Moshkin V.N., Lapaeva A.I. Structure of education of psychological culture of safety

FORMATION OF PSYCHOLOGICALCULTURE AT PUPILS OF PRIMARY SCHOOL AGE

Galina Vinokurova

candidate of Sciences, Dean of faculty of Psychology and Defectology, assistant professor of Mordovian State Pedagogical Institute,

Russia,Republic of Mordovia,Saransk

Maria Dementieva

4 th year student of faculty of Psychology and Defectology Mordovian State Pedagogical Institute,

Russia,Republic of Mordovia,Saransk

ANNOTATION

The article is devoted to a problem that is relevant for modern psychology - the formation of psychological culture among students of primary school age. The concept of psychological culture and its structural components are revealed. A technology for the formation of psychological culture in children of primary school age is proposed through purposefully organized work on the development of the main structural components of this personal education. The results of a tested program for the formation of psychological culture in primary school students are presented.

ABSTRACT

The article is devoted topical the problem for modern psychology – the formation of psychological culture at pupils of primary school age. Reveals the notion of psychological culture, its structural components. Offered the technology of formation of psychological culture among children of primary school age by means of purposefully organized work on the development of the main structural components of the personal education. Presented the results of a proven program on the formation of psychological culture among pupils of primary school age.

Keywords: psychological culture; structure of psychological culture; technology for the formation of psychological culture; junior school age.

Keywords: psychological culture; the structure of psychological culture; technology of formation of psychological culture; primary school age.

The progressive development of society is impossible without educating a new generation of people who have fully absorbed all the achievements of material and spiritual culture. The most important direction of this process is the formation of psychological culture among the younger generation.

In its most general form, psychological culture can be defined as a system of mental processes and properties of a person, thanks to which an understanding of oneself and other people as subjects and individuals is achieved, effective influence on other people and on oneself, an adequate attitude towards people (including oneself) as to individuals. In accordance with this, the main structural components of this culture are: intellectual (cognitive), regulatory-practical (behavioral) and value-semantic (spiritual-moral).

The problem of psychological culture at the present stage of development of society is being actively solved both at the theoretical and practical levels. However, despite numerous studies done by scientists (S.V. Borisova, E.V. Dementieva, L.S. Kolmogorova, K.M. Romanov, O.N. Romanova, etc.) on various aspects of the study of the psychological culture of the individual , the problem of its formation is relevant. It becomes especially significant during the period of primary school age, when the most important changes occur in the cognitive and personal spheres of a person. Already in elementary school, students show an increased interest in both studying their own inner world, their own characteristics and the possibilities of interpersonal relationships, and the spiritual component of their lives in general. That is why it is important from this moment to form psychological culture as a holistic personal formation.

To form a psychological culture and improve it in recent decades, independent training courses in psychology for primary and secondary schools have begun to be introduced into school practice (I.V. Dubrovina, Yu.M. Zabrodin, M.V. Popova, G. Bardier, I.M. . Nikolskaya, etc.), as well as integrated courses, including the psychological aspect: “Humanology” (L.S. Kolmogorova, etc.); “Humanology” (L.I. Malenkova and others), “Valeology” (V.V. Kolbanov and others). Technologies for the formation of psychological culture are also presented in the works of S.V. Borisova, E.V. Dementieva, K.M. Romanova, O.N. Romanova and others. However, it should be noted that at present in the system of psychological education there are no comprehensive methods, techniques, techniques aimed at the formation of psychological culture as an integral personal education. Most often, the techniques are aimed at the formation of only its individual components. In connection with the existing problem, we have attempted to develop and test a comprehensive program aimed at developing a psychological culture among primary school students.

In order to study the level of formation of the components of psychological culture in junior schoolchildren, at the stage of the ascertaining experiment, we conducted an appropriate diagnosis, in which twenty-two fourth-grade students of the municipal educational institution “Gymnasium No. 23” took part. Saransk. The following methods were used as psychodiagnostic tools: the “Psychological Literacy” questionnaire (L.S. Kolmogorova), the “How do I behave?” questionnaire. (L.S. Kolmogorova), method “Unfinished sentences” (modified by L.S. Kolmogorova), method “Diagnostics of the level of development of reflexivity” (A.V. Karpov), method “Determination of self-esteem” (Dembo-Rubinstein in modification A .M. Parishioner) . The data obtained is presented below:

1. The majority of junior schoolchildren have a low level of psychological literacy and psychological competence (54.5%), an average level is observed in 36.4%, and a high level in 9.1% of subjects.
2. A positive nature of relationships in relation to others and oneself is observed in 9.1% of junior schoolchildren, negative – in 36.4% of subjects. The majority of children (54.5%) have a neutral relationship.
3. The majority of children of primary school age showed an average level of development of reflexivity (54.5%), a high level was found in 9.1% of the subjects, and a low level in 36.4%.
4. The majority of junior schoolchildren have an inflated level of self-esteem (54.5%), an adequate level of self-esteem was found in 36.4% of children, and a low level of self-esteem in 9.1%.

Analyzing the data presented above, we can say that the majority of primary school students do not have certain psychological knowledge, awareness in the field of human mental activity, and therefore do not know how to apply them in the course of interpersonal interaction and communication with others. In most cases, children have a neutral relationship, an average level of reflexivity as an awareness of the characteristics of their personality, and an inflated level of self-esteem, which is characteristic of this stage of development.

To organize effective work, we randomly divided the group into two equal subgroups (11 people each) and carried out formative work with one of them (group No. 1 - experimental) according to a previously developed program, having previously determined whether there were statistically significant differences between these subgroups in indicators of the formation of components of psychological culture. Mathematical data processing carried out using the Mann-Whitney U test and the φ٭ criterion - Fisher's angular transformation showed that the differences are minimal and statistically insignificant.

I would like to describe our program a little. This program is focused on the development of psychological culture in students of primary school age (10–11 years old) and consists of diagnostic, installation, developmental stages, as well as a block of effectiveness of developmental activities. Includes various psychological technologies (diagnostic, developmental, educational), which are built in a certain sequence and are represented by developmental exercises, role-playing games, analysis and modeling of various situations, art therapy techniques, etc. It is based on the following methodological principles of the formation of psychological culture: the principle of activity, the principle integrity, the principle of relying on individual everyday psychological experience, the principle of relying on elementary units and genetically early forms of existence of psychological culture, the principle of taking into account age and individual psychological characteristics.

At the stage of the control experiment, a repeated diagnosis of the level of formation of the components of psychological culture was carried out using diagnostic tools used at the diagnostic stage of the study. General data for the experimental and control groups are presented in Tables 1–5.

Table 1.

Results of studying the psychological literacy of subjects in the experimental and control groups after the formative experiment

The data in Table 1 indicate that the level of development of psychological literacy in the subjects of group No. 1 after the formative experiment became significantly higher than that of the subjects in group No. 2 (control group) by p≤0.01. This circumstance allows us to draw the following conclusion: junior schoolchildren in the experimental group have certain psychological knowledge, greater awareness in the field of the surrounding reality, mental activity and human characteristics than the children in the control group.

Table 2.

Results of studying competence in behavior and communication of subjects of the experimental and control groups after the formative experiment

The data in Table 2 indicate that the level of development of competence in behavior and communication in the subjects of group No. 1 after the formative experiment became significantly higher than in the subjects of group No. 2 (control group) by p≤0.01. This circumstance allows us to draw the following conclusion: younger schoolchildren in the experimental group are able to better control their actions and statements, find ways of harmonious relationships and communication with the people around them.

Table 3.

Results of studying the characteristics of the nature of the relationships between the subjects of the experimental and control groups after the formative experiment

Significance level: * – p≤0.05 (1.64); ** – р≤ 0.01 (2.31)

The data in Table 3 indicate that, in general, among the subjects of group No. 1, a positive attitude is predominant (45.4%), and among the subjects of group No. 2, a neutral attitude (54.5%) is predominant. A significant difference between the indicators of the subjects of these groups was obtained in the positive sphere of relationships at p≤0.05. The results obtained indicate that the majority of junior schoolchildren in the experimental group have a positive self-attitude and attitude towards others than their classmates.

Table 4.

Results of studying the level of development of reflexivity of subjects in the experimental and control groups after the formative experiment

The data in Table 4 indicate that the level of reflexivity in the subjects of group No. 1 after the formative experiment became significantly higher than in the subjects of group No. 2 (control group) by p≤0.05. This suggests that the younger schoolchildren of the experimental group gradually began to pay attention to themselves, analyze their actions, speech, products of their own activity, etc.

Table 5.

Results of studying the level of self-esteem of subjects in the experimental and control groups after the formative experiment

The data in Table 5 indicate that the level of self-esteem in the subjects of group No. 1 after the formative experiment became significantly higher than that of the subjects in group No. 2 (control group) by p≤0.05.

In accordance with the above results, we can conclude that the tested program is quite effective and can be used by school psychologists when working with primary schoolchildren. Purposeful work on the formation of psychological culture contributes to the development of its main structural components in younger schoolchildren.

Bibliography:

1. Karpov A.V. Reflexivity as a mental property and methods of its diagnosis // Psychological Journal. – 2003. – No. 5. – P. 13–23.
2. Kolmogorova L.S. Diagnosis of the psychological culture of schoolchildren: a practical guide for school psychologists. – M.: Vlados-Press, 2002. – 360 p.
3. Romanov K.M. Psychological culture: textbook. allowance. – M.: Kogito-Center, 2015. – 314 p.
4. Romanova O.N. Formation of psychological culture of junior schoolchildren: dis. ...cand. psychol. Sci. – Kazan, 2003. – 203 p.
5. Shukshina L.V. The influence of psychology lessons on the formation of psychological culture // Psychological culture of man: theory and practice: materials of the All-Russian Federation. scientific-practical conf. with international participation (Saransk, February 27–28, 2012). – Saransk, 2012. – P. 100–104.
6. Encyclopedia of psychodiagnostics. Diagnostics of children / ed. D.Ya. Raigorodsky. – Samara, 2007. – 234 p.

Extracurricular event (lesson) on multicultural education. Abstract

Topic: We are different - this is our wealth, we are together - this is our strength.

Target: the formation of a comprehensive and harmoniously developed personality, capable of creative self-development and realizing ethnocultural and civil self-determination on the basis of national and family traditions, cultural values; creating conditions for the development of tolerant consciousness of students.
Tasks:
1. Master the basics of national culture and introduce students to the history of different nations, whose representatives are studying in the class.
2. To instill in students an understanding of the uniqueness of the culture of peoples, respect for national values, and ethnic characteristics.
3. Show students that they are completely different and dissimilar from each other, but each of them is an individual; to promote the student’s awareness of his uniqueness.
4. Give each student the opportunity to think about his behavior in the classroom, in the family, among friends and evaluate the behavior of others; Help students understand that discrimination in any form contributes to exclusion.
5. Broaden the horizons of pupils.
Planned results:
Personal:
1. Positive attitude towards the culture of all peoples.
2. The desire to acquire new multicultural knowledge and skills, and improve existing ones.
3. Be aware of your difficulties and strive to overcome them by mastering new types of multicultural activities.
Metasubject:
Regulatory UUD
1. Independently determine the goal of extracurricular activities, correlate your actions with the goal.
2. Draw up a plan for completing extracurricular activities under the guidance of a teacher.
3. Adjust the execution of the task in accordance with the plan, conditions of execution, and the result of the action at a certain stage.
4. Make a choice of literature for a specific purpose.
5. Evaluate your own success in completing tasks.
Cognitive UUD:
1. Independently assume what additional information will be needed to study unfamiliar material; select the necessary sources of information within the framework of project activities.
2. Retrieve information presented in different forms.
3. Present the results of work, including using ICT.
4. Actively participate in the discussion of tasks, propose different ways to complete tasks, justify the choice of the most effective method of action.
Communication UUD:
1. Observe the norms of speech etiquette and the rules of oral communication in everyday life.
2. Read aloud and silently the texts of fiction and popular science books, understand what you read, ask questions, clarifying what is not clear.
3. Participate in dialogue, listen and understand others, express your point of view, understand the need to argue your opinion.
4. Participate in the work of the group during project activities, distribute roles, negotiate with each other, taking into account the final goal.
5. Provide mutual assistance and mutual control when working in a group.
Equipment: multimedia projector, PowerPoint presentations; music of the represented peoples, costumes, cards with the names of the countries, a candle.
Participants: primary school students (grades 4-7), teachers and parents.
Epigraph
(Written on the board or poster)

“Our school is our common home,
Our common happiness
We are looking forward to meeting her,
To get together
Sons of different nations -
Here we are like one family.
We are different, but equal,
Whether it's you or me..."
Progress of the event:
I. Organizational moment
Student activities: To the music, children enter the hall and sit on pre-set chairs in front of the projector, greeting the guests who came to the event.
Greetings:
Teacher: Hello, dear guests and dear friends! We welcome our guests gathered at our open event.
Video - (what is tolerance, how is this word translated, what does it mean; how to become tolerant)
Introductory word:
- We are all different, and yet we have a lot in common. At school, as everywhere else, there are small, large, thin, overweight, disabled people, foreigners, gypsies, girls, boys. We are all different. Why do we sometimes reject some people and make fun of them? Because we are afraid of them, we don’t want to share with them, or we are not confident in ourselves. Of course, we don't have to love everyone! However, all people, even if they are poor, old or sick, have the same right to live with dignity on our planet and not suffer contempt or insults. Despite our differences, we all belong to the human race, and each of us, whether man, woman or child, is unique and significant.
People of different nationalities live on our planet. There are some similarities between them, but there are also differences. Today, on the eve of the Day of Tolerance, we will talk on the topic: “We are different - this is our wealth, we are together - this is our strength.”
Exercise “The most important person”.
Teacher: I suggest you meet the most important person, whose portrait is in the “magic chest”.
(Children look into the boxes and see their reflection in the mirror.)
Conclusion - the most important person on earth is themselves.
Teacher: Who you are?
Children: Son, daughter, brother, sister, resident of Russia, grandson, granddaughter, student (tsa)…
Next, the teacher asks questions: Guys,...
1. Raise your hands - who was born in winter..., spring, etc.
2. Stand up, those who have blue..., brown..., green... eyes.
3. Stand in a line by height (from shortest to tallest), by hair color (from darkest to lightest).
Teacher: You see how different you all are. What unites you?
Students:- we learn in the same class
- We live in the same city
- equal in age, etc.
Teacher: You are united by a team, certain rules that operate in society.
1. Greeting exercise.
Target:
assist in establishing contact between group members and the mood to work in the group.
get to know the greetings of different nations.
Teacher: distributes cards with the names of countries and students greet each other using greeting rituals accepted in different cultures (there is a choice of country sheets with the names of countries)
- hug and three kisses alternately on both cheeks (Russia);
- slight bow with arms crossed on the chest (China);
- handshake and kiss on both cheeks (France);
- slight bow, palms folded in front of the forehead (India);
- slight bow, arms and palms extended to the sides (Japan);
- kiss on the cheeks, palms resting on the partner’s forearms (Spain);
- a simple handshake and a look in the eyes (Germany);
- soft handshake with both hands, touching only with fingertips (Malaysia);
- rub noses against each other (Eskimo tradition).
Now you have become a little closer to each other, you have felt the energy of another person, support, and this is sometimes so necessary in our lives.”

2.Teacher: Our country is very huge and multinational, rich and amazing. Different religions and different nationalities coexist in it. They live, are friends, help each other for many centuries.
Guys, name the nationalities you know living on the planet.
Students name the nationalities known to them
Teacher: look at the board (presentation about people of different nationalities - pictures of people in national costumes and music). How do nationalities differ from each other?
Students name the differences.

3.Teacher: And now I will read you a poem by A. Usachev, and you imagine the main character.
There was an amazing house by the river,
An amazing gnome lived in the house,
His beard grew to the floor,
And in that beard lived a Star.
This Dwarf knew neither worries nor worries.
The star illuminated the whole house
And she lit the stove and cooked porridge,
And I told him fairy tales before bed...
And the Dwarf scratched his beard with admiration,
Which was, of course, pleasing to the Star.
She ate only crumbs of bread,
And at night she flew into the sky for a walk.
So the years and centuries passed slowly...
But one day the flour in the house ran out.
And the Dwarf, saying goodbye to the hatched stove,
At dawn I went to the city beyond the river.
And in that city they didn’t wear beards.
“Ha-ha, hee-hee-hee,” the people began to laugh.
“Here is a scarecrow,” everyone told him.
And the Dwarf got scared and shaved off his beard.
And his beard fell to the floor,
And then the Star rolled over him.
The river now has an ordinary house,
An ordinary Dwarf lives in this house.
His beard has grown again,
But the Star never returned to him.

Teacher: Why did people treat him this way and not otherwise?
What would you do in such a situation?
The teacher listens to the students' answers and draws conclusions, which the children write down in a notebook: each person is one and only, each person is an individual who has rights and responsibilities to himself and other people.
4.Teacher: Guys, now let's think about the Golden Rule - “Do unto other people as you would have them do unto you.”

Can you answer why people should follow this rule and care about others?
Students:- this is how parents and teachers advise you to behave. If you behave differently, you can get into trouble.
- if you care about others, they will most likely care about you.
- if you are a kind and honest person, others will think well of you.
- other answers are possible.
Teacher: Let's say that you represent a society where cruelty and oppression already reign, your own behavior must comply with established rules. Does this mean that you should behave badly towards others?
Students: No, people have the right to be treated with respect. Other people have the same rights as you.
This conclusion is written down in a notebook.
5.Teacher: Let's all try to guess the riddles of different peoples of the world together.

Mysteries of the peoples of the world
Nobody offends her, but everyone pushes her (Kazakh). - door
Flying all day long
Everyone gets bored
The night will come
Then it will stop (Belarusian). - fly
Four guys wear one hat (head) - table
A wooden neck, an iron beak, shouts: “Knock-knock-knock!” (nan.) – hammer
Teacher: People of different nationalities live on our planet. Each nation glorifies and honors its traditions, customs, holidays, each nation has its own national costumes, dishes, folk poets and artists, each nationality has its own native language and even a president, coat of arms, flag and anthem. There are some similarities between them, but there are also differences. You and I live in a large, large territory, which is correctly called the Russian Federation, in which many people of different nationalities live. Our class is also multinational and today the guys have prepared interesting information for you about their peoples.
Next, the students of the class speak, each talking about their nationality. (People's music sounds in the background)
Teacher: Now let's play.
6. Game “What makes us different?”
Target: awareness of the individuality of people around you
If there are few guys, you can all work together, if there are more than 15 people, you can divide them into two teams and hold a competition between them.
Tasks:
line up using the first letter of your name (to check the completion of the task, we ask the children to say their full name);
build according to hair color: from the lightest, blondes, to the darkest, brunettes;
build according to eye color: from light blue to dark brown (this task usually evokes strong emotions, because, having studied together for ten years, many do not know what color his classmate’s eyes are).
Variations of tasks are possible at the discretion of the teacher and students; you can invite the children to come up with tasks of this type.
Conclusion: What makes us different? (guys' answers):
Height
Hair and eye color
Cloth
Knowledge
Name
Nationality
Figure
Age
Character
Culture…
We are all so different: blondes and brunettes, kind and evil, plump and thin, bald and with pigtails, sad and cheerful...
What unites us is that we are all human.
We live in the same country, on the same planet
We live in the same city, republic
We study in the same school, in the same class.
We are doing one thing and so on.
The poem “World Round Dance” by S. Ya Marshak is read by children.

Goal: awareness of the value and uniqueness of one’s own personality and the personality of other people and the presence of a unifying principle despite all differences.
So, we are talking about the fact that each person is unique, but at the same time there is something that can unite us, who are so different. Now each of you will receive two small leaves of different colors - green and orange. Let's explain the meaning of each color:
green – “like everyone else”;
orange – “like no one else.”
Each student is asked to make a note about himself, about his own properties and traits, on pieces of paper of the appropriate color. Wherein
on the piece of paper “like everyone else” there should be written down a quality that is really inherent in this person and unites him (as it seems to him) with all the other members of the group.
on a piece of paper “like no one else” write your unique character traits, which are either not characteristic of others at all, or are much more strongly expressed in you.
Using a marker, draw a trunk on a magnetic board. The tree can be called
“Qualities of our class” After all participants have filled out the sheets of paper, we ask everyone to stick two sheets of paper on the tree and voice both qualities. As a result, the board produces a tree with a lush crown, consisting of multi-colored foliage: green leaves (similarities), of which there are as many as orange leaves (differences).
Conclusion: everyone was able to make sure that in the class there are people with similar characteristics, on the one hand, and that these properties are not inherent in everyone, on the other.
The exercise is quite lyrical and sincere. It allows participants to see themselves as some kind of “unity of dissimilars”, helps everyone find support and at the same time emphasize their individuality.
9. Exercise “Let’s dream up...”
Imagine that the time will come when all people on Earth will become exactly the same (height, hair and eye color, clothes, amount of knowledge, etc.)
1. What will this world be like? How will people live in it?
2. Is it good or bad that we are all different?
3. How to live in a world where there are so many different people?
The presenter concludes: Differences complement and enrich society. To live in peace, people need to learn to live by solving problems and tasks through cooperation.
Don't evaluate people, but appreciate them!

Sections: Extracurricular activities

Explanatory note

One of the priority tasks of a modern comprehensive school should be the formation of a creative, courageous and free-thinking person with a high culture, broad and deep, constantly updated and developing knowledge. How to build an educational process so that students are just like that, socially in demand?

The main contradiction identified in the process of educational work is that there is an obvious need to revive and create a spiritual and moral basis for the educational process, which could effectively counter the negative influence of the street, the media and other asocial phenomena of modern life.

The program “Formation of a student’s personality culture” is intended for educational work in 8th and 9th grades. The program helps class teachers professionally and competently organize extracurricular activities for students. The program material is aimed at ensuring that schoolchildren can independently be in macro- and microsociety and interact with the people around them.

Classes developed in accordance with this program involve involving parents in joint work with children, which undoubtedly unites families and helps in solving the eternal problem of “fathers and children.” The program helps the student form a new attitude towards himself, his character, and his abilities.

The class teacher creates a team with a favorable moral, emotional and psychological environment that promotes the diversified development of students, the formation of their need for self-education and self-education, the formation and manifestation of the individuality of each child.

Purpose of the program is to create conditions for the formation of a student’s personality culture, the upbringing of a Person and a Citizen who knows how to adapt to the modern world, who is able to find a place in it, make independent decisions, express their opinions, and think creatively.

Objectives of educational work:

1. Development of social skills and team functioning skills in society (interaction with the teaching staff, class, parents, etc.).
2. Improving the conditions for the development of the needs for self-knowledge, self-development and self-determination based on moral values ​​and leading life guidelines.
3. Creating conditions for preserving and strengthening the health of pupils. Promotion of healthy lifestyles.
4. Formation of moral and ethical life principles among students, patriotic education, aesthetic development.
5. Acquiring skills for students to navigate the global information space (searching for information on-line and off-line, working with remote databases and becoming familiar with copyright and intellectual property laws)

Main areas of work:

1. Healthy lifestyle culture.
2. Spiritual and moral culture.
3. Social culture.
4. Psychological culture.
5. Information culture.

This program has been tested for two years.

The testing results showed that the level of education of the class team has increased. Students' communication skills have been developed. Standards of behavior in public places have been instilled. Students’ horizons in the field of a healthy lifestyle have expanded significantly, and a system of special knowledge and skills in the field of children’s and youth tourism has been formed. The psychological qualities of a highly moral personality have been formed, and the skills of value orientations have been instilled. Mastered information retrieval techniques using modern computer technologies.

Healthy lifestyle culture– health-preserving and health-strengthening functions. This facet of personality culture has its own purpose maintaining and strengthening children's health as a condition for the existence and development of other aspects of their lifestyle.

Activity: Thematic classes, outdoor games, conversations with specialists (medical workers, psychologists), cultural activities to promote a healthy lifestyle, sports competitions, excursions and hikes.

Spiritual and moral culture. Purpose This direction is the formation of the basic spiritual values ​​of a cultural personality. In this direction, moral culture, aesthetic culture, ethical culture, etc. are distinguished.

Activity: Thematic classes, literary lounges, KTD, meetings with interesting people (poets, museum workers, participants in the Great Patriotic War), participation in charity events, visits to the Krasnodar Academic Theater.

Social culture includes a culture of communication, interaction, a culture of behavior, a culture of communicative tolerance, etc. Home target This direction of education is to form a person ready to perform the social functions of a worker and citizen.

Activity: Class hours, situational workshop on the culture of communication, parent-student conference (prevention of interethnic conflicts).

Psychological culture. Purpose This aspect of educational work is the harmonization of the child’s inner world, the creation of a holistic, consistent “I-concept”, a state of internal well-being. This direction involves intensifying the processes of self-education, self-improvement, self-realization, and self-development.

Activity: Individual conversations and consultations with a psychologist, thematic classes, CTD.

Information culture. This line of work has purpose developing a person’s ability to identify the need for information, the ability to effectively search for it, evaluate, interpret and use it, observing ethical norms and rules.

Activity: Class hours, KTD, brain-ring, erudite shows, quizzes, competitions.

The program is implemented through student government in class and systems for working with parents.

Student self-government in the classroom carried out through creative groups (Centers), which is the most acceptable form, because involves the voluntary association of students into interest groups.

Each group is engaged in planning and organizing CTD, traditional school affairs in the main areas of the school’s work (intellectual, patriotic, spiritual and moral, aesthetic, environmental, labor development).

General Meeting of Friends . The highest body of student government in the city of Friends (8th grade students).

Cool Duma plans class activities, prepares scenarios for activities and events, listens to the report of the city Mayor, heads of the Centers, evaluates the results of the Centers’ activities, approves rules, memos and other documents for residents of the city of Friends, implements the decisions of the General Meeting of Friends.

Mayor of the City of Friends - headman. This is the main representative of the city of Friends in the school-wide state, elected by a general secret ballot of all students at the beginning of the school year for a term of one year. Voting is preceded by an election campaign. Candidates for the post of Mayor prepare and present their programs. The election results are summed up by a counting commission consisting of 1 representative of each Center.

Center for Science and Knowledge organizes mutual assistance in learning, plans, organizes and conducts educational activities in the city, holds “city” conferences, participates in the preparation of days of science and creativity, and keeps records of the intellectual achievements of the residents of the city of Friends.

Press center collects and processes information from other Centers and services, works to prepare for publication of messages and news from the city of Friends in the school newspaper; informs students about events taking place in the general school state, competitions and competitions held in it and reports on their results;

Labor and Care Center plans and organizes the work of the volunteer detachment (assistance to the school library, patronage of a veteran of the Great Patriotic War), controls the activities of the class attendants, makes proposals for its improvement; organizes students to help the school with various chores (cleanup work, furniture repair, general cleaning, etc.).

Within the framework of the Center for Labor and Care there is "Cozy Home" Committee , who organizes the work of landscaping the classroom and is engaged in its improvement.

Technical Service Center assists the Centers in holding events, monitors the safety of school furniture and equipment, and organizes minor repairs.

Culture and Recreation Center organizes traditional holidays (“Birthday Day”, “Cabbage Day”, etc.); plans and organizes class leisure activities, organizes concerts, cultural programs, show programs. Provides assistance in conducting technical testing.

Health and Sports Center holds health days, organizes work on preparing and forming a team for various competitions, records the sporting achievements of residents of the city of Friends, and organizes educational work on a healthy lifestyle.

Involving parents in working with students

The educational system of the classroom cannot work effectively without close cooperation with the parents of students.

Well-organized interaction between family and school makes it possible for parents to realize that for the development of a healthy and full-fledged personality, their direct active participation in the life of the class and school is necessary.

Collaboration between students and parents is multifaceted .

Parents of the class must actively participate in all areas of educational work in the class. They should have a high interest not only in improving academic performance and quality of education, but also in shaping the spiritual and moral culture of students. In joint activities with parents, special attention is paid to the culture of a healthy lifestyle for schoolchildren. An important part of the educational process is the activity of the class teacher and parents in shaping the psychological culture of schoolchildren. Parents must understand that only the personal example of adults is capable of raising a person ready to perform the social functions of a worker and citizen, and therefore they are also active in shaping the social culture of students.

List of used literature

1. Parent meetings: 9th grade / Author. -comp.L.A. Egorova. -M.: VAKO, 2009.-224 p. -(Academic year).
2. Kulinich G.G. Bad habits: addiction prevention: grades 8-11. – M.: VAKO, 2008.-272 p.-(Pedagogy. Psychology. Management).
3. Istratova O.N., Exacousto T.V. Handbook of a secondary school psychologist.-5th edition. – Rostov n/d.: Phoenix, 2008. -510, p.: ill. – (Directory).
4. Derekleeva N.I. Handbook of the class teacher. 5-11 grades. M.: “VAKO”, 2004, 272 p. – (Pedagogy. Psychology. Management).
5. In computer country / ed.-comp. L.I. Zhuk. - Minsk: Krasiko-Print, 2009. V 11 - 128 p. - (Holiday at school).
6. Civic and patriotic education (classroom hours, school-wide events, intellectual games, quizzes) / author's compilation. E.V. Usatova and others - Volgograd: Teacher, 2006. - 137 p.
7. Compiled by: a team of co-authors. System of open events at school: class hours, extracurricular activities, open lessons - Volgograd: Teacher, 2007. - 204 p.
8. Magazine "Class Teacher" No. 3, 2004

Webliography

1. www.klass.resobr.ru
2. www.uroki.net
3. www.poisk.hotbox

One of the main tasks of reforming the education system is the targeted development of the personality of students in accordance with their interests, needs and individual characteristics, as well as the requirements of society. To solve this problem, it is necessary to ensure the successful socialization of students, create a favorable moral and psychological climate in the team and conditions for the manifestation of an active life position, initiative, independence, and the formation of healthy lifestyle skills.

A student is a representative of a specific social category of people preparing for professional work, highly qualified performance of the functions of a specialist in a particular field of activity.

The complexity, uncertainty and inconsistency of modern socio-cultural life causes significant mental, personal and interpersonal tension, especially in the sphere of communication and joint activities of people. In these conditions, psychological culture plays a special role, stimulating subjective readiness to use the opportunities available to the individual and social community to improve themselves, their living and professional environment, their lifestyle and professional activity.

Psychological culture as a subject of applied and theoretical research has been problematized relatively recently, although the term “psychological culture” has been found relatively often and for a long time in the specialized literature. To date, there are various conceptual models of psychological culture. Psychological culture is considered both as the individual’s readiness to effectively solve a wide range of everyday tasks and perform a wide range of social roles, regardless of the type and characteristics of the activity (L.S. Kolmogorova), and as an updated cultural and psychological potential together with the appropriate technology for its implementation (O. I. Motkov), and as a set of specific psychological means, methods and norms of personal development and interaction of people with each other and with the environment (E.V. Burmistrova).

The formal scientific approach is quite widely represented in the specialized literature, within the framework of which the authors interpret psychological culture, relying on scientific definitions of the psyche, consciousness, self-awareness, personality and activity.

The formation of a student’s psychological culture occurs through several categories, such as: socialization, education, values. I want to consider how psychological culture is formed through these categories.

Socialization.

Socialization is the main component in personality development. It plays a big role in the individual’s assimilation of social experience, connections and values.

Modern research quite often notes that higher education is an integral part of a modern state striving to preserve independence, social gene pool, competitive economy, and culture. So, according to P.S. Fedorova, the mission of a modern university is to carry out consistent and effective innovations in the world around us through fundamental educational training and successful socialization of young people. In the context of this approach, we believe that the main goals of the university are the formation of professional and general cultural competencies and the development of a socially oriented personality.

Currently, the state sets the following tasks for education:

fulfillment of the needs of every person in the educational sphere;

constant increase in the educational level of the country's population;

bringing the system of education and training of the population in accordance with the educational needs of the individual, society and the state, the norms of domestic and international law;

preparing students for life in modern society;

the formation of a well-rounded personality capable of successfully interacting with the surrounding society.

Consequently, in our opinion, one of the main tasks of the university, along with the professional training of the future specialist, is to ensure the optimal process of student socialization. The concept of "socialization" comes from the Latin word socialis– public. The term “socialization” appeared at the end of the 19th century, when in the book “The Theory of Socialization” (1887) the American sociologist F.G. Giddings used it in the following meaning - “the development of the social nature or character of the individual”, “the preparation of human material for social life”

At a university, a person gets acquainted with his future profession, acquires certain professional skills, learns to interact and communicate with a wide range of people of various status orientations. Against this background, self-awareness and self-understanding deepen, and the self-identification of a person belonging to a certain culture and society occurs.

The process of a student’s “entry” into society is influenced by various factors. During the study, we identified the following main factors that influence the characteristics of students’ socialization:

educational institution;

cultural, political, economic aspects of the environment;

the organization in which the student undergoes practical training;

personal characteristics of students.

Thus, educational institutions are one of the main factors that influence the process of socialization and the formation of the psychological culture of the personality of a modern student. As we noted above, the period of study at the university is a very important stage in the socialization of a young person. It is the student age that is sensitive for the process of active formation of a person’s social maturity.

Education.

Psychological culture includes both education (training and upbringing) in the field of psychology and the basic parameters of personality development. This corresponds to the original understanding of the term “culture”, adopted back in Ancient Greece

Psychological knowledge as a result of the process of people knowing themselves, others and as a result of the development of science, expressed in ideas, concepts, theories, can be both scientific and everyday, everyday, both practical and theoretical.

Meanings are a cultural means of connecting to the world through signs. Meanings are expressed in images, conventional signs, gestures and words, clothing, etc.

Thus, one of the central problems of the content of general secondary psychological education, which in turn is included in human science, is the determination of what, when, in what volume and at what level of complexity to present for mastering at different age periods from the huge “baggage” accumulated psychology during its existence, as well as psychological experience accumulated by world practice and presented in fiction and folklore.

The procedural-activity aspect of the analysis of psychological culture is determined by the range and content of the tasks that the student must learn to solve, and the organization of activities to master it. We have determined (approximately for now) a list of typical tasks, techniques and methods of activity that should be formed at each age stage in the “Human Studies” course.

The procedural-activity aspect of the analysis involves resolving the issue of the content of the activity that underlies the development of culture. Introducing a child into the world of psychological, like other, culture is possible in two ways: through the reproduction of experience known to mankind and through creativity, the “discovery” of truths, comprehension of mental phenomena, laws, mastering actions in personal experience, through “insights”, in specially organized and situations close to real life. Using both ways in our work, we give priority to the second. Based on the achievements of the activity theory of learning, we organize the process of mastering fundamental knowledge about man. At the same time, the activity of cultural appropriation has the features of an educational process, which is organized within a wide range of activities (homework and assignments, joint activities of children with the involvement of family members, holidays, trainings, etc.), the core and organizing principle of which are human studies classes.

Despite the fundamental differences in the organization and content of these two paths, at their starting and ending points they necessarily involve reflection on the activity performed, the successes achieved, difficulties, relationships, and oneself as a subject of the activity.

In the subjective-personal aspect of the analysis, those components that are objectively represented in culture are characterized as having become the property of the individual, appropriated by the subject of culture. In this regard, the culture of communication, speech, behavior, feelings, thinking, etc. can be identified and analyzed.

Numerous studies are devoted to the study of individual listed components of personal culture, but without connection with the characteristics of the pedagogical process.

It should be noted that the formation of these components of individual culture is the effect of the entire system of influences, and it is extremely difficult to determine what impact the introduction of such a component of education as human knowledge will have. At the same time, we believe that with the development and introduction of special training courses, it is necessary to develop and specifically fill in the content of such concepts as parameters, criteria, levels, stages of mastering and developing the basic psychological culture of the individual.

Despite the widespread use of the concepts “communicative culture”, “culture of behavior”, “culture of thinking”, an analysis of the definitions shows that there is no unity in their understanding; these and similar concepts are not always disclosed sufficiently fully. For example, in the work of V.V. Sokolova offers the following definition: “... communicative culture, defined as a set of skills that ensure friendly interaction between people and the effective solution of all kinds of communication problems, is presented as an important means of education and as a result of personal development” (20, P.76 ).

Without dwelling further on the analysis of the content put into these concepts by various authors, we note that we have identified the following components of the psychological culture of the individual, which can be the subject of consideration, diagnosis, as well as parameters that determine the goals and objectives of education:

1. Psychological literacy.

2. Psychological competence.

3. Value-semantic component.

4. Reflection.

5. Cultural creativity.

Psychological literacy represents the “basics” of psychological culture, from which its development begins, taking into account age, individual, national and other characteristics. Psychological literacy means mastering psychological knowledge (facts, ideas, concepts, laws, etc.), skills, symbols, rules and regulations in the field of communication, behavior, mental activity, etc.

Psychological literacy can manifest itself in outlook, erudition, awareness of various mental phenomena both from the point of view of scientific knowledge and from the point of view of everyday experience drawn from traditions, customs, direct communication of a person with other people, gleaned from the media, etc. .d. Psychological literacy presupposes mastery of a system of signs and their meanings, methods of activity, in particular, methods of psychological cognition.

Our idea of ​​psychological literacy is generally consistent with the characteristics given by E.A. Klimov: “The minimum required level of development of psychological culture is psychological literacy.”

In characterizing psychological competence, we adhere to the definition of competence given in the work of M.A. Kholodny: “Competence is a special type of organization of subject-specific knowledge that allows you to make effective decisions in the relevant field of activity.”

The works of psychologists examine individual aspects of competence: competence in communication (L.A. Petrovskaya, Yu.N. Emelyanov), intellectual competence (M.A. Kholodnaya), etc.

The main difference between psychological literacy and competence is, in our opinion, that a literate person knows and understands (for example, how to behave, how to communicate in a given situation), and a competent person can actually and effectively use knowledge in solving certain problems. other problems. The task of developing competence is not just to know a person more and better, but to include this knowledge in the “psychological practice” of life.

The value-semantic component of an individual’s psychological culture is a set of personally significant and personally valuable aspirations, ideals, beliefs, views, positions, relationships, beliefs in the field of the human psyche, his activities, relationships with others, etc. Value, in contrast to a norm, presupposes choice, and therefore it is in situations of choice that the characteristics related to the value-semantic component of human culture are most clearly manifested.

Reflection is tracking the goals, process and results of one’s activities in appropriating psychological culture, as well as awareness of one’s own internal changes that are occurring.

Cultural creativity means that a person, already in childhood, is not only a creation of culture, but also its creator. The object of psychological creativity can be images and goals, symbols and concepts, actions and relationships, values ​​and beliefs. In the process of creative search, the child makes discoveries for himself, albeit small ones, in the field of human knowledge.

In our opinion, the identified components of a person’s psychological culture are universal and can be classified as moral, valeological, environmental and other components of general culture. The identified components of psychological culture do not exist in isolation from each other. They formed the basis for the construction of an experimental program for the integrated course “Human Studies”, as well as a diagnostic system for studying the process of formation of a person’s basic psychological culture.

Values.

Value orientations, being one of the central personal formations, express a person’s conscious attitude to social reality and in this capacity determine the broad motivation of his behavior and have a significant impact on all aspects of his reality. Of particular importance is the connection between value orientations and the orientation of the individual. The system of value orientations determines the content side of a person’s orientation and constitutes

the basis of her views on the world around her, towards other people, towards herself, the basis of her worldview, the core of motivation and the “philosophy of life”. Value orientations are a way of differentiating objects of reality according to their significance (positive or negative).

The orientation of the individual expresses one of its most essential characteristics, which determines the social and moral value of the individual. The content of the orientation is, first of all, the dominant, socially conditioned relationship of the individual to the surrounding reality. It is through the orientation of the individual that its value orientations find their real expression in the active activity of a person, that is, they must become stable motives for activity and turn into beliefs.

In the work of a curator, the most important role should be given to the formation of a system of professional values ​​for junior students. Distinctive characteristics of the value orientations of junior year students are the following: students often idealize their future, their capabilities and strive for independence and self-affirmation; They consider it important to have their own views, beliefs, and positions. In the process of studying in a “non-prestigious” specialty, they do not connect their future with the profession they are receiving and do not strive to reach the heights of professional excellence. They believe that health is the most valuable thing, but at the same time many do nothing to preserve it; are more interested in a carefree, idle life and to a lesser extent - its difficulties; They put their personal desires above public ones. Junior year students are more focused on a horizontal career than a vertical one (vertical career – career growth, horizontal career – improving skills in the profession). For them, when choosing a future job, the values ​​of professional growth and professional self-realization are not a priority. The desire for material well-being and comfortable working conditions is one of the determining factors in choosing a future job. The pedagogical conditions for the formation of value orientations of students are: development and implementation of a pedagogical model for the formation of value orientations of students; the use of forms and methods of forming value orientations of students in the educational process; implementation of extracurricular activities to form students’ value orientations.

STRUCTURE OF EDUCATION OF PSYCHOLOGICAL SAFETY CULTURE

Moshkin Vladimir Nikolaevich,

Lapaeva Anna Ivanovna

The article, based on concepts developed in pedagogy and psychology, outlines the results of the justification of the model of upbringing a psychological culture of safety, reveals the results of a study of the structure, functions, goals, content, means, criteria for assessing the effectiveness of upbringing a psychological culture of safety in the pedagogical process.

Key words: safety, education, criteria, culture, model, psychological, system properties, content, means, structure, factors, functions, goals, schoolchildren

The problem of psychological preparation for ensuring safety is one of the most pressing in modern theory and practice of education. However, to date, the structure of developing a psychological culture of safety for schoolchildren is one of the least studied in pedagogy.

We consider and study the cultivation of a psychological culture of safety in the pedagogical process of a comprehensive school as an integral part of the psychological preparation of schoolchildren to ensure safety. Fostering a psychological culture of safety is also an integral part of the process of fostering a culture of safety for schoolchildren. Fostering a psychological culture of safety for schoolchildren is a pedagogical phenomenon. Psychological preparation for ensuring safety is a social and pedagogical process that is carried out not only at school, but also in other educational organizations, cultural institutions, under the influence of the media and interpersonal communication, in the process of independent work of students, etc. Thus, the development of a psychological culture of safety for schoolchildren is inherent in both the properties of education of a culture of safety and the psychological preparation of schoolchildren to ensure safety. However, the education of a psychological culture of safety for schoolchildren also has properties that the education of a culture of safety for schoolchildren and the psychological preparation of schoolchildren to ensure safety do not have.

For a holistic understanding of the development of a psychological culture of safety in the pedagogical process, we used the modeling method. Modeling is “a method of studying objects of knowledge on their models; construction and study of models of real-life objects and phenomena and structural objects to determine or improve their characteristics, rationalize the methods of their construction, control them, etc.” . Modeling expresses a universal aspect of the cognitive process. The concept of modeling is an epistemological category that characterizes one of the most important ways of cognition, in which one system (object of research) is reproduced in another (model). In turn, the model is an ideal reflection of the most important qualities and elements of real processes; it is “a substitute for the original in knowledge and practice.” Building a model allows for a deeper understanding of the relationships that arise within the subject of study.

V.S. Bezrukova in the structure of the pedagogical process identifies the goal, principles, content, means, methods, forms of organization of the pedagogical process. In the model for organizing educational work with schoolchildren, V. Karakovsky includes the target setting, main directions, content, organizational forms, interaction with the environment, and management. N.V. Bordovskaya, A.A. Rean came to the conclusion that “the structure of the educational process is the relationship of the following elements: goals and content, methods and means, as well as achieved results.” According to L.N. Gorina, in the model for the formation of a life safety culture, the context (social order for an individual who owns a safety culture), levels of training (kindergarten, school, vocational education, additional education), structural components of a safety culture (knowledge, skills, reflection, philosophy) should be identified safety), levels of achieving a safety culture (associative, reproductive, algorithmic, creative).

Based on the concepts developed in pedagogy, we will present the results of the justification of the model for developing a psychological culture of safety.

In describing the procedural aspect of culture, adequate concepts are, according to L.S. Kolmogorova, “formation”, “genesis”, “development”, “incorporation”, and not “formation”, “education”, “development”, which are found in specialized literature. The terms “formation”, “education” L.S. Kolmogorov refers to individual components, and not to human culture as a whole. According to L.S. Kolmogorova, this is due, firstly, to the very concept of personal culture, which simultaneously means training, education, and the level of personal development. Secondly, the process of formation occurs under the influence of many external and internal, objective and subjective factors. psychological culture safety education

It is important to find out how the development of a psychological culture of safety for schoolchildren is included in the pedagogical process. This question can be answered by finding out in what forms this component of the pedagogical process is implemented. According to P.I. Pidkasisty, currently the forms of organization of the educational process in school are classified as follows: lesson, as the main form of organization of education in a modern school; accompanying forms of organizing educational and cognitive activities of students: excursions, consultations, electives, leveling groups; forms of extracurricular and extracurricular work for students: subject clubs, scientific societies, competitions, exhibitions, olympiads, etc. V.A. Slastenin points out that “the lesson as the main form of organization of the pedagogical process is complemented by other forms of organization of the educational process.” At the same time, excursions, additional classes and consultations, educational conferences, school lectures, etc. act as additional forms of organizing the pedagogical process; auxiliary forms of organizing the pedagogical process include electives, clubs, interest clubs, etc. Based on the analysis of existing approaches to the forms of organizing the educational process at school, we have identified the following forms of psychological preparation of schoolchildren to ensure safety: lesson, extracurricular and extracurricular work, joint work parents, students and teachers. Based on the identified forms of psychological preparation of schoolchildren to ensure safety, we have developed a model that reveals the role of the pedagogical process in preparing schoolchildren to ensure safety, which is graphically presented in Figure 1.

Rice. 1 The pedagogical process as a factor in the psychological preparation of schoolchildren to ensure safety

The above model (Fig. 1) reveals the connections between the educational process, extracurricular and extracurricular work on the psychological aspects of safety, and the joint work of parents, schoolchildren and teachers on the psychological aspects of safety. Based on the analysis of advanced pedagogical experience, we have identified specific functions of psychological preparation of schoolchildren to ensure safety: preparation of schoolchildren for the safe study of the psychological aspects of man and society; preparing schoolchildren for safe interaction with various manifestations of psychological culture and counterculture (religion, advertising, art, pseudo-art, etc.); preparing schoolchildren to use psychological culture to ensure safety; prevention, neutralization of the destructive influence of elements of psychological training of schoolchildren outside the pedagogical process.

Based on the theoretical principles of pedagogy and psychology, based on the analysis of advanced pedagogical experience, we will reveal the essential properties of the phenomenon under study. In the process of joint activities of teachers and schoolchildren on the psychological aspects of safety, the following components of developing a psychological culture of safety are implemented: goals, content, means, diagnostic criteria. At the same time, the activities of educators consist of conducting lessons, extracurricular and extracurricular work, and working together with parents on the psychological aspects of safety. The activities of schoolchildren are carried out during the educational process, extracurricular and extracurricular work, and joint work with parents. The process of developing a psychological culture of safety for schoolchildren includes the following components: diagnostics of the level of formation of a psychological culture of safety for schoolchildren; planning joint work of teachers and schoolchildren to master a psychological culture of safety; encouraging schoolchildren to adopt a psychological culture of safety; organization of joint work of teachers and schoolchildren to master the psychological culture of safety; correction of joint work of teachers and schoolchildren to master the psychological culture of safety. These components are implemented as stages or as functions of fostering a psychological culture of safety in the pedagogical process. Summarizing and systematizing the above, we present the structure of education of a psychological culture of safety for schoolchildren in the pedagogical process in Figure 2.

Rice. 2 The structure of upbringing a psychological culture of safety for schoolchildren in the pedagogical process

The structure of developing a psychological culture of safety for schoolchildren in the pedagogical process, outlined above (Fig. 2), reflects the main, most general properties of the phenomenon being studied. On this basis, we formulate conclusions about the specific content of the structural components of the phenomenon under study. First of all, we will present the results of our study of the goals, content, means, and criteria for diagnosing the education of a psychological culture of safety in the pedagogical process.

The most generalized properties of the phenomena we are studying (nurturing a psychological culture of safety, psychological preparation for ensuring safety) were revealed by psychologists M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko, who formed the principles and ways of developing readiness to act in particularly difficult conditions during training.

M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko believe that the part of future activity isolated for independent study should consist of actions that are identical in their psychological structure to actions performed in a real situation. In educational activities, first of all, it is necessary to create a system of actions for training attention, perception, memory and thinking, as well as to determine the actions necessary to solve complex problems.

The authors note that educational activities should be based on physical and psychological modeling of real operating conditions. The chosen model must psychologically correspond to the one with which a person will act in a real situation.

According to the authors, the task of educational activity is the formation of not only automated actions, but also those psychophysiological mechanisms that contribute to the activation of mental properties that adapt the body to any variation in activity conditions.

In the process of educational activities, it is necessary to take into account the relationships: man - tool of labor, labor process - environment - product of labor. To achieve the desired effect from learning, these relationships must comply with the principle of similarity. It is important to take into account the psychological requirements of similarity in relation to extreme conditions.

According to the authors, educational activities should include tasks that develop mental functions such as cognitive, regulatory, and communicative. It is assumed that preparation for actions in a tense situation will ensure the development of appropriate qualities of perception, attention, memory, thinking, decision-making methods, etc.

Recognizing that the above conclusions of M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko reveal some properties of the process of forming readiness for action in particularly difficult conditions; we note that the authors mainly write about what should be (which is more typical not for a scientific, but for a methodological approach), to a lesser extent revealing the essential properties of the phenomenon we are studying .

Based on highlighting the main thing from our analysis of the content of the structural components of the phenomenon under study, we will present graphically a model for nurturing a psychological culture of safety for schoolchildren in the pedagogical process (Fig. 3).

Rice. 3 A model for developing a psychological culture of safety for schoolchildren in the pedagogical process

The model presented in Figure 3 includes the main components of the process of developing a psychological culture of safety (goals, content, means, diagnostic criteria). From the analysis of the model, it follows that the system properties (functions of education) are determined by the composition of the goals, content, means of education, and criteria for diagnosing the psychological culture of safety. These components of education are combined in the activities of the subjects of the pedagogical process and their implementation in pedagogical practice constitutes the content of the education process.

Based on the analysis of pedagogical theory and practice, we have identified system-forming factors in nurturing a psychological culture of safety in the pedagogical process:

• · psychological training programs for schoolchildren that involve studying safety issues;
• · safety training programs (including, as one of the aspects, the psychological aspect of safety);
• · the personality of a teacher who has a high level of psychological safety culture;
• · destructive tendencies, psychological risk factors in society, the presence of which stimulates teaching staff to organize the activities of schoolchildren to comprehend these destructive tendencies, to prepare schoolchildren for psychological protection from risk factors.

To summarize, we note that consideration of the pedagogical process as a factor in the psychological preparation of schoolchildren to ensure safety; research into the nature of the relationship between fostering a psychological culture of safety in schoolchildren and psychological preparation for ensuring safety; revealing the structure of developing a psychological culture of safety; research into the content of upbringing a psychological culture of safety; creating a model for developing a psychological culture of safety for schoolchildren; identifying system-forming factors and systemic properties of upbringing a psychological culture of safety allowed us to penetrate into the essence and structure of the phenomenon under study and expand theoretical knowledge about this process.

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