Theoretical and scientific-methodological foundations for optimizing the social development of preschool children in the conditions of an orphanage Shakhmanova, Aishat Shikhakhmedovna. Provisions for defense

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Shakhmanova, Aishat Shikhakhmedovna. Theoretical and scientific-methodological foundations of optimization social development children preschool age in an orphanage: dissertation... Doctor of Pedagogical Sciences: 13.00.01 / Shakhmanova Aishat Shakhakhmedovna; [Place of defense: Moscow City Pedagogical University]. - Moscow, 2012. - 430 pp.: ill. RSL OD, 71 13-13/119

Introduction to the work

The relevance of research

We present the relevance of the research problem in three directions: social conditionality, theoretical significance, practical feasibility.

Social conditioning of the problem.

Childhood is the most important stage in the development of personality. It has
enduring significance, on the one hand, as the foundation that determines
the main trends in further development, on the other hand, a valuable period in itself,
giving the child a unique life experience that is difficult to replenish
other age stages. All children of the Earth have the right to a prosperous
childhood. And this right is legally enshrined in the basic

international documents and legal instruments, such as the Declaration and Convention on the Rights of Children, adopted by the vast majority of countries in the world. However, in practice, not all children have the opportunity to realize this right. Orphans and children without parental care are in a particularly vulnerable situation.

The problem of orphanhood has acquired particular relevance in Russia, where currently, according to the Ministry of Education and Science, over 760 thousand people are being raised without parental care (excluding street children), and according to independent experts, their number reaches 1 million. About 260 thousand orphans and children left without parental care permanently live in orphanages, shelters, children's homes and boarding schools. Against the backdrop of a general decline in the country's child population, today every hundredth child in Russia lives in a state orphanage.

Currently, the problem of orphanhood is one of the priority government problems. The country has created a regulatory and legal framework aimed at protecting the interests of this category of students. There are 19 different departments looking after orphans. Significant material resources are allocated for their maintenance. According to the Commissioner of the President of the Russian Federation for Children's Rights P. Astakhov, from 350 thousand to 2 million rubles per year are allocated for the maintenance of one child in an orphanage (depending on the region). However, despite the constant attention of the state to this problem, it is not possible to radically resolve the situation.

Every year, about 20,000 orphans leave orphanages, the vast majority of them (90%) cannot adequately socialize in society, joining the ranks of asocial individuals (criminals, alcoholics and drug addicts, suicides, etc.).

Thus, a contradiction arises between the interest of the state and society in socially adapted, active, creative, law-abiding citizens, the colossal material and spiritual costs of their upbringing and the impossibility of the existing system of charity for orphans and children left without parental care to provide a solution to this problem . In addition, the situation is aggravated by the fact that behind the dry statistics of ill-being among graduates of orphanages there are crippled human destinies.

The main reason hindering the solution of this problem, in our opinion, is the lack of a coordinated, well-thought-out, scientifically based strategy for solving the problem of orphanhood, combining social and psychological-pedagogical aspects and aimed at providing every child with the opportunity to realize their right to a prosperous childhood and successful socialization in society, a strategy built on taking into account the developmental characteristics of this category of children and creating optimal conditions for their personal development.

Currently, the state system of education of orphans and children left without parental care that has developed in Russia includes orphanages (252); orphanages (615); orphanages (1850); boarding schools for orphans (330); social rehabilitation centers for orphans (705); adoption, guardianship, patronage, etc. Existence different forms Charities for this category of pupils are undoubtedly a positive trend, since they better satisfy the needs of different groups of children. However, recently, attempts have been made to close orphanages and “distribute” children to families for adoption. The idea is positive, but unrealistic to implement. And practice has shown the inconsistency and incorrectness of such a decision: about 70% of families (parents) refuse adoption; some children, due to their characteristics, will never be desirable for an adoptive family; Some children cannot be offered for adoption (for example, a special category of sick children, children whose parents have not been deprived of parental rights, etc.). This attempt not only did not solve the problem, but harmed the mental state of the children and adoptive parents. Children re-experienced the stress of being deprived of their family, they were abandoned again, they again fell into the category of being unnecessary to adults, and adults saw their inability to fulfill the role of parents, and this traumatic situation also could not help but affect their mental state. All this only made the situation worse.

orphanages, boarding schools). And even if the number of children in orphanages decreases, we still cannot abandon them. It is necessary to develop a scientifically based concept for optimizing the existing system of orphanages and boarding schools, reorienting them to take into account the characteristics of personal development and the current needs of orphans and children without parental care.

The theoretical need to study the problem is due to a number of reasons:

1. Insufficient development of the theoretical and methodological foundations of the social development of the personality of an orphan in an orphanage at the initial stages of development (preschool childhood). Despite the fact that at the research level the problem of the social development of an orphan in an orphanage was raised, it was solved in relation to school-age children, or, when it concerned preschoolers, it was considered independently of the analysis of the experience of their previous life and therefore could not have a serious impact. influence on changes in the level of social development of children in special situations.

It should be noted that orphans are a very heterogeneous
a contingent that unites different categories of students: orphans (4%),
having experience of life in a normal family, whose parents died, and
social orphans (96%), whose parents are alive, but for different reasons
(are in prison, deprived of parental rights, etc.) not
are raising their children. Social orphans, in turn,
unite children - children from orphanages, abandoned
parents in the first days and weeks of life and never knew who she was
Mother; children who have experience of living in dysfunctional family and caught in
an orphanage as a result of deprivation of their parents' parental rights; children-
street children, having experience of life “on the street” (stations, markets,
basements, etc.). Each of these subgroups is characterized
specific developmental features, but they all have common
features, such as: health problems (both physical and
mental); intellectual retardation, manifested in
limited horizons, underdevelopment of mental cognitive

processes; lack of skills in educational activities; problems of psycho-emotional development, socialization, etc. The social development of each of these categories follows a special path, conditioned (among other reasons) by the experience of life before the child enters the orphanage and requires taking into account these features in educational process orphanage. These objective features present a certain difficulty specifically in the social development of the child, in how he enters (and will enter) the social world and requires mandatory consideration when organizing educational work with this group of pupils. There is a need for a deep theoretical analysis of the consequences of the child’s previous experience in the orphanage on his development and the development of directions for correcting these consequences. Requires

developing a conceptual justification for the goals, objectives and content of work with children in this area.

2. An orphanage is a traditionally established form of charity for orphans. Currently, orphanages are organized according to the type of activities of ordinary educational institutions for children from the family, but with round-the-clock stay of pupils. The main emphasis is on the implementation of the educational function. Such an organization does not contribute to the full development of an orphan child. After all, a child who is a pupil of a regular educational institution after kindergarten or school, he will return home, where he can fulfill his need for emotional and personal communication, but an orphan in an orphanage is deprived of such an opportunity. Without the realization of this basic need (for love, emotional intimacy, understanding), full development of the individual is impossible. Currently, in orphanages this particular need of children is not adequately met. This situation is due to the theoretical and methodological underdevelopment of the model pedagogical process orphanage, interaction with adults, peers and the world around, which would best meet the realization of all the basic needs of an orphan, including the need for emotional and personal communication, love, acceptance and understanding. Hence it is obvious that it is necessary to develop a general strategy for organizing the life, upbringing and education of preschool children who are in special conditions of an orphanage, to determine the principles that should be the basis for constructing the pedagogical process, to answer the question: what form of organization should the institution be? for the education of orphans of preschool age, as well as scientific and methodological support for the process of education in orphanages.

3. Restructuring the orphanage as an educational institution requires changing approaches to personnel training. Currently, the professional activities of teachers in orphanages are based on the type of activities of teachers in regular educational institutions for children from families (there are not even qualification characteristics for this category of specialists). It is necessary to reconsider the role of the orphanage teacher, his functional responsibilities, which should be focused not only on performing educational functions (training and upbringing), as is done now, but on compensating, as far as possible, for the child’s absent parents, organizing various forms of emotional and personal communication with them, etc. Today in the system vocational education there are no educational institutions providing such training.

optimal opportunities for improving the professional competence of orphanage specialists (it is necessary to develop the content of advanced training courses, theoretical seminars, training groups in orphanages, etc.), which are sorely lacking today. A very important aspect of the professional training of teachers to work with children in orphanages is targeted work to prevent personal burnout of teachers, who, due to the specifics of their work and constant interaction with such a difficult group of children, are highly susceptible to this phenomenon. It is necessary to conduct a theoretical and methodological study of this phenomenon and develop a system of such work with teachers.

The implementation of this approach is also impossible without scientific and methodological justification and development of a model of professional activity of an orphanage teacher, aimed at training teachers to work in an orphanage.

Practical necessity conducting research on the chosen problem is the need to develop programmatic and methodological support for the social development of preschool children in an orphanage and to develop educational and methodological materials for the specialized training of teachers to work with orphans in universities, colleges, and in the system of advanced training.

Analysis of the state of the problem gives grounds to highlight objective contradictions:

between the orientation of the international community to increase attention to child protection, recognition of adult responsibility for the life and well-being of the younger generation and insecurity real conditions implementation of these requirements;

between the need of society for socially adapted, adequate, moral, creative citizens and the existing system of raising orphans, which does not ensure the fulfillment of this need;

between the social needs of orphans and children without parental care brought up in orphanages and the impossibility of the traditional pedagogical process of an orphanage to satisfy them;

between the need to optimize the process of social development of an orphan child and the level of theoretical and methodological development of the problem in scientific research;

between the enormous importance in the development of personality of the initial stages of formation (early and preschool childhood) and the underestimation of this period at the social level and the level of scientific and theoretical understanding;

between the complexity and specificity of the problems that it is designed to solve

teacher at the orphanage and the lack of a special system

professional training of teaching staff in universities and

colleges.

The need to eliminate these contradictions determined

research problem: “Theoretical and scientific-methodological foundations

optimization of social development of preschool children in

conditions of an orphanage."

Object of study: social development of a preschool child in an orphanage.

Subject of study: conditions for optimizing the process of social development of orphans and children left without parental care in an orphanage.

Target of this research: development and substantiation of the theoretical and scientific-methodological foundations of the process of optimizing the formation of the personality of an orphan child in a preschool orphanage.

Research hypothesis:

The social development of preschool children in an orphanage will take place optimally with a combination of following conditions:

changing the principle of a child’s entry into the social world, based on taking into account the specifics of the social development of an orphan child (severe heredity, upbringing outside the family, etc.) and existing “barriers” to his development, focusing on the individual experience of the child prior to the orphanage and building individual strategies socialization in accordance with it;

scientific development of theoretical and scientific-methodological foundations of the social development of preschool children in orphanages, a holistic concept and model of the social development of an orphan;

restructuring the educational work of the orphanage in a meaningful way (along with the implementation of the entire range of educational functions, the content of education should include such aspects as: psychological harmonization of the personality of an orphan child and the development of his communication skills; expansion of everyday skills; creative personality development; gender role socialization, instilling the foundations of legal culture, etc.), and technological (the open nature of the orphanage; bringing life in the orphanage closer to family life; organization of appropriate educational

spaces of a preschool orphanage; transition from the predominance of frontal forms of work to the priority of emotional and personal communication with children; rejection of excessive regulation of children’s lives and transition to variable planning and implementation of work; a combination of individual and collective forms of work with children; ensuring contacts of preschool children with schoolchildren from the same orphanage and peers outside it) levels.

4. Changing approaches to training personnel to work with orphans, scientific and methodological substantiation of the content and technology of such work in the conditions of professional pedagogical institutions (bachelor's, master's) and in the system of advanced training for teachers, including in this work the prevention of professional burnout of an orphanage teacher with training to overcome it.

Research objectives

First group of tasks is associated with the development of the theoretical foundations of the study:

1. Develop a set of provisions that make up the social
pedagogical foundations for the development and upbringing of children in preschool settings
orphanage;

To identify the main trends and patterns of development and upbringing of children in a preschool orphanage.

To develop a concept and a comprehensive model of the process of raising a child in a preschool orphanage and training personnel to work with children.

Second group of tasks has a content-target and procedural nature:

To substantiate and test the methodology for constructing the pedagogical process of a preschool orphanage;

Develop a professional profile for an orphanage teacher.

3. Develop the content and technology of personnel training for
working with children in an orphanage.

Third group of tasks is of an applied nature:

1. Develop a program for the social development of children,
brought up in a preschool orphanage;

2. Develop the content of master’s training for teachers,
preparing to work with children in an orphanage;

3. Develop a series of special courses for undergraduates on the specifics of development
children and pedagogical work with them in an orphanage;

A Develop a training program and programs

theoretical seminar for teachers of orphanages.

The degree of development of the topic and the theoretical basis of the study

The triune nature of our subject of research - the social development of an orphan child, the pedagogical process of an orphanage and the specifics of training personnel for this type of institution - inevitably determines the differentiation of its components and the analysis of the independence of each of the directions. Of interest to us:

Studies examining various aspects of socialization, adaptation and rehabilitation of children in orphanages (V.M. Brevna, O.V. Brekina, L.A. Vinichenko, I.V. Dubrovina, M.V. Istomina, S.I. Koshman, B. A. Kutan, S.V. Laktionova, V.I. Popov, A.N. Pronina, V. Streltsova, G.N. Shvetsova, etc.); spiritual and moral development of pupils (A.A. Burlakova, I.A. Kalabina, L.P. Sasunova, etc.); issues of gender role development and preparing children for family life (G.I. Plyasova, R.G., N.E. Tatarintseva, etc.); views on modern education of preschool children (A.I. Savenkov, L.A. Paramonova, etc.); problems of psychological harmonization of the personality of an orphan child (L.I. Avdeeva, N.Yu. Velichko, O.I. Herbert, T.G. Lukovenko, V.V. Nevolina, N.K. Radina, S.N. Satysheva and etc.).

Studies that analyze the pedagogical process of orphanages and search for ways to optimize it (D.N. Gribkov, Z.V. Dorogonko, E.N. Drygina, A.B. Zaitsev, N.V. Kononenko, V.V. Komarov, E.Kobrinsky, V.V.Komarov, S.N.Koshman, K.V.Kulakov, S.Y. Martynova, Yu.M.Merzlyakov, L.L.Mityaev, V.V.Mikhailov, N.A. Palieva, L. Razorenova, L. R. Yagudin and

3. Of particular interest to us were studies devoted to

the problem of training specialists to work with orphans (O.V. Anikina, A.A. Vasilyev, T.A. Demidova, V.Yu. Ivanova, E.B. Kirichenko, E.O. Kravchenko, Yu.N. Kuznetsova, I.A. Romanova, L.M. Simkin, S.Ya. Skribinsky and others), in which various aspects of this problem are considered. At the same time, they did not set themselves the task of developing modern concept training of personnel to work with preschool children in an orphanage, substantiation of the features of the professional profile of an orphanage teacher.

opportunities to develop an adequate system of programmatic and methodological
accompaniment. Thirdly, in the cited studies it was done

an attempt, without significantly changing the essence of the education process in an orphanage, to solve local problems, however, such a palliative approach cannot fundamentally change the situation in the work of an orphanage.

Methodological basis of the study constitute - philosophical concepts of personality socialization (A.V. Mudrik, I.S. Kon, V.S. Mukhina, A.V. Petrovsky, etc.); social conditioning of education (K.D. Ushinsky, P.F. Kapterev, P.P. Blonsky, A.S. Makarenko, G.V. Family, etc.); understanding childhood

to the period of maximum disclosure of the child’s potential (L.S. Vygotsky, A.V. Zaporozhets, N.F. Vinogradova, V.T. Kudryavtsev, R.M., Chumicheva, etc.); theory of the activity approach (A.V. Brushlinsky, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov, etc.); ideas about the socio-historical conditionality of the phenomenon of education (A.V. Averyanov, V.G. Afanasyev, I.V. Blauberg, V.G. Budanov, SP. Kurdyumov, V.N. Sadovsky, E.G. Yudin); position on the unique individuality of the individual, his self-worth (B.M. Bim-Bad, E.V. Bondarevskaya, N.D. Nikandrov, D.I. Feldshtein, A.G. Asmolov, etc.).

Theoretical foundations of the study make up

concepts holistic pedagogical process (Yu.K. Babansky, V.P. Bespalko, V.V. Kraevsky, V.V. Komarov, I.Ya. Lerner, G.I. Shchukina, etc.); socio-pedagogical concepts of interaction between a person and the environment in the process of socialization of the individual (B.Z. Vulfov, A.V. Mudrik, G.N. Filonov, etc.); personality-oriented education, which defines the child’s personality as the highest value (N.A. Alekseev, E.V. Bondarevskaya, V.V. Serikov, etc.); childhood as a space for the development of the organism, personality and the formation of individuality and sociocultural experience of preschool children (L.S. Vygotsky, S.A. Kozlova, V.T. Kudryavtsev, D.I. Feldshtein, R.M. Chumicheva);

theories personality-oriented and activity-based approach to education (Sh.A. Amonashvili, E.V. Bondarevskaya, O.S. Bogdanova, Z.I. Vasilyeva, N.F. Vinogradova, V.A. Slastenin, I.F. Kharlamov and etc.); preschool education, which determined the sensitive periods of development of a preschool child and optimal conditions for the comprehensive development of the individual in the process of education and upbringing (A.G. Gogoberidze, O.M. Dyachenko, I.E. Kulikovskaya, V.I. Loginova, L.A. Paramonova and others);

theoretical ideas democratization and humanization of education, presented in international and Russian legal documents and laws; ideas of an integrated and personality-oriented approach to children (B.M. Bim-Bad, V.I. Slobodchikov, L.M. Shchipitsina, E.I. Stepanov, I.S. Yakimanskaya, etc.);

views foreign scientists related to the substantiation of a child’s conflict-free entry into an environment of independent living and

activities as a member of society, the doctrine of the motivation of individual behavior (A. Maslow); structural-functional theory of personality socialization (T. Parsons); theory of moral development of personality (E. Erikson).

Scientific and methodological (didactic) foundations The work carried out consists of the works of educational scientists and teachers - innovators in the field of raising children left without parental care (I.I. Betskoy, V.F. Odoevsky, K.D. Ushinsky, V.N. Soroka-Rosinsky, A.S. .Makarenko); studies devoted to the problems of social protection of orphans (A.M. Nechaeva, E.M. Rybinsky, T.N. Poddubnaya, etc.); scientific works, studying the developmental features of orphans and children left without parental care (L.I. Bozhovich, I.V. Dubrovina, M.I. Lisina, A.M. Prikhozhan, N.N. Tolstykh, N.A. Kotosonova, etc. ); foundations of psychodidactics, as a branch of scientific knowledge integrating psychology and learning theory (A.I. Savenkov); education of orphans (L.V. Bayborodova, V.V. Belyakov, E.A. Gorshkova, I.F. Dementyeva, N.P. Ivanova, A.S. Kochkina, G.V. Semya, L.K. .Sidorova); theoretical and experimental studies of the specifics of boarding institutions (S. Becker, I. Langmeyer, I. V. Dubrovina, V. T. Kudryavtsev, A. G. Ruzskaya, V. V. Komarov, Yu. M. Merzlyakov, N. F. Velikhanova, etc.).

Scientific novelty of the research:

a holistic scientific concept of the social development of preschool children in an orphanage has been developed, in which the value, target, content, structural and technological aspects of the development of a preschool child in an orphanage appear in a new light;

criteria, indicators, and levels of social development of a preschool child raised in an orphanage are highlighted;

a holistic model of a new type of orphanage for orphans is proposed, which is based on the principle of openness of the institution, integration of the content of education and training, the interpenetration of different forms of organization of the pedagogical process, taking into account the specifics of boarding institutions in the training of personnel to work in them;

theoretically substantiated and technologically developed concept and
social development program for preschool children in
conditions of an orphanage.

a scientific and theoretical substantiation of the originality has been carried out
professional activity of a preschool orphanage teacher
from the perspective of target, content and technological guidelines,
a professional profile of his activities has been developed.

Theoretical significance of the study. The study contributes to the scientific development of the problem of the dependence of child development on social living conditions; it has been proven that there are correlations between the level of social development

and life experiences prior to the child entering the orphanage;
level of social development and age at which the child remained
without parental care; between the quality of educational work in
orphanage, focusing it on the current needs of orphans and
the level of social development of the child; between levels

professional competence of the teacher and the level of psychosocial well-being of students;

the research develops and complements scientific ideas about the directions of social development of a child in an orphanage (expanding ideas about society; psychological harmonization of the child’s personality; formation of everyday ideas and skills); the study substantiates the optimal parameters for integrating the content, forms and methods of social development of a preschool child in an orphanage, providing the basis for the development of scientifically based technology for organizing the life and development of a child; The study makes adjustments to the training of personnel to work with orphans at the axiological, content and technological levels. Practical significance of the study.

The developed conceptual foundations of a new model of an orphanage, the program “Social development of children of senior preschool age in conditions of lack of communication with parents,” make it possible to optimize the process of social development of orphans and children left without parental care.

The research materials contribute to the practice of professional teacher education at the level of university training (bachelor's, master's) and the system of advanced training for teaching staff. Based on the research, the following were developed: a master's program in the field of “Orphanage Teacher” (1450 hours); specialization program for students of pedagogical universities (500 hours); special course programs “Education of orphans of preschool age (36 hours); “Content and organization of activities of an orphanage teacher” (36 hours); “Pedagogical support for children with developmental problems” (36 hours); “Prevention of teacher personal burnout” (24 hours) for undergraduate students. A promotion program has been developed professional qualifications for practicing teachers and training in the prevention of personal “burnout” for teachers in orphanages. Their implementation makes it possible to reflect them in the system of training and retraining of teaching staff

Features of raising orphans in an orphanage, the set of competencies that an orphanage teacher should have and contributes to solving the problem of increasing the professional competence of teachers working with orphans.

Provisions for defense:

The process of socialization of orphans is characterized by specific features, the need to overcome developmental “barriers” caused by hereditary factors and the specific social situation of upbringing outside the family. Adequate social development of this contingent of children is possible only in a situation where this specificity is taken into account and the organization of educational work focused on the needs of children.

Existing orphanages can solve the problem of adequate social development of the personality of a preschool child only in the case of a comprehensive restructuring of their activities at the target, content and technological levels. To do this, it is necessary to reorient orphanages from “educational” emphasis to the priority of tasks of personal development and psychological harmonization of the child; rebuild the pedagogical process with a focus on: the open nature of educational institutions for orphans; bringing the orphanage as close as possible to the family type of education; organization of the appropriate space in the orphanage; close interaction of all subjects of education inside and outside the orphanage; taking into account the principle of sexual differentiation in education; rejection of the dominance of frontal forms of work in favor of organizing various forms of emotional and personal communication with children, taking into account the experience of the child’s previous life experience in the orphanage and building individual interaction strategies.

The most important condition for optimizing the social development of preschool children in orphanages is the development of scientific and theoretical foundations (the concept of social development, model, etc.) and a package of methodological support (programs, methodological manuals etc.).

A necessary condition for optimizing the social development of orphans in orphanages is the training of qualified personnel, aimed at taking into account the specific development of this category of pupils and the uniqueness of the social development situation in which they find themselves, equipping teachers with the necessary professional skills

knowledge and skills, as well as the prevention of personal burnout.

Research methods:

The study used a set of complementary methods: theoretical (analysis of scientific pedagogical, psychological, philosophical literature; regulatory, program and methodological documents; systematization, generalization, comparative analysis of the collected data); empirical (pedagogical experiment, including ascertaining, formative and control stages; survey methods, observation, study of pedagogical documentation, study of teaching experience, assessment and measurement methods, methods of mathematical data processing). Organization of the study

The study was conducted from 1998 to 2012. Experimental base of the study: Sanatorium orphanage for orphans and children left without parental care No. 48 in Moscow, Orphanage No. 1 and Children's Home No. 8 in Izberbash (Dagestan); Institute of Psychology and Pedagogy of Education GBOU VPO MSPU; Faculty of Pedagogy and Psychology DSPU (Dagestan). In total, over the entire period, the experimental study covered 600 preschool children from orphanages, 200 orphanage teachers and 500 students of the Institute of Postgraduate Education of the State Budgetary Educational Institution of Higher Professional Education of the Moscow State Pedagogical University and the Faculty of Pedagogy and Psychology of the DSPU (Dagestan). The research was carried out in several directions and was built in stages.

At the first stage an analysis of the sociocultural situation of raising children in a preschool orphanage was carried out; features of the development of this contingent of pupils; factors influencing the process of socialization of preschool children in an orphanage.

At the second stage conceptual and constructive approaches to constructing the content of work on the socialization of preschool children in an orphanage and defining pedagogical technology were determined. Development of a conceptual model of socialization of preschool children raised in an orphanage.

At the third stage work was carried out to develop criteria for selection, design and evaluation of the effectiveness of the proposed technology and the content of the work, the level of development of students.

At the fourth stage work was carried out to develop and systematize diagnostic tools, diagnose the initial level of social development of preschool children in orphanages; experimental work, including the development of content and technology for work on the social development of children

preschool age in an orphanage; carrying out the control stage of experimental work and summing up the results.

At the fifth stage The results of the experimental study were summarized and analyzed, the effectiveness of the work was assessed, and conclusions were drawn up.

Reliability and scientificity of the results obtained ensured by the methodological validity of the initial theoretical provisions, the set of research methods used, adequate to its tasks and logic, and a variety of information sources; a combination of qualitative and quantitative analyses; reproducibility of the results of experimental work.

Testing and implementation of research results. The main provisions and results of the study were presented at scientific seminars and meetings of the Department of Preschool Pedagogy of the Institute of Postgraduate Education, Moscow State Pedagogical University. They were presented by the dissertation author in reports and speeches at scientific and practical conferences. The fundamental conclusions of the dissertation research were approved at All-Russian and International scientific and practical conferences - “Herzen Readings” (St. Petersburg, 2004); “Continuing professional education in the 21st century” (Samara, 2008); “Moral education at the present stage” (M..2001); “Modern problems of preschool education” (Moscow, 2004); " Humanistic ideas in psychology and pedagogy" (M., 2008); Training of specialists for the preschool education system in the process of university education (Shadrinsk, 2008); "Children's rights in modern world"(M., 2008); Modern family: state, development trends" (Moscow, 2008); “125 years of the Moscow Psychological Society” (M., 2011); “Scientific schools as a factor in the training of teaching staff” (M., 2010); “Child in a modern educational environment” (M., 2011).

The results of the research are presented by the author in monographs, other scientific and methodological publications, teaching aids, programs with a total of 59 printed sheets; were used in the development and delivery of lectures, elective courses for students (bachelor’s and specialist’s), special courses (master’s), when writing diploma and term papers by students of the Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Makhachkala, Dagestan) and the Institute of Pedagogy and Psychology of Education GBOU VPO MSPU (Moscow).

Structure of the dissertation. The work consists of an introduction, four chapters, a conclusion, a list of references and appendices.

In administered the relevance of the research topic is substantiated, the problem, goal, hypothesis and objectives of the research are defined, the object and subject of the research are characterized, its methodology and methods are revealed, the degree of development of the problem, scientific novelty, theoretical and

practical significance, provisions are formulated to be submitted to

IN Chapter 1 “Orphanhood as a socio-pedagogical phenomenon”

discusses the problem of childhood, its function in human development and

orphanhood as a social and pedagogical phenomenon that negatively affects

normal socialization of the individual. The issues of orphanhood in

history of our state.

In Chapter 2 “Theoretical foundations for optimizing the process of social

development of preschool children in an orphanage"

the approaches to the optimization problem that have developed in science are considered

education, the pedagogical process of a modern orphanage from the perspective

preschool child in an orphanage.

In Chapter 3 “Scientific and methodological foundations for process optimization

social development of preschool children in childcare settings

Houses" the main provisions of the social development program are presented

preschoolers raised in an orphanage, developed

ascertaining, formative and control stages of the carried out

experimental work.

In Chapter 4, “Training teachers to work with orphans and children

deprived of parental care" the need is justified

special training for working with orphans, proposed

a curriculum for such training tested at the university is presented

developed trainings to overcome professional burnout

teachers.

In custody the results of the study are summarized, formulated

main conclusions confirming the hypothesis and the correctness of the provisions,

submitted for defense, the prospect of researching this

Problems.

IN Application presented: social development program

preschoolers in an orphanage, long-term planning

work according to the program for a year, approximate topics and development of household

classes, notes on psychological classes with children, training program

on the prevention of personal burnout among teachers in orphanages,

master's training program, advanced training program

qualifications of orphanage specialists, elective courses for students

Basic scientific principles formulated by the author based on the research:

The process of socialization of orphans is characterized by specific features, the need to overcome developmental “barriers” caused by hereditary factors and the specific social situation of upbringing outside the family. Adequate social development of this contingent of children is possible only in a situation where this specificity is taken into account and the organization of educational work focused on the needs of children.
Existing orphanages can solve the problem of adequate social development of the personality of a preschool child only in the case of a comprehensive restructuring of their activities at the target, content and technological levels. To do this, it is necessary to reorient orphanages from “educational” emphasis to the priority of tasks of personal development and psychological harmonization of the child; rebuild the pedagogical process with a focus on: the open nature of educational institutions for orphans; bringing the orphanage as close as possible to the family type of education; organization of the appropriate space in the orphanage; close interaction of all subjects of education inside and outside the orphanage; taking into account the principle of sexual differentiation in education; rejection of the dominance of frontal forms of work in favor of organizing various forms of emotional and personal communication with children, taking into account the experience of the child’s previous life experience in the orphanage and building individual interaction strategies.
The most important condition for optimizing the social development of preschool children in orphanages is the development of scientific and theoretical foundations (the concept of social development, model, etc.) and a package of methodological support (programs, teaching aids, etc.).
A necessary condition for optimizing the social development of orphans in orphanages is the training of qualified personnel, aimed at taking into account the specific development of this category of pupils and the uniqueness of the social development situation in which they find themselves, equipping teachers with the necessary professional knowledge and skills, as well as preventing personal burnout .

Monographs, educational and methodological manuals

1. Shakhmanova A.Sh. Raising preschool orphans. [Text] / Shakhmanova A.Sh. M.: Academy, 2005, 12.pp.

2. Kozlova S.A., Shakhmanova A.Sh. Orphanage teacher: Monograph: M.: Arya, 2011, 12p.p.

3. Shakhmanova A.Sh. Preschool pedagogy: program and methodological recommendations for the course. [Text] / Shakhmanova A.Sh.: Makhachkala.: DSPU, 2001, 3 pp.

4. Shakhmanova A.Sh. Social development of children of senior preschool age in conditions of lack of communication with parents: program. Thematic planning and lesson notes. [Text]/ Shakhmanova A.Sh.: M.: School press, 2008, 6 pp.

5. Kozlova S.A., Kozhokar S.V., Shakhmanova A.Sh., Shukshina S.E. Theory and methods of introducing preschoolers to the social world: educational and methodological manual for correspondence students [Text]/ Shakhmanova A.Sh.//col. monograph// - M.: MGPU, 2009, 11.5 pp.

6. Shakhmanova A.Sh. Fundamentals of teaching skills: educational and methodological complex of discipline [Text] / Shakhmanova A.Sh.: MSPU.- Series “ Learning programs", 2010, 1.5 pp.

7. Shakhmanova A.Sh. A preschooler in an orphanage [Text[ / Shakhmanova A.Sh. St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2004, (0.2 pp.)

8. Shakhmanova A.Sh. About the program for raising preschool children in an unfavorable social situation [Text]/Shakhmanova A.Sh. M.: Bulletin of the Moscow City Pedagogical University. 2007 (16). (0.5 p.l.)

9. Shakhmanova A.Sh. Social and pedagogical problems of raising orphans in Russia. [Text]/ Shakhmanova A.Sh. M.: Pedagogy. 2005. No. 5. (0.3 p.l.)

10. Shakhmanova A.Sh. About the program for raising preschool children in an unfavorable social situation. [Text]/ Shakhmanova A.Sh. M.: Preschool education. 2009. No. 9.(0.1 p.l.)

11. Shakhmanova A. Sh. The concept of socialization of children in conditions of parental deprivation. [Text]/ Shakhmanova A.Sh. Rostov-on-Don: News of the Southern Federal University. Pedagogical sciences. 2009. No. 12. (0.5 p.l.)

12. Shakhmanova A.Sh. Specifics of the professional activity of an orphanage teacher. [Text]/ Shakhmanova A.Sh. SP-b.: Scientific and theoretical journal “Scientific Notes of the University named after P.F. Lesgafta". 2011.№2 (72) (0.3 pp.)

13. Shakhmanova A.Sh. Features of the development of children outside the family. [Text] / Shakhmanova A.Sh.:M. Elementary education. 2011. No. 1. (0.5 p.l.)

14. Shakhmanova A.Sh. The role of an adult in raising an orphan. [Text] / Shakhmanova A.Sh.M.: Primary education. 2011 No. 3. (0.7 p.l.)

15. Shakhmanova A.Sh. The self-worth of childhood and the responsibility of adults to children. [Text]/Shakhmanova A.Sh. Man and education. Academic Bulletin of the Institute of Teacher Education and Adult Education Russian Academy education (FGNU IPOOV RAO). 2012. No. 1 (30). (0.2 p.l.)

16. Shakhmanova A.Sh. Orphanhood as a socio-historical phenomenon [Text]/Shakhmanova A.Sh.: Tomsk. Bulletin of Tomsk State Pedagogical University. 2012. No. 6. (0.5 p.l.)

Articles, abstracts

17. Shakhmanova A.Sh. Program for the social development of preschool children in an orphanage. [Text] / Shakhmanova A.Sh. // Bulletin of the Moscow City Pedagogical University. M: Moscow State Pedagogical University. 2008 (19). (0.5 p.l.)

CHAPTER 1. ORPHANITY AS A SOCIAL-EDUCATIONAL PHENOMENON

1.1.The intrinsic value of childhood and the responsibility of adults to children.

1.2.History and modern problems of orphanhood.

1.3. Characteristics of the development of orphans and children left without parental care.

CHAPTER 2. THEORETICAL FOUNDATIONS FOR OPTIMIZATION OF SOCIAL DEVELOPMENT. CONCEPT AND MODEL OF SOCIAL DEVELOPMENT OF PRESCHOOL CHILDREN IN AN ORPHANAGE HOME

2.1. Theoretical foundations for optimizing the social development of preschool children in an orphanage.

2.2. Concept and model of social development of preschool children in an orphanage.

CHAPTER 3. SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS FOR OPTIMIZING THE PROCESS OF SOCIAL DEVELOPMENT OF PRESCHOOL CHILDREN IN ORPHANAGE HOME CONDITIONS

3.1. Program for the social development of preschool children in an orphanage.

3.2. Social development of preschool children in an orphanage (experimental stage of the study).

CHAPTER 4. PREPARING TEACHERS TO WORK WITH ORPHANS AND CHILDREN DEprived of PARENTAL CARE

4.1. Specifics of the professional activity of an orphanage teacher. The role of an adult in raising an orphan.

4.2. Fundamentals of professional psychohygiene for an orphanage specialist. Personal burnout of a teacher and its prevention.

4.3. The state of the problem of training personnel to work with children without parental care in psychological and pedagogical research

4.4. Training of personnel to work with orphans (experimental stage of the study).

Recommended list of dissertations

Education and personal development of orphans in conditions of alternative forms of life arrangement 2008, Doctor of Pedagogical Sciences Palieva, Nadezhda Andreevna
Social and pedagogical support for children left without parental care in the process of socialization 2005, candidate of pedagogical sciences Arkhipova, Anastasia Andreevna
Social and pedagogical rehabilitation of preschool children in an orphanage 2011, candidate of pedagogical sciences Gradusova, Svetlana Evgenievna
Organizational and pedagogical conditions for social and pedagogical support for social orphans 2006, Candidate of Pedagogical Sciences Huaco, Angela Askerovna
Pedagogical conditions for the formation of socio-psychological readiness for school of pupils of boarding institutions for orphans and children left without parental care 2007, candidate of pedagogical sciences Nagaeva, Tatyana Nikolaevna

Introduction of the dissertation (part of the abstract) on the topic “Theoretical and scientific-methodological foundations for optimizing the social development of preschool children in an orphanage”

The relevance of research

We present the relevance of the research problem in three directions: social conditionality, theoretical significance, practical feasibility.

Social conditioning of the problem.

Childhood is the most important stage in the development of personality. It is of enduring importance, on the one hand, as a foundation that determines the main trends in further development, on the other hand, it is a valuable period in itself, giving the child a unique life experience that is difficult to replenish at other age stages. All children of the Earth have the right to a prosperous childhood. And this right is legally enshrined in the main international documents and legal acts, such as the Declaration and Convention on the Rights of Children, adopted by the vast majority of countries in the world. However, in practice, not all children have the opportunity to realize this right. Orphans and children without parental care are in a particularly vulnerable situation.

Currently, the state system of education of orphans and children left without parental care that has developed in Russia includes orphanages (252); orphanages (615); orphanages (1850); boarding schools for orphans (330); social rehabilitation centers for orphans (705); adoption, guardianship, patronage, etc. The existence of different forms of charity for this category of pupils is undoubtedly a positive trend, since it allows them to better meet the needs of different groups of children. However, recently, attempts have been made to close orphanages and “distribute” children to families for adoption. The idea is positive, but unrealistic to implement. And practice has shown the inconsistency and incorrectness of such a decision: about 70% of families (parents) refuse adoption; some children, due to their characteristics, will never be desirable for an adoptive family; Some children cannot be offered for adoption (for example, a special category of sick children, children whose parents have not been deprived of parental rights, etc.). This attempt not only did not solve the problem, but harmed the mental state of the children and adoptive parents. Children re-experienced the stress of being deprived of their family, they were abandoned again, they again fell into the category of unnecessary adults, and adults saw their inability to fulfill the role of parents, and this traumatic situation also could not help but affect their mental state. All this only made the situation worse.

An analysis of the existing system of raising orphans shows that any institutions organized by the state for such children have the right to exist, they cannot be opposed to each other, much less mutually exclusive. All of them, fulfilling their function, are necessary for children. The problem is not to get rid of orphanages, thereby considering that the task of combating orphanhood has been solved. We should think about optimizing the upbringing of orphans in children's institutions (orphanages, orphanages, boarding schools). And even if the number of children in orphanages decreases, we still cannot abandon them. It is necessary to develop a scientifically based concept for optimizing the existing system of orphanages and boarding schools, reorienting them to take into account the characteristics of personal development and the current needs of orphans and children without parental care.

The theoretical need to study the problem is due to a number of reasons:

It should be noted that orphans are a very heterogeneous contingent, uniting different categories of pupils: orphans (4%), who have experience of living in a normal family, whose parents died, and social orphans (96%), whose parents are alive, but due to different reasons (they are in prison, deprived of parental rights, etc.) do not raise their children. Social orphans, in turn, unite children - pupils of orphanages, abandoned by their parents in the first days and weeks of life and who never knew who their mother was; children who have experience of living in a dysfunctional family and ended up in an orphanage as a result of their parents being deprived of parental rights; street children who have experience of living “on the street” (stations, markets, basements), etc. Each of these subgroups is characterized by specific developmental features, but they all also have common features, such as: health problems (both physical and and mental); intellectual retardation, manifested in a limited outlook, underdevelopment of mental cognitive processes; lack of skills in educational activities; problems of psycho-emotional development, socialization, etc. The social development of each of these categories follows a special path, determined (among other reasons) by the experience of life before the child enters the orphanage and requires taking into account these features in the educational process of the orphanage. These objective features present a certain difficulty specifically in the social development of the child, in how he enters (and will enter) the social world and requires mandatory consideration when organizing educational work with this group of pupils. There is a need for a deep theoretical analysis of the consequences of the child’s previous experience in the orphanage on his development and the development of directions for correcting these consequences. It requires the development of a conceptual justification for the goals, objectives and content of work with children in this direction.

2. An orphanage is a traditionally established form of charity for orphans. Currently, orphanages are organized according to the type of activities of ordinary educational institutions for children from the family, but with round-the-clock stay of pupils. The main emphasis is on the implementation of the educational function. Such an organization does not contribute to the full development of an orphan child. After all, a child in a regular educational institution will return home after kindergarten or school, where he can fulfill his need for emotional and personal communication, but an orphan in an orphanage is deprived of this opportunity. Without the realization of this basic need (for love, emotional intimacy, understanding), full development of the individual is impossible. Currently, in orphanages this particular need of children is not adequately met. This situation is due to the theoretical and methodological underdevelopment of the model of the pedagogical process of the orphanage, interaction with adults, peers and the world around, which would best meet the realization of all the basic needs of an orphan child, including the need for emotional and personal communication, love, acceptance and understanding . Hence it is obvious that it is necessary to develop a general strategy for organizing the life, upbringing and education of preschool children who are in special conditions of an orphanage, to determine the principles that should be the basis for constructing the pedagogical process, to answer the question: what form of organization should the institution be? for the education of orphans of preschool age, as well as scientific and methodological support for the process of education in orphanages.

3. Restructuring the orphanage as an educational institution requires changing approaches to personnel training. Currently, the professional activities of teachers in orphanages are based on the type of activities of teachers in regular educational institutions for children from families (there are not even qualification characteristics for this category of specialists). It is necessary to reconsider the role of the orphanage teacher, his functional responsibilities, which should be focused not only on performing educational functions (training and upbringing), as is done now, but on compensating, as far as possible, for the child’s absent parents, organizing various forms of emotional and personal communication with them, etc. Today in the vocational education system there are no educational institutions providing such training.

We believe that special theoretical, methodological and organizational work in this direction is necessary. The training of teachers to work with orphans should be carried out both in the conditions of pedagogical educational institutions and special courses should be developed for them at the bachelor’s and specialist’s stages, specialized programs at the master’s level, etc.), and in the direction of providing optimal opportunities for improvement professional competence of orphanage specialists (it is necessary to develop the content of advanced training courses, theoretical seminars, training groups in orphanages, etc.), which is sorely lacking today. A very important aspect of the professional training of teachers to work with children in orphanages is targeted work to prevent personal burnout of teachers, who, due to the specifics of their work and constant interaction with such a difficult group of children, are highly susceptible to this phenomenon. It is necessary to conduct a theoretical and methodological study of this phenomenon and develop a system of such work with teachers.

The practical need to conduct research on the chosen problem lies in the need to develop programmatic and methodological support for the social development of preschool children in an orphanage and to develop educational and methodological materials for the specialized training of teachers to work with orphans in universities, colleges, and in the system of advanced training.

Analysis of the state of the problem gives grounds to highlight objective contradictions:

1. between the orientation of the international community towards increasing attention to child protection, recognition of the responsibility of adults for the life and well-being of the younger generation and the lack of real conditions for the implementation of these requirements;

2. between the need of society for socially adapted, adequate, moral, creative citizens and the existing system of raising orphans, which does not ensure the realization of this need;

3. between the social needs of orphans and children without parental care brought up in orphanages and the impossibility of the traditional pedagogical process of an orphanage to satisfy them;

4. between the need to optimize the process of social development of an orphan child and the level of theoretical and methodological development of the problem in scientific research;

5. between the enormous importance in the development of personality of the initial stages of formation (early and preschool childhood) and the underestimation of this period at the social level and the level of scientific and theoretical understanding;

6. between the complexity and specificity of the tasks that the orphanage teacher is called upon to solve and the lack of a system of special professional training for teaching staff in universities and colleges.

The need to eliminate these contradictions determined the research problem: “Theoretical and scientific-methodological foundations for optimizing the social development of preschool children in an orphanage.”

Object of study: social development of a preschool child in an orphanage.

Subject of research: conditions for optimizing the process of social development of orphans and children left without parental care in an orphanage.

The purpose of this study: to develop and substantiate the theoretical and scientific-methodological foundations of the process of optimizing the formation of the personality of an orphan child in a preschool orphanage.

Research hypothesis:

The social development of preschool children in an orphanage will take place optimally under the combination of the following conditions: [x] a change in the principle of the child’s entry into the social world, based on taking into account the specifics of the social development of an orphan child (severe heredity, upbringing outside the family, etc.) and existing “barriers” to its development, orientation towards the child’s individual experience prior to the orphanage and the building of individual socialization strategies in accordance with it; 0 scientific development of theoretical and scientific-methodological foundations of the social development of preschool children in orphanages, a holistic concept and model of the social development of an orphan; [x] restructuring of the educational work of the orphanage in a meaningful way (along with the implementation of the entire range of educational functions, the content of education should include such aspects as: psychological harmonization of the personality of an orphan child and the development of his communication skills; expansion of everyday skills; creative development personality; sex-role socialization, instilling the foundations of legal culture, etc.), and technological (the open nature of the orphanage; bringing life in the orphanage closer to family life; organization of the appropriate educational space of the preschool orphanage; transition from the predominance of frontal forms of work to the priority of emotional- personal communication with children; rejection of excessive regulation of children’s lives and the transition to variable planning and implementation of work; combination of individual and collective forms of work with children; ensuring contacts of preschool children with schoolchildren from the same orphanage and peers outside it) levels; [g] changing approaches to training personnel to work with orphans, scientific and methodological substantiation of the content and technology of such work in professional pedagogical institutions (bachelor's, master's) and in the system of advanced training for teachers, including in this work the prevention of professional burnout of children's teachers at home with training to overcome it.

Research objectives

The first group of tasks is related to the development of the theoretical foundations of the study:

1. Develop a set of provisions that constitute the social and pedagogical foundations for the development and upbringing of children in a preschool orphanage;

2. Identify the main trends and patterns of development and upbringing of children in a preschool orphanage.

3. Develop a concept and a comprehensive model of the process of raising a child in a preschool orphanage and training personnel to work with children.

The second group of tasks is of a content-target and procedural nature:

1. Justify and test the methodology for constructing the pedagogical process of a preschool orphanage;

2. Develop a professional profile for an orphanage teacher.

3. Develop content and technology for training personnel to work with children in an orphanage.

The third group of tasks is of an applied nature:

1.Develop a program for the social development of children raised in a preschool orphanage;

2.Develop the content of master’s training for teachers preparing to work with children in an orphanage;

3. Develop a series of special courses for bachelor’s degrees on the specifics of children’s development and pedagogical work with them in an orphanage;

4. Develop a training program and theoretical seminar programs for teachers of orphanages.

The degree of development of the topic and the theoretical basis of the study

1. Research examining various aspects of socialization, adaptation and rehabilitation of children in orphanages (V.M. Brevna, O.V. Brekina, J1.A. Vinichenko, I.V. Dubrovina, M.V. Istomina, S.N. Koshman, B.A. Kugan, S.B. Laktionova, V.I. Popov, A.N. Pronina, V. Streltsova, G.N. Shvetsova, etc.); spiritual and moral development of pupils (A.A. Burlakova, I.A. Kalabina, L.P. Sasunova, etc.); issues of gender role development and preparing children for family life (G.I. Plyasova, R.G., N.E. Tatarintseva, etc.); views on modern education of preschool children (A.I. Savenkov, L.A. Paramonova, etc.); problems of psychological harmonization of the personality of an orphan child (L.I. Avdeeva, N.Yu. Velichko, O.I. Herbert, T.G. Lukovenko, V.V. Nevolina, N.K. Radina, S.N. Satysheva and etc.).

2. Research that analyzes the pedagogical process of orphanages and searches for ways to optimize it (D.N. Gribkov, Z.V. Dorogonko, E.N. Drygina, A.B. Zaitsev, N.V. Kononenko, V. V. Komarov, A.E. Kobrinsky, V.V. Komarov, S.N. Koshman, K.V. Kulakov, S.Yu. Martynova, Yu.M. Merzlyakov, L.L. Mityaev, V.V. Mikhailov, N.A. Palieva, L. Razorenova, L.R. Yagudina, etc.).

3. Of particular interest to us were studies devoted to the problem of training specialists to work with orphans (O.V. Anikina, A.A. Vasilyev, T.A. Demidova, V.Yu. Ivanova, E.B. Kirichenko, E.O. Kravchenko, Yu.N. Kuznetsova, I.A. Romanova, L.M. Simkin, S.Ya. Skribinsky, etc.), in which various aspects of this problem are considered. At the same time, they did not set themselves the task of developing a modern concept for training personnel to work with preschool children in an orphanage, or substantiating the features of the professional profile of an orphanage teacher.

Despite the fact that one gets the impression that the problem has been developed in modern research, their analysis shows that, firstly, most studies are devoted to school-age children, while the features of adaptation and socialization of a child of early and preschool age have been practically not studied, although have clearly defined specificity and their place in the process of developing a personality. Secondly, the methodological and theoretical foundations for the social development of preschool children in an orphanage have not been developed, which does not make it possible to develop an adequate system of programmatic and methodological support. Thirdly, in the studies cited, an attempt was made, without significantly changing the essence of the education process in an orphanage, to solve local problems, but such a palliative approach cannot fundamentally change the situation in the work of an orphanage.

The methodological foundations of the study are the philosophical concepts of personality socialization (A.B. Mudrik, I.S. Kon, V.S. Mukhina,

A.B. Petrovsky and others); social conditioning of education (K.D. Ushinsky, P.F. Kapterev, P.P. Blonsky, A.S. Makarenko, G.V. Family, etc.); understanding childhood as a period of maximum development of a child’s potential (L.S. Vygotsky, A.B. Zaporozhets, N.F. Vinogradova,

B.T. Kudryavtsev, P.M., Chumicheva, etc.); theory of the activity approach (A.B. Brushlinsky, J.I.C. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov, etc.); ideas about the socio-historical conditionality of the phenomenon of education (A.B. Averyanov, V.G. Afanasyev, I.V. Blauberg, V.G. Budanov,

S.P. Kurdyumov, V.N. Sadovsky, E.G. Yudin); position on the unique individuality of the individual, his self-worth (B.M. Bim-Bad, E.V. Bondarevskaya, N.D. Nikandrov, D.I. Feldshtein, A.G. Asmolov, etc.).

The theoretical foundations of the study are: concepts of the holistic pedagogical process (Yu.K. Babansky, V.P. Bespalko, V.V. Kraevsky, V.V. Komarov, I.Ya. Lerner, G.I. Shchukina, etc.); socio-pedagogical concepts of interaction between a person and the environment in the process of socialization of the individual (B.Z. Vulfov, A.B. Mudrik, G.N. Filonov, etc.); personality-oriented education, which defines the child’s personality as the highest value (N.A. Alekseev, E.V. Bondarevskaya, V.V. Serikov, etc.); childhood as a space for the development of the organism, personality and the formation of individuality and sociocultural experience of preschool children (J.I.C. Vygotsky, S.A. Kozlova, V.T. Kudryavtsev, D.I. Feldshtein, R.M. Chumicheva); theories of the personality-oriented and activity-based approach to education (Sh.A. Amonashvili, E.V. Bondarevskaya, O.S. Bogdanova, Z.I. Vasilyeva, N.F. Vinogradova, V.A. Slastenin, I.F. Kharlamov and others); preschool education, which determined the sensitive periods of development of a preschool child and optimal conditions for the comprehensive development of the individual in the process of education and upbringing (A.G. Gogoberidze, O.M. Dyachenko, I.E. Kulikovskaya, V.I. Loginova, JI.A. Paramonova and others); theoretical ideas of democratization and humanization of education, presented in international and Russian legal documents and laws; ideas of an integrated and personality-oriented approach to children (B.M. Bim-Bad, V.I. Slobodchikov, JIM. Shchipitsina, E.I. Stepanov, I.S. Yakimanskaya, etc.); the views of foreign scientists related to the justification of a child’s conflict-free entry into an environment of independent life and activity as a member of society, the doctrine of the motivation of individual behavior (A. Maslow); structural-functional theory of personality socialization (T. Parsons); theory of moral development of personality (E. Erikson).

The scientific and methodological (didactic) foundations of the work carried out are the works of educational scientists and teachers - innovators in the field of raising children without parental care (I.I. Betskoy, V.F. Odoevsky, K.D. Ushinsky, V.N. Soroka-Rosinsky, A.S. Makarenko); studies devoted to the problems of social protection of orphans (A.M. Nechaeva, E.M. Rybinsky, T.N. Poddubnaya, etc.); scientific works studying the developmental features of orphans and children left without parental care (L.I. Bozhovich, I.V. Dubrovina, M.I. Lisina, A.M. Prikhozhan, N.N. Tolstykh, N.A. Kotosonova, etc.); foundations of psychodidactics, as a branch of scientific knowledge integrating psychology and learning theory (A.I. Savenkov); education of orphans (L.V. Bayborodova, V.V. Belyakov, E.A. Gorshkova, I.F. Dementyeva, N.P. Ivanova, A.S. Kochkina, G.V. Semya, L.K. .Sidorova); theoretical and experimental studies of the specifics of boarding institutions (S. Becker, J. Langmeyer, I. V. Dubrovina, V. T. Kudryavtsev, A. G. Ruzskaya, V. V. Komarov, Yu. M. Merzlyakov, N. F. Velikhanova, etc.).

Scientific novelty of the research: |¥] a holistic scientific concept of the social development of preschool children in an orphanage has been developed, in which the value, target, content, structural and technological aspects of the development of a preschool child in an orphanage are presented in a new light;

0 criteria, indicators, and levels of social development of a preschool child raised in an orphanage are highlighted; 0 a holistic model of a new type of orphanage for orphans is proposed, which is based on the principle of openness of the institution, integration of the content of education and training, the interpenetration of different forms of organization of the pedagogical process, taking into account the specifics of boarding institutions in the training of personnel to work in them; [x] the concept and program for the social development of preschool children in an orphanage are theoretically substantiated and technologically developed.

A scientific and theoretical substantiation of the uniqueness of the professional activity of a preschool orphanage teacher has been carried out from the position of target, content and technological guidelines, and a professiogram of his activity has been developed. Theoretical significance of the study.

0 the study contributes to the scientific development of the problem of the dependence of a child’s development on the social conditions of life; it has been proven that there are correlations between the level of social development and the life experience preceding the child’s placement in an orphanage; level of social development and age at which the child was left without parental care; between the quality of educational work in an orphanage, its orientation towards the current needs of orphans and the level of social development of the child; between the level of professional competence of the teacher and the level of psycho-social well-being of students;

0 the research develops and complements scientific ideas about the directions of social development of a child in an orphanage (expanding ideas about society; psychological harmonization of the child’s personality; formation of everyday ideas and skills);

0 the study substantiates the optimal parameters for integrating the content, forms and methods of social development of a preschool child in an orphanage, providing the basis for the development of a scientifically based technology for organizing the life and development of a child; x] the study makes adjustments to the training of personnel to work with orphans at the axiological, content and technological levels.

Practical significance of the study. The developed conceptual foundations of a new model of an orphanage, the program “Social development of children of senior preschool age in conditions of lack of communication with parents,” make it possible to optimize the process of social development of orphans and children left without parental care.

The research materials contribute to the practice of professional teacher education at the level of university training (bachelor's, master's) and the system of advanced training for teaching staff. Based on the research, the following were developed: a master's program in the field of “Orphanage Teacher” (1450 hours); specialization program for students of pedagogical universities (500 hours); special course programs “Education of orphans of preschool age (36 hours); “Content and organization of activities of an orphanage teacher” (36 hours); “Pedagogical support for children with developmental problems” (36 hours); “Prevention of teacher personal burnout” (24 hours) for undergraduate students. A professional development program for practicing teachers and training for the prevention of personal “burnout” for teachers in orphanages have been developed. Their implementation makes it possible to reflect in the system of training and retraining of teaching staff the features of raising orphans in an orphanage, the set of competencies that an orphanage teacher should have and contributes to solving the problem of increasing the professional competence of teachers working with orphans.

Provisions submitted for defense: The process of socialization of orphans is characterized by specific features, the need to overcome developmental “barriers” caused by hereditary factors and the specifics of the social situation of upbringing outside the family. Adequate social development of this contingent of children is possible only in a situation where this specificity is taken into account and the organization of educational work focused on the needs of children.

O?] Existing orphanages can solve the problem of adequate social development of the personality of a preschool child only in the case of a comprehensive restructuring of their activities at the target, content and technological levels. To do this, it is necessary to reorient orphanages from “educational” emphasis to the priority of tasks of personal development and psychological harmonization of the child; rebuild the pedagogical process with a focus on: the open nature of educational institutions for orphans; bringing the orphanage as close as possible to the family type of education; organization of the appropriate space in the orphanage; close interaction of all subjects of education inside and outside the orphanage; taking into account the principle of sexual differentiation in education; rejection of the dominance of frontal forms of work in favor of organizing various forms of emotional and personal communication with children, taking into account the experience of the child’s previous life experience in the orphanage and building individual interaction strategies. The most important condition for optimizing the social development of preschool children in orphanages is the development of scientific and theoretical foundations (the concept of social development, model, etc.) and a package of methodological support (programs, teaching aids, etc.).

J] A necessary condition for optimizing the social development of orphans in orphanages is the training of qualified personnel, aimed at taking into account the specific development of this category of pupils and the uniqueness of the social development situation in which they find themselves, equipping teachers with the necessary professional knowledge and skills, as well as prevention personal burnout. Research methods:

The study used a set of complementary methods: theoretical (analysis of scientific pedagogical, psychological, philosophical literature; regulatory, program and methodological documents; systematization, generalization, comparative analysis of the collected data); empirical (pedagogical experiment, including ascertaining, formative and control stages; survey methods, observation, study of pedagogical documentation, study of teaching experience, methods of assessment and measurement, methods of mathematical data processing). Organization of the study

The research was carried out in several directions and was built in stages.

At the first stage, an analysis of the sociocultural situation of raising children in a preschool orphanage was carried out; features of the development of this contingent of pupils; factors influencing the process of socialization of preschool children in an orphanage.

At the second stage, conceptual and constructive approaches to constructing the content of work on the socialization of preschool children in an orphanage and determining pedagogical technology were determined. Development of a conceptual model of socialization of preschool children raised in an orphanage.

At the third stage, work was carried out to develop criteria for selection, design and evaluation of the effectiveness of the proposed technology and the content of the work, the level of development of students.

At the fourth stage, work was carried out to develop and systematize diagnostic tools, diagnose the initial level of social development of preschool children in orphanages; experimental work, including the development of content and technology for work on the social development of preschool children in an orphanage; carrying out the control stage of experimental work and summing up the results.

At the fifth stage, the results of the experimental study were summarized and analyzed, the effectiveness of the work was assessed, and conclusions were drawn up.

The reliability and scientific character of the results obtained is ensured by the methodological validity of the initial theoretical provisions, the set of research methods used that are adequate to its tasks and logic, and the variety of information sources; a combination of qualitative and quantitative analyses; reproducibility of the results of experimental work.

Testing and implementation of research results.

The main provisions and results of the study were presented at scientific seminars and meetings of the Department of Preschool Pedagogy of the Institute of Postgraduate Education, Moscow State Pedagogical University. They were presented by the dissertation author in reports and speeches at scientific and practical conferences. The fundamental conclusions of the dissertation research were approved at All-Russian and International scientific and practical conferences - “Herzen Readings” (St. Petersburg, 2004); “Continuing professional education in the 21st century” (Samara, 2008); “Moral education at the present stage” (M. 2001); “Modern problems of preschool education” (Moscow, 2004); “Humanistic ideas in psychology and pedagogy” (M., 2008); Training of specialists for the preschool education system in the process of university education (Shadrinsk, 2008); “Children’s rights in the modern world” (Moscow, 2008); Modern family: state, development trends" (Moscow, 2008); “125 years of the Moscow Psychological Society” (M., 2011); “Scientific schools as a factor in the training of teaching staff” (M., 2010); “Child in a modern educational environment” (M., 2011).

Structure of the dissertation. The work consists of an introduction, four chapters, a conclusion, a list of references and appendices.

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Conclusion of the dissertation on the topic “General pedagogy, history of pedagogy and education”, Shakhmanova, Aishat Shikhakhmedovna

CONCLUSION

Theoretical analysis of the problem indicates a transformation of the attitude towards the phenomenon of childhood in the process of historical development of mankind: from the denial of its significance and the era of adult-centrism, to the recognition of the self-worth and responsibility of adults to children, which has received legislative confirmation in international and state regulations (Declaration, Convention on the Rights of Children). child, Family Code of the Russian Federation, etc.). The most important task of any civilized state is to ensure that children have the right to a prosperous childhood. However, not all children have the opportunity to realize this right.

Orphans and children left without parental care are in the most vulnerable position. The development of this category of children is characterized by specific characteristics determined, on the one hand, by personal characteristics (problems of physical, psycho-emotional, intellectual, moral development), on the other hand, by the uniqueness of the social environment (upbringing outside the family) and development “barriers” that have arisen as a result of early acquaintance with the negative sides of life. These features leave an imprint on the process of social formation and require their consideration when organizing educational work.

The current system of raising orphans in Russia is not focused on the specifics of this contingent and, as a result, does not ensure its adequate socialization. Currently, along with the development of alternative forms of raising orphans (adoption, foster care, etc.), an opinion is increasingly being expressed about the need to abandon traditional orphanages. This is a dangerous trend that can cause great harm, due to its scientifically unfounded nature. We are convinced that, along with the development of alternative forms of raising orphans, it is necessary to preserve, but seriously reform, state system orphanages and boarding schools, optimization of educational work in them. Moreover, it is important to start this work from the initial stages - preschool orphanages.

Optimizing the social development of preschool children in an orphanage is possible under the following conditions:

0 development of conceptual foundations and a holistic, scientifically based model of the social development of a child in an orphanage; 0 change in the principle of a child’s entry into the social world; 0 providing scientific and methodological support for the pedagogical process of the orphanage, development of specialized programs, manuals, teaching materials; 0 training of highly qualified specialists who possess the special competencies necessary to work with this contingent of pupils and solve the problems of their social rehabilitation, adequate socialization and subsequent development. The developed concept, model and author's program for the social development of preschool children in an orphanage confirmed the validity of the approach based on expanding and concretizing children's ideas about the social world (near and distant social environment); compensation for the personal consequences of negative experiences of living in an orphanage, on the street, in a dysfunctional family; psychological harmonization of the personality of an orphan child; formation of practical skills for living in the social world, experience of positive interaction with it.

Positive results in the work were achieved thanks to the restructuring of the educational process of the orphanage based on its openness, the transition from the priority of frontal forms of work with children to individual personal communication; inclusion of new forms of work (everyday activities, psychological classes) focused on the needs of children, etc.

The study confirmed the conceptual foundations of preparing teachers to work with orphans at the target, content and technological levels in a university setting and a professional development system. In a university setting, this is the development of specialized courses as part of the professional training of bachelors and specialized master's programs. In the conditions of the advanced training system: theoretical seminars, training programs, unified methodological days, specialized courses. An important area of work is the prevention of personal “burnout” of an orphanage teacher. The implementation of this approach can significantly increase the level of professional readiness of teachers to work with orphans.

However, the research problem is so vast and multifaceted that, along with the solved ones, there are still unsolved problems that require further study. These are the problems of pedagogical support for an orphan child at the stage of early childhood; continuity at different stages of development, specifics of the personal development of an orphan (moral, gender role, labor, mental, aesthetic, physical), problems of psycho-emotional development, features of inter-age interaction of children within an orphanage, etc. In our research, many questions related to the training of personnel to work with children in orphanages, children's homes, and boarding schools have not yet been answered. The study of this problem needs to be continued.

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“THEORETICAL AND SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS FOR OPTIMIZING THE SOCIAL DEVELOPMENT OF PRESCHOOL CHILDREN IN AN ORPHANAGE HOME...”

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As a manuscript

SHAKHMANOVA AISHAT SHIKHAKHMEDOVNA

THEORETICAL AND SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS

OPTIMIZING CHILDREN'S SOCIAL DEVELOPMENT

PRESCHOOL AGE IN A CHILDREN'S HOME

Specialty 13.00.01 – general pedagogy,

history of pedagogy and education

Dissertations for the degree of Doctor of Pedagogical Sciences

MOSCOW 201

The work was carried out at the Institute of Pedagogy and Psychology of Education of the State Budgetary Educational Institution of Higher Professional Education in Moscow "Moscow City Pedagogical University"

Scientific consultant Doctor of Pedagogical Sciences, Professor GBOU HPE MSPU Svetlana Akimovna Kozlova

Official opponents:

Academician of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy of the Moscow Psychological and Social University

Bim-Bad Boris Mikhailovich Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor, Head. sector primary education Federal State Scientific Institution "Institute of Content and Methods of Education" RAO Natalya Fedorovna Vinogradova Doctor psychological sciences, Professor of the Department of Psychology of Education, Federal State Budgetary Educational Institution of Higher Professional Education, Moscow State Pedagogical University, Head. control laboratory social systems Child Protection National Educational Institution of Higher Professional Education "Capital Financial and Humanitarian Academy"

Family Galina Vladimirovna

Leading organization State Educational Institution of Higher Professional Education “Moscow State Humanitarian University named after. M.A. Sholokhov"

The defense will take place on October 10, 2012 at 13.00 at a meeting of the dissertation council D 850.007.06 at the Moscow City Pedagogical University at the address: 129226, Moscow, st. Touristskaya, 19, building 5.

The dissertation can be found in the fundamental library of the university.

Scientific secretary of the dissertation council L.N. Azarova 2

GENERAL DESCRIPTION OF WORK

Relevance Research We present the relevance of the research problem in three directions: social conditionality, theoretical significance, practical feasibility.

Social conditioning of the problem.

Childhood is the most important stage in the development of personality. It is of enduring importance, on the one hand, as a foundation that determines the main trends of further development, on the other hand, it is a valuable period in itself, giving the child a unique life experience that is difficult to replenish at other age stages. All children of the Earth have the right to a prosperous childhood. And this right is legally enshrined in the main international documents and legal acts, such as the Declaration and Convention on the Rights of Children, adopted by the vast majority of countries in the world. However, in practice, not all children have the opportunity to realize this right. Orphans and children without parental care are in a particularly vulnerable situation.

Thus, a contradiction arises between the interest of the state and society in socially adapted, active, creative, law-abiding citizens, the colossal material and spiritual costs of their upbringing and the impossibility of the existing system of charity for orphans and children left without parental care to provide a solution to this problem. tasks. In addition, the situation is aggravated by the fact that behind the dry statistics of ill-being among graduates of orphanages there are crippled human destinies.

Currently, the state system of education of orphans and children left without parental care that has developed in Russia includes orphanages (252); orphanages (615); orphanages (1850);

boarding schools for orphans (330); social rehabilitation centers for orphans (705); adoption, guardianship, patronage, etc.

The existence of different forms of charity for this category of pupils is undoubtedly a positive trend, since it allows them to better meet the needs of different groups of children. However, recently, attempts have been made to close orphanages and “distribute” children to families for adoption. The idea is positive, but unrealistic to implement. And practice has shown the inconsistency and incorrectness of such a decision: about 70% of families (parents) refuse adoption; some children, due to their characteristics, will never be desirable for an adoptive family; Some children cannot be offered for adoption (for example, a special category of sick children, children whose parents have not been deprived of parental rights, etc.). This attempt not only did not solve the problem, but harmed the mental state of the children and adoptive parents. Children re-experienced the stress of being deprived of their family, they were abandoned again, they again fell into the category of being unnecessary to adults, and adults saw their inability to fulfill the role of parents, and this traumatic situation also could not help but affect their mental state. All this only made the situation worse.

The problem is not to get rid of orphanages, thereby considering that the task of combating orphanhood has been solved. We should think about optimizing the upbringing of orphans in children's institutions (orphanages, orphanages, boarding schools). And even if the number of children in orphanages decreases, we still cannot abandon them. It is necessary to develop a scientifically based concept for optimizing the existing system of orphanages and boarding schools, reorienting them to take into account the characteristics of personal development and the current needs of orphans and children without parental care.

The theoretical need to study the problem is due to a number of reasons:

It should be noted that orphans are a very heterogeneous contingent, uniting different categories of pupils: orphans (4%), who have experience of living in a normal family, whose parents died, and social orphans (96%), whose parents are alive, but due to different reasons (they are in prison, deprived of parental rights, etc.) do not raise their children. Social orphans, in turn, unite children - pupils of orphanages, abandoned by their parents in the first days and weeks of life and who never knew who their mother was; children who have experience of living in a dysfunctional family and ended up in an orphanage as a result of their parents being deprived of parental rights; street children who have experience of living “on the street” (stations, markets, basements, etc.). Each of these subgroups is characterized by specific developmental characteristics, but they all also have common features, such as: health problems (both physical and mental); intellectual retardation, manifested in a limited outlook, underdevelopment of mental cognitive processes; lack of skills in educational activities; problems of psycho-emotional development, socialization, etc. The social development of each of these categories follows a special path, determined (among other reasons) by the experience of life before the child enters the orphanage and requires taking into account these features in the educational process of the orphanage. These objective features present a certain difficulty specifically in the social development of the child, in how he enters (and will enter) the social world and requires mandatory consideration when organizing educational work with this group of pupils. There is a need for a deep theoretical analysis of the consequences of the child’s previous experience in the orphanage on his development and the development of directions for correcting these consequences. It requires the development of a conceptual justification for the goals, objectives and content of work with children in this direction.

2. An orphanage is a traditionally established form of charity for orphans. Currently, orphanages are organized according to the type of activities of ordinary educational institutions for children from the family, but with round-the-clock stay of pupils. The main emphasis is on the implementation of the educational function. Such an organization does not contribute to the full development of an orphan child. After all, a child in a regular educational institution will return home after kindergarten or school, where he can fulfill his need for emotional and personal communication, but an orphan in an orphanage is deprived of this opportunity. Without the realization of this basic need (for love, emotional intimacy, understanding), full development of the individual is impossible. Currently, in orphanages this particular need of children is not adequately met. This situation is due to the theoretical and methodological underdevelopment of a model of the pedagogical process of an orphanage, interaction with adults, peers and the world around, which would best meet the realization of all the basic needs of an orphan, including the need for emotional and personal communication, love, acceptance and understanding. Hence, it is obvious that it is necessary to develop a general strategy for organizing the life, education and training of preschool children who are in special conditions of an orphanage, to determine the principles that should be the basis for constructing the pedagogical process, and to answer the question:

what form of organization should an institution for raising orphans of preschool age be, as well as scientific and methodological support for the process of education in orphanages.

3. Restructuring the orphanage as an educational institution requires changing approaches to personnel training. Currently, the professional activities of teachers in orphanages are based on the type of activities of teachers in regular educational institutions for children from families (there are not even qualification characteristics for this category of specialists). It is necessary to reconsider the role of the orphanage teacher, his functional responsibilities, which should be focused not only on performing educational functions (training and upbringing), as is done now, but on compensating, as far as possible, for the child’s absent parents, organizing various forms of emotional and personal communication with them, etc. Today in the vocational education system there are no educational institutions providing such training.

We believe that special theoretical, methodological and organizational work in this direction is necessary. The training of teachers to work with orphans should be carried out both in the conditions of pedagogical educational institutions and special courses should be developed for them at the bachelor’s and specialist’s stages, specialized programs at the master’s level, etc.), and in the direction of providing optimal opportunities for professional development competence of orphanage specialists (it is necessary to develop the content of advanced training courses, theoretical seminars, training groups in orphanages, etc.), which are sorely lacking today. A very important aspect of the professional training of teachers to work with children in orphanages is targeted work to prevent personal burnout of teachers, who, due to the specifics of their work and constant interaction with such a difficult group of children, are highly susceptible to this phenomenon.

It is necessary to conduct a theoretical and methodological study of this phenomenon and develop a system of such work with teachers.

The implementation of this approach is also impossible without scientific and methodological substantiation and development of a model of professional activity of an orphanage teacher, aimed at training teachers to work in an orphanage.

The practical necessity of conducting research on the chosen problem lies in the need to develop programmatic and methodological support for the social development of preschool children in an orphanage and to develop educational and methodological materials for the specialized training of teachers to work with orphans in universities, colleges, and in the system of advanced training.

Analysis of the state of the problem gives grounds to highlight objective contradictions:

between the orientation of the international community towards increasing attention to child protection, recognition of the responsibility of adults for the life and well-being of the younger generation and the lack of real conditions for the implementation of these demands;

between the need of society for socially adapted, adequate, moral, creative citizens and the existing system of raising orphans, which does not ensure the fulfillment of this need;

between the social needs of orphans and children without parental care brought up in orphanages and the impossibility of the traditional pedagogical process of an orphanage to satisfy them;

between the need to optimize the process of social development of an orphan child and the level of theoretical and methodological development of the problem in scientific research;

between the complexity and specificity of the tasks that the orphanage teacher is called upon to solve and the lack of a system of special professional training for teaching staff in universities and colleges.

Object of study: social development of a preschool child in an orphanage.

Subject of study: conditions for optimizing the process of social development of orphans and children left without parental care in an orphanage.

Research hypothesis:

The social development of preschool children in an orphanage will take place optimally under the combination of the following conditions:

1. changing the principle of a child’s entry into the social world, based on taking into account the specifics of the social development of an orphan child (severe heredity, upbringing outside the family, etc.) and existing “barriers” to his development, focusing on the child’s individual experience prior to the orphanage and building individual socialization strategies in accordance with it;

2. scientific development of theoretical and scientific-methodological foundations of the social development of preschool children in orphanages, a holistic concept and model of the social development of orphans;

3. restructuring the educational work of the orphanage in a meaningful way (along with the implementation of the entire range of educational functions, the content of education should include such aspects as: psychological harmonization of the personality of an orphan child and the development of his communication skills; expansion of everyday skills; creative personality development ; sex-role socialization, instilling the foundations of legal culture, etc.), and technological (the open nature of the orphanage; bringing life in the orphanage closer to family life; organization of the appropriate educational space of the preschool orphanage; transition from the predominance of frontal forms of work to the priority of emotional and personal communication with children; rejection of excessive regulation of children’s lives and transition to variable planning and implementation of work; combination of individual and collective forms of work with children;

ensuring contacts of preschool children with schoolchildren from the same orphanage and peers outside it) levels.

4. Changing approaches to training personnel to work with orphans, scientific and methodological substantiation of the content and technology of such work in professional pedagogical institutions (bachelor's, master's) and in the system of advanced training for teachers, including in this work the prevention of professional burnout of an orphanage teacher with training overcoming it.

Research objectives The first group of objectives is related to the development of the theoretical foundations of the study:

1. Develop a set of provisions that constitute the socio-pedagogical foundations for the development and upbringing of children in a preschool orphanage;

2. Identify the main trends and patterns of development and upbringing of children in a preschool orphanage.

3. Develop a concept and a comprehensive model of the process of raising a child in a preschool orphanage and training personnel to work with children.

The second group of tasks is of a content-target and procedural nature:

1. Justify and test the methodology for constructing the pedagogical process of a preschool orphanage;

2. Develop a professional profile for an orphanage teacher.

3. Develop content and technology for training personnel to work with children in an orphanage.

The third group of tasks is of an applied nature:

Develop a program for the social development of children, 1.

brought up in a preschool orphanage;

2. Develop the content of master’s training for teachers preparing to work with children in an orphanage;

3. Develop a series of special courses for bachelor’s degrees on the specifics of children’s development and pedagogical work with them in an orphanage;

Develop a training program and theoretical seminar programs for teachers of orphanages.

The degree of development of the topic and the theoretical basis of the study The triune nature of our subject of research - the social development of an orphan child, the pedagogical process of an orphanage and the specifics of training personnel for this type of institution - inevitably determines the differentiation of its components and the analysis of the independence of each of the directions.

Of interest to us:

1. Research examining various aspects of socialization, adaptation and rehabilitation of children in orphanages (V.M. Brevna, O.V. Brekina, L.A. Vinichenko, I.V. Dubrovina, M.V. Istomina, S.N.

Koshman, B.A. Kugan, S.V. Laktionova, V.I. Popov, A.N. Pronina, V.

Streltsova, G.N. Shvetsova, etc.); spiritual and moral development of pupils (A.A. Burlakova, I.A. Kalabina, L.P. Sasunova, etc.);

issues of gender role development and preparing children for family life (G.I.

Plyasova, R.G., N.E. Tatarintseva, etc.); views on modern education of preschool children (A.I. Savenkov, L.A. Paramonova, etc.); problems of psychological harmonization of the personality of an orphan child (L.I. Avdeeva, N.Yu. Velichko, O.I. Herbert, T.G. Lukovenko, V.V. Nevolina, N.K. Radina, S.N. Satysheva and etc.).

2. Research that analyzes the pedagogical process of orphanages and searches for ways to optimize it (D.N. Gribkov, Z.V. Dorogonko, E.N. Drygina, A.B. Zaitsev, N.V. Kononenko, V. V. Komarov, E. Kobrinsky, V. V. Komarov, S. N. Koshman, K. V. Kulakov, S. Yu. Martynova, Yu. M. Merzlyakov, L. L. Mityaev, V. V. Mikhailov , N.A. Palieva, L. Razorenova, L.R. Yagudina, etc.).

3. Of particular interest to us were studies devoted to the problem of training specialists to work with orphans (O.V.

Anikina, A.A. Vasiliev, T.A. Demidova, V.Yu. Ivanova, E.B. Kirichenko, E.O.

Kravchenko, Yu.N. Kuznetsova, I.A. Romanova, L.M. Simkin, S.Ya. Skribinsky and others), in which various aspects of this problem are considered. At the same time, they did not set themselves the task of developing a modern concept for training personnel to work with preschool children in an orphanage, or substantiating the features of the professional profile of an orphanage teacher.

Despite the fact that one gets the impression that the problem has been developed in modern research, their analysis shows that, firstly, most studies are devoted to school-age children, while the features of adaptation and socialization of a child of early and preschool age have been practically not studied, although have clearly defined specificity and their place in the process of developing a personality. Secondly, the methodological and theoretical foundations of the social development of preschool children in an orphanage have not been developed, which does not make it possible to develop an adequate system of programmatic and methodological support. Thirdly, in the studies cited, an attempt was made, without significantly changing the essence of the education process in an orphanage, to solve local problems, but such a palliative approach cannot fundamentally change the situation in the work of an orphanage.

The methodological foundations of the study are the philosophical concepts of personality socialization (A.V. Mudrik, I.S. Kon, V.S. Mukhina, A.V. Petrovsky, etc.); social conditioning of education (K.D.

Ushinsky, P.F. Kapterev, P.P. Blonsky, A.S. Makarenko, G.V. Family, etc.);

understanding childhood as the period of maximum development of a child’s potential (L.S. Vygotsky, A.V. Zaporozhets, N.F. Vinogradova, V.T. Kudryavtsev, R.M., Chumicheva, etc.); theory of the activity approach (A.V. Brushlinsky, L.S.

Vygotsky, A.N. Leontyev, D.B. Elkonin, V.V. Davydov and others); ideas about the socio-historical conditionality of the phenomenon of education (A.V.

Averyanov, V.G. Afanasyev, I.V. Blauberg, V.G. Budanov, S.P. Kurdyumov, V.N. Sadovsky, E.G. Yudin); position on the unique individuality of the individual, his self-worth (B.M. Bim-Bad, E.V. Bondarevskaya, N.D.

Nikandrov, D.I. Feldshtein, A.G. Asmolov and others).

The theoretical foundations of the research are the concepts of the holistic pedagogical process (Yu.K. Babansky, V.P. Bespalko, V.V. Kraevsky, V.V. Komarov, I.Ya. Lerner, G.I. Shchukina, etc.); socio-pedagogical concepts of interaction between a person and the environment in the process of socialization of the individual (B.Z. Vulfov, A.V. Mudrik, G.N.

Filonov and others); personality-oriented education, which defines the child’s personality as the highest value (N.A. Alekseev, E.V. Bondarevskaya, V.V. Serikov, etc.); childhood as a space for the development of the organism, personality and the formation of individuality and sociocultural experience of preschool children (L.S. Vygotsky, S.A. Kozlova, V.T. Kudryavtsev, D.I.

Feldstein, R.M. Chumicheva);

theories of the personality-oriented and activity-based approach to education (Sh.A. Amonashvili, E.V. Bondarevskaya, O.S. Bogdanova, Z.I.

Vasilyeva, N.F. Vinogradova, V.A. Slastenin, I.F. Kharlamov and others);

preschool education, which determined the sensitive periods of development of a preschool child and optimal conditions for the comprehensive development of the individual in the process of education and upbringing (A.G. Gogoberidze, O.M. Dyachenko, I.E. Kulikovskaya, V.I. Loginova, L.A. Paramonova and others);

ideas of democratization and humanization of education, theoretically presented in international and Russian legal documents and laws; ideas of an integrated and personality-oriented approach to children (B.M. Bim-Bad, V.I. Slobodchikov, L.M. Shchipitsina, E.I. Stepanov, I.S.

Yakimanskaya and others);

foreign scientists related to the substantiation of the views of a child’s conflict-free entry into the environment of independent life and activity as a member of society, the doctrine of the motivation of individual behavior (A. Maslow); structural-functional theory of personality socialization (T. Parsons); theory of moral development of personality (E. Erikson).

Odoevsky, K.D.Ushinsky, V.N. Soroka-Rosinsky, A.S. Makarenko);

studies devoted to the problems of social protection of orphans (A.M. Nechaeva, E.M. Rybinsky, T.N. Poddubnaya, etc.); scientific works studying the developmental features of orphans and children left without parental care (L.I. Bozhovich, I.V. Dubrovina, M.I. Lisina, A.M.

Prikhozhan, N.N. Tolstykh, N.A. Kotosonova and others); foundations of psychodidactics, as a branch of scientific knowledge integrating psychology and learning theory (A.I. Savenkov); education of orphans (L.V. Bayborodova, V.V. Belyakov, E.A. Gorshkova, I.F. Dementyeva, N.P. Ivanova, A.S. Kochkina, G.V. Semya, L.K. .Sidorova); theoretical and experimental studies of the specifics of residential institutions (S. Becker, J. Langmeyer, I.V.

Dubrovina, V.T. Kudryavtsev, A.G. Ruzskaya, V.V. Komarov, Yu.M. Merzlyakov, N.F. Velikhanov and others).

Scientific novelty research:

A holistic scientific concept of the social development of preschool children in an orphanage has been developed, in which the value, target, content, structural and technological aspects of the development of a preschool child in an orphanage appear in a new light;

The criteria, indicators, and levels of social development of a preschool child raised in an orphanage are highlighted;

A holistic model of a new type of orphanage for orphans is proposed, which is based on the principle of openness of the institution, integration of the content of education and training, the interpenetration of different forms of organization of the pedagogical process, taking into account the specifics of boarding institutions in the training of personnel to work in them;

The concept and program for the social development of preschool children in an orphanage are theoretically substantiated and technologically developed.

A scientific and theoretical substantiation of the uniqueness of the professional activity of a teacher at a preschool orphanage was carried out from the position of target, content and technological guidelines, and a professiogram of his activity was developed.

Theoretical significance research.

The study contributes to the scientific development of the problem of the dependence of a child’s development on social living conditions; it has been proven that there are correlations between the level of social development and the life experience preceding the child’s placement in an orphanage;

level of social development and age at which the child was left without parental care; between the quality of educational work in an orphanage, its orientation towards the current needs of orphans and the level of social development of the child; between the level of professional competence of the teacher and the level of psychosocial well-being of students;

The study develops and complements scientific ideas about the directions of social development of a child in an orphanage (expanding ideas about society; psychological harmonization of the child’s personality; formation of everyday ideas and skills);

The study substantiates the optimal parameters for integrating the content, forms and methods of social development of a preschool child in an orphanage, providing the basis for the development of scientifically based technology for organizing the life and development of a child;

The study makes adjustments to the training of personnel to work with orphans at the axiological, content and technological levels.

Practical significance research.

“Content and organization of activities of an orphanage teacher” (36 hours); “Pedagogical support for children with developmental problems” (36 hours); “Prevention of teacher personal burnout” (24 hours) for undergraduate students. A professional development program for practicing teachers and training for the prevention of personal “burnout” for teachers in orphanages have been developed. Their implementation makes it possible to reflect in the system of training and retraining of teaching staff the features of raising orphans in an orphanage, the set of competencies that an orphanage teacher should have and contributes to solving the problem of increasing the professional competence of teachers working with orphans.

Provisions for defense:

Research methods:

The study used a set of complementary methods: theoretical scientific pedagogical (analysis of psychological, philosophical literature; regulatory, program and methodological documents; systematization, generalization, comparative analysis of the collected data);

empirical experiment, including (pedagogical ascertaining, formative and control stages; survey methods, observation, study of pedagogical documentation, study of teaching experience, methods of assessment and measurement, methods of mathematical data processing).

Organization of the study The study was carried out from 1998 to 2012. Experimental base of the study: Sanatorium orphanage for orphans and children left without parental care No. 48 in Moscow, Orphanage No. 1 and Children's Home No. 8 in Izberbash (Dagestan); Institute of Psychology and Pedagogy of Education GBOU VPO MSPU; Faculty of Pedagogy and Psychology DSPU (Dagestan). In total, over the entire period, the experimental study covered 600 preschool children from orphanages, 200 orphanage teachers and 500 students of the Institute of Postgraduate Education of the State Budgetary Educational Institution of Higher Professional Education of the Moscow State Pedagogical University and the Faculty of Pedagogy and Psychology of the DSPU (Dagestan).

The research was carried out in several directions and was built in stages.

At the fifth stage, the results of the experimental study were summarized and analyzed, the effectiveness of the work was assessed, and conclusions were drawn up.

Testing and implementation of research results.

Basic provisions and the results of the study were presented at scientific seminars and meetings of the Department of Preschool Pedagogy of the Institute of Postgraduate Education, Moscow State Pedagogical University. They were presented by the dissertation author in reports and speeches at scientific and practical conferences. The fundamental conclusions of the dissertation research were approved at All-Russian and International scientific and practical conferences - “Herzen Readings” (St. Petersburg, 2004);

“Continuing professional education in the 21st century” (Samara, 2008);

“Moral education at the present stage” (M..2001); “Modern problems of preschool education” (Moscow, 2004); “Humanistic ideas in psychology and pedagogy” (M., 2008); Training of specialists for the preschool education system in the process of university education (Shadrinsk, 2008); “Children’s rights in the modern world” (Moscow, 2008); Modern family:

state, development trends" (M., 2008); “125 years of the Moscow Psychological Society” (M., 2011); “Scientific schools as a factor in the training of teaching staff” (M., 2010); “Child in a modern educational environment” (M., 2011).

Research results presented by the author in monographs, other scientific and methodological publications, teaching aids, programs with a total of 59 printed sheets; were used in the development and delivery of lectures, elective courses for students (bachelor’s and specialist’s), special courses (master’s), when writing diploma and term papers by students of the Faculty of Pedagogy and Psychology of the Dagestan State Pedagogical University (Makhachkala, Dagestan) and the Institute of Pedagogy and Psychology of Education GBOU VPO MSPU (Moscow).

Dissertation structure. The work consists of an introduction, four chapters, a conclusion, a list of references and appendices.

In the introduction the relevance of the research topic is substantiated, the problem, goal, hypothesis and objectives of the research are defined, the object and subject of the research are characterized, its methodology and methodology are revealed, the degree of development of the problem, scientific novelty, theoretical and practical significance are shown, the provisions put forward for defense are formulated.

In Chapter 1 “Orphanhood as a socio-pedagogical phenomenon”

The problem of childhood, its function in human development and orphanhood as a social and pedagogical phenomenon that negatively affects the normal socialization of the individual are discussed. The issues of orphanhood in the history of our state are revealed.

In Chapter 2 “Theoretical foundations for optimizing the process of social development of preschool children in an orphanage”

the approaches to the problem of optimizing education that have developed in science, the pedagogical process of a modern orphanage from the standpoint of optimization theory are considered, the author’s concept of the social development of a preschool child in an orphanage is outlined.

Chapter 3, “Scientific and methodological foundations for optimizing the process of social development of preschool children in an orphanage,” presents the main provisions of the program for the social development of preschoolers raised in an orphanage, developed based on the author’s concept; a description of the progress and results of the ascertaining, formative and control stages of the experimental work carried out is given.

Chapter 4, “Training teachers to work with orphans and children deprived of parental care,” substantiates the need for special training to work with orphans, proposes a university-tested curriculum for such training, and presents developed trainings to overcome professional burnout for teachers.

The Conclusion summarizes the results of the study, formulates the main conclusions confirming the hypothesis and the correctness of the provisions put forward for defense, and defines the prospects for studying this problem.

The Appendix presents: a program for the social development of preschoolers in an orphanage, long-term planning of the program for the year, approximate topics and development of everyday activities, notes on psychological classes with children, a training program on the prevention of personal burnout for teachers of orphanages, a master's training program, a course program advanced training for orphanage specialists, elective courses for undergraduate students.

The main content of the dissertation Historical analysis made it possible to trace the dynamics of the attitude of the adult world to the phenomenon of childhood and the path to a modern view of childhood as a valuable period in the development of the human personality, which has enduring significance. At the same time, recognition at the global level of the ideas of the intrinsic value of childhood comes into conflict with the practice of real treatment of children living in different social conditions. The most vulnerable category are orphans and children left without parental care. By the beginning of the 21st century in Russia, the problem of child orphanhood had acquired alarming proportions. The dissertation provides an analysis of the specifics of the modern stage of orphanhood, presents material indicating the state’s attitude to solving this problem in different historical periods: from the survival of an orphan to his care and, finally, to the upbringing and education of children in special closed institutions.

It is shown that the social protection policy pursued by society for orphans and children left without parental care, the goal of which is their social protection, in practice often does not lead to the expected results. A paradoxical situation arises: quite a lot of resources are spent on providing social protection for orphans, but the effectiveness of all efforts is disproportionately small - a child left without parental care finds himself unprotected, both in an orphanage and in independent life.

Raising a child outside the family leaves an imprint on the developing personality. As a rule, children who grew up without parental warmth and participation are carriers of specific characteristics of personal development, such as: psychological problems (increased anxiety, fears, aggressiveness, inadequate self-esteem, lack of basic trust in the world); intellectual retardation (limited horizons, delay in the development of mental cognitive processes, etc.); health problems (the vast majority of children in orphanages are carriers of a whole range of congenital and acquired diseases); problems of gender-role identification and subsequent socialization of the child, etc.

The current system of raising orphans in orphanages, unfortunately, does not help overcome the consequences of parental deprivation, often exacerbating them. The result of staying in boarding institutions is the presence in the socio-psychological status of graduates of such characteristics as: undeveloped social intelligence, dependency, rental attitudes, “receptive type of character”

(E. Fromm), increased level of victimization, etc.

This has led to the search for new forms of work with orphans (foster care, adoption, etc.), which is a positive trend. However, alternative forms of raising orphans cannot replace the existing state system. In this regard, calls for the liquidation of orphanages pose a particular danger, which, as shown by historical experience and the recent practice of distributing children to families (as a result of which more than 70% of children were returned to orphanages with the severe trauma of repeated rejection by the family), can lead to creating a situation of destruction of the existing system and the absence of a worthy alternative to it. We believe that along with the development of alternative forms of raising orphans, it is necessary not to destroy the traditional model of orphanages, but to radically reform it.

It is necessary to review the functional purpose of orphanages and determine:

orphanage, what is it? An analogue of a closed educational institution with 24-hour stay for children (as it is now) or an institution designed to become an alternative to the family? We believe that an orphanage is, first of all, an institution designed to replace as much as possible the family that the child has lost. Consequently, the main function of an orphanage is not educational (which is also very significant), but a function of compensating the family, i.e., providing the child with a sense of psychological security, comfort, warmth, equipping him with all the knowledge, skills and abilities necessary for an independent life. The implementation of this approach requires a radical restructuring of the entire pedagogical process of the orphanage.

We formulated the key provisions of such a restructuring in the concept of optimizing the social development of preschool children in an orphanage.

The fundamental tenet of our concept is a fundamentally different view of the orphan child. An orphan child is the same child as millions of his peers from the family and, at the same time,

– this is a fundamentally different child. The absence of such an important agent of socialization as the family and early exposure to the negative aspects of society leads to a change in the trajectory of its development and creates serious barriers to the social development of the individual. These barriers begin to form very early - already at the stage of intrauterine development (as a rule, such children are not wanted by mothers who do not follow the necessary medical recommendations during pregnancy and lead an asocial lifestyle). The situation is aggravated at the stage of early and preschool childhood, within which the most important personal new formations occur: the intensive development of all mental processes, the emergence of self-awareness, personality orientation (social or asocial), primary gender-role identification, etc. It is at this age that the child develops such an important personal formation as basic trust in the world, which subsequently largely determines the quality of his life. Underestimating the importance of this period leads to general physical and intellectual retardation, the formation of problems of psycho-emotional development (fears, anxiety, aggression, etc.), and social failure.

In addition, if children raised in a family are characterized by approximately the same conditions early development(they are surrounded by loving, caring adults) Children who live in orphanages have very different early life experiences (before entering the orphanage). Some of these children spent the initial stage of their lives in a dysfunctional family, others in children's homes for orphans and children's hospitals, some came from a prosperous family (as a result of the death of their parents), etc. The experiences gained at each of these institutions are very different. It is necessary to take into account the individual experience of a child’s life before entering an educational institution. The social development of an orphan in an orphanage is progressing according to general laws socialization of children of the appropriate age, but at the same time, it should be focused on taking into account the child’s individual previous experience and building individual socialization strategies in accordance with it.

Solving this problem requires a radical restructuring of the educational work of the orphanage, both at the content and at the technological levels.

Currently, the content of education in preschool orphanages is similar to the content of education in regular educational institutions for children from the family (but with a lag of a year). However, orphanages face more complex challenges. They are designed, in addition to solving educational functions, to compensate children, as far as possible, for absent parents.

Consequently, the content of education in an orphanage should, along with the implementation of the entire range of educational functions, include such aspects as:

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Theoretical and scientific-methodological foundations for optimizing the social development of preschool children in the conditions of an orphanage Shakhmanova, Aishat Shikhakhmedovna. Provisions for defense

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