The relevance of research. In the formation and development of the child's personality, his individual qualities and social properties, the family plays an irreplaceable role. However, in an environment of transformations in socio-economic and political relations in the country, under the influence of numerous stress-generating factors, the family often cannot cope with its socializing function, does not guarantee the child's security, and even sometimes even harms his physical and mental health... Children live in conditions of socio-psychological deprivation, lack emotional support, and in critical cases are deprived of appropriate supervision and care from their parents, are socially and pedagogically neglected, and are subjected to various kinds of abuse.

Since the beginning of the 90s, measures have been taken in the country to improve the situation of children. Adopting a number federal laws, the introduction of the presidential program "Children of Russia", the development of legislative acts and programs aimed at protecting the rights of children in the constituent entities of the Russian Federation, initiated the formation of state policy focused on supporting childhood. However, despite the advisability of providing assistance to the child in family, it does not always achieve the desired results. The low moral, cultural and economic level of families leading an asocial lifestyle raises the question of their failure as an institution for raising a child. Children from such families need social and legal protection: removal from the family and transfer to the care of the state. At the same time, scientists and specialists give preference to placing a child for upbringing in a foster family, and not in a specialized institution.

The foster family as a form of placement for the upbringing of children left without parental care is distinguished by a temporary nature and a contractual way of formalizing relations. The advantages, thanks to which it is one of the priority areas of family policy in Russia, are as follows: focus on preserving and maintaining contacts between the child and his family; providing professional assistance to the child from outside adoptive parents having appropriate training and a certain level of qualifications; a comfortable psychological environment, as close as possible to a family one, allowing the child to get out of stress in connection with separation from family and experienced difficult situation.

At the same time, according to research conducted in the Samara region, which occupies a leading position in the creation and patronage of foster families in the Russian Federation, in the first half of 2002 the number of children placed in foster care decreased by 30%. On the other hand, the number of families that terminate agreements on placing a child without parental care into a foster family has increased.

Analyzing the reasons for this phenomenon, experts point to a low level of pedagogical competence of foster parents as a set of certain personality characteristics and teaching activities, which make it possible to effectively carry out the process of raising a child in a family. In practice, this is expressed in the following: inadequacy of expectations in relation to the adopted child; insufficient awareness of the adoptive parents about the peculiarities of the medical, psychological, pedagogical status of the adopted child, and, as a result, the inability to provide him with the necessary assistance; insufficient preparation of candidates for foster parents for their functional duties (this applies mainly to such spheres of the foster family's activities as upbringing, educational, implementation of medical recommendations); their own psychological problems of foster parents, which they are trying to solve through the foster child; insufficient interaction and mutual understanding with family service specialists.

The situation is complicated by the fact that at present the traditional forms of work with parents, such as pedagogical general education, pedagogical education, have lost their positions and require creative rethinking. There is no clear understanding of the phenomenology of the pedagogical competence of parents and the means of its formation in modern conditions.

The construction of the concept of the formation of the pedagogical competence of parents raising foster children requires an analysis of the current socio-pedagogical situation, the experience of psychological and pedagogical work with parents, the accumulation of a research fund.

Summarizing the available research, we can conditionally distinguish several directions in this area:

The problem of the formation of professional and pedagogical competence is considered in the works of V.P. Bezdukhov, E.V. Bondarevskaya, B.S. Gershunsky, N.V. Kuzmina, Yu.N. Kuljutkin, N.N. Lobanova, M.I. Lukyanova ,

A.K. Markova, L.N. Mitina, T.I. Rudneva, V.A. Slastenin, G.S. Sukhobskaya and others.

In the studies of P.P. Blonsky, I.V. Grebennikov, P.F. Kapterev, N.K. Krupskaya, A.S. Makarenko, P.F. Lesgaft, V.M. Miniyarov,

VA Sukhomlinsky, ST Shatsky, SN Shcherbakova and others reflect issues related to the study of the pedagogical competence of parents.

The features of pedagogy and psychology of raising children in a foster family are considered in the works of G.V. Akopov, M.D. Goryachev, A.I. Dovgalevskaya, O.V. Zavodilkina, Zh.A. Zakharova, N.P. Ivanova, G. S. Krasnitskaya, Z. Mateychek, V. M. Nikitin, N.D. Pavlova, L. I. Smagina, A. Fromm and others.

The formation of the pedagogical competence of parents by various social institutions is presented in the publications of S.A. Belicheva, V.G. Bocharova, T. Gordon, I.V. Grebennikov, L.I. Malenkova, I.M. Markovskaya, R.V. Ovcharova, L. G. Petryaevskaya, A. S. Spivakovskaya, I. A. Khomenko, Yu.

Meanwhile, at present in pedagogical science there is no unity regarding the content and structure of the pedagogical competence of parents raising adopted children, its criteria and levels are not disclosed. Scientific research on the formation of the pedagogical competence of adoptive parents is few in number, fragmentary, and does not reflect a systemic vision of the problem in modern conditions. The relevance of this study is due to the contradictions:

Between the interest of society in ensuring that children left without parental care and unable to return to their family of origin are brought up in foster families as the most favorable form of social care, and poor knowledge of the conditions that would contribute to the success and stability of the upbringing process in a foster family;

Between the need to form the pedagogical competence of parents raising foster children, as one of the most important conditions for the effectiveness of the upbringing process in a family, and the absence of its scientifically grounded model;

Between the need for social and pedagogical services to help families in the methodological support of the process of forming the pedagogical competence of parents raising foster children, and its absence in modern scientific and pedagogical literature.

The desire to find ways to resolve contradictions determined the research problem: the full development of the personality of a child in a foster family is due to the personality traits of foster parents, the characteristics of their pedagogical activity, and actualizes the need to develop a program for the formation of their pedagogical competence.

Purpose of the research: to identify and theoretically substantiate the means of forming the pedagogical competence of parents raising adopted children.

Object of research: the process of forming the pedagogical competence of parents raising foster children.

Subject of research: means of forming the pedagogical competence of parents raising adopted children.

Research hypothesis. The pedagogical competence of parents raising foster children contributes to the establishment of positive relationships between parents and children in a foster family, leading to the full development of children and self-realization of parents. The process of forming pedagogical competence will be successful provided that a specialized educational program is developed that:

Focused on the specifics of the content of the pedagogical competence of foster parents;

It is based on the scientific and pedagogical principles of adult education (priority of independent learning, reliance on the student's experience; individualization of learning; consistency, context, principle joint activities, a combination of reproductive and creative principles, individualization, electivity, awareness of the learning process, actualization of its results, development of the educational needs of participants);

It is built on the basis of cooperation between parents and specialists in the field of pedagogy and psychology, which provides for the willingness of parents to receive help and support in solving problems related to the upbringing of an adopted child, the desire to make volitional efforts to overcome inappropriate forms of behavior, high emotional involvement in the learning process, self-discipline and consciousness.

Research objectives:

1) to reveal the essential and structural-level characteristics of the pedagogical competence of parents raising adopted children;

2) identify and theoretically substantiate pedagogical means of forming the pedagogical competence of parents raising adopted children;

3) develop and experimentally test a program for the formation of the pedagogical competence of parents raising foster children.

Provisions for Defense:

1) the pedagogical competence of parents raising foster children is a systemic education, a set of certain characteristics of a parent's personality and his pedagogical activity, which make it possible to effectively carry out the process of raising a foster child in a family;

2) the structure of the pedagogical competence of adoptive parents includes personal, gnostic, constructive, organizational, communicative and reflective components that are closely interconnected and are characterized by specific content reflecting the characteristics of this type of activity;

3) the process of forming the pedagogical competence of parents raising foster children is carried out effectively in the context of a specialized educational program developed on the basis of scientific and pedagogical principles of teaching adults, the humanistic orientation of the upbringing process, activity and personality-oriented approaches;

4) the criterion for judging the effectiveness of the educational program is the improvement of the relationship between parents and children in a foster family, which manifests itself in the full development of the child and the self-realization of parents.

Scientific novelty of the research:

Described and analyzed the phenomenology of the pedagogical competence of parents raising adopted children in the unity of personal, gnostic, constructive, organizational, communicative and reflective components;

Theoretically, the pedagogical aspect of the problem of the formation of the pedagogical competence of adoptive parents has been deepened, which was expressed in the concretization of the scientific understanding of the essence of this phenomenon as a part of lifelong education of adults, based on its fundamental principles;

The means that contribute to the effectiveness of the process of forming the pedagogical competence of foster parents have been identified and experimentally substantiated.

The theoretical significance of the study lies in the scientific substantiation of the essence of the pedagogical competence of parents as a complex personal education, in the identification of its structure and the specifics of its content for parents raising adopted children. The results of the study will also expand the scientific understanding of the problem of forming the pedagogical competence of foster parents, the conditions for the effectiveness of this process and the choice of optimal means for its implementation.

The practical significance of the study lies in the focus of its results on improving the process of forming the pedagogical competence of parents raising foster children, in the development of an appropriate specialized program in practice, as well as in the creation of methodological support for it, which makes it possible to diagnose and predict the levels of development of the pedagogical competence of parents. The results of the study will also contribute to the solution of such problems as improving the quality of upbringing in a foster family and improving work on the prevention of termination of agreements on the adoption of a child for upbringing in a family for reasons of a psychological and pedagogical nature.

The methodological basis of the research is made up of philosophical provisions on the universal connection, mutual conditionality and integrity of the phenomena of the surrounding world, on the active and creative essence of man, understanding the personality as a subject and object of social relations; the leading role of activity in the formation of personality, about the conditionality of external influences by the internal conditions of a person.

The theoretical basis of the research is also based on the provisions of the activity approach (A.N. Leontiev, S.L. Rubinstein, etc.), the systemic approach (V.I. Zagvyazinsky, V.V. Kraevsky, etc.), the personality-activity approach to the construction and consideration of the pedagogical object of research (Yu.K. Babansky, L.S.Vygotsky, V.V. Davydov, A.V. Petrovsky, etc.).

The conceptual significance in the study was:

Theories of communication and interaction (A.A. Bodalev, A. N. Leontiev, V. N. Myasishchev, A. V. Mudrik);

Concepts of humanization and personal orientation of education (V.P. Bezdukhov, E.V. Bondarevskaya, B.T. Likhachev, N.M. Magomedov, etc.);

Adult learning concepts (S.G. Vershlovsky, B.S. Gershunsky,

A.V. Darinsky, Yu.N. Kuliutkin and others);

Regulations on the psychological and pedagogical foundations of child-parent relations (A.Ya. Varga, A.G. Lidere, I.M. Markovskaya, A.S. Spivakovskaya,

V.V. Stolin and others);

Methodological and methodological foundations of raising children in a family (IV Grebennikov, PF Kapterev, PF Lesgaft, AS Makarenko, VA Sukhomlinsky, etc.);

The main provisions of the methodology of pedagogy and pedagogical research (V.V. Kraevsky, M.N. Skatkin)

Experimental research base: social rehabilitation center "Teenager" in Samara, Samara regional center for minors, Samara regional center social assistance family and children, Kinelsky, Pokhvistnevsky, Shentalinsky centers of social assistance to families and children. The sample consisted of 193 people (64 parents, 72 children, 57 experts).

Research stages

Stage I (1997-1999). Analysis of the philosophical, pedagogical, psychological literature on the problem of the formation of the pedagogical competence of parents raising adopted children. The study of theoretical approaches to the problem posed, regulatory documents, experience of working with a foster family in the system of institutions of social and pedagogical orientation. The analysis of scientific literature made it possible to substantiate the problem, object, subject, goal, formulate a hypothesis and research objectives. The result of this stage was the definition of the methodology, research methods, the development of its program.

Stage II (1999-2001). Comprehension of concepts and theoretical development of a model of pedagogical competence of parents. An ascertaining experiment aimed at studying the features of the pedagogical competence of parents raising adopted children. Concretization pedagogical conditions ensuring the effectiveness of the process of forming the pedagogical competence of foster parents. Selection of diagnostic techniques, analysis and systematization of the data obtained. The result of this stage was a formative experiment, which consisted in the development and implementation of a program for the formation of the pedagogical competence of parents raising foster children in a social and pedagogical institution.

Stage III (2001-2002). Theoretical understanding of the results of experimental work in order to assess the effectiveness of the developed program. Registration of the results of the dissertation research.

Research methods. To implement the goals and objectives of the research, a complex of complementary theoretical and empirical methods was used: analysis of philosophical, psychological, pedagogical and methodological literature on the research topic; study and generalization of pedagogical experience; pedagogical experiment (ascertaining and formative) and other empirical methods (observation, conversation, questioning, testing, study of the products of activity, the method of expert assessments); methods of mathematical statistics (Student's test).

The reliability of the research results is provided by the methodological validity of the initial provisions, their compliance with the problem posed; the use of a set of theoretical and empirical methods adequate to the goals, objectives and subject of research; a combination of qualitative and quantitative analysis of its results, the possibility of repeating the experiment.

Testing and implementation of research results. The main theoretical provisions and results of the research are reflected in the articles and theses of reports published by the author. They were discussed and approved at international, all-Russian, regional scientific and practical conferences in Moscow, Penza, Samara in 1999-2002. The research materials were reviewed and approved at meetings of the Department of Pedagogy of Samara State University, at the methodological associations of social rehabilitation centers, centers of psychological and pedagogical assistance to families and children in Samara, at city and regional seminars to improve the qualifications of social teachers, psychologists and social workers, classes with students of Samara State University in the framework of the disciplines "Methodology and technology of work social educator"," Social custody of the child. "

The structure of the thesis corresponds to the logic of the research and includes an introduction, two chapters, a conclusion, a bibliography and annexes.

The results of the study give grounds to conclude that the process of forming the pedagogical competence of parents raising foster children leads to the establishment of positive relationships with foster children, contributing to the full development of children and self-realization of parents.

However, the work performed does not exhaust all the problems of the process of forming the pedagogical competence of parents raising foster children. The approaches developed by us can serve as a basis for the continuation of scientific and pedagogical research on this problem. In particular, outside the scope of our study was the issue of training personnel who are able to carry out the process of forming the pedagogical competence of adoptive parents, as well as the problem of interaction between guardianship authorities, institutions of social and pedagogical orientation, schools and foster parents in order to increase the effectiveness of family education.

CONCLUSION

Scientific observations and international practice show that, despite the fact that the family is the most important environment for raising a child, if parents fail to fulfill their responsibilities, do not provide the child with adequate living conditions, do not provide him with the necessary care and attention, and is mistreated and abused. , then it is advisable to raise the question of removing him from the family and transferring him to the care of the state. At the same time, experts give preference to placing a child in a foster family, rather than in a specialized institution.

It is difficult to overestimate the effectiveness of raising children in a foster family, where conditions have been created that ensure the full development and upbringing of children, it is difficult to overestimate: children in foster families have faster social adaptation in the world around them, academic success significantly improves, they are taught housekeeping skills, personal hygiene; a child who ends up in a foster family becomes an active participant in the reproduction of social experience through interaction, mutual influence, communication with representatives of different generations, foster parents, their children and relatives.

A foster family is a professional family, since the upbringing of foster children is considered as labor employment in the sphere of state institutions, is considered a pedagogical activity and is equated to the work of a teacher. Moreover, before taking a child into a family, foster parents undergo appropriate training and education, and some of them even specialize in working with a certain type of children (disabled children, difficult to educate). Thus, the foster family, being more of a family, in contrast to a specialized educational institution, maintains a high level of state involvement, in contrast to an ordinary family.

For a parent raising a foster child, there is a mutual overlap of two systems of development of the personality of an adult: “I am as a family man (parent)” and “I am as a worker”. Therefore, it is very difficult to separate the professional and personal aspects of his pedagogical activity, which have a similar structure, purpose, function. However, despite the deep interpenetration, these systems are not identical. Differences between the pedagogical activity of a parent and the similar activity of a parent raising an adopted child should be sought at the level of the content and significance of their structural elements, which is reflected in the interrelated components of pedagogical competence.

Based on the analysis of scientific and pedagogical literature, we found that the pedagogical competence of parents is considered as a structural component of the pedagogical culture of parents, the pedagogical culture of the family; it can be determined through the internal pedagogical potential ("readiness"), the correspondence of the results of the parent's pedagogical activity to the required level of problem solving (adequate task performance), that is, as pedagogical readiness, and also as a state corresponding to both the highest level of functioning and the absolute achievement (in comparison with the achievements of others) - pedagogical skill. Nevertheless, despite the differences in the terminology used, the authors agree on the presence in the structure of competence of three components, or levels - theoretical (knowledge), practical (skill) and personal.

The study of the theoretical foundations of parental competence allows us to reveal the content side of this phenomenon in our study: the pedagogical competence of parents is a systemic education, a set of certain characteristics of a parent's personality and his pedagogical activity, which make it possible to effectively carry out the process of raising a child in a family. We also identified its structural components: personal, gnostic, constructive, organizational, communicative, reflective.

The analysis of the results of the experimental work made it possible to reveal the specifics of the content of the pedagogical competence of adoptive parents, which, against the background of a high level of indicators of all structural components, presupposes: awareness of the motives for adopting a child for upbringing into a family and their altruistic nature; the presence of special psychological and pedagogical knowledge about the characteristics of children deprived of parental care, the possibilities of a foster family as a form of social care; the presence of developed constructive and reflective skills of foster parents.

Correlation of empirically obtained data on the specifics of the content of the pedagogical competence of foster parents with the criteria of its components, highlighted in the theoretical part of the study, made it possible to describe three levels of formation of the pedagogical competence of foster parents (high, medium, low), allowing to identify the actual level of competence of each foster parent.

The study of psychological and pedagogical literature has shown that the process of forming the pedagogical competence of parents can be implemented through a specialized educational program, which is part of the process of lifelong education of adults and based on its fundamental principles: the priority of independent learning; the principle of joint activity; the principle of relying on the student's experience; individualization of training; consistency, context, electivity, awareness of learning; updating its results, developing the educational needs of the participants.

Common to all educational programs for the formation of the pedagogical competence of parents, both domestic and foreign, is the desire to expand the independence of parents in solving various life and educational tasks, using a rich arsenal of psychological and pedagogical means: information, education, training, counseling, correction, etc. .d.

The choice of specific forms and methods for the implementation of training programs is determined by the specifics of the educational needs of parents, the current level of their competence, personal characteristics, as well as the individual characteristics of the child, living conditions and family capabilities, the resources that the organizers of training have, etc.

Based on the diagnosis of the current level of pedagogical competence of foster parents and their educational needs, as well as in accordance with the scientific and pedagogical principles of adult education, the humanistic orientation of the upbringing process, activity-oriented and personality-oriented approaches, a specialized educational program was developed aimed at establishing positive , contributing to the full development of an adopted child and self-realization of parents, relationships with children adopted into a family.

According to the results of the educational program, a positive dynamics of indicators of the criteria of pedagogical competence in general and in its individual components was revealed, expressed: in the systematization, expansion and deepening of their knowledge in the field of psychology and pedagogy of raising a child deprived of parental care, as well as some special sections related to the specifics foster family; in improving the pedagogical skills of adoptive parents, especially those related to the communicative and organizational components; in the personal development of adoptive parents in the process of mastering psychological and pedagogical knowledge and skills, expressed in greater personal maturity and positive dynamics of the type of attitude towards the adopted child.

Indirect evidence of the effectiveness of the educational program is the high level of parental satisfaction with participation in the learning process in all the stated parameters, as well as positive changes in the perception of the situation in the family by the adopted child.

In the process of experimental work, psychological and pedagogical conditions for the effectiveness of the process of increasing the psychological and pedagogical competence of foster parents were determined, i.e., its level increases significantly only if the educational program: is focused on the specifics of the content of the pedagogical competence of foster parents; developed in accordance with the scientific and pedagogical principles of adult education; is built on the basis of cooperation between parents and specialists in the field of pedagogy and psychology, which provides for the willingness of parents to receive help and support in solving problems related to the upbringing of an adopted child, the desire to make volitional efforts to overcome inappropriate forms of behavior, high emotional involvement in the learning process, self-discipline and consciousness ...

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199. Title of the topic, form of the lesson, summary Task for parents Number of hours

200. Section 1. General questions of psychology and pedagogy of the foster family.

201. Section 2. Adopted child and its development.

202. Section 3. Fundamentals of constructive interaction with a foster child.

203. Studying the content of the pedagogical competence of parents1. DEAR COLLEAGUES!

204. Which of the following motives for raising a child should ideally prevail among the (adoptive) parent? (please mark the 3 most important, from your point of view, positions)

205. MOTIVES Ordinary Parents Foster Parents

206. The desire to help a specific (or own) child to become a worthy person, versatile developed personality

207. Convenient view home work

208. The need to fulfill a civic duty to society

209. Feeling of love and mercy for children in general

210. Awareness that raising children (orphans) is a charitable cause

211. Material remuneration for work

212. Desire to usefully apply one's strength, to be realized as a person

213. The desire to realize your natural need in parenting, “to be like everyone else” (a family without a child is not a family)

214. The need to give your love and care to an adopted child, if, due to various circumstances, it is not possible to have your own

215. The desire to help your own (or existing) child ("it is always useful to have a brother or sister, so as not to grow up selfish")

216. The need to give your love and care to an adopted child, if your own children have already grown

217. Desire to improve relationships with members of one's own family (for example, with a husband, with parents) 13 Escape from loneliness

218. Caring for old age (“so that there is someone to take care of,” “so that there is someone to leave an inheritance to,” etc.) 15 Something else

219. Indicate which personal qualities of (adoptive) parents are most important for the successful upbringing of children? Please mark the 3 most important, from your point of view, positions)

220. PERSONAL QUALITIES Ordinary Parents Foster Parents

221. Tactfulness and delicacy

222. Child-centered worldview (as opposed to egocentric)

223. The presence of a firm framework in family life 4 Comfort in communication 5 Resistance to stress

224. Sensitivity and gentleness7 Self-confidence

225. Personal maturity (responsibility for solving problems) 9 Emotionality 10 Flexibility 1. And Observation 12 Resourcefulness 13 Demanding

227. Which of the following pedagogical abilities are most conducive to the successful upbringing of children by (foster) parents? Please mark the 3 most important, from your point of view, positions)

228. PEDAGOGICAL ABILITIES Ordinary parents Foster parents

229. Sensitivity to the growing child as a developing personality (maximum desire to help the child, following emotional development child, non-judgmental attitude towards the child, etc.)

230. Communicative (the need to be in the company of children, to establish optimal interaction with them, benevolence, a sense of pleasure from communication, etc.)

231. Perceptual (vigilance, observation, intuition, attention)

232. Diagnostic (the ability to investigate the individual-typological characteristics of a child's personality, the nature of the course of mental processes, to identify his interests and inclinations, etc.)

233. Prognostic (the ability to prevent the emergence of problems of personal development of the child, to coordinate their expectations and requirements with the task of creating the most favorable conditions for upbringing)

234. The ability to actively influence another person (the ability to persuade, suggest, internal energy, flexibility and initiative in a variety of influences, artistic ability, etc.)

235. Evaluate the importance of the personal component (motivation, personality traits, pedagogical abilities) of (adoptive) parents for the effectiveness of family education: 1 not important; 2 rather unimportant; 3 sometimes important and sometimes not; 4 rather important; 5 very important.

236. Please circle the number corresponding to your assessment

237. PARAMETER FOR EVALUATION Ordinary parents Foster parents

238. Motives of education 1 23 4 5 1 23 4 5

239. Personal qualities 1 23 45 1 2 3 4 5

240. Teaching abilities 1 2345 1 2 345

241. Personal component as a whole 1 23 4 5 1 2 3 45

242. What knowledge in the field of psychology and pedagogy should (adoptive) parents have in order to successfully carry out the process of raising a child? Please mark the 3 most important, from your point of view, positions)

243. PARENTS SHOULD KNOW Ordinary Parents Foster Parents1 Experience of Folk Pedagogy

244. About general patterns of development and upbringing of children

245. Oh psychological characteristics a certain age period, age crises

246. About psychological characteristics of children deprived of parental care

247. About methods, forms, means of interaction with children with deviations in development and behavior

248. On the specifics of the foster family and its place in the system of child protection institutions, on the content of the pedagogical activity of foster parents

249. About specific directions, forms, methods, techniques of family education (for example, about hardening children, assistance in learning, developing games, etc.)

250. On the individual psychological characteristics of their (adopted for upbringing) child9 Something else

251. Evaluate the significance of the knowledge of (adoptive) parents in the field of psychology and pedagogy for the effectiveness of family education: 1 not important; 2 rather unimportant; 3 sometimes important, and sometimes not; 4 rather important; 5 very important.

252. Please circle the number corresponding to your assessment

253. PARAMETER FOR EVALUATION Ordinary parents Foster parents

254. The experience of folk pedagogy 1 2 3 4 5 1 2 3 4 5

255. Knowledge about the general laws of development and upbringing of children 1 2 3 4 5 1 2 3 4 5

256. Knowledge about the psychological characteristics of a certain age period, age crises 1 23 4 5 1 2 3 4 5

257. Knowledge about the psychological characteristics of children deprived of parental care 1 2 3 4 5 1 2 3 4 5

258. Knowledge about methods, forms, means of interaction with children with disabilities in development and behavior 1 23 45 1 23 4 5

259. Knowledge about the specifics of the foster family and its place in the system of child protection institutions, about the content of the pedagogical activity of foster parents 1 234 5 1 23 4 5

260. Knowledge about specific directions, forms, methods, techniques of family education (for example, about hardening children, assistance in learning, developing games, etc.) 1 23 45 1 2 3 4 5

261. Knowledge about the individual-typological characteristics of your child 1 2 3 4 5 1 2 3 4 5

262. Knowledge from the field of psychology and pedagogy in general 1 23 4 5 1 2 3 4 5

263. Indicate which of the listed pedagogical skills of (adoptive) parents are most important for the successful upbringing of children. Please mark the 3 most important, from your point of view, positions)

264. PEDAGOGICAL SKILLS Ordinary Parents Foster Parents

265. Analytical (diagnose pedagogical phenomena, find the main pedagogical problem and ways of its optimal solution)

266. Prognostic (determining the stages of the pedagogical process, anticipating the result, possible deviations and undesirable phenomena)

267. Communicative (the ability to enter a communication situation and establish contact; get the necessary information, gather facts; create and develop relationships in a positive emotional mood; facilitate the child's communication situation)

268. Interactive (possession of a set of skills and abilities necessary for the "construction" of a specific interaction with a child, the use of pedagogical techniques)

269. Perceptual (the ability to understand other people (child))

270. Self-analysis (study of the conditions for obtaining the results of pedagogical activity)

272. Please circle the number corresponding to your assessment

273. PARAMETER FOR EVALUATION Ordinary parents Foster parents

274. Analytical skills 1 2 3 4 5 1 2 3 4 5

275. Predictive skills 1 23 4 5 1 2 345

276. Projective skills 1 2 3 4 5 1 2 3 45

277. Mobilization skills 1 2 3 4 5 1 2 345

278. Developing skills 1 2 3 4 5 1 2 345

279. Orientation skills 1 2 345 1 2 34 5

280. Communication skills 1 23 4 5 1 2 3 45

281. Interactive skills 1 2 3 45 1 2 34 5

282. Perceptual skills 1 2 34 5 1 2 3 4 5

283. Introspection 1 2 3 45 1 2 345

284. And Self-control 1 23 4 5 1 2 3 4 5

285. Self-regulation 1 2 3 45 1 2 345

286. Pedagogical skills in general 1 2 345 1 2 345

287. THANKS FOR COOPERATION!

288. Expert assessment of the content of PC components of ordinary and adoptive parents

289. Component Components Ordinary Parents Foster Parents

290. Personal qualities: a child-oriented worldview (as opposed to egocentric) personal maturity (responsibility for solving problems) 87% 97% 89% 97%

291. Pedagogical abilities: sensitivity to the growing child as a developing personality communicative predictive 93% 68% 66% 96% 87% 79%

292. Gnostic Knowledge about the general laws of development and upbringing of children 95% Less than 50%

293. Knowledge about the psychological characteristics of children deprived of parental care 88%

294. Knowledge about the specifics of the foster family and its place in the system of child protection institutions, about the content of the pedagogical activity of foster parents 82%

295. Knowledge about specific areas, forms, methods, techniques of family education (for example, about hardening children, learning assistance, developing games, etc.) 82% Less than 50%

296. Knowledge about the individual psychological characteristics of their (adopted for upbringing) child 94% 92%

297. Constructive Analytical Skills Predictive Skills Projective Skills 75% 81%

298. Organizational Mobilization skills Developing skills Orientation skills 73% 68%

299. Communication skills Communication skills Interactive skills Perceptual skills 87% 62%

300. Reflexive Introspection Self-control 1 Self-regulation 63% 88%

301. Expert assessment of the importance of PC components for ordinary and adoptive parents

302. PARAMETER FOR ASSESSMENT Ordinary Foster parents, M parents, M "1. Motives of upbringing 4.5 4.8

303. Personal qualities 4.7 4.9

304. Teaching ability 4.2 4.7

305. Personal component in general 4.5 5.0

306. Knowledge of the experience of folk pedagogy 4.8 4.8

307. Knowledge about the general laws of development and upbringing 4.4 4.4 children

308. Knowledge about the psychological characteristics of a certain 4.5 4.7 age period, age crises

309. Knowledge about the psychological characteristics of children deprived of 2.1 4.9 parental care

310. Knowledge about methods, forms, means of interaction with 3.3 4.8 children with developmental and behavioral disabilities

311. Knowledge about the specifics of the foster family and its place in the system of 1.0 5.0 institutions for the protection of children, the content of the pedagogical activity of foster parents

312. Knowledge about specific directions, forms, methods, 4.8 4.8 methods of family education

313. Knowledge about the individual psychological characteristics of your (adopted for upbringing) child 4.8 4.9

314. Gnostic component in general 4.4 5.0

315. Analytical Skills 4.7 4.8

316. Predictive Skills 4.1 4.5

317. Projective Skills 4.3 4.5

318. Mobilization skills 4.3 4.7

319. Developing Skills 4.7 4.8

320. Orientation skills 4.4 4.6

321. Communication skills 4.5 4.8

322. Interactive skills 4.5 4.5

323. Perceptual skills 4.6 4.81. Self-analysis 4.4 4.61. Self-control 4.6 4.71. Self-regulation 4.5 4.7

324. Pedagogical skills in general 4.5 4.9

325. M, M "the average indicator of significance for each of the assessed parameters