PECULIARITIES OF PREPARATION FOR PSYCHO-PEDAGOGICAL SUPPORT OF ELEMENTARY SCHOOL AGE CHILDREN FROM DIFFERENT FAMILIES

Abstract

In this article, we address the issue of teacher education. In particular, we reveal the current state of teachers’ preparation for organizing cooperation with families of elementary school students. On the basis of the topic we investigate the latest scientific research conducted by young scientists. Briefly consider the disadvantages of educational programs in this direction. Separate attention to the issue of finalizing the algorithm of preparation for interaction with families through training forms of education and legislation for specialists in the social sphere. We reveal the influence of an understanding of existing family institutions on the organization of support for a child in elementary school. For this purpose, we define the forms of family that exist under the law (family, or spouses; persons living together as a family; adoption; guardianship, trusteeship; foster care family; foster family; family-type children’s home). We present the main elements by which the needs of the child are assessed by social workers (needs for child development; parental potential of the family; family and environmental factors), with which teachers are partially able to work in their daily practice. In addition, we note the characteristics of families that allow the social worker to assess the functionality of a given family according to the child’s needs assessment and determine the priority areas of work. We characterize the impact of the teacher’s lack or ignorance of information in accordance with the family situation of the student on the provision of educational services and the provision of quality and effective psychological and pedagogical support. We also introduce certain aspects of teacher education that should have been included in educational programs. In particular, in curricula and work programs of disciplines related to the organization of interaction with the family or the study of historical and cultural origins of family education.