Профілактика девіантної поведінки дітей-мігрантів у початковій школі США

Abstract

У статті розглядаються питання організації соціально-педагогічної роботи з дітьми-мігрантами в початковій школі США з метою попередження девіацій. Наголошується на важливій ролі школи як інституту соціалізації в профілактичній роботі, зокрема, створенні толерантного освітнього середовища для дітей-мігрантів. Розкриваються особливості компенсаторного навчання в початковій школі.

The problem of deviant behaviour, which most scholars understand as some actions violating the norms and rules adopted in society, has been the subject of scientific researches since ancient times, but nowadays it is becoming ever more acute in view of widespread deviant manifestations among juveniles (including pupils of primary schools) during the last decades. Besides, nowadays we have the new category of pupils with deviations – migrants. The problem of migration became one of the most urgent problems in the whole world including Ukraine. In Ukraine we have mostly the internal migration as a result of war in the east of the country though the cases of external migration are not very rare too. As a rule migration causes many problems for migrants and their children. They have difficulties in the field of adaptation and different educational problems. Very often they become delinquents. So, it’s useful to learn the experience of preventive work with these children in other countries. In this context the experience of USA is very interesting. USA, being a multicultural society, has the unique experience of cultural interaction. So, children-migrants in USA and the most important peculiarities of preventive measures are the aim of our investigation. Both theoretical and empiric methods were used. It was revealed that in general, the emergence of juvenile deviations is influenced by a range of factors among which socio-economic (low standards of living, unemployment, social stratification, family crises); psychological and pedagogical (difficulties of adolescence, disadaptation, lack of educational work at school, family and other social institutions); medical and biological (genetic disorders, increased excitability, emotional instability, mental disorders). While dealing with deviant behaviour, one must combine punishment and preventive measures, whereas the latter should prevail. Prevention is a part of the education process at a comprehensive school. The prevention system in an educational institution should be presented in two forms: general early prevention involving all pupils and special prevention – difficult pupils who are vulnerable to deviations, which should be conducted in cooperation with law enforcement agencies and social institutions.