Педагогічна сутність проблеми соціального сирітства

Abstract

The article considers historical and pedagogical pedagogical approaches to the upbringing and protection of orphans in historical retrospect - spiritual and moral, differentiated, biosocial, educational and developmental, adaptive and socio-cultural. The pedagogical essence of the problem of social orphanhood is determined, which consists, first of all, in violation of children's rights to proper upbringing, development and education by parents themselves, which leads to learning difficulties, violation of children's psychological state, impossibility of full socialization. It is emphasized that in order to solve the problem of social orphanhood, it is most expedient to work with families in the primary and secondary degree of distress, to intensify work with them in contact with other subjects of prevention. It is noted that prevention in this direction is the prevention of social orphanhood and the provision of timely, comprehensive, targeted, qualified assistance to children and families in difficult life situations. The conclusion to the work was the opinion that the main tasks for the prevention of social orphanhood should be called: eradication of family and child problems, prevention; ensuring the priority of family forms of placement of orphans and children left without parental care; expansion of legal, material and social guarantees of their full development and education.