Marzhangul Baimukanova, Aziza
Sagintayeva
Karaganda State University named academician E.A.Buketov, Kazakhstan
Social-pedagogical support is the development emotional sphere of high
school students
Modern world, dynamic, competitive oriented, presents certain requirements
to the person who, on the one the other hand, acting as a subject of social
relations, has the right to some kind of autonomy, have to adapt to rapidly
changing conditions. At the same time, the pedagogical support of the learning
process is great importance, the components of which (support, assistance,
provision and protection) contribute to self-determination, self-actualization,
self-affirmation and self-development of students. Socio-pedagogical support is
considered by scientists and practitioners from two positions: as a principle
of psychological and pedagogical activity and as a technology [1].
We rely on the concept of social and pedagogical support M. I. Rozhkova, according to which ‘social-pedagogical support is
aimed at supporting groups of children and each child individually in building
their social relations, overcoming organizational difficulties’. The bases of
support technology are strengthening positive factors and neutralize negative
ones, which contributed to solving social education problems [2].
As the researchers note, in particular M. I. Rozhkov,
education and socio-pedagogical support are dialectically related. If
socio-pedagogical support is a factor in education, then upbringing is the
objective function of social and pedagogical support.
Pedagogical support of senior pupils has the goal to form at them skills
of free responsible self-determination, including in emotional sphere. Under
the emotional development of personality we mean the gradual differentiation of
emotions, the awareness of one's feelings and feelings of the other person, the
expansion of the circle of objects and subjects that cause emotional response,
enrichment of experiences and the formation of skills to regulate and control
feelings that promote an adequate emotional response [3].
Emotional development of the child goes in several directions. According
to P.M. Jacobson, they include: 1) overcoming the impulsiveness of behavior; 2)
occurrence together with the feelings that situational character, feelings,
having a character more persistent; 3) strengthening the regulatory moments in
the experience and expression of feelings in the emotional sphere of the child,
which occupies an essential a place; 4) socialization of feelings, emotions. The
social-pedagogical support of the development of the emotional sphere of
schoolchildren contributes to the socialization of emotions, which involves the
interrelation of expressive behavior, internal state and situation based on a
reflexive reflection of reality and communication [4].
The concept of socio-pedagogical support for the development of the
emotional sphere of high school students is understood by us as a process of
creating primary situations for the teacher, so that the learner could
consciously and independently determine the need for manifestation one or
another emotion and choose a way of emotional response, and secondary
situations so that the trainee can implement your emotional potential through
adequate and responsible choice of exit from the conflict and problem
situation, which does not oppose its individual evaluation system and
socio-cultural norms.
If we summarize the available points of view of researchers, the
components of emotional intellect are as follows:
-the ability to understand the relationship of personality, reproduced
in emotions, and to manage the emotional sphere on the basis of intellectual
synthesis and analysis;
-a stable man's steady ways of emotional regulation of activities,
manifested in both communication and cognitive activity and affecting the
success of his adaptation to the environment, or ways of its creative change;
-the ability to recognize their own emotions, own them, recognize the
emotions of other people, express their emotions in communicating with other
people and motivate themselves;
-a set of "regulator" programs and "Motivators" of
activities and communication, responsible for understanding themselves and
other people, self-regulation and social behavior of the individual [5].
Socio-pedagogical support for the development of the emotional sphere of
high school students will be effective in the implementation of the following
regularities:
-the interdependence of effectiveness socio-pedagogical support for the
development of the emotional sphere of senior pupils and the level of formation
in schoolchildren of psychological readiness for an adequate emotional
response;
-the relationship between the results of social and pedagogical support
for the development of the emotional sphere of senior pupils and the
implementation in the process of supporting the reflective position of the
participants in this process;
-the interdependence of the effectiveness of social and pedagogical
support for the development of the emotional sphere of senior pupils from taking
into account the characteristics of the child's age development, belonging to a
certain emotional type and its level of emotional culture, as well as the
principles of social and pedagogical support for the development of the
emotional sphere of high school students:
-the principle of the adequacy of the teacher's emotional reaction to
age-specific characteristics, individual qualities and level of cultural
development of students;
-the principle of emotional binary;
-the principle of mediated emotional the influence of the teacher in the
process of socio-pedagogical support for the development of the emotional
sphere of high school students;
-the principle of emotional involvement of children in socially
significant personal relationships;
-the principle of events [6].
The process of socio-pedagogical support for the development of the
emotional sphere of high school students is dynamic and presupposes the
implementation of a system of means that ensure the adequacy of an emotional
response of a person on the basis of a reflective reflection of activity and
communication. Pedagogical means that contribute to the development of the
emotional sphere can be both situational conditioned, in particular humor, and
universal - emotional reflection and an emotional stimulus.
References
1. Breslav G. M. Psychology of emotion,
2. Ermakova, I. V., Polivanova, N. I.,
3. Izard, K. E. Psychology of emotion. St.Petersburg: Piter,
2012.
4. Rozhkov, M. I. Social and pedagogical support of youth
organizations and associations.
5. Yanovskaya, M. G. Emotional aspects of moral education,
6. Yakobson, P. M. Emotional life of pupils,