Keyword: «tutoring»

The article considers the necessity of formation of tutor competence. The results of the study of tutor competencies in future specialists of psychological and pedagogical education are presented. The model of formation of tutor competence is developed.

The article considers the necessity of formation of tutor competence. The results of the study of tutor competencies in future specialists of psychological and pedagogical education are presented. The model of formation of tutor competence is developed.

the article examines the phenomenon of «tutoring» and the reasons for the need for its occurrence in preschool education as well as the phenomena of «individual educational program», «educational space» and «social space» in connection with the emergence of tutor functions in the professional and pedagogical activities of an employee of preschool educational organization and stipulated by the requirements of the new Federal State Educational Standard of Preschool Education. The content of the main phenomena is considered: a tutor and his functions in modern preschool education; a teacher of a preschool educational organization and differences in the functions of a teacher and a tutor; and finally an individual educational program and methods of its implementation from the positions of a) a teacher and b) a tutor.

The article deals with the issue of preparing teachers for the implementation of tutor support. The article describes the importance of empathy and tolerance in the implementation of tutor support by teachers. Recommendations that contribute to the development of these tutor competencies are given.

The relevance of the study of the prerequisites and historical conditions for the development of non-formal education in Russia is due to the fact that the system of non-formal education at the present stage has acquired a number of key features that have marked its formation as an independent social institution. In this regard, a historical excursus allows us to identify the periodization, its boundaries and the content of the changes that led to the formation of the informal sector features at the present stage. The author makes the analysis of scientific publications of modern foreign authors who viewed it through the prism of: 1) development of the informal sector as a means of overcoming backwardness in the "third world" countries and eliminating illiteracy; 2) informal education as a means of greater individualization and personal orientation of learning, increasing the level of professional competence and skills of people who already have a high level obtained in the formal system; 3) informal education, supported by the formal sector management system, to increase access to education in remote areas and rural areas. The purpose of the study was to substantiate and define the boundaries of the development stages for non-formal education in Russia. For this purpose, the author applies the methods of theoretical research: analysis, synthesis, idealization, ascent from abstract to concrete, which allows us to specify the object of research and describe the totality of its properties and characteristics; the method of idealization to simplify complex systems of interaction in pedagogy; formalization to represent the described object in a sign-conditional form; historical method for identifying historical facts and mental recreating the historical process that reveals the logic of the parallel development of formal and non-formal education systems in Russia. The main result of the study was a substantiated definition of development periods for informal education: Stage I – 899-1237 (IX-XIII centuries), stage II – 1237-1682 (XIII-XVII centuries), stage III – 1682-1825. (the last quarter of the XVII – the first quarter of the XIX century), stage IV – 1826-1900. (the first quarter of the XIX century – the beginning of the XX century), stage V – 1900-1917. (the beginning of the XX century), stage VI – 1917-1991. The theoretical and applied perspective significance of the research results lies in the fact that it allows us to clarify and concretize the content of the stage VII – the development of non-formal education practices at the present time, defining its institutional characteristics and prerequisites for the design of the content.