Mainland South America presentation. South America presentation

1). Socio-pedagogical consultation (group, individual) - is used to provide qualified assistance to the child in the correct understanding and solution of his specific problems.

2). Socio-psychological training - aimed at the correction and development of socially necessary skills and abilities in minors.

3). Correctional and developmental lesson (individual, group) - is an expedient set of social and pedagogical methods and means. These are m / b games (role-playing, business, career guidance), discussions, workshops, etc.

4). Collective and mass forms of work with children and parents - meetings and conferences of schoolchildren, parents, "open days", cultural events (thematic or dedicated to calendar dates), actions.

The social teacher should be guided by general and social pedagogical principles and approaches in his work.

Because the central place in the work is the person, it is necessary to observe humanistic approach. The principle of the personal-humanistic approach necessitates an individual approach. It is necessary to take into account the characteristics of the physical, mental and social. condition, ability to learn and educate.

The principle of sociality... It is necessary to strive for the development of "open" in the social. relation of personality.

A special place is occupied by activity approach... In the development of projects and programs, social welfare should proceed from the historically established systems of social practice in general, and social pedagogical practice in particular.

Social pd must anticipate possible denials. consequences and take measures to eliminate and minimize them.

Development principle- a person is a dynamic formation with internal contradictions. Therefore, when developing and implementing social ped. projects, it is necessary to see the prospects for working with people and be prepared for unexpected manifestations, random circumstances.

Important multidimensional dialectical approach, he saves from one-sidedness and narrowness. It is necessary to take into account the dialectics of the general and the particular, the accidental and the necessary, the internal and the external, etc.

Social ped-g must be able to apply technology... At present, the introduction of socio-pedagogical technologies into the activities of a social teacher makes it possible to solve more effectively the entire wide aspect of tasks.

One cannot but agree with the thought expressed by V.P. Bespalko: " Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, technology ends, so that then it starts all over again. "

Socio-pedagogical technology - one of the established on the basis of previous experience and justified ways to achieve a certain socio-pedagogical goal (L.V. Mardakhaev).

It can be considered: as a description of the stages, methods and means of social and pedagogical activity, ensuring the achievement of a certain result; as an expedient, optimal sequence of activities aimed at achieving a specific socio-pedagogical goal.

L.V. Mardakhaev believes that in each specific situation a social teacher needs to understand:

· Socio-pedagogical goal (what to strive for, what should be achieved);

· Terms of its implementation;

· Features and capabilities of the facility;

· Features of the place of sale;

· Opportunities in time to achieve the goal;

· Features of the subject of social and pedagogical activity, its capabilities.

On this basis, either one of the available technologies is selected, or a new, special technology for a given case is modeled.

Scope of social activities teacher . Officially, the position of the social. n-ha is established in the institutions of two departments - committees for youth affairs and education.

In the system of institutions of committees for youth affairs the position was introduced in institutions: courtyard children's clubs, children's art houses, youth hostels, rest homes for adolescents, educational youth centers, vocational guidance centers, employment centers, children's and youth labor exchanges.

In the field of education- in preschool educational institutions, educational institutions, general education boarding schools, general schools for orphans and children left without parental care, special educational institutions for children and adolescents with deviant behavior m, images of the institutions of the initial prof. education.

Social workers can work in general educational, cultural and leisure, sports and health-improving institutions, social protection and social security services, law enforcement, administrative-territorial bodies, enterprises, public organizations, foundations, private and commercial structures.

Despite the fact that the position of "social teacher" is established only in two departmental spheres, the practical need for such specialists is much wider. In fact, this position can be introduced in all social institutions that provide assistance to children in need of it. That's why typology of institutions, in which a social educator can work includes institutions:

✓ education;

✓ committees for youth affairs;

✓ health care (children's hospitals; special hospitals for mentally ill children, children-drug addicts; sanatoriums for children, etc.);

✓ social protection of the population;

✓ related to the system of internal affairs bodies (reception centers for children and adolescents, special boarding schools and special vocational schools for children who have committed offenses; educational colonies; juvenile courts for adolescents who are taking their first steps in Russia, etc.).

The foregoing shows that social and pedagogical activity is multifaceted and responsible. Therefore, the professional training of a social teacher should be based on extensive, scientifically grounded knowledge and constant self-improvement.

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Social and pedagogical activity at school

The modern school is in dire need of support and development of a system of social and psychological support for students. The growth of juvenile delinquency, adolescent drug addiction, computer addiction and "virtual" aggression in children, the lack of a system of universal values ​​among the younger generation (tolerance, communication skills, culture) - all these problems are acutely faced by the school and society as a whole. Their solution is impossible without the professional work of specialized specialists - social educators and psychologists.

The sphere of professional duties of social educators includes work with children, adolescents, youth and their parents, adults in a family environment, with adolescent and youth groups, associations.

This means that the main sphere of activity of a social teacher is society (the sphere of the immediate environment of the individual, the sphere of human relations). At the same time, the priority (especially in modern conditions) is the sphere of relations in the family and its immediate environment, at the place of residence. A social educator works with children, their families, family and neighborhood environment and the purpose of his activity is to organize preventive, socially significant activities of children and adults in society. The tasks of the practical activity of a social teacher include a very wide field of activity from direct work with a child who has problems with socialization in the surrounding society to all social organizations and social institutions involved in the social education of the younger generation.

Depending on the profile, the place of work of a social teacher may be:

· Social and pedagogical services of educational institutions (preschool educational institutions, institutions of additional education, general education schools, special correctional educational institutions, lyceums, gymnasiums, boarding schools, orphanages, secondary specialized educational institutions, universities);

Social services specialized agencies(rehabilitation centers, social shelters);

· Services of municipal bodies (guardianship and custody bodies, centers of social psychological and pedagogical assistance, departments for social protection of the population, departments of social assistance to families and children).

Thus, the social educator:

- organizes educational work in the classroom, group, hostel, on the course, stream, in the platoon of educational institutions, aimed at the formation of a general culture of the individual, adaptation of the individual to life in society, respect for the surrounding nature;

- studies the psychological and pedagogical characteristics of the individual and its microenvironment, living conditions, identifies interests and needs, difficulties and problems, conflict situations, deviations in behavior and timely provides social assistance and support to students and pupils;

- acts as an intermediary between an individual and an educational institution, family, environment, authorities;

- promotes the realization of the rights and freedoms of students, the creation of a comfortable and safe environment, the protection of their life and health;

- creates conditions for the development of talents, mental and physical abilities of students outside the classroom;

- interacts with teachers, parents (persons substituting them), specialists of social services, family and youth employment services and other services in helping students, children in need of custody and guardianship, children with disabilities, as well as in extreme situations;

- participates in the development, approval and implementation of educational programs of the institution, is responsible for the quality of their implementation within its competence.

School social educator- operates in a general education or vocational school, out-of-school and preschool institutions, social shelters, orphanages, boarding schools, rehabilitation schools and other educational institutions. In organizing his work, the school social educator gives priority to creating a healthy microclimate in the team, humanizing interpersonal relations, contributes to the realization of everyone's abilities, protecting the interests of the individual, organizing leisure activities, engaging in socially useful activities, studying the special problems of schoolchildren and teachers, and taking measures to solve them. The social educator maintains constant contact with the families of the students. He pays special attention to the problems of protecting a child from parental cruelty, selfishness, and permissiveness.

Socio-pedagogical activity- This is social work, including pedagogical activities aimed at helping a child (adolescent) in organizing himself, his psychological state, at establishing normal relations in the family, at school, in society.

In modern conditions, in the work of various structures in the field of social protection, the main directions of social work, which the social teacher is also engaged in, have been determined. It:

> provision of material assistance (cash, patronage, benefits and benefits, help in everyday life);

> organization of social care (working with people, recruiting employees, checking, promoting best practices);

> impact on a person.

The process of influencing a person is a process of pedagogical and psychological influence. This is done by a social worker, a social educator.

What is the main thing in the work of a social teacher, how does it differ from the work of a school teacher, a subject teacher and even a class teacher or teacher of a boarding school or an extended day group?

The teacher most often has to work with a class or group, and, in general, his methods are aimed at working with a team. A social educator works with an individual, with an individual child, adolescent, and if with a group, then a small one, if with a family, then here with each separately.

A social educator works in the field of protecting a child, adolescent, provides him with social or medical assistance; he must be able to organize his training, his rehabilitation and adaptation.

Today, education, having defined in its activity as paramount, the task of raising a child, forming a personality, changes its content and methods of work. Among the areas where a social teacher is especially needed is school, and his work at school is a special issue.

In different countries, there are two approaches to its work. Either the social educator collaborates with the school, or he is its full-time employee.

Cooperating with the school, the attached social educator often visits school, helps parents and schoolchildren in normalizing relations, and finds out the reasons for not going to school. It identifies families where children are abused, children who are lagging in physical and mental development, children suffering from disadvantage. To help a child or family, he involves a lawyer, a doctor, and police officers. From the school doctor, he learns about the child's long-term illness, its causes, and, in order to prevent academic delays, he helps to study at home or in the hospital.

For example, in Germany, a social teacher was introduced to the staff of the school. He works with dysfunctional families, lagging students, creates children's associations for spending free time, and involves parents in this.

The social educator identifies children in need of social assistance. These are unsuccessful children who, due to their abilities, cannot learn the school course. These are children who are experiencing stress either in a peer group at school or in a family. These are sick children, with various disabilities, schoolchildren who have taken drugs or alcohol. Most often they are registered with the commission on juvenile affairs. In addition, a social educator works with gifted children.

Sometimes helping these children can only be to sort out their relationships with others. In another case - to teach to control your actions, to be confident in yourself. But in both cases, sensitivity and cordiality are required from the social teacher.

The social teacher coordinates the work of the teaching staff with difficult children, families, with the surrounding social microenvironment and the community of the microdistrict, which is also important today. He periodically informs the teaching staff of the school about the psychological climate in the classroom, about each difficult student and about helping him, and also plays a major role in the preparation and drawing up of a social work plan for the school.

Particular attention is required from the social educator to children expelled from school. He helps to arrange them in another school, to help them get used to a new team.

The social educator identifies schoolchildren who are illegally employed during school hours, decides on their studies, and checks whether the legal norms of child labor are being complied with. And this question is very acute in modern conditions, and this problem is urgent today.

He monitors schoolchildren: do all those in need attend rehabilitation centers, helps them, controls the receipt of all social privileges by large families: free "school" breakfasts, purchase of clothes, transportation costs.

To solve all of the above tasks, the social teacher studies the child, his condition, the level of the crisis, plans ways to overcome it. This is one of the main tasks of a social teacher.

The decline in the standard of living of the population affected children, their moral, physical and mental health. Children and adolescents turned out to be the most vulnerable among the population of the country. The lack of government measures to protect children and adolescents affects their activities, communication, leads to antisocial behavior, the pursuit of money by any means, and an increase in crime.

The education crisis, residual funding resulted in a shortage of staff; the isolation of the school from social processes affects the upbringing of the younger generation.

Today more than 50% of adolescents who commit crimes are from an incomplete family; more than 30% of children with mental disabilities grew up without a father.

Today, there are 4 million homeless people in Russia, 6 thousand crimes and 2 thousand child suicides are committed annually by adolescents. The Commission for Women, Family and Demography under the President of the Russian Federation notes that over the past 5 years, the number of orphans and children with disabilities has increased by 70%. The number of children being taken into care has dropped dramatically. As for the fugitive children, they are mainly adolescents aged 15-16, more often children from urban families, less from rural ones.

Of the children fleeing their families, 56.7% are girls, 43.3% are boys, 8% of them skip school, 17% were expelled from school, 5% dropped out of school temporarily, 69% studied, 1% graduated school. The reason for the escape is the child's anxiety due to failure to achieve the goal, conflicts in the family. Escaping girls are more likely to be pregnant or sexually abused and are more likely to be drawn into early sexual activity.

Neglect, stress, poisoning and accidents have increased the death rate of children. The number of infectious diseases has almost tripled.

The number of preschool children has decreased, 17.3% of them have chronic diseases, 67.7% have functional deviations. Only 10% of secondary school graduates are healthy. The number of girls with chronic diseases by the end of school is 75%, of boys - 35.3%.

The number of disabled children under 16 has increased by 15%. A special issue is the health of adolescents. Early smoking, drug addiction, alcoholism, psychosis, and early onset of sexual activity are increasingly spreading.

Among the factors that negatively affect the health of the child, one can also refer to the modern education system. V kindergarten overcrowding of groups, lack of the necessary furniture is observed. At school, the transition to a five-day week led to overwork and an increase in the incidence of children from 15% to 24%. The decrease in the number of sanatorium-resort schools (from 91% to 85%) reduced the possibility of treating children. The established boarding schools for children with disabilities require funding. There is a lack of equipment and funds for health improvement activities.

Health care providers often face childhood traumas that are the result of poor family attitudes towards children. There is a term “battered child syndrome”. The evidence of abuse is the bruising on the child's body. The perpetrators of abuse are parents (92.2%), of which 85% are natural parents. Of these, 60% are women, 39.2% are men. Parents or persons substituting for them, take care of the child poorly (88%), commit physical violence (87%). Natural mothers are guilty of mistreatment and care almost 3 times more often than fathers (75% versus 41%).

Summarizing the above, we can conclude that the task of the social teacher is to create a situation that could help the child to get out of the crisis in which he found himself. It must be remembered that such children are often attached to the teacher, and here his professionalism and trusting relationship to the child.

However, the choice of activities itself is not arbitrary, but is conditioned by previously obtained data that need analysis and socio-pedagogical interpretation. Therefore, a certain time in the activities of a social teacher, especially at the initial stage, is occupied by the study of the psychological, medical and pedagogical characteristics of the personality of students and the social microenvironment, living conditions. In the process of studying, interests and needs, difficulties and problems, conflict situations, deviations in behavior, typology of families, their sociocultural and pedagogical portrait, etc. are identified.Therefore, diagnostic techniques take a significant place in the methodological baggage of a social teacher: tests, questionnaires, questionnaires, etc.

It is quite obvious that the social pedagogue's diagnostic tools include both sociological and psychological methods. Also of great interest are various reports, certificates, tables, documents, medical records of students, etc., which are always available in any educational institution. Specific methods of social work are also used, such as the method of social biography of the family, personality, as well as the social history of the microdistrict, diagnostics of the social environment.

In a situation where “everyone knows everything” and therefore are skeptical about the research of a social educator, it is necessary to enlist the support of fellow teachers, psychologists, municipal workers, law enforcement officials, and finally, parents and students themselves. To do this, any research begins with a preliminary justification of its necessity, tasks, forecasting the results, drawing up a schedule, normative registration in the form of an order or order of the head of the institution, briefings and information messages, explaining to participants their rights and the purpose of the study. It is appropriate to recall here that explanations and reporting of results may be complete or incomplete, but must always be truthful.

In the process of research, a social educator can receive completely confidential information, therefore his actions are determined by professional duty and a code of ethics.

The social educator organizes and conducts consultations on issues of rights and obligations, available benefits and benefits, offers possible solutions to the problems of participants in the educational process, provides social assistance and support, using the entire set of available legal opportunities and means. Revealing problems and difficulties in the sphere of family, communication and relationships of people, the social teacher differentiates the identified problems and “leads” social workers, specialists of various profiles and departmental subordination to their solution. Establishing contact with the family, he encourages her to participate in joint problem solving, helps people use their own resources, the reserve capabilities of the municipality to overcome difficulties.

The social educator performs an intermediary function in establishing connections and contacts between the family and specialists - psychologists, social workers, doctors, lawyers, representatives of government authorities and the public. This requires well-established relations of a social teacher with various social services of the microdistrict, district, city, institutions and public associations, a good knowledge of the structures and responsibilities of administrative bodies, their location and telephones. Only under these conditions it is possible to provide really effective assistance to children in need of custody and guardianship, employment, treatment, rest, material assistance, psychocorrection, patronage, housing, benefits, pensions and other types of social assistance.

A social teacher draws up savings deposits, decides on the use of property and securities of students - orphans and those left without parental care, acts as a representative of an educational institution and a student or employee in judicial and administrative instances, provides emergency assistance to those in a difficult situation. At the same time, the social teacher independently determines the tasks, forms, methods of social and pedagogical work, ways of solving personal and social problems, measures of social protection and social assistance, the realization of the rights and freedoms of citizens.

Important place in the activities of a social teacher, they are engaged in stimulating and, in fact, the development of socially valuable activities of students and adults, support for social initiatives, events, actions, social projects and programs.

Pedagogical support of social initiatives of children and adults, creation of conditions for their independent choice, its stimulation, development of readiness and ability to act on the basis of constant creative search and the ability to get out of the situation of choice without stress in modern conditions are an urgent task in the educational work of educational institutions experiencing a shortage of new forms and methods. This is all the more important because the problem of the effectiveness of upbringing, the correspondence of the main directions and priorities of upbringing work to the nature of childhood, family, national and Russian sociocultural traditions arose "at full height".

Social initiative is understood as activities aimed at transforming the socio-cultural environment in the interests of harmonizing the child's social field, taking into account the historical and cultural experience and the modern state of the theory and practice of social and educational work, generating new content, methods, forms and technologies for working with children, youth, families, communities, exclusive groups of the population, society.

The socially significant activity of children is caring for the sick, the disabled and the poor. Also, these are charitable events for peers and the elderly, work in social protection services, improvement of the city of the village, courtyard, nature protection and cultural monuments, games and creative activities with children and more, everything that contributes to the personal and professional self-determination of a teenager, introduces him to the values ​​of the volunteer movement in the social sphere.

Individuals, collectives, institutions and associations of all types and types, state and municipal governing bodies, and others act as authors of social initiative. legal entities all forms of ownership. A teenager must go through a school of such social participation, when he goes from simple involvement in socially valuable initiatives to social creativity and the organization of practical affairs and events, the development and implementation of projects that significantly change attitudes and lifestyles, value orientations and the motivation of his life and the lives of the people around him. It is the development of a socially active personality that is the bonding idea that allows us to combine the efforts of different people, organizations, institutions and departments concerned about the future of Russia.

The main goal of the social teacher's activities in terms of supporting the social initiatives of children and adults is the civil formation of children, their spiritual, moral and patriotic education through the creation in an educational institution, on its basis or in a microdistrict of an integrative, interdepartmental models of pedagogical support for children and youth public associations. For this, the social teacher does a lot of work on:

· Explaining the state policy in the field of the child and youth movement, rendering assistance in programming and designing the activities of children and youth public associations through regularly organized methodological seminars, gatherings and shifts;

· Organization of active cooperation of public associations with state structures, sponsors, non-governmental organizations, mass media;

· Development and implementation of a system of activities that provide a new content of extracurricular educational work with students of secondary schools and vocational schools;

· Creation of an effective system of material and financial, organizational, legal, scientific, methodological and other support for socially significant activities of public associations in educational institutions; provision of budgetary financing for the organization and coordination of the child and youth movement;

· Establishing and developing contacts with children's and youth public associations, including through the organization of international and domestic exchanges by representatives of the children's and youth movement;

· Solving issues of employment of children and young people, providing assistance in the independent organization of leisure and entertainment;

· Creation of a training system for leaders of children's and youth public associations;

· Assistance to youth entrepreneurship;

· Improvement of the system of aesthetic education of children, development of professional and amateur artistic creativity of young people;

· Support of talented youth, creatively capable children in the realization of their own artistic and creative nature.

The social educator himself develops and brings social and pedagogical projects and programs to their adoption and implementation and provides methodological and organizational assistance to initiative groups of the public, children and adults in this difficult matter. It should be noted that programming is one of the most difficult types of professional activity of any specialist, an indicator of his highest qualifications and skill. Despite the fact that they do not specifically teach programming in educational institutions, possession of these special skills and abilities is absolutely necessary, therefore, a social teacher must develop them himself directly in practical activity.

Contributing to the development of social initiatives of children and adults, the social educator uses various moral and material means to stimulate their initiative, achieves public recognition of significant innovations, and their implementation. Taking into account the realities of the market economy, it involves commercial structures, enterprises in innovation activities, financing of social and educational projects. Contributes to the development of family and neighborhood forms of cooperation, interschool, interproduction forms of business cooperation in the interests of social improvement and cultural renewal of living conditions.

The search for funds for the implementation of projects and programs also takes a lot of time in the activities of a social teacher. This is a rather difficult, specific type of activity, called fundraising. It is wrong to believe that the function of a social educator is to come up with something valuable and interesting and to propose an idea to the authorities, who should find funds in the required amount. By the way, many social educators do not know how to calculate the budget of their project and do not consider it necessary to do so.

Not a single sponsor will deal with the author of the project, who does not know how much it costs, and who does not know how to accurately and efficiently report on financial issues. Therefore, at the first stages of work, a social teacher needs a competent assistant - an economist or an accountant. Numerous contests for programs and projects of different levels, held by various departments and foundations, mark the beginning of a new stage - the market of social projects, where social and pedagogical projects and programs for children and youth are of particular priority. Mastering the skills of a social teacher in programming, economic calculation and fundraising significantly increases his competitiveness as a specialist in the labor market and his products in the market of social projects and programs.

Ultimately, all the activities of a social teacher should contribute to the creation of an environment of psychological comfort and safety of the personality of students, to ensure the protection of their life and health, to establish humane, morally healthy relations in the social environment.

Basic forms, methods of work, documentation, rights and obligations of the school social teacher

The social educator does a lot of work. His clients are both students and their parents, their families. But in general, it performs the following functions:

1. Educational and educational, those. providing targeted pedagogical influence on the behavior and activities of children and adults; assistance to all social institutions, institutions of physical culture and sports, funds mass media.

2. Diagnostic, those. formulation of a "social diagnosis", for which the study of personal characteristics and social and living conditions of children, family, social environment is carried out; identification of positive and negative influences and various kinds of problems.

3. Organizational, those. organization of socially valuable activities of children and adults, teachers and volunteers in solving problems of social and pedagogical assistance, supporting education and developing the implementation of plans and programs.

4. Predictive and expert, those. participation in programming, forecasting, designing the process of social development of a specific microsociium, in the activities of various institutions for social work.

5. Organizational and communicative, those. the inclusion of volunteers, the population of the microdistrict in the social and pedagogical work. Organization of joint work and recreation, establishing interaction between various institutions in their work with children and families.

6. Security and protection, those. using the available arsenal of legal norms to protect the rights and interests of the individual. Assistance in the application of measures of state coercion and the implementation of legal responsibility in relation to persons who allow direct or indirect unlawful influences on the wards of a social teacher.

7. Intermediary, those. communication in the interests of the child between the family, educational institution and the immediate environment of the child.

Here you can add one more function - self-education... It is important for any professional to constantly replenish their intellectual baggage. This fact also applies to the social teacher.

What are the main methods of work of the social educator with the student's family? When studying a family, it is important to find out how such concepts as love, understanding, complaints, difficulties, desires, hopes, and attitude to the current state of society in the country coexist in it.

Studying relationships within the family and discussing them will help the teacher imagine the situation of the child in it. After studying the family, the social worker is faced with the task of creating new relationships within it. This can be solved by involving the family in various clubs, health groups, councils and household associations, organizing joint work in the garden, in the garden, in everyday life.

When studying the family, the teacher pays primary attention to the position of the child in it. Together with his family, he is developing options for a rehabilitation program for him. Here it is important to together convince the child of the correctness of the chosen way out of the crisis. The daily routine, his free time, his business are discussed with him. Persuasion method an educator can be successful if he has enough legal knowledge to convince a child of the consequences of his antisocial behavior. With the help of this method, a social teacher can achieve that the pupil himself begins to look for a way out of the current situation.

In practice, some teachers draw up a "family map", where the characteristics of each family member are given, the dates of birth of significant events in the family are indicated. The status of the family, its religious and national identity, living conditions, neighborhood are determined.

The "map" is supplemented by the study of parenting. How and how much time parents spend with their child, do they have common things, what is the form of communication, does the father talk to his son, do they spend their free time together, what they read, do they go to clubs.

It is important to imagine what parents know about their children, what the child is interested in, what he reads, what his dreams are, with whom he is friends; what is his relationship in the classroom, at school, his favorite teacher, subject; child's health, his problems.

It is necessary to find out, and what children know about their parents: their tastes and interests, friends and authority at work, worries, problems, health.

Is it possible to cooperate within the family, or all relationships are reduced to the orders of adults. It is important for the social educator to take into account all relationships within the family; relations between adults, adults and children, relatives and other people who live in the family.

The work of the social educator with parents can be carried out when visiting families, conducting group consultations, as well as consultations with individual parents in centers.

According to research by American scientists, there are handicapped children in every seventh family, children with a birthmark on the face to functional impairments, blindness, deafness, retarded mental development.

It is important for the social educator to find out the relationship between the child and the parents and the reaction of adult family members to the degree of inferiority of the child. For some parents, a stain on their face is a tragedy, for others it is a difficult realization that a child will be helpless all his life.

Here the sensitivity of a social teacher is necessary, today the family is going through enormous difficulties, but if a sick child is added to all social and economic troubles, it is super hard.

Most often, a mother or father cannot work in such a family. This causes tragedy, parents get divorced, commit suicide, become alcoholics.

In addition to helping the child, the social educator turns his attention to the parents. They often need help no less than a sick child. It is necessary to convince parents to look for a way out of grief and anger, to find positive traits in the child and to direct all forces to their development. It is necessary to find ways and possibilities of caring for a sick child, his upbringing and training. It is important not to try to "normalize" the child, as failure will lead to tragedy.

Also, the most common and natural is observation method. It is he who gives the teacher the most material for educational work. The teacher observes the child's communication, his behavior in the family, at school, in the classroom, with peers, and his work. Not every teacher succeeds in communicating with children. But this ability can be developed. Recordings of their observations will help a novice teacher, and closer communication should be started with two or three children, try to get to know them. Working with a group, make notes about individual children, trying not to ignore the "invisible" ones. Notes will help to draw attention to the passive.

Most often, the social educator resorts to method of conversation. It is important that the social educator prepares for the conversation. In this he will be helped by a questionnaire, a questionnaire drawn up in advance or the results of the commission, which made a conclusion upon the child's admission to this institution.

The study of his biography, his actions and motives will help to form an idea of ​​the child.

Researchers highlight more sociometry method, in which, for mathematical processing, data are collected from conversations, questionnaires, surveys and algorithms, assessing the child's crisis state.

When studying a child, a teacher cannot do without analyzing his psychological and social state, what researchers call the “core of the child”. When working with clients, the responsibilities of the school social educator include:

· Ensuring the pedagogical orientation of the content, forms, methods used in the course of work;

· Study of medical, psychological and pedagogical conditions affecting the personality, his interests, needs;

· Organization of social and educational activities in society, various types of cooperation between children and adults;

· Assistance to children and adults in solving personal and social problems; prevention of offenses; rehabilitation of clients;

· Representing and protecting the interests of children and their families in relations with various public institutions and structures, assists in raising the social status of the family.

Along with the duties, the school social educator has the following rights:

· Represent and protect the interests of clients in the legislative and executive authorities;

· To conduct public and private social practice by certificate or diploma;

· Collect information related to the needs of clients; conduct social surveys, diagnostic examinations;

· Make official inquiries to public organizations, government agencies with a request to resolve the personal and social problems of clients;

· Inform state bodies about the state of a particular problem in the field of their activities;

· Make proposals to organizations, institutions, enterprises, commercial structures to encourage parents for social initiatives and activity;

· To actively work to promote the experience of family education, using the media;

· Lead public, initiative movements aimed at solving specific social problems at the place of residence, study or work;

· Contribute to the legal regulation of the relationship of children's organizations, associations with various state and public structures.

And the legal work of a social educator includes the legal protection of the child. Often, a social educator appears in court in his defense.

In addition to the fact that a social educator consults with a lawyer on legal aspects, he is faced with a number of life questions, which he

FORMS OF WORK OF A SOCIAL TEACHER WITH A FAMILY

Conventionally, the forms of work of a social teacher with a family can be divided into: individual (conversations, counseling, family visits) - group (group consultations, trainings for a group of parents who have similar problems in raising a child, creating self-help groups); collective (various types of meetings, evenings of questions and answers, parent conferences, meetings with representatives of medical, social, legal services, holding Open Days for parents in an educational institution, organizing leisure activities); visual and informational (exhibitions of creative works of children and parents, the release of newspapers, school magazines, the creation of video materials, exhibitions of books on family education).

As a rule, individual work with parents begins with a detailed conversation about the history of the child's development. At all stages of the conversation, counseling should create a special atmosphere of trust in the relationship. They are based on the social educator's understanding of the anxiety and anxiety experienced by parents. Or Home Visiting

Group forms of work with parents. Along with individual forms of work with parents, in recent years, in the practice of social teachers of schools, vocational schools, institutions of additional education, medical, psychological and pedagogical centers, group trainings, group counseling, parenting seminars and lectures are increasingly being used. A. Adler (1870-1937) was one of the first to suggest helping parents to establish harmonious democratic relations in the family. In 1919 he founded a psychopediatric center in Vienna.

Visual and illustrative methods in working with parents. In many educational institutions, through the joint efforts of teachers and students, special handouts (newspapers, magazines, brochures) are issued for parents.

Working methods

The working methods of social education are varied. Yu.V. Vasilkova identifies the following methods: socio-economic, organizational, psychological and pedagogical.

Socio-economic - imply versatile work with families in need, including material assistance to the family, etc.

Organizational methods - aimed at organizing assistance to the individual, family.

V. Vasilkova refers to the psychological and pedagogical methods as methods such as "research, observation, psychological diagnosis, conversation." The most common method in the work of a social teacher with a dysfunctional family is the observation method, which provides material for educational work.

The method of conversation makes it possible for a social teacher to penetrate into the spiritual life of a family, to find out all the difficulties of their life. The success of the conversation depends on the professionalism of the social teacher, his ability to build the conversation in such a way as to win over the family, and also to interest in the conversation.

It is possible to collect material characterizing the family using the questionnaire method. From the questionnaire, a social educator can find out interests, characteristics, and identify psychological problems.

In the practice of a social teacher, the testing method is actively used. It can be carried out in the form of a survey, observation, experiment. In combination with this method, observation, conversation, questioning are used. Such in-depth research helps to identify emotional abuse.

Reeducation methods- prevention and overcoming of deviations in behavior. Re-education sets a goal - to form a family that would meet the requirements of public morality.

Self-education method- the process of a person's conscious transformation of himself, his bodily, mental strengths and properties, social qualities of the individual.

According to Yu.V. Vasilkova, “self-education is a complex process. Here there is not only knowledge of oneself, but also the desire to change oneself. At the same time, actions must be active, self-confidence, ability to concentrate, firm confidence that success will be achieved are necessary. "

Sociometry method- preliminary selection of material from interviews, interviews, questionnaires, assessments of the crisis state of the family.

Monitoring method- tracking information, observation, assessment, analysis of the situation.

Mood Generation Method- diagnostics, analysis of the reasons for the act, behavior, mood, mental state of family members.

Persuasion method- emotional and deep explanation of the essence of the problem, analysis and building of perspectives.

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South America Geographical position History of discovery Relief Mineral resources Climate Inland waters Natural zones The peculiarity of the organic world Change of nature by man Population Economic activity population of the Country

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Geographic Location Together North America The southern part forms a single part of the world. The two continents are connected by the long and narrow Isthmus of Panama. The outlines of the continent are simple and graceful. Geographers compare South America to a bunch of grapes hanging from a stalk of the Isthmus of Panama amid the waters of the oceans and seas washing it. The mainland area is about 18 million km2. South America is washed by the Atlantic and Pacific Oceans, the Caribbean Sea, the Panama Canal, the Strait of Magellan, the Bay of Grande and the Drake Passage. In the northern part of South America is crossed by the equator. Almost in the middle of it, the southern tropic cuts. South America is divided by the Atlantic Ocean from Eurasia.

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History of the discovery Scientists believe that inhabitants of Europe, Africa, Oceania could swim to the shores of America. At the end of the 15th - beginning of the 16th century. The development of science and navigation led to great geographical discoveries... A huge continent grew up on the way of the ships of H. Columbus, when the brave navigators in 1492 rushed west to the shores of India. It became clear that new lands unknown to Europeans were discovered. But the idea of ​​their existence was first expressed by Amerigo Vespuchi, who took part in two expeditions to new lands. Following the travelers, the Spanish and Portuguese conquerors rushed to America. Among the first scientists - explorers of South America was the German geographer and traveler Alexander Humboldt. At the beginning of the XIX century. In Brazil, a Russian complex expedition worked under the leadership of G.I. Langsdorf and N.G. Rubtsov. Then the Russian botanist N.I. Vavilov in 1923-1933

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Relief The relief of South America is divided into two parts. The east is occupied by plains, and in the west are the Andes mountain ranges. The flat-plateau Vostok is located on a platform. The western part of the mainland is the result of the interaction of two lithospheric plates. The formation of the Andes continues, there are frequent earthquakes and volcanic eruptions. Earthquakes are associated with the shaking of the seabed and the formation of tsunamis. In the mountains, earthquakes are accompanied by rockfalls, avalanches and avalanches. The east of the mainland does not have sharp fluctuations in altitude in the relief. Earthquakes are rare here, and there are no active volcanoes. Prolonged destruction of the platform and vertical movements led to the formation of the Brazilian and Guiana highlands. The Andes form the longest mountain ranges on land.

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Minerals South America is rich in mineral deposits. On the plateaus of the East there are deposits of iron, manganese ores, nickel, deposits of bauxite containing aluminum. Oil, natural gas, and coal were found in the depressions and depressions of the platform. The Andes are especially rich in non-ferrous and rare metals. The introduction of magma into sedimentary rocks led to the formation of the world's largest deposits of copper ores, as well as molybdenum, tin, silver, etc.

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Climate South America is the wettest continent on Earth and not as hot as Africa. Part of South America is located in a temperate climatic zone. Average monthly temperatures in most of the mainland range from +20 to +28 0C. Precipitation on the mainland is unevenly distributed. Droughts are frequent in the center of the mainland, and sometimes unexpected cold weather sets in.

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Inland waters Since South America is the wettest continent of the Earth, it is not surprising that nature has created here the largest river basin in the world with the immense Amazon. The river basin area is almost equal to the whole of Australia. The Amazon is full of water all year round. When the water rises, the river floods vast areas, forming impenetrable swamps. There are many rapids and waterfalls on the rivers flowing from the Andes, Guiana and Brazilian plateaus. There are few large lakes on the mainland - Maracaibo and Titicaca. The rivers of South America play an important role in the life of the population. On the low-lying plains, they are navigable. Power plants have been built on rivers with turbulent currents. In arid places, water is used to irrigate fields.

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Natural zones A characteristic feature of the continent is the presence of rugged moist evergreen equatorial forests growing on red-yellow ferralite soils. They are called selva here, which means "forest" in Portuguese. In the savannas of the Southern Hemisphere, woody vegetation is poorer. To the south of the savannas, there are subtropical steppes, which in South America are called the pampa. In the south of the continent, in a temperate climate with low precipitation, a semi-desert zone has formed. This rugged land is called Patagonia.

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The uniqueness of the organic world The organic world of South America, like Australia, is very diverse. Along with the plants that grow in Africa and Australia, such as palms, acacias, bottle trees, South America has its own species - the rubber plant hevea, the cocoa tree, the cinchona tree, from the bark of which medicines are obtained. The most valuable forests of araucaria - conifers growing in the east of the Brazilian Highlands - have been almost destroyed. Selva is wetter than African forests, richer in plant and animal species. Here grow trees such as ceiba, which reaches a height of 80 m, and a melon tree. There are many beautifully blooming orchids in the forest. Many selva plants give not only valuable wood, but also fruits, juice, bark for use in technology and medicine. In the savannas, kebracho grows, the bark of which contains tannins necessary for the manufacture of leather. The vegetation of the steppes is grasses, among which feather grass, wild millet, etc. prevail. In quiet backwaters and canals, the Victoria Regia water lily grows with floating leaves up to 2 m in diameter. animal world... Some animals (anteaters, armadillos, cougars) are found in almost all natural areas mainland. Many animals are adapted to life in trees: chain-tailed monkeys, sloths. Even frogs and lizards live in trees, there are many snakes, including the largest snake on Earth - the anaconda. Ungulates live near the water - tapirs are the largest rodent on Earth - the capybara capybara weighing up to 50 kg. There are few predators, among them the jaguar is the most famous. The world of birds is also rich: tiny hummingbirds feeding on the nectar of flowers, parrots, toucans, etc. There are many different butterflies, beetles and other insects. In the lower tier of the forest and in the soil, a lot of ants live, many of which lead a predatory lifestyle. In comparison with the African savannas, the fauna of the South American savannas is poorer. It is inhabited by small deer, wild pigs-bakers, armadillos with a carapace of horny shields, anteaters, and from birds - the ostrich rhea. The open spaces of the pampa were once characterized by fast-running animals: pampas deer, pampas cat, llamas. Rodents are found in deserts. Among them, Viskasha is a rodent, the body length of which is 60 - 70 cm. Nutria (marsh beaver) lives along the shores of water bodies. Among the fish, the most famous are predatory piranhas, electric eels, sharks, and the 4 m long piranha commercial fish. Caimans (a species of crocodiles) live in the river, as well as mammals - freshwater dolphins. Among the animals that live in the Andes, there are very ancient species, such as the spectacled bear. Of rodents, the chinchilla is remarkable for its valuable fur. The largest birds of prey on our planet, the condors, nest on the mountain ledges, with a wingspan of up to 3 m.

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Changing nature by man The impact of man on nature in South America began even when indigenous population engaging in agriculture, they burned out forest plots for this, drained swamps. Since the XVI century. the predatory use of natural resources began. Much of the pampa is plowed up or used for grazing. The pastures are overgrown with weeds. Pampa has lost its original appearance. It has been transformed into endless fields of corn and wheat, pens for grazing. The Amazon forests are being destroyed very quickly. The construction of the Trans-Amazonian Highway (5000 km) opened the way to the selva. The problems of nature conservation in South America arose at the beginning of the 20th century. But only very recently have they begun to implement it. About a hundred species of mammals and birds are now included in the Red Book. The area of ​​protected areas throughout the mainland is only about 1 0/0. Many countries in South America create nature reserves and National parks, which also serve as tourism centers.

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Population The composition of the population is very complex. The first people appeared here almost 15 - 17 thousand years ago. They were ancient Indians. Since the XVI century. Colonization of South America by Europeans began. The conquest of the mainland by Spain and Portugal brought innumerable misfortunes to its indigenous population. Indians were herded into reservations, others were turned into slaves. They began to import blacks for plantation work from Africa. Representatives of all three races of humanity now live in South America. Descendants from marriages of Europeans with Indians are called mestizo. Descendants from marriages of Europeans and Negroes are called mulattoes, and Indians and Negroes are called Sambo. The majority of the population of South America speaks Spanish, while in Brazil they speak Portuguese. The Indians speak hundreds of different languages. The most widespread languages ​​of the peoples of Quechua, Aymara and others. The mainland is poorly populated. About 280 million people live here. The population is unevenly distributed

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Economic activity of the population Part of the population works in mines, mines and quarries, in oil fields. The factories located off the coast smelt metal, make cars, tractors, airplanes, river and sea vessels. A significant part of the mainland's population is engaged in agriculture. On plantations, they grow coffee, cocoa crops, cotton, sugar cane, rice, soybeans. Cattle and sheep are raised in dry savannas and steppe regions in the south of the country. In the forests of the Amazon, they collect the juice of wild-growing rubber plants, wax, and nuts. The city of Manaus has become the center of the electronics industry.

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Countries There are not as many countries in South America as in Africa. The borders of modern states were formed at the beginning of the 19th century. As a result of the struggle of peoples for independence against the Spanish and Portuguese colonialists. Almost all the countries of South America, except two, have access to the oceans. The largest countries in terms of area lie within the flat East of the mainland - Brazil, Argentina, Venezuela. The groups of the Andean countries are Colombia, Ecuador, Peru, Bolivia, Chile. The smallest country on the continent is Suriname.

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South America Compiled by: Starkova Natalia Vadimovna MDOU №18 "Teremok" NMR

South America is a continent located in the Southern and Western Hemispheres. It is surrounded from the west by the Pacific, and from the east Atlantic oceans... This land is rich in stunning natural beauty, it keeps the secrets of ancient civilizations, colorful peoples and tribes lost in the jungle live here.

Everyone knows the fact that America was discovered by Columbus in 1492. But it got its name in honor of the navigator from Florence Amerigo Vespucci. It was he who first suggested that the lands found were not India, but the New World.

From the height of the foot of the Statue of Christ, a breathtaking view of Rio de Janeiro and its surroundings opens. Statue of Christ on Mount Corcovado in Rio de Janeiro- this is business card Brazil. Its height is 38m, and its arms span is 28m.

The largest country in South America is Brazil. It is famous for its lush carnivals

In 1541 the Spaniard Francisco Orellana discovered the longest and deepest river in the world - the Amazon. The length of the river is almost 7000 km.

The Colombian river Caño Cristales is considered one of the most beautiful and unusual in the world. Its uniqueness is given by a large number of multi-colored algae. Like red, yellow and green threads, they fill the pond with amazing shades.

Lightning Catatumbo - a natural phenomenon that occurs over the confluence of the Katatumbo River into Lake Maracaibo The phenomenon is expressed in the occurrence of many lightning strikes continuously for a long time, mainly at night and with strong variation depending on the season

South America is rich in waterfalls. The most powerful and deep waterfalls are located on the border of Brazil and Argentina. This fantastic complex of Iguazu Falls is considered one of the seven natural wonders of the world.

Angel is the name of the highest waterfall in the world. It is located in the South American country of Venezuela. The waterfall is over 1000 meters high. This miracle of nature is located in hard-to-reach places, so not everyone can be lucky enough to see it.

Hand of the Atacama The sculpture is located in the Atacama Desert, the driest place on earth. The arm is installed at an altitude of 1100 meters above sea level, and its real height is eleven meters. The sculpture is designed to show the vulnerability and helplessness of a person.

On the coast of this continent there is a natural lighthouse Itzalco (or Isalco) known to sailors all over the world. In fact, it is a volcano, about 2 kilometers high. Every 8 minutes magma pours out here and a 300-meter column of smoke rises. The reliability of such a lighthouse has been tested by the continuous 200-year operation of the volcano.

The amaranth tree has massive roots that provide support, especially during extreme storms and floods.

Puya plant. It grows at altitudes of about 4000 meters. This giant grass grows up to 10 meters in height and has thousands of flowers and millions of seeds. True, it takes no more or less 150 years to bloom, which makes its flowers the slowest blooming. Moreover, after flowering, the plant dies.

South America is home to the world's largest beetles (lumberjack beetles)

The most poisonous frogs live here. Red-backed poisonous frog Spotted poison dart frog Bicolor phyllomedusa

The habitat of the smallest monkeys (marmosets)

the largest butterflies (agrippina butterfly) the most dangerous fish (piranhas)

Anaconda - the name of this creature inspires terror among many people, both in South America and around the world. If she were just the largest snake on the planet, but the anaconda is also the most voracious snake that can swallow even a cayman crocodile, what can we say about a person? Although ... Anaconda is not poisonous at all.

Capybara is a mysterious animal. The trick of the capybara lies in the fact that this animal periodically lives in the water, then on land.

In the highlands of Peru and Bolivia, tribes of indigenous Indians still live.