FORMATION OF READINESS OF THE SOCIAL TEACHER FOR WORK WITH THE FAMILY IS BASED ON THE PSYCHOLOGY AND PEDAGOGICAL SCIENCE

Kassymova R.S., Shagyrbaeva M.G.,

The Republic of Kazakhstan, Almaty,
Al-Farabi Kazakh National University

e-mail: krs1958@mail.ru, mentay77@mail.ru

In modern conditions of an aggravation of economic, political and social problems society needs support and development of system of social and social and pedagogical maintenance. "Many modern defects of society, such as alcohol, drug addiction, crime, etc. are a consequence of education of children by parents with the low level of psychology and pedagogical culture which is expressed in the irresponsible relation to performance of the educational functions, the strongest motivational limitation in the solution of the problems connected with education and development of the child in a family, illiteracy in the solution of problems of family education". The family is primary environment of formation of the personality and the main institute of socialization which is responsible not only for social reproduction of the population but also for a reconstruction of a certain image of his life. "Characteristic of a modern situation is the increase in quantity of incomplete, destructive families, and public employment of parents along with the low level of psychological culture considerably influence change of nature of relationship between children and parents. It is expressed in formalization and impoverishment of contacts of parents with the child, disappearance of joint forms of activity that often provokes the child to formation of a low self-assessment, manifestation of uncertainty in the forces, development of negative forms of self-affirmation in society, and in extreme cases is expressed in a delay of mental and speech development, to emergence of deviant behavior. For this reason social and social pedagogical work is very important and necessary for modern society". Today the social teacher capable actively to participate in process of interaction of a family and school, to apply adequate measures of the help to a family as to the subject of training and education is required; to consider features of a modern family, tendencies and prospect of its development; to increase psychology and pedagogical culture of a family.

Therefore at the present stage of the higher education need of training of the social teacher of comprehensive school for work with a family, capable to carry out objectives of the state and society is more and more staticized.

In pedagogical science questions of training of future experts for work with different types of families were considered, however in present conditions of development of society reconsideration of the previous pedagogical experience and theoretical development for the purpose of identification of new approaches and means of formation of readiness of students for work with a family who effectively would act in a modern sociocultural situation is necessary.

One of objects of activity of the social teacher is the family which appeared in difficult life situations and needing in professional socially - the pedagogical help and support. Through work with a family the social teacher normalizes the educational circle of the child that promotes process of socialization and a reconstruction of a certain way of life.

At different stages of development of society many scientists were engaged in studying of institute of a family.

The family acts as primary educational institute, communication with which the person feels throughout all the life. In a family the foundation of moral of the person is laid, standards of behavior are formed, the inner world and individual qualities of the personality reveal. The family promotes self-affirmation of the person, stimulates his social and creative activity.

The family is social group which creates that model of life in which he joins for the child. Influence of parents has to provide its physical perfection and moral purity. Each child involuntarily and unconsciously imitates the parents, i.e. in a basis of education the principle "is underlain do as I". The family has to have only positive impact on the child. However so-called destructive families education in which, as a rule, deforms personal development of the child meet. Besides, destructive families are a source of a social orphanhood. Researchers of a problem of a social orphanhood (V. V. Chechet, L.I. Smagin, A.K. Vodnev, L.M. Shipitsyn, etc.) among the main reasons for this phenomenon point to crisis of institute of a modern family.

In modern science there is a set of classifications of types of families. G. M. Kodzhaspirova allocates types of families: on structure (nuclear, not full, full, etc.); as domination in a family (egalitarian, patriarchal, matriarchal), on quality of the relations (safe, problem, conflict, etc.).

Each family is unique, but thus contains signs on which it can be carried to any type.

Dysfunctional families are families with the low social status, in activity, any of spheres, or several at the same time, not coping with the functions assigned to them, their adaptive abilities are significantly reduced, process of family education of the child proceeds with big difficulties, slowly, malorezultativno.

Safe families successfully cope with the functions, practically don't need support of the social teacher as due to adaptive abilities which are based on material, psychological and other internal resources, quickly adapt for needs of the child and successfully solve problems of his education and development. In case of problems they have enough, the single help within short-term models of work.

Functional readiness is understood as set of a certain knowledge necessary for implementation of a certain activity, and the skills created on its basis promoting successful inclusion in this activity. Functional readiness includes substantial and procedural components.

Functional readiness is ability of the teacher effectively to carry out the professional activity. It contains a certain (minimum necessary) volume of knowledge and abilities, possession of them and their application in real educational practice. In the course of the professional activity the teacher involves not only professional knowledge and abilities, but all the personal potential.