The article presents the directions and the content of scientific and methodical support of the
upbringing process in school. The analysis involved the study of mass and advanced experience
of schools in the sphere of upbringing, examination, generalization, comparison, interpretation
and systematization. These methods were chosen to address the theoretical research objectives. The
directions of scientific and methodical support of the upbringing process in school required to study
the mass experience of schools were identified, as were the best practices in upbringing. There were
analyzed, summarized and systematized. Each aspect of this support was identified on the basis
of the analysis and theoretical generalization of the data obtained. The scientific and methodical
support of the upbringing process can be developed in several directions and at different levels. At
the state level, it is connected, inter alia, with software (an example is the ‘Approximate upbringing
program’); at the level of higher education, initially it can be associated with the definition of the
theoretical foundations for the preparation of future teachers for upbringing activities in the general
education system, with the development of updated content of textbooks and manuals on the theory
and methods of upbringing; while at the level of the advanced training system it is associated with
the development of its principles, new programs and the search for interactive forms of teachers’
training. The novelty of the research is in the determination of the main directions and content of the
scientific and methodical support of the upbringing process in school. The results make it possible
to form the scientific and methodical support of the upbringing process in school at different levels.
Based on the basic provisions of the scientific school of Academician of the Russian Academy of
Education L.I. Novikova Systematic approach to the upbringing and socialization of children and
youth the results enable professionals to carry out the necessary changes in the sphere of upbringing,
taking into account modern social challenges.
Month : September 2021
Systematic Approach for Efficient Use of Research Methods in Educational Theory
The purpose of this study was to change the broad picture of research methods in the educational
theory, which is essential for development of modern pedagogy. The systematic approach to
education developed by the scientific school of L.I. Novikova, member of the Russian Academy
of Education, was analyzed. The authors explored the differentiated indicators such as integrity,
orderliness and evolvability, that shape the research of all social pedagogical systems. This article
emphasizes that in the modern-day world it is important to integrate different research methods
(theoretical and empirical, quantitative and qualitative) and combinations of research methods in
pedagogical and related sciences in order to make the best use of their complementarity, with regard
to the special nature of the subject. Emphasis should be given to qualitative research methods guided
by the intention to understand the personal meanings lying behind a child’s actions. The two most
useful qualitative methods are the method of participatory observation and the method of real-life
situations. The article discusses various methods of research of soft systems in the educational theory
aimed at the identification, proper study and multifaceted analysis of the problems that occur. It also
emphasizes the importance of a systematic approach in the theory of collective education where the
backbone of the system is the children’s community and the unity of children and adults.
Hygenic Assessment in the Theory and Practice of Upbringing
For the younger generation, socialization in the digital space poses increasing potential and real
risks. Simultaneously, the transformation of educational process with a forced increase of distance
learning formats, as a result of the COVID-19 pandemic has exacerbated the issue of interaction
between teachers and students in addressing upbringing tasks. This is confirmed by current
international and Russian studies. Discussion of the quality of the educational environment from
the point of view of its safety inevitably encourages the search for assessment tools. This article
provides a theoretical and methodological justification for effective assessment of upbringing
hygienic and its implementation in the current context, based on theoretical and empirical studies.
The study took an interdisciplinary approach, treating the safety of upbringing as a complex
multifactorial phenomenon based on the integration of natural science and socio-humanitarian
knowledge. It used a cross-cultural analysis of empirical data from Russian and foreign studies
in the development of formats, strategies, and features of hygienic assessment in education taking
into account its cultural variability. Network theory was used to assess the importance of the role
of relationships in determining teachers’ readiness resources to carry out a hygienic assessment of
upbringing safety activities in digital and network contexts. The core of the educational context of
safety is defined as the process of providing means and measures aimed at productive self-realization
of children in various life situations based on the assessment of real and potential threats arising in
the process of socialization. The principles of safety (socio-biological balance, well-being, integration,
cognition), the content and indicators of the hygienic assessment of this process (physiological,
social, personal, psychological) are highlighted. The article describes the development network
of the teacher’s readiness to assess upbringing safety based on non-hierarchical value-resource
interaction in upbringing activities, assessment of its safety and hygienic potential. The results
obtained will contribute to expansion and improvement of theoretical ideas about hygienic expertise
in pedagogical processes, disclosure, and clarification of the concept of ‘hygienic assessment in
upbringing’, enrich theoretical ideas and effective practices of upbringing in distance education
formats.
Using Social Networks for Social Upbringing
The article addresses the potential of using social networks in social education and for solving the
problems of youth socialization. There is an urgent social need for the harmonious development of
the child’s personality, including in the Internet environment. At the same time, there is insufficient
knowledge about the organization of education in social networks in science.
The article identifies the experience of successful interaction between teachers and students on the
Internet and ways of organizing event situations in social networks. The study was conducted in
February-October 2020 and analysed the content of open official accounts of educational organizations
in the social networks ‘VKontakte’, Instagram and documents of educational organizations. The
complex use of observation methods, quantitative data processing, expert assessments was aimed
at identifying forms of educational activity that are promising for implementation online in social
networks. The study showed that, despite the variety of topics and styles, the content of official
school accounts resembles a list of news about holidays and other public events. The accounts do
not contain materials that could cause vivid emotions and sensations in children, become a source
of experiences, value attitudes, experience of interacting with people. Consequently, schools do not
provide children with opportunities for self-knowledge, self-determination, self-realization, and do
not support their initiatives in social networks. The article recommends that schools expand the
practice of organizing networked educational events. For this, they need to create groups of different
ages for children and adults for joint planning, organizing, conducting, summing up creative deeds.
The maintenance of a thematic Instagram account of a school is offered as an example of a successful
subject-subject interaction between a teacher-educator and students in social networks.
A Competence Model for Training Programs in Inclusive Education
The implementation of inclusion poses fundamentally new requirements for the professional
competencies of teachers, which in turn determines the need for an empirically based competence
model of a teacher of an inclusive educational organization. A complex of university programs for
teacher training specifying the inclusive competencies could be used as an appropriate empirical base
of the study. However, this research logic has not yet been implemented and the study was devised
to fill this gap. Its purpose was to build a structural and meaningful model of an inclusive teacher
based on an analysis of inclusive competencies presented in the teachers’ educational programs
of universities. Content analysis was used to study the texts of 59 basic educational programs.
Frequency and factor analysis of the matrix of representation of competency indicators in educational
programs was also carried out. It was found that the semantic core of the inclusive competencies
of the teacher reflects the need to take into account the special psychological and pedagogical status of children in terms of their personal position in learning, the originality of their development,
health status and their specific educational needs. The integral inclusive competences of the teacher
are the readiness to: organize an inclusive educational process as a whole; organize an individually
oriented educational route; individual / collaborative support; and organize psychological and
pedagogical support; substantive / instrumental knowledge related to working with students with
disabilities. The competence profiles of teachers, set by university educational programs, are not
fully consistent with both the existing theoretical models of the inclusive teacher competencies
and the conditions for the implementation of inclusive practice. The research results include ideas
about five-component structure of teacher’s inclusive competence. The practical significance is in
the identification of the essence of the contradictions in the content of the university training of
teachers for work in inclusive education, the elimination of which will contribute to improving the
quality staffing of the inclusive education system.
Project- and Research-Based Learning as a Technology for Developing Master Students’ Methodological Culture Development
In accordance with the requirements of the Federal State Educational Standard of Higher
Education ++, the graduates of the master’s programme on “Teacher education” must be ready
to solve research problems in their professional field. This implies that the students develop an
appropriate methodological culture through their involvement in independent project and research
activities. However, the analysis of the current state of practice in training master students in the
field of education demonstrates that it is still dominated by teaching technologies that focus on
performing and reproduction activities of students, contributing to developing the habit of receiving
ready-to-use knowledge. As a result, the contradiction between the objective need for the formation
of a methodological culture among students on the one hand, and inadequate development in many
students in the field of “Teacher education”, on the other, is aggravated.
The research aim was to show and substantiate the didactic conditions for project- and researchbased
learning as a technology aimed at the efficient development of master students’ methodological
culture.
Research methods were theoretical (analysis, synthesis, comparison, generalization and etc.),
empirical (educational experiment, testing in order to assess the level of research competence
formation), and mathematical methods of data processing.
Results: The process of master students’ methodological culture development is based on a search
for information and implementation of didactic activities and conditions that serve as a motivation
tool for students to be a part of research activities. The course on “Methodology and methods of
educational research” becomes a platform for methodological culture development among master
students on the “Teacher education” programme. The efficiency of students’ methodological
culture development is increased if: (a) the structure and content of their methodological culture
are designed on the basis of convergence of conventional and research-based approaches and
(b) the project-and research-based teaching technology is implemented through a short-term
(limited by the course duration) projects and a number of variable components (a combination of
individual and team forms of independent activities),“inverted” or “blended” learning techniques;
interdisciplinary, problematic and interactive training; reflection at the end of each class; exams in
the form of a project defense, etc.).
Impact: The results will be useful for development of educational and methodological support for
research-oriented teaching in the process of theoretical and practical training of future bachelors,
masters, graduate students, as well as in the system of additional and vocational education.
From Challenges to Opportunities: Reorganization of Teacher Education during the COVID-19 Pandemic in Post-Socialist Countries
Although the COVID-19 pandemic is far from over, there is no doubt that education researchers
will analyze the changes in teaching and learning over the years to come. There is no certainty that
new waves and variants of COVID-19 will not force humanity to radically change educational
technologies in the future. This will bring mankind closer to the predictions of science-fiction
authors and futurists, not taken seriously before. In this regard, it is important to scientifically
document and analyze various measures for transforming education in the current situation, thus,
creating the database for future generations. Analysis reveals that geographically adjacent countries
with numerous current or historical interrelations, show the uniqueness of their response to the
pandemic because of a number of current economic, social, cultural and geographical factors.
Quite promising in this regard are the post-socialist countries of Central and Eastern Europe,
which in the second half of the 20th century had almost identical principles for developing national
education systems, but changed significantly under the influence of the reforms of the last thirty
years. Comparing the cases of five universities from Russia, Germany, Bulgaria, the Czech Republic
and the Pridnestrovian Moldavian Republic enable us, not only to identify common problems, but
also to describe the most effective measures for the reorganization of higher education during the
COVID-19 pandemic, dictated by the need to sustain the quality of teacher training.
Online Mediation in the Socialization of Children with Disabilities: Environmental Conditions in the Arctic and the North of the Krasnoyarsk Territory
The development of online mediation in the Arctic and the Far North of the Krasnoyarsk Territory
is necessary because of the increased level of conflict potential in educational institutions and the
need to find the most effective methods for resolving conflicts, taking into account the needs of
persons with disabilities. This article analyzes the problem of the development of mediation as a
tool for resolving conflicts with the participation of children with disabilities, as well as adapting
the mediation procedure to a digital format. A content analysis of Russian and foreign practices,
demonstrated the insufficient development of inclusive education and the mediation process in
our country. Monitoring of school mediation services in the Arctic and northern territories of the
Krasnoyarsk Territory confirmed the formalized nature of school mediation services, the lack of
training programs for mediators on the basis of higher educational institutions of the Arctic and
northern territories, insufficient knowledge of methods of working with ‘special children and an
emphasis on preventive measures. An interview was conducted on the organizational system of
school mediation services, the identification of conflict-generating factors, ways of resolving
conflicts, the readiness of mediation specialists to transition to a digital environment, the adaptation
of the mediation procedure to the specific characteristics of children with disabilities and the
need to develop a mediation procedure in connection with the natural-climatic factors of these
territories. The practical benefit of the study is in promoting the implementation of mediation and
online mediation practices in the educational system to resolve conflicts with the participation of
children with disabilities, develop a humane attitude towards various categories of the population
and establish favorable conditions for learning. The practical use of the research increases due to the
scarcity of scientific developments in the field of inclusive education, an alternative and innovative
mediation process in the Arctic and Northern territories of the Krasnoyarsk Territory.
Professional Subjectivity for Student Teachers in Higher Education
This study identifies and characterizes the features of the development of professional subjectivity
of a future teacher in higher education. The research methodology is based on systemic and
interdisciplinary approaches to education, poly-subject, object-subject, and environmental
approaches. The author used theoretical methods (analysis, concretization and systematization
of the characteristics of the teacher’s subjectivity as a teacher in the indicated projections) and
empirical methods (observation; focus groups with students of a pedagogical university studying
at different levels and at different courses; methodology “I and others” by I. Nikolaeva). The study
involved teachers of the Department of Social Pedagogy and students (n=52) of the Voronezh State
Pedagogical University. It found that one of the leading differences in the subjective position of a
teacher as educator is the need to integrate personal and professional subjectivity. This relies on
coordination, and subsequently harmonizes individually significant and accepted value attitudes,
cultural and subcultural preferences, norms and requirements. An attempt is made to analyze the
projections of the teacher as an educator: into the socio-pedagogical environment – the educator as
a sociocultural role and status; into a professional environment – as a separate professional function;
into a personal environment – as a personal and professional attitude and position, which made it
possible to clarify the peculiarities of the formation of professional subjectivity in the context of the
development of the selected projections by the future teacher as an educator. The results confirm
the need to work with the reference area of students as a condition for the success of professional
education at the university, complementing the experience of solving the problems of self-education
and education by a future teacher.
Family Upbringing Styles and Methods vs Youth Propensity for Aggression
The study of the propensity of young people to react aggressively (readiness for aggression) is relevant
because it affects everyone and is the cause of many disasters, crimes, and the growth of aggressive
behavior of young people, which are reflected in the statistics of the Ministry of Internal Affairs.
Scientists are trying to identify the reasons, factors contributing to the manifestation of aggressive
forms of behavior among young people. However, no Russian research was found in which the
influence of parenting practices (styles of education, methods of education) on the development
of readiness for aggression among young people was studied in a comprehensive manner. The
purpose of this research was to study the influence of family education practice on the development
of readiness for aggression among young people. The experiment involved 237 people aged 18-24,
who were randomly selected. Of these, 110 were girls and 127 were boys. All respondents were
from complete families. The survey was carried out using the following methods: ‘The interpersonal
behaviors inventory’, ‘Retrospective inventory of child rearing practices’, ‘Retrospective
questionnaire of parenting styles’.
The authors identified what forms of readiness for aggression are expressed among Russian youth,
as well as gender characteristics. Emotional-Impulsive Readiness was found for girls and Habitual-
Cognitive Readiness for boys. Mothers are perceived by young people as being more democratic
while fathers, in the opinion of their children, used more often authoritarian and liberal (dismissive)
parenting styles. The results of the study showed that mothers most often used positive and punitive
parenting methods. College-educated fathers used positive parenting methods. The results obtained
will be of interest for specialists working with families.
Characteristics of prediction in preschool children with speech impairment
The ability to predict is one of the important aspects of human mental development. There is a
relationship between prognostic competence and the process of socialization. Psychological
studies show that children with special educational needs, including children with general
speech underdevelopment, when compared with their peers without speech pathology, are more
susceptible to impaired socialization and the occurrence of school maladjustment. This affects the
success of their schooling. Such children experience difficulties in complying with social norms
in the implementation of their goals, since they cannot anticipate the consequences of a certain
situation. This can lead to deviant behavior and failure at school. This article examines the features
of the structural and functional characteristics of forecasting in preschoolers with general speech
underdevelopment. It analyzes the research results given in the scientific literature, presents the
results of the authors’ own experimental research conducted using the “Prognostic stories” technique
developed by the teachers of the Department of Psychology and Pedagogy of Special Education of
the Kazan (Volga region) Federal University, and a comparative analysis of the data obtained during
the experiment. The study showed that preschool children with general speech underdevelopment
have lower indicators in all predictive characteristics in comparison with normative peers, and
also have specific prognosis features due to speech pathology and deficiencies in higher mental
functions. The most important of these are the lack of cognitive predictive function and prediction
of utterance. The disadvantages of the prognostic ability of preschoolers with speech pathology
determine the risk of social maladjustment, which requires the attention of specialists in the field
of special education. The results obtained expand the understanding of the state of development of the prognostic competence of preschoolers with general speech underdevelopment. They present a
more complete picture of its specific features, and highlight the most significant disadvantages of
the forecasting process for this category of children. This indicates the directions of work on the
development of prognostic processes in preschoolers with general speech underdevelopment, as
well as the prevention or minimization of the outcomes of school maladjustment.
Using Social Networks for Social Upbringing
The article addresses the potential of using social networks in social education and for solving the
problems of youth socialization. There is an urgent social need for the harmonious development of
the child’s personality, including in the Internet environment. At the same time, there is insufficient
knowledge about the organization of education in social networks in science.
The article identifies the experience of successful interaction between teachers and students on the
Internet and ways of organizing event situations in social networks. The study was conducted in
February-October 2020 and analysed the content of open official accounts of educational organizations
in the social networks ‘VKontakte’, Instagram and documents of educational organizations. The
complex use of observation methods, quantitative data processing, expert assessments was aimed
at identifying forms of educational activity that are promising for implementation online in social
networks. The study showed that, despite the variety of topics and styles, the content of official
school accounts resembles a list of news about holidays and other public events. The accounts do
not contain materials that could cause vivid emotions and sensations in children, become a source
of experiences, value attitudes, experience of interacting with people. Consequently, schools do not
provide children with opportunities for self-knowledge, self-determination, self-realization, and do
not support their initiatives in social networks. The article recommends that schools expand the
practice of organizing networked educational events. For this, they need to create groups of different
ages for children and adults for joint planning, organizing, conducting, summing up creative deeds.
The maintenance of a thematic Instagram account of a school is offered as an example of a successful
subject-subject interaction between a teacher-educator and students in social networks.