Особливості соціально-педагогічної діяльності в закладах для дітей-сиріт і дітей, позбавлених батьківського піклування

Abstract

У статті здійснено аналіз соціально-педагогічної діяльності в закладах для дітей-сиріт і дітей, позбавлених батьківського піклування. Автором визначено мету, основні напрями професійної діяльності соціального педагога установ державного піклування; обґрунтовано основні теорії, на яких будується соціально-виховна робота з дітьми, які зростають поза родиною. Особливу увагу приділено змістовій характеристиці таких професійних ролей соціального педагога: захисника прав та інтересів дитини, учителя соціальних умінь, консультанта, агента з питань соціальних змін, організатора змістовного дозвілля, керівника практики студентів.

The article has showed the analysis of social and educational activities in public institutions of orphans and children deprived of parental care. The author has set the aim, the major professional activities of social educator public care institutions, justified the basic theory on the socio-educational work with children who grow up without a family. Particular attention is paid to the content characteristics of the following professional roles of the social educator: a defender of the rights and interests of the child, the social skills teacher, a consultant, an agent for social change, an organizer of meaningful leisure, a head of student practice. Specificity of child contingent, features of the life of pupils in public schools demand social care teacher concurrent execution of multiple professional roles, which can be divided as follows: group of mediating roles – a defender of the rights and interests of the child, group of practice roles – a teacher of social skills, a consultant, an agent of social changes, a leisure organizer, service roles group – a head of the students’ practice. The most important role of social educator in institutions for orphans and children deprived of parental care is the role of «a defender of the rights and interests of children», who involves the use of the whole arsenal of law to protect the pupils’ rights and interests. Realizing the role of «a social change agent», a social educator appears simultaneously in two ways: on the one hand, to identify and analyze the needs of children, classify the facts, assessing their causes and consequences, on the other hand to support children, to mobilize and coordinate their efforts personally initiate social change in government and public institutions. Acting as «a consultant» a social educator uses information, special knowledge to help children in resolving their life problems, as well as organizations, institutions to establish effective cooperation, development and implementation of various social programs. The purpose of the performance of a social educator as «an informative leisure organizer» is the development of the individual pupils’ potential about their rights to rest and leisure. The role of «a head of students» provides the involving of students (future social educators) in their professional activity by the social educator. Boarding school pupil preparation for adult life, the formation of his adaptation skills are the key vectors of a social educator for the protection of children's rights. It is within this area, he realizes the role of «a teacher of social skills», who aims to teach children the art of effective interaction with the social environment.