Comprehensive rehabilitation program for orphans and children in difficult life situations: “Personal development of children in need of state protection.” Social-pedagogical program as a means of overcoming disorders in personal development

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher vocational education

"Vladimir State University

named after Alexander Grigorievich and Nikolai Grigorievich Stoletov"

(VlGU)

COURSE WORK

BY DISCIPLINE

"Pedagogy"

Student Novikova Alena Nikolaevna

Group ZNO-109 _______________________________________________________________

Faculty (institute)Preschool and primary education_________ Pedagogical Institute of VlSU_______________________________________________

Direction 050100.62 Teacher Education ____________________

Profile_ Elementary education

Subject course work

Social and personal development of children brought up in a rehabilitation center for minors

Head of the Kyrgyz Republic__________________________Associate Professor, Ph.D. Belyakova N.V.

(signature) (full name, position, title)

Student _____________________________________ Novikova A.N.

(signature) (full name)

Vladimir 2015

INTRODUCTION……………………………………………………
CHAPTER 1. BASIC THEORETICAL APPROACHES TO STUDYING THE FEATURES OF SOCIAL AND PERSONAL DEVELOPMENT OF CHILDREN OF PRIMARY SCHOOL AGE IN MODERN PSYCHOLOGICAL AND PEDAGOGICAL LITERATURE ………………………………
1.1. Age-related features of the process of social and personal development in primary school age…………..
1.2. Main factors influencing social and personal development junior school student ……………………………………..
…………………………………………
2.1. Social rehabilitation center for minors in the city of Gavrilov-Posad, Ivanovo region................................................... ........................................................ ......
2.2. Generalization of the experience of teachers working in a rehabilitation center in optimizing the process of social and personal development…………………………………….
CONCLUSION…………………………………………………………
BIBLIOGRAPHY…………………………………………….

INTRODUCTION

When we say junior schoolchild, we include in this concept a child aged 6-10 years. The leading type of activity of a child of primary school age is educational activity. A change in the social status of a child - he becomes a student, a learning person, leaves a completely new imprint on his entire psychological appearance, on his entire behavior. A new position in society for the child is the position of a person who is engaged in socially important activities valued by society, i.e. teaching - entails changes in relationships with other children, with adults, in the way the child evaluates himself and others.

Therefore, the topic under consideration is very relevant, because the whole life of society leaves an imprint on the formation of the social and personal development of the child. Particularly important in this regard are the direct relationships that the child enters into with the people around him: at school, in the classroom, and in any group or team of which he is a member.

From the first days of school, the main contradiction arises between the ever-increasing demands placed on the child’s personality and the insufficient development of the problem of social and personal development in the psychological and pedagogical literature and the practical activities of teachers.

The purpose of the study is to study the features of social and personal development of junior schoolchildren brought up in a rehabilitation center.

The object of the study is the social and personal sphere of junior schoolchildren.

Subject of research: features of social and personal development of junior schoolchildren.

Research objectives:

The theoretical basis for the development was the work of L.I. Bozhovich, L.S. Vygodsky, A.N. Leontyev, V.S. Mukhina, S.L. Rubinstein, R. Burns, 3. Freud and others.

Research methods: analysis of psychological and pedagogical literature on the research problem.

The structure of the course work: the work consists of an introduction, two chapters, conclusions, a conclusion, and a list of references.

CHAPTER 1. BASIC THEORETICAL APPROACHES TO STUDYING THE FEATURES OF SOCIAL AND PERSONAL DEVELOPMENT OF CHILDREN OF PRIMARY SCHOOL AGE IN MODERN PSYCHOLOGICAL AND PEDAGOGICAL LITERATURE

1. Age-related features of the process of social and personal development in primary school age

In our course work we will consider the development of younger schoolchildren in general and the specific manifestations of their social and personal characteristics. Podlasy I.P. believes that by the age of 6 a child is basically ready for systematic schooling. We can talk about him as a person, since he is aware of his behavior and can compare himself with others. By the beginning of the school period, a number of new mental formations are formed:

• desire for socially significant activities;
• the ability to manage one's behavior;
• ability to make simple generalizations;
• practical mastery of speech;
• ability to establish relationships and cooperation with other people.

At 6-7 summer age child's first major change in life.

Teaching becomes the leading activity, the way of life changes, new responsibilities appear, and the child’s relationships with others become new.

Cognitive activity younger schoolchildren go through the learning process. Expanding the scope of communication is also important. The perception of younger schoolchildren is characterized by instability and disorganization, but at the same time, sharpness and freshness, “contemplative curiosity.” The low differentiation of perception and weakness of analysis are partly compensated by pronounced emotionality. Dynamic traits appear not only in the external manner of behavior, not only in movements - they also make themselves felt in the mental sphere, in the sphere of motivations, in general performance. Naturally, the characteristics of temperament are reflected in educational activities and in work.

The formation of a young schoolchild’s personality occurs under the influence of new relationships with adults and peers, new types of activities and communication, and inclusion in a whole system of groups. Younger schoolchildren develop elements of social feelings and develop skills of social behavior. Jr school age provides more opportunities for the development of moral qualities of the individual. This is facilitated by the pliability and certain suggestibility of schoolchildren, their gullibility, tendency to imitate, and most importantly, the enormous authority enjoyed by the teacher. At this age, having left his family, the child enters the school community and must obey its demands, as well as the demands of neighbors, the street, and the camp. He can carry out both individual assignments and serious matters for the family, and learns the school routine. Some guys don't like friendships with peers and worry if a friend makes a new friend. They love games and take their role and the concept of justice responsibly. The teacher is an authority for him.

The will is not formed, motives are not realized. Increased sensitivity, the ability to deeply and strongly worry prevail over the arguments of reason, the student commits many rash actions. The development of a primary school student is a very complex and contradictory process. At this age, a growing person has a lot to understand, and therefore you need to make the most of every day of his life. The main task of age is to comprehend the surrounding world: nature, human relationships. It is important to note that to accomplish this task, the teacher needs to motivate the students.

Compared to preschool age, a schoolchild is already junior classes enters into a wider circle of social communication, while society places more stringent demands on his behavior and personal qualities. Requirements are expressed by the teacher, parents, the nature of educational activities, peers - the entire social environment. Accordingly, behavior patterns are set by school, family, friends and specially selected literature.

In this set of factors, educational activities play a leading role. It is teaching that provides the basis for requiring concentration, volitional efforts, and self-regulation of behavior from the child. Children who have sufficiently developed educational motivation, those who want to study at school, easily cope with their responsibilities, and such personal qualities as responsibility, diligence, and strong-willed orientation appear in their behavior. This is usually associated with great love for the teacher and the desire to earn his praise. With weak educational motivation, demands are perceived as external, difficult, and the child looks for ways to avoid trouble. He is punished and sometimes quite cruelly.

At school, a new system of relationships with reality is emerging. The teacher acts not just as an adult, but as an authorized representative of society. His authority is indisputable. He acts on the basis of uniform evaluation criteria, his marks rank the children: this one got a “5”, this one got a “3”. And in the eyes of the student, the mark acts as a standard not only for specific knowledge, but also for all personal qualities.

The attitude towards a friend depends on the marks he receives. A weak student may be called a “failing student!” An excellent student is considered an example of all valuable qualities. Emotional Relationships become indirect, depending on success, on the teacher’s assessment.

Self-esteem also depends on grades. When entering school, the child is full of hope for his success and evaluates himself somewhat overestimated.

Focusing on academic achievements and grades can also have bad influence on the personal development of the student. “School egoism” appears when the child becomes the center of family worries and demands everyone’s attention to himself, without giving anything to others. A kind of counterbalance to this development of events is the participation of schoolchildren in domestic work. Initiative work caused by concern for loved ones and responsibility towards them has a deep personal impact.

It is impossible not to note such an aspect of personal development as moral ideas and moral emotions. They are also related to the teacher's personality and teaching activities. The teacher's opinion and demands are considered as the basis of moral standards.

During initial training, the student’s communication with his friends develops. At first it is friendship with someone with whom you sit at a desk next to or with whom you live next to. But as academic work becomes habitual and other activities and interests appear, relationships with friends become more selective. Ideas about peers go beyond the grades they receive. Experience of joint extracurricular work is accumulated as the basis for personal assessments.

Good teachers deliberately shape public opinion in the classroom. For disorder during recess, litter or an unopened window, they ask the person on duty so that he demands from the culprit. At the end of the lessons, they listen to short reports from those on duty, encourage their demandingness and those who obeyed them. This leads to a generalization of moral norms and rules of behavior, which is so necessary when moving to secondary school.

Focus on the outside world is expressed in interest in facts and events. If possible, children run up to what interests them, try to touch an unfamiliar object with their hands, and happily talk about what they saw earlier.

Younger schoolchildren have new needs:

Accurately fulfill the teacher's requirements;

Master new knowledge, skills, abilities;

Receive good grades and approval from adults;

Be the best student;

Perform a public role.

Each child evaluates himself in his own way, based on this, at least three groups of children can be distinguished according to the degree to which their self-image is formed.

First group. Self-image is relatively adequate and stable. Children know how to analyze their actions, isolate their motive, and think about themselves. They focus more on knowledge about themselves than on the assessment of adults, and quickly acquire self-control skills.

Second group. Self-image is inadequate and unstable. Children do not know how to identify essential qualities in themselves and analyze their actions, although they evaluate themselves without relying on the opinions of others. The number of their own qualities that they are aware of is small. These children require special guidance in developing self-control skills.

Third group. Self-images are unstable and contain characteristics given to them by others, especially adults. Insufficient knowledge of themselves leads these children to the inability to focus their practical activities on their objective capabilities and strengths.

Younger schoolchildren have all types of self-esteem: adequate, high, adequate, overestimated, inadequate, underestimated. Sustained low self-esteem is extremely rare.

Stable, habitual self-esteem leaves an imprint on all aspects of a child’s life.

The student’s personality is formed in the process of educational activities. The effectiveness of personality development depends on the nature of the educational process, on its compliance with the laws of assimilation. Personality characterizes a person as a good or bad, responsible or irresponsible member of society.

The moral education of a child begins during preschool childhood. But at school, for the first time, he encounters a system of moral requirements, the fulfillment of which is controlled. Children of this age are already ready to fulfill these requirements. As already mentioned, when entering school, they strive to take a new social position, with which these requirements for them are associated. The teacher acts as a bearer of social requirements. He is also the main connoisseur of their behavior, and the development of students’ moral qualities goes through learning as the leading activity at this age stage. It is important to note that at this age even the influence of the family should be felt through the activities of learning.

When organizing any activity, the teacher must take into account its motivation and foresee the influence of this activity on the orientation of the student’s personality.

Social readiness acts as a component of “school maturity” or as the core of personal readiness. The development of sociality ensures the formation of functional, operational, motivational structures of the child’s mental activity as the main indicators of the child’s psychological maturity. A new level of voluntary regulation, which forms the voluntariness of all spheres of a child’s development, acquires additional, priority accents only by the age of seven years, ensuring the child’s social readiness for school. Already from the age of 5, the affective-cognitive structure of consciousness begins to build, a qualitative change in which leads to a change in motives. Non-situational communication (cognitive and personal) is becoming increasingly important. Extra-situational personal communication mediates not only the formation of a hierarchy of motives, the assimilation moral values, rules of behavior, but also the development of the need to follow them.

For the formation of socially competent behavior, it is important to develop the following abilities of the child: understanding emotional state others by facial expression, gestures, posture; understanding the desires and preferences of another, accepting his position; understanding the reason for the change in another’s mood depending on the situation; expression of emotional states in social contacts by adequate verbal and nonverbal means. These abilities will ensure the formation of the social position “I and society”. The saturation of the developing moral assessment with social content and the assimilation of moral standards should be mediated through interaction with peers in the game. In this case, play mediates the development of personal mechanisms for regulating the child’s behavior.

In forming a child’s relationships with others, it is important to develop a sense of self-esteem. It manifests itself in the ability to maintain a certain distance between oneself and others. Developing confidence in one’s capabilities leads to awareness of one’s place in the system social relations. The adult's assessment is subject to critical analysis and comparison with one's own. Under the influence of these assessments, the child’s ideas about the real Self and the ideal Self are differentiated more clearly. The optimal method mediating the process of self-knowledge is expressive bodily activity. It allows you to actualize the child’s natural spontaneity in action and develop his ideas about the “internal components” of his “I”, ensuring the development of his subjectivity. The possibility of awareness of experienced feelings and states is associated with the development of the child’s speech function, since it presupposes a mandatory transfer from the level of sensations to the level of self-awareness. The development of arbitrariness of emotional-volitional processes determines not only the child’s personal structure and the nature of his relationships with environment, but also features of the development of the motivational-need sphere.

Features of social and personal development of a junior schoolchild:
The path of social and personal development is the path from elementary affective reactions to higher emotions and feelings. The development of the child’s emotional sphere is carried out in unity with social connections (socialization). All types of children's activities: communication, objective activity, play, initially represent forms of aggregate, joint activities adult and child.
The socialization of emotions is crucial for the formation of a hierarchy of motives that provide a new level of regulatory mechanisms - semantic. Of particular importance are the moral motives that arise and develop in connection with the assimilation and awareness of the child’s norms of behavior in society. The main link in determining the social and personal development of a child is the process of communication, during which, in order to continue interaction, there is a need to focus on the experiences (emotional reactions) of another person and the development of mechanisms for correcting one’s behavior. The inadequacy of psychological and pedagogical support for the social and personal development of a child in preschool and primary school age can lead to the stabilization of primary forms of emotional response (anxiety, uncertainty, conflict, explosiveness, etc.) and predetermine the dysfunction of the child’s entire further development. To form the adequacy of a child’s emotional and affective reactions, it is important to develop the child’s ability to recognize and understand the content of the world of internal experiences and social situations of the external objective world, as well as the development of the child’s ability to transform his experiences into productive action. The development of voluntary emotional regulation is a complex process that consistently builds on the development of the child’s motor regulation. At the same time, speech and assessment by an adult always plays a leading role in the development of methods of self-regulation and forms of self-esteem of a child.

1.2. The main factors influencing the social and personal development of a primary school student

Of decisive importance for the social and personal development of a child of primary school age is his entry into the school community. Of course, a preschooler, especially if he is brought up in kindergarten, develops within a group of peers. However, both by the nature of the activity on the basis of which the collective is organized, and by the nature of those relationships that make up the social life of the collective, preschool group significantly different from a group of schoolchildren.

The general educational activity and its organization, which is typical specifically for the school, gradually unites students into such children's groups, the distinctive feature of which is educational determination.

The complex and diverse life of the school community requires its complex organization. Unlike groups of preschool children, in a group of schoolchildren, in addition to their joint educational work, there are others, much more developed than in preschool age, kinds collective activity, in which each child has his own special responsibilities. Thus, in the school team there is both a division of responsibilities and their unification into a single whole, in other words, there is a complex unification of the efforts of individual children.

In a group of schoolchildren there is not and cannot be, as Makarenko puts it, “equality”; a whole system of relationships and dependencies is formed here, in which each child, in connection with the responsibilities assigned to him, and in accordance with his individual characteristics and inclinations, occupies your specific place.

The social life of children organized by the school necessarily leads to the formation of public opinion among students, to the emergence of traditions, customs and rules, which are created under the guidance of the teacher and reinforced in each school team.

So, a child’s entry into the school community is of great importance for the formation of his personality. Under the influence of the collective, a child of primary school age gradually develops that higher type of social orientation of the individual, which is characteristic of everyone who lives by conscious collective interests. At primary school age, the child begins to especially actively strive for the company of other children, begins to take an interest in the social affairs of his class, and strives to determine his place in the group of peers.

Of course, joining a team and developing the social orientation of a student’s personality does not happen immediately. This is a long process that takes place under the guidance of a teacher, a process that can be traced by observing and analyzing the behavior of schoolchildren in different classes.

If good educational work is carried out in a team, then students, on their own initiative, help each other in academic work, monitor discipline, and are interested not only in their own successes, but also in the successes of the entire class. A certain public opinion begins to take shape in the class, and children acquire the ability to correctly take into account this collective opinion.

The nature of companionship also changes throughout primary school age. In first grade, schoolchildren do not yet have a clearly expressed attitude towards choosing a friend. Friendly relationships are established mainly on the basis of external circumstances: those who sit on the same desk, live on the same street, etc. are friends with each other. Sometimes closer relationships develop during joint study sessions or during group games. But as soon as the game or joint work ends, the relationships that were established on their basis also fall apart. Gradually, however, the camaraderie becomes more durable; Certain requirements arise for the personal qualities of a comrade.

The assessment of a friend's personal qualities is initially based solely on the teacher's assessment, and the subject of assessment is, first of all, the student's attitude towards his school responsibilities. Gradually, the basis of assessment includes the attitude of a friend to a friend and, finally, the more diverse moral qualities of the individual. In grades III-IV, genuine friendships often begin. It is built on the basis of common interests (interest in certain branches of knowledge, extracurricular activities, sports), as well as on the basis of common experiences and thoughts.

The new orientation that emerges in children of primary school age is also expressed in the fact that they actively strive to find their place in the team, to win the respect and authority of their comrades.

The family is the most important institution for the socialization of the individual. It is in the family that a person gains his first experience of social interaction. For some time, the family is generally the only place for a child to gain such experience. Then such things are included in a person’s life social institutions, How kindergarten, school, street. However, even at this time, the family remains one of the most important, and sometimes the most important, factor in the socialization of the individual. The family can be considered as a model and form of basic life training for the individual. Socialization in the family occurs in two parallel directions:

As a result of a purposeful educational process;

According to the mechanism of social inducement.

In turn, the process of social indoctrination also proceeds in two main directions. On the one hand, the acquisition of social experience occurs in the process of direct interaction between the child and his parents, brothers and sisters, and on the other hand, socialization is carried out through observing the characteristics of the social interaction of other family members with each other. In addition, socialization in the family can also be carried out through a special mechanism of social learning, which is called vicarious learning. Vicarious learning refers to the acquisition of social experience through observing the learning of others.

Many studies have been devoted to studying the influence of parental behavior style on the social development of children. For example, during one of them (D. Baumrind), three groups of children were identified. The first group consisted of children who had high level independence, maturity, self-confidence, activity, restraint, curiosity, friendliness and ability to understand environment(model I).

“Little ducklings swam in the pond, yellow as canaries, and their mother, white and white, with bright red paws, tried to teach them to stand upside down in the water. “If you don’t learn to stand on your head, you will never be accepted into good society,” she said and from time to time she showed them how to do it.”

O. Wilde.

The second group was formed by children who lack self-confidence, are withdrawn and distrustful (model II).

The third group consisted of children who were least self-confident, did not show curiosity, and did not know how to restrain themselves (model III).

The researchers examined four parameters of parental behavior towards the child: 1) control; 2) maturity requirement; 3) communication; 4) goodwill.

Control is an attempt to influence the child's activities. At the same time, the degree of subordination of the child to the requirements of the parents is determined. Demand for maturity is the pressure that parents put on a child to perform at his or her best mental, social and emotional level. Communication is the use of persuasion by parents to obtain compliance from the child; finding out his opinion or attitude towards something. Benevolence the extent to which parents show interest in the child (praise, joy from his success), warmth, love, care, compassion towards him.

Factor driving force, reason or circumstance in any process or phenomenon that encourages action.

Factors influencing social and personal development:

Heredity;

Wednesday;

Upbringing;

Activity.

The development of humans, like all living organisms, is associated primarily with the action of the factor of heredity.

Heredity these are those psychophysical and anatomical and physiological characteristics that are transmitted from parents to children, which are embedded in genes (inclinations, morphological characteristics, temperament, character, abilities).

From birth, a person carries within himself certain organic inclinations that play a significant role in the development of various aspects of the personality, especially such as the dynamics of mental processes, the emotional sphere, and types of talent.

Environment those conditions that surround a person and influence his development.

There are 3 types of media:

Biological (climate);

Social (society);

Pedagogical (teachers, family, team).

The environment as a factor in personality development is essential: it provides the child with the opportunity to see social phenomena from different sides. Its influence is, as a rule, spontaneous, hardly amenable pedagogical leadership character, which, of course, leads to many difficulties on the path to personality development. But it is impossible to isolate a child from the environment. Any desire of adults to protect them from the social environment (limiting communication with strangers, narrowing the objects of knowledge, etc.) is fraught with delays in social development.

The influence of the environment on the formation of personality is constant throughout a person’s life. The only difference is the degree to which this influence is perceived. The environment can restrain development, or it can activate it, but it cannot be indifferent to development.

The relationships a child enters into with the environment are always mediated by adults. Every new stage in the development of a child’s personality is at the same time a new form of his connection with adults, which is prepared and directed by them.

Education is a purposeful, specially organized process of personality formation. Education systematically raises a person to new, higher levels of development, “designs” the development of the individual and therefore acts as the main, determining factor in its development.

Features of education as a factor in personality development:

Unlike the first two factors, it is always purposeful, conscious (at least on the part of the educator) in nature. Education is carried out purposefully, according to special scientifically based programs

It always corresponds to the socio-cultural values ​​of the people, the society in which development takes place. This means that when it comes to education, we always mean positive influences

The educational process is built according to a certain system. A single impact does not bring tangible results.

Activity is a form of being and a way of existence of a person, his activity aimed at changing and transforming the world around him and himself.

Heredity, environment, upbringing - these factors, with all their significance and necessity, still do not ensure the full development of the child, since they all involve influences independent of the child himself: he does not in any way influence what will be embedded in his genes, does not can change the environment, does not determine the goals and objectives of his own upbringing.

But man has an amazing feature - activity. Activity is manifested in knowledge of the world. It is activity that allows the baby to master ways of acting with objects. Thus, activity as a property of a living organism acts as necessary condition and prerequisites for development.

In humans, activity takes on social forms - different types of activity: play, work, learning. Each type of activity is aimed at satisfying some needs: play - at satisfying the need to be active in an area in which real action is impossible; work - to satisfy the need for obtaining a real result, for self-affirmation, teaching - to satisfy the need for knowledge, and so on.

The considered factors ensure the development of the child as a human being.

Conclusions from the first chapter:

Based on an analysis of scientific literature, it was revealed that, at the age of seven to eleven years, a child begins to understand that he represents a certain individuality, which, of course, is subject to social influences.

The main new developments of a schoolchild:

personal reflection;

intellectual reflection.

Personal reflection. Children between the ages of 9 and 12 continue to develop the desire to have their own point of view on everything.

Reflection is intellectual. This refers to reflection in terms of thinking. IN school years the ability to store and retrieve information from memory improves, metamemory develops.

Mental development. 7 11 years third period of mental development according to Piaget period of specific mental operations.

Relationships with peers. From the age of six, children spend more and more time with peers, almost always of the same sex.

Emotional development. From the moment a child starts school, his emotional development depends more than before on the experiences he acquires outside the home.

Thus, primary school age is an important stage in the formation of social and personal development of students. Of course, early childhood also makes a significant contribution to the social and personal development of a child, but the imprint of “rules” and “laws” that must be followed, the idea of ​​“norm”, “duty” - all these typical features of moral psychology are determined and formalized precisely at primary school age. The child is typically “obedient” during these years; he accepts various rules and laws in his soul with interest and enthusiasm.

Primary school age is a very favorable time for the assimilation of many social norms. Children really want to fulfill these norms, which, with proper organization of upbringing, contributes to the formation of positive moral qualities in them.

CHAPTER 2. PEDAGOGICAL EXPERIENCE IN IMPLEMENTING SOCIAL AND PERSONAL DEVELOPMENT IN CHILDREN RAISED IN A REHABILITATION CENTER

2.1. Social rehabilitation center for minors in Gavrilov-Posad, Ivanovo region

The social rehabilitation center for minors in the city of Gavrilov-Posad, Ivanovo region provides for the prevention of homelessness, neglect and delinquency, and the social rehabilitation of minors with various levels of maladaptation who find themselves in difficult life situations.

The structure of the institution includes:

Inpatient rehabilitation department (20 beds);

Branch preventive work with family and children.

The inpatient rehabilitation department provides temporary accommodation for minors who find themselves in difficult life situations; conducts a comprehensive social diagnosis of a minor and his family and carries out comprehensive rehabilitation of a minor and his family in the following areas: socio-psychological, socio-pedagogical, socio-legal, socio-medical.

The Department of Preventive Work with Families and Children carries out early detection of family problems in families and children, as well as cases of child neglect; provides support and social rehabilitation while maintaining the child’s family residence regime; provides families and children with social, socio-economic, socio-legal, socio-psychological, socio-medical services to solve problems associated with the low standard of living of the family and the pedagogical incompetence of parents.

Children are sent to the institution:

Those left without the care of parents or legal representatives;

Living in families in a socially dangerous situation;

Homeless people (who left their family without permission, left educational institutions for orphans or other children's institutions, with the exception of persons who voluntarily left special closed educational institutions);

Lost or abandoned;

Having no place of residence and (or) means of subsistence;

Those who find themselves in another difficult life situation and in need of social support(from families for which a case of family dysfunction has been opened).

In structure rehabilitation center, day care departments for children play a special role, as they carry out social prevention and correctional work. The main indicators for placing a child in a day care department are deviant behavior, school maladjustment, pedagogical neglect, impaired personal communication, and previous psychological trauma. The social situation of children attending a day care department differs from the situation of children in an orphanage. Firstly, the child remains in the family, his connections with his parents are not broken, although they are often deformed and need correction. Secondly, the immediate social environment is preserved child - at home, At school. Thirdly, he visits the department voluntarily, regardless of whether he is directed by the authorities social protection population or placed at the request of the school, KDN. A child’s visit to the center’s day care department can have a beneficial effect on his behavior and social and personal development. Positive changes are facilitated by a new social environment, unusual relationships with adults, their personalized attention to students, and interesting activities. Preventive and corrective work with children is preceded by a diagnostic stage. Diagnostics should be structured in such a way as to obtain diverse information about the child’s development: value orientations, sphere and forms of self-affirmation (psychological aspect); attitude to learning, behavior at school and outside of it (pedagogical aspect); social connections with the immediate environment, position in official and informal groups (social aspect). Having received diagnostic information, you can move on to preventive and corrective work. Special studies and positive experience show that it should be comprehensive both in content and in the composition of the subjects participating in it. It is important to organize the influence, on the one hand, on different aspects of a teenager’s personality - worldview, emotional-volitional, practical - activity, and on the other hand - on all spheres of his life: in the family, school, extracurricular - cultural - educational, and, if possible, informal environment. Preventive and corrective work with each teenager is carried out individually.

Younger schoolchildren need self-knowledge and self-affirmation, personalized attention and respect for themselves as individuals, active work and communication. However, these needs most often were not sufficiently satisfied before entering the center. Hence the deformations in value orientations, the narrowing of social ties, and the school problems of children. Therefore, it is important for teachers, with the support of other specialists, to focus their attention on solving the following problems: encouraging schoolchildren to self-knowledge and self-education; providing conditions for orienting children’s activity towards transformative activities; creating conditions for students to accumulate positive experience in communicating with others.

The normal social and personal development of a child presupposes the need for self-knowledge, the formation of an image of his “I”. This image is formed under the influence of many psychological, pedagogical, and social influences. If we consider that almost the entire spectrum of these influences for children with deviant behavior is colored in negative tones, then it is not difficult to understand how their self-image, self-esteem, and attitude towards themselves are deformed.

It is necessary to teach a younger student to use the method of self-hypnosis, give advice on organization, and give advice on organizing self-control. The teenager needs emotional reinforcement for his changing behavior. Therefore, “it is very important that he feels the empathy of people who are significant to him, especially the center’s employees; he needs their positive assessment, stimulating support, faith in his capabilities: “You can,” “You are capable,” “You will succeed.” For a child who often does not know affection in his family, a smile, heartfelt words teacher, approval of even small achievements, interested attention, help in identifying new tasks. By encouraging the student’s efforts, the center’s specialist helps him realize his strengths, believe in himself, and strengthen his desire to become better.

In directing the process of restructuring the life orientations and behavior of children, it is very important to expand the range of their ideas about social life, about humane relationships between people, about true beauty, i.e. to show that the life experience they accumulated in a family or a dubious street company does not exhaust the fullness of life. The pupil’s communication with people in the departments of the center should serve as clear confirmation of this. A child whose level of life values ​​has been lowered must be convinced of the significance of new guidelines for him, the bearers of which are the center’s employees. The child is able to appreciate the breadth of his horizons, his love for his profession, and his willingness to understand other people’s problems and come to the rescue. Taking care of expanding the circle of pupils’ ideas about the social life and value orientations of other people, it is important to “bring” them outside the center, to show examples of the positive activity of others, their support. Involving children in a variety of activities through the efforts of the center’s staff, on the one hand, is the most important means of correcting their value orientations and developing social activity, and on the other hand, it gives them the opportunity for self-realization and self-affirmation. The center’s employees need to find a “field” for their students to apply their efforts. It is difficult for a child to solve this problem independently. It is important for social educators of the center, in collaboration with colleagues from other institutions, to mobilize the resources of out-of-school institutions, the base of extracurricular activities of schools, and the capabilities of the center itself in order to involve children in diverse activities of interest. Educational activities, in which he is not sufficiently successful, does not give him grounds for activity and self-affirmation, due to which he most often resorts to negative forms of self-realization.

In the conditions of a rehabilitation center, it is necessary to reorient the student’s activity, switch his strength and attention from negative forms of self-realization to positive ones. Therefore, it is so important to develop in every possible way the social activities of schoolchildren and to manage them pedagogically. In order for such an activity to contribute to the development of adolescents, it must meet a number of requirements: be feasible (so as not to discourage or discourage the desire to participate in it); be distinguished by attractiveness, which is ensured by novelty, tangible results, the approval of others or the special role of the child in its implementation; open up opportunities for student self-expression and manifestation of his individuality.

It should be noted that there are a number of scientifically developed ways to improve the educational process, using which you can avoid many difficulties in the perception of educational material by primary schoolchildren.

School life a serious test for most children. This is a large team, demands and daily responsibilities. The peculiarity of the psychology of a junior schoolchild is that he is still little aware of his experiences and is not always able to understand the reasons that cause them. A child most often responds to difficulties at school with emotional reactions - anger, fear, resentment.

2.2. Generalization of the experience of teachers working in a rehabilitation center in optimizing the process of social and personal development

Life confronts the theory and practice of education and upbringing, in addition to the traditional questions of what and how to teach in modern conditions, a priority problem: how to form a person who would meet the requirements of society at the current stage of historical development. That is why today we turn to the child’s personality and analysis of the processes influencing its formation.

Parents and teachers are more concerned than ever about what needs to be done to ensure that the child entering this world becomes confident, happy, smart, kind and successful, able to communicate with the people around him. To teach a child to communicate, you need a lot of patience, love and desire to help him understand complex world relationships with peers and adults. Social development This is a process during which a child learns the values, traditions, and culture of the society where he will live with other people, taking into account their interests, rules and norms of behavior. He accepts age-appropriate behavior norms in a peer group, learns effective ways to get out of difficult situations, explores the boundaries of what is permitted, solves his emotional problems, learns to influence others, has fun, gets to know the world, himself and others.

In this regard, the problem of social and personal development the development of a child in interaction with the world around him has always been and now remains particularly relevant at this modern stage.

The concept of modernization of Russian education emphasizes: “The most important tasks of education are the formation of spirituality and culture, initiative, independence, tolerance, and the ability for successful socialization in society.”

Being a priority in social work, the personal development of children is today being elevated to the rank of strategic directions for the renewal of Russian education.

Teachers of the rehabilitation center believe that social and personal development proceeds better in extracurricular activities, which are considered in accordance with the Federal State Educational Standard for Primary general education, as an important and integral part of the education process for school-age children.

The strategy for educating students in the context of the implementation of the Federal State Educational Standard assumes the achievement of results in the social and personal development of schoolchildren both in the classroom and in extracurricular activities primarily through the implementation of the spiritual - moral development and health education as one of the mechanisms for integrating general and additional education.

Extracurricular activities mean educational activities, carried out in forms other than classroom lessons and aimed at achieving the results of mastering the main educational program.Extracurricular activities combines all, except educational, types of activities of schoolchildren in which it is possible and appropriate to solve the problems of their upbringing and socialization.

Extracurricular activities in elementary school allow us to solve a number of very important problems:

• ensure favorable adaptation of the child at school;
• optimize students' workload;
• improve conditions for child development;
• take into account the individual characteristics of students.

School after school is a world of creativity, manifestation and disclosure by each child of his interests, his hobbies, his “I”. After all, the main thing is that here the child makes a choice, freely expresses his will, and reveals himself as a person. Very often, courses and events within the framework of extracurricular activities become a launching pad for the realization of the internal potential of students in institutions of additional education: musical, sports, artistic, intellectual.

As part of extracurricular activities, five areas are implemented:

Sports and recreation ( sport sections, hiking, outdoor games, intra-school sports competitions, holding health talks, using physical education in lessons. minutes);

General cultural (organization of excursions, exhibitions of creative works, conducting thematic classes on aesthetics appearance, culture of behavior and speech, work of an art studio, dance club, theater studio);

General intellectual (subject weeks, library lessons, conferences, competitions, development of projects for lessons);

- spiritual and moral(meetings with WWII veterans, exhibitions of drawings, designing newspapers about military and labor glory, providing assistance to WWII and labor veterans, patriotic song festivals, writing a chronicle native land);

Social activities (carrying out cleanup days, growing indoor flowers, working in the school garden).

The following hours of extracurricular activities were organized: “The ABC of Morality”, “The ABC of Health”, “Speech Lessons”, “Young Patriot”, “Fun Mathematics”, “Me and the World of Professions”, “Entertaining Grammar”, the “World of Colors” circle and "Entertainers".

Expected outcomes for the implementation of the after-school activity plan in elementary school include:

Introduction of effective forms of organizing recreation, employment and health improvement for children;

Improving psychological and social comfort in a single educational space;

Development of creative activity;

Health promotion;

- the spiritual and moral acquisition of a child through his participation in one or another type of activity.

All types of extracurricular activities of students at the level of primary general education are focused on educational results.

Conclusion for the second chapter:

One of the main goals of social and personal development is adaptation, adaptation of a person, the development of appropriate skills necessary for further independent life.

Skill building correct behavior is carried out through lessons in the culture of behavior, classes in aesthetics, in the process of individual work with each child, as well as through solving situational problems. This is a long-term, continuous process, which at the end of the rehabilitation period for a particular child gives tangible results.

Having summarized the experience of teachers at the rehabilitation center, we came to the conclusion that the effective development and education of junior schoolchildren is facilitated by productive systematic cooperation between students and teachers, which leads to timely and favorable adaptation, relatively quick establishment of contacts, optimistic perception of different people, relieves social anxiety, increases status child in society, provides higher personal and meta-subject results, the quality of which depends on each of the participants in the pedagogical process.

CONCLUSION

In the course of writing the course work, we accomplished our goal, which was to study the features of the social and personal development of junior schoolchildren brought up in a rehabilitation center.

In order to achieve this goal, the features of social personal development, their role in the activities of teachers and students were considered, and the literature was analyzed, which examined the problems of social personal development of children of primary school age.

The objectives were achieved:

1. To study the main theoretical approaches to the characteristics of the social and personal development of children of primary school age in the psychological and pedagogical literature.

2. To study the age-related characteristics of the process of social and personal development in primary school age and the factors influencing the social and personal development of a primary school student.

3. To study the experience of teachers working in a rehabilitation center in optimizing the process of social and personal development.

We saw that children of primary school age (as well as preschoolers) are gradually included in the experience of real social relations and have a huge desire to accumulate impressions, a desire to navigate life and assert themselves. The child's attention is directed to the world, its active cognition, aesthetic and ethical assessment. Younger schoolchildren are able to appreciate and appreciate moral qualities in another person, especially kindness, caring, attention and interest in oneself.

Thus, creating conditions for increasing the effectiveness of a child’s interaction with peers helps strengthen the child’s confidence in himself and in his abilities to communicate with other people. Social competence has age dynamics and age specificity. The formation of components of social competence depends on age-related patterns of development, leading needs (motives) and tasks of the age period, therefore it is necessary to take into account:

Psychological characteristics this age category of students;

Features of the formation of communication skills and socialization of certain personality types;

Individual pace of development;

The structure of the child’s communication abilities, in particular: the presence of both positive and negative communication experiences; the presence or absence of motivation to communicate (social or communicative maturity);

The ability to rely on knowledge and skills developed in the process of studying other subjects (Russian language, literature, rhetoric, history, etc.).

BIBLIOGRAPHY

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Processes taking place in society often have a negative impact on minors. They affect the spiritual life of Russian society, increase the development of negative social problems of minors, and also reduce their immunity to the effects of criminal factors that stimulate child homelessness, neglect, and social orphanhood.

Support and specialized assistance to minors, the bulk of whom are homeless, the so-called “ social orphans"and resolution of their problems is effectively carried out on the basis of specialized rehabilitation centers. What is characteristic of such centers is that they are called upon to play the role of an emergency response mechanism to the current critical situation in a child’s life.

Children entering a rehabilitation center, as a rule, come from dysfunctional families; they live only in the present, they lack clear ideas about their future and have little understanding of the possibilities of self-realization. Most of them have suffered psychological trauma, have problems in education, communication, and have a high level of anxiety and aggressiveness. It is clear that each of these children has their own life situation, their own pain. When entering a rehabilitation center, a minor goes through an adaptation process, i.e. adaptation to new conditions of the living environment.

E.I. Kholostova understands social adaptation as the process of an individual’s adaptation to the conditions of the social environment; type of interaction between an individual or a social group and the social environment. Thus, social adaptation in the broad sense of the word means consonance, harmony, and consistency of a person with the outside world. A socially adapted person is able to perform the necessary social roles and functions in the living environment.

The characteristics of minors who end up in a rehabilitation center show how far they are from such a state and how abnormal their past life was, since the value guidelines of such children differ significantly from the value guidelines of children living in prosperous families.

In the Rehabilitation Center, pupils are offered different living conditions, a different system of relationships with society, compared to what they are used to, and other moral guidelines in life. It is clear that minors with unstable psyche who do not have social and everyday skills, in a system of values ​​that has been changed for them and negative experiences of communicating with people, cannot adapt to normal life, are not able to immediately master the system of requirements and norms on the basis of which life in the Center is built.

The most important social and pedagogical task of the Center is to give the pupil a new living environment, new impressions, to provide him with maximum support in the process of mastering a new life, different from everything he has experienced so far. The main concern is that within the walls of the Center there is something that best satisfies the interests of children and helps them develop socially significant needs. When working with such children, it is necessary to help them heal their wounds, discover the source of energy and love within them, and make each student strong and kind.

The organization of correctional and rehabilitation activities in the social rehabilitation center is carried out comprehensively. The institution’s team of specialists is faced with the task of not only helping the child adapt to a new environment, but also organizing the life of the pupils in such a way that they feel socially protected and psychologically prepared for further life in society.

Social and pedagogical work with pupils of the rehabilitation center includes: identifying the potential of each child; identifying the most important areas of social and pedagogical work with him; ensuring an individual approach to the organization and implementation of rehabilitation measures; phasing in socio-pedagogical activities; continuity in social and pedagogical activities and ensuring complexity in the impact on each student.

Direct social and pedagogical work with a child at the Center is based on the following main stages:

diagnostic (adaptive)- this is the collection of information: getting to know the child, the family, the social environment and living conditions of the child, examination and social diagnosis of the physical and mental state. At this stage, the child adapts to the institution and a sense of security is formed. The work of specialists is to ensure that the child has the feeling that he will be understood and protected here.

Work is also underway to recreate the social status of the child and his family: assistance is provided in preparing documents, receiving benefits, establishing the identity of the pupil, and finding his relatives;

• analytical- analysis of the collected information about the child, identification of his capabilities, differentiation of problems and needs, determination of prospects for social and pedagogical work with a minor;
• forecast- development of an individual work program. An individual program of social and pedagogical work is created on the basis of a comprehensive study of the child by the center’s staff: doctors, educators, teachers, social educators, specialists in social and pedagogical work, etc. The program reflects generalized information about the teenager, containing the following information: the state of physical and mental health, availability of sanitary, hygienic and household skills; degree of general education; the degree of a teenager’s relationships with adults, peers, himself, knowledge, work, play, etc. ;
• practical(implementation) - implementation of individual social and pedagogical work. At this stage, the problems of socialization of children are overcome; this is achieved by special measures related to psychological and pedagogical support in the process of learning and upbringing. During educational work there is a labor, moral, aesthetic impact on the child.

The educational process in the center is carried out taking into account age characteristics and taking into account the uniqueness of pupils, with an individual and differentiated approach.

Social education is purposeful educational activity ( targeted education) a specific person (a certain category of people) in certain socio-cultural conditions, focused on the social formation of everyone’s personality, its assimilation of the corresponding culture of self-manifestation and self-realization necessary for him in life.

There are several typical problems that hinder or slow down the process of socialization of orphans and children left without parental care:

• 1. Lack of qualified specialists in rehabilitation centers. Unfortunately, it is necessary to state the fact that in our country specialists are not trained to work in conditions of a specific type of children's institutions.
• 2. The short-term period of stay of minors (on average up to 6 months) in a rehabilitation center, which makes it difficult for them to develop stable, necessary skills for effective functioning in society.
• 3. In the rehabilitation center, the living hours are strictly regulated (when to get up, eat, study, sleep, play, walk, etc.), which does not allow taking into account the individual characteristics of the child. The living conditions of a minor in the center do not give him the opportunity to independently regulate the rhythm and frequency of contacts with the environment in accordance with the dynamics of his own needs.
• 4. The organization of life in the center gives the minor clearly defined social and role positions (pupil). In the center, both the very set of these roles, given from the outside, and the variability of actions within these roles are limited, as a result of which the child loses his individuality in self-expression.
• 5. Strict regulation and limited social contacts make it impossible for minors to assimilate the entire range of social-role relations, as a result of which the child develops a special role position - the position of an orphan, which leads to the formation of dependency.
• 6. Concentration in one place of a large mass of difficult minors with the same type of social pathology, which creates the preconditions for the exchange of negative life experiences, deprives them of an example of positive behavior and the possibility of contact with ordinary children.

The above allows us to assert that the success of social and pedagogical activities in overcoming difficulties in the education of minors prone to deviant behavior requires variability, taking into account the uniqueness of both individual groups of pupils and each of them located in a rehabilitation center. This fact dictates the need for teachers of the rehabilitation center to constantly and comprehensively study the uniqueness of each pupil, the dynamics of his changes in the process of socio-pedagogical work with him, and on the basis of this knowledge, predict and ensure the implementation of further educational activities.

In the process of social and pedagogical work with students, we strive to create conditions for children to choose forms and roles of participation in the life of the center. Special attention requires the organization of the personal space of each minor, when the pupil can retire and create his own personal space. It is important to ensure an individual pace and mode of living, to provide the opportunity to independently regulate the rhythm and frequency of contacts with the environment in accordance with the needs of the child, to follow the child, maintaining his boundaries. The organization of life activity should be based on the “do it yourself” principle. And the task of the rehabilitation center is to determine the priority direction in educational activities, subject to the modernization of the entire educational system.

Literature:

• 1. Kholostova, E.I. Theory social work: textbook. - M.: Jurist, 1999.
• 2. Rotovskaya, I.B., Chetvergova, L.P. Methodology individual programs social rehabilitation of minors in the conditions of a social rehabilitation center // Bulletin of psycho-social and correctional rehabilitation work. - 2000. - No. 1. - P. 22.
• 3. Mardakhaev, L.V. Social pedagogy: textbook. - M.: Publishing house. RGSU 2013.
• 4. Shakurova, M.V. Methods and technology of work of a social teacher: textbook, manual. for students higher student, head - M.: Publishing house. Center "Academy", 2008.
• 5. Zaretsky, V.K., Smirnova, N.S., Zaretsky, Yu.V., Evlashkina, N.M., Kholmogorova, A.B. Three main problems of a teenager with deviant behavior. Why do they arise? How to help? - M.: Forum, 2016.
• 6. Kazanskaya, V. Adolescent: social: a book for psychologists, teachers and parents - St. Petersburg: Peter, 2011.

E.N. Mizgulina,

1st year master's student, part-time course of study, direction of training "Psychological and pedagogical", RGSU

OSGBUSOSZN "Regional Social Rehabilitation Center for Minors"

Generalization of experience on the topic:

Formation of communication skills in children in a social rehabilitation center

Educational psychologist

Methodical department

Alekseeva T.A.

Generalization of work experience

on the development of communication skills in children of primary school age in a social rehabilitation center for minors

The instability of the socio-economic and political situation in the country, the deterioration of living conditions, the decline of moral principles, social tension, disruption of the structure and functions of the family - all these factors influence the increase in the number of children with deviant behavior, children left without parental care, “social” orphans.Lay the foundations of a holistic, harmoniously developed personality - the main task any institution working with children. One of the main ones comes to the fore is the problem of communication, its role in the formation of personality. Personality begins to form from birth as a result of communication with close adults. A child’s introduction to social norms and rules of behavior occurs through social institutions such as family, education, culture and religion. Family influence has a predominant influence on the child's subsequent participation in society. It is in the family that the child acquires basic social knowledge and acquires certain values ​​that he needs in later life. However, the crisis in family life modern Russia lead to the fact that children become victims of socialization and end up in social institutions. The children who arrived at the shelter experienced many shocks in their short lives: parental indifference and cruel treatment, fights, bullying. Children have not developed basic behavioral skills. Normal social connections are destroyed or distorted, there is no need for cognition, communication, or play. Thus, if a child does not receive proper upbringing in the family, then introduce him to the world of adult society, teach him to live according to general laws necessary for us, teachers and educators.

To provide assistance to children who find themselves in difficult life situations, a network of social rehabilitation institutions for minors has been created in the Belgorod region, which includes 14 social rehabilitation centers for minors.

OSGBUSOSZN “Regional Social Rehabilitation Center for Minors” was opened in 1999 in the city of Belgorod, the main objectives of the Center are: prevention of neglect of minors, comprehensive rehabilitation of families and children who find themselves in difficult life situations, correction of social and pedagogical rehabilitation.

I work as a teacher-psychologist at the Regional Social Rehabilitation Center in a group of junior schoolchildren boys. My direction correctional work is the development of communication skills.

Primary school age is the most important and difficult in the formation of communication. L.S. Vygotsky believed that a child, during the transition from preschool to school age, changes very sharply and becomes more difficult in educational terms than before. This is a kind of transitional stage - the child is no longer a preschooler and not yet a schoolchild. According to L.S. Vygotsky’s seven-year-old child is distinguished, first of all, by the loss of childish spontaneity. When a preschooler enters a crisis, the most inexperienced observer will notice that the child suddenly loses his naivety and spontaneity: in behavior, in relationships with others, he becomes not as understandable in all manifestations as he was before. The child begins to behave, be capricious, and walk differently than he walked before. Something deliberate, absurd and artificial appears in the behavior, some kind of fidgeting, clowning, clowning: the child pretends to be a buffoon.

Vygotsky believed that speech as a means of communication leads to the fact that we have to name and associate our internal states with words. Connection with words never means the formation of a simple associative connection, but always means generalization.

At the age of 7, we are dealing with the beginning of the emergence of such a structure of experiences, when the child begins to understand what it means “I am happy,” “I am sad,” “I am angry,” “I am kind,” i.e. he develops a meaningful orientation in his own experiences.

Experiences acquire meaning, thanks to this the child develops new relationships with himself that were impossible before the generalization of experiences.
At the age of 7, a generalization of a single experience of communication associated with attitude appears, primarily on the part of adults. The dynamics of how a child experiences a seven-year-old crisis depends on the quality and richness of this experience.

According to D.B. Elkonin, first of all, we need to pay attention to the emergence of voluntary behavior - how does the child play, does he obey the rule, does he take on roles? The transformation of a rule into an internal authority of behavior is an important sign of readiness. D.B. Elkonin said: “The readiness of a child for schooling presupposes the “incorporation” of a social rule, but a special system for the formation of internal rules in the modern system preschool education not provided" .
As V.V. writes Davydov, primary school age is a special period in a child’s life.

Children in social rehabilitation institutions have difficulties communicating with both adults and children and developing communication skills. Most children have difficulty making contact with peers and adults, and their communicative activities are limited. In children, the process of formation of the “I-concept” is distorted. The emergence of aggressive reactions is facilitated by defects in the formation of self-identity: instability, confusion, inconsistency and uncertainty of the “I-concept”, which gives rise to a constant experience of deep emotional discomfort. Children often experience a lack of social recognition of their own worth from others, which impedes the normal development of their personality.

For this purpose, I organized a study of the communicative sphere of communication among junior schoolchildren.

The study of children included the identification of the following indicators: status position, level of well-being of relationships, sociometric status, level of development of communication skills, coefficient of reciprocity, criteria for choosing partners for communication.

The study was conducted at a regional rehabilitation center. 7 children of primary school age took part in the study. The study of children included the identification of the following indicators: status position, level of well-being of relationships, sociometric status, level of development of communication skills, coefficient of reciprocity, criteria for choosing partners for communication. In accordance with the goals set in the work, I used a group of methods. It seemed to me most appropriate to use the following diagnostic methods:

1. Conversation with teachers using the questionnaire “Peculiarities of communication and relationships of a child with peers” (based on developed questions) in order to identify the causes of difficulties in communicating with peers and confirm the results obtained in the sociometric experiment.

The questionnaire includes questions selected on the basis of data presented in the psychological scientific literature (T.A. Repina, R.B. Sterkina, 1990; A.A. Royak, 1988) and addresses both personal characteristics that lead to conflicts and operational and motivational aspects (Appendix 1).

Based on the results of the survey, brief characteristics were compiled for the study group of children experiencing communication difficulties.

2. Observation method. Observation carried out in natural conditions without intervention in the situation, it was systematic but selective. I paid attention to the actions, speech statements and emotional reactions of children, that is, those indicators that make it possible to determine the lack of communication or conflict in the behavior of children, as well as the development of operational and motivational skills.

The results were recorded during the observation process. I tried to be as objective as possible, so as not to distort real events, characterizing the natural behavior of individual children in joint play activities.

The data obtained during the observation were analyzed in accordance with the criteria proposed by T.A. Repina to study children's communication.

The following techniques were also used: Luscher color test, “Birthday” technique

The results of drawing tests showed the following: children have a high level of aggression, an average level of aggression, and a low level of aggression.

An analysis of the diagnostic results showed that the presence of aggressive behavior is present in the life of every child. But some aggressive behavior is of a passive-protective nature, while in others it is active and pronounced.

A child can acquire adaptive, conflict-free behavior skills only through active communication. Therefore, it is important to create opportunities for him to develop these skills in an environment specially organized for this. To do this, it is necessary to carry out corrective work with the child.

At the second stage of my research, psychocorrectional work was carried out. I have developed a correctional cycle that includes 30 communication classes. The cycle included four sections: “I’m growing up, I’m growing!”, “Our group”, “The world of communication”, “Confidence”.

The first section is devoted to the development of children’s self-awareness, self-awareness as they grow up, age-related changes. Classes are also aimed at developing positive thinking, self-acceptance and developing skills of self-organization and independence.

The second section contains classes on the development of group cohesion, the development of skills in joint activities, and friendly relationships.

“The World of Communication” is aimed at developing competence, developing the emotional sphere, and the ability to focus on one’s emotional state.

The fourth section contains activities aimed at developing a sense of self-confidence, strength, self-acceptance and self-esteem.

For the effectiveness of rehabilitation work, the following communicative games were used: “Change Places”, “Cheerful Centipede”, “Forest Brothers”, “Hands get to know each other, hands quarrel, hands make peace,” « Reconciliation rug”, “Compliments”, “Find a match”, “Share with me”, “Wish”, “Guess who it is”, “Tender name”, “Let’s hold hands, friends”, “Drawing on the back”, “ We say hello without words."

It should be noted that the effectiveness of correction is most often achieved in the process of collective games, in a group and with a group of peers. A child can acquire adaptive, conflict-free behavior skills only through active communication. Therefore, it is important to create an opportunity for him to practice these skills in an environment specially organized for this. A group is the most suitable environment for full-fledged play with peers and adults; the game, in turn, leads to the normalization of social relations and the resolution of external conflicts.

All this creates a favorable background for resolving internal conflicts.

The third stage is a control experiment. It included the Luscher Color Test, the “Birthday” technique and a survey of teachers.

After analyzing the results obtained and comparing them with the available data from the primary diagnosis, we can draw conclusions about the emerging positive changes. Thus, there was an expansion of the children’s social circle and an improvement in the status of children. These results indicate the effectiveness of the correctional work aimed at developing the communication skills of children of primary school age.

Primary school age is a period of positive changes and transformations. If at this age a child does not feel the joy of learning, does not learn to make friends, does not gain confidence in himself, his abilities and capabilities, doing this in the future (outside the sensitive period) will be much more difficult and will require immeasurably higher mental and physical costs.

Alekseeva Tatyana Anatolyevna – educational psychologist

OSGBUSOSZN "Regional Social Rehabilitation

center for minors."

SMOLENSK REGIONAL STATE BUDGET INSTITUTION

"SYCHYOVSKY SOCIAL REHABILITATION CENTER FOR

MINORS "FRIENDSHIP"

Report at the Methodological Council

“Development of social skills in children in conditions

social rehabilitation center"

Educator: Sirotkina T.S.

Sychevka, 2016

Development of social skills in children in conditions

social rehabilitation center

The process of teaching and upbringing, aimed at shaping the child’s personality and correcting developmental deficiencies, ultimately creates the prerequisites for the social adaptation of children.

Social adaptation, i.e. active adaptation to the conditions of the social environment through the assimilation and acceptance of goals, values, norms, rules and modes of behavior accepted in society is a universal basis for the personal and social well-being of any person.

Each child must be helped to gain the greatest possible independence in meeting the basic needs of life and to master the necessary skills to care for and fulfill them.

The lack of social experience and insufficient preparedness of children entering the Druzhba Regional State Budgetary Educational Institution has a significant impact on the nature of adaptation in new conditions. This is manifested in the inability to establish personal contacts with peers and staff, in negative attitude to participation in labor processes, in uncertainty and ignorance of how to behave in a given life situation.

In SOGBU SRCN “Friendship” the entire process of training and education should be aimed at ensuring the social adaptation of the child into society.

Each of us knows that people go through steps in life: up or, unfortunately, sometimes down. And we must do everything to ensure that our students walk the ladder of success and not failure. After all, only those who are successful are happy. In order for a person to learn something in life, a certain amount of experience is necessary. Therefore, in order to successfully integrate into society, our children need to be presented with life situations that they will have to face and make decisions.

Our center for children living in it is the main model social world, and how the upbringing process is structured depends on how children acquire social experience, the foundations of human relationships, and the skills to ensure their personal life and activities.

The activities of students at the SOGBU SRCN “Friendship” are manifested in studies, in various forms labor activity, in organizing your free time, in behavior in in public places, as well as the ability to apply cultural, hygienic and self-service skills.

The problem of socialization of our children is particularly complex. To become familiar with social values ​​and norms, it is necessary to work in the following areas.

1. Social and everyday orientation.

During the classes, children are given a certain system of knowledge and social and everyday skills begin to be formed, during which students in everyday practical life repeat, consolidate and expand the knowledge acquired during the educational process, automate existing skills and organize useful habits and standards of behavior in children , evaluative attitude to various life situations.

I use the following forms of teaching social and everyday orientation: subject-based practical classes, excursions, plot-based role-playing games, conversations, didactic games, modeling of real situations, works fiction.

The main support in mastering any cognitive material is visual teaching aids.

In classes on social and everyday orientation, I use various types of visual aids: natural objects (for example, clothing, dishes, food); real objects (for example, the center premises); toys, images (subject, subject); practical demonstration of actions.

It is necessary to actively use the method of modeling real situations, that is, recreating certain everyday situations that people face in real life. Simulation of real situations should be used in the study of many topics, for example: “Dating”, “Behavior in public places”, “Purchasing” and so on. The plots of the situations are taken from real life, but always in accordance with the level of knowledge, experience of children and their capabilities.

The method of simulating real situations is not only one of the most effective, but also the most difficult teaching method. Difficulties arise due to the inability of children to act as actors, their lack of self-confidence, the inability of children to independently think through and analyze the situation, due to their emotional and behavioral characteristics. In addition, it is difficult for a child to understand and correctly assess the need for certain actions or actions the first time. That is why it is necessary to consistently train children to participate in a simulated situation.

2. Labor skills.

When developing labor skills and abilities, the daily practical activities of children are especially important, which should be organized in the following forms: assignments, duty, collective activities.

The task of educators is to teach children to agree among themselves about who will do what. This teaches each child to be responsible for the assigned task, not only when he does his work alone, but also when he works in a team. An important point is the report of the duty officers on the duty performed.

When working with children, it is advisable to use such a method of collective activity as joint-individual: each child, although working simultaneously with others, does not experience any dependence on them. For example, putting your bedside tables, clothing shelves, etc. in order, which allows each child to act at an individual pace - this is especially important at the stage of mastering a skill. In turn, we will be able to take into account the individual needs of each child: one needs additional demonstration, another needs physical assistance (hand in hand), the third needs a hint, reminder, leading questions, the fourth needs support to act more confidently.

To maintain the cleanliness of the group, we, together with the children, establish alternate duty, thereby giving the pupils the opportunity to master the techniques of caring for their home, creating and maintaining order, creating comfort, and mastering the skills of using household appliances.

The knowledge and initial skills formed in the classroom require repeated, regular, systematic reinforcement in everyday activities in order to be consolidated and firmly assimilated.

Upon completion of studying a certain topic, it is advisable to conduct classes with the children, but in the form of a competition, quiz, or celebration.

3. A large place in the formation of social and everyday knowledge and skills is given toexcursions.

Their value lies in the fact that children, in real, natural conditions, observe the objects of the surrounding world, clarify and expand their ideas about them, consolidate the knowledge and skills developed in classes, role-playing games, learn to communicate with strangers, i.e. . During the excursions, the social experience of children is formed and enriched.

4. Social behavior skill.

This skill must be developed by demonstrating a positive action with a preliminary and incidental explanation of its meaning. To do this, demonstrate some situation, taking on the social role that you want to teach children (for example, a buyer in a store). Then, together with the children, a situation is played out, during which the help from the adult gradually decreases, and the children’s independence increases. When playing out a situation, it is necessary to guide the children and ensure that they correctly convey the sequence of actions and pronounce the phrases correctly.

By playing out various stories, children thereby gain certain ideas, knowledge, practical experience of behavior in various life situations and communication with people around them.

5. Development of emotional background.

In the classroom, it is important to use small, interesting, emotionally vivid works of fiction that are accessible to children (for a deeper understanding of actions, actions and relationships to things and between people). The emotional factor is one of the main factors in the development of children of any age. Emotionally colored material that penetrates the child’s soul is firmly imprinted in his memory.

Thus, the system of educational work in our center should be a purposeful organization of children’s activities to acquire the social and everyday knowledge and skills necessary for them in life.

During classes, students gain knowledge about various spheres of human life and activity, acquire practical skills that allow them to successfully adapt to the social environment.