The thesis is a comprehensive research of the topical problem of primary school students’ social development at educational institutions that are not funded by the government, which includes theoretical substantiation and pilot testing of the efficiency of the author’s social and pedagogical technique of tutor’s support of primary school students’ social development at private educational institutions of Ukraine.
For the first time the paper explores tutor’s support of primary school students’ social development at private educational institutions; defines the terms “tutor’s support of primary school students’ social development” “technique of tutor’s support of primary school students’ social development”, reveals their content.
Based on comparative analysis of national and European practices, the research surveys the genesis and current state of tutoring in foreign countries and in Ukraine, based on analysis of statistical data, syllabi and tutoring practices summarizes the current state of development of private schools in Ukraine and the development of tutoring; classifies tutoring practices applying the criteria of their functionality and integrity (holistic tutor’s support techniques, incomplete tutor’s support techniques, unorganized non-systemic tutor’s support or imitative tutor’s support)
Author’s technique of tutor’s support of primary school students’ social development at private educational institutions, as well as author’s structural and functional model of its implementation at private schools, consisting of conceptual and targeting, content, procedural and result modules are developed and substantiated. The author defines and substantiates social and pedagogical conditions of the efficiency of tutor’s support of primary school students’ social development at private educational institutions (consistency and coherence of the aim and objectives of students’ social development within the dimensions of the concept of the private educational institution, clients’ (parents’) demand, sustainability and continuity of tutor’s social and pedagogical influence on the mentee; proficiency level of academic personnel involved in primary school students’ tutoring).
The research further elaborates the structure of the notion of primary school students’ social development (intellectual and cognitive, action and behavioural, personal and reflexive components); the classification of methods and techniques of tutor’s support at schools; the periodization of development of private schools network in Ukraine since 2010 till now.
The matrix of relevance and complementarity of the criteria of social development and components of value and competence model of Creative International School for Children’s network is suggested; the evaluation criteria of social development (intellectual and cognitive, action and behavioural, personal and reflexive) and their indicators are defined; levels of primary school students’ social development (basic, intermediate, moderate) are substantiated; their social and pedagogical characteristic features are elaborated.
Author’stechniques of tutor’s support are developed and substantiated, moreover, functionality of Intro and reflection classes, tutorials, mentee’s profiles and behavioural contracts enhanced in order to enable their use within the framework of the technique of tutor’s support of primary school students’ social development and to adjust it to quarantine restrictions during the pandemic, remote learning forms, digitalization of educational institutions and gamification of students’ interactions.
The efficiency of author’s technique of tutor’s support of primary school students’ social development and structural and functional model of its implementation at a private school are verified experimentally. The results of the pilot experiment are consolidated in the dynamic characteristics as well as in comparing control and experimental groups. They demonstrate reduction of the number of children with the basic level of social development and substantial increase of the number of children with moderate level of social development in the experimental group. The result of the formation stage of the experiment showed positive change in each criterion and indicator. In particular, the number of children having high aggression and propensity for explicit aggression in the experimental group reduced considerably. In contrast, the number of primary school students having high level of development of the ability to process social information, to interact with their peers, to reflect socially in the experimental group increased. Primary school students from the experimental group improved their ability to unverstand various non-verbal reactions, to differentiate emotional states.
