Methods and technology of work of a teacher of additional education. “Modern pedagogical technologies in the field of additional education for children. Principles of developmental education

Municipal educational institution of additional education Center for the development of creativity of children and youth of the city of Krymsk, municipality Krymsky district

Methodical development

Topic: " Modern pedagogical technologies in the field of additional education for children”

Preparedadditional education teacher S.I. Chernykh

Krymsk

2016

Additional education as a special educational institution has its own pedagogical technologies for the development of the child's creative activity, for self-development and self-realization. The mass school for the most part uses information, teaching technologies based on intelligence. One of the mistakes of the modern school is that the heads of students are overloaded with knowledge, their role is exaggerated, they act as an end in itself, and not as a means of developing the child's abilities. The methods of children's activities often remain out of the teacher's field of vision. Educational tasks are mainly of a reproductive nature, they are reduced to performing actions according to the model, which overloads the memory and does not develop the student's thinking.

An institution of additional education for children, unlike a mass school, should separate children according to their individual characteristics and interests, teach everyone in different ways, and the content and teaching methods must be calculated on the level of mental development and adjusted depending on the specific capabilities, abilities and needs of the child. As a result, optimal conditions for development should be created for the majority of children: they will be able to realize their abilities and master the programs.

But in reality this does not always happen. As the analysis shows, the majority of classes by additional education teachers are modeled in the traditional monologue form according to the classical class-lesson scheme. The tendency to imitate school education, the formal use of traditional educational technologies prevails. And this must be overcome by using the advantages of the system of additional education.

The activities of the institution of additional education for children are based on such principles as:

differentiation, individualization, variability of education;

the development of the creative abilities of children, expressed in the fact that organized educational activities are dominated by creativity and creativity is considered as a unique criterion for assessing the individual and relationships in the team;

taking into account real opportunities and conditions for providing educational programs with material, technological, human and financial resources;

taking into account the age and individual characteristics of students when they are included in various activities;

orientation to the needs of society and the personality of the student;

possible adjustment of the curriculum, taking into account changing conditions and requirements for the level of education of the individual, the possibility of adapting students to the modern socio-cultural environment.

In my practice, I adhere to the following “guiding provisions”, which are most relevant to the specifics of additional education for children:

The universal talent of children: there are no untalented children, but there are those who have not yet found their own business.

Mutual superiority: if someone does something worse than others, then something must turn out better - this “something” must be sought.

The inevitability of change: no judgment about the child can be considered final.

Success breeds success. The main task is to create a situation of success for all children in each lesson, especially for those who are not prepared enough: it is important to make them feel that they are not worse than others.

There are no incapable children: if everyone is given time corresponding to his personal abilities and capabilities, then it is possible to ensure the assimilation of the necessary educational material.

In the conditions of additional education, it is more important to answer the question not “what to teach?”, but “how to teach?” given the diversity of the content of additional education, it is advisable not to endlessly expand the set of programs, but to look for such ways of organizing creative activity and experience of emotional attitude to the world that will provide comfortable conditions for the development of the student's personality.

The object of any educational technology in additional education is not so much the subject content, but the ways of organizing various types of students' activities and organizational forms of the educational process as a whole.

By its specificity, the educational process in the institution of additional education for children has a developmental character, i.e. It is aimed primarily at developing natural inclinations, at realizing the interests of children and at developing their general, creative and special abilities. Accordingly, the achievement by students of a certain level of knowledge, skills and abilities should not be an end in itself for building a process, but a means of multifaceted development of the child and his abilities.

Defining the main goal of upbringing and education as personal development, I proceed from the fact that every educational lesson, every educational event should ensure the intellectual and social development of the individual.

At present, teachers of institutions of additional education for children are increasingly consciously beginning to use new educational technologies designed for self-education of children and their maximum self-realization in society. Therefore, of great interest to us arepersonality-oriented technologies of developing education and upbringing, in the center of attention of which is a unique personality, striving to realize his abilities and capable of making a responsible choice in various life situations.

The absence of strict regulation of activities in institutions of additional education for children, the humanistic relationships between participants in voluntary associations of children and adults, the comfort of conditions for the creative and individual development of children, the adaptation of their interests to any sphere of human life create favorable conditions for the introduction of personality-oriented technologies in the practice of their activities.

Technology of student-centered developmental education (I.S. Yakimanskaya) combines learning (normative-conforming activity of society) and teaching (individual activity of the child).

Target technologies of student-centered learning - the maximum development (and not the formation of predetermined) individual cognitive abilities of the child based on the use of his life experience.

Additional education should not form anything by force; on the contrary, it creates the conditions for the inclusion of the child in natural activities, creates a nutrient environment for his development. The content, methods and techniques of student-centered learning technology are aimed primarily at revealing and using the subjective experience of each student, helping to develop a personality through the organization of cognitive activity.

It is fundamental that the institution of additional education does not force the child to study, but creates conditions for the competent choice of the content of the subject being studied and the pace of its development. The child comes here on his own, voluntarily, in his free time from the main classes at school, chooses the subject of interest to him and the teacher he likes. The task of the teacher is not to "give" the material, but to arouse interest, to reveal the possibilities of each, to organize the joint cognitive, creative activity of each child.

In accordance with this technology, an individual educational program is compiled for each student, which, unlike the educational one, is individual in nature, based on the characteristics inherent in this student, flexibly adapts to his capabilities and development dynamics.

In the technology of student-centered learning, the center of the entire educational system is the individuality of the child's personality, therefore, the methodological basis of this technology is the differentiation and individualization of learning.

"Differentiation" in Latin means division, stratification of the whole into different parts.

The preparation of educational material provides for taking into account the individual characteristics and capabilities of children, and the educational process is aimed at the "zone of proximal development" of the student. Thus, training is organized at different levels, taking into account the age and individual characteristics of students, as well as taking into account the specifics of the subject on the basis of activity, independence, communication of children and on a contractual basis: everyone is responsible for the results of their work. The main emphasis in training is placed on independent work in combination with the methods of mutual verification, mutual assistance, and mutual learning.

Technology of individualization of education (adaptive) is a learning technology in which an individual approach and an individual form of learning are a priority (Inge Unt, V.D. Shadrikov). Individual approach as a learning principle is carried out to a certain extent in many technologies, therefore it is considered a penetrating technology.

At school, individualization of learning is carried out by the teacher, and in the institution of additional education for children - by the student himself, because he goes to study in the direction that he is interested in.

The main advantage of individual learning is that it allows you to adapt the content, methods, forms, pace of learning to the individual characteristics of each student, monitor his progress in learning, and make the necessary correction. This allows the student to work economically, control their costs, which guarantees success in learning. Therefore, the teacher in additional education has a stronger influence on children than in school. Hence the increased requirements for the personal qualities of the teacher.

There are technologies in which the achievement of a creative level is a priority goal. The most fruitful in the system of additional education is appliedTechnology of collective creative activity (I.P. Volkov, I.P. Ivanov) which is widely used in additional education.

The technology is based on organizational principles:

socially useful orientation of the activities of children and adults;

cooperation between children and adults;

romanticism and creativity.

Technology goals:

identify, take into account, develop the creative abilities of children and involve them in a variety of creative activities with access to a specific product that can be fixed (product, model, layout, composition, work, research, etc.)

education of a socially active creative personality and contributes to the organization of social creativity aimed at serving people in specific social situations.

Technology involves such an organization of joint activities of children and adults, in which all members of the team participate in the planning, preparation, implementation and analysis of any business.

The motive of children's activity is the desire for self-expression and self-improvement. The game, competitiveness, competition is widely used. Collective creative work is social creativity aimed at serving people. Their content is caring for a friend, for oneself, for close and distant people in specific practical social situations. The creative activity of groups of different ages is aimed at searching, inventing and has a social significance. The main teaching method is dialogue, verbal communication of equal partners. The main methodological feature is the subjective position of the individual.

Classrooms are created as creative laboratories or workshops (biological, physical, linguistic, artistic, technical, etc.), in which children, regardless of age, receive initial professional training.

Evaluation of the results - praise for the initiative, publication of the work, exhibition, awarding, awarding the title, etc. To evaluate the results, special creative books are developed, where achievements and successes are noted.

Age stages of creativity technology:

Junior schoolchildren: game forms of creative activity; mastering the elements of creativity in practical activities; discovering in oneself the ability to create some kind of creative products.

Middle school students: creativity in a wide range of applied industries (modeling, design, etc.); participation in mass literary, musical, theatrical, sports events.

Senior students: implementation of creative projects aimed at improving the world; research work; essays.

Creativity technology features:

free groups in which the child feels relaxed;

pedagogy of cooperation, co-creation;

application of teamwork methods: brainstorming, business game, creative discussion;

desire for creativity, self-expression, self-realization.

The purpose of the technology is to form the thinking of students, prepare them to solve non-standard problems in various fields of activity, and teach creative activity.

The technology of research (problem) learning, in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active work of students to resolve them, resulting in the acquisition of knowledge, skills and abilities; the educational process is built as a search for new cognitive landmarks.

The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in finished form. The technology of research (problem) learning is not new. It became widespread in the 1920s and 1930s in Soviet and foreign schools and is based on the theoretical principles of the American philosopher J. Dewey. M. Makhmutov, V. Okon, N. Nikandrov, I.Ya. Lerner, M.N. Skatkin.

Gaming technologies (Pidkasisty P.I., Elkonin D.B.) have means that activate and intensify the activity of students. They are based on the pedagogical game as the main activity aimed at the assimilation of social experience.

The pedagogical possibilities of play in the life of a collective were discovered long ago; J.-A. Comenius, Pestalozzi. A significant contribution to game theory was made by K.D. Ushinsky, S.T. Shatsky and others.

Gaming technologies as a socio-psychological phenomenon are a kind of technique for mastering the culture of mankind.

A game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved. The pedagogical game has an essential feature - a clearly defined learning goal and the corresponding pedagogical result, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.

Modern pedagogy also recognizes the great role of the game, which allows you to actively involve the child in activities, improves his position in the team, and creates trusting relationships. “Game, by definition L.S. Vygotsky, - the space of "internal socialization" of the child, a means of assimilating social attitudes.

There are the following classifications of pedagogical games:

By type of activity (physical, intellectual, labor, social, psychological);

By the nature of the pedagogical process (teaching, training, cognitive, training, controlling, cognitive, developing, reproductive, creative, communicative, etc.);

According to the game method (plot, role-playing, business, simulation, etc.);

According to the gaming environment (with and without an object, desktop, indoor, outdoor, computer, etc.).

Basic principles of gaming technologies:

Nature and cultural conformity;

Ability to model, dramatize;

Freedom of activity;

Emotional high;

Equality.

The goals of education of game technologies are extensive:

Didactic: expanding horizons, applying ZUN in practice, developing certain skills and abilities;

Educational: education of independence, cooperation, sociability, communication;

Developing: development of personality qualities and structures;

Social: familiarization with the norms and values of society, adaptation to environmental conditions.

The ability to get involved in the game is not related to age, but the content and features of the methodology for conducting games depend on age.

In practical work, teachers of additional education often use ready-made, well-designed games with the attached educational and didactic material. Thematic games are related to the material being studied, for example, "Modeling cases from life", "Natural disaster", "Time travel", etc. A feature of such classes is the preparation of students to solve vital problems and real difficulties. An imitation of a real life situation is created in which the student needs to act.

Usually the group is divided into subgroups, each of which independently works on a task. Then the results of the activities of the subgroups are discussed, evaluated, and the most interesting developments are determined.

Game technology is used by teachers in working with students of various ages, from the youngest to high school students, and is used to organize classes in all areas of activity, which helps children feel in a real situation, prepare for making decisions in life. All groups of early development of preschoolers use game technologies.

New information technologies of education

in additional education of children

Conclusion

All teaching, developing, educational, social technologies used in the additional education of children are aimed at:

Wake up children's activity;

Arm them with the best ways to carry out activities;

Bring this activity to the process of creativity;

Rely on the independence, activity and communication of children.

New pedagogical technologies can radically reshape the learning process. In the conditions of additional education, the child develops by participating in playful, cognitive, labor activities, therefore, the purpose of introducing innovative technologies is to let children feel the joy of work in learning, to awaken self-esteem in their hearts, to solve the social problem of developing the abilities of each student, including him in an active activities, bringing ideas on the topic under study to the formation of stable concepts and skills.

Having studied and analyzed the existing approaches to the organization of education and upbringing in pedagogical science and practice, it can be argued that the scientific and pedagogical basis for organizing the activities of an institution of additional education for children are student-centered technologies of education and upbringing: with their help, the process of creating opportunities for the student is more actively carried out. self-realization, develop individual creative abilities. In additional education, due to the organizational forms used in it and the different nature of motivation, various student-oriented technologies have become its distinctive feature. Here, education and development came closest to the concepts of "self-education" and "self-development".

Modern technologies in the work of institutions of additional education for children are combined with everything valuable that has been accumulated in domestic and foreign experience, in family and folk pedagogy, they allow you to choose the most effective ways and methods of organizing children's activities and create the most comfortable conditions for their communication, activity and self-development .

The modern organization of the educational process in the institution of additional education for children has a personality-oriented focus, contributes to the full development of those abilities that are needed by the individual and society, which include the individual in social value activity, contribute to its self-determination, provide opportunities for effective self-education throughout the subsequent life.

The educational process in the institution of additional education for children is built on the basis of the implementation of various types of children's activities; the free choice of the pace and depth of development of educational programs is provided for everyone, the active interaction of children of different ages in the educational process is carried out. Personally-oriented technologies "launch" the internal mechanisms of personality development.

The success of the application of new technology does not depend on the ability of the teacher to implement a certain method of teaching in practice, but on the effectiveness and correctness of the application of the chosen method at a certain stage of the lesson, in solving this problem and in working with a specific contingent of children.

But the main thing is that the teacher must be able to independently analyze his work, identify shortcomings, determine their causes and develop ways to correct them, that is, the main professional skills for this work of the teacher are analytical.

Thus, the teacher, when introducing new technology into the educational process, should be able to:

apply the teaching methods and techniques used in this technology;

conduct and analyze training sessions based on new technology;

teach children new ways of working;

evaluate the results of the introduction of new technology into practice, using the methods of pedagogical diagnostics.

Used Books

Anisimov O.S. Educational and pedagogical activity in active forms of education. - M., 1989.

Arstanov M.Zh., Pidkasisty P.I., Khaidarov Zh.S. Problem-modular learning: questions of theory and technology. - Alma-Ata: Mektep, 1980.- 208 p.

Apatova N.V. Information technologies in school education. - M., 1994.

Bespalko V.P. Programmed learning. didactic foundations. - M., 1970.

Bespalko V.P. Elements of the theory of management of the learning process. - M., 1971.

Klarin M.V. Pedagogical technology in the educational process: Analysis of foreign experience. – M.: Knowledge, 1989.

Selevko G.K. Modern educational technologies: Textbook. - M .: People's education, 1998. -p. 5-6.

Selevko G.K. Technologies of developing education. // School technologies No. 4, 1997.

Simonenko N.E. Ways to enhance creative activity. / Self-worth of childhood and children's culture. Materials of the Republican scientific-practical conference. – Minsk, 1999, p. 50-53

Olesya Dyundik
Consultation "Modern pedagogical technologies in additional education"

I work in an institution additional education for children. Unlike the school, there are all conditions for separating children according to their individual characteristics and interests; to teach everyone differently, adjusting the content and methods of teaching depending on the level of mental development and the specific capabilities, abilities and needs of each child. According to its specificity educational process in an institution additional education education for children is of a developing nature, that is, it is aimed primarily at developing natural inclinations, at realizing the interests of children and at developing their general, creative and special abilities.

AT additional education there is no strict regulation of activities, but voluntary and humanistic relationships between children and adults, comfort for creativity and individual development make it possible to introduce personality-oriented technology.

That is, at each lesson I carry out an individual approach to children. Also sometimes used and individual form of training. (technology individualization of learning).

Such technology allows you to adapt the content, methods, forms, pace of learning to the individual characteristics of each student, monitor his progress in learning, make the necessary correction. (In the school, individual training is limited).

Also, along with technology individual training, apply in the classroom and group technology. That is, I organize joint actions, communication, mutual understanding, mutual assistance, mutual correction of students.

Group technology widely used in my practice. So, the group is

Simultaneous work with the whole group;

Work in pairs;

Group work on the principles of differentiation.

For example, to complete a specific task, the study group is divided into subgroups. And it turns out that each child is involved and his contribution is visible.

Learning is done through communication in dynamic groups, where everyone teaches everyone. And work in pairs of shifts allows students to develop independence and communication skills.

Technology collective creative activity.

I also successfully use technology collective creative activity

That is, the organization of joint activities of children and adults, children of younger and older age. It turns out that everyone in the team participates in the planning, preparation, implementation and analysis of any business.

Here are some forms KTD:

labor affairs: it can be a labor landing, a gift to friends, a raid, etc.

In labor KTD, pupils and their older friends provide care through labor-creativity. So, together with the guys we spend stock: "Mercy" and "Gift to the warrior-internationalist", where children make souvenirs with their own hands, postcards with wishes and personally hand them over. Such labor affairs bring up the desire to contribute to the improvement of reality, as well as the ability and habit to really, in fact take care of close and distant people, as well as to work independently and creatively.

cognitive affairs: these are various tournaments - quizzes, tournaments of experts, defense of some projects, etc.

Artistic business. Concerts. Puppet show. Literary, art competitions. We participate in competitions and be sure to perform collective work along with individual work.

sports affairs: cheerful sports and athletics, lightning.

Since I work with schoolchildren mainly at the junior level, without the use of gaming technologies activity is unthinkable. Ped. games stimulate the activity of students.

Educational games differ in:

By type of activity (physical, intellectual, labor).

The nature pedagogical process(educational, training, cognitive, developing, creative, etc.);

According to the game method (plot, role-playing, business, simulation, etc.);

By gaming environment (with and without a subject, desktop, indoor, outdoor, computer, etc.).

By subject area (mathematical, ecological, historical, geographical, etc.)

Game goals technologies are extensive:

- didactic: expanding horizons, applying ZUN in practice, developing certain skills and abilities;

-educational: education of independence, cooperation, sociability, communication;

-developing: development of personality traits;

-social: familiarization with the norms and values of society, adaptation to environmental conditions.

In my daily work with children, I use health-saving technology, including exercises:

To relax and strengthen the muscles of the eyes;

To strengthen the muscles of the upper shoulder girdle and back;

For muscle relaxation;

Finger gymnastics;

Improving motor activity in rhythmic exercises and outdoor games.

Taking into account the requirements of health-saving technologies, to preserve the health of students and effective work in the classroom, dynamic pauses, physical education minutes, moments of relaxation are used. In order to teach children to take care of their health, I conduct conversations that are directly related to the concepts "healthy Lifestyle» , "safe behavior on the road, in the forest". In my classes, I constantly monitor compliance with the rules. technology safety and sanitary and hygienic requirements, which are aimed at preventing injuries and maintaining the health of students. So way, health-saving technology contribute to the strengthening and preservation of children's health, develop the creative potential of children, relieve stress and increase interest in classes.

So, summing up all of the above, I would like to repeat that all technologies - educational, developing, educational are aimed at to:

Wake up children's activity;

Arm them with the best ways to carry out activities;

Rely on the independence, activity and communication of children.

And most importantly, so that teacher was able to independently analyze his work, identify shortcomings, determine their causes and develop ways to correct them, (as they say - he who does not make no mistakes).

Related publications:

Pedagogical technologies in additional education of children PEDAGOGICAL TECHNOLOGIES IN ADDITIONAL EDUCATION OF CHILDREN The technological creativity of a teacher is not a new phenomenon. in every technique.

"Modern pedagogical technologies" Currently, pedagogical teams of preschool educational institutions are intensively introducing innovative technologies into their work. Therefore, the main task of teachers.

The use of socio-gaming technology in preschool educational institutions. Seminar "Modern social-game pedagogical technologies" Methodological Service MBDOU combined type kindergarten No. 4 "Polyanka" Seminar for teachers and senior educators of the urban district.

Consultation for teachers on the advanced training program "Pedagogical technologies in additional education of children" FINAL SUMMARY on the advanced training program (PC DOD) "pedagogical technologies in additional education of children" GAME.

April 26 in our city of Troitsk, Chelyabinsk region, the opening of the city project of social, pedagogical and natural sciences took place.

Modern pedagogical technologies for environmental education of preschoolers Ecological education of preschool children at the present stage of development of society is the main and necessary component of education. After all.

Modern pedagogical technologies in preschool educational institutions. Technology of research activity. Technology Portfolio Preschooler Municipal preschool educational institution of a general developmental type of the urban district of the city of Volgorechensk, Kostroma region "Children's.

Modern pedagogical technologies of educational work on the socialization of children with intellectual disabilities Speech at the pedagogical council. Report on the topic: “Modern pedagogical technologies of educational work on the socialization of children.

According to the Law of the Russian Federation “On Education”, the main purpose of additional education is “to satisfy the ever-changing.

Modern pedagogical technologies in a preschool educational organization Existing trends and normative changes taking place today in preschool education require new forms of organization from the teacher.

Image Library:

1. Methods and principles of teaching in the system of additional education for children

complex means: a) mechanical visual devices - diascope, microscope, codoscope, etc.; b) audio - player, tape recorder, radio, audio recording; c) audiovisual - TV, VCR, video film; d) means of automating the learning process - computers, information systems, telecommunication networks, training rooms, computer programs.

Principles of learning - main guiding ideas, regulatory requirements for the organization and conduct of the educational process. The principles of teaching depend on the general pedagogical concept of the activity of a children's creative association. Let us consider the main principles that have developed in pedagogical practice and briefly reveal their essence.

The principle of nurturing education - in the course of the educational process, the teacher should give the student not only knowledge, but also form his personality.

The principle of science the content of training can include only objective scientific facts, theories and laws, besides reflecting the current state of science or areas of creative activity.

The principle of linking learning with practice - the educational process must be built in such a way that children use (or at least know how to apply) the theoretical knowledge gained in solving practical problems (not only in the learning process, but also in real life), and also be able to analyze and transform the surrounding reality developing their own views.

The principle of systematic and consistent the content of the educational process must be built in a certain logic (order, system), in accordance with the following rules:

a) the studied material is divided into sections and topics, each of which has a specific study methodology;

b) in each topic, the semantic center, basic concepts and ideas are distinguished, the sequence of presentation is thought out;

c) when studying the course as a whole, external and internal connections are established between facts, laws, theories.

The principle of accessibility- the content and study of educational material should not cause intellectual, moral, physical overload in children. In order to achieve this, one more rule must be observed: first, we include in the learning process what is close and understandable for students (connected with their real life), and then what requires generalization and analysis, first we offer children easy educational tasks, and then - difficult (but always available to perform under the guidance of an adult).

The principle of visibility during the educational process, it is necessary to “turn on” all the child’s senses as much as possible, involve them in the perception and processing of the information received (i.e., when teaching, it is not enough just to tell children about something, but you should be given the opportunity to observe, measure, touch, conduct experiments to use the acquired knowledge and skills in practical activities).

The principle of consciousness and activity - learning outcomes can only be achieved when children are subjects of the learning process, i.e., they understand the goals and objectives of learning, have the opportunity to independently plan and organize their activities, are able to pose problems and look for ways to solve them. It is possible to achieve activity and consciousness of children in the process of learning if:

When determining the content of the educational process, take into account the actual interests and needs of children;

Include children in solving problem situations, in the process of searching for and performing educational and practical tasks;

Maximize the learning process (game and discussion forms of work);

To stimulate collective and group forms of educational work.

The principle of strength The knowledge acquired by children should become part of their consciousness, the basis of behavior and activity. This may happen if:

In the process of learning, the child showed cognitive activity;

Conducted in the required quantity and sequence, specially selected exercises for the repetition of educational material;

In the structure of the educational material and its content, the main thing is highlighted and logical connections between the components are established;

Systematic monitoring (checking and evaluation) of learning outcomes is carried out.

Features of educational work in the system of additional education of children

Additional education of children in general and its educational component in particular cannot be considered as a process that fills the gaps in education in the family and educational institutions of different levels and types.

In the system of additional education (through its content, forms and methods of work, principles and functions of activity) the following is actually carried out:

a) professional education;

b) social education.

Professional education of students includes the formation of a child:

Ethical and aesthetic ideas necessary for the performance of work and the presentation of its results;

Culture of organization of their activities;

Respect for the professional activities of others;

Adequacy of perception of the professional assessment of their activities and its results;

Knowledge of professional and ethical standards and the desire to fulfill them;

Understanding the importance of their activities as part of the process of cultural development (corporate responsibility).

Social education of students includes the formation of the following components of the child's behavior:

Feelings of belonging to the team, collective responsibility;

Ability to interact with other team members;

tolerance;

Desire to participate in the affairs of the children's team and related activities;

Striving for self-realization in socially adequate ways;

The desire to comply with moral and ethical standards (rules of etiquette; general culture of speech; culture of appearance).

Methods of leisure pedagogy.

concept educational process voluminous and multifaceted. It includes the educational function of the lesson, the extracurricular life of the team, the communication of students with teachers, with each other, purposeful educational work (educational and leisure activities).

Leisure in Greek literally means "school". The word "leisure" denotes a wide space and time of a child's life outside of school work. Scientists often call this zone creative, that is, a recreation area, restoration of physical and spiritual strength.

Its other function is to develop the abilities and interests of children.

The third is free communication with interesting people. A distinctive feature of the sphere of leisure (in comparison with teaching) is the voluntary choice by a person, a child of activities, forms of recreation.

The value of leisure for adolescents is much higher than educational activities.

Leisure pedagogy has created its own specific methods of cooperation and co-creation with children.

In the manual "Schoolchildren's Leisure" he presented a set of techniques and methods for organizing educative life, educating activities, educating relationships. He writes: “Methods are what the educator uses to achieve and solve the set pedagogical tasks. Methods are the "weapon" and "instrument" of professional work.

highlights the following glorious methods of leisure pedagogy.

Method of game and game training.

The game is an independent and legitimate for children, an important type of their activity, equal to all others. A game can be a form of non-game activity, an element of a non-game business. The game, like a fairy tale, a cartoon, is repeated many times in a child's life, becoming his educational training.

“By the end of our century,” Sh. Amonashvili believes, “the goal of pedagogy will not be the “general development” of children, but the disclosure of the creative potential of each child. The use of the game addresses this potential. The game is understandable and close, in it children express their interesting, original essence, express themselves without external motivation.

The game is easy to verify the sympathies and antipathies of children, whom they choose, prefer from their peers (“Third Extra”, “Brook”, “Gardener”, “Ring”, etc.). The game reveals knowledge, intellectual powers (quiz "What? Where? When?", "Field of Miracles", etc.). Games show the level of organizational skills of children. Games "show" physical abilities: dexterity, strength, coordination, etc.

Theatrical method.

Children's leisure has an infinite number of subjects and social roles. Informal communication of the guys (meeting with the creative program) can be in the form of a party, a school cafe, a “blue light”, an evening by candlelight, a sea wardroom, Russian “gatherings”, “semechnikov”, “zavalinka”, “theatrical living room”, evenings of Russian (any other) cuisine, a feast - a birthday party, an evening of etiquette, a birthday party for a team, a “skit”, “Zucchini “13 chairs”, a “round dance of friends”, a “holiday evening”, etc.

The method of theatricalization is implemented through costume, a special vocabulary of communication, leisure accessories, ceremonies, rituals. Theatricalization introduces children to a variety of life stories.

Competition method.

Competition is a purely childish privilege, competition is an internal “spring” for unwinding creative forces, stimulating search, discovery, and victories over oneself. The competition extends to all spheres of the child's creative activity, except for the moral sphere.

Method of equal spiritual contact.

These methods are based on the joint activity of children and adults "on an equal footing" in everything. Teachers and children are members of clubs, drama groups, choirs, creative associations based on democratic, humanistic communication.

Method of educational situations.

This group of methods consists in creating procedures called to life, self-realization, trust, imaginary distrust, organized success, self-developing business, etc.

improvisation method.

imprum(English) - self-examination, improvement, improvement. Children's lives are improvised. Improvisation has a mechanism of imitation behavior. Children are very suggestible. An example of one enters the subconscious of another, bypassing the different tonalities of consciousness. As a result, this ancient mechanism, which came from the great grandparents, is turned on.

Improvisation is an action that is not conscious and not prepared in advance, so to speak, impromptu. Improvisation leads to practical and creative enterprise. The art of improvisation is the product of skill, temptation, and creative effort.

Improvisation is based on the syndrome of imitation with the introduction of its author's beginning. Improvisation methods are opposed to school methods of rehearsal, and they give rise to the excitement of a child with a plus sign. Children's leisure has its own secrets and secrets, its own patterns and methods. It is no coincidence that the wealth of ephemeral leisure disappearing from time is strangely preserved in the souls of children. The phenomenon of the creative basis of leisure is purifying and therefore eternal.

Methods, means and principles of education

Education methods- these are ways of interaction between the teacher and pupils, focused on the development of socially significant needs and motivation of the child, his consciousness and behavior.

These methods are traditionally used in the work of teachers of additional education.

Classification, which singled out 3 groups of methods according to their place in the process of education:

- methods of formation of consciousness (methods of persuasion): explanation, story, conversation, dispute, example;

- methods of organizing activities and forming the experience of behavior: accustoming, pedagogical requirement, exercise, public opinion, educational situations;

- methods of stimulating behavior and activity : encouragement (expression of a positive assessment, recognition of qualities and actions) and punishment (condemnation of actions and actions that are contrary to the norms of behavior).

Means of education are the sources of personality formation.

These include:

the theoretical part should not exceed 25-30 minutes, so the teacher needs to carefully consider and select the content and methods of presenting the theoretical material.

The theoretical part will be as informative and intensive as possible if:

Use visual and handout material;

Use technical teaching aids;

Involve the pupils themselves in the preparation and presentation of the theoretical material (starting from the second year of study);

Use game teaching methods.

Practical part of the lesson

The practical part should be divided into certain stages, each of which will be performed sequentially and represent a certain completed part of the work.

The next step is the selection of special literature, handouts, the selection and discussion of the most rational and technically correct methods of work.

Then the teacher, together with the children, prepares the materials, tools necessary to perform specific practical work.

When performing group work, the teacher distributes parts of the work among students and determines how they will interact with each other.

When choosing the content of practical work, the teacher must consider:

Children's age;

Calendar period of the educational process;

The theme of the academic year;

The level of preparation of children;

The latest current trends in this type of creative activity.

The following rules are very important when performing practical work:

Bringing each work started to the end;

The obligatory nature of its external decoration (i.e., bringing practical work to a level that allows it to be demonstrated);

Encouraging the desire of children to show the results of their creative activity.

End of class (last 15-20 minutes)

A few minutes before the end of the lesson, the teacher must warn the children about this.

Completion of the course includes:

Summing up the results of practical work;

Consolidation of educational material;

Explanation of homework;

Organization of duty (if necessary).

Then the teacher says goodbye to the children and reminds them of the day and time of the next meeting.

Features of homework in the system of additional education for children:

The optionality of its presence and implementation;

Creative character;

For self-fulfillment at home, only those stages (types) of work are given that do not require constant monitoring by the teacher and possession of complex technical techniques.

This structure is an example. Possible options for organizing training sessions:

Sequential change of activities, each of which includes elements of theoretical and practical training;

Implementation of practical work with the inclusion of individual theoretical knowledge;

Doing only practical work.

Requirements for the training session of the children's association.

A competent analysis of the lesson is a condition for improving the educational activities of the association and the professional activities of a teacher of additional education.

The analysis of the training session should be based on the following principles:

scientific;

unity of requirements;

· objectivity and goodwill;

expediency.

Requirements for the lesson can be divided into 5 groups:

1) to organizational conditions;

2) to the didactic activity of the teacher;

3) to the educative nature of the teacher's activity;

4) to the professional and personal qualities of the teacher;

5) to the ability of the teacher to take into account the peculiarities of the psychological and pedagogical characteristics of the study group when organizing the activities of children in the classroom.

The requirements of the 1st group include:

obligatory presence of at least 75% of children from the number of students in the group;

Satisfactory condition of the documentation of the children's association (presence of a register of working hours of a teacher for children, an educational program);

Compliance of the topic of the lesson with the educational program and work plan;

Compliance of the organization of the lesson with sanitary and hygienic standards;

taking into account the level of performance of children;

Compliance with safety regulations;

rational use of time in the classroom;

optimal equipment and equipment of the classroom and training session;

Optimal organization of documentation of students.

The requirements of the 2nd group include:

reliance on the basic principles of didactics; the optimality of the teaching methods used, their compliance with the logic of the lesson, the age and development of children; the effectiveness of the teacher's control over the work of students; objectivity of assessments of children's activities; the degree of technical equipment of the lesson; the level of methodological support of the lesson; optimal use of technical means and methodological materials; change of activities; the presence of feedback in the classroom; achievement of the didactic goal of the lesson.

The 3rd group of requirements includes:

the presence of the ideological component of the lesson, the educational orientation of the content of the lesson; reliance on the basic principles of education; solution of problems of moral education; the effectiveness of the formation of labor skills in children; use by the teacher of the possibility of professional orientation; formation of intellectual culture and cognitive needs in children; implementation of the tasks of physical and hygienic education of students; connection of occupations with life; aesthetic impact of the content and organization of the lesson on students.

The 4th group of requirements includes:

knowledge of the subject by the teacher, fluency in educational material; speech of the teacher; pedagogical culture and tact; the appearance of the teacher in the classroom (in accordance with the profile of the activity); style of pedagogical leadership; the degree of influence on the students of the personality of the teacher.

The 5th group of requirements includes:

activity and performance of children in the classroom; children's interest in the topic and content of the lesson; the development of independent work skills in children; fulfillment by students of the assigned tasks; communicative activity of children; intellectual development of students; the use by students of the acquired skills and abilities in practical activities; organization and discipline of students in the classroom; the style of the relationship of children to the teacher and to each other; appearance of children.

Forms of organizing the final certification of students in a children's association

institutions of additional education for children

The final control is carried out in order to determine the degree of achievement of learning outcomes, consolidating knowledge, orienting students to further independent learning, obtaining information for improving the educational program and teaching methods by the teacher.

The specificity of activities in the institution of additional education involves a creative approach to the choice of forms of pedagogical control of knowledge, skills and abilities of students. It is possible, for example, to conduct an oral survey on cards at the final lesson, or you can conduct a Connoisseurs Tournament, Oral Journal or Knowledge Auction. It is important here that the content of the control should not be limited only to information about the material covered. It is necessary to include the emotional-moral and effective-practical experience of the participants in the educational process.

The problem of pedagogical control in the field of additional education can be partially solved by the method of collective creative activity, which helps to form the need for knowledge in children, develop purposefulness, observation, curiosity, and creative imagination.

The success of pedagogical control will depend on the correct combination of organizational and pedagogical methods and means, the competent choice of forms.

For students

Crossword. A crossword puzzle is a task built on the intersection of words. In the cells, starting with the numerical designation, you need to enter the answers to the proposed meanings of the words. Nouns are guessed in the nominative singular. Depending on the level of preparedness of children, a detailed or brief explanation of the term is given. It is better to look at the meanings of words in dictionaries, encyclopedias.

Abstract. An abstract is a voluminous work of a descriptive nature, the result of in-depth independent work on a specific topic. It highlights the existing practical experience and reflects the author's point of view. Abstract work may include:

1) the development of theoretical material on a given topic (history, distinctive features, etc.) according to the scheme:

title; detailed plan; presentation of the topic; bibliography; applications;

3) practical implementation

Creative report. This is a form of final control aimed at summarizing

the results of the work of the children's association, to identify the level of development of the creative abilities of children and adolescents. It can be conducted as a result of studying a specific topic or after completing the entire course of study. A creative report is an individual or collective creative form, for example: a concert, a presentation, a festival of ideas, etc. It is most often held in artistic and aesthetic associations, but can be used in any profile of additional education. The report contributes to the development of children's creative abilities, the disclosure of their capabilities, the development of activity and independence.

Test. A test is a short, standardized test that attempts to evaluate a particular stage of the educational process. The general plan for creating tests consists of three stages:

determining a set of knowledge and skills that need to be tested using a test; selection of tasks that allow you to determine the presence of the studied knowledge, skills and abilities; experimental test. When compiling a test, it is necessary to decide in the form of presenting the task and answer options.

There are the following forms:

definition:

The final session can be in the form of written, oral, practical, comprehensive control. With oral control, a frontal and individual survey of students is possible. Group work is also advisable here, in which students mutually interrogate each other.

Written control is built in individual forms.

In the classes of control of applied skills and abilities, students perform practical tasks that are aimed not only at reproducing an existing sample, but also at creating individual creative works.

Thus, through control, it is possible to reveal the creative abilities of children. The training session of integrated control is based on a diverse combination of forms of educational work, for example, such as the “Tournament of experts”, “Tournament-quiz”, “Evening of solved and unsolved mysteries”, etc. Such training sessions realize the educational potential of the content, contribute to the formation of a responsible attitudes to educational activities, develop cognitive abilities, form the desire for self-knowledge and self-improvement.

Methodological support of the educational process in the additional education of children

The issues of methodological support in the field of additional education of children are of particular relevance: at present, the requirements for the effectiveness and efficiency of the educational process have increased significantly.

Most of the methodological materials used by teachers of additional education are their own materials, since the individuality of the educational program requires specific methodological support.

visibility - one of the principles of the process of education and upbringing, involving the concretization of any phenomenon under study at each level of penetration into its essence.

visibility = isomorphism (similarity, resemblance) + Simplicity (accessibility of perception of the image itself).

Visualization makes it easier to comprehend the similarities and differences (dissimilarity) of objects and phenomena by:

external signs,

Internal state and internal connection,

External connection with other objects and phenomena.

Types of visibility:

1. Natural or natural (fossils, herbariums, rock samples, living objects, stuffed animals, machines and their parts, archaeological finds, etc.).

2. Volumetric (operating models of machines, mechanisms, devices, structures; models and dummies of plants and their fruits, technical installations and structures, organisms and individual organs).

3. Schematic and symbolic (tables, diagrams, drawings, posters, diagrams, maps, etc.).

4. Picture and picture-donamic (paintings, illustrations, filmstrips, slides, transparencies, banners, etc.).

5. Sound (audio recordings, radio broadcasts).

6. Mixed (TV shows, videos, educational films, etc.).

7. Didactic aids (cards, workbooks, handouts, etc.).

To fully fulfill its didactic role visual aids must meet the following requirements:

1) must be scientifically irreproachable;

2) must correspond to the program and specific educational material;

3) should reflect the reality and help to penetrate into the essence of the process or phenomenon being studied;

4) must correspond to the age characteristics of children;

5) must comply with aesthetic and hygienic requirements.

Study room as a special educational environment.

When organizing the educational process in associations of institutions of additional education for children, it is necessary, first of all, to create an informal and comfortable environment for classes in the classroom.

Organization of classroom space.

Furniture.

It should be as different as possible from the one that children see at school. The arrangement of furniture in the office should least of all remind the children of a school class. The furniture must be arranged so that the teacher has the opportunity to approach each child for individual work with him during the classes, and each pupil can approach the teacher without interference.

Equipment, manuals and other materials used in the classroom.

Rational arrangement of equipment in accordance with technical and sanitary and hygienic requirements, remove everything superfluous in a closet or utility room. The working condition of the necessary technical means for the implementation of the educational program.

Cabinet decoration.

Availability of information for children and parents about the children's association, posted on the front door or next to it.

The information must contain:

Full name of the children's association;

FULL NAME. completely educator;

Schedule of work of the children's association (days and hours of classes).

2. The presence of an information stand in the office.

Lists of students by groups (at the beginning of the school year);

Plan of mass events for a month or another period (meetings, concerts, competitions, excursions, evenings, etc.);

Rules for students and parents;

Information about the latest achievements of the children's team and its individual pupils.

3. The design of the classroom should include:

Educational materials - permanent (those that are always in the office, as they are related to all sections of the educational program) and periodic (those used by the teacher and students when studying certain topics);

The most interesting materials on the activity profile of the children's association;

Materials of a general developmental nature (information about related activities or historical and cultural information in general);

Materials reflecting the theme of this academic year.

When designing an office, a place should also be provided for educational exhibitions of children's creative works.

Particular attention should be paid to the aesthetic design of the office, its landscaping, and the observance of a single style.

It is also necessary to think over the organization of the utility room: it should have cabinets or shelving, where the teacher, according to a certain system, has handouts and consumables.

REMINDER

additional education teacher

for the implementation of pedagogical analysis

Analysis- a necessary part of the teacher's work to track specific results on the way to moving towards the goal of the association. It is necessary to constantly analyze and adjust your work as you complete the tasks facing the association. At the same time, the analysis of work is not just a list of what has been done in a year. The teacher should ask himself some questions and find answers to them. What are these questions?

What has been done in a year?

What didn't work and why?

How to improve the situation for the better?

The analysis allows you to highlight the problems that need to be solved. The problem is the difference between the planned and the actual state of affairs. And the solution of any problem lies in bringing the current state of affairs closer to the ideal one, designated for the purpose of the work of the association.

Analyzing the state of affairs on one or another point of this document, do not limit yourself to a simple statement “did it - didn’t do it”, “it was - it became”, etc. “What did you do?”, “How did you do it?”, “Why did it work or didn’t work ?”, “How to make it better?” - the answers to these questions should always be present in the analysis.

In addition, when analyzing work to identify problems, it is necessary to focus on the recommendations of modern scientific and methodological literature - conducting an analysis by “steps”, “from end to beginning”, that is, from identifying what does not satisfy the results of the work, to the shortcomings of the educational process , and then to the disadvantages of the conditions.

1st step. Analysis of results.

It is necessary to analyze the compliance of the goals and objectives set in the program with what has been achieved in reality. To do this, try to answer the question for yourself: “What requirements should the results of the association’s work meet?” This question can be correctly answered when the requirements and the actual results are formulated in the same categories:

the content and level of knowledge, skills and abilities that the student must master; the level of upbringing and development of students; children's health; creativity, etc.

As a result of comparing the analysis of the required and achieved, those points are highlighted for which there are the most significant inconsistencies, and thereby the problems to be solved are determined.

2nd step. Analysis of the educational process.

To look for ways to improve results, you need to identify the causes of the identified problems. You can change the results through changes in the content, technology or organization of the educational process.

Therefore, continuing the analysis of each problem, it is necessary to give not general, but specific answers to the question: “Due to what shortcomings in the educational process is there a difference in the results that are set in the tasks and which are in reality?”. These disadvantages can be:

non-optimal curriculum;

absence or imperfection of programs, methodological materials on the profile of the association;

use of inefficient technologies;

Lack of necessary differentiation of children in the organization of the educational process.

The shortcomings of the educational process are also determined through the discrepancy between what is and what should be. The main reasons for this discrepancy are then highlighted.

3rd step. Analysis of conditions.

Analysis of the conditions involves answering the question: “Which conditions deficiencies are the causes of defects in the educational process?” These disadvantages can be:

insufficient professional readiness, qualification of the teacher; insufficient interest of the teacher in the results of work; lack of scientific and methodological support; unsatisfactory logistical support; lack of financial support.

Thus, the shortcomings of the conditions are determined (through the discrepancy between what is and what should be) and their main causes are highlighted.

An analysis of the problems (i.e., what needs to be changed) and the opportunities for these changes creates opportunities for creating a realistic program of work.

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Introduction

The modern reform of education in Russia, associated with the implementation of a student-centered approach, has caused a number of serious changes in our usual practice of teaching and raising children:

updating the content of education;

introduction of new pedagogical technologies that ensure the development of the individual.

Difficult, sometimes contradictory, but inevitable transformations are also reflected in the activities of institutions of additional education for children. And if the content of education in them has undergone significant changes, then educational technologies are being updated slowly: the traditional system is firmly entrenched, and many are struggling with new technologies.

Pedagogical technologies for additional education of children are focused on solving complex psychological and pedagogical problems: to teach a child to work independently, communicate with children and adults, predict and evaluate the results of their work, look for the causes of difficulties and be able to overcome them.

The institution of additional education for children is a special institution that should become not just a place for teaching children, but a space for various forms of communication.

Technological creativity of the teacher is not a new phenomenon. In each technique there are always elements of technology. But today, pedagogical technologies are used a lot. How to choose yours among them? How to transfer “foreign” learning technology to the conditions of additional education? In addition, knowledge of modern pedagogical technologies, the ability to navigate in their wide range is a condition for the successful activity of a teacher today. And this is understandable: after all, any technology, first of all, answers the question: how to achieve the planned result?

The role of a teacher in additional education should be to organize the natural activities of children and the ability to pedagogically competently manage the system of relationships in this activity.

Modern pedagogical technologies in the field of additional education for children

The experience of the practical use of modern pedagogical technologies in the additional education of children is the experience of transforming and adapting the standards for the organization of the educational process, developed by scientists and practitioners for use in secondary and higher schools. Additional education as a special educational institution has its own pedagogical technologies for the development of the child's creative activity, for self-development and self-realization. The mass school for the most part uses information, teaching technologies based on intelligence. One of the mistakes of the modern school is that the heads of students are overloaded with knowledge, their role is exaggerated, they act as an end in itself, and not as a means of developing the child's abilities. The methods of children's activities often remain out of the teacher's field of vision. Educational tasks are mainly of a reproductive nature, they are reduced to performing actions according to the model, which overloads the memory and does not develop the student's thinking. An institution of additional education for children, unlike a mass school, should separate children according to their individual characteristics and interests, teach everyone in different ways, and the content and teaching methods must be calculated on the level of mental development and adjusted depending on the specific capabilities, abilities and needs of the child. As a result, optimal conditions for development should be created for the majority of children: they will be able to realize their abilities and master the programs. But in reality this does not always happen. As the analysis shows, the majority of classes by additional education teachers are modeled in the traditional monologue form according to the classical class-lesson scheme. The tendency to imitate school education, the formal use of traditional educational technologies prevails. And this must be overcome by using the advantages of the system of additional education.

The activities of the institution of additional education for children are based on such principles as:

differentiation, individualization, variability of education;

the development of children's creative abilities, expressed in the fact that organized educational activities are dominated by creativity and creativity is considered as a unique criterion for assessing the individual and relationships in the team;

· taking into account real opportunities and conditions for providing educational programs with material, technological, human and financial resources;

taking into account the age and individual characteristics of students when they are included in various activities;

orientation to the needs of society and the personality of the student;

· possible adjustment of the curriculum, taking into account the changing conditions and requirements for the level of education of the individual, the possibility of adapting students to the modern socio-cultural environment.

Personal approach in working with students

personal educational extra kids

The personal approach to the child, which is the basis of the pedagogy of cooperation, puts the development of the child's personality, his inner world, where undeveloped abilities and opportunities, undiscovered talents and potentialities are hidden, at the center of additional education. The purpose of additional education is to awaken these inner forces of the child and use them for a more complete development of his personality.

The pedagogy of cooperation implies a humane attitude towards children, which includes:

The interest of the teacher in their fate;

collaboration, communication,

Absence of coercion, punishment, evaluation, prohibitions that oppress a person;

Attitude towards the child as a unique personality (“every child is a miracle”);

Tolerance for children's shortcomings, faith in the child and in his strength ("all children are talented").

The pedagogy of cooperation is unthinkable without the democratization of relations in the institution of additional education for children, which states:

The right of the child to freely choose the direction of activity, the time of classes, the volume and level of complexity of the educational material, the teacher, etc.;

The right of each participant in the educational process to their own point of view;

Creating situations of success, approval, support, goodwill ("study brings joy");

Informal style of relationship between teacher and children.

A new interpretation of the individualization of learning in the pedagogy of cooperation is to go in the education system not from the subject, but from the child to the subject, take into account and develop its potential to take into account the abilities of children and design individual programs for their development.

An interesting case, in which a child becomes a participant, has great social significance and influences him, because:

Acquired social and emotional experience;

Attention is focused on the social significance of what is happening;

The socio-cultural value of the common cause is highlighted;

Real interaction of the child with other children is carried out, which is supported by friendship, communication;

The ability to interact with people is formed.

Therefore, the teacher in additional education has a stronger influence on children than in school. Hence the increased requirements for the personal qualities of the teacher. In the educational specifics of additional education for children, a paradigm of developing personality-oriented learning is laid down, aimed at the development of each student, at the humanization of relations between teachers, children and parents, built on universal human values. Its essence lies in considering the child not as a means, but as the goal of education, i.e. make it the subject of training, education and development.

Application of an individual approach in the modern world

At the present stage, it sets serious tasks for teaching staff, predetermined by the peculiarities of social development, which requires modern personnel. In accordance with this, the requirements for future specialists are increasing. He is required to be able to quickly adapt to a changing environment, make decisions in a non-standard environment. In this regard, an important role is given to an individual approach to students, which allows you to form an active, proactive, independent personality, striving to improve their cultural and professional level. Individual educational and cognitive activity should be considered taking into account its pedagogical patterns, structure and content, rational organization and improving the quality and accessibility of education. At present, the dominant position in educational activities is occupied by a personality-oriented process of cognition, close to the needs, interests, inclinations and abilities of the trainees.

In modern science, an individual approach is considered as a means of solving the main contradictions of the educational process: between the social form of the existence of culture and the individual form of appropriation, between the collective form of education and the individual characteristics of cognition.

An individual approach within the framework of traditional education is based on knowledge of the anatomical, physiological and psychological, age and individual characteristics: temperament; character; health conditions; age-related features associated with the natural development of the organism, and the consideration of these features in various activities.

An individual approach consists in pedagogical support for the development of the student, based on a deep knowledge of the traits of his personality and his life. When we talk about an individual approach, we do not mean the adaptation of goals and the main content and education to an individual student, but the adaptation of the forms and methods of pedagogical interaction to individual characteristics in order to ensure the projected level of personality development. An individual approach creates the most favorable opportunities for the development of cognitive forces, activity, inclinations and talents of each student. “Difficult” pupils, low-capable schoolchildren, as well as creative gifted children, especially need an individual approach. Just as children differ in their physical qualities, so the forces necessary for mental labor are not the same. A significant role in the implementation of an individual approach is played by the competence of the teacher. The teaching profession is both transformative and managerial. And in order to manage the development of personality, you need to be competent. The concept of professional competence of a teacher, therefore, is expressed in the unity of its theoretical and practical readiness for the implementation of pedagogical activities and characterizes his professionalism. The content of the training of a teacher of a particular specialty is presented in a qualification characteristic - a normative model of the teacher's competence, reflecting the evidence-based composition of professional knowledge, skills and abilities. A qualification characteristic is, in essence, a set of generalized requirements for a teacher at the level of his theoretical and practical experience. In general, psychological and pedagogical knowledge is determined by curricula.

Conclusion

So, let's summarize the consideration of this issue. Individual approach is considered as one of the most important principles of education. It, unlike other didactic principles, emphasizes the need to systematically take into account not only the socially typical, but also the individually unique in the personality of each student. An individual approach is an active, formative, developing principle, which implies the creative development of the child's individuality. In this regard, the teacher must take into account the type of temperament, the individual characteristics of the trainees. In the process of individual learning, potentialities, immediate prospects for the development of the individual are diagnosed. Value orientations, life plans, personality orientation, of course, are associated with individual characteristics.

Every creatively working teacher faces many problems, over the solution of which he sometimes works all his pedagogical life. The key ones, in our opinion:

how to ensure success in learning for each student;

how to ensure not the mechanical assimilation of the amount of knowledge, but, above all, the acquisition of social experience by each student.

The principle of a differentiated approach to learning, but carried out at the individual (subject) level, can become aimed at resolving the main contradiction of the traditional school, associated with the group form of organization of education and the individual nature of the assimilation of knowledge.

This interpretation of the differentiated approach at the individual (subjective) level is caused by the following considerations.

First, no child is alike. Everyone has their own individual set of abilities, temperament, character, will, motivation, experience, etc. They develop, change, are amenable to correction. This means that the individual characteristics of even an individual student cannot be fully taken into account when organizing educational activities.

Secondly, children are not only, and not so much the object of pedagogical influence, but the subject of their own activity.

Therefore, speaking about the development of the child, we must first of all keep in mind his self-development.

Bibliography

1. Akimova M.K., Kozlova V.P. Individuality of students and individual approach. M., 2002. Individual approach in the learning process E.S. Rabunsky. M.: Pedagogy, 2000.

2. Makarov, S.P. Technology of individual learning / S.P. Makarov // Pedagogical Bulletin. 1994. No. 1.

3. Fainberg, S. Each child has his own temperament and character / S. Fainberg // Preschool education. 2010.

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Methods and technology of work of a teacher of additional education. “Modern pedagogical technologies in the field of additional education for children. Principles of developmental education

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