Chechko T. Social and pedagogical support of parents of children with peculiarities of psychophysical development in pre-school educational institutions.

The thesis is devoted to the problem of social and pedagogical support of parents of children with peculiarities of psychophysical development in pre-school educational institutions. Theoretical approaches to the essence of the concepts of «support», «pedagogical support», «social support», and «social and pedagogical support», «children with peculiarities of psychophysical development», types and features of disorders in psychophysical development, functional duties of specialists of pre-school educational institutions are summarized and classified in the thesis. The author generalizes national and foreign practices of social and pedagogical support of parents of such a children. The content of the concept of «social and pedagogical support of parents of children with peculiarities of psychophysical development in pre-school educational institutions» as a complex of activities of the specialists of the interdisciplinary team of pre-school educational institutions performed with parents and other social institutions in order to develop the educational potential of parents to ensure appropriate conditions for the upbringing, education and integration of children with peculiarities of psychophysical development into society is determined for the first time. The concepts of «children with peculiarities of psychophysical development» and «assessment of the needs of parents of children with peculiarities of psychophysical development in pre-school educational institutions» are specified. The content of social and pedagogical support of parents of children with peculiarities of psychophysical development in pre-school educational institutions which contains the algorithm of such support and consists of preparatory, practical and final stages is developed and substantiated. The concept of the «development of educational potential of parents of children with peculiarities of psychophysical development in pre-school educational institutions» as a complex of activities of the specialists of the interdisciplinary team aimed at increasing levels of knowledge, forming motivation, skills and abilities of parents to satisfy the needs of a child with peculiarities of psychophysical development and fully perform parental functions is defined. The criteria and indicators of development of educational potential of parents of children with peculiarities of psychophysical development in pre-school educational institutions are substantiated: cognitive (knowledge of parents from different aspects of bringing-up and educating children); motivational (parental attitude to the changes in efficient development of the child, dealing with problem solving and satisfying their child`s needs, desire for self-improvement as a parent, performing parental functions) and practical-activity (skills and abilities of parents necessary for the effective socialization of children and the needs of the family as a whole). The levels of the development of educational potential of such parents (initial, situational, average and optimal) are detected; diagnostic tools for their determining («My knowledge» test, «My attitude» questionnaire, «My skills and abilities» self-assessment form) are developed. The effectiveness of the implemented content-methodological support for the social and pedagogical support of parents of children with peculiarities of psychophysical development in pre-school educational institutions, which includes the comprehensive program of social and pedagogical support of parents of children with peculiarities of psychophysical development in pre-school educational institutions; forms and methods of the support in the development of educational potential of parents; diagnostic tools for determining the levels of educational potential of such parents; forms of organizing and recording the results of social and pedagogical support of parents of children with peculiarities of psychophysical development in pre-school educational institutions has been proved. The content-methodological support for the social and pedagogical support of such parents is determined as a complex of forms and methods of social and pedagogical support of parents of children with peculiarities of psychophysical development; their intentional and systematic implementation contributes to the development of educational potential of parents.