Keyword: «family education»

The relevance of the research is due to the need to develop high-quality vocational education that takes into account the changes in society that are taking place at present. The family, as an institution of primary socialization of the child, performs the most important functions, including educational one. If the functioning of a family with children is disordered, the risks of family and child distress increase. Specialists of the Child’s Services can recognize children and families who are in a difficult life situation, to be in a socially dangerous situation. In this case, specialists working with families with children are invited, which can include both specialists of the education system and social protection of the population (teachers, educational psychologists, tutors, teachers of additional education, educators, specialists in family work, specialists in rehabilitation work and others). The solution of complex psychological problems and difficult life situations is associated with the need for professional training, the development of the content of basic educational programs. The development of professional competence of specialists working with families with children is one of the key problems of social and vocational education. The research is based on the analysis of scientific approaches: interdepartmental and interdisciplinary, cross-cultural and axiological, personal activity-oriented and competence; principles of taking into account the professional interests of students, involvement in practical training, the development of professional thinking and values, the connection of scientific, theoretical and practical training; development of the personal and professional "inner self" of future specialists and those who actually work with families with children. The article lists a wide range of competence groups: from general cultural and general professional to professional (psychological and pedagogical, communicative, emotional intelligence, professional stability, time management, stress management, etc.). The author reveals the dependence on the correctly justified content of education, taking into account educational and professional standards, curricula of basic educational and additional professional programs, specifics of educational organizations and social protection of the population, their goals and objectives, staffing, and the characteristics of the contingent of students (pupils). A descriptive analysis of the experience of implementing the basic educational program for the bachelor's degree level, area of training 44.03.02 – psychological and pedagogical education, "Family education" profile at the Institute of Pedagogy and Psychology of the Moscow Pedagogical State University is given. An analytical review of modern domestic and foreign works on the development of professional competence of specialists is presented.

The relevance of the research is due to the need to develop the modern content of higher professional education of teaching staff, taking into account the practice-centered principle. Specialists working with families with children should have appropriate professional knowledge and skills related to the ability and readiness to provide pedagogical and psychological support to children and their families with risks of desocialization and maladaptation, as well as those in need of social services. The main reason for the emergence of such a need is usually associated with a violation of the process of personal social development, which is due to the improper implementation of the leading activity, personal losses, violation of attachment, parental alienation. The article presents the characteristics of the results of domestic and foreign studies of social development and social learning models: a model of human development (child, adult), a model of psychological and pedagogical work with a loss, attachment theory, theory of social learning. The purpose of the article is to theoretically and empirically substantiate the significance of the content core of the «Model of social development and social learning» in the main educational program in the training area 44.03.02 “Psychological and pedagogical education” and specialization profile «Family education». Analyzing the problem of studying models of social development and social learning in the content of the main educational programs of higher pedagogical education, we relied on the following scientific approaches in our study: personal, socio-cultural, salutogenic and competence-based. The main results of the study are related to the characteristics of the main educational program in the training area 44.03.02 “Psychological and pedagogical education” and specialization profile «Family education» in the context of the content core of the «Model of social development and social learning». The theoretical significance of the research lies in the fact that the results can be used in the development of the content of the main educational programs at the bachelor's (master's) level for the professional training of specialists working with socially vulnerable categories in the social sphere. Practical significance - the solution of the scientific problem to develop the content of higher professional education of teaching staff through the substantiation and introduction of modern practice-oriented content of the basic educational program for training specialists in the social sphere at the level of bachelor's degree studies. The article presents the characteristics of the experience of implementing the basic educational program for the bachelor's degree level, training area 44.03.02 - psychological and pedagogical education, «Family education» profile at the Institute of Pedagogy and Psychology of the Moscow State Pedagogical University.

The article presents the features of the development of ideas of family education of preschool children in Russian pedagogy. Changes in society, the economy, politics, as a rule, are reflected in education, and accordingly, new meanings and values arise in the upbringing of a person, including in the family. The results of the empirical study testify to the close connection between the ideas of family education of the past, present and future, the content of which may be of interest to specialists who are the subjects of the education of preschool children.

The article reveals the problem of developing educational motivation in younger schoolchildren; the role of the family, the attitude of parents on the formation of positive motivation for learning is considered; the results of a study of the level of educational motivation and the relationship of parents of junior schoolchildren of the Municipal Budgetary Educational Institution “City Classical Gymnasium” in Yakutsk are presented.

Formation of a healthy lifestyle in children is one of the main tasks of our state. The family plays an important role in this issue. School also contributes to this task through: education, training and enlightenment. Although school can help to solve some issues of education and formation of a healthy lifestyle, but it can never replace the role of the family. It is the family that is the most influential factor in the formation of personality. Studies and life experience of mankind confirm that many problems faced by children and adults are caused by errors in family upbringing, such as lack of love and inability to encourage and support their children.