Проблема сиротства в России.(на англ. языке)

Introduction
§ 1. Orphanage as a social problem
§ 2. Special features of development of orphan children
§ 3. Educational system of children’s home
Conclusion
List of sources

Relations in such institutions must be formed as family relations on the basis of love, care and mutual understanding. And as in a god family children must feel that hey are loved and protected.
Unlike the school the children’s home is the institution of closed type. That’s why the educational system is closed, its links with outer world are instable and short-lived. So while forming humanistic educational system of children’s home the following task should be set: the system must be made more open, the environment of pupils should be extended, the system must be integrated into the external environment and permanent and tight contacts with society should be established.
Let us consider the main stages of creating and realizing the individual-oriented programs of pupils’ personality development. Psychological analysis of problems and features of pupils’ personality development shows that the most important and basic problems are the disorders of emotional and volitional sphere, emotional condition and social adaptation.
The first stage of realization of the most common for al the pupils program of positive development is creation of atmosphere of trust, respect, absolute acceptance and love of children from the direction of teachers and all the employees of children’s home. Threats, cries, insults, bluff and other negative attitude toward children that cause anxiety, spite, distrust, concealed or evident hostility of children toward adults are unacceptable.
At the second stage it is necessary that children clearly and precisely understand their rights and duties. Forming of skills and knowledge of social interaction and communal life is necessary. To achieve it the adults must precisely meet all the requirements of the first stage. Realization of rights and duties forms basis of positive world view, notions of justice and moral principles of society life. And as at the first stage the teachers must present the model of behaviour and attitude toward everybody and every side of pupils’ social life.
At the third stage of program realization the emphasis should be put on forming of skills of self-regulation and determined overcoming difficulties: in studies and other kinds of activity. This forming should be performed on basis of understanding of every person’s rights and duties and on basis of cordial relation between people, friendship and affection (and mutual duties) between teachers and children, formed at the first stage.
At the fourth stage emphasis is made on own interests of a child, support of his socially acceptable interests. Of course it is always necessary, but the special attention to it should be paid after the development of qualities, described earlier. The motivation to success is forming. The cognitive, aesthetic, creative skills are developing. The conditions created for various types of activity: clubs, hobby groups, camping trips, collecting, sport and other forms of including of a child into variety of cultural life. A child gets all possible types and kinds of support.
At the fifth stage the social position of personality, personal and professional self-determination, choice of way of life are forming.
If a child wasn’t sufficiently developed at first or second stages, his normal development on further stages will be more difficult. It is not worth developing higher needs and moral qualities on further stages, if the needs of lower levels of personality development were not determined.
No doubt, that working with particular children teacher should take into account the features of their development and apply different pedagogic techniques, methods and means at every stage of child’s development.
Conclusion
Significant growth of orphanage during recent years has become actual and menacing phenomenon in Russia. Social immaturity, inability to solve problems independently, to take responsibility for child’s bringing up lead to increase of number of incomplete families, break of structure and functions of family, worsening of conditions of children upbringing, unemployment of parents. And as a consequence parents voluntarily refuse from their children, alcoholism and drug addiction are developing. Unfortunately, children who live in such families or who are social orphans often repeat the destiny of their parents and so the vicious circle of social orphanage emerges.
Despite active support of closed institutions by government and all the efforts toward development of priority forms of placing orphans into families, the number of institutions of state guardianship is continuously increasing. In Russia emerged another notion – the concealed social orphanage – it is the orphanage when parents are alive but life conditions in family are worsening. In terms of instability of socio-economic situation, inflation, unemployment and forced migration of population, lowering of families’ life level the number of so called refused children is increasing.
Today the extremely urgent question is that of increase of adaptation effectiveness and further integration in modern society of orphan children and children who were deprived of parental custody and who live in boarding schools. Having deep historical rots, owing to different reasons modern public upbringing of orphan children cannot effectively solve the problem of orphans’ social adaptation, including children with development disorders. Children who are deprived of parental custody, have not been the objects of scientific researches till now, however several works, carried out in our country and abroad, showed that orphan children have specific features in their development, which characterize the low level of interpersonal relations, underdevelopment of speech and thinking activity, specific manifestations of emotional and volitional sphere. As a consequence of communication deficit and absence of family affections the children do not develop stable positive self-sensation and active position toward surrounding world, skills of cooperation and activity according with the example; intellectual actions of orphan children are extremely situational, imagination is not developed, they do not possess cognitive initiative etc. In this context it is vitally important to work with orphan children correctly from pedagogic and psychological points of view.
List of sources
Addresses of experience: conclusion and analysis of working experience of establishments for orphan children and children who remained without parental custody according the main directions of federal program “Orphan children”. – M., 1998. – 213 p.
Burlakova T.T. Special features of bringing up system of children’s home/ providing the quality of specialists preparation in the system of continuous pedagogic education. – Tula: TGPU, 1999. – 93 p.
Children of risk. Practical aspects of psychological help to children who suffered from violence. St.Petersburg, 2002. – 319 p.
Children of streets. Juvenile and youth alternatives of St Petersburg, 2001; parts 1, 2. – 154 p.
Deprived of parental custody: reader/ editor – compiler V.S. Mukhina. – M.: Prosveschenie, 1991. – 551 p.
Education and development of children in children’s homes. –M., 1996. – 319 p.
Lisina M.I. The ways of influence of family and children’s homes on preschool age child’s personality development.// Psychological foundations of personality forming in conditions of public bringing up.– M., 1979. –304 p.
Social and psycho-pedagogical problems of children education. International program “Street children of St. Petersburg: from exploitation to education”. Publishing house of St Petersburg State University, 2001. – 132 p.
The technologies of complex approach to solving a problem of family troubles. Ed. Voronova E. Report on the program “Creation of safety zone, free from children labour in Kirovskyi area”.
Vasilkova U.V., Vasilkova T.A. Social pedagogy. М.:ACADEMIA,1999. – 461 p.
Deprived of parental custody: reader/ editor – compiler V.S. Mukhina. – M.: Prosveschenie, 1991. – 551 p.
Addresses of experience: conclusion and analysis of working experience of establishments for orphan children and children who remained without parental custody according the main directions of federal program “Orphan children”. – M., 1998.
Vasilkova U.V., Vasilkova T.A.. Social pedagogy. M., 1999. P. 299.
Children of risk. Practical aspects of psychological help to children who suffered from violence. St.Petersburg, 2002.
Children of risk. Practical aspects of psychological help to children who suffered from violence. St.Petersburg, 2002.
From the State report of 1994. “About children’s condition in Russian Federation”, M., 1995, chapter 8.
Mukhina V.S. The special features of development of children, who are being brought up in board schools /Bringing up and development of children in children’s homes. – M., 1996.
Lisina M.I. The ways of influence of family and children’s homes on preschool age child’s personality development.// Psychological foundations of personality forming in conditions of public bringing up. – M., 1979.
Deprived of parental custody: reader/ editor – compiler V.S. Mukhina. – M.: Prosveschenie, 1991.
Burlakova T.T. Special features of bringing up system of children’s home/ providing the quality of specialists preparation in the system of continuous pedagogic education. – Tula: TGPU, 1999.
Education and development of children in children’s homes. –M., 1996.
Burlakova T.T. Special features of bringing up system of children’s home/ providing the quality of specialists preparation in the system of continuous pedagogic education. – Tula: TGPU, 1999.
Deprived of parental custody: reader/ editor – compiler V.S. Mukhina. – M.: Prosveschenie, 1991.
Deprived of parental custody: reader/ editor – compiler V.S. Mukhina. – M.: Prosveschenie, 1991.
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