Keyword: «pedagogical support»

This article is devoted to the problem of pedagogical support for children. It reveals the need to use methods of pedagogical support at schools, describes the types of pedagogical support, the necessary conditions for its implementation and tactics that may help the teacher to support the child properly.

The content of the article reveals the relevance of this process, its timeliness, in the conditions of increasing risks caused by the peculiarities of the modern society development due to globalization, informatization, technologization. In addition, the need to examine this problem is due to the psychological, pedagogical and age-related prerequisites for the development of children of primary school age. The purpose of the study is a theoretical study of the problem of pedagogical support for the emotional development of primary school children. The methodological approaches that served as the basis for considering the problem of pedagogical support for the emotional development of primary school children are: humanistic, personality-oriented, systemic activity-oriented approaches. The article describes the age characteristics of the emotional development of primary school students (impressionability, spontaneity, frankness of feelings expression, emotional instability, little experience in recognizing emotional states in other people and in themselves, etc.). As a result, the essence of the "emotions", "support" and "pedagogical support" concepts was clarified. In the modern primary school, pedagogical support for the emotional development of the student, as noted by the researchers, takes on new meanings, based on the idea that the implementation of any activity is ensured by the coherence of functioning, the unity of the intellectual and emotional spheres. The theoretical and practical significance of the study correlates with the requirements outlined in the provisions of the Federal State Educational Standard of Primary General Education, which indicate the need to search for directions, forms, methods of pedagogical support for primary school students, expanding the range of subjects participating in the process of emotional development of students (parents, teachers, classmates, peers), organized with taking into account such principles as targeting, personalization, timeliness, consistency, etc.

Pedagogical support of the personal self-determination of future students – teachers in the process of educational activity is considered as a cultural and educational practice that is in demand in modern conditions.

The interaction of teachers, educators, and support specialists does not immediately and does not always become truly team-based, each of the specialists solves their own highly specialized tasks. However, the experience of schools implementing inclusive practice shows that without finding a common language, setting common complex tasks to include a "special" child in the educational process, the school's work in this direction cannot be called successful, so it is important to include a "special" child in an inclusive class through the joint work of a teacher and support specialists.

The article contains a study of the need to transform the activities of the class teacher in modern conditions of digitalization of education and work with representatives of generation Z. The rationale for the use of pedagogical support and pedagogical support in the modern conditions of post-non-classical pedagogy is considered. The professional requirements that must be presented to the training of a class teacher in a digital environment are presented. The article also outlines ideas for organizing classroom guidance in primary grades, mainstream and graduate grades. The material of the article is based on the works of prominent Russian teachers: Doctor of Pedagogical Sciences, Professor M. N. Nevzorov, Doctor of Pedagogical Sciences, Professor A. A. Akhayan, Candidate of Pedagogical Sciences, Associate Professor O. A. Vedeneeva, Doctor of Pedagogical Sciences, Professor V. I. Slobodchikov, Candidate of Pedagogical Sciences, Associate Professor S. V. Krivtsova, E. V. Yanovitskaya, M. Y. Adamskiy and others as well as the author's personal pedagogical experience.