THEORETICAL ANALYSIS OF THE CONCEPTUAL-AND-CATEGORIAL APPARATUS OF SOCIAL-AND-PEDAGOGICAL WORK WITH THE GUARDIAN FAMILY

Introduction. In Ukraine, as in other countries, one of the most important social problems is orphan hood. For children who do not have the opportunity to be brought up in a biological family, the state legally guarantees the right to family education by developing family forms. Important for our article is to clarify the concept of «tutelary family». The starting point for its definition is the concept of «family». Purpose. In the article the author conducts a theoretical analysis of the conceptual-categorical apparatus of social and pedagogical work with the tutelary family, namely, relying on the scientific works of modern scientists, analyzes, compares and clarifies concepts. Methods. Theoretical analysis of the literature for substantiating the essence and features of social and pedagogical work with the tutelary family. Results. Defined the differences in the terms «guardianship», «tutelary family», «family», «adoption», «foster» and «distant family», «patronage family». The difference between a tutelary family and other types of families is the establishment of adaptive (secondary) family ties with the child. In social and educational work of tutelary family in secondary school understand the professional activity of social teacher education in school and educational environment designed to meet the needs, interests and protection of orphans or children deprived of parental care and family trustee in which it is brought. It is realized through a comprehensive, systematic activities of social pedagogue trustee of the family and children are brought up in it. Originality. The contents of the concepts «tutelary family» (a small dynamic group of people connected by family ties, who took their close relatives to be raised in their family, which is left without parents) and «social and pedagogical work with the tutelary family in the general secondary school» (professional the activity of the social teacher in the educational and educational environment of the school, aimed at ensuring the needs, interests and protection of the rights of an orphaned child or a child who has lost parental rights, and members of the tutelary family, in which he is brought up). Conclusion. A detailed theoretical analysis of scientific works with the problems of research has shown that the issue of custody is an object of study of various social sciences. Each of them studies the problem of guardianship of an orphaned child and a child deprived of parental care in the context of his own subject. Therefore, in the future we propose to consider the forms and methods, levels and indicators of social and pedagogical work with the tutelary family in the general secondary school.