Valentina Dolgova

Based on the analysis of theoretical literature and empirical data, it was determined that a great number of fears among modern children is an urgent problem for preschool educational institutions. The purpose of the work is to examine the fears of preschoolers and make recommendations for preventive work with them. Methods of empirical research: ascertaining experiment; testing according to the methods: C-scale "Fears and worries in children" (A. I. Zakharov), drawing test "My family"; anxiety test (R. Tamml, M. Dorki, V. Amen) (for diagnosing children), anxiety test by Ch. D. Spielberger (interpreted by Yu. L. Khanin) (for diagnosing mothers); methods of mathematical and statistical data processing are represented by Spearman's rank correlation criterion. The study was conducted on the basis of the Municipal state preschool educational institution "Kindergarten No. 7" of the Yemanzhelinsky municipal district of the Chelyabinsk region (N = 60). As a result, the authors revealed statistically significant correlations of fears with the general level of anxiety of the child, the general level of personal anxiety of the mother, and the child's ideas about his/her family. Therefore, a comprehensive program of preventive work is required, taking into account the level of anxiety of children, the anxiety of their mothers and the peculiarities of family upbringing. The most commonly used preventive measures are those that provide information for a better understanding of problems and their resolution. Most of these prevention programs involve cognitive-behavioral approaches, which explains why most of the preventive measures were found in the field of pedagogy. But this pedagogical process must necessarily start with a diagnosis, which is necessary for the development of appropriate preventive strategies (for example, the formation of problem-solving skills, self-esteem or social support). Pedagogical interaction should be highly professional and begin with a diagnosis based on a battery of tests that we have tested. We recommend holding a series of educational meetings, trainings for parents on managing their own anxieties, discussing traumatic behavior by means of conferences, videos, lectures or newsletters.

Interethnic relations in the educational environment are characterized by complex social processes that include interaction, mutual understanding and interpersonal relations among students of different nationalities. Therefore, educational organizations require systemic psychological and pedagogical support of the process of interethnic interaction, so that relations are established not on suspicion, isolation and hostility, but on the basis of a desire for cooperation and mutual understanding. All this determined the purpose of the study: to theoretically substantiate and experimentally examine the interethnic relations of older adolescents in the conditions of the multicultural environment of the educational organization. The study was divided into three stages: search and preparatory, experimental, control and generalizing. The following research methods were used: analysis of scientific literature, generalization, synthesis, experiment, observation, test, and survey. The following methods used for studying interethnic relations of older adolescents are also presented: diagnostics "Acceptance of others" (W. Fey); express questionnaire "Index of Tolerance" (G. Soldatova, O. Kravtsova, O. Khukhlaev, L. Shaigerova); method "Diagnostics of interpersonal relations" (T. Leary). To calculate and test the hypothesis of the research work, we took the Mann-Whitney U-test. All methods were selected in accordance with the age of the subjects. The experimental study was carried out on the basis of the "South Ural Multidisciplinary College" (metallurgical complex) in the city of Chelyabinsk. 26 1st-year students aged 16-17 years trained in the specialty "Processing of metals by pressure" took part in it. Three used methods showed that adolescent migrants and adolescent citizens of the Russian Federation have practically the same level of interethnic relations and tolerance. According to the results of mathematical and statistical calculation using the first method, the level of acceptance of others among adolescent citizens of the Russian Federation is not lower than that among adolescent migrants. According to the second method: the level of tolerance among adolescent migrants is not lower than the level of tolerance among adolescent citizens of the Russian Federation. There are no statistically significant differences in the level of acceptance of others between adolescent citizens of the Russian Federation and adolescent migrants. Both categories of adolescents have an identical level of tolerance, despite their ethnic diversity.

Modeling is used in any professional activity, it is a classical method of obtaining, describing and using knowledge. However, we could not find the model of students’ conflict behavior pedagogical correction in the educational environment of the college in the available literature. Therefore, the aim of the research is to develop a model of pedagogical correction of students' conflict behavior, to compile and test a program for its implementation in the educational environment of the college. Methodology and methods. The implemented modeling is conditioned by the identification of features, principles, classifications, requirements, stages of modeling. Three methods were used: K. Thomas's test, "Conflict level of personality" by E.I. Rogov, "Modular Sociotest" by A.Ya. Antsupov. The first-year students of the State Technical College "Lisakovskiy Technical College", specializing in "Construction and operation of buildings and structures" (N = 25), were selected as the pilot experimental base. Results and discussion. To implement the model studied, the program for the pedagogical correction of students’ conflict behavior in the educational environment of the college was created and used. After the implementation of the program, cooperation became the dominant strategy of behavior in the conflict situation, the average level of conflict prevailed; relations in dyads "student-group" and "morality-professionalism" were equalized. The students managed to develop the skills to exit the conflict constructively, to improve the skills of empathy and reflection, and also to use methods of emotions and behavior self-regulation. Conclusion. The conducted research showed that the discussed modeling and the program created for its implementation contributed to a positive dynamics of the main criterial indicators of the successful pedagogical correction of students’ conflicting behavior in the educational environment of the college.

The relevance of the study is related to the huge personnel turnover in voluntary sector and low level of volunteer assistance training for people with disabilities. Therefore, the goal of the work is to reveal the features of the project "Voice of a Book" activities and a program that can affect the increase of volunteers’ motivation level. The “Voice of a Book” project activity develops in several stages, each of them is aimed at the common goal achieving and includes key events: discussion of the project with a deputy of the Russian Federation State Duma and regional leaders, representatives of various volunteer activity organizations and Chelyabinsk Regional Special Library for people with visual impairments and blind; taking part in the projects presentation at the All-Russia Educational Forum "Territory of Senses on Klyazma"; participation in the National Prize Competition "Student Watch", in the nomination "For the Protection of Human Rights with health deviations people"; recording studio premises equipping; official website of the project "The Voice of a Book" and groups in social networks launching; interaction with other countries; project "Voice of a Book" advertising; monitoring of necessary literature for further recording; recording of audiobooks, etc. The volunteers of the social project "The Voice of a Book" by South Ural State Humanitarian Pedagogical University are the base of the research. In the course of the study, six methods were used: "Determination of personality orientation" by B. Bass, "Determination of personal labor satisfaction " test by A. Batarsheva, "Personality motivational structure diagnosis" by V. E. Milman, "Questionnaire for motivation sources determination" by J. Barbuto and R. Scola, "Investigation of motives" by K. B. Christiane, questionnaire by V. I. Dolgova and L. A. Mlkeian. The main results of the work include motivational program development for volunteers of "Voice of a Book" project. It comprises ten classes that are conducted within a month. After the program implementation, the attitude of volunteers to their work changed significantly, as well as the person's orientation toward the task and interaction, satisfaction with work, striving for knowledge, standards for personal qualities evaluation and standards of competence. The practical significance of the research is in the fact that the conclusions drawn from the comparative procedures of the analysis can enrich the educational, consultative, correctional and developmental work with the volunteers of social programs.

The article is devoted to actual problems of psycho-pedagogical support of the person. The theoretical analysis of the concept of psycho-pedagogical support is provided. Author obtains its purpose and objectives, describes the principles and the basic functions of psycho-pedagogical support of the child's personality in the educational process. It is identified the problem of psycho-pedagogical support of the person in the conditions of the introduction of the federal state educational standards.