Psychological and pedagogical support for children from disadvantaged families

Abstract

Family problems generate a lot of problems in the behavior of children, their development, lifestyle, leads to a violation of value orientations, leads to mental traumatization of children, aggressiveness, imbalance in communication, pedagogical neglect. Since the family is the main source of the formation of the child as a person. Her main role is the upbringing of a child. Thanks to this role, social values, norms of conduct and communication are laid down in the child. But in modern society, not all families have a positive impact on the full development of the child. It is dysfunctional families that negatively affect the psychophysiological development of a child. In the future, as a rule, children from a dysfunctional family have such qualities as isolation, selfishness, fear, deviant behavior. This article discusses correctional work with children from disadvantaged families. Our experiment was conducted in the 3rd correctional class of MBOU With (K) NSH-DS No. 3 in Neryungri. When analyzing the primary diagnosis and generalization of the pedagogical experience of educational practitioners of the Russian Federation and the RS (Ya), we compiled a calendar and thematic planning, which includes such methods and techniques as game therapy, isotherapy, elements of fairy tale therapy and verbal methods. In order to provide comprehensive assistance to children from disadvantaged families within the walls of an educational institution, for the formation of personal moral qualities, prevention of deviant behavior, reduction of anxiety. The results of the ascertaining experiment are also described, confirming the effectiveness of the lessons compiled and tested by us.