Social and pedagogical support of immigrant children: system modelling taking into account integration risks

The paper analyzes the regulatory framework that determines the relevance and content of social and pedagogical support of immigrant children in the Russian Federation. The characteristics of the scientific field of the psychological and socio-pedagogical nature of the topic and the successful practices of regional programs to improve the situation of immigrant children are presented. The necessity of developing a model of social and pedagogical support of immigrant children is justified, taking into account risk factors for integration and successful foreign experience in organizing the work. The expedience of conducting a systematic monitoring of the work effectiveness with the defining role of diagnostics is proved. The paper proposes parameters for tracking the effectiveness of social and pedagogical support according to integration risk factors: economic, socio-psychological, ethno-psychological and pedagogical. The principles, main directions, forms and methods of social and pedagogical support of immigrant children are determined. The conditions for the success of this process are formulated. A graphical version of the model is presented.