Abstract

The relevance of the study we determine the need to study pedagogical support as a factor that can have a significant impact on the formation of conditions for the development and positive socialization of children in difficult situations. Addressing this issue is associated with the solution of problems of the state level in terms of prevention of destructive phenomena in children and adolescents. The subject of the study is the specifics of the conditions of pedagogical support for children in difficult life situations in Russian and foreign practice. The purpose of the study: analysis of scientific approaches and developments that provide theoretical and methodological justification and effectiveness of practical activities to provide pedagogical support for children in difficult life situations as a condition for preventing victimization of the child population and the development of destructive phenomena in the child and adolescent environment. The basis of the study were the results of content analysis of Russian dissertations for the period 1996-2019 years and foreign scientific articles in the framework of the stated problems. Research methods: content analysis of dissertation studies and scientific publications, systematization, analysis and synthesis of the information obtained. Scientific novelty of the study is to assess the current state and development of the problems of pedagogical support for children in difficult situations in contemporary Russian scientific research. As a result, we found that Russian scholars in their dissertations widely presented the areas of study of pedagogical support. The study examined 340 Russian dissertations for degrees in pedagogy and psychology. Among the angles of scientific development of the problems of pedagogical support are the varied aspects of support for children with difficulties in the educational process (56%), issues of support for students (27%), and families (17%). However, Russian researchers have reflected the specifics of pedagogical support for children in difficult situations in a small number of works (14%), usually focused on children with disabilities. Among the deficient aspects of studying pedagogical support are such areas as research on comparative basis (2%), development of methodological and technological support of pedagogical support (14%), addressing the problem of teachers' readiness to provide pedagogical support to children in the educational process (13%). Russian scholars in their dissertation studies have not sufficiently disclosed the potential of the participatory approach in solving the problems of pedagogical support (14%). Based on the results obtained, the main conclusion is that the study of the essential characteristics of the phenomenon of pedagogical support for children of socially vulnerable categories is important for the development of pedagogical science. Currently, science and practice are in demand to develop promising scientific directions for the methodology of designing conditions of support for various groups of children in difficult life situations, not focusing only on children with disabilities. There is a particular need to develop scientific research on this issue in the direction of supporting children from low-income families, from migrant families, from families with socially destructive educational content. Recommendations: at a time of global geopolitical transformation, in order to create conditions for the development and positive socialization of children in difficult situations, it is necessary to disseminate among practicing teachers the results of scientific developments in the field of pedagogical support for children of socially vulnerable categories. The model of resistant schools, which has proven effective in working with children from families with low socio-economic and cultural status, should now be widely implemented in the Russian education system. In the conditions of Russian reality, the application of an empathic and participatory approach and facilitation. Implementation of these recommendations is possible if teachers and heads of educational organizations are better prepared to master modern evidence-based approaches and evidence-based practices in solving the problems of pedagogical support for children of socially vulnerable categories.