The concept of “socio-pedagogical activity. The essence of socio-pedagogical activity Social pedagogical activity as a direction of social work

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"Every person is a book, you just need to be able to read it."

W. Channing, American scientist

"Not for school, but for life, we learn."

Ancient aphorism

social teacher school family

A person lives and acts in complex conditions of a diverse society. Human development is the result of a complex long progressive process during which its biological, psychological and social properties change. These changes occur in the process of personality formation, under the influence of its upbringing and education. The main task of education is to give each child, taking into account his psychophysical abilities, the level of education and upbringing that will help him not to get lost in society, find his place in life, and also develop his potential abilities, i.e. the task of personal development through the individualization of learning comes to the fore. Human activity is determined not by adaptation to changing conditions, but by orientation towards the future and forecasting. The activities of social educators in our school are based on the trends in the development of future-oriented education, relying on the student's own abilities.

The success of a child in school, the upbringing of a socially active person who can make independent decisions is the key to a person's success in life. Every child is talented, every child is the whole world, it is only necessary to notice in time and help the child to reveal his talent based on his individuality and personal qualities.

The activity of a social pedagogue involves interaction with children, in the process of socialization of which various kinds of problems arise. Communication with such children requires special tact and professionalism.

The goal of the social educator: creation of favorable conditions for the realization of the rights of the child, based on helping students to overcome difficulties of a social and educational nature, based on their real and potential capabilities and abilities; providing him with comprehensive assistance in self-development, self-realization and his inclusion in socially significant activities, preparation for independent living.

To achieve this goal, the teacher solves the following tasks:

1. Provide social and pedagogical support to children who have learning problems, difficulties in communication, adaptation.
2. Identify the leading problems and value orientations of children.
3. Contribute to the creation of a favorable microclimate in the classroom.
4. Contribute to the successful socialization of foster children and children with handicapped.
5. To develop a child's interest in self-education, self-education, self-realization, development of personal and intellectual resources.
6. To improve the legal literacy of students; to teach to solve vital tasks, to include students in socially significant activities.
7. Contribute to the formation of the need for a healthy lifestyle.
8. Provide advice to parents and improve their pedagogical competence in matters of upbringing and solving social and pedagogical problems of the child.

A social teacher in social and pedagogical activities is guided by the following main legal documents:

1. UN Convention on the Rights of the Child;
2. The Constitution of the Russian Federation;
3. Civil, Family, Criminal Code;
4. Code of Administrative Offenses;
5. Law of the Russian Federation "On Education";
6. Federal Law No. 120 "On the fundamentals of the system of prevention, neglect and juvenile delinquency";
7. Federal Law No. 124 "On Basic Guarantees of the Rights of the Child in the Russian Federation";
8. Decree of the Government of Khanty-Mansiysk Autonomous Okrug - Yugra No. 302-rp "On approval of the action plan for the prevention of neglect, delinquency and protection of the rights of minors in Khanty-Mansiysk Autonomous Okrug - Yugra for 2006-2008";
9. Decree of the Mayor of the city of Surgut dated April 22, 2002 No. 1141 "On additional measures to identify, prevent neglect and delinquency among children and adolescents"
10. Order of the Department of Education No. 474 dated 13.10. 2006 "On the organization of registration of children subject to compulsory education in educational institutions";
11. Charter of the educational institution;
12. Regulations on the Prevention Council;
13. Internal labor regulations

Our socio-pedagogical activities are based on the following principles:

- the principle of interaction - cooperation with all school employees, social institutions of the city to solve the problems of the child;
- the principle of an individual and student-centered approach based on a humane attitude towards the individual, respect for the rights of the student, teacher and parent, creating conditions for self-development and socialization of the individual;
- the principle of positive perception, personality tolerance, based on the acceptance of a child and an adult as they are, and based on positive qualities, to form other, more significant personality traits;
- the principle of confidentiality, which is based on openness, trust, and the preservation of professional secrecy.

The main directions of the social pedagogue are

1. Analytical and diagnostic.

Social and pedagogical diagnostics in order to identify the social and personal problems of the child: we study the personality of the child, his individual characteristics, school documentation, medical record, living conditions, features of the development and upbringing of the child, family relations, the educational level of the family, educational resources, analyze, systematize the information received for the establishment of a social diagnosis and coordination of work in various areas of activity. We monitor the social situation of the child's development

2. Social and legal.

Social and pedagogical protection of the rights of the child - we identify and support students in need of social and pedagogical support.

3. Advisory

Socio-pedagogical counseling for students who find themselves in a difficult life situation, their professional self-determination, pre-profile training, counseling parents, teachers, class teachers, on solving social and pedagogical problems of the child.

4. Preventive.

Social and pedagogical prevention and correction - we contribute to the timely identification and prevention of deviant behavior of students, the formation of the need for students to lead a healthy lifestyle, we carry out preventive work with students registered at school, the juvenile department at the city police department, we raise the level of legal culture of students and parents.

5. Methodical

Organizational and methodological activities - we analyze our social and pedagogical activities in order to improve pedagogical skills; we participate in the work of the pedagogical councils of the school, the school faculty for advanced training, methodological associations of class teachers, on social and pedagogical problems; we participate in city methodological associations of social educators; we study novelties of methodical literature on social pedagogy, achievements of science and practice; we conduct socio-pedagogical research; we participate in competitions of pedagogical skills: city, regional, all-Russian. The main features of a modern person are the readiness and ability to continuously learn; ability to logical, analytical, critical and constructive thinking; ability to make responsible decisions; communication and collaboration skills, accuracy and productivity; tolerance and responsibility, physical and mental endurance - these qualities can be developed by implementing a competency-based approach.

This approach helps the student to realize the integral quality of the personality, which characterizes the ability to solve problems and typical tasks that arise in real life situations, using knowledge, educational and life experience, values and inclinations. At the same time, the skills are of an integrative nature and are formed within the framework of the study of all school courses and subjects, but are formed in a situation of their active use in educational or life situations. The task of a social educator is to include the student in the implementation of socially significant activities, to support the child's desire for independence, self-knowledge, self-analysis and self-esteem.

For the effectiveness of solving the tasks set, the teacher interacts with all participants in the educational process: students, parents, teaching staff of the school and external social institutions of the city. In this case, various methods, methods, techniques and forms of work are used.

activity as a process

1. Definition of the concept of “social pedagogical activity».

Social pedagogy and socio-pedagogical activity are very closely connected with those branches of pedagogical knowledge, the scope of which is educational organizations of various types. This refers to preschool pedagogy, school pedagogy, vocational education pedagogy, pedagogy of closed institutions of various types, pedagogy of children's and youth organizations, club pedagogy, environmental pedagogy.

The socio-pedagogical activity in our NGO uses and takes into account the principles of morality formulated by ethics, defining goals and developing methods of education, exploring the problems of interpersonal interaction and other issues of philosophy, theory and methodology of social education.

The key concept of social pedagogy as a theory is socio-pedagogical activity, which in its essence is very close to pedagogical activity, as it stood out from the latter, but it also has its own specifics. Let's compare these two activities.

Pedagogical activity is a kind professional activity aimed at the transfer of socio-cultural experience through training and education, at creating conditions for the personal development of students.

Professional pedagogical activity is carried out by teachers.

Pedagogical activity has a continuous, systematic nature, since all students must pass certain educational levels, that is, it is equally directed to all students. In addition, adults can also be the object of pedagogical activity, as, for example, in the system of vocational education. Socio-pedagogical activity is a kind of professional activity aimed at helping the student in the process of his socialization, mastering his socio-cultural experience and creating conditions for his self-realization in society. It is carried out by social teachers both in various educational institutions and in other institutions, organizations, associations.

Social and pedagogical activity is always targeted, aimed at a particular student and solving his individual problems that arise in the process of socialization, integration into society, by studying the individual and his environment, drawing up an individual assistance program, therefore it is local, limited to the time period in which during which the student's problem is solved.

Social and pedagogical activity is of a process nature, its results are not formed in an instant, but require a lot of time to achieve the goals and objectives. The source of its development is the contradiction between the state of social orientation and functioning of a person and the needs of his “humanization” and public interests.

Let us present in the table the highlighted differences between the compared types of professional activity:

Type of professional activity:pedagogical activity, social and pedagogical activity

Purpose of activity:transfer of sociocultural experience, assistance in the socialization of the child

Object of activity:All students, child with socialization problems

Nature of activity: program-normative, continuous, address, local

Institutions where activities are carried out: GBOU NPO PU No. 83 MO

Socio-pedagogical activity involves the organization of the appropriate type of educational situation, which should be preceded by the appropriate cognitive-diagnostic, as well as design and construction work of a social teacher. The process of socio-pedagogical activity is a set of all operational actions performed by its accomplices.

Conventionally, all operations can be divided into organizational, pedagogical and technological groups, each of which is synthetic in nature, including theoretical and practical aspects and stages to a different extent. The socio-pedagogical process begins with organizational and pedagogical support, then comes the stage of technological work. In practice, organizational, pedagogical and technological operations interpenetrate, complement and enrich each other.

Each science is distinguished by its own system of knowledge, focused on explaining the subject of study of this science. The knowledge system of science is reflected in its concepts and categories. Concepts are one of the forms of reflection of the real world in the process of its cognition. In the process of development of any science, concepts are combined, enlarged and transformed into categories of science, which are the most general, fundamental concepts, thus, in each science, its own conceptual and categorical system is formed.

Due to the fact that social pedagogy has become an independent science relatively recently, having separated from pedagogy, and if the object of study for them is almost the same, then the division of categories related to different sciences will help to identify the specifics of social pedagogy. Many categories are taken by social pedagogy from pedagogy, but there are also their own, reflecting the specifics of its research. Concepts such as: education, upbringing - taken from pedagogy; personality, society - in philosophy; socialization - in psychology. But there are also categories of their own - social learning, social environment, social status, etc. The main concepts of social pedagogy are: social education, social education and socio-pedagogical activity. Consider the basic concepts that are in contact with socio-pedagogical activities.

Education is a process of purposeful influence on a person.

Social education is a purposeful process of formation of socially significant qualities of a student's personality, which he needs for successful socialization.

Social learning is a purposeful process of transferring social knowledge and the formation of social skills that contribute to the socialization of the student.

Socio-pedagogical activity is social work, including pedagogical activity, aimed at helping the child to organize himself, his mental state, to establish normal relations in the family, in educational institutions, society, to create conditions for his self-realization.

Socialization is the assimilation of experience, values, norms, attitudes inherent in society and the social groups to which it belongs, for the successful functioning of an individual in a given society.

Social adaptation - the process of adapting the subject to the requirements of society by assimilating social norms and values, established forms of social relations.

Social deviations are such a manifestation of activity, lifestyle, behavior that contradicts social normativity.

A social norm is a measure of acceptable behavior that has developed and established in a particular society.

Deviant behavior - a system of actions of the individual, in which deviations from the officially established or established in a given society soc. norms.

2. Goals, tasks, subject, object of social and pedagogical activity.

The goal of socio-pedagogical activity should be considered as productive assistance to a person in his adequate socialization, activating his active participation in the transformation of society.

Such consideration of the purpose of socio-pedagogical activity is based on the subject-object approach, which implies an active position of the very object of socio-pedagogical influence.

The following tasks of socio-pedagogical activity are distinguished:

Formation of human social competence. This task realized through his social learning

Education of a complex of feelings necessary for a person to interact with environment(social adaptability, social autonomy and social activity), this is realized on the basis of social education.

Assistance in overcoming the difficulties of socialization, emerging problems of relations with the surrounding social environment, is implemented through social and pedagogical support. This approach denies the narrowing of socio-pedagogical activities to influence only the socially problematic part of the population, which implies an immediate response to the problems of people in crisis situations (disabled people, drug addicts, refugees, etc.). It is the impact on all population groups that corresponds to the goals and objectives of the social - pedagogical activity.

In its essence, socio-pedagogical activity is a purposeful sequence of actions of a social teacher (subject), which ensures the most optimal achievement of a certain socio-pedagogical goal in social development (development correction), education (re-education, correction), mastering the skills and abilities in self-service, training, vocational training facility. There are certain environmental conditions that ensure its most optimal flow (practical implementation), the achievement of the optimal result.

Any socio-pedagogical process is carried out by a specific specialist. This specialist implements that consistent activity that allows him to achieve effectiveness in achieving the goal.

The subject of socio-pedagogical activity is not all social relations, but a group of relations that are the most problematic, that is, they lead to destabilization, social disorganization, an increase in social tension, the emergence social conflicts, getting people into difficult life situations; as well as the patterns of interaction between the subjects of social work in the optimization of social relations (in the process of forming the ability to restore the social subject). Social work studies activity, that is, the introduction of an active subject into the subject of social work.

The tasks of socio-pedagogical activity determine the immediate prospects for resolving specific problems of social life. One goal can be achieved through the implementation of tasks in several areas (prevention, rehabilitation, human rights, etc.). Among the tasks of the professional activity of a social pedagogue, the following can be distinguished:

creation of conditions for the preservation, strengthening of the physical, mental, moral, social health of the ward;

Formation and development of moral qualities, socially significant orientations, attitudes in the life self-determination of the ward;

prevention, elimination of direct and indirect desocializing influences of the microsociety on the development of the student;

creation of favorable conditions in the micro-society for the development of abilities, the realization of the capabilities of the ward;

implementation of a system of preventive and rehabilitation measures aimed at optimizing the process social adaptation ward.

In our PU the following objects of social and pedagogical activity:

Students who find themselves in a difficult life situation (a difficult life situation is a situation from which a person cannot independently find a way out);

Students left without care;

From poor families.

Students whose life activity is objectively directed as a result of the circumstances and who cannot overcome these circumstances on their own or with the help of the family.

Output.

Socio-pedagogical activity is a kind of professional activity aimed at helping the student in the process of his socialization, mastering his socio-cultural experience and creating conditions for his self-realization in society.

Social and pedagogical activity in the context of our institution is a process of purposeful solution of social problems arising in educational and social spheres based on the priority of the needs and interests of students, the customs and traditions of folk culture, and also taking into account the specifics of the socio-economic development of our region and city. Social and pedagogical activity is carried out on the basis of educational, cultural, leisure, health and other programs aimed at creative development, socialization of students, their adaptation to life in society, allowing them to express themselves in various types of socially significant practical activities.

Appendix

Work plan of a social educator

GBOU NPO PU №83MO

for 2012 - 2013 academic year

Children with deviant behavior

Children from large families -

Disabled children

Children in care

Children from disadvantaged families

Objective - creating conditions for the psychological comfort and safety of the child, meeting his needs with the help of social, legal, psychological, medical, pedagogical mechanisms to prevent and overcome negative phenomena in the family and in the school.

Tasks:

Identification of the interests and needs of students, difficulties and problems, deviations in behavior, the level of social security and adaptation to the social environment.

Mediation between the personality of the student and the institution, family, environment, social service specialists, departmental and administrative bodies.

Taking measures for social protection, assistance and support for students, the realization of the rights and freedoms of the individual.

Organization of events. Aimed at the development of social initiatives, the implementation of social programs, participation in their processing and approval.

Facilitating the creation of an environment of psychological comfort and security for a person studying in an institution, family, and the surrounding social environment.

Prevention of antisocial behavior and offenses, protection of life and health.

Coordination of interaction between teachers, parents (persons replacing them), representatives of administrative bodies to assist students.

Providing the child with competent assistance in self-development and self-realization in the process of perceiving the world and adapting to it;

Promotion of healthy lifestyles;

Formation in students and their parents of a sense of responsibility for their actions, for the family and the upbringing of children;

Fostering mutual understanding and mutual assistance between students and their parents.

	Direction of activity
	Organizational work 1.Diagnosis in groups to identify: a) large families; b) low-income families; c) families with disabled children; d) families where parents are disabled; e) dysfunctional families; f) families where children are brought up - orphans and guardians. 2. Analysis and generalization of social - pedagogical activity.
	Systematic purposeful work with orphans. 1. Visiting families for the purpose of monitoring the living conditions and upbringing of foster children. 2. Drawing up social passports for orphans. 3. Conducting individual conversations with orphans with the participation of a psychologist. 4. Attracting orphans to participate in public events 5. Identification and placement of children left without parental care (under guardianship, placement in state institutions)
	Working with large and low-income families 1. Control check of life in the family 2. Coverage of children with hot meals 3. Organization of charitable assistance 4. Organization of psychological assistance 5. Involvement of children outside school hours in circles and sections 6. Organization of summer employment 7.Contact with parents and masters of industrial training
	Working with difficult students and students deviant behavior 1. Monitoring the progress and attendance of difficult-to-educate students 2. Individual work with difficult-to-educate students and their parents 3. Holding meetings of the Prevention Council and small teachers' councils with the invitation of difficult-to-educate and their parents 4. Providing free time employment 5. Conducting trainings, brainstorming, role-playing games with students in order to correct behavior, 6. Diagnosis of students of deviant behavior together with a psychologist, 7. Visiting the families of registered students, consultations for parents on issues of education, 8. Involvement in the education of public and social institutions(KDN of the Zaraisky district, narcologist, department for juvenile affairs.)
	Working with children with disabilities 1. Provision of social assistance 2. For children with disabilities studying at home, to establish contact with classmates 3. Provide medical advice to parents of children with disabilities
	Working with parents 1. Make lists of parents in need of psychological and pedagogical assistance 3.Holding parent meeting for questions: a) prevention of offenses, bad habits; b) to promote healthy lifestyles, surfactants, personal hygiene, personal safety; c) for the prevention of road accidents, child injuries 4. Participation in the work of parent group meetings on: a) permissions conflict situations; b) the behavior of students; c) preventive conversations on social issues. 5. Attracting the parent community to participate in the public life of the school in order to positively influence adolescents.
	Conducting conversations with masters of industrial training, subject teachers about the progress and behavior of students, about providing the necessary assistance. 1. Study of interests, needs, difficulties in class groups: a) providing advice and practical assistance in resolving conflict situations in the group b) providing individual and practical assistance in resolving conflict situations in communication with children c) conducting career guidance activities among students of 1-3 courses 2.Organization of work on legal: awareness of children, teachers a) holding conversations on the rights and obligations of students, b) familiarization of students with the Convention on the Rights of the Child.
	Methodical activity 3. Participation in the work of pedagogical councils, speeches at meetings, seminars, at parent meetings.
	Interaction with subjects of prevention 1. Invitation of doctors with conversations on the prevention of the use of surfactants. 2.Cooperation with ODM, KDN under administration Preventive work with registered children. 3.Cooperation with the Center for Employment. 4.Organization of teams, involvement in the work of students who are on the ODN, children from socially dangerous, low-income families. Preparation of the necessary documentation for the employment of students. 5. Interaction with the ODN inspector: A) individual preventive conversations with students at risk B) speeches at class hours C) speeches at school and class parent meetings D) visiting families at home e) participation in the meetings of the Prevention Council
	Collecting information about the summer holidays of children and conducting conversations about the rules of behavior for students during the holidays.
	Organization of employment of students during the holidays.
	participation in charity events.
	Supervise the maintenance of student attendance records.
	Take part in organizing and conducting school, city and regional events

N. V. Abramovskikh

ESSENCE AND FEATURES OF SOCIO-EDUCATIONAL ACTIVITIES

The work is presented by the Department of Social Pedagogy and Social Work of the Shadrinsk State Pedagogical Institute.

The article notes the multidimensionality of the object of social and pedagogical activity, considers its integrative nature, highlights the common and different with social work and pedagogical activity, determines the specifics of the professional activity of a social teacher.

Key words: socio-pedagogical activity, social pedagogue, social work, pedagogical activity.

N. Abramovskikh ESSENCE AND FEATURES OF SOCIAL AND PEDAGOGICAL ACTIVITY

The article is devoted to the complicated structure of the object of social and pedagogical activity.

Its integrative character is shown, features that are common and different from those of social work and pedagogical activity are pointed out, and the specificity of social teachers’ professional activity is defined.

Key words: social and pedagogical activity, social teacher, social work, pedagogical activity.

The real and prospective area of professional activity of a social pedagogue is extremely wide and diverse. It includes many specific varieties of socio-pedagogical activity, depending on the object to which it is directed. The importance of the activity of a social pedagogue is increasing in modern

society in connection with the crisis of confidence of the younger generation in state institutions noted by scientists, the violation of the mechanisms of socialization and the growth of asocial tendencies among the youth, the growth of negative phenomena among the population (drug addiction, alcoholism, delinquency, etc.), the decrease in the educational potential of the

my and educational institutions as the main institutions of the socialization of the individual. Therefore, the range of problems that this specialist has to solve is extremely diverse.

The main reasons for the emergence of professional social work abroad were the socio-cultural processes in Europe and America, due to the rapid development of scientific technology and the expansion of industrial production. In turn, this caused the processes of urbanization, population migration, the growth of the population with a low level of income, which led to an increase in the level of crime, homelessness among children and adolescents, immoral behavior and other socially unfavorable consequences.

These processes necessitated the professional activities of specialists who are able to provide social assistance to people in difficult situations; accordingly, it was necessary to provide a scientific and theoretical justification for the process of their preparation.

In line with applied philanthropy, on the initiative of M. Richmond, the first national school was established in 1898, whose tasks included training specialists in the relevant field. This author has laid scientific foundations methods of social work based on an individual approach to the client.

The functional concept, which became widespread in philosophical and sociological studies, had a great influence on the scientific understanding of the problems of social assistance to the individual. Representatives of this trend (Merton, Parsons, and others) focus on the analysis of the organization of society, questions of self-regulation, and maintaining the balance of systems. At the same time, socio-pedagogical activity was considered as part of a wider social system, having its own tasks and functions aimed at supporting the client's life support needs as a biopsychosocial being.

The study by N. P. Klushina notes that as a result of social and cultural transformations, the essence of a person and his

The social problem began to be viewed through the prism of new interpretations of personality and a new system of social relations. As the basis of the dialectical unity of the social and biological forms of the movement of matter, labor was considered, the joint activity of people as a general condition for the exchange between man and nature. It is object-transformative activity that determines the emergence and development of a system of social relations in which productive forces, production relations, the state, politics, rights and obligations, and moral relations are distinguished. All this determines the direction and content of the socio-pedagogical assistance to the individual as a participant in social relations.

The humanization of social assistance to a person was facilitated by the development of a humanistic trend in philosophy and psychology. Its main principles were the study of a person in his integrity, uniqueness, continuity of development, freedom of expression. This direction contributed to the appeal of socio-pedagogical activity to the provision of assistance to the individual on the basis of self-knowledge and its value. The identification of a person as the highest value of society determined the tasks of social and pedagogical activity on the basis of freedom, humanity, and respect for the rights of the individual.

He turned directly to the problems of social pedagogical activity at the beginning of the 20th century. P. Natorp, a representative of the German school of neo-Kantianism, who defined social pedagogy as a science. He considered its main goal to study the problems of integrating the educational forces of society in order to increase the cultural level of the people. The subject of study was the social education of a person throughout his life, respectively, the object of social pedagogy was a person without regard to his age. Another point of view was expressed by T. Nol, G. Bäumer, who considered the main direction of social and pedagogical activity to help children in

difficult life situation of their development (orphans, neglected, with socially negative behavior). It should be noted that this contradiction is also reflected in the studies of modern authors.

Currently, the problem of human understanding attracts the attention of many researchers. This problem is of particular importance for professional socio-pedagogical activity, since a person is both its subject and object. In our opinion, the anthropological paradigm, which is represented in the domestic humanitarian psychology of development, is of particular interest in understanding a person. According to this paradigm, a person is considered, firstly, as a conscious being capable of reflection, and secondly, as an active being with the ability to consciously transform not only the surrounding reality, but also oneself. Consciousness and activity are the fundamental characteristics of human existence, constituting its very humanity.

At the same time, as V. I. Slobodchikov and I. F. Isaev write, “these two fundamental “pillars” of a person’s existence in the world have sharply indicated the insufficiency of ideas about the reflective-cognitive function of the psyche in traditional psychology. Consciousness has ceased to be just a collection of human knowledge about the world; accordingly, activity ... has ceased to be identified with various forms of human activity. Among the many manifestations of human life, one fundamental circumstance is not sufficiently taken into account (or rather, it is taken into account, but no fundamental conclusion is drawn from it) - this is that a person lives primarily in a system of real-practical, living connections with other people. He always exists and becomes in the community and through the community. the public, or rather, the community of people, is the third - the ontological foundation of humanity itself in man.

Behind Lately new works appeared on sociology, socio-philosophical anthropology, social psychology, which

rye make it possible to overcome the simplified sociological vision of man. Of particular importance is the depiction in them of the structure of the human community as a system of connections and relationships. Therefore, consciousness is initially considered in the space of connections and relations between people, in human communities, and in its individual form - as a reflection of its place in joint life.

The anthropological paradigm is based on the position that the integrity of such a complex object of knowledge as a person is preserved if we consider it through various projections (images of the whole). First of all, the projections “individuality” and “subjectivity” act as such. The knowledge of a person as an individual involves consideration of the natural foundations of human life with the obligatory consideration of their specificity in the context of precisely human way being. The concept of "individual" expresses the indivisibility, integrity and characteristics of a particular subject, which arise already at the early stages of the development of life. The cognition of a person as a subject is his cognition in the second projection. A. V. Brushlinsky notes: “A person as a subject is the highest systemic integrity of all his most complex contradictory qualities, first of all mental processes, states and properties, his consciousness and the unconscious ".

Subjectivity is represented by the desirable, feeling, rational sides of his soul in the form of five components: desires (needs, motives), feelings, reason ( cognitive processes), character, ability. “The formation of a person as the subject of one’s own life activity - the development of the norms and methods of human activity, the rules of community life, the basic meanings and values of people living together - is a prerequisite and prehistory for the formation of the individual spirit of a person.”

Thus, we associate the process of preparing a specialist for professional activity with the purposeful creation of conditions for the development of a student as a subject of this

activities. At the same time, when immersed in activity, not only the development of the subject itself takes place, but also the development of the activity itself. The development of the future social pedagogue is associated with the transition from one level to another: from the organization of his preparation to its diagnosis and design by the specialist himself. At the same time, the content of the socio-pedagogical activity of a specialist involves the perception of the client as a person, as a subject of his own life. This provision is important for further research into the specifics of socio-pedagogical activity and the design of a system for preparing a social teacher for its implementation.

Considering the question of the content of socio-pedagogical activity, it is necessary to emphasize its integrativity, the combination in it of the features of social work and pedagogical activity. At the same time, socio-pedagogical activity has its own specifics, which determine its goals, means, functions, content, and consist in its interdisciplinary and integrative essence, which requires a university graduate to be able to use knowledge of various fields of science, i.e., skills to generalize knowledge.

The activity of a social educator provides for taking into account the peculiarities of the social situation of personality development, the full use of the cultural, intellectual, professional potential of the socio-cultural environment, the integration of targeted and environmental influences on the individual in order to effectively implement the process of socialization of the individual, its harmonious integration with society and the world.

From this point of view, the professional activity of a social pedagogue is functionally close to that of a social work specialist. Social work, according to V. A. Nikitin, is a type of social design and construction, the result of which is the creation of a new (compared to the initial stage of social reality) being of an individual

species, group or group. The basis of social work is social interaction with the client in order to assist him in socialization and resocialization. The sources of the emergence and development of social pedagogy and social work are the generic needs of society at all stages of its development in maintaining the continuity of its existence, in constant improvement, which is possible only if the social functioning of members of society is continuously improved.

At the same time, there are differences in the content of the activities of a social pedagogue and a social worker. For example, researchers of the problems of social pedagogy M. A. Galaguzova, Yu. N. Galaguzova, G. N. Shtinova, E. Ya. in the process of its development, upbringing, social formation. The object of social work is people of any age who have certain social problems or difficulties. We agree with these authors that socio-pedagogical activity has a primary focus on the child, but it is not limited by age limits in the object of its focus. Social pedagogy as a special kind of theory and practice of socialization and resocialization of a person as an individual and as a member of society includes not only microstructural, but also macrostructural social communities (family, team, organization, habitat, ethnic group, era, etc.).

One should agree with the point of view of N. P. Klushina, who singles out a person who is in a marginal state, has social problems, and suffers as an object of study in the theory of social work. A person's life path is at risk from early childhood to old age. The analysis of social problems and the choice of technologies to help a suffering person is the subject of the theory of social work.

The object of social pedagogy is a person in the system of social education. From the very beginning, from the middle of the 19th century, social pedagogy was engaged in the education of adults (andragogy) and the elderly (gerogogy), i.e., its object is a person in the system of social education. In the same time, pedagogical work is one of the areas of social work, and the ratio of social pedagogy and social work is considered as the relationship of the private and the whole. Conceptually, the problematic field of social work includes the problems of social pedagogy. At the same time, according to V. G. Bocharova, a social educator, as it were, puts a “social diagnosis”, reveals positive and negative phenomena, problems - psychological, medical, legal, economic, to the solution of which he then involves social workers of the appropriate profile, as well as other necessary specialists.

An important component of the professional activity of a social pedagogue is pedagogical activity in the aggregate of its goals, content, forms, means of technology and methods of work. The study by M. A. Galaguzova and Yu. N. Galaguzova presents comparative analysis pedagogical and socio-pedagogical activities. The authors show that through socio-pedagogical activity, society initiates a completely new approach to the practice of social education and assistance to a person. The personality, its social health, moral well-being become the center of pedagogically oriented professional activity not only of educational institutions, but also of other institutions, organizations, social institutions. The authors point out the difference between the object, goals, nature of the activity of a teacher and a social pedagogue, believing that social and pedagogical activity is targeted, local in nature, determined by the necessary social assistance to the child.

A significant type of pedagogical activity is education, which is part of the process of socialization and

is viewed as a purposeful and consciously controlled socialization of the individual. In turn, socio-pedagogical activity is aimed at solving the problems of social education and socio-pedagogical protection. Therefore, traditional pedagogical principles are inherent in socio-pedagogical activity: humanism (recognition of the self-worth of the individual), cultural conformity (creation of a socio-cultural developing environment), environmental conformity (creation of optimal biological, psychological and ecological environment personal development), integrity (the unity of the socio-moral, general cultural and professional development of the individual), continuity (provides consistency and continuity in the development of the individual). At the same time, the principles of social response, an interdisciplinary approach to problem solving, maximization in social and pedagogical activities social resources and a number of other principles that distinguish socio-pedagogical activity from traditional pedagogical activity are specific principles of social work. This provision confirms the integrated nature of socio-pedagogical activity.

As noted by V. G. Bocharova, solving the problems of optimizing socio-pedagogical activity in all areas of social practice and with the participation of all its subjects is possible only if there is a common (integral) component that gives the activity of all subjects social activities general goals, a certain focus and assuming specific specific functional and content tasks, implemented by each institution pedagogically competently in accordance with its socially determined functions. The universal significance of a special fundamental "set" of psychological and pedagogical knowledge and skills in any activity of an individual and human society gives grounds to assert that such a component is pedagogical, and its purpose is in pedagogical support (providing) practical

social activity and the development of social relations in all spheres of society. We are talking about such categories of pedagogy (in the broad sense) as the awakening of civic consciousness, the formation of moral qualities, the ability to make responsible decisions, self-education, self-realization of the individual, etc.

Thus, a comparative analysis of socio-pedagogical activities, pedagogical activities and social work allows us to determine the points of contact, integration of these types of professional activities, as well as to identify the specifics of the content of socio-pedagogical activities. Consequently, the pedagogical component of social pedagogy as a branch of scientific knowledge, which is the basis of the professional activity of a social teacher, is multidimensional, integrative in nature and is aimed at scientific and pedagogical support (ensuring) the process of harmonization and humanization of social relations in all spheres and types of life of the individual and society. Socio-pedagogical activity, therefore, is social in essence and pedagogical in terms of its technological, methodological support.

In modern scientific literature there are different interpretations of the essence of the professional activity of a social pedagogue. So, P. A. Sheptenko and G. A. Voronina define it as an activity, the purpose of which is “creating favorable conditions for the personal development of a person (physical, social, spiritual, moral, intellectual), providing him with comprehensive socio-psychological and pedagogical assistance in self-development and self-realization in the process of socialization, as well as the protection of a person (social, psychological, pedagogical, moral) in his living space.

Close to this definition is the vision of the socio-pedagogical activity of M. V. Shakurova, who understands it as an activity aimed at “solving the problems of social

social education and socio-pedagogical protection”. Moreover, social education is presented by the author as “society's concern for its progress in the face of younger generations; conditions created by society, public and private structures, for the physical, mental and social development of a person. The main purpose of socio-pedagogical activity, according to V. A. Slastenin, is to provide competent socio-pedagogical assistance to the population, increase the efficiency of the process of socialization, education and development of children, adolescents, young men.

A broad interpretation of this concept is used by V. A. Nikitin, believing that socio-pedagogical activity is a system of measures to provide educational means of directed socialization of the individual, to transfer to the individual and master the social experience of mankind, to acquire or restore the individual's social orientation, social role, social functioning . This definition does not imply restrictions in relation to the objects and subjects of socio-pedagogical activity. Close is the definition of M. P. Guryanova, who studied socio-pedagogical activity as an activity that can be carried out in relation to any person, with the participation of a wide variety of social institutions of society, state and non-state structures, specific people. From this point of view, socio-pedagogical activity appears as "a holistic educational process of targeted educational assistance and social support for an individual at all stages of his life path, in various areas of the microenvironment, with the participation of all subjects of education" .

Comparing and summarizing the various author's interpretations of the concept under study, we can draw the following conclusion: in a broad sense, this activity is a type of social practice that has a specific goal - to create conditions for the successful formation of a person as a subject of social activity.

real life and ensuring a humane, socially safe environment for his living, conducive to his upbringing, development, social protection and adaptation in society. In terms of the objectives of our study, socio-pedagogical activity is a system of professionally competent measures implemented by a social teacher, aimed at creating an optimal microclimate in society with the aim of effective social support for the individual in the process of socialization.

Thus, the analysis of the features of professional socio-pedagogical activity, the definition of its essential characteristics, allows us to draw the following conclusions:

The variety of spheres and objects in relation to which socio-pedagogical activity is carried out, the ambiguity of its object makes it necessary to have many areas of activity of a social pedagogue;

When planning, implementing the directions of professional socio-pedagogical activity, evaluating its results, a specialist must have a very clear idea of the variety of factors affecting the social, physical and mental well-being of a person, his development and self-realization in modern conditions, complex problem solving different types professional activity, which determines the specifics of technologies for the formation professional competence a specialist in the system of his training;

Socio-pedagogical activity is a multifunctional professional activity to solve social problems of the individual, aimed at socialization, active adaptation and integration of the individual into society, the essence of which is harmonization value orientations personality and normative values of society through the actualization of their own vitality.

BIBLIOGRAPHY

1. Bocharova VG Socio-pedagogical activity as a scientific category. M.: Nauka, 2002. 56 p.

2. Brushlinsky A. V. The problem of the subject in psychological science // Psychological journal. 1991. V. 12. No. 6. S. 3-11.

3. Gurianova MP Rural school and social pedagogy. Minsk: Amalfeya, 2000. 448 p.

4. Klushina N. P. Theoretical and methodological support for the professional training of social work specialists: Dis. ... Dr. ped. Sciences. Stavropol, 2002. 345 p.

5. Natorp P. Selected works. M.: Territory of the Future, 2007. 384 p.

6. Nikitin V. A. Social work: problems of theory and training of specialists: textbook. allowance. M.: Moscow Psychological and Social Institute, 2002. 236 p.

7. Slastenin V. A. Social pedagogue and social worker: Personality and profession // Theory and practice of social work: Domestic and foreign experience. M.; Tula, 1993. Vol. 2. S. 265.

8. Slobodchikov V. I., Isaev I. F. Fundamentals of psychological anthropology. Psychology of human development: The development of subjectivity in ontogenesis: textbook. allowance for universities. Moscow: School Press, 2000. 416 p.

9. Social pedagogy: a course of lectures / under the total. ed. M. A. Galaguzova. M.: Humanit. ed. center VLADOS, 2000. 416 p.

10. Shakurova M. V. Methods and technology of work of a social teacher. M.: Ed. Center "Academy", 2002. 272 p.

11. Sheptenko P. A., Voronina G. A. Methods and technology of work of a social teacher. M.: Ed. Center "Academy", 2002. 208 p.

Social and pedagogical activity as a system of comprehensive support for the development of a child with disabilities is a versatile, socially significant and pedagogically oriented activity of social institutions of a correctional and compensatory orientation to solve the educational and social problems of children with limited life potential in a particular microsociety.

The development of socio-pedagogical activity as a system is based on new approaches to organizational and content implementation mechanisms social policy. The modern period of development of civil society in Russia is characterized by political transformations in the field of human rights protection, aimed at protecting and strengthening health, free development and education in accordance with individual capabilities.

End of XX century marked a rubicon in the change of social and pedagogical consciousness - from the "culture of utility" to the "culture of dignity" (A.G. Asmolov), to the recognition of the unconditional value for society of any human personality, regardless of the degree of its return.

The procedural approach to considering the social status of a person in the structure of society has been replaced by a personal one.

The most significant achievement in this area is the change in attitude towards a person who develops in conditions of insufficiency (mental, physical, intellectual).

The idea of the social usefulness of a disabled person for society, which previously lay in the rationale for the entire system of social security, education and training of people with disabilities in health and working capacity, is currently being transformed into the idea of dignity and self-worth of a person who has equal rights with everyone to realize their interests and needs.

The problem of the formation of a new philosophy of attitude towards persons with developmental disabilities, their civil rights is at the intersection of various branches of scientific knowledge. However, the integrating role in the development of the theory and practice of comprehensive social assistance and support for the free development of a "special" child by means of education belongs to scientific knowledge from the field of pedagogy, or rather, an integrative combination of two scientific and pedagogical branches - social and special pedagogy. Integration processes in science, which has common methodological principles, unified psychological and pedagogical approaches to the processes of socialization and social adaptation, similar pedagogical technologies and research methods, reveal much greater opportunities for the most effective construction of social and pedagogical practice.

The organization of socio-pedagogical activities for the social support of the free development of a "special" child is the restoration of the child's rights to inherit the cultural and historical experience of mankind. The inheritance of social experience by the younger generation (any child) is carried out only by means of education and in the field of education. In human culture, in every society there is a specially created educational space, which includes traditions and scientifically based approaches to the education, upbringing and socialization of children both in family conditions and in specially organized educational institutions. These are the so-called social institutions that make up an exclusive social space that represents an individual world for each individual and has a decisive influence on the result of his socialization.

Deviations in development (impairment of intelligence, speech, sensory, motor, mental spheres) lead to a limitation of a person's communication capabilities, and as a result, to the emergence of significant problems in the process of socialization. The emerging personality is threatened with “falling out” of this socially and culturally conditioned space, which breaks the connection with society, culture as a source of development (L.

S. Vygotsky).

Therefore, the organization of socio-pedagogical activity in conditions of developmental disorders acquires a specific corrective-compensatory character and is a powerful adaptive factor. The special needs of a child with developmental disabilities in the process of socialization determine the mechanisms for organizing socio-pedagogical activities by building an educational space with the help of "detours" (L. S. Vygotsky): 21.

the earliest possible start of a targeted correctional and pedagogical process (from the moment the violation in the development of the child is determined); 22.

putting forward special tasks for the prevention of secondary developmental disorders, overcoming the "social dislocation" (for example, expanding communication opportunities by teaching non-verbal means of communication: empathy, sign language); 23.

the use of special forms of organization of the socio-pedagogical environment (creation of a special infrastructure, provision of technical means of rehabilitation, etc.); 24.

expanding the boundaries of the educational space beyond the educational institution; 25.

organization of accompanying the child in the educational space at all stages of life, the prolongation of this process beyond the school age; 26.

the active position of the family in the process of socialization of the child, the inclusion of family members in social and pedagogical activities and their special education.

An important aspect of socio-pedagogical activity is social rehabilitation, which is understood as the process of restoring the main social functions personality.

indicator effective organization social and pedagogical activity in the field of social institutions of a corrective-compensatory orientation is considered social integration - the full, equal inclusion of a given person in all necessary spheres of social life, a worthy social status, the achievement of the possibility of a full-fledged independent life and self-realization in society.

Socio-pedagogical activity, like any activity, has its own structure, each element of which is organically connected and interacts with others, but performs its own special functions. Such structures are called complete systems. Socio-pedagogical activity is an integral system.

Its structure consists of elements that make up a single complex, but at the same time are independent components. These are the subject, content, management, object and the means, functions and goals that bind them into a single whole. The sequence of listing the components is not random: any activity is performed in the direction from the subject to the object. The object is the main link of the system, which determines the essence and nature of the activity. Therefore, the characterization of socio-pedagogical activity must begin with the justification of the object.

ecosystems

Zoology

Biology

Long 19th century

recent history

Middle Ages

new time

Interwar period