The article actualizes the problem of the influence of socio-cultural ideas about changing the phenomenon of childhood on the training of professionals for education in General education organizations, taking into account the implementation of the competence approach. The purpose of the article is to reveal the specifics of professional training of teachers for the upbringing of modern children based on the competence approach. The methodology. The research is theoretical in nature and includes analysis, comparison, and generalization of domestic and foreign scientific and practical studies of the phenomenon of childhood in modern socio-culture as an object of professional pedagogical activity in the educational system. As a methodological basis of research was made by professional graphic and cultural approaches to represent the dependence of professional training of a teacher from the modern society needs in the education of children and youth, given the various and contradictory influences of modern culture.

Introduction. The author examines the development of the institute of class tutorship as an element of social education in Russia, taking into account the current problems of socialization of children and youth, as well as theoretical pedagogical concepts of Russian and international school education. The purpose of the article is to conduct a comparative analysis of approaches to moral and social education within various educational systems and identify the characteristic features of class tutoring in the comparative context. Materials and Methods. The research is theoretical in nature, including analysis, comparison and generalization of Russian and international conceptions of social education as a part of school education. The methodological basis of the research includes historical, socio-cultural, cross-cultural and axiological approaches which enable to consider the specifics of the development of class tutorship on the basis of historical analysis, taking into account social changes, the influence of changing requirements of the state and society, as well as the transformation of value orientations in the process of education development. Results. The paper describes the characteristic features of class tutorship as an element of social education within school education system on the basis of the identified trends in the development of this process in the historical aspect; defines the specifics of Russian educational approaches compared to similar phenomena in international school education; identifies the differences in the professional activities of the class teacher and tutor as subjects of psychological and educational support for students; reveals the interrelations and contradictions of the normative educational process and the socialization of students in the changing society. Conclusions. The specificity of class tutorship as an element of social education of Russian schoolchildren is determined by: professional activities of the teacher who carries out their work in strict regulatory restrictions within the centralization of the general education process; reliance on the creation of a relatively cohesive group of students (school class), which remains almost unchanged throughout the entire period of general school education; the desire of the class teacher to create a highly organized group – a collective based on the common activities, values and relationships of all participants of the educational process; maintaining a balance between individualization and collectivism to create appropriate opportunities for self-realization and self-development of the individual with the inevitable influence of group pressure.

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Introduction. The authors investigate a wide range of assessment systems in modern education. They analyze and compare changes in educational assessment procedures, taking into account the periodization of their development and modern requirements and standards. The purpose of the article is to identify and clarify various types of assessment systems and assessment procedures in the context of historical development. Materials and Methods. This theoretical research includes analysis, comparison, and generalization of Russian and international studies on the development of assessment systems based on the concept of the historical and socio-cultural determination of education. The study follows systemic, learner-centered and activity-based approaches in order to present the dynamics of the development of educational assessment as a system comprising interconnected parts and socio-psychological factors. Results. The authors clarified the essence of the dual nature of educational assessment as a didactic and socio-psychological phenomenon. They described the relationship between assessment procedures and the quality of modern education. The study identified the main periods in the development of educational assessment based on the criteria for changing the requirements for the content of education, as well as changes in the assessment system regarding tasks, methods, forms of assessment, point scales and methods of motivation. The authors have developed and justified the historical periodization of educational assessment, which includes eight main stages. The main types of assessment including partial assessment, effective assessment, systemic assessment, standardized assessment, formative assessment, summative assessment, evaluation for management, and rating assessment have been identified and described. Conclusions. The article concludes that modern education implements eight main types of assessment, which have been developed in a historical context. At the same time, standardization of education is considered as the main trend in the formation of assessment systems.

The article discusses some current problems of socialization, education and upbringing of children, taking into account the factor of digitalization of education. The author analyzes the psychological and pedagogical aspects of the development and socialization of students in the context of the dominance of “virtual reality”, as well as issues of digital transformation of education. Contradictory assessments of digitalization in a comparative aspect, positive and negative aspects of its impact on education and training are considered. The purpose of the article is to analyze current psychological and pedagogical problems in the difficult conditions of rapidly developing digitalization of education, to identify the features of information and communication processes, taking into account the need to solve the problems of education and training. Methodology and methods of research. The research methodology is based on a comparative analysis of Russian and foreign scientific approaches to the study of digitalization in the context of its impact on education and psychological and pedagogical processes related to socialization, upbringing, training and personal development. A socio-cultural methodological approach is used to study the impact of digitalization on education. Research results, discussion. A comparative analysis of domestic and foreign sources to identify the problems of education, upbringing and personal development in the context of digitalization of education has shown the most significant areas of development that determine the current psychological and pedagogical areas of activity. There are two main areas of personal development in modern educational conditions: information sphere and communication sphere. The information sphere is conditioned by digital socialization on the Internet and digital transformation of education. The communicative sphere focuses on communication, which forms new characteristics and qualities of interaction between subjects of education, taking into account its inevitable digitalization. The specifics of the transformation of communication in the conditions of digitalization are determined. The peculiarities of the transformation of interaction in distance education reflect the general changes associated with the reduction/simplification of communication: the transfer of new forms of communication from social networks to real communication practice. The changing information and communication aspect of modern education, which determines the development of new approaches, methods, forms and means of teaching, determines the specifics of interpersonal interaction, taking into account the transformation of verbal culture that has already taken place under the influence of the Internet and virtual socialization of children and youth, is one of the most important objects of research in psychological and pedagogical practice. Conclusion. The prospects of the obtained analytical data are related to solving the problem of effective psychological and pedagogical communication in distance learning. For teachers and psychologists working in the conditions of digitalization of education, it is necessary to take into account the socio-psychological and linguistic effect of reduction/simplification of communication, which affects the semantic aspects of information transmission and the development of meanings in teaching.