The use of portfolio technology in the system of additional education involves pedagogical support for the child's activities. The organization of support allows you to avoid the problems and difficulties that participants in the educational process may encounter when creating a portfolio. In addition, these activities help to prevent errors in the use of technology and ensure the full potential of the portfolio as a means of tracking the results achieved in the process of individual educational activities of children.

Pedagogical support of the child's activities in the formation of a portfolio is the interaction of the teacher and the child, aimed at developing qualities that are significant for the personal growth of the latter, and the formation of his subjective experience in solving the problems of designing the process of his individual development. This problem is solved within the framework of purposefully organized activities for fixing, systematizing, evaluating the results achieved in the field chosen by the student, reflected in the content of the portfolio sections.

Based on the characteristics of the essence of the pedagogical support of the child given in Chapter 1, we can formulate goal activities of the teacher acting as the subject-organizer of this process: creating conditions most favorable for the development of the child in the process of working on the portfolio, which ensure the full implementation of the goals, objectives and functions of the portfolio in the system of additional education.

The designated goal is realized through the tasks of pedagogical support, solved by the teacher of additional education. The most significant of them include:

• - formation of positive motivation for the participants of the process to create a portfolio;
• - organization of joint goal-setting, planning and analysis of the results of the child's activities;
• - implementation of collective design of the content of portfolio sections;
• - creating a situation of success for each child, a participant in the portfolio formation process;
• - providing timely assistance to the child and parents in resolving problems that arise in the work on the portfolio;
• - ensuring the identification, fixation and evaluation of the individual achievements of the child in the chosen area and their reflection in the sections of the portfolio;
• - development in the child in the process of working on a portfolio of skills in goal-setting, planning, evaluative, analytical, reflective activities;
• - implementation of an individually oriented approach to the child in the process of working on a portfolio;
• - coordination and unification of the efforts of all participants in the educational process to assist the child in tracking and evaluating the results of their activities in the chosen area.

The above goal and objectives of pedagogical support for the child's activities in the formation of a portfolio determine the functions of this process, they include:

• - formative, provides for the development of personally significant qualities in the child and the acquisition of experience by him in solving the problems of managing the process of his development within the framework of the chosen field of activity;
• - propaedeutic, involves the prevention of possible errors and problems that may arise in the work of a child with a portfolio;
• - supporting, ensures the acceptance and support of positive initiatives of the participants of the activity, shown by them in the work on the portfolio;
• - designing, forms the participants' idea of ​​the main stages and characteristics of the portfolio creation activity;
• - facilitating, determines the intermediary position of the teacher in the interaction of participants in educational activities and assisting the child in understanding the relationship of his actions with the results of activities and the development of significant personal qualities;
• - regulatory, involves the formation of relations between the participants of educational activities that are favorable for the effective solution of goals and objectives and the implementation of portfolio functions in the system of additional education;
• - organizing, provides for the ordering of the components of the portfolio formation process in relation to the purpose of its creation.

The functions of pedagogical support, described above, are implemented within the framework of the activities of a teacher of additional education, which determine the content of his actions at individual stages of this process. Suitable as basic directions accompanying activities of the teacher to highlight the following:

• - pedagogical education of participants in the educational process regarding the peculiarities of using a portfolio as a form of tracking the results of a child's development;
• - diagnosing and analyzing the difficulties and problems that children and parents experience (or may experience) when participating in the creation of a portfolio;
• - advisory work with children who do not have well-formed skills of independent work and, as a result, more often than others, have difficulties in working on a portfolio;
• - implementation of a system of classes aimed at developing in children an adequate self-assessment of the results of activities presented in the portfolio;
• - implementation of actions aimed at preventing and resolving intra- and interpersonal conflicts that may arise in a child, his parents in the process of working with a portfolio.

Of course, the list of areas of pedagogical support presented above can be supplemented and expanded by a teacher of additional education based on the tasks, the appearance of which may be due to the characteristics of children and the team, as well as the specifics of the additional educational program being implemented by him.

Thus, by building a program of pedagogical support for the child in the work on creating a portfolio, taking into account the goals, objectives, functions and activities described above, the teacher of additional education can create conditions that are optimal for the personal growth of the student. In addition, it is necessary that the escort, when designing his actions, take into account the basic principles that must be relied upon in the escort process.

One of the most significant for accompanying activities, of course, is the principle of relying on the positive in the child and building a positive, attractive perspective. The activity of the student in the development of a portfolio should be attractive to him, stimulate the manifestation of interest in studying his characteristics, evaluating achievements, determining the goals of his development.

It is important that when organizing their activities, the teacher understands that the creation of a portfolio as the final product of support should not be an end in itself, not for him, not for the child. The main thing in this situation will be the process of tracking the results of the child's activities in the chosen area. Within the framework of portfolio technology, it is based on the positions of purposefulness, awareness, reflexivity, it is in this case that it is possible to achieve a positive effect from the use of technology in solving the problems of the student's individual development. These provisions characterize the principle of procedurality in the accompanying activity of a teacher of additional education.

Undoubtedly, it is also worth noting the need to implement collegial principle, the implementation of which is especially important when designing an accompaniment program, selecting forms and methods of interaction between participants in educational activities. This principle not only defines the positions of all stakeholders as subjects of accompanying activities, but also focuses on the partnership position that the teacher should take when interacting with parents or specialists and communicating with the child.

The position outlined above is difficult to implement if you build maintenance activities without relying on the principle of priority of the interests and opinions of the child in the work on the portfolio. The task of the teacher of additional education is to create a situation of choice for the student in this process, revealing to him the whole range of possible actions in a given situation (it should be borne in mind that the child has the right to offer his own version), but the student himself must make a decision about the further development of the situation. . This is especially important when working on a portfolio, this technology initially assumes a high level of subjectivity of the child and cannot be effectively implemented if he is not given freedom of choice. At the same time, one should not forget that the escort not only provides the accompanied person with the right to make an independent choice, but also helps him assess the possible consequences of the decision being made, thereby forming the child's reflexive skills.

The process of creating a portfolio, as well as the results of the activities themselves, which are reflected in its sections, is extremely individualized, this provision should be taken into account by the maintainer when building his evaluation activities. It should be remembered that the results obtained by the student must be assessed in this case only from the point of his advancement in personal growth relative to the previous stage of activity. The principle of relativity should be implemented at all stages of the pedagogical support of the child in the work on the portfolio. It should also be noted that in additional education, when using the portfolio technology, one can deviate from the portfolio assessment traditionally accepted within its framework in levels. In this case, as already noted, the portfolio is important as a form of tracking achievements, and each child has their own and this is their main value, so assessment should fade into the background and give way to self-assessment and introspection. The main thing is to help the student realize what he has progressed in and what can be done even better.

The process of personal development is long, in the course of his activity in the chosen field, the child experiences successes and failures, faces problems and difficulties, the process of creating a portfolio has the same features. In this regard, the pedagogical support of the child in this process should take into account and implement the principle of maintaining the child's interest in working on himself and his positive reinforcement at the intermediate stages of creating a portfolio. The accompanist should think over a system of measures to stimulate the activity of the student, help him in understanding the intermediate results. The teacher needs to be shown that every step of education, every action, every effort shown gradually leads him to achieve the goal. It is important to ensure that the child realizes that the smallest, at first glance, achievement should be reflected in the content of one or another section of his portfolio, since it is part of his future success.

The principles of pedagogical support of the child described above in the work on the portfolio should be implemented by the teacher of additional education in combination with other principles of psychological and pedagogical support: continuity and systematicity, an integrated approach, variability and flexibility, purposefulness and expediency of the selection of pedagogical tools used by the accompanying person.

It should also be taken into account that the above provisions for building the process of pedagogical support for the child's activities in the formation of a portfolio in the system of additional education can be implemented if it is properly organized. To do this, first of all, it is necessary to comply with the logic of the maintenance stages. Their basic characteristics are presented in table 18.

Table 18

Characteristics of the stages of pedagogical supportchild's activities in the process of working on a portfolio

		Actions of the teacher		Attracted	Result
		2. Formation of a motivational base for involving the child and parents in tracking and fixing their achievements in the form of a portfolio	“Round table” “Why do you need to evaluate the results of your activities. How to do it effectively »		Formed motives and interest in creating a portfolio
Elementary	Familiarizing pupils with a portfolio as a form of tracking performance	1. Introduction of the concept of "portfolio".	pedagogical workshop	child's parents	portfolio project
		2. Sample show
		3. Discussion of the goals and objectives of creating a portfolio
		4. Organization of the design of individual goals for creating a portfolio
		5. Discussing the structure of the portfolio and the materials that can be included in it

		Actions of the teacher		Attracted	Result
		6. Choosing a Portfolio Presentation Form
Basic	Accompanying the individual activities of the child in the formation of a portfolio	1. Organization of the process of self-diagnosis of the child	psychological and pedagogical laboratory "Know thyself"	psychologist	creation portrait
		2. Clarification of the goals and objectives of the child's portfolio	individual consultation	parents	goal tree
		3. Discussion of possible sources of information collection for the portfolio	group consultations	teachers, librarian	list of information sources
		4. Consulting on the forms of presentation of the collected materials	individual		design of the "storage" section

		Actions of the teacher		Attracted	Result
Basic		5. Designing ways to reflect the results of the child's practical and creative work		parents teachers	design of the section "working materials"
		6. Organization of the collection of feedback on the achievements of the child	individual meetings work in pairs (mutual assessment)		a set of external reviews about the achievements of the child, the design of the section "achievements"
		7. Preparing a portfolio presentation	group and individual consultations		performance of the child about the results achieved and work on the portfolio
		8. Identification of problems that arise in the child in the process of working on a portfolio, and assistance in resolving them	problem groups individual consultations	parents	resolving child's problems

	Target	The actions of the teacher	working	attracted kaemye faces	Result
Final	Organization of evaluation activities of schoolchildren	1. Accompanying the progress of the presentation of the portfolio by the child: - conducting a presentation; - organization of discussion of the results of the work; - discussion of common achievements and problems of working on a portfolio	presentation	parents teachers	Self-promotion of the portfolio by each child, mutual evaluation
		2. Organization of the child's activities for self-assessment of the results of work on the portfolio	individual meetings	psychologist	filling out a self-assessment sheet
		3. Determining the prospects for working on a portfolio at the next stage			Correction of the content of the "portrait" section
		4. Reflection of personal growth in the work on the portfolio			addition to the "achievements" section

The indicated actions at the stages of the accompanying activity of a teacher of additional education in the process of creating a portfolio by a child are not final, they can be reduced or supplemented depending on the content of the created portfolio, the preparedness of the accompanying person for this type of activity. For example, as part of the main stage, there may be an intermediate presentation of the portfolio, and there will be less actions at the initial stage if the children do not start, but continue to work on the portfolio.

It is advisable to implement these stages of the teacher's work during the academic year. At the beginning of work on this technology, due to the fact that children are not yet prepared for independent work, their interests are not sufficiently stable, the period should be reduced to six months or two to three months.

In the process of organizing a child’s work on a portfolio, a teacher of additional education needs to involve all interested parties (primarily parents) or specialists (psychologist, subject teachers), if this helps to improve the quality of the portfolio.

When organizing work on a portfolio, the teacher should discuss with the children the schedule of intermediate consultations (at the first stages of work, their visit should be mandatory, then - if necessary).

The above provisions should be taken into account when organizing the process of pedagogical support for a child, since their implementation will help the teacher to fully realize his actions at certain stages of the accompanying activity.

Psychological and pedagogical support of the educational process in the system of continuous education

Lifelong education is understood as the connection, consistency and perspective of all components of the system (goals, objectives, content, methods, means, forms of organization of upbringing and education) at each stage of education to ensure continuity in the development of the child.

The general goals of lifelong education for school-age children can be formulated as:

education of a moral person;

protection and strengthening of the physical and mental health of children;

preservation and support of the individuality of the child,

physical and mental development of children

Knowledge, skills and abilities are considered in the system of continuous education as the most important means of a child's development.

The implementation of the overall goal and objectives of the education of children of these ages requires compliance with a number of psychological and pedagogical conditions:

personality-oriented interaction of adults with children;

providing each child with conditions for a possible choice of activity, partner, means, etc.;

orientation of the pedagogical assessment to the relative indicators of children's success (comparison of today's achievements of the child with his own yesterday's achievements);

creation of an educational environment conducive to the emotional-value, social-personal, cognitive, aesthetic development of the child and the preservation of his individuality;

the formation of leading activity as the most important factor in the development of the child; reliance on the game in the formation of educational activities;

balance of reproductive (reproducing a finished sample) and research, creative activities, joint and independent, mobile and static forms of activity.

At the milestone stages of age development, which correspond to the stages of education in the system of continuous education and upbringing, a growing person reaches his peak, his general maturity as readiness for the transition to a new, higher level of education and development.

In the last decade, a special culture of support and assistance to the student in the educational process has been developing in the education system - psychological and pedagogical support. Psychological and pedagogical support is a real embodiment of humane pedagogy, personality-oriented education, a manifestation of innovative processes that ensure the introduction of new trends in the activities of educational institutions. Psychological and pedagogical support involves the provision of assistance to the child, his family, teachers, which is based on maintaining the maximum freedom and responsibility of the subject of the educational process for choosing a solution to an urgent problem. This corresponds to the new paradigm of education - the development of the subjectivity and individuality of the child. The process of psychological and pedagogical support unites the main institutions of the child's socialization: family, school, institutions of additional education for children. The need to organize psychological and pedagogical support for the activities of a student in an institution of additional education for children is due to the implementation of the ideas of pre-profile training aimed at professional self-determination of the personality of the pupil based on his interests, abilities, inclinations and needs.

Psychological and pedagogical support is considered as a special type of assistance (or support) to the child, ensuring his development in the conditions of the educational process.

Psychological and pedagogical support is a professional activity of adults interacting with a child in a school environment. A child, coming to school and immersing himself in the school environment, solves his specific tasks, realizes his individual goals of mental and personal development, socialization, education, etc.

The full development of a student at all levels of school life consists of two components:

the realization of the opportunities that a given stage of age development opens up for a child;

the realization of the opportunities that this socio-pedagogical environment offers him.

The main goal of psychological and pedagogical support is to enable the teacher to help each student to be successful. The teacher himself must control the situation in the classroom, determine the prospects for his own development and the tactics of interaction with each student.

Tasks of psychological and pedagogical support:

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

Creating an atmosphere of security and trust in the teacher-child-parent system;

Contribute to the formation of the child's skills and abilities that lie in the zone of his proximal development.

The most important levels at which it is necessary to carry out maintenance:

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

intellectual development of the child (level of learning, intellectual development, creativity of thinking;

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

Personal, expressing the specific features of the subject itself as an integral system, its difference from peers:

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

motivation.

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

temperament type;

leading modality.

From a psychological point of view, the psychological and pedagogical support system should, first of all, be considered as the continuity of primary and secondary education. It is important that the individual development of the child be traced in a comprehensive manner and that all participants are involved in the educational process: the primary school teacher, the class teacher, subject teachers, the child's parents, since support is a holistic, system-organized activity, in the process of which social -psychological and pedagogical conditions for successful education and development of each child.

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

1. Tracking the characteristics of the psychological development of the child at various stages of education (diagnostic minimum). The indicators of the child's development are compared with the content of the psychological and pedagogical status. In case of correspondence, it is possible to draw a conclusion about successful development, and further development should be directed to creating conditions for the transition to the next stage of age development. In case of discrepancy, the cause is studied and a decision is made on the ways of correction: either the requirements for this child are reduced, or his capabilities are developed.

2.Creation in this pedagogical environment of psychological conditions for the full development of each child within the limits of his age and individual possibilities. This problem is solved with the help of such means as education, active psychological training of parents, teachers and children themselves, methodological assistance, developing psychological work.

3. Creation of special psychological conditions for helping children experiencing difficulties in psychological development. Many children within the age norm do not realize their potential, "do not take" from the pedagogical environment given to them what they can, in principle, take. The special work of the school psychologist is also focused on them. This task is solved by means of correctional-developing, consulting, methodological and social dispatching work.

The method and ideology of the work of a school psychologist is support. This means building the educational process according to the following positions:

Accompanying a child is based on those personal achievements that the child really has. It is in the logic of its development, and does not artificially set goals and tasks for it from the outside. This provision is very important in determining the content of the work of a school psychologist. He deals with what a particular child or group needs. Thus, the most important axiological principle in the proposed model of school psychological practice is the unconditional value of the inner world of each student, the priority of the needs, goals and values ​​of his development.

Creation of conditions for independent creative development by children of the system of relations with the world and themselves, as well as for each child to make personally significant life choices. The inner world of the child is autonomous and independent. An adult can play an important role in the formation and development of this unique world. However, an adult (in this case, a psychologist) should not turn into an external psychological "crutch" of his pupil, on which he can rely every time in a situation of choice and thereby evade responsibility for the decision made. In the process of accompaniment, an adult, by creating situations of choice (intellectual, ethical, aesthetic), encourages the child to find independent decisions, helps him to take responsibility for his own life.

The idea of ​​accompaniment is based on the goal: to create, within the framework of the socio-pedagogical environment objectively given to the child, conditions for his maximum personal development and learning. In the process of solving these three tasks - education, socialization and psychological development - by the student, small and most serious contradictions and conflicts constantly arise. Thus, the requirements of the educational environment may come into conflict with the capabilities of the child. How to act in this situation? Whom to adapt to whom? "Correct" the child, adjusting it to the given requirements or changing something in the learning environment? Definitely, priority should be given to the child, his actual and potential opportunities. And the task of psychological and pedagogical support will be to create conditions for the most successful education of this particular student.

But, on the other hand, the flexibility and adaptability of the educational environment cannot be infinite. In order to maintain its original goals and guidelines, it is forced to make certain demands on the child both in terms of his skills, the presence of certain intellectual prerequisites, and in terms of educational motivation, purposefulness in obtaining knowledge, etc. If these requirements are reasonable, justified by the logic of the educational process itself, the task of the psychologist will be to adapt the child to them.

The same can be said about the socializing environment. It must also be able to adapt to each individual child, but not indefinitely. There are a number of requirements, norms, strict rules that the child must learn, accept and implement in his behavior and communication.

It is impossible to offer one general algorithm for resolving such conflicts. In each individual case, it must be decided taking into account the priority of the child's inner world and the importance of some necessary and sufficient system, the requirements imposed on him by the educational and regulatory environment. The guarantor of a fair and productive decision is psychological and pedagogical support, during which teachers, psychologists, parents and other adults surrounding the child find the best combination of adapting the school environment to him and him to the school environment.

Psychological support of a child in an educational institution is mainly carried out by pedagogical means, through a teacher and traditional school forms of educational and educational interaction. At least, the advantage of such hidden forms of influence is postulated in comparison with the direct intervention of a psychologist in the life of a child, his intra-school and intra-family relationships. This sets the role of the teacher in psychological practice in a special way. He turns out to be a psychologist's colleague in developing a strategy for accompanying each child and its main implementer. The psychologist, on the other hand, helps the teacher to "tune" the process of learning and communication to specific students.

Accompaniment is considered as a process, as a holistic activity of the psychological service of the gymnasium, as the most important component of the educational process.

The approval of the idea of ​​support as the basis of school psychological practice, the postulation of its object and subject in the form described above, has a number of important consequences, on which the entire model of school psychological work is based. These consequences relate to the goals, objectives and directions of this activity, the principles of its organization, the content of the work, the professional position of the psychologist in relations with various participants in the educational process, as well as approaches to assessing the effectiveness of his activities. In this regard, it is important to highlight the following conceptual consequences of the psychological and pedagogical support of the educational process of the gymnasium:

Systematic monitoring of the psychological and pedagogical status of the child and the dynamics of his mental development in the process of schooling. From the first minutes of the child's stay at school, information about various aspects of his mental life and the dynamics of development begins to be carefully and confidentially collected and accumulated, which is necessary to create conditions for successful learning and personal growth of each student. Methods of pedagogical and psychological diagnostics are used to obtain and analyze information of this kind. At the same time, the psychologist has a clear idea of ​​what exactly he should know about the child, at what stages of education diagnostic intervention is really necessary, and by what minimum means it can be carried out. He also takes into account that in the process of collecting and using such psychological and pedagogical information, many serious ethical and even legal issues arise.

Creation of socio-psychological conditions for the development of the personality of students and their successful learning. Based on the data of psychodiagnostics, individual and group programs for the psychological development of the child are developed, and the conditions for his successful learning are determined. The implementation of this paragraph assumes that the educational process in an educational institution, built according to flexible schemes, can change and transform depending on the psychological characteristics of those children who came to study at this institution. In addition, a certain flexibility is required from each teacher, since his approaches and requirements for children should also not be frozen, should not come from some abstract idea of ​​\u200b\u200bthe ideal, but focus on specific children, with their real capabilities and needs.

Creation of special socio-psychological conditions for helping children with problems in psychological development and learning. This area of ​​activity is focused on those schoolchildren who have identified certain problems with the assimilation of educational material, socially accepted forms of behavior, in communicating with adults and peers, mental well-being, and so on. To provide psychological and pedagogical assistance to such children, a system of actions, specific measures should be thought out that allow them to overcome or compensate for the problems that have arisen.

The basis of mental health is the full mental development of the child at all stages of ontogenesis. The creation of socio-psychological conditions in the macro environment of each child for successful development and learning, taking into account his personal and individual characteristics that ensure such development, is the main goal of the activity of psychological lifelong education.

Thus, the psychological and pedagogical support of the activities of a teacher of continuing education, a systematically organized joint movement of the subjects of support, aimed at creating optimal conditions for improving the quality and effectiveness of the activities of a teacher of additional education.

Pedagogical support of the activities of a teacher of continuing education, which contributes to improving the quality and efficiency of the activities of a teacher of continuous education, is accompanied by the consistency of interaction between the subjects of support (teachers of additional education, administrators, methodologists, psychologists, senior teachers of additional education - mentors, students and their parents); the value-motivational attitude of the teacher to activities in the institution of additional education for children, contributing to the development of an independent professional position; taking into account the level of basic and additional education of teachers; taking into account the psycho-age characteristics of the subjects of interaction; professional and personal reflection, timely and adequate response to changes in the social order.

The model of psychological and pedagogical support for the activities of a teacher of continuous education and implementation can be used in organizing the educational process in educational institutions for children.

The modular algorithm for creating a form of psychological support system includes:

(1) forecasting the demand for psychological and pedagogical support of the individual in the educational process of continuous education;

(2) formation of a data bank based on the results of medical compensatory, corrective diagnostics, taking into account the development of inclusive education;

(3) participation of specialists in working with teaching staff on social adaptation in order to implement the idea of ​​inclusive education in practice;

(4) introduction of a system of psychological and pedagogical support of the educational process, including psychological and pedagogical education, diagnostics, training, adaptation;

(5) organization of a system for monitoring the mental health of an individual;

(6) introduction into the educational process of coordination and methodological developments on the issues of methodological support for the process of mastering basic, additional educational programs, self-education programs;

(7) the use of psychological and psychophysiological methods of accompanying a person in the educational process of continuous education. Its function is aimed at: psychological and pedagogical support in educational institutions that have the opportunity to provide an expanded range of psychological and medical services for students, including those with poor health.

Accompanying the child on his life path - this movement together

with him, next to him sometimes - a little ahead, if you need to explain possible ways. An adult carefully looks at and listens to his young companion, his desires, needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around him, to understand and accept himself. But at

it does not try to control, to impose its own paths and guidelines. And only when the child is lost or asks for help, helps him again

The life of a child takes place in a complex environment, diverse in forms and orientation. By its nature, this environment is social, as it is a system of various relations of the child with peers and children of a different age, teachers, parents, and other adults.

According to its content, this environment can be emotional, intellectual, aesthetic, everyday, etc. The child is faced with many different choices regarding all aspects of life: how to learn and how to build their relationships with adults, how to communicate with peers, how to relate to certain requirements, rules, and much more. Adults surrounding the child are offered to help, who, due to their social, professional or personal position, can provide him with various support. First of all, it is a teacher, parent and psychologist.

The term "accompaniment" first appeared in works on practical psychology in the book by G. Bardier, N. Romazan, T. Cherednikova (1993) in combination with the word "development" - "Psychological support for the natural development of young children." This term is now widely known and actively used (E. Alexandrovskaya, M. Bityanova, T. Dvoretskaya, E. Kazakova, E. Kozyreva, A. Kolechenko, V. Semikin, T. Chirkova, etc.).

To accompany does not mean to lead by the hand, to always decide for the child, to protect from all possible dangers. It means to be near, to encourage independence, to rejoice at successes, to help overcome difficulties that arise.

The most detailed and figurative definition of “accompaniment” was given by the Russian psychologist M. R. Bityanova: “... accompanying a child along his life path is movement along with him, next to him, sometimes a little ahead, if you need to explain possible ways. An adult carefully looks at and listens to his young companion, his desires, needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around him, to understand and accept himself. But at the same time, he does not try to control, impose his own paths and guidelines. And only when the child is lost or asks for help, helps him to return to his path again. Neither the child himself nor his wise companion can significantly influence what is happening around the road. An adult is also not able to show the child the path that must be followed. The choice of the Road is the right and duty of every person, but if at the crossroads and forks with a child there is someone who is able to facilitate the selection process, to make it more conscious, this is a great success.

Below are the views of leading researchers in the field of psychological and pedagogical support:

EM. Alexandrovskaya (2002). A special type of assistance to a child, a technology designed to provide assistance at a certain stage of development in solving emerging problems, or in preventing them in the context of the educational process.

E.I.Kazakova (1998). Such assistance to the child, his family and teachers, which is based on the preservation of the maximum freedom and responsibility of the subject of development for choosing a solution to an urgent problem. Multidisciplinary method, provided by the unity of efforts of teachers, psychologists, social and medical workers; organic unity of diagnosing a problem and the subjective potential of its resolution, information search for possible solutions, designing an action plan and primary assistance in its implementation; assistance in the formation of an orientation field, where the subject of development bears responsibility for actions.

E.A. Kozyreva (2000). The system of professional activity of a teacher-psychologist, aimed at creating conditions for the positive development of relations between children and adults in an educational situation, the psychological and mental development of the child with a focus on the zone of his proximal development.

T.I. Chirkova (1999). The position of the psychologist in relation to the subjects of interaction and the basic principles of his work: careful, reasonable, thoughtful, clearly calculated, predictable by results, measurable intervention in the mental development of the child and the pedagogical process of adults; intervention, which involves the gradual transfer of control functions to self-regulation, self-control of the subjects of interaction with the psychologist themselves.

Thus, in order to reveal the concept of psychological and pedagogical support, such concepts as interaction, cooperation, creation of conditions, assistance, activity orientation, work with the object are used as the main semantic units.

Analysis of literary sources showed that psychological and pedagogical support can be considered in several aspects:

As a professional activity of a teacher-psychologist who is able to provide assistance and support in the individual education of a child;

As a process containing a set of purposeful consistent pedagogical actions that help the child make a moral independent choice in solving educational problems;

As the interaction of maintainer and followed;

As a technology that includes a number of successive stages in the activities of a teacher, psychologist and other specialists in ensuring educational achievements by students;

As a system that characterizes the relationship and interdependence of elements: target, content, procedural and resultative.

The intensive development of the theory and practice of psychological and pedagogical support in recent years is associated with the expansion of ideas about the goals of education, which include the goals of development, education, ensuring the physical, mental, psychological, moral and social health of children.

Support was based on the following principles:

1. Humanization - implying faith in the capabilities of the child.

2. System approach - based on understanding of a person as an integral system.

3. An integrated approach to supporting the development of the child.

4. Taking into account the individual and age characteristics of the child, involving the content, forms, methods of support that correspond to the individual capabilities of the child, the pace of his development.

5. Continuity of accompanying the child in the educational process, namely, continuity and consistency of support. (15)

The purpose of the psychological and pedagogical support of the child in the educational process is to ensure the normal development of the child (in accordance with the norm of development at the appropriate age).

Tasks of psychological and pedagogical support:

Prevention of child development problems (early diagnosis and correction of developmental disorders);

Help (assistance) to the child in solving urgent problems of development, education, socialization: ensuring readiness for school, learning difficulties, problems with choosing an educational route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents;

Psychological support of educational and educational programs;

Development of psychological and pedagogical competence of parents and teachers.

The main areas of work on psychological and pedagogical support:

Prevention is one of the main activities that allows you to prevent the occurrence of certain problems. The peculiarity of prevention in preschool age is the indirect impact on the child through parents and caregivers.

Diagnosis (individual, group (screening). Taking into account the age characteristics, as well as the goals and objectives of the psychological and pedagogical support of the educational process in a preschool educational institution, we can identify the main areas that need to be accompanied, and therefore diagnose them: by tracking the child's developmental rate, and knowing crisis periods and neoplasms of different age stages, problem areas can be identified.

Counseling (individual, group) is carried out, as a rule, on the stated problems, both with teachers and with parents.

Developmental work (individual, group). In developmental work, the specialist focuses on the average developmental norms to create conditions in which the child can rise to the optimal level of development for him. At the same time, developmental work is not just a training of a certain ability, but is focused on working with other factors that determine progress in educational work.

Correctional work (individual, group). The support system specialist has a certain standard of mental development, to which he seeks to bring the child closer. The meaning of “correcting” deviations is assigned to corrective work, and the meaning of revealing the potential of the child is assigned to developing work.

Psychological enlightenment and education: the formation of psychological culture, the development of psychological and pedagogical competence of the administration of educational institutions, teachers, parents.

Expertise (educational and training programs, projects, manuals, educational environment, professional activities of specialists of educational institutions).

The sequence of work to accompany the child is the following algorithm:

1. Statement of problems. It begins with a request, understanding the essence of the problem, developing a plan for collecting information about the child and conducting a diagnostic study.

2. Analysis of the received information. Evaluation and discussion with all interested parties of possible ways and means of solving the problem, discussing the positive and negative sides of different solutions.

3. Development of a comprehensive care plan. Determining the sequence of actions, the distribution of functions and responsibilities of the parties, the timing of implementation: the joint development of recommendations for the child, teacher, parents, specialists. Counseling all support participants on ways and means of solving the child's problems.

4. Implementation of a plan to solve the problem. Implementation of recommendations by each escort participant.

5. Understanding and evaluating the results of maintenance activities. Assumes answers to the questions: What was successful? What failed? Why? Solving a particular problem or conducting further analysis of the development of the child. The answer to the question: What to do next?

Based on the foregoing, the psychological and pedagogical support of the educational process is understood as a holistic and continuous process of studying the personality of the child, the patterns of its formation, creating conditions for self-realization in all areas of activity, adaptation in society at all age stages of training and education, carried out by all subjects of educational -educational process in situations of interaction.

Conclusions on the first chapter

The emotional distress of a child of senior preschool age is largely the result of the absence or insufficiency of means of orientation in situations of uncertainty, unpredictability and surprise. The harmonious emotional development of children, their ability to navigate their emotions in unfamiliar situations - these are the conditions, the observance of which will allow the child to control himself even when he is not

can present the results of their activities and their evaluation to adults.

Many studies of the emotional sphere of older preschoolers show that their lives are full of negative emotional experiences (fear of being reprimanded by an adult, communication difficulties, failures in class), which have a destructive effect on the child's personality. The situation is aggravated by the fact that he does not own the means of reflection and is not able to productively use this life experience.

By the time they go to school, children are already well assimilating the norms and rules adopted in society. Among them is the position that being afraid and making mistakes is bad. Following this "rule", the child in many cases stops doing something at all, motivating this by the fact that "it won't work anyway, and they will scold me." This way of behavior blocks the development of the child's personality, deforms it first in childhood and then in adulthood. Such children do not go forward by trial and error, but passively wait for the right answers and unmistakable ways to solve problems.

Blocking the opportunity to "do wrong" does not give the child a chance to learn ways to reduce the severity of fear, to find examples of "fearless" behavior. You need to work with such children and these children need psychological and pedagogical support.

Psychological and pedagogical support of educational activities is always personified and directed to a specific pupil, even if the teacher works with a group. The subjects of psychological and pedagogical support of the individual educational activities of the child are: medical workers and other specialists; educator; psychologist; social teacher; parents and relatives of the student. The subject of psychological and pedagogical support is the child himself, who has his own experience of learning, interaction with adults, peers, his own special character of personal and individual development. The characteristics of a particular child affect the content and forms of psychological and pedagogical support of his individual educational activities.

The essence of the idea of ​​psychological and pedagogical support is an integrated approach to solving developmental problems. Understanding the psychological and pedagogical support of the process of personal self-development as an activity of subject-subject orientation allows intensifying the processes of self-knowledge, creative self-realization and acquires special significance in the educational process.

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"Accompany", as Ozhegov's dictionary explains, means "to follow along with someone, being near, leading somewhere or following someone." The concept of "accompaniment" was introduced into science by the St. Petersburg scientists L.M. Shipitsyna, E.I. Kazakova and is interpreted by them as helping the child in making decisions in problem situations, in which he himself is responsible for actions.

E.I. Kazakova gives the following definition of support - this is a method that provides the creation of conditions for the subject of development to make optimal decisions in various situations of life choice.

According to M.R. Bityanova, support is a system of professional activity of a psychologist aimed at creating socio-psychological conditions for successful learning and psychological development of a child in situations of school interaction.

E.A. Kozyreva believes that support is a system of professional activity of a teacher-psychologist, aimed at creating conditions for the positive development of relations between children and adults in an educational situation, psychological And mental development of the child with a focus on the zone of proximal development.

According to M.I. Rozhkov, support in the psychological and pedagogical sense is most often considered as a method that provides the creation of conditions for the subject to make optimal decisions in various situations of life choice. Accompanying is always the interaction of the maintainer and the followed.

Psychological and pedagogical support - a system of professional education of a teacher - a psychologist, aimed at creating socio-psychological conditions for successful learning and psychological development of a child in situations of school interaction.

The object of psychological and pedagogical support is the training and psychological development of the child in a situation of school interaction. The subject of socio-psychological conditions of successful training and education.

Accompaniment must be considered as an integral system of a school psychologist, where there are necessarily interconnected components:

Systematic tracking of the psychological and pedagogical status of the child and the dynamics of his development .;

Creation of socio-psychological conditions for the success of training and development;

Creation of special conditions for children with problems in mental development and learning.

Investigative escort ideas:

Conceptual Consequences- the very idea of ​​support is the basis, all the components of the support system must be present in the psychologist's department.

Organizational Consequences- it is based on the system of characteristics of the psychologist's daily work, organizational consolidation (in the current long-term plans of both the psychologist and the team). Psychological support is an official element of the educational process at the level of planning, regulation and control over the result .;

Functional-role consequences- the basis is the ability of a psychologist to determine: who is and who is not the object of his psychological d-ty. The object can be either a schoolchild or a group of schoolchildren (conditions are created for them; psychological impact is exerted). Adult participants in the educational process are the subjects of support.

Approaches to planning psychological and pedagogical support at school

In general, planning work with each of the 4 student parallels subject to psychological and pedagogical examination is the construction of the following sequence of specific practical steps:

1. Organizational and methodological preparation for the cycle. This is a clear hourly planning of upcoming diagnostic events, councils, notification of all involved persons, preparation of the necessary methodological materials

2. Carrying out the first stage of a diagnostic examination.

2.1. Observation of students in the classroom, recording data in the protocol (2 hours per class).

2.2. Carrying out methods of diagnostic minimum with all students of this parallel.

2.3. Conducting an expert survey of teachers.

2.4. Conducting parent surveys.

2.5. Processing the results, filling in the forms of conclusions for all students, selecting a group of students for various schemes of in-depth psychodiagnostics.

2.6. Organizational and methodological preparation for the second stage psychodiagnostics .

3. Carrying out the second stage of psychodiagnostic examination.

3.1. Conducting a diagnostic examination of schoolchildren.

3.2. Processing data, filling in conclusions on the survey.

4. Preparation for the psychological and pedagogical consultation.

4.1. Conducting consultations with the school doctor and class teachers regarding the upcoming council.

4.2. Preparation of analytical information on classes and parallels in general.

4.3. Drawing up a discussion plan: identifying groups of psychologically well-off schoolchildren and schoolchildren with different types of problems.

4.4. Preparation of forms for the conclusion of the council.

5. Conducting a psychological and pedagogical consultation.

5.1. Exchange of information between members of the council regarding specific students.

5.2. Development and planning of an accompanying strategy for each student.

5.3. Filling out the form of the opinion of the council for this student.

5.4. Development and planning of an accompanying strategy for each student.

5.5. Development and planning of the maintenance strategy for the whole class or parallel.

6. Implementation of the decisions of the council.

6.1. Implementation of general advisory activities: holding parent meetings, advising the administration, holding group consultations for subject teachers.

6.2. Planning joint actions of class teachers and a psychologist.

6.3. Selection of schoolchildren in special developmental groups, planning and conducting individual consultations of parents, teachers and schoolchildren.

6.4. Conducting individual consultations for subject teachers, parents and high school students.

6.5. Implementation of social dispatching activities (search for a specialist, ensuring his contact with the client, implementation of supportive measures).

6.6. Planning and implementation of related forms of work (education, general developmental work, etc.).

7. Planning and monitoring the effectiveness of the work carried out.

7.1. Consultations with subject teachers and class teachers following the results of the psychological and pedagogical cycle of work with schoolchildren of this parallel.

7.2. Long-term planning of accompanying activities at the end of the cycle (together with teachers and educators).

The implementation of the main activities described above in one cycle (within the framework of work with one parallel) takes 14-15 weeks with proper organization.

Let us define the conditions for the effective functioning of the proposed model for planning psychological and pedagogical support:

1. Planning should be done in early September for the entire school year.

2. A number of activities of the school psychologist should be included in the plans of the school at the planning stage. Those. First of all, we are talking about diagnostic minima. The first stage of diagnosis should be carried out during the daytime, instead of lessons, and this fact should be recorded in the curriculum. The same applies to psychological and pedagogical consultations and expert surveys of teachers, group consultations of subject teachers and parent meetings following the results of a general diagnostic examination.

3. Collaboration with a psychologist, analysis and creative implementation of his recommendations must be turned from a personal matter of a teacher into his official professional duty.

1. Essence of maintenance. The main approaches to determining the essence of pedagogical support.

2. Technologies of pedagogical support:

l technology of pedagogical support;

l technology of pedagogical assistance;

l technology for the implementation of individual educational routes;

l technology of tutor support.

Literature:

1. Aleksandrova E.A. Types of pedagogical support and support for individual education http://www.isiksp.ru/library/aleksandrova_ea/aleks-000001.html

2. Aleksandrova E.A. How does the work of a freed class teacher differ from the work of a class teacher from the position of tutoring? / E.A. Aleksandrova // Head teacher. - 2007. - No. 4. - S. 57-59.

3. Gazman O.S. Theory: what is pedagogical support, g-l Class teacher, No. 3, 2000, p. 6-34.

4. Glevitskaya V.S. www.superinf.ru

5. Dubrvina I.V., Akimova M.K., Borisova E.M. etc. Working book of a school psychologist. Ed. Dubrovina I.V., M., Education, 1991.

6. Mudrik A.V. Communication in the process of education. M., Pedagogical Russian Society, 2001.

7. Mudrik A.V. Social Pedagogy. M., Academy, 2000, pp. 155-160.

8. Pedagogical support of the child in education, ed. V.A. Slastenina, I.A. Kolesnikova. - M., 2006.

9. Popova S.I. Pedagogical support in the work of the teacher and the class teacher. - M., 2005.

1. According to the explanatory dictionary of the Russian language, accompaniment means an action that accompanies a certain phenomenon, following along with someone, being nearby, leading somewhere or walking nearby. Etymologically, the term comes from the word "accompany", which has several meaningful interpretations. The meaning of the interpretation depends on the field of application of the word, but means the simultaneity of an occurring phenomenon or action. It is interesting that when using this verb with the reflexive particle "sya" in the content characteristic, the emphasis shifts to the supervised. Thus, the following meaning is acquired - entail as a direct continuation or consequence, be equipped with, supplemented by something.

The theoretical basis of the system of pedagogical support is the provision on "accompaniment" how conscious teacher/specialist need to follow next to the child during his personal development, providing a guarantee of safe resolution of difficult life situations.

Some researchers note that support involves support naturally developing reactions, processes and states of personality. It should be noted that support is understood as the preservation of personal potential and the promotion of its development. The essence of such support lies in the realization of the right to the full development of the individual and its self-realization in society. Pedagogical support is most fully revealed in the ideas of O.S. Gazman and his followers. Accompaniment is a special type of activity aimed at supporting the activity of the subject, that is, preventing and overcoming problems in its formation by drawing up and implementing a program of activities jointly with the child.

In contrast to correction, support does not involve the correction of shortcomings and alteration, but search for hidden resources of the subject and personalities reliance on its capabilities and creating conditions for development on this basis.

T. Yanicheva understands psychological support as a system of organizational, diagnostic, teaching and development activities aimed at creation of optimal conditions. The essential characteristic of support in this approach is the creation of conditions for the transition of the subject to "self-help". E.A. Kozyreva understands support as a system of professional activity of a teacher-psychologist, aimed at to create conditions for the positive development of relations children and adults in the educational situation, the psychological and mental development of the child with a focus on the zone of its proximal development.

In the works of Yu.V. Slyusarev - the founder of this theory in the psychological aspect, "accompaniment" is used to denote non-directive form of psychological assistance, aimed not only at strengthening or completion, but at the development and self-development of the self-consciousness of the individual, help, triggering the mechanisms of self-development and activating a person's own resources.

Escort is a multidimensional concept that primarily determines the position of the teacher in relation to the teacher, the pupil, characterizing the acceptance of the latter as the subject of his life and development. Accompaniment is understood as an activity aimed at creating conditions conducive to successful learning and development of the child in a particular environment (M.R. Bityanova).

Support is based on some value principles:

1. Following the natural development of the child at a given age and socio-cultural stage of his life path. Accompanying is based on those mental, personal achievements that the child has and constitute the unique baggage of his personality.

2. Priority of the goals, values ​​and developmental needs of the child himself.

3. Orientation of activities to create conditions that allow the child to independently build a system of relations with the world, people around him and with himself, to make personally significant life choices. An adult must teach the child to make decisions concerning himself and bear full responsibility for them.

The concept of support as an educational technology was developed by E.I. Kazakova. This concept is based on a system-oriented approach to human development. One of the main provisions of the concept of E.I. Kazakova is a priority reliance on the individual-personal potential of the subject, priority of responsibility for the choice made. Thus, the author believes that in order to exercise the right of a person to freely choose various development options, it is necessary to teach a person to understand the essence of the problem, to develop certain decision-making strategies.

Thus, accompaniment is considered as accompaniment, support, assistance, creation of optimal conditions, search and updating of human resources, as training in methods of activity.

All researchers consider support within the framework of humanistic and personality-oriented approaches, focusing on the launch of mechanisms for self-development, self-improvement based on individual resources, the potentials of the individual himself.

Accompaniment is considered as a two-way process (teacher - pupil), which depends on the personal qualities of the escort, on his skill (professionalism), but its result is the higher, the more actively the “accompanied”, the more attention and actual time during implementation is paid to the content and methods of action "accompanied". A feature of the concepts of pedagogical support is the design of the process of support "from the accompanied".

Psychological and pedagogical support today is not just the sum of various methods of correctional and developmental work with children, but acts as a complex technology, a special culture of support and assistance to the child in solving the problems of development, education, upbringing, socialization.

This suggests that a specialist in psychological and pedagogical support not only knows the methods of diagnosis, counseling, correction, but also has the ability to systematically analyze problem situations, program and plan activities aimed at resolving them, co-organize for these purposes participants in the educational process (child, peers parents, teachers, administration).

Types (directions) of work on psychological and pedagogical support:

a) prevention.

b) Diagnosis (individual and group (screening).

c) Counseling (individual and group).

d) Developing work (individual and group).

e) Correctional work (individual and group).

f) Psychological enlightenment and education: the formation of a psychological culture, the development of the psychological and pedagogical competence of students, the administration of educational institutions, teachers, parents.

g) Expertise (educational and training programs, projects, manuals, educational environment, professional activities of specialists of educational institutions).

Model of psychological and pedagogical support for participants in the educational process at the main stage of general education

Levels of psychological and pedagogical support

1. Individual

2. Group

3. At the class level