Governor system. The formation of the institute of home teachers in Russia

Suitable educational specialties: Preschool education, teacher of primary, secondary, senior classes.
Key items: USE, GIA, Russian, Literature, Mathematics, Social Studies.

Tuition fee (average in Russia): 150,000 rubles

Job description:

*the cost of education is indicated for 4 years at the full-time department.

tutor- hired home caregiver for children.

Features of the profession

Usually tutors work with children of preschool and primary school age.
The tutor contributes to the mental and physical development of the child, is engaged in his moral education, and instills social skills.
At first glance, working with one child in a grove is easier than working with a group in a kindergarten. However, the tutor is fully responsible for the pedagogical process and interacts not only with the child, but also with his parents. In essence, he becomes a mentor to the pupil and an assistant to parents in matters of pedagogy.
This means that a common language has to be sought both with a child, but also with the whole family.
In fiction and historical literature describing Russia before 1917, one can find mention of tutors and governesses. In Soviet times, pedagogy focused on public education (in kindergartens and schools), and women prevailed among teachers.
Now home caregivers are in demand again. And again among them it is increasingly possible to meet men. This is justified, especially when it comes to raising a boy.

Important qualities

It is impossible to work as a tutor without love for children, without the ability to establish contact with them, without the readiness to explore the world around us together with the pupils.
Also, the tutor needs leadership qualities, without which it is difficult to enjoy authority among children and parents.

Knowledge and skills

The tutor needs a pedagogical education, erudition, good sports training in order to share with the pupils not only intellectual, but also outdoor games.
Often, the tutor is required to know a foreign language and knowledge of its teaching methods.
The tutor is a model of behavior for the pupil. Correct speech, reliable ideas about the world, the first scientific knowledge, the habit of sports, the right social skills - all this is given to the child by his home caregiver.

Where do they teach

Higher pedagogical education can be obtained in one of the pedagogical universities.
There are also special courses and schools for tutors.

Lecture 3

Governorship as a kind of pedagogical activity of a teacher

1. Goals and objectives of the tutor.

2. Duties of a tutor in the family.

3. Features of the process of establishing relations between the tutor and pupils and family members.

4. Methods of educational activity of the tutor with children of preschool age

5. Intellectual development of preschoolers in home schooling

Goals and objectives of the tutor

An important factor that brought to life the idea of home education by the efforts of a professional teacher was the negative attitude of a part of the population, especially the wealthy, to a uniform system of public education, which is slowly being rebuilt on a personality-oriented model. Many families refuse public educational institutions because of the relatively high incidence of children in them. Other parents would like to give their children a better education of one kind or another. Finally, today there are quite a lot of children who need special conditions for learning and individual development: they are poorly adapted, with difficulty overcoming the strict regulation of their behavior, activities, the intensity of the rhythm of the educational institution. A special atmosphere of development and special education is required for children with chronic diseases, with disabilities, as well as gifted children. Thus, many modern families are abandoning traditional public education and are looking for an alternative educational system for their children.

All the above reasons for the rejection of the public system of education and training led to the emergence of a demand for governesses, home educators. The purpose of the modern institution of tutorship is to satisfy the educational and upbringing needs that have arisen at the present stage in individual families, but are very significant for society as a whole.

Detailed theoretical developments of the problem of tutoring in modern Ukraine determine the following possible optimal ways of its development in the 21st century: work with children with special needs; tutors-home teachers; tutors-educators and tutors-fathers-children in family-type orphanages. All these categories of specialists are pedagogical workers of various qualifications and areas of pedagogical education.

The pedagogical value of tutoring lies primarily in the fact that a student-centered approach allows you to meet the educational and sociocultural needs of different categories of children of different ages, using the potential of general education in the family.

Tutoring and education a preschool child is an educational system that meets the following requirements: the unity of education and upbringing; personality-oriented comfortable interaction of the teacher with the child; use of advanced pedagogical technologies.

Functions of the tutor: creating optimally comfortable conditions for the upbringing, education and development of the child; establishing pedagogically expedient, harmonious relations in the system "tutor - child - parents"; introducing the child to cultural heritage, physical labor; the formation of the spiritual and moral foundations of the individual, the ethics of behavior in society, the system of elementary knowledge about the world around; intellectual development of the child on the basis of taking into account individual characteristics and the level of its development.

The specification of the goal of the tutor's activity with a preschool child occurs at the level of highlighting its main tasks.

educational objectives is the formation of positive motivation for learning, basic learning skills, the development of the need for knowledge, continuous education, the formation of interest in reading, the development of the child's creative powers, sensory and mental development, the formation of ease in behavior, the development of fine motor skills, the expansion of vocabulary, the development of broadcasting.

Educational tasks: the formation of communication skills, sociability, the cultivation of respect for elders, love for parents, the development of interest in the profession of parents, the cultivation of emotional sensitivity, the ability to empathize, the willingness to show a humane attitude towards others, the cultivation of respect for the personality of each person, the development of independence, attempts overcome difficulties; physical development

In the interaction of a tutor with a preschool child, invariant and variable activities are clearly differentiated, the choice of which is determined by the characteristics and needs of the family.

If invariant part covers basically similar requirements for most families (physical development of the child, organization of leisure, mastering self-service skills, preparation for school studies, the formation of ideas about the world and society, the development of moral and ethical qualities, the formation of cultural behavior skills, etc.), then the spectrum variable species is extremely wide: from teaching foreign languages, music, the basics of fine arts, dancing to getting acquainted with self-defense techniques, alternative systems of hardening and physical development, teaching prestigious sports (tennis, figure skating, equestrian sports), developing technical skills, in-depth development of personal child's inclination.

For a significant part of families, a tutor is a specialist who also performs the functions of a speech therapist, rehabilitation therapist, patronage nurse for the care of a sick child, and the like.

The personality-oriented approach as the conceptual basis of the tutor's activity is manifested in the ability to create a favorable psychological atmosphere, establish friendly emotional communication with the family; favorably treat the child so that she feels love, concern and security; establish a trusting relationship, an atmosphere of cooperation with the baby as an equal partner; to see the possibilities and abilities of the child, to create situations where he could prove himself; provide a variety of activities, taking into account his interests.

The tutor must master a variety of methods and techniques of education and use them in accordance with the needs of the child; vary the mental and mental load, select and offer the child game tasks of varying degrees of complexity; understand his interests, abilities, motives of behavior, opportunities and the like.

A teacher who interacts with a preschooler is now considered not only as a mentor and educator, but first of all, as a person who lives a common life with the child for a certain time, takes care of his state of mind, is responsible for the ecology of his personality, provides a sense of balance and security, comfort and coziness.

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Activitytutorincontemporaryfamily

Introduction

In the period of global transformations in Russia in the field of education, the need for training specialists in new professions is sharply increasing. It is indicative that, giving a forecast of the development of educational policy for the next decade, the materials of the Ministry of General and Vocational Education note that "the structural components of education will shift towards professions that are prestigious in the conditions of the market" (VG Kinelev). It can be assumed that among such prestigious specialties and professions in demand by the market at the present stage of social development in Russia, such as a programmer, designer, distributor, manager, marketer, etc., a number of new or revived professions are also significant, such as a social worker, teacher-psychologist, tutor, etc.

This means that the problem of tutorship has now become relevant again. Governorship as a type of educational activity, as is known, is not new for Russia. So, some aspects of the pedagogical activity of the tutor are presented in the works of: Bush V.V., Zinchenko N., Kazina A., Lezgilye L., Loman Yu., Modzalevsky L., Reznik L., Tyurina L.N., Chechulin N. D., Shevyreva S., Shirinsky-Shakhmatova A.A., Shletser X. and others. The training of domestic cadres of tutors in various types of educational institutions of pre-revolutionary Russia is analyzed in the works of: Vereshchagina P.A., Wessel N., Keizer F., Kuzmina N., Lebedeva N.A., Lyadov V.N., Maksimovich P.P., Peskovsky M., Piller O.P., Rozhdestvensky SV., Rudolf N., Stolpyansky N.P., Sushkova N., Uglichaninova M.S., Chekhova N., Shchepkina E. et al. In domestic studies of the 20th century (Volkova O., Kolesnikova G., Maistrakh K., Ozerskaya F.S., Perfilyeva E., Sedova N., Stasova E., Chernova E. B. and others) tutorship was considered as a specific direction in the development of women's education in pre-revolutionary Russia. In general, the study and analysis of pedagogical literature, archival documents, journalistic and artistic works, as well as regulatory documents on this issue, allows us to conclude that tutorship in the historical past was not a profession, but only an occupation. Socio-economic transformations in Russia at the present stage not only made the problem of tutorship again relevant, but also required a special systematic pedagogical analysis of this phenomenon (Vasilevskaya E., Kupriyanov SV, Troshina SV, etc.). Accordingly, an important problem of pedagogical analysis of the formation of tutoring not only as a socio-pedagogical phenomenon, but also as a profession, with the identification of the content and specifics of this type of pedagogical activity and the system for training such a specialist in secondary vocational pedagogical education at the present stage, which can be considered as an urgent and socially significant problem in modern conditions . The study of the development of family education in Russia and the peculiarities of the preparation of a tutor is the goal.

The object of the research is the educational activity of the tutor.

Subject of research: preparation of teachers for the activities of a tutor in a modern family

During the implementation of the goal, a number of tasks were identified:

To study the history of the formation of tutorship in Russia.

To identify the requirements for a tutor in a modern family.

Consider training a home educator in various educational institutions.

1. TheoreticalbasicsProblemshomemadeeducation

1.1 Governorshiphowsocio-pedagogicalphenomenon

The interpretation of the concept of "home education" is ambiguous. A number of researchers consider the concepts of "family" and "home" education to be synonymous. In pre-revolutionary literature, home education meant teaching children, especially girls, household chores and needlework.

Home education means the upbringing and education of a child by a hired teacher, i.e. tutor. The concept of tutor in various encyclopedic sources is interpreted ambiguously. For the first time this term was used by Prince Golitsyn, who pointed out the need to teach his children, inviting foreign teachers for this. The very concept of "tutor, governess" in various encyclopedic sources is interpreted differently: in the Pedagogical Encyclopedia, tutors are "persons hired for the upbringing and primary education of children." In the Dictionary of the Russian Language, a governess is “a governess in bourgeois and noble families, usually a foreigner, hired for the upbringing and home education of children. The Great Soviet Encyclopedia considers the concept of "tutor" as a synonymous series of related concepts "tutors - home educators, mentors of children in noble and bourgeois families." At the same time, in the Pedagogical Encyclopedia and the Pedagogical Dictionary, the concept of “mentor” is synonymous with the concept of “home teacher.”

In the "Dictionary of the Russian Language" this concept is characterized as a female professional activity - "a teacher in bourgeois and noble families, usually a foreigner, hired for the upbringing and home education of children."

In the "Pedagogical Encyclopedia" the concept of "tutor" is interpreted as "a person hired for the upbringing and primary education of children"

Thus, the concept of "tutor" should be interpreted in a broad and narrow sense.

In a broad sense - a home educator, a teacher who provides education and primary education for children.

In a narrow sense - a mentor who is engaged in the education of secular manners and rules of conduct, teaching foreign languages, dancing, drawing, etc. First of all, this term referred to a foreign teacher. For domestic teachers who worked in the family in the 18th - 19th centuries, the terms "home tutor" and "home teacher" were used.

1.2 HistorydevelopmentfamilylearningAndeducationinRussia

tutorshipelementaryeducation

The emergence and development of the institute of a home teacher has its own history, dating back to the depths of centuries. The first home caregivers appeared in Ancient Greece. Their duties included protecting the life and health of the ward, caring for him, looking after his behavior, and later - assisting in his studies. The main burden of teaching the children of wealthy parents was borne by the teachers of the school they went to.

Since ancient times, the Russian people have created their own pedagogy.

Children from infancy were involved in labor: housework, housekeeping, caring for the younger ones.

Great importance was attached to parental prayer, which was credited with protective functions and influence on the successful completion of any business. The main commandments of upbringing were considered to be following God's laws of a righteous life, respect and respect for parents.

Education in Russia was mainly concentrated in monasteries, the content of education was of a religious nature. A.N. Ganicheva defines the stages of the formation of home education in Russia. () Let us turn to their consideration.

The first stage (VI-IX centuries) During the period of exogamy and matriarchy, the upbringing of children was carried out according to the principle of gender identification. Until the age of 4-5, children of both sexes were brought up in the mother's house, later the boys moved to the men's house, where they learned practical skills: to shoot, hunt, make tools, etc.

The upbringing of children was entrusted to wise mentors in youth homes. Training in men's duties was carried out under the direction of the elders. The age of children and the duration of training were determined by their individual characteristics and the degree of socialization.

Later, the closest relatives were engaged in the upbringing and education of children. The form of out-of-family education - "uncles" was formed in the VI century. In the absence of an "uncle", educators were chosen from among the neighbors, giving preference to decent, moral, skillful, thrifty, pious. This form of out-of-family education in Ancient Russia was called "nepotism"

Out-of-family education in Ancient Russia was a form of mentoring, in which one can assume the existence of successive ties with the activities of home educators and tutors.

The family in the traditional sense of the word should be spoken about starting from the 8th - 9th centuries. The family strengthened the sense of personal responsibility for the upbringing of children, strengthened new evaluation categories - the authority of parents, marital duty, the honor of the family. A large family eventually ceased to need educators from outside.

Having matured, the children were early involved in feasible housework, were responsible for the household and life.

As O.D. Kvashin, in Ancient Russia, pedagogy has not yet emerged as a special field of knowledge. The Church placed the responsibility of raising children on the family. The Izbornik of Svyatoslav (1076), compiled on the basis of materials from various religious sources, contains a number of tips on family education, the need for severe corporal punishment is affirmed: "Love your son and do not spare iron on him."

In the studies of S.D. Babishin and B.A. Rybakov, a rather high general cultural level and the original, national character of education in pre-Christian Russia are emphasized. ()

The second stage (X - the middle of the XIII centuries) The first Russian people who received a church education were members of the princely family. So, 12 sons of Prince Vladimir, his grandchildren and great-grandchildren were literate and highly educated people of their time. The son of Prince Vladimir Vsevolod knew not only the letter, but also five foreign languages. At the court of Vladimir and Yaroslav, both men and women received education, which was associated with the expansion of interstate ties.

Princely children studied at court - in the "school of book teaching", together with the children of boyars and combatants.

There was no definite period of study, the groups were of different ages, 10-12 people each. The content of teaching children in this historical period depended entirely on the personality of the mentor. After learning to read Christian texts, it was he who determined the further direction of education.

With the continuation of the traditions of nepotism in the X - XII centuries. Children of the princely family were transferred to be raised in another family. This form of raising children is “feeding”.

This is a special type of mentoring, responsible for the moral, spiritual and physical education of young princes. The “breadwinners” of the princes played the role of regents up to a certain age, ruled the specific principality and involved their pupils in solving state affairs. So, for example, it is known that the young son of Igor participated in the campaign against the Drevlyans, and the five-year-old Vsevolod Konstantinovich in 1215. led a detachment in the internecine war. The main commandments in Russia were: following God's laws of a righteous life, reverence and respect for parents. The nature of education and upbringing in ancient Russia was greatly influenced by ancient Russian literature. Among the outstanding monuments of ancient Russian culture, the first one that most fully reveals the requirements for the upbringing and education of children is Vladimir Monomakh's Teaching. He considered education to be one of the main means. For the first time, it was said about the need to link upbringing with the practical needs of the individual, and the idea of activity was substantiated.

The code of honor and nobility, the ability to live in the unity of the spiritual and the material is the teaching of the ancient Russian prince to his descendants. In the "Instruction" the idea is traced that the success of education does not depend on individual instructions, but on the totality of diverse educational means, including ethics, manners, tone of behavior.

With the advent of Christianity in Russia, the functions of educators from respectable neighbors were transferred to the clergy. Kum at the baptism of the baby was called "godfather" and from that time was considered the second father. Before God and people, he was responsible for the future of his pupil, his deeds and deeds, and in the event of the loss of his parents, he replaced them, taking the godson into his house as his own son.

Historian V.O. Klyuchevsky believed that in ancient times the main attention of pedagogy was drawn to everyday rules, and not to scientific knowledge. The child was brought up in the moral atmosphere that he breathed, absorbed information, views, habits.

The third stage (late XIII - XV centuries; XVI - XVII centuries) From XIII to XV centuries. enlightenment and education was supported and developed in the Russian state in 180 Orthodox monasteries.

Only the children of the highest and noble classes had the opportunity to get an education from mentors-priests. The ignorant and poor gave their children to be trained by lay teachers - "masters" and "craftswomen".

The right to take care of children, their upbringing in good manners was assigned to women. The woman had to have an elementary education as the guardian of the hearth and the first mentor of children in good and righteous deeds. In the monument of Russian literature of the XVI century. "Domostroye" woman was seen as the hostess and educator of children.

The laws of family education set forth in Domostroy were strict. In the recommendations “How to teach children and save them with fear” we read: “Loving your son in his youth and rejoice for him in his maturity, and do not pity the baby bey: if they punish him with a rod, he will not die, but he will be healthier, for you are executing his body you deliver his soul from death.”

Describing the domestic life of the Russian tsars, the historian E.I. Zabelin notes that there were no significant differences in the education of children of royal families of both sexes. The princesses, like the princes, learned to read from the age of five, and two years later, to write. The only difference was in the mentors: the girls were taught by craftswomen, and the boy by the uncles.

Education and upbringing in the Russian state had a national character and was the privilege of only Russian teachers and mentors.

The development of the Russian state required a large number of literate and educated people. Without special permission, it was forbidden to accept home teachers of German, Polish and Latin.

Tsarevich Peter studied in the spirit of the old canons of education. At the age of 4, he was assigned home tutors-uncles from among the worthy and trustworthy: the boyar Rodion Streshnev and the nobleman Tikhon Streshnev. Then the clerk Nikita Moiseevich Zotov became the prince's mentor. When Zotov was hired, Simeon Polotsky, who personally examined the recommended one, noted his extensive knowledge, modesty and courtesy, approved and gave his blessing.

Education and culture in the XVII century. were ecclesiastical in nature and were not obligatory for wealthy estates. Boyar children sometimes did not have the skills to read and write. The course of primary education was limited to home education and was approximately the same for all classes: reading, writing, church singing.

A distinctive feature of this stage is the monopoly of the clergy on education. There were no public institutions that performed the functions of education and upbringing. Having mastered the letter, a Russian person could engage in self-education.

The fourth stage (XVIII) The era of Peter I opened up new horizons for Russia, views on education and enlightenment changed dramatically. In a relatively short period of time, the basis of the national education system was created in Russia.

A public education system was developed, represented by state educational institutions.

In the era of Peter I, home education changed its character, becoming more secular. Teaching etiquette, foreign languages, Western European fashion influenced the life and consciousness of people. Admiration and admiration for everything "foreign" led to the development of special approaches to the upbringing and education of youth.

Children from the merchant and noble classes began to receive education abroad or at home under the guidance of foreign teachers. Retired non-commissioned officers, clerical workers, clerks of parish churches became home teachers.

The basis of education was teaching children foreign languages, manners and dances. The sciences were in last place and were considered not so obligatory.

In Russia in the first half of the XVIII century. a wave of foreign teachers poured in to replace domestic teachers and mentors. The fashion for everything Western, foreign, contributed to the influx of people "fit for anything, but not for education."

The first tutor-tutors were predominantly of German and French origin. Foreign teachers taught the daughters of Peter - Anna and Elizabeth. Imitating the sovereign, in the aristocratic houses of the noble nobility, it was customary to invite foreign teachers and governesses to teach children manners and foreign languages.

Foreign tutors seriously competed with domestic home tutors. The uncles gradually gave up their positions and played the role of servants to a greater extent.

The invitation of foreign tutors was an indicator of wealth and compliance with social status. The number of home teachers and governesses testified to the desire of parents to give their children the best possible education. But not all parents could appreciate the professional suitability of foreign teachers. Foreign teachers and governesses to a greater extent taught pupils external gloss and manners than supported interest in the sciences.

The lack of control over home education by the state and the commitment to the fashion for everything foreign had a negative impact on the content side of the upbringing and education of the younger generation.

Historian V.O. Klyuchevsky noted that by the first half of the XVIII century. in the highest society of the nobility, two types of Soviet youth developed: "petimetre" and "coquette" - a high-society cavalier and a high-society lady who received a French upbringing.

By the second half of the XVIII century. there is an ambiguous attitude towards home "uncles". The first drawback of the education of youth is Professor F.G. Dilthey considered the lack of education of serfs uncles, “who, by their example, spoil young children so much that, finally, either with difficulty or in no way can be corrected.” plan F.G. Dilthea was to establish special schools for uncles. But special educational institutions did not appear, tutors were discharged from abroad, mainly from France.

The tutors did not have special professional training, and this state of affairs did not suit Empress Elizaveta Petrovna. Showing concern for morality and well-being, by decree of 1755. banned the education and upbringing of Russian children by foreigners who had not previously passed the exam at the Academy of Sciences. Governorship as a form of home education acquired in the XVIII century. widespread and formed in Russia as a pedagogical phenomenon.

Fifth stage (XIX - early XX centuries) In the first half of the XIX century. home education in the Russian state was defined as a type of "private teaching" and attracted the attention of local nobles and clergy. This circumstance is due to a number of reasons. Firstly, a significant part of the representatives of the privileged classes of society lived in estates, far from the cities - the centers of concentration of general educational institutions corresponding to their social status. Secondly, distrust of the state school played a role, in which the teacher was often below the desired level. Thirdly, home education corresponded to the already established tradition of raising and initially educating the children of the “enlightened minority”. Fourthly, in connection with the need to acquire ranks, the nobility strove for a "shortened education."

The expression "home education" in colloquial speech was used in the meaning of "home education". In the legal documentation, the concept under consideration was defined as "home teaching". At the same time, the name of this concept, both official and everyday, implied a single implementation of the processes of training, education and development.

Progressive figures of the state, the intelligentsia have repeatedly called on the progressive public of the country to preserve the national features of education and Russian culture. N.I. Pirogov, L.N. Tolstoy, K.D. Ushinsky emphasized the need to study the native language, cultivate patriotic feelings and preserve the mentality of a Russian citizen.

A characteristic feature of this stage was the attention to the activities of a foreign teacher and the adoption of a number of measures by the state to protect domestic education.

Foreign teachers and mentors with positive characteristics were allowed to teach, and only foreigners living in Russia for at least five years were allowed to open boarding schools.

Until the beginning of the 30s. 19th century such categories of teaching as "home tutor", "home teacher", "supervisor" were obliged to carry out pedagogical activities in accordance with the statutes of 1804 and 1828. the requirements for teachers determined their professional duties, personal qualities as an educator and teacher, as well as their role and place in the education of children.

In 1812 The MNP issued a decree prohibiting "accepting into the house of nobles, officials and merchants of foreigners of both sexes who have not passed a preliminary test in mental and moral qualities" and who have not received a certificate based on its results. Responsibility for non-fulfillment of this requirement was equally assigned to parents who “accepted a foreigner into their home without a certificate”, and to persons who “unlawfully entered into the duties of a tutor”. In many ways, a similar Decree of Empress Elizabeth Petrovna of April 29, 1757 was practically not implemented, but was later confirmed by the Charter of educational institutions (December 8, 1828) and the Decree of the Minister of Public Education (June 12, 1831).

Foreigners who wished to receive the positions of home teachers were required upon arrival for the "test" to present "certificates of approval" from Russian "missions in those states where they came from."

In the presence of the committee, the subject had to demonstrate knowledge of the material - on selectively proposed questions by the rector or director - of the subject that he was supposed to teach in the future. In addition, those wishing to acquire the title of home teacher had to give a trial lecture on one of the sections of the chosen science in the presence of the examiner.

Having ascertained the moral qualities, abilities and knowledge of the presented candidate, the trustee handed him a certificate of assigning him a junior teacher.

When teaching children at home, home tutors and teachers were to select those educational books and manuals that were approved by the state system of primary and secondary education. At the request of parents, home teachers could also use other literature, if it was allowed by censorship and did not have "a harmful effect on morality, popular feeling, and in general on the way of thinking of the youth being brought up."

10 years of impeccable and diligent service could be rewarded with the award of a medal of the established sample to be worn in the buttonhole on the ribbon of the Order of St. Alexander Nevsky. A gold medal was assigned to mentors, and a silver medal was assigned to teachers.

Authoritative pedagogical magazine for parents, mentors and educators "Kindergarten" for 1870. not only gave advice to tutors, but also presented the characteristics of governesses of different nations: “A Frenchwoman teaches only salon chatter, an Englishwoman is distinguished by her inflexibility of will. The Swiss and German are distinguished from all others by the depth of thought and the level of knowledge. The Russian governess is the perfection of them all. She speaks two languages, is playful like a Frenchwoman, has self-esteem, pride, courtesy like an Englishwoman. In terms of the level of knowledge, ability to teach, depth of thought and poetic mood, it surpasses the German and Swiss.

The mentor and teacher, who had reached a ripe old age or had undergone a long incurable illness and did not have sufficient maintenance of their own, received a lifetime allowance from the so-called charity capital, which was attached to the department of public education.

In the XIX century. In Russia, a system of pedagogical institutions has developed that could seriously compete with foreign teachers. During this period, the Institute of the Office of Empress Maria, the Institute for the preparation of governesses, the Higher Women's Courses were organized.

The growing need to train children's educators for wealthy families prompted V.F. Odoevsky to write the book "Guide for governesses". As conceived by the author, the book was to contain theoretical chapters on education and practical methods of working with children. Did V.F. Odoevsky to fully realize his plan is unknown: only a few chapters have survived to our time. One of them - "Conversations with children" - gives an idea of how high the requirements were for home teachers, especially for their personal qualities. It is not for nothing that the best of the home mentors of that time were guided in their activities by the principle "first love the child, and then educate."

The training of a home teacher was carried out in various educational institutions. In women's gymnasiums, an additional pedagogical 8th grade was opened. Pupils who graduated from this class with a gold or silver medal were awarded the title of home teacher, and those with positive marks in the certificate received the right to be home teachers. Training of home educators, teachers, mentors was carried out in religious educational institutions, at the Higher Women's Courses, in teacher's seminaries, and in institutes. Thus, in the pre-revolutionary years in Russia, a multi-level system of training personnel for home upbringing and education developed.

After 1917 home education and the activities of a tutor as a type of private pedagogical activity were prohibited, and the training of domestic educators of tutors and home teachers was suspended.

The sixth stage (30-80s of the XX century) In the Soviet period, elements of mentoring activity in the form of tutoring were preserved.

It was of a spontaneous nature and was aimed at eliminating the shortcomings of the state education system at the request of the parents. A distinctive feature of this stage is the shift in emphasis in the activities of the tutor from educational to educational function.

The seventh stage (90s of the 20th century - the beginning of the 21st century) Since the 90s of the 20th century, education and upbringing in a family environment began to revive in Russia with the help of professional tutors. This form of education is carried out by individual methods, which distinguishes it favorably from the technology of mass institutions. The Law of the Russian Federation "On Education" gave parents the right to invite a home teacher or teach children on their own.

Nowadays, there are arguments in favor of a home school, family kindergartens are being opened. E. Belyakov writes: “In a family, any, even not very talented parents, can create a developing environment and become “inductors” for their own children.” ()

Family Kindergarten is an innovation in the field of preschool education implemented in large families with three or more children, aged from 2 months to 7 years. The essence of the project is that a family kindergarten is created on the basis of a state educational institution as its structural unit, located at the place of residence of the family, financed from the city budget, the staff includes a teacher, and one of the parents is appointed to this position, and teachers - social teacher, psychologist, physical education teacher, music director and nurse.

This institute is focused on prosperous large families, in which children are born at the request of their parents, grow up and are brought up, bathing in parental love, therefore, when choosing such a form of education as a family kindergarten, mothers of large families are guided by the interests of their children.

Family kindergartens were created as a variant form of preschool education aimed at children who did not attend a regular kindergarten.

Family kindergarten allows you to take into account the peculiarities of the development of children and the wishes of parents.

Thus, the development of various forms of family education is observed.

In order to study the needs of the family in home education, in its various forms, it is necessary to study the features of the modern family.

1.3 Characteristiccontemporaryfamilies

According to the definition of the modern sociologist A.G. Kharchev, the family is a historically specific system of relationships between spouses, parents and children, whose members are connected by marriage or kinship, common life, mutual moral responsibility.

Researchers recognize that the family is a unique and specific social institution, an intermediary between the individual and the state, a translator of functional values from generation to generation, a psychological refuge of a person from his collision with the external environment, a place for restoring his spiritual strength and emotional balance (M.S. Matskovsky, A.G. Kharchev, Z.A. Yankova and others). the family satisfies the needs of society in the physical and spiritual reproduction of the population, the organization of public consumption, the transfer of cultural heritage.

According to pre-revolutionary Russian legislation, the family union was considered as the basis of the union of society and the state, its integral part. The power of parents over children of both sexes, of all ages, did not stop until the death of the parents. The leading role in the family was played by the father, the mother was obliged to obey his will. Power passed to the mother only in the event of the death of the father or the deprivation of his rights of state.

Urbanization has changed the way and rhythm of life, which has led to a change in family relations. The urban family, not burdened with running a large household, oriented towards independence and independence, has moved into the next phase of its development.

During the formation of the capitalist mode of production, the traditional patriarchal family was replaced by the "nuclear" family. This kind of family consists only of the most necessary members for its education - husband and wife; it can be either childless or include children.

An extended family consists of two or more nuclear families with a single household and consists of three or more generations - grandparents, parents and children.

Weak social protection, material difficulties experienced by the family at the present time have led to a reduction in the birth rate in Russia, the formation of a new type of family - the childless.

The nuclear type of marital relations is reflected in the desire of the newlyweds to live independently, separately from their parents and other relatives.

Researchers study the features of the Moscow city family in modern conditions. In urban conditions, family life is changing as a value and a socio-cultural reality. Thus, traditional ways of life were destroyed, the role behavior of men and women in the family changed. Changes in society in recent years have contributed to the weakening of the educational potential of the family.

S.I. Golod and A.A. Kletsin construct several ideal family types. These are the following types:

Patriarchal family - here there is a rigid dependence of the wife on her husband, children on their parents.

The primacy of the husband in practice is carried out due to the concentration of economic resources in his hands and the adoption of major decisions by him.

In a patriarchal family, relations between parents and children were dominated by absolute parental power and an authoritarian education system.

childcentric family. This type of family began to form in the mid-1920s. XX century in large cities of the European part of the country. It is characterized by an increase in private life, the sensual side of marriage, more or less equal relations between husband and wife. The custom of having many children in this family no longer exists. The only desired child turns into an object of strong parental love and affection. Parents have a strong desire to give their children the best possible education.

This overprotection leads to the imposition of the opinion of parents on children, strict exactingness, scrupulously and consistently exercised control, and the lack of independence in children. An excess of tenderness forms absolutely dependent people.

As a result of such upbringing, these children are likely to be unprepared for family life, they have many conflicts in their own families.

The transformation of the relationship between husband and wife leads to the transformation of the relationship of parents. The physical "growing" is being replaced by the purposeful formation of a person's individuality, capable of making responsible decisions independently.

2 . Study ofactivitiescontemporarytutor

2 . 1 Requirementstocontemporarytutor

The requirements for a modern tutor are not too different from those that were imposed on representatives of this profession two hundred years ago. This should be a friend and mentor of the child, who will help him acquire additional knowledge, give certain life lessons, help him develop not only in the course of learning, but also in the course of play activities, and pay attention to certain creative inclinations of the child. The need for such a pedagogical influence is now becoming more and more obvious: for example, in 2009 in the Ryazan region, the system of tutors was organized at the municipal level, however, so far only for children of preschool age.

The professional activity of a tutor must meet a number of "objective requirements, the fulfillment of which will allow him to successfully fulfill his professional duties." Two blocks of such a model are a person and his activity, where the tutor is represented at two main levels. The first includes social attitudes, value orientations, motives for activity, beliefs, and worldview. To the second - specific personal qualities necessary to fulfill the duties of a particular type of professional activity.

Professional self-determination begins with the choice of a profession.

"The dynamics of self-determination" - a change in attitude towards oneself and in changing the criteria for this attitude. Moreover, professional self-determination is modified throughout the entire professional life: it is refined, expanded, revised.

The State Educational Standards of Secondary Vocational Education (Advanced Level) in the specialty "Home Education" states that the professional activity of a specialist should be aimed at the development, education and training of children of preschool and primary school age in a family environment. The main activities of a home teacher include: educational and educational, social and pedagogical, cultural and educational, correctional and developmental, educational and methodological.

A family-oriented specialist must meet the following general requirements:

Recognize the inherent value of childhood as the foundation of personality;

Possess civic maturity, pedagogical ethics, high moral consciousness, love children;

Have a holistic view of the processes and phenomena occurring in nature and society, necessary for solving pedagogical problems;

When performing their professional functions, be able to solve tasks that require an analysis of situations and the choice of the right ways to implement them;

Know the International Convention on the Rights of the Child, the Law of the Russian Federation "On Education" and promote the protection of individual rights in accordance with them;

Be prepared to interact with families and other professionals working with children;

Be proficient in a professional language, correctly express and reasonably justify the provisions of the professional field of knowledge.

A specialist qualified as a teacher of children of preschool and primary school age must have psychological and pedagogical knowledge of:

About the child as a subject of the educational process, his age, individual characteristics, social factors influencing the development of the child's personality;

About the personality-oriented approach in the pedagogical process, about the age periodization and the main stages and patterns of development;

On the basics of the psychology of communication, types and levels of communication;

On the goals of education, tasks, content, forms, methods and means of educational activities;

On the basic principles of creating a developing environment, on the forms of work with parents;

About the characteristics of children with developmental problems;

On the upbringing and education of children with developmental disabilities and in need of accompaniment, intellectual and emotional support.

Analyze and evaluate the level of education, upbringing, development of children;

Create conditions for the development, education and upbringing of children;

Choose appropriate forms, methods and means of education and training;

Interact professionally with employees of educational institutions and parents to ensure coordination of the pedagogical impact on the child within the framework of a holistic pedagogical process;

Plan and organize work with parents;

Use knowledge about the basics of correctional and ethnopedagogy in educational and educational work with children and educational and pedagogical work with parents.

Each family may not be limited to the standard set of tutoring services and make their own special requirements, as well as various options for the tutor's work schedule (full-time, day in the family or otherwise), which are displayed in the relevant employment contract. When choosing a candidate for the role of a tutor, it is necessary to carefully evaluate both his personal (poise, goodwill, patience, absence of bad habits, and so on) and professional qualities (higher education, ideally pedagogical, practical experience working with children in one capacity or another, documented, wide erudition).

A home teacher focused on professional activities in a family environment should, if necessary, provide qualified supervision and care for sick children, organize excursions, games and entertainment, etc.

A modern tutor is a specialist who must have in-depth knowledge of the characteristics of the mental and physical development of a child from an early age, be fluent in a foreign language and massage, at the same time understand childhood diseases and relationships with adults, and know the basics of ethics and etiquette.

A tutor should not replace a child's parents. In addition to teaching the child, he can help the father and mother realize the importance of their parental role and responsibility for education, influence their pedagogical position, promote harmonious family relationships, and improve pedagogical culture.

Requirements for a modern tutor based on the needs of parents

A tutor can only be a person who has a pedagogical education and a sufficient amount of knowledge in all subjects of the school curriculum - only in this case his help in doing homework will be effective. But no matter how high his educational level is, he will not bring positive results if communication with the child does not give the mentor pleasure, if his love for children is not the priority that determined his choice of specialty at one time.

Responsibilities of a tutor in caring for a child of preschool age

The responsibilities of the tutor, whose care was entrusted to a child under the age of six, include the observance of the daily routine, walks, outdoor and educational games. At the same time, there is no such clear division between classes aimed at developing aesthetic perception, coordination of movements and mental development. Of course, it is inherent in an older age, but during this period the game is a defining moment: various life situations are modeled in it and psychological reactions are formed; Also, when playing, any auxiliary objects are used that bring some kind of artistry, an element of theatricality into it. This contributes to the development of imagination and breadth of thinking. The tutor, who owns the existing methods of early development, can choose for his pupil one that would fully suit his psychotype and would give the best results.

Thus, preparation for school, the first acquaintance with letters and numbers, is easy and unobtrusive. Thanks to this, a stereotype is formed in the child for many years that learning is not necessarily associated with tedious mental efforts, it can take place as a fascinating knowledge of the world around. Acquaintance with the world cultural heritage, attending concerts, theaters and museums, acquiring elementary drawing skills, coherent presentation of one's thoughts - all this should be given by the tutor to his pupil.

Taking care of the health of the baby is also part of his responsibilities, and physical education is mandatory for them. In addition, a modern educated person knows at least two foreign languages, and early instruction in English, Spanish or German may be included in the tutor's training program.

Responsibilities of a tutor to care for a school-age child

A tutor engaged in educating a schoolchild will certainly use somewhat different methods, since a striking contrast in the presentation of the material in comparison with the school should not be allowed. But, nevertheless, a broader view of the school curriculum, close attention to those subjects that are most difficult for the child, the search for new ways for information to be learned, will allow the tutor to create a solid base on which to build further education. The tutor cannot be limited to helping with homework, he must make sure that the child really understands the topic. In the event that any aspect of the curriculum is of particular interest to the child, the tutor should be ready to find additional information on it and satisfy the curiosity of his pupil. At school age, the foundations are already being laid for independent work with information, with its search and comprehension.

The life of a student, of course, is not limited to classes - it is very important that he spends enough time outdoors, playing with friends, playing sports. The tutor must plan the day of his pupil in such a way that he has time not only to work out, but also to relax and have fun. A joint visit to concerts and exhibitions will make the rest more complete, as it will not only give the child a lot of new, vivid impressions, but will also diversify gray everyday life.

2. 2 Trainingcontemporarytutor

The current state of society creates conditions for the formation of a social order for a certain number of parents to receive a new educational service for their children - a home tutor or a home tutor. Many parents seek to create conditions for the development of their children's creative and intellectual abilities, to increase their readiness for schooling, to diversify the types and content of educational services received, to provide comfortable conditions for home education, and to individualize the process of education and upbringing. In addition, situations arise when a child is not able to attend a preschool educational institution and use the standard service of a preschool institution for various reasons. These are children who cannot attend preschool for health reasons; due to the remoteness of the educational institution, the lack of a place in the kindergarten, the desire of parents for a short stay of children in the conditions of the kindergarten and the disagreement of the administration of the institution to provide such opportunities, etc.

Thus, at present, a need is being formed in society for highly qualified specialists in home education - nannies, tutors. Educational institutions do not adequately train such specialists, so this educational service has great prospects, opportunities for its development and implementation, and will also partially solve the issue of providing jobs for specialists, including those who have lost their jobs due to staff cuts in preschool and primary education institutions . Recently, in connection with the formation of a designated social order, unskilled specialists have appeared on the market offering their services. This often leads to undesirable consequences and once again proves the need to train qualified personnel and implement training programs for them.

The specificity of the teacher's activity lies in the "lack of a momentary result of labor": the teacher, the educator act in the present, and the result of their pedagogical activity is delayed into the future. Consequently, the activity of a teacher, and, in particular, a modern tutor is considered as a nationwide problem. The training of a tutor in the conditions of variable and alternative education can be carried out both in the state and non-state educational system. The documents of the Ministry of General and Vocational Education of the Russian Federation noted that both education systems have the right to exist, they are equal. Figuratively, this can be imagined as follows: the powerful core of public education is surrounded by a thin dynamic shell of non-state educational institutions.

The training program for a specialist in the context of the activity approach, as noted by I.A. Zimnyaya, "should implement both plans of compliance: professional-personal and professional-activity." Among the professionally significant qualities of a teacher, one should, in particular, single out erudition, pedagogical observation, sincerity, tact, endurance, flexibility of behavior, decency, self-esteem, the ability to compromise, empathy, a high level of perceptual abilities, etc.

Particular attention is paid to the formation of such professionally significant, communicative qualities of a teacher as:

Rich vocabulary, correctness, figurativeness and expressiveness of speech;

Moderate extroversion in communication;

The general orientation of the individual to communication, interaction, dialogue;

Emotional stability in communication, low threshold of psychopathization and neuroticism (mental instability and conflict).

At the same time, the specifics of educational activities in a family environment require a certain level of development of special abilities: the ability to find non-traditional solutions in atypical situations, adapt to a variety of conditions, save emotional resources, and have the ability to reflect and relax.

Features of the professional activity of a home teacher require the identification of a block of skills and abilities that provide it in the professional activity plan, i.e. practical and practical-technological skills and abilities.

The practical-technological block is the skills and abilities, the possession of which allows the home teacher not only to perform professional functions qualitatively, but also to teach children in an adapted, facilitated form.

Practical skills and abilities are aimed at mastering professionally significant functions for a home teacher that form the ability to determine a psychotype, organize a developing environment, diagnose and correct neuropsychic development, etc.

Significant in the training of a specialist are the indicators established by I. A. Zimnyaya for the diversity of the teacher's compliance with his pedagogical activity. The first plan for such conformity is suitability. Suitability is a propensity for pedagogical activity, which is determined by "the absence of anatomical, morphological and psychological contraindications to the profession, a predisposition to the teaching profession, implies some stable unity of the norm of a person's intellectual development, a positive emotional tone and a normal level of development of linguistic and communicative abilities."

The second plan for the teacher's compliance with his profession is readiness. Readiness is a broad and systemic professional competence, a person's strong conviction, a socially significant orientation of the individual, as well as the presence of a communicative and didactic need for communication, transfer of experience.

The final plan of the teacher's compliance with his profession is inclusion - ease, correctness of establishing contact with the interlocutor, the ability to monitor the interlocutor's reaction and respond adequately to it himself.

Any teacher today must be clearly aware of the degree of personal compliance with the requirements and specifics of their pedagogical activity and outline a program of professional self-improvement. A professional teacher, a master teacher is in constant search for new ways to jointly solve the problems of family and social education. Home education, reviving at the present stage, is designed to unite the efforts of parents and teachers.

When researching this topic, I found a number of institutions that provide educational services in the field of tutorship. Surprisingly, these services are provided not only on the basis of higher and secondary educational institutions, but also in preschool educational institutions, where the level of education is in no way inferior to higher and secondary educational institutions.

We studied the programs of educational institutions where there is a "school of tutorship" or even a "tutor service":

Center for the training of tutors of Moscow State University M.A. Sholokhov is the first center in Russia that provides education and training for tutors on the basis of a state university with high traditions of pedagogical education.

municipal budgetary preschool educational institution combined type kindergarten No. 47

MDOU TsRR No. 13 "Deer" (upbringing and caring for children of preschool age at home)

Nizhny Novgorod Institute for the Development of Education.

Let's take a closer look at each of the programs:

1. - Introduction to the profession of "tutor". Legal bases of tutor activity. Governor's Etiquette. Governor functions. The first acquaintance with the family is the key to successful cooperation. Interview tactics.

2. - Ways of effective interaction between the tutor and the family in the physical education of the child. Ensuring the safety of the life of the child in the family.

...

Introduction to the thesis (part of the abstract) on the topic "The content and methodology of the educational activities of the tutor with children of preschool age"

The relevance of research. The change in the socio-political formation in Russia has led to a number of socio-economic situations, as a result of which a significant number of wealthy families have appeared who have the opportunity to give their children home education. With the adoption of the Law of the Russian Federation "On Education" (1992), the right to choose the form of education was determined, in particular, the possibility of receiving education in the family, the profession of a tutor again became in demand.

According to our research, not only wealthy, but individual middle-income families have the intention to invite a tutor. Most of the parents surveyed attach special importance to the home education of a child of preschool age.

We have singled out objective and subjective growth factors for the need for tutors. The leading subjective factor is the need to educate a preschooler at home. Other subjective factors are: parents' dissatisfaction with the services provided by preschool educational institutions, the presence of various kinds of psycho-traumatic factors associated with the child's stay in kindergarten, the need for an individual approach to the education and upbringing of children, especially those with disabilities, etc.

Along with the above, there are objective factors in the growth of the need for tutors. These include: a reduction in the number of state and departmental preschool institutions, insufficient funding for preschool education, a decrease in the educational and educational efficiency of most modern preschool educational institutions, etc.

As observations have shown, children who are brought up at home until the age of three are under the influence of a comfortable developing environment.

The child does not have to spend energy on adapting to a new regime, a new environment, he does not experience the stress associated with being separated from his relatives. These children get sick less, develop well, have a stable psyche.

An analysis of the practice of modern tutors has shown that many of them experience serious difficulties in preparing and organizing educational work with preschool children. The activities of a tutor are often carried out without sufficient professionalism: without taking into account the characteristics of the family, the educational level of the parents, their requests, expectations, etc. The content of the activities of tutors is a serious problem for them. Tutors find it difficult to organize various types of activities, do not differentiate them into invariant and variable, do not know the main stages of the process of family education and upbringing, do not own the technology of their organization. As a result, the effectiveness of the training sessions is reduced.

As the study of the practice of tutoring has shown, it is especially difficult to prepare preschool children for schooling. For most of the questions, tutors do not find a sufficiently substantiated answer, since there is not enough research on this problem.

The problem of tutorship is not new in pedagogical science. The importance of home education, especially at preschool age, was emphasized by the founders of pedagogical science Ya.A. Comenius, I.G. Pesta-Lozzi, K.D. Ushinsky and others.

As the analysis of historical, pedagogical and historical studies has shown, the foundations of home education were laid in ancient Russia. The first home educators were uncles (M.O. Kosven, 1955), godfathers (Ya.N. Shchapov, 1970), fosters (S.D. Babishin, V.M. Petrov, O.N. Trubachev, 1959), breadwinners (V.K. Gardanov, 1959, A.A. Shakhmatov, 1964, E.G. Markovicheva, 1996,) skudelniks (I.M. Snegirev, 1838, V.N. Tatishchev, 1964), house priests ( I. E. Zabelin, 1996, N. I. Kostomarov, 1996). The activities of foreign tutors in Russia are described in the works of V.O. Klyuchevsky,

1989, J.I. Lezgilye, 1870, V.F. Odoevsky, 1955 and others.

An analysis of modern scientific and artistic publications relating to the work of a tutor revealed that certain aspects of their professional activities were often considered when studying related problems. While researching the issues of family education, O.L. Zverev and A.N. Ganichev analyzed the history of the development of tutorship in Russia and proposed some modern options for its development. The system of activities of a tutor with children with problems in physical and mental development was developed by L.V. Pasechnik. A serious contribution to pedagogical science on the problem of tutoring in modern conditions was made by S.V. Kupriyanov. He developed an integral program for the organization of tutor service in modern Russia.

In domestic and foreign preschool pedagogy, there are works that study preschool didactics. The German teacher F. Froebel made an attempt to apply the activity approach to preschool education. Specific didactic material designed for the development of a preschooler was developed by the famous teacher M. Montessori. O. Decroly transformed the Montessori methodology and created a system of didactic games for preschoolers.

Among domestic teachers, two main approaches to preschool education dominate, which are conditionally called 1) pragmatic and 2) developing. Representatives of the first approach believe that within the framework of preschool education, it is necessary to communicate a system of knowledge that contribute to the formation of initial concepts and the development of mental abilities. This approach can be traced in the works of the founders of preschool education and some modern authors: E.I. Tiheeva, B.I. Khachapuridze, A.P. Usova and others.

The second approach is based on the ideas of Russian psychologists: L.S. Vygotsky, A.V. Zaporozhets, A.V. Zaka and others. Representatives of this trend, without denying the importance of imparting knowledge to preschoolers, see the basis of preparation for school in the development of mental processes, abilities, etc. (E.A. Flerina, A.JL Wenger, J1.A. Wenger, N.N. Poddyakov, J1.A. Paramonova L.F. Tikhomirova et al.).

These studies have made a significant contribution to the development of the theory and methodology of preschool education and upbringing, some elements of which can be used in tutoring. However, a number of significant issues related to home education have not been adequately covered in science. So, the following questions remained insufficiently studied: a) the specifics of the tutor's activity in various home conditions, b) the technology of the tutor's entry into the family, c) the organization of the mental development of a preschooler in home schooling, etc.

A comparison of theoretical provisions and practical work made it possible to identify a number of contradictions regarding the activities of a modern tutor:

1) between the growing importance of tutors in the modern education system and insufficient theoretical justification for their activities;

2) between the ever-increasing demands on the professionalism of tutors and the lack of research that reveals the specifics of their work in modern families;

3) between the need to intensify the activities of tutors in preparing preschool children for schooling and the insufficiently developed methodology for such training, etc.

The identified contradictions determined a socially significant research problem in pedagogical theory and practice: the theoretical and methodological foundations of the effective educational activities of a tutor with preschoolers in preparation for school.

The presence of these contradictions, a socially significant scientific and pedagogical problem, determined the topic of the study: the content and methodology of the educational activities of a tutor with preschool children.

The object of the research is the educational activity of a tutor with children of preschool age.

The subject of the study is the methodology of the educational activity of the tutor in preparing preschool children for schooling.

The purpose of the study is the theoretical and methodological substantiation of the educational activities of a modern tutor in the process of preparing preschoolers for school.

Research hypothesis.

The activity of the tutor is effective under the following conditions:

Relies on the progressive traditions of homeschooling children in the history of domestic educational activities;

Takes into account the specifics of the family, dominant family relations, the conditions of the tutor's activity;

It is built on the basis of a system of principles, rules of home education, implemented with the help of adequate means, methods, forms;

It is provided with a certain logic of organizing the process of home learning.

Research objectives:

1. To analyze the history of the formation of tutorship in Russia in the context of the development of the educational process.

2. Conduct a comparative analysis of the experience of home education and upbringing in families of different social classes and determine the possibilities of using progressive traditions in modern tutoring practice.

3. To identify the conditions for the effective activity of a tutor in various modern families.

4. To develop a system of educational activities of the tutor, including goals, principles, rules, means, methods, forms of home education;

5. Determine theoretically and experimentally substantiate the most effective logic of the intellectual development of preschoolers in the process of preparing for school during home schooling.

Theoretical and methodological foundations of the study:

The study is based on the following theoretical provisions:

JI.C. Vygotsky about the zone of proximal development.

A.V. Zaporozhets about the importance for the development of the child of the preschool period.

P.I. Pidkasistoy and Zh.S. Khaidarov about the manufacturability of the game, which includes several types of activity: objective (visible), theoretical (mental), mental.

JI.A. Wenger and A.JI. Wenger about the use of role-playing games in the development of preschoolers' thinking.

A.Z. Zak about the levels of development of various types of thinking: visual-effective, visual-figurative, verbal-logical.

L.F. Tikhomirova about the early development of imagination, fantasy.

N.P. Local, aimed at the formation of cognitive-personal structures in children, as psychological prerequisites for mastering educational activities.

The effectiveness of solving the tasks set was achieved by the integrated use of various methods of scientific research: theoretical methods: analysis and generalization of the results of psychological and pedagogical research concerning the problems of teaching and educating preschoolers; generalization of advanced pedagogical experience, pedagogical documentation, results of the pupil's activity; modeling the educational activities of the tutor, the organization of his interaction with the preschooler, parents; empirical methods: observation of the work of highly qualified tutors, conversations with them, surveys, questioning parents, teachers, conducting experimental work, testing participants in the experiment; statistical methods: processing of test results using Student's t-test.

Scientific novelty of the study: the semantics of the concept of "tutor" is clarified, the main approaches to its interpretation are considered; the functions of the tutor in the past and in modern conditions are highlighted; generalized the system of home education in Russian families of various classes: peasant, royal, noble; the conditions for the effective activity of the tutor were determined; invariant and variable activities of a modern tutor are singled out; the main stages of the tutor's entry into the family are considered: initial - adaptive, main - rehabilitation, fixing - developing. The purpose, tasks, content of each stage are formulated; the invariant and variable goals of the tutor's activity, educational and upbringing tasks, the patterns of tutor education and upbringing, the internal and external contradictions of tutoring, the principles of organizing home schooling and educating preschoolers, the content of homework with children 5-7 years old are formulated; methods of home teaching and education of preschoolers (verbal, visual, practical, gaming); means of home education for preschoolers: material, verbal, communicative, technical; the main form of home education for older preschoolers has been established, for which the lesson has been chosen. The following types of classes are distinguished: informational, developing, skills formation, complex; experimentally revealed the effective logic of the intellectual development of preschoolers in home schooling.

Theoretical significance of the study: the history of the development of tutorship in Russia in the context of the formation of domestic education is considered; the specificity of the educational activity of the tutor in modern conditions was revealed; a system of educational work of a tutor with preschoolers has been developed; the effective logic of the intellectual development of a preschooler in the conditions of home education in the process of preparing for school has been determined.

The practical significance of the study lies in the fact that the use by tutors of the recommendations arising from the results of the study will help in the rational organization of home education and upbringing. The technological substantiation of the structure of the tutor's activity can help novice teachers in the effective organization of the process of preparing preschoolers for systematic education. The technology of intellectual development of preschoolers in the conditions of home education is used in the course of theoretical and practical training of social teachers at the Oryol State University. The author has developed and is conducting a special course "Home education and upbringing".

The technology of preparing for school at home, developed as part of the study, aroused the interest of employees of preschool educational institutions, parents, social workers, and correctional teachers. It is planned to introduce the results of the study into the practice of home education for children with disabilities. The didactic materials tested in the course of the study were used in the activities of preschool institutions, the center for social assistance to minors, and the center for medical and social rehabilitation of disabled children.

The validity and reliability of the results of the study is achieved by observing the following conditions: theoretical and methodological validity of the procedures and results of the study; system analysis of the studied phenomena and processes; elimination of a significant part of the side factors that can affect the results of the work being done; personal participation of the author in experimental work; inclusion in the research process of a complex of theoretical and empirical methods of scientific research that complement each other; the use of representative, adapted methods for assessing the effectiveness of the study, tested on large samples of subjects, providing reliable results; the use of methods of statistical processing of results (parametric Student's t-test), confirming the statistical significance of differences at a level not lower than 5% error; an increase in the objectivity of the results obtained was facilitated in parallel with the experiment with tutor children by conducting experimental work with three groups of children from preschool educational institutions; All tutors and educators participating in the experiment have higher education and work experience of at least 5 years.

The defense is subject to the following provisions:

1. The process of development of tutorship has traditionally been built in the context of the development of the educational process in Russia. Historically, home education and upbringing had specific features in families of different classes. A number of progressive tutoring traditions are applicable in modern conditions: preparing preschool children for schooling; multifunctionality of the tutor's activities, etc.

2. The work of a tutor in modern conditions is built in accordance with the requirements determined by the characteristics of the family, dominant family relations, and the conditions for the effective activity of a tutor.

3. The educational activity of a tutor is effective if it is a system built in accordance with the goals, principles, rules of home education, organized using appropriate means, methods, forms.

4. The most effective logic of the intellectual development of preschoolers in the conditions of home schooling is the consistent development of mental processes: attention, fine motor skills, imagination, speech, thinking, memory, perception, arbitrariness of behavior.

Research base.

28 tutors, educators of preschool educational institutions No. 80 and No. 54 of the city of Orel were involved in the experimental work. In total, 46 teachers, more than 100 parents, 183 children aged 5 to 7 participated in the study.

As part of the experiential training, which lasted for a year, 152 experimental and experimental sessions were conducted. About one and a half thousand test papers were received and processed.

Approbation of the research results.

The research materials were discussed at the meetings of the Department of Pedagogy of the Moscow State Regional University (1999 - 2005), the Department of Pedagogy of the Oryol Institute for the Improvement of Teachers (2000 - 2003). The main provisions were discussed at the Department of Methods and Technology of Social Pedagogy and Social Work at the Oryol State University (2002 - 2005). The technique was tested in preschool educational institution No. 80 in Orel, as well as in the families of the cities of Moscow, Orel, Rostov-on-Don. All the main conclusions are reflected in the articles and scientific publications of the author.

Research stages.

The study was carried out in several interrelated stages:

At the first stage (1996 - 1999), in the process of studying the problems of tutoring, the historical and theoretical foundations of home education and upbringing were identified, the semantics of the concept of "tutor" was clarified, its functions were determined, and unresolved problems were identified.

At the second stage (1999 - 2001) there was a comprehension of the essence of the tutor's work with preschoolers. As a result, goals, objectives, principles, patterns, contradictions, and the content of the tutor's educational activities were formulated.

At the third stage (2000 - 2003), an experimental program for the intellectual development of preschoolers was created, experimental work was carried out to test it in the conditions of home schooling and in the conditions of preschool educational institutions.

At the fourth stage (2002 - 2005), statistical processing of experimental data, their qualitative analysis and comprehension were carried out. As a result, the most effective logic of the intellectual development of preschoolers was revealed. At this stage, the text processing of the theoretical and empirical results of the study was carried out.

The structure of the dissertation is represented by an introduction, two chapters, a conclusion, a list of references in the amount of 161 sources, including those in a foreign language, and an appendix. The dissertation is illustrated with tables (28), diagrams (27). The volume of work - 185 pages of printed text.

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Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Timokhina, Tatyana Vasilievna

Conclusions on the second chapter.

The essence of the tutor's education and upbringing of a preschooler is an educational system that meets the following requirements: the unity of education and upbringing; personality-oriented emotionally comfortable interaction of the teacher with the child; use of advanced pedagogical technologies; the content and results of the tutor's activities must meet the needs and requirements of society, educational institutions, parents, and the child himself.

We have identified the following functions of a modern tutor's activity: creation of optimally comfortable conditions for the education, upbringing, and development of a child; establishing pedagogically expedient, harmonious relations in the system tutor - child - parents; introducing the child to science, culture, creative work; taking care of the health and physical development of the child; formation of the spiritual and moral foundations of the individual, ethics of behavior in society; formation of a system of elementary knowledge about the world around us, the skills necessary to prepare for school; intellectual development of the child on the basis of individual characteristics and the level of his development.

We managed to distinguish two types of goals of the tutor's activity: invariant and variable.

The analysis of the tasks facing the tutor, comparing them with the practice of tutoring made it possible to single out two groups of tasks for the tutor's work with preschoolers: educational and upbringing.

The analysis of general pedagogical patterns, their correlation with the theory and practice of the work of tutors made it possible to formulate a number of patterns of home (tutor) education and upbringing of preschoolers.

Considering that contradictions act as a source of child development, in the course of summarizing the experience of tutoring, a number of contradictions that take place in the course of home education and upbringing are identified. The internal and external contradictions of the tutor's activity are determined.

In the course of the study, the principles of organizing home schooling for preschoolers were formulated.

An analysis of the available approaches to the problem of teaching methods, correlating it with the practice of the tutor's work with preschoolers made it possible to draw the following conclusions.

1. The method of home education of a preschooler is a method of interconnected activity of a child and the professional activity of a tutor, aimed at creating motivation for educational activities, mastering elementary ideas about the world around him, forming initial learning skills, developing mental processes and abilities of the child.

2. General and special home teaching methods are distinguished. General methods solve general educational goals. Special methods are focused on solving specific educational problems.

3. There are several groups of interrelated methods used in the course of home schooling for preschoolers. The first group - methods differentiated by the source of information presentation. This group includes the following methods: verbal, visual, practical, game methods, dramatization methods.

A comparative analysis of the theory and practice of homeschooling for preschoolers allowed us to identify the main means used by tutors in the process of organizing the educational process.

Most tutors call the lesson the main form of work with older preschoolers. This is due to the need for psychological preparation of the child for schooling. In the practice of tutors, various types of lessons are used. They can be conditionally combined into groups: ^ informational lessons, 2) developing lessons, 3) skills development lessons, 4) complex lessons.

According to the results of the experimental study, the most effective logic of the intellectual development of preschoolers was revealed. It involves the following sequence of classes: the development of attention, the development of fine motor skills, the development of imagination, the development of speech, the development of thinking, the development of memory, the development of perception, the development of arbitrariness of behavior.

Conclusion

Starting the study, we faced the problem of ambiguous interpretation of the term "tutor". Based on the analysis of reference literature, theoretical sources, it was possible to establish that the concept of a tutor is characterized in two senses: broad and narrow. In a broad sense, this is a home educator, a teacher involved in the upbringing and primary education of children (usually preschoolers). The tutors also acted as organizers of the educational process. In a narrow sense, this is a mentor who develops secular manners, rules of decency, teaches foreign languages, dances, etc.

An analysis of the studies showed that scientists have not yet come to a consensus on the functions of a tutor. A comparison of different approaches made it possible to single out its main functions: supervision of the behavior of children; training in manners of secular behavior; home education; primary education for children; organization and coordination of home education; preparing children for education in educational institutions, etc.

To obtain the most complete picture of the activities of the tutor, we determined the study of this issue in the history of the development of domestic education. The analysis of historical, historical-pedagogical, ethnological, cultural researches allowed to establish that home education in Russia began from the 6th-7th centuries and continues to the present. The activities of tutors in different eras varied from the complete organization of the educational process within the framework of home education and upbringing to the formation of applied skills. The activities of the tutor were determined by the tasks, level of development, and the effectiveness of public education. Economic, political and social factors affected the development of the governorship. It was possible to identify the specifics of home education and upbringing in families of various classes. A generalization of the home education programs and the education of the royal children made it possible to single out the system of education of the future sovereign, nobleman, and peasant.

One of the objectives of the study was to study the specifics of the activities of the tutor in modern conditions. For this, it was necessary to reveal the significance of tutor education in our time. Analysis of theoretical sources, surveys of parents, conversations with tutors have shown that in recent years the popularity of tutoring has increased. It was possible to identify a number of factors that stimulate the invitation of tutors. The majority of researchers and interviewed respondents noted the insufficiently effective work of preschool educational institutions as the leading factor. Another factor that determines the importance of tutorship in modern conditions is the high importance of the preschool stage of a child's development. For the full mental, physical, social development of the baby, it is important that these processes take place in a familiar environment. In recent years, the activation of migration processes has become an increasingly significant factor in the development of governorship.

The study revealed a number of factors hindering the development of governorship. These, in particular, include: lack of funds, small apartments, distrust of the pedagogical and social competence of the tutor, the lack of traditions of home education and upbringing in modern society.

The most important task of the study was to study the system of work of a modern tutor in preparing children for schooling. To do this, it was necessary to identify the features of the work of a tutor in a modern family. Conversations with tutors, their surveys, the study of the results of theoretical and empirical research revealed that the most important psychological features of the tutor profession are: excessive tension from being in a strange house, in front of strangers, hyper-responsibility for the results of training and education, isolation from colleagues, uncertainty in tomorrow, the inability to switch to another child, etc. The tutor must act alone in many faces: an educator, teacher, psychologist, music director, physical education instructor, nurse, nanny, etc. Many tutors complain that there is often no one to consult with about non-standard situations that occur quite often.

When studying the system of work of a modern tutor, it turned out that neither in theoretical studies, nor in practicing tutors themselves, they clearly enough understand what they should do. To solve this problem, we studied theoretical works, observed the work of highly qualified tutors, talked with them, and asked parents about what services they would like to receive from a tutor. The theoretical and empirical analysis of the work of tutors made it possible to differentiate the types of their activities into two groups: 1) invariant and 2) variable.

Invariant activities are performed by all tutors regardless of working conditions. Most researchers and practitioners identify the following invariant (mandatory) activities of home educational activities with preschool children: familiarity with the norms and rules of behavior; mastering the rules of behavior at the table; organization of classes on the intellectual development of the child; preparation for schooling; the physical development of the child; organization of leisure; walks with children; speech development; training in self-care skills; sensory development of children; learning to read; development of fine motor skills; familiarity with the basics of knowledge about the world around; formation of basic learning skills; the development of moral qualities that form the basis of the moral character of a person (shamefulness, conscientiousness, empathy, pity, sympathy, caring, foresight, etc.); the formation of initial ideas in the field of art; diagnostics of psychological, mental, physical development; identifying the abilities and talents of the child, etc.

Variable activities with preschoolers are determined by the specific living conditions of the family, the characteristics of the child, and the requests of parents. According to our surveys and research results, these include: teaching foreign languages; musical education; familiarity with self-defense techniques; the formation of the experience of communication with peers; dance training; formation of initial technical skills; speech therapy work; correctional and developmental activities; pedagogical work on the development of insufficiently formed or lost properties and qualities; in-depth development of gifted children; rehabilitation work with children with disabilities; accompanying children to institutions of additional education; constant care and support of the child in the process of living in the family, etc.

The choice of invariant and variable activities by parents is largely determined by the characteristics of the family. In order to more accurately determine the types of activities of the tutor, a study was conducted of families where they use their services. The study of families, analysis of the results of conversations with tutors made it possible to identify the most common categories of families. The classification was based on the following factors: a) relationships in the family, b) the attitude of parents to the child, the motives for inviting a tutor, etc. As a result of the study, the following groups of families were identified: prosperous, business, prestigious, neutral, pedagogically gifted (pseudo-gifted) children, overprotective, having a sick child, etc. Taking into account the generalized characteristics of these types of families in the practical work of a tutor helps to rationally organize educational work with a child at home.

To study the system of work of the tutor, it was necessary to identify the main elements of this system: goals, objectives, means, methods, forms of work of the tutor. To solve this problem, we analyzed the works on the organization of the educational process in preschool institutions, studied the historical and modern experience of tutors, and summarized our own practical experience. As a result, two types of goals of the tutor's activity were established: invariant and variable. The invariant goal of home education of a preschooler is a comprehensive intellectual, psychological, social preparation for school or home education, laying the foundations of moral qualities, and maximizing the development of creative forces and abilities. There are many different goals. Their consideration was not included in the objectives of the study.

A comparative analysis of the theory and practice of homeschooling for preschoolers allowed us to identify the following teaching aids: 1) material resources: tables, diagrams, models, notebooks with a printed basis, etc.; 2) verbal means: teacher's word, printed word (books), song, poetry, etc.; 3) cultural means: native language, culture, art; 4) natural means: nature, society, surrounding life, family, peer group, example; 5) communication means: communication with adults, peers, communication by phone, the Internet, etc.; 6) technical means: computer, video, TV, radio, etc.

An analysis of the available approaches to the problem of teaching methods, correlating it with the practice of the tutor's work with preschoolers, made it possible to make the following groups of methods, differentiated by the source of presentation of information. This group includes the following methods: verbal, visual, practical, game methods, dramatization methods.

Verbal methods (general): verbal-explanatory, verbal-explanatory, verbal-informational, verbal-motivational, verbal-instructive, verbal-artistic (reading works of art), etc.

In the course of the analysis of the practice of tutoring with preschoolers, it was possible to identify special verbal methods: a descriptive story, a biographical story, an overview story, an explanatory story, an informational story, a problem question, a problem situation, etc.

Visual methods (general): visual and demonstrative, visual and explanatory, visually inspiring, visual and motivational, visual and exemplary, etc.

Special visual methods: demonstration of natural and artificial objects, organization of the perception of a work of art, modeling, schematization, etc.

Practical methods (general): practice-reproductive, practice-constructive, practice-creative, problem-practical, etc.

Special practical methods: exercises, practical activities accompanied by a story, elementary experiments, modeling.

Gaming methods (general): simulation-playing, didactic-playing, dramatic-playing, motivational-playing, musical-playing, competitive-playing, etc.

Special game methods: game using didactic toys, improvisation game, etc.

Most tutors call the lesson the main form of work with older preschoolers. This is due to the need for psychological preparation of the child for schooling. As the study of the practice of the work of tutors showed, they use a variety of types of lessons. They can be conditionally combined into groups: 1) informational lessons, 2) developing lessons, 3) skills formation lessons, 4) complex lessons.

One of the essential functions of a tutor is to prepare a preschooler for schooling. The most important part of preparing for school is the intellectual development of the child. Identification of the ways of intellectual development of a preschooler in the conditions of home education required an experimental study. According to its results, the most effective logic of the intellectual development of preschoolers was revealed. It involves the following sequence of classes: the development of attention, the development of fine motor skills, the development of imagination, the development of speech, the development of thinking, the development of memory, the development of perception, the development of arbitrariness of behavior.

All tasks assigned to the study were completed. Due to the combination of theoretical and empirical methods, the objectivity of the obtained conclusions is ensured.

However, some of the problems related to the activities of the tutor remained outside the scope of this study. In particular, they need an in-depth study of the features of home education for children with disabilities; no features of socialization of children studying at home have been identified; it is necessary to study the relationship between the tutor and the parents of the child; the socio-psychological problems of home schooling have not been sufficiently studied; it is important to explore the requirements for a modern tutor and the ways of his university training, the ethical code of the tutor has not been developed. These and other problems are expected to be considered in the course of further research.

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Introduction

Chapter 1. Governorship as a socio-pedagogical phenomenon 15

1.1. The history of the formation and development of tutorship in the context of the historical and educational process 15

1.2. Comparative analysis of the experience of home education in families of different social classes 34

1.3. Educational activities of the tutor in modern conditions 64

Conclusions on the first chapter 86

Chapter 2 The content and methodology of the tutor's work with preschoolers 89

2.1. Theoretical foundations of the tutor's work with preschoolers 89

2.2. Intellectual development of preschoolers in home schooling 124

2.3. Experimental study of the effectiveness of the program of intellectual development of preschoolers in the conditions of tutor training 147

Conclusions on the second chapter 165

Conclusion 168

List of references 175

Applications 186

Introduction to work

The relevance of research. The change in the socio-political formation in Russia has led to a number of socio-economic situations, as a result of which a significant number of wealthy families have appeared who have the opportunity to give their children home education. With the adoption of the Law of the Russian Federation "On Education" (1992), the right to choose the form of education was determined, in particular, the possibility of receiving education in the family, the profession of a tutor again became in demand.

We have singled out objective and subjective growth factors for the need for tutors. The leading subjective factor is the need to educate a preschooler at home. Other subjective factors are: parents' dissatisfaction with the services provided by preschool educational institutions, the presence of various kinds of psychotraumatic factors associated with the child's stay in kindergarten, the need for an individual approach to the education and upbringing of children, especially those with disabilities And others

Along from named, there are objective factors of growth in the need for tutors. These include: a reduction in the number of state and departmental preschool institutions, insufficient funding for preschool education, a decrease in the educational and educational efficiency of most modern preschool educational institutions, etc.

As observations have shown, children who are brought up at home until the age of three are under the influence of a comfortable developing environment.

4 The child does not have to spend energy on adapting to a new regime, a new environment, he does not experience the stress associated with being separated from his relatives. These children get sick less, develop well, have a stable psyche.

5 1989, L. Lezgilye, 1870, V.F. Odoevsky, 1955 and others.

An analysis of modern scientific and artistic publications relating to the work of a tutor revealed that certain aspects of their professional activities were often considered when studying related problems. While researching the issues of family education, O.L. Zverev and A.N. Ganichev analyzed the history of the development of tutorship in Russia and proposed some modern options for its development. The system of activities of a tutor with children with problems in physical and mental development was developed by L.V. Pasechnik. A serious contribution to pedagogical science on the problem of tutoring in modern conditions was made by SV. Kupriyanov. He developed an integral program for the organization of tutor service in modern Russia.

school is seen in the development of mental processes, abilities, etc. (E.A. Flerina, A.L. Venger, L.A. Venger, N.N. Poddyakov, L.A. Paramonova, L.F. Tikhomirova, etc.) .

Comparison of theoretical provisions and practical work made it possible to identify a number of contradictions relating to the activities of the modern tutor:

between the growing importance of tutors in the modern education system and insufficient theoretical justification for their activities;

between the ever-increasing demands on the professionalism of tutors and the lack of research that reveals the specifics of their work in modern families;

between the need to intensify the activities of tutors in preparing preschool children for schooling and the insufficiently developed methodology for such training, etc.

The identified contradictions determined in pedagogical theory and practice a socially significant research problem: theoretical and methodological foundations of effective educational activities of a tutor with preschoolers in preparation for school.

The presence of these contradictions, socially significant scientifically -

7 dagogic problem identified research topic; the content and methodology of the educational activities of the tutor with children of preschool age.

Object of study - educational activities of the tutor with children of preschool age.

Subject of study - methodology of educational activities of the tutor in preparing preschool children for schooling.

Purpose of the study - theoretical and methodological substantiation of the educational activities of a modern tutor in the process of preparing preschool children for school.

Research hypothesis..

The activity of the tutor is effective under the following conditions:

relies on the progressive traditions of homeschooling children in the history of domestic educational activities;

takes into account the specifics of the family, dominant family relations, the conditions of the tutor's activity;

is built on the basis of a system of principles, rules of home education, implemented with the help of adequate means, methods, forms;

provided by a certain logic of the organization of the home learning process.

Research objectives:

To analyze the history of the formation of tutorship in Russia in the context of the development of the educational process.

Conduct a comparative analysis of the experience of homeschooling and

8 education in families of different social classes and to determine the possibilities of using progressive traditions in modern tutoring practice.

To reveal the conditions for the effective activity of a tutor in various modern families.

Develop a system of educational activities of the tutor, including goals, principles, rules, means, methods, forms of home education;

Determine theoretically and experimentally substantiate the most effective logic of the intellectual development of preschoolers in the process of preparing for school during home schooling.

Theoretical and methodological foundations of the study:

The study is based on the following theoretical provisions:

L.S. Vygotsky about the zone of proximal development.

A.V. Zaporozhets about the importance for the development of the child of the preschool period.

P.I. Pidkasistoy and Zh.S. Khaidarov about the manufacturability of the game, which includes several types of activity: objective (visible), theoretical (mental), mental.

L.A. Wenger and A.L. Wenger about the use of role-playing games in the development of preschoolers' thinking.

A.Z. Zak about the levels of development of various types of thinking: visual-effective, visual-figurative, verbal-logical.

L.F. Tikhomirova about the early development of imagination, fantasy.

N.P. Local, aimed at the formation of cognitive-personal structures in children, as psychological prerequisites for mastering educational activities.

The effectiveness of solving the tasks set was achieved by the integrated use of various methods scientific research:

theoretical methods: analysis and generalization of the results of psychological and pedagogical research concerning the problems of teaching and educating preschool children; generalization of advanced pedagogical experience, pedagogical documentation, results of the pupil's activity; modeling the educational activities of the tutor, the organization of his interaction with the preschooler, parents;

empirical methods: observation of the work of highly qualified tutors, conversations with them, surveys, questioning parents, teachers, conducting experimental work, testing participants in the experiment;

statistical methods: processing of test results using Student's t-test.

Scientific novelty of the research:

the semantics of the concept of "tutor" is clarified, the main approaches to its interpretation are considered;

the functions of the tutor in the past and in modern conditions are highlighted;

generalized the system of home education in Russian families of various classes: peasant, royal, noble;

the conditions for the effective activity of the tutor were determined;

invariant and variable activities of a modern tutor are singled out;

the main stages of the tutor's entry into the family are considered: initial - adaptive, main - rehabilitation, fixing - developing. The purpose, tasks, content of each stage are formulated;

formulated invariant and variable goals of the tutor's activity, educational and upbringing tasks, patterns of tutor education and upbringing, internal and external contradictions of the guver-

10 Werner activities, principles of organizing home education and upbringing of preschoolers, the content of homework with children 5-7 years old; methods of home teaching and education of preschoolers (verbal, visual, practical, gaming); means of home education for preschoolers: material, verbal, communicative, technical;

the main form of home education for older preschoolers has been established, for which the lesson has been chosen. The following types of classes are distinguished: informational, developing, skills formation, complex;

experimentally revealed the effective logic of the intellectual development of preschoolers in home schooling.

Theoretical significance of the study:

the history of the development of tutorship in Russia is considered in the context of the formation of domestic education;

the specificity of the educational activity of the tutor in modern conditions was revealed;

a system of educational work of a tutor with preschoolers has been developed;

the effective logic of the intellectual development of a preschooler in the conditions of home education in the process of preparing for school has been determined.

Practical significance of the study is that the use by tutors of the recommendations arising from the results of the study will help in the rational organization of home education and upbringing. The technological substantiation of the structure of the tutor's activity can help novice teachers in the effective organization of the process of preparing preschoolers for systematic education. The technology of intellectual development of preschoolers in home schooling is used in the course of theoretical and practical training of social

teachers at the Oryol State University. The author has developed and is conducting a special course "Home education and upbringing".

The technology of preparing for school at home, developed as part of the study, aroused the interest of employees of preschool educational institutions, parents, social workers, and correctional teachers. It is planned to introduce the results of the study into the practice of home schooling for children from health limitations. The didactic materials tested in the course of the study were used in the activities of preschool institutions, the center for social assistance to minors, and the center for medical and social rehabilitation of disabled children.

Validity and reliability The results of the study are achieved by observing the following conditions:

theoretical and methodological validity of the procedures and results of the study;

system analysis of the studied phenomena and processes;

elimination of a significant part of the side factors that can affect the results of the work being done;

inclusion in the research process of a complex of theoretical and empirical methods of scientific research that complement each other;

the use of representative, adapted methods for assessing the effectiveness of the study, tested on large samples of subjects, providing reliable results;

the use of methods of statistical processing of results (parametric Student's t-test), confirming the statistical significance of differences at a level not lower than 5% error;

an increase in the objectivity of the results obtained was facilitated in parallel with the experiment with tutor children by conducting experimental work with three groups of children from preschool educational institutions;

12 All tutors and educators participating in the experiment have higher education and work experience of at least 5 years.

The following provisions are put forward for defense:

The process of development of tutorship has traditionally been built in the context of the development of the educational process in Russia. Historically, home education and upbringing had specific features in families of different classes. A number of progressive tutoring traditions are applicable in modern conditions: preparing preschool children for schooling; multifunctionality of the tutor's activities, etc.

The work of a tutor in modern conditions is built in accordance with the requirements determined by the characteristics of the family, dominant family relations, and the conditions for the effective activity of the tutor.

The educational activity of a tutor is effective if it is a system built in accordance with the goals, principles, rules of home education, organized using appropriate means, methods, forms.

The most effective logic of the intellectual development of preschoolers in the conditions of home education is the consistent development of mental processes: attention, fine motor skills, imagination, speech, thinking, memory, perception, and arbitrariness of behavior.

Research base..

As part of the experiential training, which lasted for a year, 152 experimental and experimental sessions were conducted. About one and a half thousand test papers were received and processed.

Approbation of the research results.

Research stages.

The study was carried out in several interrelated stages:

14 tiya preschoolers. At this stage, the text processing of the theoretical and empirical results of the study was carried out.

Thesis structure It is represented by an introduction, two chapters, a conclusion, a list of references in the amount of 161 sources, including those in a foreign language, and an appendix. The dissertation is illustrated with tables (28), diagrams (27). The volume of work - 185 pages of printed text.

The history of the formation and development of tutorship in the context of the historical and educational process

In view of the existing discrepancies in the interpretation of the term tutor, it is necessary to clarify the semantics of this concept, to consider the main approaches to its interpretation. The word "governor" comes from the French verb "governen" - to rule. Derived nouns "gouverneur" - governor, governor, tutor, educator - came from him. As you can see, the pedagogical meaning of the term was not originally attached. Later, when tutoring became a professional activity, which was predominantly practiced by women, the feminine verb “gouvernante” appeared, the first meaning of which is a governess, a teacher, and later they sometimes began to designate a housekeeper as well. In Russia, for the first time this term was used in documents relating to the XVTT century. in which Prince Golitsyn addressed the boyars, pointing out the need to teach his children, inviting Polish educators, tutors for this. Later, in the 18th century, in legislative acts, in particular in the “Regulations on home tutors, teachers and teachers” (1834 and 1846), the concept of “tutor” was documented and interpreted as “tutor”, “home teacher”. The characterization of a tutor as a “mentor” implies acting as a model of behavior in society, at home, at the table, an example for children in manners of communication, etc. One of the most important functions of a tutor in the past follows from the foregoing - teaching manners of secular behavior. The home teacher, according to the above Regulations, received the right to teach in a narrow specialty in city schools and lower grades of gymnasiums, as well as to educate children as teachers and tutors at home and in private boarding schools. . According to this interpretation, the functions of the tutor, in addition to home education, include the education of children. One of the first domestic definitions of the term "tutor" is given in the Explanatory Dictionary of the Living Great Russian Language by V.I. Dahl. Here it is traditionally interpreted for the 19th century as a guardian of children, an educator. From this definition follows another important function of the tutor - supervision of the behavior of children, organization of their life. In Soviet times, this concept had a negative, ideological connotation. It was considered a relic of the past, an attribute of bourgeois society. So in the explanatory dictionary of the Russian language, a tutor is a teacher in bourgeois families, usually a foreigner, hired for the upbringing and primary education of children. This definition expands the understanding of the functions of the governor. Here we are talking not only about education and supervision, but also about the initial education of children, meaning their preparation for systematic education in educational institutions. In the encyclopedic dictionary, the term "tutor" is interpreted as a home tutor, mentor of children in a bourgeois or noble family. In this definition, for the first time, the phrase “home caregiver” is given and it refers to the individual or group upbringing of children within the same family. In the dictionary of the Russian language, the term "governess" is understood as a teacher in bourgeois and noble families, usually a foreigner, hired for the upbringing and home education of children. This definition is quite broad. In it, for the first time, the functions of a tutor, in addition to education, include the systematic home education of children. Indeed, many wealthy families gave their children a full education at home. As a rule, a whole staff of home teachers was hired. The tutor acted as a coordinator of home schooling, led classes in individual subjects and was responsible for educational work. Almost does not differ from the above definitions given in the dictionary of foreign words, where the word "governess" is translated as a hired home educator of children in a noble or bourgeois family. In the Pedagogical Encyclopedia, the term "tutor" refers to a person hired for home education and primary education of children from noble and bourgeois families. (P.E. TL. S.633.) Foreign teachers were called this term. For domestic teachers working in the family, the terms "home tutor" and "home teacher" were used. In addition to the struggle against the dominance of foreign influence on the minds and souls of Russian children, which was characteristic of Russia in the 19th century, the breeding of these concepts is seen as strengthening control over the activities of home teachers. The low scientific and often cultural level of foreign tutors led to the need to introduce special tests to confirm their knowledge. Only those who survived them could engage in private teaching practice.

An analysis of the many other definitions given of the concept of "tutor" characterizes it in two senses: broad and narrow. In a broad sense, a tutor is a home educator, a teacher involved in the upbringing and primary education of children (usually preschoolers). If the pupils received a complete education at home, the tutors acted as organizers of the educational process. In a narrow sense, a tutor is a mentor who develops secular manners, rules of decency, teaches foreign languages, dances, etc. Comparison of various approaches to the concept of "tutor" made it possible to single out its main functions: supervising the behavior of children, teaching manners of secular behavior, home education , primary education of children, organization and coordination of home education, preparation of children for education in educational institutions, etc. A comprehensive understanding of tutorship as a socio-pedagogical phenomenon required consideration of the development of home and family education in different eras in Russia. To do this, it is necessary to study the evolution of the activities of a home caregiver, teacher, tutor in the context of the development of the Russian state and education. The development and formation of the system of education and training in any state is closely connected with the historical and social conditions of its development. At different periods of the life of the Russian state, views on the features of the process of socialization of children changed. Depending on the needs of society, the goals of educating its content varied. The level of development of the pedagogical culture of society assumed a certain selection of means and methods of education and training, formed the requirements for the personality of the educator, including the tutor.

Comparative analysis of the experience of home education in families of different social classes

Traditionally, in pedagogy, there are three main factors that most intensively influence the formation of a personality: heredity, environment, and upbringing. In relation to this study, the greatest importance is given to the environment and education. As shown by theoretical and empirical analysis, in the conditions of home education, these factors are largely interconnected and complement each other in the pedagogical influence on the child.

The environment is of exceptional importance in the process of socialization of the individual. Researchers distinguish two main components of the environment: natural and social environment. The natural environment, as an objective factor, influences the development of the child indirectly through the types of professional activities traditional in the given zone and the specifics of the culture of the region.

The concept of social environment has several interpretations. Summarizing the available approaches, it is necessary to single out the interpretation of this concept in a broad and narrow sense. In a broad sense, the social environment is the entire society in which the child lives, cultural traditions, the level of development of science, art, the dominant religion, etc. In the narrow sense, the social environment is the closest social environment that directly affects the development of the child: family, teachers, educators, a reference group of peers, etc. Family and home education, education are the leading processes in the development of a child's personality in a specific social environment. This section is devoted to the analysis of the features of the course of these processes in families of various classes (peasants, nobles, princes, kings).

An in-depth study of the specifics of family and home education has shown that these two main areas of upbringing and educational activities are interconnected and complement each other. They have similarities and differences. For a complete understanding of the essence of tutoring, it is advisable to analyze the specifics of family and home pedagogy.

Family pedagogy is the science of family education. She studies the specifics of the conditions of family education, their potential, develops evidence-based recommendations for parents on the formation of the child's personality. The main direction of family pedagogy is the organization of child care, ensuring his life. Home pedagogy is the theory and practice of purposeful upbringing and educational activities for the comprehensive development of the child's personality.

The subjects of family pedagogy are parents, relatives, grandparents, brothers and sisters. Relationship with the child, long-term communication with him allows you to better know his features. However, the lack of special methods does not allow relatives to quantify the dynamics of the development of the necessary qualities, to determine the effectiveness of this or that influence. Parents, due to related qualities, tend to overestimate the degree of development of the child, often they cannot objectively compare their own child with other children. A home teacher, tutor, being a professional and being with a child for a considerable time, determines the process of becoming his personality more objectively.

The main difference between home pedagogy and family pedagogy is the purposeful nature of the former. Family education is more often situational, improvisational. According to research, family education in folk pedagogy was of a little conscious nature. Family education in Ancient Russia, as an objective process, was most often carried out in the course of joint life relations between children and adults, in the process of practical activity. In modern conditions, the degree of awareness of family education is higher than in ancient times due to the higher level of education and civilization of parents. However, the families of our ancestors had a clear goal - the education of a full-fledged worker. The achievement of this goal was ensured by the participation of relatives and even strangers in the process of family education: nannies, nurses, wet nurses, etc. Today, many parents do not always realize the ultimate goal of their upbringing, i.e. who they want to raise from their child. If the goal is realized, then work to achieve it is more often carried out haphazardly, from case to case.

In the process of home education under the guidance of a teacher, a tutor, there is a preliminary planning of the educational activities of the child and forecasting its effectiveness. In the course of family education, planning and forecasting are often absent.

The difference between family and home pedagogy is observed in the forms of organization of the pedagogical process. Family education is carried out constantly, in the course of family life. The main means of family pedagogy are the authority of parents, relatives, an example of their life, family traditions. Home education and training usually involves the presence of special classes. Depending on the age of the children, the place and form of their conduct may vary and be both in the nature of lessons and carried out during the game, walk. A generalized comparative analysis of the systems of family and home education and training is presented in Table No. 1.

Theoretical foundations of the tutor's work with preschoolers

Consideration of the issue of home education and upbringing of preschool children should be preceded by an analysis of the available research in domestic and foreign pedagogical theory. A significant contribution to the study of didactics of preschool age was made by I.G. Pestalozzi. Based on the humanistic concept of teaching and raising children, faith in their strength, he recommended building a preschool pedagogical process based on the idea of "elementary education". Like YAL. Comenius, he believed that children's knowledge of the world from a very early age should occur through conscious, organized, and not just "natural" (spontaneous) learning.

The purpose of teaching preschoolers, according to I.G. Pestalozzi, - the harmonious development of strengths and abilities, the formation of the necessary training skills. He considered the main methods of teaching preschoolers organized observation, exercise, and the formation of correct clear concepts. The content of preschool education developed by I.G. Pestalozzi, includes three main elements: form, number, language. As a comparative analysis showed, the ideas of preschool education Ya.A. Comenius and I.G. Pestalozzi are largely functional in relation to the conditions of home, family education and upbringing, both in the past and in the conditions of modern reality.

A serious contribution to the development of the theory of preschool education was made by the research of the German teacher F. Froebel. Compared with the general characteristics of preschool pedagogy given by his predecessors, he specified the content and methods of organizing classes. He was one of the first to use an activity approach to teaching preschoolers. He theoretically and empirically substantiated the effectiveness of the use of specific types of activities that have a high cognitive and developmental significance in teaching children: weaving, embroidery, drawing, modeling, etc. In the course of the implementation of these activities, special items, the so-called "gifts", were used. These are geometric shapes, bodies, etc.

F. Froebel's idea of activity-based learning was further developed in the development of specific didactic material by M. Montessori. Considering education as promoting the development of the natural forces of the child, M. Montessori puts forward the principle of "freedom" as a leading principle. The method of organizing classes involves the independent manipulation of the child with didactic material, which helps his sensory development.

The M. Montessori method is quite universal, mobile, and, as experience shows, it is successfully used both in home and in public education. Whereas the didactics of Ya.A. Comenius and I.G. Pestalozzi, aimed at familiarizing with the surrounding phenomena, is more effective in the course of individual work of a teacher or a parent with a child. The difference is seen in the role assigned to the teacher. For M. Montessori, the main function of a teacher is to guide the self-education of children. The main work of the tutor in the process of educational activities involves close emotional and positive contact with the child. In this regard, one of the tasks of modern researchers is the adaptation of M. Montessori's methodology to tutoring in modern conditions.

The theoretical foundations of the didactic games of preschoolers were further developed in the studies of O. Decroly. He modernizes the method of M. Montessori and improves the ways of using didactic toys. The main attention in O. Decroly's methodology is directed to sensory education, the development of analyzers. Concerning the content of teaching preschoolers, he proposes to include in the educational process the teaching of counting and language.

A significant contribution to the consideration of the problems of home education and upbringing was made by Russian scientists. In domestic pedagogical thought, the issues of home education were first deeply and comprehensively considered by V.F. Odoevsky. Based on the works of F. Froebel, he actively developed various issues of preschool didactics. Speaking about the essence of teaching preschoolers, he wrote: “Do not transfer knowledge to a person, but try to get him the ability to reach it himself.” Thus, the purpose of preschool education V.F. Odoevsky saw in the improvement of the cognitive powers of children, the development of their learning skills.

Unfortunately, these ideas have not been sufficiently implemented in the past and in modern practice. Homeschooling for preschoolers is most often a simplified version of schooling. Children at the elementary level are informed about the phenomena of the world around them, instead of being taught how to know. This teaching error was noted by L.N. Tolstoy, considering it "the haste of learning." Speaking about the goals of elementary education, L.N. Tolstoy wrote: "It's not that expensive - to know as soon as possible that the Earth is round, but how people got to this point."

L.N. Tolstoy paid much attention to the methodology of elementary education. Based on a generalization of many years of practice in teaching young children, he deduced three general rules for organizing the learning process. 1) The teacher always involuntarily strives to choose the most convenient way of teaching for himself. 2) The more convenient the way of teaching is for the teacher, the more inconvenient it is for the students. 3) Only the way of teaching is correct, which the students are satisfied with.

The content of education, according to L.N. Tolstoy, should be the answer to a question raised by life. This shows true humanism in relation to the child. The teacher treats the pupil as a person who has his own thoughts, requests, respects and appreciates his experience. In this case, the learning process is a joint activity to get answers to life's questions.

Well-known domestic teacher K.D. Ushinsky considers the content of preschool education in the light of the theory of F. Froebel. In his opinion, the content of teaching preschoolers should take into account the needs of preschoolers who are satisfied by adults.

The most successful method of home education for preschoolers, according to K.D. Ushinsky and, as confirmed by research, is a game. K.D. Ushinsky emphasized the importance of the game, especially folk, in working with young children in home schooling.

Following K.D. Ushinsky, the value of nationality in home education was supported by other major researchers of preschool education: E.N. Vodovozova, A.S. Simonovich and others. They actively included folk games, folk toys, riddles, folklore works aimed at this age, and other sources of folk education in preschool didactics.

Intellectual development of preschoolers in home schooling

As studies by scientists show, many elementary school students experience serious difficulties in the learning process. These difficulties are due to many reasons. Specialists of the psychological and pedagogical center "Health" of the Petrogradsky district of St. Petersburg conducted a comprehensive psychological, medical and pedagogical examination of more than 2,000 poorly performing schoolchildren. The results of this study showed that the main reason for the failure of most students is the lack of neuropsychic readiness for a complex learning process. According to surveys, primary school teachers note an increase in the number of children with learning difficulties, which are largely created by an insufficient level of development of the cognitive sphere.

Similar data have been obtained by other researchers and testify to the importance of timely diagnosis of the level of a student's intellectual development. The humanization of the education system, which implies, first of all, an appeal to the personality of the child, orients teachers to its comprehensive development, the creation of favorable conditions for the disclosure of abilities. The most important task of the process of preschool education is the formation of a child as a highly developed open cognitive-personal system capable of self-development, self-organization. According to N.P. The local, means of developing such a personality is the assimilation of generalized methods and forms of mental activity.

According to a survey of teachers and parents of children with a high level of mental development, these first-graders quickly adapt to the conditions of schooling, they form learning activities more actively, they almost do not experience overload in the educational process. These children get sick less often, they are more success-oriented, they enjoy authority among their peers. The conducted studies convince of the expediency of the mental development of preschoolers in the process of their preparation for schooling. This paragraph is devoted to the features of mental development in conditions of home schooling in preparation for school.

The study of various aspects of this problem is devoted to the psychological and pedagogical research of V.N. Avanesova, P.Ya. Galperin, A.I. Dorovskoy, A.Z. Zaka, A.V. Zaporozhets, A.L. Wenger, L.A. Wenger, A.A. Lyublinskaya, A.M. Leushina, G.I. Minskoy, S.L. Noveselova S.N. Nikolaeva, J. Piaget, L.A. Paramonova N.N. Poddyakova, N.F. Talyzina, K.E. Fabry and others. Most researchers present mental development as a process and level of cognitive activity in all its manifestations: knowledge, cognitive processes, abilities. Mental development occurs under the influence of life and the environment. However, the leading role in mental development belongs to purposeful, systematic mental education.

Mental education in preschool pedagogy is usually understood as the purposeful influence of adults on the development of active mental activity of children. In most works, its components include: the communication of available knowledge about the world, their systematization, the formation of cognitive interests, intellectual skills and abilities, the development of cognitive and creative forces.

The tasks of mental education of preschoolers include: the formation of correct ideas about the simplest phenomena of life around; development of cognitive mental processes (sensations, perceptions, memory, imagination, thinking, speech); development of curiosity and mental abilities; development of intellectual skills and abilities, the formation of the simplest ways of mental activity.

Mental education at preschool age is the basis for preparing the child for schooling, the development of his educational activities. In this regard, a number of publications formulate the following tasks for the mental education of a preschooler:

Formation of a system of scientific knowledge about nature and society; 2) the development of mental activity: cognitive processes and abilities, various ways of mental activity; 3) the development of abilities for independent knowledge, the formation of a culture of mental work; 4) education of cognitive interests.

In accordance with these tasks, the main attention in the process of mental education of preschoolers is given to the formation of a culture of mental labor. The degree of its formation is characterized by the level of development of skills and abilities of mental activity, cognitive processes, mental activity and independent development of methods and techniques of scientific knowledge, etc.

The results of psychological research indicate that the acquisition of knowledge at preschool age is not an end in itself. They are mastered on the basis of new forms of intellectual activity. Mental education involves the assimilation of systematized knowledge that reflects essential connections and dependencies in a certain area of reality. To master such knowledge, it is necessary to form generalized forms of mental activity.

An analysis of the available training programs for preschoolers showed that the content of the training is quite thoroughly developed in theory and tested in practice. These developments are successfully used in the practice of many tutors. They experience considerable difficulty in solving other problems of mental education, in particular, the development of cognitive processes, intellectual skills, etc. In this paragraph, the activities of the tutor in solving these problems are considered. We have collectively called this process intellectual development.