The role of additional education of children in modern society. Report on the topic "The role of additional education in the formation of the child's personality" The role of additional education in modern society

The general concept of modern additional education in Russia.

The idea of turning Russian education into the most important factor in ensuring the growing competitiveness of Russia in the face of civilizational challenges of the 21st century is being put forward as a defining direction in the activity of the country's education system, which is reflected in state documents that have become the basis for the development and implementation of the Priority National Project "Education" (dated September 5, 2005), the National Educational Initiative "Our New School" (dated February 4, 2010 Pr-271) and the Federal Program for the Development of Education for 2011-2015. (dated February 7, 2011 N 61).

The leading role in this process is assigned to general educational institutions, higher educational institutions, institutions of primary and secondary vocational education However, it is obvious that the conceptual provisions laid down in educational policy are also reflected in the work of the system of additional education for children, which is rightfully regarded as the most important component of the educational space, the organization of which, based on carefully thought out and verified requirements, can make it possible to overcome the crisis of childhood by providing support and the development of talented and gifted children, the formation of a healthy lifestyle, the prevention of neglect, the reduction of social deprivations, deviations and deformations in the children's environment.

The state has taken a course to expand the educational opportunities of the country's population. This was done not only because someone wants it that way, but because the formation of the market educational services(like or dislike it to someone) is an objective reality. The sphere of educational services will expand, causing the progressive development of competition.

The foregoing actualizes the role of additional education for children at the present stage, requires its multi-level elaboration, taking into account modern trends in the development of the national educational system. Russian Federation. But, unfortunately, this educational phenomenon at the present stage is viewed through the prism of school education, which does not contribute to its development, does not allow the use of unique opportunities and leaves an imprint of secondary and frivolous.

The main meaning of the idea of using the potential of additional education for children by general education is to change the attitude of adults (in this case, the professional pedagogical and parental communities) to the creative abilities of children, recognizing their right to show initiative and independence in voluntary choice of the form and content of education in accordance with their interests.

Based on the specification of the qualitative characteristics of additional education for children and based on existing state documents, some recommendations can be made on the use of the potential of additional education for children in practice, bearing in mind the need to form the readiness of the pedagogical community for professional activities, taking them into account.

Central to the development and implementation of innovative educational programs additional education for children. As is clear from the adopted documents, it is general educational institutions that are actively implementing innovative educational programs that are appropriately supported and stimulated by the state. This principle can also be extended to institutions of additional education for children, if they can qualitatively respond to such a request from the state and society.

"Innovation" lies in the novelty of both the content and methods of educational activities. Such novelty is, as a rule, the result of the creative search of the teacher, embodied in the end in the creation of the author's educational program. Therefore, stimulating such a search, including through the participation of teachers of additional education in relevant competitions, providing them with methodological assistance, examination and certification of such programs, dissemination of the best experience in their creation should become the leading areas of target activity in the field of additional education for children in the coming years.

It should be noted that in this case it may be useful to use the experience of creating innovative educational projects, including in the field of additional education of children, which are annually presented at the Russian Educational Forum in Moscow at the All-Russian Professional Competition "Innovation in Education".

A number of documents noted that quality education is provided not only by innovative content, but also by “flexibility and variability of educational programs”. It is clear that not every educational program of additional education for children can be given a “flexible and variable character”, but it is necessary to keep this in mind, to lay in the program the possibility of its internal development during implementation, to offer children different options for passing it, including with considering their individual abilities. Naturally, this requires appropriate methodological support, assistance to teachers from methodologists of various levels.

There are repeated proposals to take comprehensive measures to attract students to scientific research through the system of additional education, which will help increase the intellectual potential of the country, help identify the most gifted and talented youth in all regions of the Russian Federation. One of the means to achieve this goal can be the development of infrastructure for children's artistic and aesthetic, scientific and technical education, education and research creativity - regional houses of science and creativity of children and youth, education of gifted children.

Taking into account the experience accumulated in the system of additional education of children in this area, it can be assumed that a significant part of this work will be assigned to the existing structures of additional education: in the development of special programs aimed at working with gifted children, in the use of the most modern information and other learning technologies to identify and develop creative abilities.

The introduction of modern educational technologies, outside of which any real innovative activity in education is unthinkable, requires, among other things, the development and placement of information educational resources in open access on the Internet, the organization of network interaction of educational institutions for the development of mobility in the field of education, and the improvement of information exchange and dissemination of effective solutions. Obviously, such tasks are also relevant for the system of additional education for children.

Ensuring the widest possible access of additional education teachers to the achievements of their colleagues, obtaining timely and prompt information about new methods of work by all interested parties is one important aspect of informatization of this area. In addition, the creation of specialized network resources dedicated to the additional education of children is of great importance, which can be achieved only by combining the efforts of the entire professional community, the formation of network interaction on the Internet within not only one city or region, but also on a wider scale.

The emphasis in state documents on the relevance and importance of returning the educational function to education should, apparently, be reflected in the additional education of children in strengthening the educational component in educational programs and in the development of comprehensive educational programs covering the entire work of the institution based on a clear and precise choice of priority goals for the educational process and adequate to the current state of Russian society means.

The attention of the legislature to the issue, which is still on the periphery of public consciousness, inspires confidence that a new stage is beginning in the additional education of children. There is hope that the children of Russia will have the opportunity to receive an education selected in the space of human life activity, not limited by state educational standards, based on the principles of information security, spirituality and morality inherent in the multinational culture of Russia.

Summarizing the above, it should be emphasized that the solution of the tasks objectively set for the system of additional education of children in the framework of the implementation of the national educational policy requires systems approach and coordination of the activities of all institutions of additional education for children, the necessary prerequisites for which today are created by policy documents.

The use of the ideas and provisions listed above will make it possible to predict priority areas for the development of the system of additional education for children, ensure the competitive status of the institutions of this system, update and differentiate the educational services they provide, determine the rational boundaries of innovation in the system of additional education for children, optimize work with teaching staff, make it more systematic, purposeful, allowing to solve the problems of modernization of modern education in Russia.

Additional and general education in Russia.

The specifics of modern additional education in Russia.

Additional education of children is the most important component of the educational space that has developed in modern Russian society. It is socially in demand, requires constant attention and support from society and the state as an education that organically combines the upbringing, education and development of the child's personality.

The Concept for the Modernization of Russian Education emphasizes the most important role of institutions of additional education for children as one of the determining factors in the development of inclinations, abilities and interests of personal, social and professional self-determination of children and youth. The system of additional education for children of the Russian Federation in its new qualitative state has been developing for more than 10 years.

The network of institutions of additional education for children is 18 thousand educational institutions of various departmental affiliations, including in the education system - 8.9 thousand, in the culture system - 5.8 thousand, in the sports system - 1.1 thousand, public organizations - more 2 thousand. More than 10 million children aged 5 to 18 are involved in them, which is about 39% of the total number of students (as of 09/01/2009).

In addition, additional education of children, in addition to teaching, educating and creative development personality, allows you to solve a number of other socially significant problems, such as: ensuring the employment of children, their self-realization and social adaptation, the formation of a healthy lifestyle, the prevention of neglect, delinquency and other asocial manifestations among children and adolescents. On the basis of additional education of children, the problems of providing quality education of choice, the socio-economic problems of children and families, and the improvement of Russian society as a whole are solved.

Additional education is largely carried out by specialists, professionals, masters of their craft, which ensures its versatility, attractiveness, uniqueness and, ultimately, effectiveness as a practice-oriented education.

The flexibility of supplementary education for children as an open social system makes it possible to provide conditions for the formation of leadership qualities, the development of social creativity, and the formation of social competencies.

The costs of budgets of all levels for additional education of children are long-term investments in the future development of Russian society and the state, the personnel potential of the intellectual, scientific, technical, creative and cultural development society; neglect and prevention of asocial manifestations in children and adolescents.

In institutions of additional education for children, socio-pedagogical models of activity are more effectively implemented, since the traditions, style and methods of work of these institutions take into account the characteristics of society as much as possible. The consequence of this is the accumulation by children of the experience of civic behavior, the foundations of democratic culture, the intrinsic value of the individual, the conscious choice of profession, and the receipt of qualified assistance in various aspects. social life that affects the social adaptation of children and young people to changing living conditions.

One of the effective ways to solve the problem of the creative development of a child's personality is the integration of basic and additional education, the implementation of personality-oriented and personality-activity approaches that can play a significant role in a child's life in reaching the heights of his creative development, in determining life path.

Describing the system of additional education (SDO), V. A. Berezina considers an important principle of classifying areas in additional education. In accordance with it, additional education is currently developing in five main areas: artistic and aesthetic, technical creativity, physical culture and sports work, ecological and biological, children's tourism and local history. However, in practice, these areas have evolved unevenly (see Table 1).

The statistics show that associations of artistic, aesthetic and technical creativity, physical culture and sports work are developing most actively. To a lesser extent, ecological-biological and tourist-local lore areas are developed. In rural areas, opportunities for the development of additional education for children are much less.

Priority areas and activities among girls are art education, especially music and vocals (50.9%), choreography (30.9%) and applied arts (29.1%), sports (25.5%) are slightly less. Among boys, the most popular classes are technical creativity, sports, music and computer science.

In the system of additional education, technical creativity provides students with new opportunities for professional, intellectual and spiritual development, the fastest adaptation in the conditions of modern market relations.

Additional education of children has great opportunities for the development of the creative abilities of the child, his self-determination. It was revealed that the formation of positive motivation for learning and socially useful activities is facilitated by a general positive attitude towards additional education.

The history of formation and analysis of the current state of additional education in our country over the course of 80 years of its existence have shown that it can be considered as a certain system that includes a set of interacting elements: educational programs of various levels and directions; institutions of additional education for children; educational authorities; children's and youth public associations implementing additional educational programs; families.

The specificity of the system of additional education lies in the possibility of a voluntary choice by the child, his family of the direction and type of activity, the teacher, organizational forms implementation of additional programs, time and pace of their development; in a variety of activities. This is done taking into account the interests and desires, abilities and needs of the child; using a personal-activity approach to the organization of the educational process, actively contributing to the creative development of the individual, the motivation for learning, self-realization, self-determination of the child.

Additional is understood as motivated education beyond the framework of basic education, which allows a person to acquire a stable need for knowledge and creativity, to realize himself as much as possible, to self-determine subjectively, professionally, personally.

Additional education of children is described on the following principles: humanization; democratization of the educational process; individualization; cooperation pedagogy.

Institutions of additional education for children create equal starting opportunities for each child, provide assistance and support to gifted and talented students, raising them to a new level of individual development.

Each institution of additional education for children should become an organizational and methodological center for the development of additional education for children for educational institutions of various types and types.

State institutions of additional education for children (federal, republican, territorial, regional) carry out coordinating, informational, organizational, program and methodological functions of supporting the development of additional education for children at the level of the subject.

In the activity of an additional education institution, an important component is management, which ensures the purposeful work of all subjects of the pedagogical process in the functioning and development of the system; creation of flexible organizational structures and diverse educational and development programs.

Managerial activity is also undergoing changes today: authoritarian administration is giving way to a democratic character, delegation of managerial powers to teachers.

The distinctiveness of the network of institutions of additional education for children from other educational institutions lies in the fact that in the system of additional education (SDO) a child goes through a different educational path. The LMS not only gives him supporting information; the main thing is to include it in the activity. When a child masters a particular area of human activity, acquires skills and abilities, then the child has the opportunity to choose and master his choice. The right of the child to choose is realized in additional education from the very beginnings that gave birth to this subsystem of education.

If you look closely at the programs that are implemented in the additional education of children, you can see that up to 80% of the programs are practice-oriented. This is all the more important today, when in general education, due to economic and other difficulties, this practice-oriented component is curtailed, and in LMS the child has the opportunity to do, and observe, and generalize, and extract knowledge in the process of interacting with objects of labor.

According to the list of the Ministry of Education of the Russian Federation, 10 types of institutions have been identified in the system of additional education for children, and within each type the diversity is determined by the direction of the implemented educational programs: technical, environmental, social and others - up to 15 areas, which, in turn, have their own modifications.

It is necessary to include the teacher and the child in the number of elements of the system of additional education.

An important component of the task of additional education institutions is vocational guidance. It should be one of the target functions of these institutions.

Based on the above material, we can conclude that the Russian Federation has managed to maintain a unique system of education and training - the state system of additional education for children. Russia's comparative advantages in this area are determined today by the potential accumulated in previous decades.

Over the past decade, certain successes have been achieved in this area of activity: the regional system of additional education for children is actively developing in the constituent entities of the Russian Federation, an interdepartmental approach is being implemented in solving the problems of educating and educating the younger generation, system-forming centers for the development of additional education for children have been created at the federal and regional levels - government agencies additional education of children, called to participate in the exercise of the powers of the authorities state power in this region.

At the same time, the socio-economic development of society, the modernization of Russian education require serious changes in the existing system by increasing the availability and quality of additional education services for children and improving their socially adaptive functions.

The formation of the information society, often referred to as the "knowledge society", is inextricably linked with the growing need of each citizen for the constant updating of knowledge, advanced training, and the development of new activities. This trend led to the question of changing the paradigm of education.

The communicative revolution at the end of the 20th century greatly increased the speed of information exchange, and at the same time the speed of decision-making, the dynamics of economic, cultural, and political phenomena. The entry of mankind into the era of the information society has led to the change of the established motto "education for life" by a new motto - "education throughout life". Qualitatively new features that characterize the innovative paradigm of education are the focus on a developing personality, the transition from a reproductive model of education to a productive one, multiformity and variability, and the activity nature of education. These criteria form the concept of continuous education.

An integral part of continuing education is the system of additional education.

The universal system-forming components of the system of additional education are: the goals of additional education; subjects of the process of additional education; content of additional education; system of institutions of additional education.

The interaction of the selected components ensures the formation of additional education as a dynamic and holistic system.

Additional education is a special area of education, officially designated in the Law of the Russian Federation "On Education". Additional education is carried out outside the framework of the main educational programs.

Additional educational programs include those programs of various directions that are being implemented: Lebedev O.E. Additional education for children. - M. 2006. S. 159

· in general educational institutions and institutions of vocational education outside the main educational programs;
in institutions of additional education that have the appropriate licenses;
through individual pedagogical activity.

Depending on the purpose, additional education can be general education and professional. General additional education is aimed at personal development, contributes to an increase in the cultural and intellectual level of a person, his professional orientation in accordance with additional general educational programs. Professional additional education in accordance with additional professional educational programs is aimed at continuous professional development and professional retraining of persons who already have a professional education, and contributes to the development of their business and creative abilities.

Educational institutions that implement additional educational programs are represented by the following types: institutions of additional education for children, institutions of additional education for adults, institutions of additional education of a mixed type.

Additional education for children is "an integral part general education which goes beyond the state educational standards and is implemented through additional educational programs and services, both in institutions of additional education for children and in general educational institutions.

At the same time, additional education cannot be considered only as a mechanical superstructure of basic education, designed to strengthen its compensatory and adaptive functions, taking into account socio-economic, educational and technological needs. The system of additional education is an important condition for the development of a personality, taking into account its individual abilities, motives, interests, and value orientations.

Additional education for children pedagogical phenomenon has a number of advantages over the main one. Boyarintseva A.V. Additional education today //»New values of education. The principle of complementarity”, 2006. - Issue. 4 (28). pp. 105-109

1. Rapid response to changes in demand for educational services, meeting the needs of society, parents and children.
2. Flexible (creative) approach to the formation of the content of education. In accordance with the Law of the Russian Federation "On Education", additional education for children is not valid within the framework of standards, it is multidirectional and is determined only by the interests of the child, his needs.
3. Deep implementation of the level and profile differentiation of the content of education.
4. Deep implementation of an individual approach to learning. In groups of 10 - 12 students - this allows you to personalize the pace and volume of mastering additional education programs.
5. Deep implementation of the activity approach in teaching. The main content of additional education for children is practice-oriented: the child acts in a search situation, gains knowledge from interaction with objects of labor, nature, cultural monuments, etc. The purpose of learning with this approach is not to equip children with specific knowledge, not to accumulate it, but to develop the ability to use this knowledge.
6. The possibility of organizing psychological support in the development of the child's personality. Psychological assistance to the child in the process of socialization ensures the harmonization of relations between the child and society.
7. Possibility of pre-professional and vocational training of children. According to experts, more than 60% of children do not have pronounced inclinations, interests in professional activities. Only by revealing his potential abilities and trying to realize them back in his school years, the graduate will be better prepared for real life in society, learn to achieve the goal, choosing civilized, moral means to achieve it.
8. Possibility of education, pre-professional and vocational training of children with handicapped.
9. The possibility of a child's free choice of types and areas of activity. Getting a child such an opportunity means including him in hobby classes, creating conditions for achieving success in accordance with his own abilities and regardless of the level of performance in compulsory academic disciplines.
10. Development opportunity remote form learning.
11. Modern technical base of the institution of additional education for children.

Analysis of the works of A.P. Asmolova, N.L. Buylova, V.A. Berezina and others, as well as the above features of the system of additional education for children make it possible to identify its main functions: Berezina V.F. The development of additional education for children in the system of Russian education: Educational method. allowance. - M.: ANO "Dialogue of Cultures", 2007. P. 122 educational (acquisition of new knowledge); educational (introduction to culture, the formation of moral guidelines); developing (development of the cognitive sphere); the function of psychological support (creation of conditions for the personal growth of the child); function of socialization (development of social experience); function of self-realization (self-determination and self-development); creative (disclosure of creative abilities); compensatory (deepening and supplementing basic education); career guidance (pre-professional self-determination); recreational (organization of leisure); integrating (combining all these characteristics in order to ensure the complex formation of the personality).

V. A. Berezina notes: "... the domestic system of additional education for children has unique socio-pedagogical opportunities for the development of students' creative abilities in the field of scientific, technical, artistic, ... and other educational activities." Berezina V.F. The development of additional education for children in the system of Russian education: Educational method. allowance. - M.: ANO "Dialogue of Cultures", 2007. P. 123

The institution of additional education for children, according to I.A. Shchetinskaya, is “a special educational space where special educational activities are carried out for the development of the individual, the possibilities of his practical experience are expanding. It is a space for the creative development of new information, the formation of life skills and abilities, which the school is not focused on. Shchetinskaya AI Improving the process of additional education in modern conditions: scientific method. allowance. /.A.I. Shchetinskaya - Orenburg: OTsDYuT, 2007. P. 211

The Decree of the Government of the Russian Federation dated December 7, 2006 “On Amending the Standard Regulations on the Educational Institution of Additional Education for Children” defines the following types of educational institutions of additional education for children: palaces of children's (youthful) creativity, sports, culture, etc.; centers for additional education of children, development of children and youth, recreational and educational centers, etc.; houses of children's and youth creativity; stations for young naturalists, children's and youth creativity; art schools, sports schools; studios. Until 2006, this list also included: museums of literature and art; clubs for young naturalists, tourists, etc.; children's health-improving and educational camps.

An analysis of the studies of L. M. Andryukhina, A. G. Asmolov, V. A. Berezina, O. E. Lebedev and other scientists allows us to determine the principles for building the educational process in institutions of additional education for children: Boyarintseva A.V. Additional education today //»New values of education. The principle of complementarity”, 2006. - Issue. 4 (28). pp. 105-109 The principle of humanism - affirmation of the value of general cultural human dignity, attention to historical values, their significance for the development of art, science, culture; the principle of child-centrism - the priority of the interests of the child, turning him into an equal subject of the educational process; the principle of democracy - the right of every child to choose their own trajectory of development; the principle of cultural conformity - orientation to the needs of society and the personality of the pupil, the unity of man and the socio-cultural environment, the adaptation of children to modern conditions of society; the principle of natural conformity - taking into account the age and individual characteristics, inclinations, opportunities of students when they are included in various types of activities; the principle of differentiation and individualization of education - the identification and development of inclinations, abilities in various areas of activity, ensuring the development of children in accordance with their individual capabilities and interests; the principle of creativity - the development of children's creative abilities; the principle of consistency - the continuity of knowledge; the principle of cooperation is the recognition of the value of joint activities of children and adults.

Additional education is a condition for a child’s personal growth in the conditions of continuous education, which forms a system of knowledge, constructs a more complete picture of the world and helps to realize the child’s own abilities and inclinations, provides an organic combination of leisure with various forms of educational activities, forms key competencies: in the field of cognitive activities; in the field of social and labor activity; in the field of civil law activities; in the field of cultural and leisure activities.

In the conditions of the formation of the information society, the following competencies dominate: Evladova E.B., Loginova L.G., Mikhailova N.N. Additional education for children: - M.: 2007. P. 150 competence of cognitive activity (setting and solving cognitive problems, making non-standard decisions in problem situations); competence in practical activities (the ability to observe, reflect, skills in experimental research activities, design, modeling); competence in information technology (transformation of information, information culture).

Thus, modern additional education is a flexible, dynamic, multi-level system based on an individual approach to the student. The system of additional education for children, due to its personal focus on each child, can successfully solve the problem of preparing generations for life in the information society.

additional education system for children

L. D. Marshunova

ADDITIONAL EDUCATION IN THE MODERN WORLD

Key words: education, training, additional education, educational paradigm, orientation of education, sociology of education, contextual learning, educational motivations, spirituality, general and professional additional education.

The requirements for the content of additional education in modern society are determined by a student-oriented educational paradigm. This determines the inadmissibility of opposing the natural science, technical and humanitarian orientation of additional education. Optimal solution This problem is suggested by the concept of contextual learning. The effectiveness of the transition to contextual learning is due to the dynamics of the formation of positive motivation for obtaining additional education based on the development of the spirituality of citizens.

Keywords: education, teaching, extended education, educational paradigm, the aim of the education, social science, context training, motivation of education, spirituality, basic and professional extended education.

Specification to subject matter of extended education in modern society is determined by personal model of education. This counters with scientific, technical and humane dimension of extended education. Optimal decision of the problem can be solved via context teaching. Efficiency of context teaching provides positive motivation of getting extended education on the base of spirituality of the people.

The study of additional education involves, first of all, the definition of basic concepts.

"Learning" is purposeful pedagogical process organizing and stimulating the active cognitive activity of students in mastering knowledge, skills and abilities. This is always a two way process.

"Education" is defined by the Law of the Russian Federation "On Education" as a purposeful process of education and training.

"Additional education" - "education, the goals and content of which are not provided for by the compulsory program of an educational institution, but are important for the development of a person as a person, for his life in society, correspond to his inclinations and interests: it is carried out, as a rule, after studying the basic educational programs. According to the Law of the Russian Federation "On Education", the main task of additional education is the continuous professional development of a worker, employee, specialist within each level of vocational education.

To identify the relationship of these concepts, reflecting the correlation of the phenomena and processes themselves, and to determine the place and role of additional education, the paradigm of modern education plays an extremely important role as a purposeful process of integrating training, education and development of the individual in the interests of society and the individual himself.

The modern paradigm of education puts before education the following main

1) identification of problems and meanings in the world around a person;

2) formation of conditions for a person's free choice of spheres of life in accordance with the developing interests of the individual and society;

3) ensuring partnership of subjects of education;

4) their development creative activity.

To achieve these goals, it is planned to solve such problems as

Development of abilities to solve life problems;

Formation of a sense of responsibility both for one's own activity and for the development of its social context;

Mastering the means that provide the possibility of free development of the individual, its self-determination in society.

The main means of achieving these goals and objectives is the development of human creative potential.

Therefore, the new educational paradigm was called student-centered. It requires going beyond the pragmatic approach to education, designed to form a functionary of a particular social system. The new paradigm is of a personality-developing nature: the formation of a specialist functionary presupposes the development of a personality as a necessary condition.

However, it would be wrong to reduce the essence of the new paradigm solely to focusing on the personality of the student. Such an approach contradicts the essence of education as a purposeful process of integrating education and upbringing, aimed at the development of the individual, taking into account the interests of not only the individual, but also society. The modern paradigm assumes a new vision of the functions of education, which organically includes institutions of additional education in its structure.

To understand this connection, it is important to note that education is organically connected with both sides of the subject of sociology - with social behavior and with social structures.

Indeed, the goal objectively given by the place and role of education in the development of society is to ensure that a person acquires the knowledge, skills and abilities that he needs in life. This goal is focused on social behavior, its principles, norms, meaning. At the same time, education as a purposeful process is directly aimed at “behavior that has been formed as social”. But the subject of education is included in a wide variety of social ties and relationships. Therefore, the results of education cannot but be influenced by spontaneous social exchange. Thus, education is inextricably linked with "socially directed behavior."

At the same time, education, on the one hand, relies on the well-known "social characteristics of the subjects", and, on the other hand, is aimed at the formation and development of the corresponding "social characteristics". And as one of the main social lifts, it not only does not exist outside of "social formations", but also sets the reproduction and development of "social formations" as its task. Thus, it turns out to be connected both with both types of social behavior and with both types of social structures, in their interaction and representing the subject of sociology.

It follows from this that the functions of education, as it were, permeate all spheres of social life and, by the very essence of the phenomenon under study, cannot be reduced to a narrowly pragmatic understanding.

Of course, the basis of the life of any society was, is and remains labor. But it is precisely the basis - the basis for all other spheres of human activity and society.

In this regard, the authors of the joint Russian-American study "Modern Sociology of Education" are right, who consider the functions of education "as the most stable directions of the impact of education on the main areas of social development" . They identify the following main areas of development of society and the functions of education implemented in them.

Obviously, the implementation of these functions leads to the formation of not only a technically and technologically competent professional, but also a person with civic responsibility. In other words, the functions of education themselves, aimed at providing a person with the knowledge, skills and abilities necessary for life in the modern world, imply an ever broader understanding of the subject of education, inclusion in

of the expanding volume of the generalized product of previous social activity.

Table 1 - Functions of education

Economic Social Culture Social

sphere of relations political sphere

1. Formation 1. Homogenization 1. Reproduction 1. Political

professional society through social types legal

qualifying organized culture. socialization.

composition of the population. socialization 2. Formation and 2. Formation and

2. Formation of individuals. reproduction encouragement

consumer 2. Activation of public legal

standards. social intelligence behavior.

3. Attracting displacement. (mentality, 3. Reproduction

economic 3. Social industries and ideologies.

resources for breeding purposes. social 4. Formation and

education. 4. Reproduction of technologies). development

4. Internal social groups and patriotism.

layer distribution.

economic 5. Substitution

resources. parents, social support of subjects of education.

The reason is that the social division of labor in modern society requires from a competent professional not only the ability to understand the problems of industry equipment and technology, but also the ability to determine their status and role in society. Otherwise, he simply will not be able to build an optimal system of relations with partners.

Undoubtedly, one cannot oppose the natural-technical and humanitarian orientations of education: even a professional humanist today, in the era of computerization, must be technically literate. But even a modern biologist or engineer will not be able to achieve success without mastering at least to the same extent that the humanities master modern information technologies, modern social technologies.

It is clear that with the changes in society, the development of the social subjects themselves, the content and interrelations of functions do not remain unchanged.

Under such conditions, no educational program is able to solve all the problems facing education once and for all. Accordingly, additional education becomes an integral element of modern education in general.

Another factor that determines the change in the role of additional education in modern society is the features of the latter.

Exploring modern realities, E. Giddens identifies three main features that determine the nature of modernity. This is extreme dynamism, an incredibly increased rate of change in all processes in society (meaning the rate of change in social practices, patterns of people's behavior). The second is the global nature of the space in which changes take place, which is incomparable with the sphere of change in all pre-modern societies, since almost all regions of the world are socially and informationally drawn into interaction with each other. And, thirdly, it is a qualitatively different internal nature of modern institutions. An English researcher notes that

modernity significantly transforms the nature of human interaction, separating them in time and space. Modernity is characterized by the liberation of interpersonal relations from the dependence of external factors - traditions, kinship, material support; traditional family ties, personal trust are destroyed under the pressure of globalization, as a result of the conflict between local and global phenomena.

One of the reasons for the emergence of such a social system is a change in the system of human values, their reorientation from external to internal, from material to intangible. Traditional life guidelines do little to resolve and overcome subjective crises, but this does not mean abstracting the individual from the context of social life; on the contrary, the individual, in order not to become a hostage to the situation, must master social relations and circumstances to a greater extent than before.

Modernity and its accompanying culture of high risks give rise to modern man a number of conflicting psychological states caused by the loss of external supports that determine his behavior (authority, traditions, faith); a break in continuity in the organization of the institutional system of modernity, as well as a crisis of social and cultural traditions. As a result, disorientation in the social space, disadaptation to society, uncertainty, anxiety become companions of the life of a modern person, and subjective crises become the norm.

According to the sociologist, the dangers and risks that exist in the considered society can be calculated and minimized by improving the modernization process. The starting point for such reasoning is “the idea of a reflexive organization and reorganization of social relations”, where reflexivity is understood as a constant revision of social reality in the light of new information or knowledge.

With this approach, additional education becomes a necessity for the normal social well-being of a modern person.

The question arises about the boundaries of additional education, and, above all, about its relationship with the main education and professional activities (future or already ongoing) of the student.

This question finds a peculiar theoretical and methodological solution within the framework of the concept of contextual learning.

This concept was formed by the beginning of the new millennium on the basis of understanding the connections in the process of teaching theoretical knowledge and practical skills.

Contextual learning is understood as "professional-oriented learning, in the process of which knowledge, skills and abilities are acquired only in the context of future professional activity" .

Initially, the authors of the concept asked the question: how to merge general education and professional training into the general flow. They believed that general education is not an end in itself, acquiring social meaning only when it functions and, accordingly, is considered as part of a more general system of education. General education should ensure the development of abilities, intellect, erudition of students, broaden their horizons. On the one hand, it serves as the basis for professional training, but on the other hand, it ensures the formation and development of not only a functionary, that is, a specialist who is a function of a certain technological process, but also an individual in the learning process. Already in the secondary school there are elements of polytechnic education. There they are subordinate

general educational standards. In the system of vocational education, general education is already preserved as a component of vocational training. However, his connection with the latter often turns out to be formal. As a result, society often receives either erudite people who are unable to solve a single practical problem, or professionals who consider everything that is not directly related to their professional activities to be unworthy of attention. As the division of social labor deepened, a person, not having formed as a specialist, lost the status of a worthy member of society, but, on the contrary, having formed as a specialist, became, in the apt expression of Kozma Prutkov, like a flux. Such a specialist had a feeling not only of self-sufficiency, but also of superiority: considering his professional knowledge, skills and abilities are the most important for the whole society, he believed that everything else, since it is less important, is simpler, understandable and accessible compared to the tasks that he has to solve. Therefore, any opinions that did not coincide with his understanding of situations, even when it was about problems very far from his professional interests, were perceived and evaluated as incompetent and unprofessional. Of course, such a position contradicted the objective trends in the development of productive forces and social relations, which required the formation and strengthening of partnerships. The interaction of general and vocational education was becoming a serious social problem.

Historically, there have been two approaches to its solution.

First: first, the general, theoretical is studied, and the training of the profession is built on its basis.

Second, general and vocational education take place in parallel and at the same time.

Both approaches have their merits and demerits.

In the first case, a deep knowledge of the generalized result of the previous activity of mankind is not always coherent with the goal of learning - preparing a person for future active life in society. General and vocational education are separated from each other. The connection between them is lost: training loses its systemic character.

In the second, vocational education does not take place on the basis of the general, but parallel to it: the lack of a foundation prevents the holistic perception of special knowledge and skills, their meaning is determined by the specific circumstances of the place and time. The trainee becomes an indispensable specialist in this workplace, unable to perform his professional functions in the changed conditions.

Supporters of the concept of contextual learning see a way out in the development of interdisciplinary and interdisciplinary connections in a professional context.

Here, too, two ways are possible and used.

The first way: the program of any academic subject focuses its theoretical content on the practical needs of a particular profession based on professiograms and qualification characteristics.

Second: programs theoretical subjects are formed based on the practical needs of production on the basis of expert assessments of practical workers.

In both cases, the theoretical material, representing the generalized result of the previous activity of not an individual specialist, and not even a team, but of the whole of humanity, rather unambiguously obeys the practical needs of a particular social community, group, or individual employer. Training takes on a pragmatic orientation and there is a need for retraining or retraining every time more or less significant changes in the conditions of activity occur. This approach to training justifies the creation of a system for advanced training and retraining of personnel (IPK, FPC, TsPiPK, etc.).

Undoubtedly, both noted ways of solving the problem of strengthening the connection between theory and practice are relevant. However, their absolutization leads to a chronic backlog of learning from the demands of practice. In today's world, training requirements are changing rapidly. This happens in conditions of uncertainties and risks that make it difficult to predict the dynamics of the content of professiograms. Expert practitioners are also guided by the demands of professional activity, manifested here and now. As a result, the generalized result of the previous activity is subject to the education, which tends to become obsolete in the course of its execution, to the socio-professional order. While they taught, everything was fine; Turns out they didn't learn that. What is perceived today - and really is - not related to a particular social activity, including professional activity, tomorrow may become its necessary component. In addition, the growth of stress in modern society constantly requires the ability to switch: rest becomes an extremely important factor in the labor process. And in this regard, the problem is relevant - how to make sure that rest, switching from one type or type of activity to another, does not take a person into the world of dreams and illusions, but participates in the formation and development of his active life position, not reducible to the activation of the consumption of material good.

All these circumstances require the expansion of the boundaries of education, while the deepening of the division of social labor presupposes the development of specialization in vocational training.

The point is not only to create a system of additional education, which includes not only various forms of professional training and retraining. Today, the system of additional education in Russia includes numerous institutions of general education - music and sports schools, creative centers, etc.

But it is necessary to form a positive motivation for engaging in additional education.

Of course, life itself forces an increasing part of the population to seek additional education. However, this “forced” motivation focuses specifically on institutions of additional professional education. Subordinating everything to the demands of practice, these institutions often minimize the expenditure of labor and time on the study of subjects and disciplines that are not directly related to the formation of professional qualities, or, at best, select the content of these training courses from a narrow pragmatic point of view. Since the educational standard requires so many hours to be spent on subjects of social and humanitarian cycles, they will have to be allocated; but, since they are still of little use, we will not burden ourselves with concerns about the quality and direction of teaching, and even about any systematic teaching.

The positive motivation of additional education as an internal need for obtaining additional knowledge, i.e., ordered, systematized information that is not directly related to the professional activity of the subject, can only be formed as a result of the development of the spirituality of the individual.

Indeed, spirituality is the phenomenon that connects the objective and the subjective, the personal and the public.

“Spirituality is the expression in the system of personality motives of two fundamental needs: the ideal need for knowledge and the social need to live and act “for others”.

Man cannot live without knowing the world. He applies the results of knowledge in practical activities. Both educational and subject activity are social in nature. That is, spirituality is inherent in human nature.

The only question is that when the need for knowledge is limited, for example, by the framework of professional interests, then, due to the limited understanding of other people,

there is a deformation of the social need to live and act for others, correlating one's plans and actions with the interests of other people. A person does not understand the interests of others, attributing to them his understanding of life: it seems to the janitor that all people are guided by only one goal - to litter. Thus, he correlates his feelings, thoughts and actions not with the interests of other people, but with himself, his limited inner world. The source of development is lost - the personality becomes self-sufficient in this state. Thus, interest in knowledge is lost. So the deformation of the social component of spirituality leads to the stagnation and death of its ideal component: there is a degradation of spirituality, which is expressed in the cessation of personality development. But the result is not only the degradation of a particular personality. The effectiveness of its interaction with other people decreases, which cannot but affect negatively the process and results of a person's professional activity. He is degrading as a member of society.

All this fundamentally contradicts the purpose of education. Moreover, a narrowly professional approach to education is contrary to the purpose of professional education itself. At the same time, we emphasize once again that the dynamics of modern society determines the deepening of the specialization of education. So there are two related problems:

Development of the education system, which includes public and diverse educational institutions;

Formation of motivations/attitudes for continuing additional education, which, in principle, cannot be reduced only to advanced training, improvement and development of professional qualities in the form in which they are comprehended here and now.

At the same time, the creation and development of a system of additional education, not supported by the formation of appropriate sustainable motivations / attitudes, does not ensure the implementation of the goals of training - education.

If the concept of contextual learning in the pedagogical interpretation is reduced to the subordination of theory to the demands of practice, i.e. teaching theory in a professional context, then in a sociological vision, it involves teaching professions in a broad social context, when the widest possible range of knowledge, skills and abilities does not directly correlate with the needs of a particular practice, but only with development trends professional activities, based on the interests of a socially competent person. It is obvious that such an approach not only does not exclude additional professional education, but assumes it as a necessary element of the general education system.

Literature

1. Rapatsevich E.S. Pedagogy: Great Modern Encyclopedia. - Minsk: IOOO "Modern Word", 2005. - 720s.

2. Asp E.K. Introduction to sociology / Per. from Finnish M.Aalto and P.Saari; Ed. Russian per. A. Ryabova; Ed. A.O. Boronoev. - St. Petersburg: Aleteyya, 1998. - 250 p.

3. Changli I. I. Labor: sociological aspects of the theory and methodology of research / I. I. Changli. -M. : Center for Social Forecasting, 2002. - 451s.

4. Sociology of education: tutorial for universities on special 020300 "Sociology" / D. Ballantyne, E. G. Lukovitskaya, V. V. Matveev and others; resp. ed. A. M. Osipov, V. V. Tumalev; Ros. sociological assoc. - Rostov n / a: Phoenix, 2005. - 319 p. - (Alma Mater).

5. Giddens E. The consequences of modernity. // Sociology. Abstract journal. Series Social and Human Sciences. Domestic and foreign literature. No. 2. - M., 1994.- p.4.

6. Giddens E. Organization of society: an essay on the theory of structuration. - M.: Academic project, 2003. -528s.

STATE STATE INSTITUTION OF SOCIAL SERVICE OF THE KRASNODAR REGION "OTRADNENSKY SOCIAL AND REHABILITATION CENTER FOR MINORS"

ESSAY

Topic: "The system of additional education for children as the most favorable environment for revealing the personal potential of the child"

Abstract prepared by:

Ishchenko Ekaterina Evgenievna, teacher

Village Passing

2017

TABLE OF CONTENTS

Introduction ……………………………………………………………...3

1. Features of additional education of children in conditions

development of the modern education system……………………….5

2. Additional education as a means of harmonious

inclusion of a person in social activities…………………………………………………………………………………………9

2.1. The system of additional education for children as the most

favorable environment for the disclosure of personal potential

child………………………………………………………………..9

2.2. The system of additional education for children is variable,

based on the child's own reflexive abilities,

social and cultural environment……………………………………….12

2.3. Implementation of additional education for children in the conditions

social rehabilitation center…………………………….18

Conclusion…………………………………………………………...21

References……………………………………………….....22

INTRODUCTION

Now, in an era of rapid change in technology, in the question of the formation of a harmoniously developed personality, we should talk about the formation of a fundamentally new system lifelong education, which implies constant renewal, individualization of demand and the possibilities of its satisfaction. Moreover, the key characteristic of such education is not only the transfer of knowledge and technology, but also the formation of creative competencies, readiness for retraining. Just here, in the matter of the formation of creative competencies, readiness for retraining, we need to pay attention to the system of additional education. Her, at first glance, a secondary role has repeatedly shown its significance.

The twentieth century is the century of the emergence and development of a special institution - additional education. Modern additional education is designed to comprehensively solve the problems of training and education, professional orientation, and social adaptation of young people. The system of additional education has tremendous experience in creating conditions for personal, creative development, self-realization of students, versatile education of the younger generation.

At present, additional education of children in Russia is considered as a unique phenomenon of the education system, as a single, purposeful process that combines upbringing, training and personal development beyond educational standards, the main purpose of this process is to satisfy the constantly changing individual socio-cultural and educational needs of children.

The ability to creatively approach a new business lays precisely additional education. Being engaged in creative associations, children in the process of work can communicate relatively freely both with their peers and with the teacher, and this, as a rule, increases interest in independent activity and liberates brain activity, allowing them to look for new non-standard ways to solve the problem. Yes and if this species activity will be uninteresting to the child, he can try another without losing anything.

From this we can conclude that additional education reveals human culture in all its diversity, forms its own special attitude, lays the foundations of morality and spirituality, contributes to the formation of a creative personality, creates conditions for the disclosure of the potential of each child, his self-realization and self-affirmation.

1. FEATURES OF ADDITIONAL EDUCATION OF CHILDREN UNDER THE DEVELOPMENT OF THE MODERN EDUCATION SYSTEM

In modern conditions, education is becoming the most important factor in social development. The formation of the information society is inextricably linked with the growing need of each citizen for the constant updating of knowledge, advanced training, and the development of new activities. This trend led to the question of changing the paradigm of education.

An integral part of continuing education is the system of additional education. Additional education is a special area of education, officially designated in the Law of the Russian Federation "On Education". Additional education is carried out outside the framework of the main educational programs.

Additional education is a purposeful process of education and training through the implementation of additional educational programs, the provision of additional educational services and information and educational activities outside the main educational programs in the interests of a person, the state.

“Additional” is understood as a motivated education that allows a person to acquire a stable need for knowledge and creativity, to realize himself as much as possible, to self-determine subjectively, socially, professionally, personally.

Additional educational programs include those programs of various directions that are implemented:

In general educational institutions and institutions of vocational education that are outside the main educational programs;

In institutions of additional education that have the appropriate licenses;

Through individual pedagogical activity.

The system of additional education is an important condition for the development of a personality, taking into account its individual abilities, motives, interests, and value orientations.

The concept of modernization of the Russian education system defines the importance and significance of the system of additional education for children, which contributes to the development of inclinations, abilities and interests, social and professional self-determination of children and youth. Additional education of children is a purposeful process of upbringing, personal development and training through the implementation of additional educational programs. Providing additional educational services and information and educational activities outside the main educational programs in the interests of the individual, the state. Supplementary education of children cannot be regarded as a kind of appendage to basic education, which performs the function of expanding the possibilities of educational standards. Its main purpose is to satisfy the constantly changing individual socio-cultural and educational needs of children. In science, additional education of children is considered as "a particularly valuable type of education", as "a zone of proximal development of education in Russia".

The modern system of additional education for children provides an opportunity for millions of students to engage in artistic and technical creativity, tourism, local history and environmental and biological activities, sports and research work- in accordance with their desires, interests and potential opportunities. There have been important changes in the software and methodological support of additional education for children: teachers of additional education develop copyright additional programs, seeking to create conditions for the development of children's creative activity, while realizing their own professional and personal potential. /3, p. 43-45/

The following can be distinguished as components of the system of additional education:

The goals of additional education;

Subjects of the process of additional education;

The content of additional education;

The system of institutions of additional education;

Distinctive features of the pedagogy of additional education for children are:

Creation of conditions for free choice by each child of the educational area (direction and type of activity), the profile of the program and the time of its development, the teacher;

A variety of activities that satisfy the most diverse interests, inclinations and needs of the child;

The personal-activity nature of the educational process, which contributes to the development of a person's motivation for knowledge and creativity, self-realization and self-determination;

Personally-oriented approach to the child, creating a "success situation" for everyone;

Creation of conditions for self-realization, self-knowledge, self-determination of the individual;

Recognition by the child of the right to trial and error in the choice, the right to review the possibilities in self-determination;

The use of such means of determining the effectiveness of the child's advancement within the boundaries of the additional educational program chosen by him, which would help him see the stages of his own development and stimulate this development without infringing on the dignity of the child's personality. /3, p. 46-47/

2. ADDITIONAL EDUCATION AS A MEANS OF HARMONIOUS INCLUSION OF A PERSON IN SOCIAL ACTIVITIES

2.1. THE SYSTEM OF ADDITIONAL EDUCATION OF CHILDREN AS THE MOST FAVORABLE ENVIRONMENT FOR DISCOVERING THE PERSONAL POTENTIAL OF A CHILD

Against the backdrop of the crisis phenomena of Russian society in the children's, adolescent and youth environment in recent years, there has been a catastrophic increase in all kinds of forms of antisocial behavior. There is an urgent need to reduce tensions, among children and adolescents. To do this, it is necessary to increase the pedagogical influence on children, to increase their employment in socially useful work. In this regard, additional education of children is a real social force. It organically combines various types of organizing meaningful leisure (leisure, entertainment, holidays, creativity), with various forms , as a result, reduces the space , solving the problem of employment of children.

Additional education is one of the possibilitiesharmonious inclusion of a person in social activitieswith a focus on their own choice of creative work.

Additional education for children is one of the social institutions, which was created and works for children, their education, upbringing, development, social development. Additional education of children contributes to the solution of key tasks of the social development of the city, region, country. The need for social work in additional education is currently due to the fact that additional education today is a universally necessary component of social life, the life of children.

The existing system of additional education for children in Russia has a unique potential for the development of various abilities of students. Possessing openness, mobility and flexibility, the system of additional education for children is able to quickly and accurately respond to the educational request of the family and the state, create a sustainable social and cultural environment for development, and form a conscious civil and personal position of the child. The quality of additional education of children can affect the quality of life, as it teaches them to a healthy lifestyle, reveals the creative potential of the individual, encourages the achievement of a socially significant result, and develops the social initiative of the child.

In the additional education of children, there are conditions for the creative development of the individual, and for this, the priority of free additional education for children, equal access of children to additional education is preserved; a network of institutions of additional education for children and their services in general education institutions is being developed. There is a single information field in the system of additional education for children, the state of the additional education system is monitored annually, the interaction between basic and additional education is expanding as part of the implementation of specialized education, rural children are also provided with equal opportunities in receiving additional education, and children's creative associations are created on the basis of rural schools. different directions, introduction of the latest information technologies for distance learning and implementation of collective telecommunication projects. There is an expansion of opportunities for additional education for children with disabilities; providing socio-pedagogical, psychological and pedagogical support for children of the “risk group” through the development of club associations at the place of residence, vacation programs and employment in the system of additional education for children.

The profound social changes taking place in society have sharply aggravated the situation of children in Russia: crime and delinquency among minors are growing, child alcoholism and drug addiction are becoming serious, and the number of children with disabilities in physical and mental development is increasing. The reason for these phenomena is not only a significant decline in the standard of living, the weakness of healthcare, education and the social sphere as a whole, but also the fact that there is no integral system of rehabilitation, social and legal support for children. Under these conditions, one of the priorities of the social policy of the state is the protection of the rights of children. The content of education in the additional education of children is being updated, new forms and methods of education are being introduced, social support is provided for children from large, low-income and dysfunctional families, orphans and children left without parental care, children with developmental disabilities.

In institutions of additional education, the child acquires the qualities necessary for him to live in society, masters activities, communication, learns the norms of behavior and social experience accumulated by previous generations, actively reproduces the system of social ties. Students are offered specialized, integrated and comprehensive training programs that contribute to the acquisition of the qualities necessary for life in society.

2.2. THE SYSTEM OF ADDITIONAL EDUCATION OF CHILDREN IS A VARIATIVE SOCIO-CULTURAL ENVIRONMENT BASED ON THE CHILD'S OWN REFLEXIVE POSSIBILITIES.

Each child is talented and unique in his own way, only it is necessary to notice, support and develop the sprouts of children's creative talent in the process of education. It is known that approximately 70% of children do not have pronounced inclinations to any activity. In this situation, parents, teachers, teachers of additional education can and should help the child to “open up”, show their best qualities, maximize their potential. And for this it is necessary to create a “success situation” for each child (L.S. Vygotsky). Education takes place only when creative activity is carried out. On the one hand, this statement is somewhat categorical - education by word, deed, example, etc. On the other hand, it deserves the closest attention, since the effectiveness of education through creative activity, co-creation of an adult and a child can hardly be overestimated. Most children really feel a great need for active creative activity, they want to participate in interest associations, clubs and circles, to master the basics future profession, strive for independence, development of their abilities, self-determination. In the process of communicating with other people, the child constantly finds himself in situations that require him to make a certain choice, make a specific decision, reassess values, which actively influences his upbringing, formation, and self-determination. And in many ways it depends on us, adults, whether we can help him with this at each of the age stages of life or not. It is clear that this task cannot be accomplished by the efforts of the school system alone. A huge role in its solution, along with the family, the environment, the media, is played by the additional education of children - a purposeful continuous process of education, training, and development. A child's abilities are formed by mastering the content of material and spiritual culture, technology, science, and art in the process of education and training. The initial prerequisite for the development of abilities are innate inclinations. As a result of an individual life path, a child develops, on the basis of inclinations, an individually peculiar warehouse of abilities, which also requires an individualized approach to each specific personality. It is this principle that is fundamental in the system of additional education for children. Traditionally, the concept of "additional" goes according to the semantics of the word. So, in the Dictionary of the Russian Language S.I. Ozhegov, the concept of “additional” is defined as an addition to something, “to supplement” means to make it more complete by adding to something, to fill in the missing something. Unfortunately, in Russian education for many years the concept of "additional" was associated exclusively with additional training sessions at school as one of the means of helping lagging behind and underachieving students. Along with additional training sessions with lagging behind, since 1918 there was extracurricular work - educational and educational activities with children, which was carried out by out-of-school children's and cultural and educational institutions, bodies public education , pioneer, Komsomol, trade union and other public organizations. In 1992, in accordance with the Law of the Russian Federation "On Education", this form of education was included in a wider area - additional education of children as a variable part of general education, a purposeful process of education and training through the implementation of additional educational programs. Additional education rightfully belongs to the areas most favored for the development of each child, it is really "one's own", personal - by choice, by character, "to one's liking". Personality is formed in constant activity, overcoming oneself, in experiences of grief and joy, in participation in communication, in a great real cause. Meanwhile, many children in the development of their creative abilities, self-realization in school years are hindered by certain difficulties in communication (low level of communication), lack of perseverance, and difficulties in learning. In this situation, there are two ways to solve the problem: either give up on such a student by putting an appropriate label on him: (“difficult child”, “underachieving”, etc.), or try to captivate him with an interesting thing, taking into account his desires, opportunities , needs. And through this passion to help the child gain the respect of others, self-esteem, develop his motivation for knowledge, active creative activity. You should not think that attempts to involve a child in socially useful activities, to reasonably organize his free time, to find something to his liking always give such a positive effect. Of course not. But striving to have objective information about the child with the help of questionnaires, the method of participant observation, testing, diagnostics, which are carried out by psychologists, social teachers, class teachers in order to provide him with timely assistance and support, is undoubtedly necessary. In recent years, in a number of schools, for each child, they began to create a "Map of the student's personal growth", where, throughout all the years of study, information is entered not so much about the academic performance as about the socially useful activities of the child, his creative success in additional education, distinctive features, development character, etc. It seems that this form of work will allow teachers, together with parents, to make timely adjustments in the upbringing of the child, his civic development. Undoubtedly, what matters is what knowledge and grades the students will receive, but much more - what kind of person each of the school graduates will become, what values he will bring to his environment, society as a whole, how ready he is to enter adulthood. It is very important to treat the child as a subject of life and his own development.

The system of additional education for children is not a ready-made socio-cultural environment offered to the child, but a variable socio-cultural environment created by him, based on his own reflective capabilities. Additional education of children at the present stage is carried out both in institutions specially created for this purpose, and in educational institutions of other types (kindergartens, schools, institutions of primary and secondary vocational education). The modern system of additional education is ready to offer the child a wide range of educational programs for various types of creative activity.

One of the most massive and popular among children and parents is additional artistic education. Art, artistic creativity allow children to betray the spiritual experience of humanity, contributing to the restoration of ties between generations. Institutions of additional education for children with an artistic orientation (music schools, creative workshops, studios, art schools, etc.) contribute to the education of a creative personality, help develop communicative qualities, and the ability to express oneself.

The organization of scientific and technical creativity introduces the child to painstaking independent creative work associated with scientific and technological progress, invention. Usually the station young technicians guys come who dream of becoming pilots and astronauts, sailors and motorists, inventors and radio operators, etc. Classes in technical creativity develop the intellect, bring up in the child such qualities as perseverance, discipline, interest in the exact sciences.

Ecological and biological additional education of children is aimed at developing the child's interest in the study of biology, geography, ecology and other Earth sciences. Studying the world of flora and fauna, exploring the environment, the child learns the art of feeling like a part of nature, to be responsible for everything that happens around. Physical culture and health and sports work in the system of additional education for children is focused on the physical improvement of the child, the formation of a healthy lifestyle. And this task is a priority for both the school and the family.

One of the main directions in the system of additional education for children is the development of children's tourism and local history. Over a million children and teenagers participate in the implementation of the target program of the local history movement of students "Fatherland". History and culture, feats of arms and the fate of compatriots, family genealogies and folk art - all this and much more becomes the subject of children's knowledge, the source of their social, personal and spiritual development, the education of patriots of their homeland.

In recent years, the number of “survival schools” has noticeably increased, where children acquire the necessary knowledge and practical skills of behavior in extreme situations.

Most children involved in additional education consider themselves independent, they feel more confident in any society, they know their own worth, they have an adequate assessment of themselves and others. Most of all, in relationships with others, they value benevolence, justice, attention, help and support, manifestations of love, the ability and desire to forgive shortcomings.

All of the above allows us to state that the longer the child is engaged in the system of additional education for children, the higher his cognitive interests are expressed, the more he is confident in the correctness of his own choice of the sphere of application of creative activity; the wider and more diverse the interests of the child, the more he is altruistic and ready to benefit society; the more the child is family-oriented, and family members are a role model for him, the wider the child represents his opportunities in the development of creative abilities and self-determination; the more children are employed outside of school, the more independent they are, the more optimistic they look to their future, the more they are focused on their own success, and the higher the percentage of children who at this stage have determined the choice of both their future profession and their life path in in general.

The essence of pedagogical support in this case is to create an educative environment in which the development of the creative personality of the child takes place, to ensure the personality-activity and practice-oriented orientation of additional education for children, which is a kind of mechanism for equalizing the opportunities for obtaining personalized education. The effectiveness of pedagogical support for students to a greater extent depends on how the programs of additional education for children implemented by the teacher are adequate to the needs, goals and values of students, taking into account their potential; how much they help the child to determine their own value and effective position, stimulate self-education, self-development, self-education in accordance with the personal resources available to the child.

Using the results of diagnostics, the teacher is called upon to help determine the rate of progress in the assimilation of knowledge, individual and, importantly, optimal for each child. Thus, the teacher contributes to the fact that each child learns to identify and compare personal interests, inclinations with their creative abilities and capabilities, as well as with social needs.

The unity of activity, cognition and communication - necessary condition for raising a child. “The work of the educator achieves its goal only then,” emphasized V.V. Davydov - when he competently directs the child's own activity as an active participant and subject of the educational process.

2.3. IMPLEMENTATION OF ADDITIONAL EDUCATION OF CHILDREN IN THE CONDITIONS OF SOCIAL AND REHABILITATION CENTER

The stability, self-fulfillment, viability of a grown child directly depends on the given individual trajectory, which determines the level of his development. A successfully chosen educational trajectory, which ensures the continuity and continuity of the various stages of rehabilitation and education, will be the basis for the full development of the child.

Preparing pupils of the social rehabilitation center for an independent life, equipping them with the necessary skills and abilities is a difficult task, primarily because these children are placed in an artificial social environment, limited by the walls of a special institution. Being fully supported by the state, without seeing normal family relationships, these children are deprived of very important social experience, which they have to acquire on their own and often with great difficulty only after graduation from the institution.

Teachers of social rehabilitation centers face a very important task of overcoming this situation, excluding special children from the “risk group”. They create conditions for the successful socialization of their pupils and the implementation of a comprehensive program for the upbringing and additional education of children within the framework of special educational institutions.

In the institution, additional education for children and adults is aimed at the formation and development of creative abilities, satisfaction of their individual needs for intellectual, moral and physical improvement, the formation of a culture of a healthy and safe lifestyle, health promotion, as well as the organization of their free time. Additional education of children ensures their adaptation to life in society, professional orientation, as well as the identification and support of children who have shown outstanding abilities.

Additional education in our social rehabilitation center for minors is a purposeful process of educating and educating minors through the implementation by teachers of the center of additional general developmental educational programs of various directions outside the main programs of social rehabilitation.

The content of additional general developmental programs, the duration of classes and their number is determined by the educational program of the teacher, approved by the director of the organization, as well as the requirements of SanPiN.

Programs are implemented throughout school year including vacation period.

Teachers implement programs in accordance with individual curricula, in associations of interest, formed into groups of pupils of the same age or different age categories.

Classes in associations are held according to additional general educational programs of various directions: artistic, social and pedagogical, physical culture and sports, local history, etc.

An example of such an experience isadditional general developmental educational programs for the social rehabilitation of minors “Needlewoman”, “Young Artist”, “In the World of My Hobbies”, “Family Harmony”, etc.

Additional education provides the child with maximum opportunities for the development of his potential creative abilities, taking into account interests and desires, receiving non-professional education, which has a huge impact on his future destiny. For many children from the group of unteachable, unable to complete general secondary education, the system of additional education is the main, and sometimes the only, opportunity to acquire vital practical skills, pre-professional training.

CONCLUSION

Thus, it can be argued that the system of additional education for children today is the property of Russia and the "golden fund", without which childhood will remain destitute and defenseless.

A child deprived of the possibility of self-development can fall into the risk zone, when the road turns out to be the most likely for him, into the world of evil, as a “social vacuum” arises, which will be quickly filled with criminal structures.

The main goal of additional education for children can be called the creation of conditions for the full development of the personality, the fullest possible realization of all its abilities, as well as for rehabilitation, social adaptation and integration in life.

A student-centered approach in the additional education of children is a priority and manifests itself in at least two aspects:

First, it is the acceptance of each individual child as an individual. In this understanding, education sets the goal of identifying and developing all the inclinations of the child, his self-realization and self-actualization. To achieve the goals, the task of creating conditions for self-expression and self-development of the child is put forward, and the principle of creating a situation of success for any pupil is fundamental

Secondly, personality-oriented education considers a special child as a subject of joint activities of children and a teacher, a unique personality, individuality, a person who must be able to make decisions independently, be able to live in society, build relationships, adapting, but without losing their own individuality, remaining an individual.

BIBLIOGRAPHY

1. Asmolov A.G. Additional education as a zone of proximal development of education in Russia from traditional pedagogy to developmental pedagogy. // Out-of-school student. - 1997. - No. 9. - S. 9-11.

2. Brudnov A.K. informal and continuous. On the development of additional education for children. // Head teacher. - 1995. - No. 2. - S. 56-59.

3.Additional education of children: Textbook. - S.Pb., 2017. - S. 40-47

4. Zolotareva A.V. Some approaches to the social education of children in the institution of additional education for children. // Pedagogical kaleidoscope. - 1998. - No. 3. - S. 20-22.

5. Zolotareva A.V. Additional education of children: theory and methodology of social and pedagogical activity. - M .: "Academy of Development", 2004. - 304 p.

6. Ivanchenko V.N. Interaction of general and additional education of children: new approaches. - Rostov-on-Don: "Teacher", 2007. - 256 p.

7. Mayorova N.G. Education of a creative personality. // Additional education and upbringing. - 2009. - No. 2. - P. 22.

8. Petrosyan L.G. Work with gifted children in the system of additional education. // Additional education for children. - 2001. - No. 24. - S. 37-39.

9. Implementation of an individual approach in working with students in the context of additional education for children. Student-centered learning: ANO DPO "Institute of Management and Law". - S.Pb., 2017. - 11 p.

“The role and place of additional education in modern model education"

Teacher MBOUDOD "House of children's creativity"

Pervomaisky district

Lomakina Oksana Alexandrovna

“Children should live in a world of beauty, fairy tale games, music, drawing, fantasy and creativity. On how the child will feel, climbing the first rung of the ladder of knowledge, what he will experience, his entire further path to knowledge depends. V. Sukhomlinsky.

Additional education is entering a new stage of its development. As a worker in this field, I welcome this very much.

What do we understand by the concept of additional education? Many researchers understand additional education as a purposeful process of education and training through the implementation of additional educational programs. The term "additional education" appeared in the early 90s in connection with the adoption of the Law of the Russian Federation "On Education".

Additional education for children is one of the social institutions of childhood, which was created and exists for children, their education, upbringing and development. The specificity of additional education is that for him the creative activity of the child is primary. In the foreground is the development of the individual in creativity, and training provides, supports development. Supplementary education contributes to the accumulation by the child of the experience of individual and collective creative activity of free choice. This is a socially demanded area in which young citizens and their parents (legal representatives), as well as society and the state, act as customers and consumers of educational services.

Additional education of children contributes to solving the key tasks of the socio-economic development of the region, improving the quality of life, as it introduces children and adolescents to a healthy lifestyle, reveals the creative potential of the individual, encourages the achievement of a socially significant result. This type of education contributes to the development of inclinations, abilities and interests, civic and moral qualities, life and professional self-determination of the younger generation. Among the tasks solved by the system of additional education is the prevention of neglect, delinquency, drug addiction and alcoholism.

Additional education of children expands the educational opportunities of the school. Possessing openness, mobility and flexibility, the system of additional education for children is able to quickly and accurately respond to the "challenges of the time" in the interests of the child, his family, society, and the state.

Additional education for children is an integral part of general education, which allows students to acquire a stable need for knowledge and creativity, to realize themselves as much as possible, to self-determine professionally and personally. At the present stage, the role of additional education for children has increased and occupies a special place. With the adoption of the new Education Standards, the "New School", the requirements for the system of additional education are increasing.

The concept of development of the system of additional education of the Tambov region for 2010-2014. (hereinafter - the Concept) was developed taking into account the main directions of the Interdepartmental Program for the Development of the System of Additional Education for Children until 2010 and is aimed at implementing the state and regional policy in the field of education.

The concept defines the value-semantic, targeted, meaningful and effective priorities for the development of additional education for children in the Tambov region.

Additional education for children is aimed at implementing the order of children and parents on the basis of cooperating the capabilities and resources of various industries and areas, regardless of departmental-territorial subordination. Such a "polysphere" development of additional education becomes one of the foundations of its development.

Thus, one of the leading provisions of the Concept is an interdepartmental approach - the consolidated participation of the Department of Education and Science, the Department of Culture and Archives, the Department of Physical Culture, Sports and Tourism, local governments, public organizations of the region in solving the problems of developing the system of additional education.

The concept is the basis for the development of appropriate programs, taking into account the socio-economic, cultural, ethnic, demographic and other characteristics of the region's territories.

What is the history of continuing education?

The system of additional education in Russia was formed from domestic forms of out-of-school work and out-of-school education. Out-of-school education in Russia arose at the end of the 19th century in the form of circles, clubs, workshops, and day shelters for children. These were single out-of-school institutions created by progressive Russian teachers who set themselves various goals. Thus, the cultural and educational society "Settlement", founded in Moscow in 1905 by a group of advanced teachers, headed by its goal, set the satisfaction of the cultural and social needs of children. In 1909, he created the society "Children's Labor and Recreation", in 1911 the children's colony "Cheerful Life" was created. In 1918, the first state out-of-school institution, the Station of Young Nature Lovers, was established (Moscow, Sokolniki). In June 1919, the 1st All-Russian Congress on Out-of-School Education was held. In the 1930s, the term "out-of-school education" was replaced by "out-of-school education".

There was a rapid growth of children's institutions, and they soon became known as out-of-school institutions. Despite the difficult post-war period, the system of out-of-school education continued to develop, the number of Houses and Palaces of Creativity, sports schools, stations for young tourists and technicians grew. Despite the presence of sufficient disadvantages that interfered with the solution of the problems of the personality-oriented development of the child, his interests were accumulated experience in cultivating talents and mass attendance. Many stars of cinema and sports, art and technology were pupils of the system of out-of-school education: these are world chess champions A. Karpov, B. Spassky, actor S. Nikonenko, hockey player V. Fetisov and others.

The 80-90s were difficult in the political and social environment. But the system of out-of-school education not only survived, but even received an increment. In accordance with the Law of the Russian Federation "On Education", since 1992, out-of-school institutions have been referred to as institutions of additional education for children. With such an update, there was not only a qualitative change in the content and forms of activity of institutions, but also teachers of additional education.

2008 is the year of the 90th anniversary of the domestic system of additional education for children. This year was marked by bright events, performances by children's creative teams of the Houses of Creativity, schools, Palaces of Creativity, exhibitions of arts and crafts.

From the above, we see that additional education is the niche where the child's creative seed grows. Additional education of children creates the conditions for a young person to fully live the time of childhood. After all, if a child lives a full life, realizing himself, solving socially significant tasks, even entering the professional field of activity, he will have more opportunities to achieve great results in adulthood.

A child in additional education comprehends the main thing in life, looks for the meaning of life and the opportunity to be. With the opening of each new educational institution of additional education for children, the space for children's well-being is expanding. Once he wrote “Labor, inspired by interest in the matter, is easier, and not harder than labor performed out of duty.” In this regard, the role of additional education of children is growing.

Additional education forms a child's self-awareness, a sense of his own personality. He satisfies his creative needs, develops interests, acquires knowledge at the pace and volume that his individual abilities allow him. It is known that the Law of the Russian Federation "On Education" does not define additional education for children as operating within the framework of standards. The content of additional education is not standardized - it is boundless: working with a child in accordance with his interests, his choice, we can go in breadth and height and depth.

As a teacher, I have the opportunity to freely build programs taking into account the interests of children. I build the educational process in such a way that each child has the opportunity to realize their abilities and learn not individual skills and abilities, but master a whole system of concepts, ideas, and practical actions. Thus, children try their hand at various activities, learn to "try on" their physical and psychological qualities to different situations. This gives them an advantage in acquiring practical experience and mastering various competencies.

I believe that additional education is a new addition to the main educational process, since additional education can solve a whole range of tasks:

Align the starting opportunities for the development of the child's personality;

Contribute to the choice of his individual educational path;

Provide each student with a “success situation”;

To promote the self-realization of the personality of the child and the teacher.

Thus, I come to the conclusion that additional education has the ability to combine the education, upbringing and development of the child into a single process. It provides students with ample opportunities to receive modern high-quality education, and with the introduction of extracurricular activities for children in the system of general education schools, it contributes to the development of a creative, enterprising and competent citizen of Russia.

This is where the role of additional education in the new model of education is expressed. I see my role as a teacher of additional education, using the innovative directions of the New School, in the following tasks:

IN educational process use new educational standards;

Form a system of giftedness;

Preservation and promotion of health;

Teach your child to learn and create;

Teach your child to cooperate

Teach your child to live successfully in modern society.

From this I conclude that the role and place of additional education in the modern model of education is to create conditions for the spiritual and moral development, education and successful socialization of students.

Since the specificity of my work is related to vocal creativity, I want to end with the words of F. Schiller

“In order to educate a person thinking and feeling, he should, first of all, be educated aesthetically.”

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