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The concept of social competence. Modern problems of science and education. Competent attitude towards one's own health

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PROBLEMS OF FORMATION AND DEVELOPMENT OF SOCIAL COMPETENCE OF SCHOOL YOUTH

Nefedova Natalya Vladimirovna

Head of the Department for the Protection of Children's Rights of Pavlodar Region, Republic of Kazakhstan, Pavlodar

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FORMATION AND DEVELOPMENT ISSUES OF SOCIAL COMPETENCE OF SCHOOL-AGE YOUTH

Nefedova NataliaVladimirovna

head of Pavlodar regional Department for the Protection of children's rights, Republic of Kazakhstan , Pavlodar

ANNOTATION

Most youth organizations deal with issues such as healthy image life, labor, patriotic, civil, legal, moral, aesthetic education. There are very few socially oriented youth organizations and modern events that are interesting for young people. In this article, the problem of forming the social competence of school youth is analyzed. In the process of studying theoretical material on this issue, an attempt was made to clarify the very concept of social competence, its structure, and components. The basic components of social competence are presented.

ABSTRACT

Most of the youth organizations deal with such issues as healthy lifestyle, labor, patriotic, civic, legal, moral and aesthetic education. The general amount of socially-oriented youth organizations or interesting to young people modern activities is very small. In the present article we analyze the problem of formation of social competence of school-age youth. During the study of theoretical material on the subject, an attempt to clarify the notion of social competence, structure and its components has been taken. Therefore the basic components of social competence are presented to the reader’s view.

Keywords: youth organizations; social competence; school youth; socially significant activities; social knowledge; social skills; personal characteristics; capabilities.

Keywords: youth organizations; social competence; school-age youth; socially significant activity; social knowledge; social skills; personality characteristics; abilities.

IN Lately Of particular interest are the issues of the formation of general cultural competencies, the main component of which is social competence as an integral quality that provides a positive impact on interpersonal relationships in society.

In the vocational education of the European Community, special importance is attached to the formation of “ key competencies", which are:

social competence (responsibility for one’s actions, development of a solution and its implementation, tolerance towards people of different nationalities and religions, taking into account one’s own interests and the needs of society);

·communicative competence (ability to communicate orally and in writing in various languages, as well as in a computer programming language);

·social-informational competence (information literacy with technology and critical assessment of social information disseminated by the media);

· cognitive (personal) competence (continuous improvement of educational level, the need to realize personal potential and actualization, the ability to acquire new knowledge and skills independently, self-development);

intercultural competencies;

·competence in the field of independent cognitive activity;

·special competence (independent performance of professional actions, assessment of the results of personal work).

Involving youth of various subcultures in socially significant activities to implement regional projects is a problem, as young people strive to overcome dependence on adults and to complete freedom. Youth organizations in both Russia and Kazakhstan exist, operate, and conduct interesting, varied work, but their activities are not aimed at developing social competencies. Basically, youth organizations deal with generally accepted concepts: a healthy lifestyle, labor, patriotic, civil, legal, moral, aesthetic education. There are very few socially oriented youth organizations and modern events that are interesting for young people.

The issues of formation and development of social competence are given a lot of attention by both foreign and domestic authors. Some authors (J. Raven, O.V. Bondarevskaya) interpret social competence as the possession of emotional, cognitive, motor modes of behavior, which in various situations lead to a favorable ratio of positive and negative consequences. Other authors (H. Schröder, M. Forverg) note that the structure of social competence involves such personality traits as: determination to create social relationships, sociability, ability to persuade and suggest, “I-concept”, influence.”

G.E. Belitskaya interprets social competence as the highest level of social activity of an individual - the mastery and development of social reality, achieved in the course of activity and communication. According to V.N. Kunitsina understands social competence as a system of knowledge about oneself, about social reality, a system of complex social knowledge, skills, interaction skills, ways of behavior in various social situations that allow one to adapt, make decisions, and extract the maximum opportunity from the circumstances of the case. E.V. Koblyanskaya sees social competence as an understanding of the “I”-society relationship, the ability to choose the right social guidelines in one’s activities. According to V.V. Tsvetkova, social competence should be considered from the perspective of the theory of social roles: “social competence is a socio-pedagogical category that denotes an integrative quality of personality that allows an individual to actively interact with society, perform various social roles, establish contacts with various groups and individuals, participate in social significant projects." G.I. Sivkova understands social competence as the presence of “solid” behavior, realized through automated skills that allow an individual to flexibly change behavior depending on the current situation. In the works of V.G. Romek, social competence includes the ability to flexibly change a person’s behavior strategy, taking into account the broad (social conditions, norms) and narrow (features of the social situation) contexts of activity.

Social competence is a determined category, and its structure includes three components:

1. social and personal;

2. social and activity;

3. social and professional competence.

The structure of social competence includes the following components: knowledge, abilities, skills, personal characteristics (personal qualities), as well as abilities that are formed by the above components. Summarizing the opinions of various authors, we note that social competence - This is a complex of personality properties, based on the specified structure of knowledge, abilities, skills and mastered social norms and value guidelines, which allows one to achieve a high level of preparedness for activities and life in society, and to interact beneficially with the social environment.

According to E.V. Bondarevskaya can distinguish three main groups of competencies:

1. relating to oneself as a person, a subject of life activity;

2. relating to a person’s interaction with other people;

3. related to human activity, manifested in all its forms and types.

E.V. Bondarevskaya argues that all competencies are formed in society, therefore, they are social in content and manifest themselves in it. I.A. Zimnyaya notes that key competencies are generalized competencies that ensure natural life activity in society; educational and professional competencies - are formed and manifested in different types human activity; social (in the narrow sense of the word) competencies that characterize a person’s interaction with society, society, and other people. At the same time, the author identifies five actual social competencies: citizenship, health, communication, social interaction, information literacy.

Having analyzed the studies of the above-mentioned authors, we have formulated the following understanding of social competence: this is a complex of social knowledge, skills and abilities necessary for the implementation of social reality, personal and social characteristics, the level of formation of which makes it possible to build one’s behavior, taking into account the characteristics of the social situation and fruitfully fulfilling one’s social role.

In the studies of many authors (G.E. Belitskaya, A.V. Brushlinsky, A.A. Verbitsky, I.A. Zimnyaya, E.V. Koblyanskaya, S.N. Krasnokutskaya, A.B. Kuklina, V.N. Kunitsina, O.P. Nikolaev U. Pfingsten, V.G. Romek, N.A. Rototaeva, G.I. Sivkova, Yu.G. Tatur, R. Hintsch, etc.) it is noted that the structure of social competence includes components cognitive nature (to imagine, understand, analyze), as well as social skills (activity component), social and psychological characteristics personality.

In the International Program for International Student Assessment (PISA), the level of knowledge acquired by secondary school students different countries and the degree of their preparedness is defined as active inclusion in the life of society. At the same time, in parallel with subject knowledge, abilities and skills, the level of formation of social and personal characteristics is assessed. Among them are creativity, tolerance, self-confidence in conditions of uncertainty, adaptability, responsibility, and focus on results. The main structural component of a person’s social competence is social and personal characteristics. Their inclusion in the structure of social competence gives a personal character to other components of social competence - social knowledge and skills.

Thus, in modern education, the formation and development of social competence is not scientifically grounded and purposeful. Its manifestation often depends on various factors, namely, on the level of students’ proficiency in social knowledge, skills, abilities, on the personal foundations of social competence, on the social and personal characteristics that are formed differently in each person. Social and personal characteristics, social knowledge and skills do not receive proper development in the educational system. One of the reasons for this situation is the lack of opportunity in the educational institution to create the context for the future social life and activities of students. It is in this context that a new content of education should be created, in which training and education, which are the main components of the educational process, are determined through the context of the future social reality that current students will face, and sometimes are already facing.

Table 1 presents the basic components of social competence.

Table 1.

Structural components of social competence

Social knowledge

Social skills

Personal characteristics

Capabilities

Know the characteristics of people’s behavior (verbal and non-verbal), understand the essence of the statement, as well as the problems of other people. Know how to find the necessary information and achieve accurate data, resolve controversial situations by asking specific questions

Be able to address your communication, offer your help, attract the attention of your interlocutor, show interest in your interlocutor, empathize with him, be able to make contact and support him, accept the interlocutor’s point of view, be able to navigate a social situation, argue your opinion, avoid and resolve conflict situations treat your actions and statements constructively and responsibly, be able to treat people tolerantly, be able to prove and defend your point of view

Organization, perseverance,

activity, purposefulness,

creativity,

curiosity, self-development, integrity, observation, corporate spirit, sociability, tolerance, love of life,

willingness to cooperate, plasticity, humanity, justice, decency, honesty, self-confidence, self-regulation, determination, responsibility, independence

constructive interaction with different people;

maintain communication;

accept and understand the partner’s point of view (take the other’s position);

empathy in communication;

determining the psychological state of the partner, the situation and conditions of communication;

building your communication taking into account these conditions;

attentive attitude towards the interlocutor;

formulating your thoughts and expressing your point of view;

control of your behavior;

bringing something started to completion

All of the above social knowledge, skills, abilities and personal characteristics must be formed and manifested in the readiness and ability of a young person to act within the framework of the legislation of his state, which, in turn, is based on knowledge of law and experience of legal behavior.

Bibliography:

1. Bondarevskaya O.V. Theory and practice of personality-oriented education: monograph. Rostov n/d., 2000. - 236 p.

2.Zimnyaya I.A. Key competencies - a new paradigm for educational results // Higher education today. - 2003. - No. 5. - P. 34-42.

3. Machekhina O.N. Formation of social competence of high school students based on the project-contextual approach in the modern educational process // Teaching history at school. Special issue. No. 5, April 2007. - pp. 15-19.

4. Raven J. Competence in modern society: identification, development and implementation / trans. from English M., 2002. - 198 p.

5.Selevko G.K. Competencies and their classification // Public education. - 2004. - No. 4. - P. 138-143.

6. Khutorskoy A.V. Key competencies as a component of a personality-oriented paradigm of education // People's education. - 2003. - No. 2. - P. 60.

In the work of E. V. Koblyanskaya, carried out at St. Petersburg University in 1995, social competence is considered as an adaptive phenomenon, the basis of which is socio-psychological preparedness and communicative competence.

It seems to us that in the very general view social competence can be represented as knowledge about social world and about oneself, one’s place in this world, modes of behavior and behavioral scenarios that facilitate social interaction, the main functions of which are social orientation, adaptation, integration of general social and personal experience. V. N. Kunitsyna proposed the following definition of social competence. Social competence – a system of knowledge about social reality and oneself, a system of complex social skills and interaction skills, behavior scenarios in typical social situations that allow you to quickly and adequately adapt, make decisions competently, taking into account the current situation; acting on the principle of “here, now and in the best possible way,” to extract the maximum possible from the current circumstances.

Social competence is an operational concept that has a time and historical framework. The key to successful human functioning in changing social circumstances is the development of behavioral scenarios that meet the new social reality and are expected by interaction partners. The main functions of social competence are social orientation, adaptation, integration of general social and personal experience.

The structure of social competence includes communicative and verbal competence, socio-psychological competence and interpersonal orientation, ego competence and social competence itself (operational competence).

Based on the limited foreign and domestic literature and our own research, the following is proposed: structure of social competence:

  • Operational social competence –- knowledge about social institutions and structures, their representatives in society; idea of ​​functioning social groups, modern conditions, the breadth and requirements of the modern repertoire of role behavior, general social orientation and awareness are measured;
  • Verbal competence – appropriateness of statements, taking into account the context and subtext of statements, absence of difficulties in written speech, variability in the interpretation of information, good orientation in the field of evaluative stereotypes and templates, multiple meanings of the concepts used, metaphorical speech. An example of verbal competence is the activity of a translator who simultaneously interprets oral speech. He is required to quickly and adequately understand the statement and find the exact equivalent in the literal and contextual meaning of words and concepts. An example of verbal incompetence is the inappropriate use of proverbs and sayings in a new or inappropriate social context;
  • Communicative competence – mastery of complex communication skills and abilities, the formation of adequate skills in new social structures, knowledge of cultural norms and restrictions in communication, knowledge of customs, traditions, etiquette in the field of communication, observance of decency, good manners; orientation in communicative means inherent in the national, class mentality and expressing it. mastered role repertoire within this profession.
  • Socio-psychological competence – interpersonal orientation: an idea of ​​the diversity of social roles and methods of interaction; ability to solve interpersonal problems; developed scenarios of behavior in complex, conflict situations;
  • Ego-competence – an important component of social competence: awareness of one’s national, gender, class, group affiliation, knowledge of one’s strengths and weaknesses, one’s capabilities and resources, understanding of the reasons for one’s mistakes, mistakes, knowledge of self-regulation mechanisms and the ability to use them, practical psychological knowledge about oneself, acquired through life experience. In other words, the more a person is aware of his properties and problems, the more adequate his knowledge, the higher the ego-competence of this person will be.

Verbal and communicative competence act in unity, determining better adaptation to difficult situations.

M. V. Osorina, pointing out the protective meaning of excuses used by children who are persistently teased, notes: “Children’s folklore gives the child communicative clichés that can be successfully used in difficult communication situations.” And further: “If we consider children's folklore from a communicative point of view, then it appears as a system that has formed mechanisms for natural learning of communicative skills and gives the child the opportunity, within the framework of the children's subculture, to prepare for entering the adult world.” The older the child gets, the more inventive these clichés become: excuses are replaced with witticisms, flexible and intricate texts (Osorina, 1985, pp. 60-63).

Based on the developed concept of social competence, the COSCOM methodology was created.

stable, based on the specifics of thought processes, emotional responses and social experience, the ability to understand oneself, other people, and predict interpersonal events.

Social competence

a system of knowledge about social reality and oneself, a system of complex social skills and interaction skills, behavior scenarios in typical social situations. To foreign countries In works devoted to social intelligence and social intelligence, these phenomena are often combined. M. Argyle in the book “Psychology of Interpersonal Behavior” (in the section “Social Competence”) also mentions social intelligence, but mainly. pays attention to the concept of “general social skills”, combining professional and communicative competence with it. M. Argyll names the trail. components of social sensitivity: a) social sensitivity (meaning the accuracy of social perception); b) basic interaction skills (a repertoire of skills that is especially important for professionals); c) skills of approval and reward, which are essential for all social situations; d) balance, calm as the antithesis of social anxiety. In the 1980s a number of authors emphasize the motivational and operational aspects of social control and its behavioral manifestations. The criterion for social interaction is the effectiveness of interaction, the achievement of significant social goals in the definition. social contexts using appropriate means and obtaining positive results. K. Rubin and L. Rose-Crasnor introduce the concept of social scenarios (that is, the definition of patterns, coordinated actions in well-known situations) into the social capital model. SK can be represented as knowledge about the social world and about oneself, one’s place in this world, ways of behavior and behavioral scenarios that facilitate social interaction, mainly. the functions of which are social orientation, adaptation, integration of general social and personal experience. SK allows you to quickly and adequately adapt, make decisions with knowledge of the matter, taking into account the current situation; acting on the principle of “here, now and in the best possible way,” to extract the maximum possible from the current circumstances. S. k. is an operational concept, which has temporary, historical. framework. The key to successful human functioning in changing social circumstances is the development of behavioral scenarios that meet the new social reality and are expected by interaction partners. Basic functions of S. k. - social orientation, adaptation, integration of general social and personal experience. Lit.: Kunitsyna V.N., Kazarinova N.V., Pogolsha V.M. Interpersonal communication. St. Petersburg, 2001; Personal aspects of linguistic communication. Kalinin, 1989; Petrovskaya L. A. Competence in communication. M., 1989; Yadov V. A. Social identity of the individual. M., 1994. V. N. Kunitsyna

Social competence

complex education, which is understood as: the degree of adequacy and effectiveness of response to problematic life situations, the achievement of real goals in a special social context, the use of methods suitable for this and positive development as a result of activity, confirmation from others of the adequacy of social behavior, the ability to participate in complex system of interpersonal relationships and successfully use and understand other people. K. s. reflects the degree of constructiveness of a person as a subject of social interaction and occupies a special place among others. types of psychol. competence of those studied in modern psychology. Beginning of the study of K. s. associated with the work of W. E. White and dates back to the 1950s. From view V. E. White social competence is considered as a def. the individual's ability to interact effectively with environment. J. Habermas, specifying this concept, emphasizes that social competence lies in the adequacy and effectiveness of solving diverse problem situations that a person faces in society. In modern zap. social psychology K. s. is defined as the ability to achieve one's own goals in the process of interacting with others, supporting them a good relationship in any situation (K. H. Rubin and L. Rose Crasnor). T. Cavell proposes a three-component model of social skills, including social abilities; performances and achievements. In quality The criterion of social competence highlights the effectiveness of interpersonal interaction and social achievement. W. Pfingsten and R. Hintsch define K. s. as a system of cognitive, emotional and motor behaviors that lead to long-term positive consequences in a specific social situation. K. s. includes availability developed ability finding a compromise between one’s own goals of self-realization and the goals of other people, which is the basis of social adaptation (D. Zimmer). K. s. presupposes both the presence of a sufficiently high level of intelligence and the presence of the ability for constructive, transformative activity when interacting with the social environment. Structure of K. s. in modern research is presented in the following. form: operational social competence, verbal and communicative competence, social-psychological. and ego-competence. In Fatherland Psychology, different authors interpret this concept differently and distinguish between different ones. functions. Thus, A.V. Brushlinsky, developing the idea of ​​​​connecting K. with. with the presence of the individual’s subjective position, emphasizes the connection of K. with. with a high level of awareness of the essence of social problems, effective ways interactions with various agents of societies. systems. Here, the very subject position of the interaction partners is the result of the problematization of human social thinking. K. s. in a broad sense: reflects the relationship between subjectivity and sociality of the individual as inherent characteristics of him/her in quality. subject of interaction with various agents of society. In a narrow sense, this term is used to define the ability for a supra-individual way of relating externally. and internal Contradictions that arise in the process of interaction with society based on the personal construct “I - subject - society - subject”. K. s. in the interpretation of T. Yu. Bazarov, it includes the ability of effective social interaction, social maturity, basic personality attitudes, and adequate professions. V. N. Kunitsyna, N. V. Kazarinova, V. M. Pogolsha show that on high levels development of K. s. and social intelligence are manifested in the adequacy, autonomy and authenticity of the individual. In quality basic functions of K. s. stands out: adaptation, social orientation, integration of personal and general social experience. E. V. Koblyanskaya K. s. is designated as an adaptation phenomenon, which is based on communicative competence and socio-psychology. preparedness. Social competence is the ability to choose social guidelines and organize one’s behavior accordingly (E. V. Koblyanskaya). V. N. Kunitsyna defines K. s. as a system of knowledge about social reality and oneself, social skills and interaction skills, behavior in standard social situations, which contributes to adaptation, appropriate decision-making and maximum use of circumstances. Basic components of social competence are, first of all, motivational: the desire to be a competent subject of social interactions, as well as the ability and ability to implement models of competent social behavior; the opportunity to accept and assimilate the demands of modern times. social reality, moreover, the ability to construct predictively effective models of behavior. Lit.: Mel Yu. Social competence as the goal of psychotherapy: problems of self-image in a situation of social turning point // Issues. psychol. 1995. No. 5; Rean A. A., Kolominsky Ya. A. Social educational psychology. St. Petersburg, 1999; Rubin K.H., Rose-Crasnor L. Solving interpersonal problems and social competence in children’s behavior // Interpersonal communication / Comp. and general ed. N. V. Kazarinova, V. M. Pogolshi. St. Petersburg, 2001; Shcherbakova T. N. Psychological competence of a teacher: content, mechanisms and conditions of development. Rostov-n/D, 2005. V. N. Kunitsyna, T. N. Shcherbakova

INTRODUCTION

The concept of modernization of Russian education has set a number of tasks for secondary schools, one of which is the formation of key competencies that determine modern quality content of education.

The competency-based approach requires the teacher to have a clear understanding of what universal (key) and special (qualifying) personality qualities are necessary for a secondary school graduate in his future professional activities. This, in turn, presupposes the teacher’s ability to draw up an indicative basis for the activity - a set of information about the activity, which includes a description of the subject, means, goals, products and results of the activity. The teacher is required to teach students the knowledge, teach those skills and develop those skills that a modern student can use in his future life.

The competency-based approach does not involve students acquiring knowledge and skills that are separate from each other, but mastering them in a complex manner. In this regard, the system of teaching methods is changing, or rather, the system of teaching methods is being defined differently. The selection and design of teaching methods is based on the structure of relevant competencies and the functions they perform in education (11, p.89)

A large number of scientist-teachers (D.B. Elkonin, V.V. Bashev, Yu.V. Senko, A.M. Aronov, etc.) are currently studying the issue of implementing the competency-based approach in secondary schools.

Today, the gap between theory and practice in secondary schools is clearly defined, in the sense that the competency-based approach is discussed in more detail in the field vocational education. In this regard, teachers of general education disciplines in schools, in particular, computer science teachers, do not always imagine how a competency-based approach can be implemented during training.

Social competence plays main role wherever people meet, interact, collaborate with each other (for example, in the family, school, enterprise, society as a whole). Therefore, modern education confronts the modern teacher not only with the formation of general educational competencies, but also with the development of social competencies in students. This will allow students to develop such qualities as the ability to establish social contacts with people, patience, respect and understanding of others’ character, adequate behavior, etc.

All these qualities can be successfully developed at school using a competency-based approach to teaching any subject, including

computer science, which is one of the personal and social meanings of education. This is relevance our work.

Based on the above considerations, the problem arises: what are the conditions for the formation of social competencies of students in grades 7-8 in computer science lessons using information and communication technologies.

Research topic:“Formation of social competencies of students in grades 7-8 in computer science lessons using information communication technologies”

Target– identifying the role of information communication technologies in the formation of social competencies of students in grades 7-8.

An object - the process of forming social competencies of 7-8 grade students in computer science lessons.

Item - information and communication technologies ICT as a means of developing social competencies of adolescents in computer science lessons.

Hypothesis: we assume that modern means(ICT) contribute to the formation of social competencies of adolescents, provided that:

The content of the material is carefully selected;

The formation of social competencies of students in grades 7-8 in computer science lessons will occur smoothly and systematically;

Educational material has been dosed;

Tasks research:

1) Systematize and summarize psychological and pedagogical literature on the problem of study;

2) Identify the essence of the concept of social competencies, the features of its formation among students in grades 7-8;

3) Select a group of methods for conducting experimental work;

4) Reveal the basic concepts and features of social competencies in computer science lessons;

5) Create a methodological development “Formation of social competencies of adolescents using ICT” as a means of developing social competencies of adolescents using ICT in computer science lessons.

Methods research: testing, observation, survey, questionnaire.

Performance thesis carried out according to next stages:

Stage I. Choosing a topic, orientation in it.

Stage II. Collection and study of scientific and specialized literature.

Stage III. Selection of diagnostic research methods and conducting a confirmatory experiment.

Stage IV. Summarizing the research results and drawing conclusions.

V stage. Control stage, written presentation of the thesis.

The methodological basis of our research work began the works of T.I. Grigorieva, A.A. Zubrilina, L.S. Vygotsky, S.L. Rubinstein, oh psychological characteristics teenagers, formation of social competencies.

Theoretical significance Our work is that we have studied and analyzed the necessary literature on this problem, theoretical conclusions and conclusions can be used in pedagogical work.

Practical significance is that we created methodological development“Formation of social competencies of adolescents using ICT” for students in grades 7-8, the development was introduced into the educational process and its effectiveness was revealed.

The work is of a project nature and consists of an explanatory note, which includes 5 paragraphs, a conclusion, a list of references, an application and a practical part.

Concept of social competencies

The expression “social competence”, which has become fashionable these days, is defined in different ways. When interpreted broadly, this includes qualities such as empathy (the ability to empathize), social sensitivity, the ability to maintain a role distance, tolerance for other people’s opinions, spontaneity, independence, ability to communicate and creativity, to such as active behavior, openness, tolerance to conflict situations, self-restraint and trust. Some authors reduce particular aspects of social competence to two main parameters - autonomy and cooperation (8, p. 59).

Secondly, it must be borne in mind that the construct “social competence”, which includes personal competence in categories such as personal development, key qualifications and individuality, reveals a strong dependence on situational specificity. What is considered social competence is determined by specific requirements, regulation, and behavioral expectations. What is a successful model of behavior in everyday life is Everyday life– especially in organizations managed with a market orientation – can lead to failure. In addition, expectations for the same person vary greatly depending on the role that person performs (eg, manager, colleague, employee).

Third, social competence should never be understood as an individual qualification or personal motivation. It can only develop in an open and favorable situational context. A simplistic, psychological (especially one reduced only to the personal qualities of an individual) interpretation of social competence is too short-sighted. This approach is suitable only for explaining frequently observed, strong deviations in the social behavior of an individual. Therefore, stimulating social competence with the help of structural and systemic management methods (for example, by instilling a group culture and work organization) is of great importance.

In this work, social competence refers to the ability (skill) and willingness (desire) of people to treat themselves and their partners constructively, independently, with a desire to cooperate and taking into account the current situation. This concept includes two main parameters (two subcompetencies): independence, understood as the ability and motivation for independent action, and cooperation, understood as the ability and motivation for joint action and helping partners.

1) verbal or non-verbal expression of opinions at the business level, at the level of relationships, intentions and emotions;

2) interpretation of opinions expressed verbally or non-verbally at the business level, at the level of relationships, intentions and emotions;

3) metacommunication (approach to the communication process from a long-term perspective);

4) sensitivity to communication interference (hidden and obvious);

5) analysis of communication conditions (situational and personal);

Article

Using the potential of additional education in developing social competencies in students.

For modern man Dynamic changes in society are absolutely natural. Man has learned to adapt to the rapid emergence of innovations. And today, when information has become the main factor transforming our lives around us, people are getting used to its constant growth (it is known that it doubles every year). Thus, modern society is increasingly endowed with the features of an information society. This model of social development dictates certain requirements for every person who wants to keep up with the times: his personal and professional qualities, creative capabilities, his activities and skills to operate with them, constantly update them, there is an urgent need to create and produce something new.

Naturally, modern society places identical demands on education. And if earlier, we could well agree with the opinion that “education is what you will have left when you forget everything you learned,” but now everyone must realize that education must be received throughout our entire life. Only by constantly improving the level of one's skills can a person achieve the desired results.

The sociocultural changes taking place today in our country irrefutably show that existing education does not satisfy the current needs of society. It does not fully prepare the younger generation for a successful, quality life. But it is precisely this result of education, and not just obtaining a good certificate, that is the main evidence of the effectiveness of the school as a social institution.

A modern teacher must not only provide knowledge, solve standard problems with students where the answers are known in advance, but go beyond the standard. The teacher is obliged to constantly dynamically develop himself and teach the child to live in a constantly changing world. And, unfortunately, the education system is not yet coping with this strategically important task.

And although it is no longer necessary to prove to anyone that there is a special type of educational results associated with the socialization of students. Yet, the significant lack of understanding of the enormous importance of developing students' social competence in the school system is alarming.

Such pedagogical shortsightedness may also be due to the fact that the concept of “socialization” is often interpreted differently. Under the concept " socialization" can mean the individual’s ability to adapt, adapt to existing social conditions. But you can also use the term “socialization” with a different meaning: ensuring the possibility of effective transformative activity in the conditions of a changing society. And if from the first definition it is possible to formulate the goal of socialization as raising a child (teenager) capable of existing in a society that imposes a certain style and rhythm of life on him, then from the second definition the goal of socialization follows as raising a child (teenager) in the aspect of an active member civil society capable of self-determination on the basis of public moral values, formulating one’s own opinion and goals, developing projects that transform society and its individual institutions, implementing such projects, and analyzing the creative work done.

Based on the conditions of the information society surrounding us, nevertheless, the second interpretation of the concept of “socialization” seems to us more appropriate, dictated by the social order of society itself. And then, the main task of education in the development of students’ social competence becomes the formation of a young subject of social activity (or social creativity, as the highest form of social activity).

Social activity is a creative process aimed at transformation. When social creativity is realized, qualitatively new forms of social relations are created.

The following components of social activity can be distinguished:

  • attitude towards the student as a subject of life, capable of social development and self-change;
  • attitude towards the teacher as an intermediary between the student and culture, capable of introducing him to the world of culture and providing support to the individual in his individual expression in the world of social values;
  • attitude towards education as a dialogue and cooperation of its participants in achieving the goals of their creative self-expression;
  • attitude towards an educational institution as a holistic, socio-cultural, educational space where creative lifestyles are recreated, real social situations are modeled, cultural events take place, and a person of culture is educated.

The main socially significant goalis adaptation to the social environment and the part of the natural environment interacting with it for the maximum possible realization by an individual of his socially acceptable needs.

Model of formation of social competence.

Social competence is a system:

  • knowledge about social reality and oneself,
  • complex social and interaction skills
  • scenarios of behavior in typical social situations, allowing:
  • adapt quickly and adequately, make decisions competently.

The ongoing socio-economic changes in modern Russia make new demands on the individual and at the same time bring both new opportunities and serious problems, such as the sustainability of its existence. The psychological climate in the team is very important. The psychological climate at the emotional level reflects the relationships that have developed in the team, the nature of business cooperation, and the attitude towards significant events in life.

The activities of the teacher-organizer are aimed at creating conditions for the formation of a favorable psychological climate in the team of students.

It is important that children have the opportunity to talk about themselves, explore themselves, and gain some knowledge about themselves. It is important to be able to communicate with each other. Listen and hear, understand each other.

A favorable psychological climate in the team ensures the successful development of social competence among students of the Children's and Children's Theater "Grad of Miracles".

Tasks:

1. Creation of a child-friendly psychological climate in DDT, which is determined by the organization of productive communication between children and adults and peers in leisure programs.

2. Formation of a tolerant attitude towards each other, development of communication abilities.

3. Formation of the foundations of emotional self-regulation in children of emotional awareness of their own feelings and experiences in the context of interpersonal interaction.

Expected results:

1. Children’s understanding of the meaning of the following concepts:

Training, values, character, friend, friendship, team, emotions, sensations, feelings

2. Development of skills and abilities:

In the field of self-knowledge - to understand and accept one’s own sensations, feelings, to monitor one’s own state and the state of another person by external signs, development of verbal and non-verbal means expressiveness.

In the field of interpersonal interaction - overcoming communication barriers, behavioral stereotypes, developing the ability to adequately use non-verbal and verbal means of communication.

The formation of a favorable psychological climate in a group of students is a necessary condition for the development of social competence of students.

Psychological comfort in educational institution– one of the most important conditions for the effectiveness of self-development and self-realization for each participant in the educational process.

According to many researchers, social competence should be considered as a state of balance between the demands made by society and the environment in which a person lives, and his capabilities. Violation of this balance gives rise to a crisis situation.

The main task of the teacher islearn to see the child. Learn to make observations, correctly record them and analyze them openly and impartially, not through schemes, but in an attitude of trust and acceptance.

This change in priorities allows you to search and find individual approach to every child.

The development of a child’s social competencies is effective under the following pedagogical conditions:

1. Reorientation of the teacher-organizer to work with the personal structures of students’ consciousness, pedagogical support for the ability to make responsible choice, self-organization, reflection, and life creativity.

2. Filling the content of leisure programs with an emotional and social component.

3.Usage pedagogical technologies, built on subject-subject relations between the teacher-organizer and the student.

4. Psychological education, counseling, correctional and developmental work.

Pedagogical conditions for the formation and improvement of social competence of students in an educational institution:

1. Availability of specially organized social and pedagogical assistance, taking into account negative influencing factors, based on the implementation of variable leisure programs.

2. The possibility of adolescents experiencing situations of social success in various spheres of life.

3. Consistency of pedagogical influence on such students.

Pedagogical technologies, methodological tools:

  1. implementation of project activities on the scale of both one event and a cycle of events;
  2. creating a situation of success;
  3. organization of positive emotions in “teacher-student” communication,
  4. motivation of activity,
  5. organizing self-analysis of one’s own activities,
  6. dialogue learning: discussions, debates, communicative educational technologies.

References:

  1. Grigoriev D.V., Kupriyanov B.V. Extracurricular activities programs. Artistic creativity. Social creativity. - M., 2011- C 44
  2. Ivanov I.P. Encyclopedia of collective creative works. – Novosibirsk, 2003
  3. Polyakov S.D. Technologies of collective creative work: from traditional to personality-oriented // Scientific and methodological journal of the deputy director of the school for educational work. – 2003. -№1 – p.71-72
  4. Gurevich A.V., Khizhnyakova E.V. Social design // Student design and activity-based content of education - a strategic direction for the development of education. – M., 2007 – P 56-68
  5. Grigoriev D.V., Kupriyanov B.V. Extracurricular activities programs. Artistic creativity. Social creativity. - M., 2011 - P 46.