UDC: 
316.7+373
Kolesnikova Tatyana Alekseyevna
Assistant of the Department of Pedagogy Lesosibirsky Pedagogical Institute – a branch of the Siberian Federal University, Lesosibirsky Pedagogical Institute – a branch of the Siberian Federal University, kolesnikovatanya.96@mail.ru, Lesosibirsk

CRITERIA FOR EVALUATION LEVEL SOCIAL UPBRINGING PRIMARY SCHOOL STUDENTS

Abstract: 
A serious study of the social aspect of the education of the younger generation is the problem of determining the criteria, indicators and levels of evaluation of social education of younger schoolchildren. It is suggested that most of the criteria, the indicators presented in psychological and pedagogical literature, belong to the assessment of the organization of educational process, the identification of the moral education of the child. In this connection, based on an analysis of psycho-pedagogical, scientific and methodological materials, legal documents, based on the socialization indicators proposed A. V. Mudrik considering modern concepts and approaches to education in educational institutions, which are represented by I. N. Stepanov and L. M. Luzin, as well as age-appropriate primary school age, we identified criteria: cognitive (socially significant knowledge), emotional and social (experience of social relations) and connotative-effective (the experience of social behavior) and relevant indicators. For each approach identified three levels of social education: high, medium and low.
Keywords: 
Federal state educational standard of primary education (GEF LEO), criteria, level evaluation, education, social education, junior high school students.
Please register
References: 

1. Bozovic, L. I., 2008. Lichnost’ i ee formirovanie v detskom vozraste [Personality and its formation in childhood]. Moscow, 400 p (in Russ.).
2. Vasilyeva, Z. I., 1991. Napravlennost’ lichnosti uchashhegosja i puti ee izuchenija uchitelem [The focus of the student’s personality and ways of studying teacher]. Izuchenie lichnosti uchenika uchitelem [Study of the individual student teacher]. Moscow, pp. 5–20. (in Russ., abstr. in Eng.).
3. Zosimovscij, A. V., 1992. Kriterii nravstvennoj vospitannosti [Criteria for moral education]. Pedagogika [Pedagogy], 11–12, pp. 22–26 (in Russ., abstr. in Eng.).
4. Kolesnikova, T. A., 2012. Vneurochnaja deja-tel’nost’ kak sredstvo social’nogo vospitanija mladshego shkol’nika [After-hour activity as means of social education of the younger schoolboy]. Vestnik Kostromskogo gosudarstvennogo universiteta im. N. A. Nekrasova [Vestnik of Nekrasov Kostroma State University], T. 18, 1, Part 2, pp. 29–31 (in Russ., abstr. in Eng.).
5. Likhachev, B. T., 1985. Teorija jesteticheskogo vospitanija shkol’nikov: uchebnoe posobie po speckursu dlja studentov pedagogicheskih institutov [Theory of aesthetic education: Textbook on a special course for students of pedagogical institutes]. Mos-cow: Education, 176 p. (in Russ.).
6. Maryenko, I. S., 1977. Kriterii nravstvennoj vospitannosti i osnovy metodiki vypolnenija urovnej ee razvitija u shkol’nikov [The criteria and the basis of moral education method performance levels of itsdevelopment in schoolchildren]. Izmerenija v issle-dovanii problem vospitanija [The measurements in the study of problems of education]. Tartu, pp. 67–83 (in Russ., abstr. in Eng.).
7. Maslova, T. M., 2014. Model’ patrioticheskogo vospitanija mladshikh shkol’nikov v processe vzaimodejstvija s okruzhayushhej sredoj [Model patriotic education of younger schoolboys in the process of interaction with the environment]. Vektor nauki TGU [Vector Science TSU], 3 (29), pp. 309–313 (in Russ., abstr. in Eng.).
8. Mudrik, A. V., 2005. Social’naja pedagogika [Social pedagogy]. Moscow, 568 p. (in Russ.).
9. Mudrik, A. V., 2009. Vvedenie v social’nuju pedagogiku [Introduction to Social Pedagogy]. Moscow: Moscow Psychological and Social Institute Publ., 568 p. (in Russ.).
10. Muss, G. N., 2013. Problema opredelenija kriteriev vospitannosti mladshego shkol’nika (Na primere usvoenija bazovyh nacional’nyh cennostej) [The problem of determining the criteria education of younger schoolboys (On an example of assimilation of basic national value)]. Nachal’naja shkola “Plyus Do i Posle” [Elementary School “Plus Before and After”], 9, pp. 50–54 (in Russ.).
11. Nikitin, V. A., ed., 2000. Social’naja pedagogika: Uchebnoe posobie dlja studentov vysshyh uchebnyh zavedenij [Social pedagogy: textbook for university students]. Moscow: VLADOS, 272 p.
12. Ozhegov, S. I., 2005. Tolkovyj slovar’ russko-go jazyka: 80000 slov i frazeologicheskij vyrazhenij [Dictionary of Russian language: 80000 words and phraseological expressions]. 4th ed., Addition. Moscow: A Temp, 944 p. (in Russ.).
13. Romm, T. A., 2012. Koncepcija social’no-go vospitanija v sovremennyh uslovijah: norma-tivno-interpretativnyj podhod [The concept of social education in modern conditions: the the regulatory interpretative approach]. Vestnik Rossijskogo gumanitarnogo nauchnogo fonda [Bulletin of Russian Humanities Foundation], 1 (66), pp. 155–162 (in Russ., abstr. in Eng.).
14. Romm, T. A., 2013. Pedagogika social’nogo vospitanija: uchebnoe posobie [Pedagogy of social education: the manual]. Novosibirsk: NSPU Publ., 159 p. (in Russ.).
15. Safina, R. M., 2015. Rezul’taty opytno-ehksperimental’noj raboty po dukhovno-nravstvennomu vospitaniju mladshikh shkol’nikov [The results of experimental work on spiritual education of younger schoolboys -nravstvennomu]. Siberiskij pedagogich-eskij zhurnal [Siberian Pedagogical Journal], 2, pp. 105–110 (in Russ., abstr. in Eng.).
16. Stepanov, P. V., Grigoriev, D. V., Stepanova,
I. V., 2006. Klassnomu rukovoditelju o diagnostike processa vospitanija v klasse [The class teacher about the diagnosis process of education in the classroom]. Mosсow: APKiPRO, 86 p. (in Russ.)
17. Stepanov, E. N., Luzin, L. M., 2008. Pedagogu o sovremennyh podhodah i koncepcijah vospitanija [The teacher of modern approaches and concepts of education]. Mosсow: TC Sphere, 224 p. (in Russ.).
18. Stefanovskaja, T. A., 2008. Klassnyj rukovoditel’: Funkcii i osnovnye napravlenija deyatel’nosti [Class teacher: Functions and main activities: studies]. Mosсow: Academy Publ., 192 p. (in Russ.).19. Strategija razvitija vospitanija v Rossijskoj Federacii na period do 2025 goda [The development strategy of education in the Russian Federation for the period up to 2025] [online]. Available at: http: www.rg.ru/2015/06/08/vospitanie-dok.html (Accessed 25 February 2016) (in Russ.).
20. Federal’nyj gosudarstvennyj obrazovatel’nyj standart nachal’nogo obshhego obrazovanija [Federal state educational standard primary education] [online]. Available at: http: // минобрнауки.рф/documents/922 (Accessed 25 February 2016) (in Russ.).
21. Ob obrazovanii v Rossijskoj Federacii: Federal’nyj zakon ot 29.12.12 № 273-FZ [On Education in the Russian Federation Federal Law “On Education in the Russian Federation”] [online]. Available at: http://минобрнауки.рф/документы/2974/.12.pdf (Accessed 25 February 2016) (in Russ.).
22. Feldstein, D. I., 1989. Psihologija razvitija lichnosti v ontogeneze [Psychology of personality development in ontogenesis]. Mosсow: Nauka, 480 p. (in Russ.).
23. Harchenko, S. Ya., 2012. Znachenie kategorii “social’nost’” v poiskah metodologicheskoj osnovy razvitija sovremennoj social’no-pedagogicheskoj nauki [Znachenie kategorii “sotsialnost” v poiskah metodologicheskoy osnovyi razvitiya sovremennoy sotsialno-pedagogicheskoy nauki]. Social’naja pedagogika: teorija i praktika [Sotsialnaya pedagogi-ka: teorija i praktika], 3, pp. 4–13 (in Russ., abstr. in Eng.).
24. Shilova, M. I., 1990. Uchitelyu o vospitannosti shkol’nikov [Master of education of schoolchildren in]. Moscow: Education, 144 p. (in Russ.).
25. Leino, M., 2007. Sustainable education and socialization through mistakes. Journal of Teacher Education for Sustainability. Vol. 11, 7, pp. 67–75.