self-affirming subject.
Social and labor training of orphans
The main direction of interaction between a person and the social environment is connected with the satisfaction of the needs that ensure his existence, i.e. with labor, therefore social and labor activity is the core of the adaptation process.
The concept of "social and labor adaptation" is defined as a process of personal development that brings a person's behavior and labor activity into line with the norms, rules and traditions existing in our society and work collectives.
The following principles of social and labor adaptation can be distinguished:
1) an accurate account of the conditions in which it occurs;
2) a comprehensive study of the characteristics of the child, as well as preserved personal and active formations for the development of ways of correction and development;
3) the predictive nature of correctional and pedagogical work with the student in order to achieve a specific level of social and labor adaptation and full integration of graduates in labor collectives;
4) the inclusion of students in accessible forms and types of human activity and communication in the process of schooling;
5) provision of social assistance and support to those in need after graduation in order to achieve a higher level of social and labor adaptation and full integration of graduates into society.
In a strategic plan, it is important to determine the main areas of labor training for orphans and children left without parental care in the conditions of orphanages and boarding schools.
Self-service labor
Personal hygiene and appearance; when solving this problem, pupils form complex body care skills, the formation of one's appearance, a healthy lifestyle;
Organization of personal life and activities, including formation the skill of self-organization of the child in the process of his own life and activity as a means of more successful adaptation to independent living, as well as the ability to choose the optimal mode of life and activity, including work;
Formation of skills and abilities to ensure personal life and activities, i.e. the ability to cook food, take care of shoes and clothes, organize, equip, design place of their activity and residence, the formation of a culture of interaction
actions with the living environment, etc.;
Formation of the ability and skill of planning one's life and activities to achieve optimal results in one's life development as a person, family man, citizen, professional.
Work on the formation of skills and labor skills in home au pair
Before To explain the content of the work in this area, it should be noted that the preparation of orphans, children left without parental care, for work in the household is carried out against the backdrop of an extremely negative idea of the family as the reason for their current social status. In accordance with this, it is necessary in the process of working in the selected area to form a positive image of the family, constantly form ideas of one's own future family, housing, relationships.
- the formation of skills and abilities to care for, housing, homestead and the use of various tools, household appliances;
- formation of a complex skill assumes primary knowledge about the types of residential premises in the city and the countryside, housing hygiene, housing care.
Preparation of pupils of boarding schools for professional activities
Cardinal socio-economic transformations in the country, the purpose of which is, first of all, the transition to market relations and the introduction of various types of ownership of the means of production in the economy, the integration of the country into global community, the formation of personality on the basis of universal values, by means of humanistic pedagogy led to a rethinking, a rethinking of the content of the concept of "labor training" of the individual in society.
If earlier the main tasks of teachers in this direction were to prepare pupils for work at state enterprises in mass working professions, now other acceptances have been placed.
Firstly, to create conditions for the development of the personality of each child through involvement in various types of labor according to with abilities, interests and opportunities, as well as the needs of society.
Secondly, the preparation of orphans and children left without parental care for labor activity in conditions of different forms of ownership and competition in the labor market.
Thirdly, the development of their entrepreneurial spirit, independence, efficiency, responsibility, initiative, the desire for reasonable risk, honesty and decency.
Fourth, formation among graduates of orphanages and boarding schools in professional competence in the chosen field of work, combined with professional mobility.
Fifthly, the creation of conditions for mastering modern economic knowledge, the formation of economic thinking, including inclusion in real production and economic relations.
Sixthly, the upbringing of the culture of the individual in all its areas related to labor activity (work culture, economic, environmental, legal culture, etc.).
In accordance with this formulation of tasks, the direction of labor and vocational training is changing.
For its implementation in the conditions of residential institutions, it is necessary to solve two interrelated tasks, namely:
Determine what professions it is better to train pupils of a particular institution;
Determine the interests, inclinations and, ultimately, the possibilities of the pupil.
An example is career guidance in orphanages in the Kurgan region, where, using the classification of Professor A.E. Klimov (“human-nature”, “human-technology”, “human-human”, “human-sign”, “human-artistic image”), create conditions for a preliminary test of the strength of pupils in each of these areas .
At the same time, it is carried out:
1) analysis of available opportunities in the process of educational, labor, educational and labor, extracurricular activities, organization of socially useful productive labor;
2) determination of the form of implementation of the preliminary test in all directions;
3) observation, analysis of the results of the participation of schoolchildren in various types of activities;
4) distribution of students by types of preferred labor activity in accordance with their interests, inclinations, and opportunities;
5) labor, specialized, vocational training and adaptation to the chosen type of labor activity at school, vocational school, etc.
The first stage is implemented by conducting surveys, specially compiled diagnostic questionnaires with career guidance content of selected tests, as well as the results of medical-psychological-pedagogical research.
The second stage involves the analysis of educational and labor about howling, labor, leisure activities of students, their participation in socially useful work in order to determine the preferred type of activity. Evaluation of success in various types of activities of pupils is recorded in a card of professional self-determination of the pupil.
It is necessary to highlight the methodology for organizing and conducting professional trials with pupils. Samples are held in each class at the end or during the year. Such samples are required at least five annually in all areas of activity. A professional test represents a finished product or the result of labor with its exact fixation. Professional tests can be performed not only during school hours, but also in the process of extracurricular work or as a homework assignment. The organization of professional tests is not only a method for determining the preferred type of work, but also an opportunity to improve labor skills in various types of activity in the course of their implementation.
There is an active search for opportunities to expand the vocational guidance work of the institution. The traditional professions (seamstress, builder, machine operator) were supplemented by the professions of a florist-landscaper, typist, plasterer, furrier, shoemaker, specialist in artistic wood processing, culinary specialist, master of embroidery and knitting. Learning these crafts while still in the orphanage, teenagers work under contracts and receive a salary. In special (correctional) boarding schools, tenth grades are opened, in which they receive a profession.
An equally important problem of preparing pupils for independent life and work is the legal protection of orphans. Many pupils and graduates of boarding schools do not know their rights, including the benefits that the state provides them with when choosing a life path.
For the purpose of social protection of children living in orphanages, in the Model Regulations (1995) on an educational institution for orphans and children left without parental care, the administration of institutions is given the right to allow residence for up to one year to one or another pupil .
Social educators should professionally help graduates, monitor the organization of their lives, help with advice and action in their further employment, housing, protection of their personal and property rights. The director of the boarding school, the state guardian of orphans, is not able to help graduates alone until they reach full age.
The social security of graduates is one of the problems, the solution of which, for objective reasons, does not depend on the teaching staff of boarding schools. All the efforts of teachers for the versatile development of the personality of orphans will be nullified if graduates of orphanages join the socially unprotected groups of the population. Cardinal decisions are needed on a national scale in order not to have criminal elements in the future in the person of former children from orphanages.
Modern Models of Preparing Orphanage Children for Independent Living
The problem of orphans in Russia is one of the most complex and least solvable in our society. Particular attention deserves the creation of conditions for the normal development of the child, the social adaptation of the child in normal modern living conditions and the preparation of pupils for independent living.
Trying to solve these problems, the staff of the St. Petersburg orphanage has developed a model of an integrated system of social adaptation of orphans to independent life and work.
An analysis of the results of observations of the fate of graduates of the orphanage also showed that each pupil needs to be prepared for an independent life already from preschool age. To solve this problem, it is most important to create favorable conditions close to home, conducive to the development of the individual.
In orphanage No. 9, living conditions were created for children according to the type of relationship in ordinary large family using different forms of their organization:
Family mixed groups in which the role of the parent is played by the educator;
Family contract groups, where the roles and staff positions of educators are occupied by members of the same family;
Groups with free residence outside the orphanage, when orphans live in an ordinary family without adoption, i.e., remaining under the care of the orphanage.
Teachers and specialists of the orphanage conduct a set of classes on various topics that contribute to adaptation and integration in later life, preparation for family life.
Specialists together with educators and teachers conduct courses:
- “Use of infrastructures”, which includes acquaintance with government institutions, this knowledge makes it possible to determine where to go at the right time, how to fill out this or that receipt, form, where and how to pay bills
and etc.;
- "Skills of family life", including housekeeping, mastering sanitary and hygienic norms and rules, issues of family, sexual relations, etc.;
- "Jurisprudence", which includes various legal, economic, financial issues, familiarity with the codes of the Russian Federation, with the rights and obligations of a Russian citizen;
- "The ability to use money." Almost all pupils over the age of fourteen work in small enterprises of the orphanage, receive wages for their work and can dispose of money at their own discretion.
Graduates of the orphanage are not so much given the process of learning, but the process of becoming a person. They are practically uncompromising, so there are difficulties in communicating with peers, teachers, police, and other social structures. Meetings are held with people of different professions, visits to vocational schools, lyceums, universities are organized. In cooperation with the psychologist of the district employment center, future graduates are tested and career guidance is carried out.
The experience of the orphanage-school No. 46 in St. Petersburg is interesting, in which an integral system of vocational guidance pedagogical work has developed, contributing to the formation of a socially mature person who owns social and legal knowledge, skills and abilities. This system includes the main areas of activity of specialists (teachers, educators, psychologists, social pedagogue) throughout the entire period of a child's stay in an orphanage (from the moment of admission to graduation).
In the first years of living in an orphanage, the main attention is paid to the successful adaptation of the child to the conditions of life, the difficulties that the child has in learning, communication, etc. are identified, a rehabilitation program is developed taking into account the recommendations of the escort service, allocating - there is a risk group among children, with which a special preventive work but the prevention and correction of neuropsychiatric disorders and deviant behavior.
Particular attention during this period is paid to the creation of a favorable microclimate in groups, classes, in the orphanage-school as a whole, conditions for communication and life, which are aimed at the positive development of the child's personality.
In the next four to five years, conditions are being created for the disclosure of the abilities of the individual, the satisfaction of her needs for intellectual, spiritual, moral and physical development. Conventionally, this period is called “A pupil of the orphanage*. Much attention is paid to the organization of comprehensive assistance in overcoming difficulties in learning, behavior, communication, and the prevention of bad habits. Various forms and methods of complex work on the socialization of pupils through the educational process are used.
At the same time, it is taken into account that education can and should be understood not as a one-way transfer of experience and value judgments from the older generation to the younger, but as interaction and cooperation between adults and children in various spheres of modern life.
The focus is on:
Developing the ability of orphanage pupils to independently solve life problems;
The implementation of educational activities that contribute to the formation in a teenager of a stable tendency to focus on universal human values;
Education of a holistic personality capable of self-development and self-regulation;
Preparing today's child and tomorrow's citizen for life and work in a changing socio-economic environment.
The implementation of the planned tasks is facilitated by the close community of children and adults created in the orphanage, connected by common tasks, activities and humane relations. One of the main places in the work of teachers is occupied by conversations and educator hours, which are regularly held in each of the groups. Their theme depends on the age of the pupils, their interests and perspective tasks of this stage.
Educational work includes a variety of events, evenings, holidays, excursions, festivals that help the child to get an idea about the history of Russia and St. etc.
It is known that children with behavioral, learning, communication and health problems require special care and support. On the basis of an individual program of work with each child, the medical-psychological-pedagogical and social support service, together with the social pedagogue and group educator, develops a rehabilitation plan. This includes corrective classes with a teacher-defectologist and a speech therapist, additional lessons according to the program of a comprehensive school, conducting psychotherapeutic classes using elements of music therapy, art therapy and others. modern technologies. For each child, the educator keeps a diary of personality development, which allows you to trace the dynamics of development, adjust the educational process, which requires special techniques and methods of work.
Of great importance for the formation of an independent personality of the pupil is the opportunity provided to him at this stage to participate in self-government. It forms independence, responsibility, initiative, discipline, collectivism, citizenship, respect for human rights, etc. in adolescents. Children monitor the observance of cleanliness and comfort in the orphanage, the behavior of the younger ones, check the quality of homework, supervise groups. Days of self-government are becoming traditional in the orphanage, when pupils independently plan the day, work in the role of an educator, social pedagogue, and representatives of the administration. Children carefully prepare for such events, value the opportunity to feel like adults, responsible people.
Children from the orphanage also acquire real life experience through participation in various types of activities. By visiting numerous circles and sections, each child has the opportunity to find an exciting activity for himself, to show his potential. As a result, he acquires not only useful practical skills and abilities, but also masters the elements of communicative activity, learns to behave appropriately in public places, communicate with adults and peers.
In working with pupils of senior school age, the search for ways to prepare for the release of a socially mature personality, ready for an independent life in society, the choice of a profession, becomes relevant. Therefore, in this period, psychologists, teachers, social pedagogues, taking into account the problems that may arise during the transition to an independent life, carry out educational activities in several directions.
First of all, it is career guidance and preparation for mastering the chosen profession. It includes a set of activities for career guidance taking into account individual characteristics, inclinations, interests, opportunities each student; establishing interaction with vocational education institutions to prepare graduates of the orphanage for admission and further adaptation.
The specifics of vocational guidance and vocational counseling work With. adolescents in an orphanage is determined by several circumstances. On the one hand, they need to form a perspective of professional activity, where studying at a technical school or college is only the first step, and on the other hand, to develop a wide range of interests that go beyond the scope of their own professional activity, which would make the life of a teenager (now and in further) spiritually rich.
In the orphanage, three main areas of professional education of pupils were established: in the process of teaching at school, in educational and extracurricular work in the orphanage, and in various types of labor activity and socially productive work.
Firstly, children in the orphanage get acquainted with the world of professions in a certain system. In this case, not only stories, books, illustrations are used, but also excursions (to the post office, to the savings bank, to the station, to the clinic, shop, etc.), followed by a discussion of the impressions made. Particular attention during the interviews is paid to the content of people's professional activities, the characteristics of each profession, the forms of education that allows them to master the necessary professional skills.
Secondly, attention is focused on the significance of the field of activity, which corresponds to the professional intentions of the graduate, for professional and universal culture, since only under this condition can a person be personally realized in professional activities. Today, the emphasis in career guidance work in an orphanage, as a rule, is placed on the possibility of quickly achieving economic independence through the chosen profession.
To achieve this goal, each group of the orphanage has developed an action plan, where, according to the age of the children, conversations, games, lectures, meetings, and excursions are held. For example, topics of conversations: “We are for society, society is for us”, “You and the team”, “Let's talk about choosing a profession”. “Professional suitability (a conversation with a doctor)”, “Entering an “adult” life”, “Who to be, what to be”, “A new look for young people” and other conversations; a survey is conducted: “Choice of profession. Purpose in life"; a series of interesting meetings with representatives of different professions: “Medicine and professions related to it”, “ Russian army(types of troops, duties of military personnel)”, “Modern warrior - who is he”, etc.
Expansion of adolescents' ideas about their future profession is facilitated by attending "Open Days" in secondary special educational institutions. Demonstration of the range of professional choice, orientation towards the formation of an individual style of work activity allows a future graduate to make a more conscious choice of a future profession.
In parallel, educational activities are carried out to socialize graduates, aimed at mastering new social roles (family man, worker, citizen), preparing them for their future family life. In the orphanage, complex rehabilitation work is widely carried out with adolescents and graduates who have not reached social and personal maturity (according to the results of a diagnostic examination). Social teachers pay special attention to ensuring the protection of the rights and interests of graduates of orphanages in society.
A test survey and questioning of graduates is carried out in order to clarify the content and direction of further individual correctional work, as well as to study the level of formation of the graduate's socialization.
According to the results of the survey, graduates who show mediocre and poor results are included in the risk group and are subsequently under constant supervision of the orphanage specialists. For them, recommendations for educators are developed individually for the purpose of adjusting further educational work; the most productive ways and forms of assistance to the pupil when leaving the orphanage are established.
After graduation, patronage of graduates is carried out, helping them to successfully adapt to independent life.
Educators, a social pedagogue, the administration of the orphanage maintain close interaction with professional institutions on the issues of monitoring the educational activities of former pupils. If necessary, they participate in the work of psychological, medical and social services to provide advice to graduates in solving their problems.
Particular attention is paid to control over compliance with protective legislative and regulatory documents in relation to graduates of the orphanage and the provision of emergency assistance to graduates who find themselves in a difficult life situation.
Every year, a social teacher or representatives of the administration of the orphanage visit graduates of the previous year of graduation and who live independently in order to study the degree of social adaptation of the graduate in society. When visiting graduates at the registration address, the conversation method is used.
When evaluating the effectiveness of the conversation, conclusions are drawn about the extent to which the graduate has become a citizen of society (having a job, attitude to work, striving to improve his level, etc.) and as a family man (having a family, living conditions, material support, relations with relatives, etc.).
Based on the results of such visits, a small pedagogical council is held with the educators of these graduates and the escort service, where elements of adaptation and maladaptation of this graduate are noted, a plan of specific assistance is developed (if necessary), sometimes with the involvement of district state structures, recommendations are developed for the socialization of others pupils, taking into account the identified negative points.
In general, the results of a survey of orphanage graduates proved the effectiveness of this kind of purposeful systematic work. One-time events cannot provide a holistic preparation of a graduate for an independent life, only complex work but socialization and career guidance gives a positive result, nevertheless, a graduate needs some socio-psychological and support for some time, especially in situations of finding a solution vital problems.
A program to prepare orphans and children left without parental care for an independent life, taking into account the main aspects of life
"Confident Steps"
Compiled by: social educator
N.V. Sevostyanova
Explanatory note
Modern society requires various personal qualities from the current generation, one of which is independence. It is generally recognized that the future of the country, its progressive development, and the improvement of social and economic relations largely depend on the independence of citizens. Independence helps a person to successfully express himself in various life situations, adapt faster and better in society, and also consciously and purposefully participate in the versatile development of his own personality. This is especially important for boarding schools, children from orphanages and other institutions for orphans and children left without parental care, since they adult life We have to rely primarily on ourselves.
Practical and scientific research shows that many graduates of boarding schools are not sufficiently prepared to choose their own path in life, they are not adapted to independent living, and they are not socially active.Lack of independence, dependence on the group, gullibility, fragile emotionality, subordination sometimes push them into social risk groups to the fore, the problem of inability to bear social responsibility and defend their rights is put forward, therefore it is orphans and children left without parental care, more often than their own. peers fall into the criminal world.
The consumer attitude that they form during their lifetime on full state support, the inability to build a life according to socio-cultural norms and rules, a misunderstanding of many social relationships between people lead to negative consequences. In this regard, it became necessary to create a program aimed at the successful socialization and social adaptation of orphans and children left without parental care. This program is designed for middle and high school students. This program promotes
Development of social competence of the individual, its self-determination in society;
- creation of favorable conditions for the formation of the personality of a citizen through cooperation, the creation of a situation of success, game situations;
Gaining experience in communication and relationships with peers and adults based on cultural and moral norms;
Formation of legal knowledge among orphans and children left without parental care;
Improving the clerical and marketing literacy of pupils and students at the boarding school;
Formation of sustainable family values among boarding school students.
The use of the main method of work is provided: education.
For a more effective result of legal education of orphans and children left without parental care, it is recommended to use TCO tools, video materials.
During the implementation of the program, the followingperformance criteria :
raising the level of legal culture of orphans and children left without parental care;
having positively oriented life plans;
increase in adolescent self-confidence;
awareness of the personal responsibility of each orphan child and child left without parental care for their choice;
full-fledged interpersonal communication based on mutual respect, on complete trust in each other;
reduction in the number of orphans and children left without parental care, who are on various types of preventive records.
Program execution mechanism: The content of the program is implemented at the rate of 2 times a month. The program is expected to be implemented within school year social educator, educator.
Expected Result:
The implementation of the program will make it possible to form an integral open socio-pedagogical system capable of creating an educational space for the development and self-development of pupils.
Purposefully implementing all areas of the Program, the boarding school will release into life a young person capable of the following:
Adaptation and self-realization in changing economic and socio-cultural conditions;
Maintaining one's own health and high efficiency in adverse living and working conditions;
Conscious professional choice, taking into account the needs of the region, as well as their interests and abilities;
Creative problem solving in life situations, in studies, at work, in the family;
Continuing education, sustainable self-development based on high motivation to achieve success in life.
Know your rights and obligations;
Have the ability to critically, in accordance with the norms of morality and rights, evaluate the actions of others, friends, peers, classmates;
Orientation in the social life of society, the presence of a system of social attitudes.
A graduate of a boarding school is a person who loves his native land, ready to live and work in it. This is a person who has reached personal and social maturity, has a sense of responsibility, tolerance and positive thinking.
Program goals:
the formation of an independent, mature personality, i.e. a person who is able to creatively realize his life plan based on internal resources;
Preparing adolescents for conscious professional self-determination and humane achievement of life goals;
development of versatile personality traits: the need for creative work, the need for a healthy lifestyle; self-sufficiency, intellectual development.
The program material is distributed in time, taking into account its sufficiency for a qualitative study of the main provisions and obtaining the planned results.
This program includes six sections:
Legal literacy.
Communication skills
Family values
Secrets of choosing a profession
Marketing and business literacy.
Health and safety.
I Section "Legal Literacy"
Goals:
Formation of the foundations of legal consciousness and legal culture, understanding the need to comply with the law and the inevitability of punishment for its violation.
Formation and development of a personality with the qualities of a citizen - a patriot of the Motherland, capable of successfully fulfilling civic duties.
Formation of a value attitude to the regulation of interactions and relationships between people, ideas about the meaning of laws and norms as a guarantor of expedient and constructive coexistence.
List of classes:
1What you need to know when leaving the educational institution. Who will help protect your rights
Presentation lesson
Conversation with elements of discussion, counseling
Lecture. Consultation of the PDN inspector.
Final summary session. Reflection
Conversation
Contents of the section "Legal Literacy"
Human. Personality. Citizen.
- Human mission on planet Earth. Work with the concepts of “individual”, “organism”, individuality”, “I”, “personality”, “citizen”. Finding out the social roles of a person.
The main book of the country.
The Constitution of the Russian Federation. Basic human rights. Human rights with disabilities. the federal law on the social protection of disabled people in the Russian Federation.
Crimes and punishments
Legal responsibility of a teenager, an adult. Types of crimes and measures of their restraint. Analysis of situations.
Why are laws needed?
Two approaches to the purpose of the law. Law definitions. What is reasonable freedom? Reading the text "The Story of Rights". Exercise "Test for criminality."
Criminal liability of minors.
- Types of crimes. Criminal liability.
What you need to know when leaving the educational institution. Who will help protect your rights.
How not to become a victim of crime
- Personal safety. extreme situations. Rules of conduct on the street and in public places.
How to resist the influence of teenage antisocial groups.
- The concept of "antisocial groups". Forced methods of involvement in youth antisocial groups. Prank. Malicious act.
II Section "Communication skills"
Goals:
- development of the ability to flexibly adapt to changing living conditions
Show the complexity and diversity of people's communication, increase the level of communicative competence of students, promote personal development;
To promote the development of various forms and methods of communication, awareness of their capabilities in this area, which is necessary in all professional activities;
Formation of practical communication skills, self-knowledge, self-development;
Increasing self-esteem and self-confidence.
List of classes:
The content of the section "Communication skills"
What is communication?
Concepts of "verbal" and "non-verbal" communication. Language of the body. Test "Are you a pleasant conversationalist"
Self-image.
Skill training. adaptive behaviors. Confident behavior skills. The process of self-disclosure, its main problems: the formation of a distorted image, distrust, detachment.
communication barriers.
The concept of communication barriers, their classification. Modeling situations.
Interlocutor Persuasion Rules.
Disclosure of the basic rules of human persuasion. Practicum "Speech with a persuasive speech."
Listening skills.
Listen and hear. Why do we need it. rules for the speaker. Rules for the listener. Ability to listen actively. The main mistakes of an active listener.
Ethics of business communication.
Disclosure of the concepts of ethics, ethics of business communication. Workshop "Your style of business communication" - test.
Conflict.
Conflict and its stages. Strategies of behavior in conflict. Ways to resolve the conflict. Conflicting errors. Way out of conflict.
Types of human interaction.
Types of interaction: Team work, competition, conflict.
9. Final summarizing lesson. Reflection.
Reflection of students, their feelings and experiences during the course.
III Section "Family alphabet"
Goals:
Formation of the necessary abilities to create their own family, in which a mature marriage is realized on the basis of a conscious paternal and maternal position, the upbringing of a family man;
Formation of skills and abilities of resolution family conflicts and life situations
Formation of an adequate idea of the family, its members and their relationships;
Formation of motivation for the activities of students as members of their own family and creators of their own model of a happy home;
Formation of students' knowledge and skills of housekeeping.
List of classes:
Contents of the section "Family alphabet"
Family - what is it?
Family in modern society. family roles. The role of the family. Russian encyclopedia of family life.
What makes a real family?
- "Friendship, love, family, mutual respect, responsibility" - disclosure of concepts, interconnection. Relationship ethics. Test "Responsibility Meter".
The Joys and Difficulties of Fatherhood and Motherhood.
Relationships between men and women. Hygiene. Mom's school. Brief information about childhood diseases. Ethnoscience.
Family crisis.
Family problems. Modeling situations. Ways to resolve family conflicts. Patience, mutual respect, responsibility are the three pillars on which family happiness rests.
Spiritual and moral foundations of the family.
Family values and traditions. Family culture. Education in children of spiritual and moral qualities. Eco-education in the family. Ethics and aesthetics. Proper organization family leisure.
"A good family smells like pies."
Introduction to the basics of cooking. Preparation and storage of products. Formation of a notebook of basic recipes. Competition "Culinary duel".
My cozy home.
Fundamentals of housekeeping. On the family economy. How to learn to live within your means. When is it time to make repairs?
IV Section "Choose a profession"
Target:
Formation in adolescents of conscious professional self-determination and humane achievement of life goals;
Formation of students' readiness for a reasonable choice of profession, taking into account their capabilities, abilities and knowledge gained;
Promote positive work motivation
List of classes:
The content of the section "Choosing a profession"
The choice of profession is mine!
Legality, freedom of choice of profession and labor discipline.
The main categories in professional activity.
The concept of "profession", "specialty", "specialization", "qualification".
Excursions to enterprises.
A kaleidoscope of professions.
The best specialists in the professional field - showing the presentation. "All jobs are good" - career guidance game.
A few important rules.
Rules for admission to higher and secondary educational institutions. Rules for admission to production. How to enter the labor market. What you need to know about business.
The ability to work is the main treasure of a person.
Mental and physical labor. Proverbs about work. Game "Alphabet of professions".
Profession and abilities. Profession and character.
Determination of professions comparable to individual preferences, the Circle of Opportunity test. Determination of personal professional preferences in the areas: "man-man", "man-technology", "man-nature", "man-sign", "man-artistic image" A.V. Libin.
V Chapter " »
Goals:
- to give knowledge about the rules of paperwork, business correspondence;
To promote self-confidence in various life situations related to paperwork;
List of classes:
Contents of the section " Marketing and business literacy »
Document.
- General information about the document. Rules of business correspondence. Document details. General rules document formatting.
Summary.
Design rules. Sample. Structure.
Writing rules. Volume. Form. Signature. Structure. Secrets of the "correct accents".
Autobiography.
Definition. Content. Decor.
Statement.
Design rules. related documents. Structure. Peculiarities. Examples and samples.
An inquiry. Request letter.
Function. Design rules. Requirements for writing a letter. Formulation features. Structure. Modeling and analysis of life situations.
Explanatory letter. Complaint.
Writing rules. Functions. Structure. Formulation features. Volume value. Correct statement of requirements. Links. Small important details.
Ethics of business communication. Business correspondence.
Concept definition. Historical reference. "Golden Rule" of morality. own system of values. ethical principles. "They are greeted by clothes ...".
VI Section "Health and safety"
Goals:
- prevention of bad habits;
Contribute to the formation of a healthy lifestyle;
Strengthen the ability of students to take care of their health.
List of classes:
Lecture. Conversation. Lesson presentation
Baby care. The game "Daughters and sons"
Lecture. Conversation. Analysis of problem situations. Game activity.
First aid. Rescue service game.
Lecture. Conversation. Game activity.
Immunity.
Conversation. Lecture. Game activity
Signs of stress and first aid in an acute stressful situation.
Lecture. Presentation.
Emergencies - rules of conduct. Modeling situations.
Lecture. Conversation.
Final summary session. Reflection.
Conversation
Contents of the Health and Safety Section
Life without bad habits.
habit or disease. Show presentation " Severe consequences". Poster drawing. Didactic game"Good bad". Excursion visit to the Museum of Drug Control.
hardening.
Prevention is better than cure. Individual characteristics of the organism. Hardening rules.
Active recreation: what is it?
Rest can be active? Types of active recreation (presentation). Precautionary measures. Outdoor games. Game-journey "To distant lands".
Human hygiene. Room hygiene.
Showing the presentation "Who lives under the nails?". Types of microbes. Rodent control. The toilet is the cleanest place in the house. Hygiene is the queen of cleanliness (theatrical lesson with visual aids).
Baby care.
The kid is the head of the house. How to swaddle. Features of cooking for the baby. Organization of the walk. Children's wardrobe. Daily regime. Brief information about childhood diseases. First aid. The game "Daughters and sons".
First aid.
Don't harm another. Presentation on "First Aid" Modeling situations, their analysis, analysis. Rescue service game.
Immunity.
- Concept definition. Why do we need immunity. What causes a decrease in immunity. Consequences of reduced immunity. Show presentation " Secret powers inside us". The game "Collect the helpers of the body."
Emergencies - rules of conduct.
Types of emergency situations. Behavior rules. Modeling situations.
Used Books:
ABC of law: development of classes in primary school/ auth. - comp.N.N. Bobkov. - Volgograd: Teacher, 2006.
Akhmetova I., Ivanova T., Ioffe A., Polozhevets P., Smirnova G. My choice. Workbook for students high school. - M., 2003.
Velikorodnaya V.A. Zhirenko O.E., Kumitskaya T.M. cool watch in civil and legal education: 5-11 grades. – M.: VAKO, 2008.
Extra-curricular activities for the civil law education of schoolchildren: A practical guide / ed. - comp.L.G. Ivlieva ; ed.V.G. Parshina. – M.: ARKTI, 2006.
Dick N.F. New standards of the second generation in grades 5-7. Classroom hours, workshop, tests, methods. – Rostov n/a: Phoenix, 2008.
Master class of the Deputy Director for educational work in a general education institution. Book 1. Planning, control and analysis of the educational process / ed. - comp.L.M. Syromyatnikov. M.: Globus, 2008.
Morozova E.I. Problem children and orphans: Tips for educators and guardians. – M.: NTs ENAS, 2002.
Ovcharova R.V. reference book of the social educator. - M .: TC Sphere, 2002.
Prevention of neglect, homelessness and delinquency among minors. Interaction of subjects of prevention, integrated work of educational authorities, the system of work of an educational institution, regulatory documentation / ed. - comp.:E.P. Kartushina, T.V. Romanenko. – M.: Globus, 2009.
The system of work of the school to protect the rights and legitimate interests of the child / ed. - comp.ON THE. Minshina. - Volgograd: Teacher, 2007.
The system of socio-psychological support for orphans in a boarding institution: Toolkit for professionals working with orphans in residential institutions / Under. Ed.N.M. Iovchuk . M.: REALTEK, 2003.
Legal education of schoolchildren. 5–9 grades. Summaries of classes / comp.O.V. Letneva - Volgograd: Teacher, 2005.
