Speech at the pedagogical council on the topic:

"Role additional education in the modern school

The task set by the school reform to update the system of general secondary education leads to the need to take a fresh look at the place and role of additional education for children in the modern school. Practice shows that this type of education, at the level it has reached today, could become an indispensable part of the process of teaching children in a general education school.

Its unique educational potential can be actively used in the process of introducing specialized education at the senior level. general education. In the system of additional education, educational programs have been developed and have been implemented for a number of years, which can become the basis of both pre-profile courses (orientation, introductory), allowing ninth-graders to get an idea of ​​various professional areas and decide on the future profile of education in high school, and elective courses (courses of choice) as part of one or another profile chosen by the school.

Ample opportunities are provided by additional education to expand and deepen the knowledge of primary and secondary school students. Many additional educational programs can act as elective courses, become a direct continuation of the basic ones. educational programs and at the same time give children the practical skills necessary for life.

The use of specific techniques inherent in additional education in the course of teaching school subjects can give the topics being studied figurativeness and expressiveness, contribute to their better assimilation by schoolchildren, and increase their motivation for learning.

An extremely wide range of opportunities for additional education in terms of organizing extracurricular activities for children outside the time allotted for basic school subjects. Based on additional educational programs developed in various areas creative activity children, at school you can open circles, clubs, studios, sports sections that correspond to the diversity of students' interests. This allows you to activate the personal component of learning, to see in children not only students, but also living people with their own preferences, interests, inclinations, and abilities. Using a variety of cultural and leisure programs, you can teach children to spend their leisure time in a really interesting and meaningful way. The variety of activities offered by modern additional education can become a real basis for organizing a “school full day” – a promising idea that became the basis for a large-scale experiment in Moscow.

Finally, we must not forget about the significant educational impact that additional education organized at school has on children. The participation of schoolchildren in creative groups of interests allows each child to realize himself in other, not educational areas activities, somewhere you will certainly succeed and, on this basis, increase your own self-esteem and your status in the eyes of peers, teachers, and parents. The employment of students during extracurricular time helps to strengthen self-discipline, self-organization, and the ability to plan their time. A large number of children's groups that are not directly related to learning activities, creates a favorable opportunity for expanding the field of interpersonal interaction of students of different ages and uniting on this basis children who have recognized each other into a single school team. And the mass participation of children in holidays, festivals, and sports competitions regularly held at school introduces them to the process of the emergence of school traditions, the formation of the corporate spirit of “their” school, and a sense of pride in it.

All these aspects today cannot be ignored if we really want to make the school not only an official institution that transmits knowledge, but also a sphere for the versatile personal development of the child, a place of his comfortable being.

The proposed book is essentially Toolkit, because it not only contains the most important information about the features of modern additional education for children, but also reveals specific techniques and methods for its organization and functioning at school. At the same time, the emphasis is on technological issues. practical activities teachers, which can greatly facilitate the "entry" into this area for those who do not have relevant work experience.

The book is supplied with a large number of footnotes. The appeal of readers to them can equip them with specific methods that have already been tested in the system of additional education.

This manual will be useful to deputy directors of schools responsible for organizing a block of additional education, teachers of additional education, teachers-organizers, methodologists, educators, counselors, class teachers.

The authors will be grateful to all practicing teachers working in the system of additional education, researchers who know its specifics, for constructive comments and suggestions on the work done. We hope that our work will to some extent fill the gap. methodical literature on the problems of additional education of children.

Additional education of children in the modern education system

1.1. Features of additional education of children in modern conditions
Since 1992, a gradual process of transforming the sphere of activity of teachers, familiar to many under the name “out-of-school work”, into a system of additional education for children has begun in Russian education. Law Russian Federation"On Education" approved a new legal status for out-of-school institutions - palaces and houses of pioneers and schoolchildren, stations young technicians, tourists, naturalists, community clubs, etc. Now they are called institutions of additional education for children and are specialized institutions created to provide additional educational services and organize meaningful leisure for children. Today in the Russian Federation there are 18 thousand such institutions of various departmental affiliation, including 8.7 thousand institutions of the education system, in which more than 8 million children study1.

In addition, additional education is carried out in other types of children's educational institutions - children's preschool institutions, secondary schools, gymnasiums, lyceums, colleges.

In total, more than 270 thousand pedagogical workers are employed in the field of additional education for children - teachers of additional education, teachers-organizers, trainers-teachers, social pedagogues, educators, counselors, methodologists.

Usually, the term "additional education for children" characterizes the sphere of non-formal (according to UNESCO terminology) education associated with the individual development of a child in a culture that he chooses himself (or with the help of a significant adult) in accordance with his desires and needs. It simultaneously takes place his training, education and personal development. According to its “location” in the education system, this is the entire area of ​​educational and upbringing activities that is outside the general educational state standard, including the study of those areas of culture and science that are not represented in school curricula.

Today there is no generally accepted definition of the concept of "additional education for children", although various attempts to isolate its specifics are made in many dissertations; the authors call them "working", i.e., corresponding to the topic and objectives of the study. Here are some of them2.

“Additional education is a specific organic part of the system of general and vocational education, which is the process and result of the formation of the child's personality in a developing environment, providing children with intellectual, psychological, pedagogical, educational, developmental and other services based on free choice and self-determination ”(A. V. Skachkov).

“Additional education for children is a special subsystem of general education that ensures the development of the interests and abilities of the individual, its individual educational path based on the free choice of meaningful, culturally appropriate activities, which is not limited to the framework of educational standards and forms of traditional extracurricular and out-of-school work” (Gribov D.N. .).

“Supplementary education for children is one of the aspects of variable education. the main objective this education is to expand and deepen basic education, develop the abilities and talents of children, and meet the educational needs of society. Additional education implements educational functions in the form of intellectual, psychological and pedagogical services in the conditions of children's free time ”(N. I. Funnikova).

“Supplementary education for schoolchildren is an independent, self-valuable, personality-oriented type of education, capable of meeting the individual educational and creative needs of the individual, of actively participating in solving the socio-cultural problems of the region” (Chernova N.I.).

A. G. Asmolov considers additional education as a zone of proximal development of education in Russia and emphasizes that this is a variant education based on the ideas of development pedagogy3. Variable education is a search education, testing others, not common paths way out of various uncertain situations in culture and providing the individual with a fan of opportunities to choose their own destiny. It helps the individual to find other ways of understanding and experiencing knowledge in a changing world. The goal of variable education is to form in a child such a picture of the world in joint activities with adults and peers, which would provide orientation for the individual in various kinds of life situations, including in situations of uncertainty, would stimulate the processes of personal self-development.

Structurally, in its modern form (this is especially evident in the example of institutions of additional education for children), additional education is represented by two main volume blocks: educational and cultural and leisure, in which the whole variety of activities available to children is carried out.

As before, when there were out-of-school institutions, cultural and leisure activities continue to be a very significant link in the system of modern additional education for children. True, today it is increasingly being built on the basis of specially developed cultural and leisure programs aimed at meeting the needs of children in rest, relaxation, and communication. These can be one-time game programs, various competitive programs such as KVN, “brain ring”, various holidays, theatrical performances, themed days and weeks, reviews, creative reports, concerts, long leisure programs, etc.

All cultural and leisure programs are aimed not only at filling children's leisure with a socially significant meaning, but also at developing in the children themselves practical skills for meaningful spending of their own free time and the leisure of their peers.

However, the basis of modern additional education for children, and this significantly distinguishes it from traditional extracurricular work, is a large-scale educational block. Its purpose is to satisfy the diverse needs of children in cognition and communication, which cannot always be realized within the framework of subject education at school. Here, the education of children is carried out on the basis of educational programs developed, as a rule, by the teachers themselves. The topics of such programs are extremely diverse: they can be programs of artistic and aesthetic, scientific and technical, ecological and biological, socio-pedagogical, sports and health and many other areas. There is no such area of ​​human activity that could not become an object of study in additional education. The main thing is that the subject of education meets the real needs of children, and also that a professional specialist is found who not only knows his job well, but is also able to deeply interest and captivate children.

In order to understand the range of children's and parental needs met within the framework of additional education, we will give the names of a number of programs - laureates and diploma winners of the recently completed V All-Russian competition of author's educational programs for additional education of children. Here are some of them: "The Art of Dance", "Author's Song as a Way of Self-Expression", "Paintings of the Russian North", "The Theater of Fashion", "Electronics: Step by Step", "Aviation Modeling", "Ship Modeling", "Medical Aspects ecology", " Environmental monitoring”, “Paleontology”, “Young guides”, “Family local history”, “Young speleologists”, “Motorcycle sport”, “Children's scuba diving”, etc.4

The question is natural: is it really not enough for our children to have the amount of knowledge that the school offers through all the components of the curriculum - federal, regional, school?

The highlight of additional education is precisely that all its programs are not broadcast to children from above according to the type of a single state standard that unequivocally determines what the younger generation needs to know and be able to do, but are offered to children of their choice, in accordance with their interests, natural inclinations and abilities.

Correlation with the principle of natural conformity is the most important initial characteristic of additional education, which underlies its organization. The importance of this principle was repeatedly pointed out by the classics of pedagogy. We read from J. Comenius: “Alien is that which is unusual for the nature of this or that student. As grasses, trees, animals have various natural features... so there are similar natural abilities in people. There are lucky people who comprehend everything, but there is no shortage of those who are surprisingly dull and stupid in certain subjects. … Some people are stupid in music, but otherwise they are capable of learning. Another has a similar situation with mathematics or poetry, or with logic, etc. What is to be done here? Where abilities do not lead, do not push there. Fighting with nature is a waste of time. … And if none of the students is forced to do anything against their will, then nothing will cause disgust in the students and dull the power of the mind; each one will easily go forward in what (at the behest of higher providence) his hidden instinct leads him to, and then in his place he will serve God and human society with benefit.

Today, in the additional education of children, there are practically no such programs that would not meet certain needs and interests of children. Here, all programs seem to “follow the child”, in contrast to the school, which is forced to “adjust” the student to the program (federal and regional standards). If a program in additional education does not meet the needs of its main consumers or ceases to be in demand, it simply leaves the stage.

The dynamic response of additional education to the changing needs of children determines the personal significance of the content of educational programs offered to the child. And this, as you know, is the most powerful incentive to maintain a constant interest in the subject being studied. It is in the system of additional education for children that such programs have appeared that allow the child to acquire not abstract information, often far from real life, but practically oriented knowledge and skills that actually help him adapt to the diversity of life around him: “Fundamentals of consumer knowledge”, “School Young Entrepreneur”, “Tourism and Autonomous Existence”, “Etiquette and the Art of Communication”, “He and She”, “Psychology of Success”, “Flower School”, “Young Cynologist”, “Florist Designer”, “User of Personal Computers with basics of programming, etc.

Children who have gone through the “school” of additional education are unlikely to write words full of bitterness, as one of the schoolgirls did: “I am a high school student, I finished 9 classes. What did the school give me? I'm comparing it with the education of Jane Eyre and the heroines of other novels - these girls can do everything: talk culturally, behave in society, at the table. They know how to draw, embroider, play a musical instrument well. They know a foreign language. What can I do? We had craft lessons, but I don't know how to sew. We had music lessons, but I don't even know the musical alphabet. We had drawing lessons, but I can't draw well. We have French lessons, but I don't know the language well enough to read or speak it. I can not dance. I don't know how to use cutlery (they run galloping to the canteen at our school). I cannot speak freely in society about literature, about music, about art. You will think that I am an ignoramus. No. I'm a good girl. I have fours and fives. But almost all of us are such dullness. I don't know what I can offer. But I wouldn’t want to get an education like that”6- (our italics – L.B., N.K.).

Young people are not indifferent to education, but would like it to be more vital and personally oriented. Obviously, basic education alone is not able to solve this problem. Therefore, it is so important to skillfully use the huge opportunities for additional education.

Another important feature of additional education is that in this system there is a different type of interaction between the teacher and the child compared to the school. At school, between the student and the teacher, there is a mandatory standard for mastering, and if a particular student has no interest or ability in a particular subject, then this usually becomes a problem for the student, but not the teacher.

Between the teacher of additional education and the child who came to him there is a subject of common interest. Here, the teacher not only conveys a certain amount of new information for the student (you can’t keep the child for a long time with this alone!), But forms a developing environment that develops the background for the child. First, conditions are created that are favorable for the participation of the child in creative activity; then cooperation in the creative process is ensured with those who have already mastered the material being studied to some extent; joint activity is followed by the independent creativity of the child, the search for forms and means of realizing the creative potential of the individual.

Education carried out in the process of organized activity, interesting to the child, even more motivates him, stimulates him to an active independent search, pushes him to self-education.

Since in the system of additional education the palette of children's choice of areas of application of interests is extremely wide, there is practically no case that a child who comes here does not find himself and does not achieve some success in one or another type of activity. This unique feature of additional education - to give a growing person the opportunity to prove himself, to experience a situation of success (and more than once!) - is extremely important for any child, and especially for children who are insecure, suffering from certain complexes, experiencing difficulties in mastering school disciplines. It is no coincidence that the question: "How many "difficult" children are involved in your team?" - often causes confusion among teachers of additional education, since a child engaged in an interesting business that fascinates him and which he voluntarily chose himself cannot be considered difficult. Classes in creative groups of interest allow the child to realize themselves in other, non-educational areas of activity and thereby increase their own self-esteem and their status in the eyes of peers, teachers, and parents. This alone can be the basis for the full support of additional education as a stimulating sphere of personality development.

The fact is that systematic classes in additional education enable the teenager to seriously expand and deepen his knowledge in the subjects that are relevant for him, and in some cases - to receive the basics of initial professional training. This possibility of additional education makes it a significant factor in the process professional self-determination youth.

Additional education implements the right of the child to master knowledge and skills at an individual pace and volume, to change during educational process subject and type of activity, a particular association, and even a teacher. At the same time, it is customary to compare the success of the child, first of all, with the previous level of his knowledge and skills, and the style, pace, quality of his work should not be blamed.

Additional education is education available. Any children can study here - “ordinary”, who have not yet found their special vocation; gifted; "problem" - with deviations in development, in behavior, children with disabilities. At the same time, the system of additional education for children is a kind of mechanism for social equalization of opportunities for receiving personalized education. One of the main guarantees for the implementation of the principle of equality of educational opportunities is that most of the services provided in this area are free of charge.

It is also very important that additional education is carried out year-round (“education without holidays”), since in the summer it organizes specialized camps and schools, expeditions and search teams, independent research, creative activities of children with subsequent reports to the team of associations of interest at the start of the new school year. This ensures the absence of strictly fixed deadlines for its completion, a kind of permanence of the educational process.

Classes here are possible from almost any age (from 3 to 18 years old), with any level of previous training, the child can be included in the direction of activity that interests him. It is never too late to practice here, and this makes this area a significant factor continuing education personality.

Without exaggeration, we can say that the system of additional education is a significant social fund, without which children remain largely disadvantaged and defenseless against all kinds of criminal structures.

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 a negative trend of increasing criminal activity of children younger ages. Juvenile delinquency continues to increase (in 2000, its growth was 10% compared to 1998, while 80.6% are serious and especially serious crimes)7. The number of criminal groups in which teenagers participate together with adults is increasing, which contributes to the transfer of criminal experience to the younger generation. The number of anti-social youth associations is growing, as well as political organizations radical, involving inexperienced youth in fascist, extremist groups, aggressive sectarian movements.

The origins of children's aggressiveness lie in the unfavorable socio-psychological atmosphere of society, which, in turn, is associated with a whole range of reasons. These include: the destruction of moral and family foundations, the early alcoholization of minors, the growth of drug addiction among them, the weakening of the educational function of the school, the irrational organization of leisure activities for schoolchildren, neglect of children during the holidays.

There is an urgent need to reduce tension, intolerance, aggressiveness among children and adolescents. To do this, first of all, it is necessary to increase the pedagogical influence on children, to increase their employment in socially useful work. In this regard, the additional education of children is a real social force capable of consistently resisting the onslaught of all kinds of “countercultures” that destabilize the younger generation. Supplementary education, based on its originality, organically combines various types of meaningful leisure organization (recreation, entertainment, holidays, creativity), with various forms educational activities and, as a result, reduces the space deviant behavior, solving the problem of employment of children.

Thus, additional education, providing social adaptation, socio-pedagogical support, productive organization of children's free time, becomes one of the determining factors in the development of their inclinations, abilities and interests, their social and professional self-determination. All this puts "the development of the system of additional education in the category of priorities of federal, regional and municipal policy" (A.K. Brudnov).

The final document of the Moscow city scientific-practical conference "Education of a young Muscovite in the system of additional education" (February 19, 1997) states: "Additional education is a personalized component of general and vocational education. It is outside the framework of educational standards and complements the main one, i.e. standardized (general vocational) education. Without additional education, it is impossible to develop a personality, its inclusion in lifelong education, in productive educational and cultural leisure activities”8. That is why additional education should become an integral component of any educational institution.

It seems that this assessment remains relevant today, since the main thing in the system of additional education for children was, is and remains the priority of the interests of each child.

The directions in which additional education of children is carried out correspond to the main thematic areas of additional educational programs (programs of additional education for children).

An approximate list of such areas can be found in a number of official documents. For example, in the “Requirements for the content and design of educational programs for additional education for children” (letter of the Ministry of Education of the Russian Federation of June 18, 2003 No. 28-02-484 / 16) it is indicated that these programs can have the following directions:

scientific and technical;

sports and technical;

physical culture and sports;

artistic and aesthetic;

tourist and local history;

ecological and biological;


military-patriotic;


socio-pedagogical;


natural science;


cultural;


socio-economic.

The above list of areas of additional education is open and can be continued in accordance with the requests of children and their parents, as well as the capabilities of the institution where it is carried out.

The place and role of additional education of children in a secondary school

Among the progressive ideas of the last decades, the idea of ​​continuous education occupies a prominent place. Her main point– to provide each person with constant creative renewal, development and improvement throughout life. That is why dozens of countries around the world today are actively looking for their own model of continuous education. Today, a person's education is determined not so much by special (subject) knowledge, but by his versatile development as a person, oriented in the traditions of domestic and world culture, in the modern system of values, capable of active social adaptation in society and independent life choice, to self-education and self-improvement. Therefore, the educational process at school should be aimed not only at the transfer of certain knowledge, skills and abilities, but also at the diverse development of the child, the disclosure of his creative abilities, abilities and personality traits such as initiative, initiative, imagination, originality, that is, all that which refers to the individuality of the person. As long as the school education system is focused on the transmission of knowledge without taking into account the versatile development of the child's personality, solving the problems of individualization and differentiation of education, self-determination and self-realization of schoolchildren will remain nothing more than a proclaimed slogan, and the implementation of a personality-oriented approach will remain an unattainable task.

Practice shows that all these requirements for the level of education of a person cannot be satisfied only with basic education: it is increasingly in need of non-formal additional education. However, the school clearly does not use its unique potential to an insufficient extent.

The crux of the problem is that modern Russian school If it really wants to provide the younger generation with a new quality of education, it must build a fundamentally different functional model its activities, based on the principle of completeness of education. The latter means that in a general education school, basic (general) and additional education of children can and should become equal, mutually complementary components and thereby create an integral educational space. Holistic means integrated, complex, creating an opportunity for the full development of the child in all the richness of his needs and interests. Under these conditions, the school would finally be able to overcome the intellectual imbalance in the development of students and create the basis for their successful adaptation in a changing society.

By and large, basic and additional education should not initially exist without each other, because individually they are one-sided and inferior. Just as an individual child is integral in all the diversity of his needs and abilities, so education must be comprehensive, ensuring the full development of the child in all the richness of his needs and interests. In the words of A.S. Makarenko, ideally, the whole way of life of a child, every square meter of his life should be filled with education.

In order for additional education to fully realize its potential, a clear and well-coordinated work of the entire pedagogical system is necessary. Therefore, it is so important for educators to know and understand the problems of each other - those who are associated with subject education at school, and those who are professionally engaged in additional education of children. Only their mutual assistance and joint thoughtful actions can become the basis for creating a single educational space both at the level of an individual school and a whole city, region, country.

What is the state of supplementary education of children in schools today?

Unlike institutions of additional education, where specialists in this field work and where extensive experience has been gained in working with children who are passionate about one or another type of creativity, in general education schools, the organization of this type of education is much more complicated. The school is not free from a number of misconceptions, mistakes, stereotypes regarding additional education.

Some school teachers, including the administration of some schools, are characterized by distrust of the very term "additional education": why, they say, some kind of tricky name for the usual extracurricular work, which is already being carried out by the class teacher, especially since its popularity against the background of The excessive workload of children has markedly decreased in recent years.

What can be said here? Those who equate additional education with extracurricular (extracurricular) work forget (or simply are not aware) that additional education goes far beyond traditional extracurricular activities. “Extracurricular work is focused on creating conditions for informal communication of children, ... has a pronounced educational and socio-pedagogical orientation”; it is organized with the aim of “meeting the needs of schoolchildren for meaningful leisure (holidays, evenings, discos, hikes), their participation in self-government and socially useful activities, children's public associations and organizations”9.

Extra-curricular work - in that part, which is associated with the development of children's creative abilities through the content of their leisure time, is most closely related to additional education. However, it is important to remember that

additional education also includes a significant block associated with educational activities conducted according to specially designed educational programs;


additional education has its own special technologies;


additional education provides for reaching the planned result corresponding to its specifics.

In general, the origins of the underestimation of the extracurricular activities of the teacher, and with it the additional education, date back to the end of the 80s, when, in the wake of the exclusion from the school of educational work, which was overly politicized and riddled with ideological clichés, the school began to gradually leave and extracurricular activities. Instead, schools began to actively introduce new educational and optional courses (often very unconventional, or even completely exotic), to revive some folk traditions (holding previously forgotten holidays - Christmas, Shrovetide, folk games).

However, at the same time, it was not possible to restore the inter-age ties that had been broken in schools, which were previously supported by children's organizations - the October, Pioneer, Komsomol. Despite the large share of formalism in their activities, they gave a lot for the implementation of the social activity of schoolchildren. The rejection of traditional "marches" and "reviews" did not help to find a different, personally oriented form of work.

It must be admitted that this state of affairs suited many teachers, who believed that their main concern should be the lessons. Scarce funding actually supported this view. The growing passivity of teachers, their unwillingness to know about the extracurricular interests of the child has now become especially noticeable and cannot but cause alarm.

Of course, the disease of underestimating the additional education of children is not universal. However, in those schools where it still receives some attention, where it is organized in one way or another, its implementation is often accompanied by a number of common mistakes. Let's focus on the main ones.

Firstly, very often one has to meet with the fact that additional education at school does not have a legal framework. Meanwhile, the school must have:

in the charter of the school - a special article on the block of additional education;


Regulations on the block of additional education as an independent structural unit of the school;


package job descriptions for all those employees who are employed in the block of additional education;


an agreement on cooperation between the school and one or more institutions of additional education for children.

Secondly, very often this type of education is carried out at the school by its own staff, i.e. subject teachers, who, focusing primarily on the content of their subject, build this work according to the class-lesson principle, often acting instructively, and even forcibly. As a result, means, methods, approaches from traditional school pedagogy are automatically transferred to the school block of additional education. As a result, instead of a creative hobby class, the child finds himself back in the lesson, albeit somewhat modified, but in its essence representing teaching in a specific subject (a kind of "zero" lesson). Often such classes are held in rooms that are not equipped for additional education, and then the feeling of the lesson becomes almost complete.

Meanwhile, children want to see additional education not similar to basic education. It is very important that it does not have a coercive nature, that teachers communicate with children as equals, recognizing their right to have their own opinion and defend it. When talking about classes in this system, children write in questionnaires: “I like it because it’s not like at school here”, “They talk to us!”, “I learn a lot of new things, but it’s not at all difficult to study,” etc. More In addition, children dream of finding a useful business with the help of additional education, acquiring practical skills and abilities, learning how to earn money to meet their needs, and becoming participants in international projects and programs10.

The third common mistake is related to the fact that teachers who conduct classes in the field of additional education often work without educational programs, having at best thematic plan for a certain period of time. However, and we have already emphasized this, the modern additional education of children is just different in that it is implemented only when the teacher has developed an educational program that has special requirements and without which it is impossible to start work. Therefore, the school must have a package of additional educational programs implemented through various children's associations - circles, studios, clubs, sports sections.

By and large, all of the above problems are the inevitable result of a persistent stereotype of secondary nature in relation to additional education for children, expressed in the perception of this type of education as something optional, frivolous (“two laps, three stomps”), entertaining, at best - wearing auxiliary in relation to school character. This stereotype was also reflected in the extremely unfortunate, in our opinion, name of this type of education - additional (something like an appendage to basic education), and unsatisfactory funding of its institutions, and the lack of a system of training and retraining of personnel organized at the federal level for the system of additional education children.

Finally, in the practice of the relationship between basic and additional education, one can come across facts of the opposite plan, namely, the unjustified vesting of institutions of additional education for children with the function of control in relation to schools. This happens when the educational authorities conduct an assessment of the activities of schools in some areas by means of additional education institutions, for example, they inspect the work of school camps during holidays, the organization of cultural and leisure events, the operation of sports grounds at schools, etc. Thus, instead of combining efforts, two educational systems are artificially placed in opposition to each other.

However, no matter how difficult their relationship has developed so far, our task is to soberly assess the situation and try to change it for the better. The main thing is to remember that this is necessary, first of all, for our children. The simplest arithmetic calculations show that at least 150 days a year a student is free from school. In the remaining days of the year, another third of his time is not occupied with lessons. But the child is never free from himself. A growing person expects diversity from the world, and among the choices that the natural course of life gives him, among the values ​​and priorities of everyday life, there may well be the values ​​of additional education. And we, adults, have no right to deprive the child of the opportunity to prefer an environment where he can express himself and master the ways of intelligent life, the environment where the mind recedes into the background, and activity loses its semantic coloring.

What can modern additional education give directly to the school?

If we compare general (basic) education and additional education, then the first is valuable, first of all, for its consistency, the second - for the ability to individualize the process of socialization of the child.

The goal of all teachers is the same - to prepare him for life in society. Implementing it by different means and forms, these types of education essentially act as complementary to each other, and therefore equal components, and should become such at various levels - from society as a whole (where the need for a system of additional education for children is recognized at the legislative level) to each specific school.

It is at this - basic - level that it is most important to understand that modern additional education for children can give the school a lot. In one sentence, it can improve the quality of school education. The fact is that it has a significant educational and upbringing potential, but neither one nor the other, unfortunately, has not yet been sufficiently demanded.

The educational potential of additional education is seen in the following. We have already said that the existing educational standards do not sufficiently take into account the capabilities of children and not everyone can do it. With a reasonable use of the unique opportunities for additional education modern learning at school, you can make it much more personally oriented, taking into account the individual natural characteristics of children. This is especially relevant in the light of the ongoing discussion of the draft state educational standard general education.

Indeed, continuing education can contribute to the diversity of primary and secondary education. Many additional educational programs can become a direct continuation of basic educational programs, significantly deepening their content and giving children relevant applied skills. As an example, we will give some names of educational programs implemented in recent years in one of the largest institutions of additional education for children - the Moscow City Palace of Children's (Youth) Creativity. Let's arrange them so that the subject profile to which they most correspond is visible:

natural history - "Our pets", "Fascinating entomology";

biology - "Man and Plants", "Ornithology";

geography - "Landscape science", "Hydroponics";

physics - "We and the Universe (astrophysics)", "Planetology";

history - "Historical genealogy", "Historical local history";

MHK - "Mythology", "The Art of Artistic Reading", etc.

Such use of additional educational programs is especially relevant for those educational institutions that are already working or are planning to join the “full-day school” project in the future.

In addition, additional education has significant potential for solving the problem of introducing specialized education in high school. As follows from the order of the Minister of Education of the Russian Federation “On approval of the concept of profile education at the senior level of general education”, profile education in specific schools can be carried out by “attracting educational resources from other educational institutions”. As one of the options, cooperation of a general education institution with institutions of additional education for children is proposed.

It is worth dwelling on this aspect of the interaction between the two types of education, since the transition to specialized education for many schools is still a very difficult task.

What is professional training? This is a system of specialized training for high school students, aimed at making the process of their education at the last stage of a general education school more individualized, meeting the real needs and orientations of students, and capable of providing a conscious choice by schoolchildren of the future direction of their professional activity. The task of profiling is to create such conditions in schools so that each student finds himself, understands what area of ​​activity he is inclined to and is more capable of. Having made such a choice, the student has the right to expect to receive at school such a level of training that would provide him with the opportunity to enter a secondary specialized or higher educational institution that corresponds to the direction of his interests. Therefore, the introduction of profiling is also pursued by another goal - to ensure the continuity of the senior stage of the school with institutions of primary, secondary and higher professional education, to prepare graduates for admission to these educational institutions.

As a rule, students should choose their preferred field of activity by the end of the 9th grade. After that, the student can go in different ways:

or will directly receive a specific specialty, while completing the full cycle of general secondary education (through vocational schools, technical schools, colleges);


or go to study in one or another specialized class of a general education school, lyceum, gymnasium and will receive an in-depth general secondary education there, focusing on subsequent admission to a university in the corresponding direction.

Since the choice involves a number of options from which one can choose, in so far as the transition to profile is, first of all, the expansion of the variability of school education.

As practice has shown, today 4-5 main profiles are the most in demand, and this is reflected in the "Concept of specialized training at the senior level of general education" (order of the Ministry of Education of Russia No. 2783 of 07/18/2002), where the following "exemplary profiles" are highlighted:

humanitarian,


socio-economic,


natural and mathematical,


technological (information technology).

The named profiles do not exhaust the entire list. options profiles. In a number of schools, depending on the needs of students, the capabilities of the school and the local educational network, other profiles may well be opened.

However, in any case, a particular profile consists of three types of courses:

basic general education subjects that are mandatory for all students in all fields of study (Russian language, literature, foreign language, mathematics, history, physical education, an integrated natural science course or an integrated social science course);

specialized general education subjects, i.e. advanced courses that deepen basic general subjects in high school and determine the direction of each specific profile of education. For example, in the philological profile, such courses can be: Russian and foreign languages, literature, poetics; in the socio-economic profile - law, economics, history, sociology; in the natural science profile - physics, chemistry, biology, physical geography, etc.;


elective courses, i.e. elective courses that are part of the profile and are required for students who choose them. These courses are necessary for building individual educational routes for students. The school can offer 6-7 of these courses, and the student must choose, say, 3 of them for compulsory study.

At the same time, some elective courses complement core subjects (for example, courses in mathematical statistics, mathematical logic, probability theory, etc., may be of interest for a socio-economic profile). Others deepen the content of those basic subjects that are studied at a given school (class) at the minimum general educational level. Still others are aimed at satisfying specific cognitive interests schoolchildren in those areas that, as it were, go beyond the scope of their chosen profile, but contribute to their versatile personal development. For example, for students studying in non-humanitarian classes, elective courses from the field of visual arts, Russian and foreign literature, history of theater and cinema; for students of the humanities profile - courses related to the use of computer technology: "Organization of activities in a virtual environment", "Computer graphics: WEB-design", "Internet club". Finally, students of any profile are extremely useful in terms of their adaptation to the conditions of modern society, such courses as: “Basics of preparing students for teaching and research activities”, “Accuracy and correctness of native speech”, “Modern etiquette”, “Fundamentals of consumer culture ”, “Fundamentals of rational nutrition”, etc.

For basic and core subjects, the relevant standards are currently being developed. As for the content of elective courses, it can be described in the form of exemplary curricula; These courses are not subject to standardization.

It is clear that in order to develop such courses, teachers must have certain skills. The overwhelming majority of school teachers are accustomed to working according to standardized programs, using ready-made textbooks and appropriate didactic materials. Today, only a part of the teachers of lyceums, gymnasiums, schools with in-depth study of individual subjects has real experience in developing author's programs. In the system of additional education for children, for more than 10 years, teachers themselves have been creating educational programs. If only for this reason, to create elective courses, one should use the potential of teachers of additional education, additional educational programs developed by them.

Another aspect of attracting the possibilities of additional education to the school's profile is the use of its educational programs in the process of carrying out pre-profile training of graduates of the main stage.

Pre-profile training can be implemented in various ways. At the same time, experts have proposed its basic, initial model, which can be taken as a basis in almost any school. The entire volume of pre-profile training is recommended to be distributed as follows:

Allocate 1/3 of its volume for informational and career guidance- acquaintance of schoolchildren with local institutions of possible continuation of education after the 9th grade, conducting psychological and pedagogical diagnostics, questioning and counseling 9th graders;


It is advisable to allocate 2/3 of the volume to specially organized elective courses (pre-profile training courses), which should contribute to:

expanding the knowledge of students in a particular educational area;


self-determination of students regarding the profile of education in high school;


the formation of interest and positive motivation for a particular profile.

These courses are subject to the following requirements.

Firstly, they should be short-term (month, quarter or half a year) and 2-hour.

Secondly, the number of courses offered must be redundant so that the student has a real choice. Therefore, it is desirable to outline a set ("range") of such courses already at the end of the 8th grade on the basis of an appropriate questioning of students, interviews with them.

Thirdly, the student must have a real opportunity at least 2 times per academic year build for themselves one or another version of the courses they attend.

Fourth, the content of these courses should include two types of information:

expanding information on academic subjects;


acquainting students with the methods of activity necessary for the successful development of the program of a particular profile.

Pre-profile training courses can be divided into the following two main types:

A) Subject-oriented (trial).

The objectives of this type of course:

give the student the opportunity to realize their interest in the chosen subject.

to clarify the readiness and ability of the student to master the chosen subject at an advanced level.

The content of subject-oriented courses is built by deepening certain topics of basic general education programs, as well as studying some topics that go beyond their scope. An analogue of such courses can be traditional electives in general subjects. Lead subject-oriented courses can themselves school teachers.

B) Interdisciplinary (orientation) courses

The objectives of this type of course:

To acquaint students in practice with the specifics of typical activities corresponding to the most common professions.

Keep the student motivated, thereby contributing to intra-profile specialization.

Thus, these courses have a character and focus similar to elective courses in the system of specialized education in grades 10-11.

The list of such courses may include, for example, such as "Fundamentals of Journalism", "Modern Trends in Medicine", "Experiment in the Natural Sciences", "Sociology and Statistics", etc.

Duration of interdisciplinary (orientation) courses: since courses of this type are introductory, they should be short-term and often changed. The optimal duration of one such course is one quarter.

As for the subjects implementing interdisciplinary (orientation) courses, they can be (both developed and conducted) by teachers from other educational institutions of a single educational network, of which the school is a part. In particular, teachers of additional education of their own or another school, or institutions of additional education for children, may be invited as such teachers.

Additional educational programs may well become the basis of pre-profile training courses - primarily orientation, introductory, involving going beyond traditional academic subjects.

Such programs in various areas of activity today have almost all institutions of additional education for children. Therefore, in order for the school to have a certain set of elective and pre-profile courses in stock, from which students can choose something, it is necessary to thoroughly take care of this direction of the school's activity: conclude agreements with one or more institutions of additional education for children, select teachers who are able to conduct such courses .

Thus, completing the conversation about the educational potential of modern additional education for children, we can say with confidence that its educational programs:

deepen and expand students' knowledge of basic and optional subjects, forming an increased interest in them;


stimulate the educational and research activity of schoolchildren;


bring the content of basic education closer to the urgent needs of society and the individual, thereby giving the learning process a meaning that is personally significant for many students;


really adapt children to certain aspects of life in modern conditions.

The use of specific methods and techniques of additional education in the process of subject teaching at school can significantly increase the motivation for teaching students.

Now - about the educational potential of additional education for children.

Communication with peers and teachers who are passionate about a common interesting business contributes to the development of mutual understanding, cooperation, interaction - all that is called the fashionable word "tolerance" today.

Since additional education is based on personal motivation (“I want”, “I am interested”, “I need it”, “it is useful for my child”); this, in turn, contributes to the formation of individual freedom of the individual.

Classes in creative groups of interest form in children the readiness and habit for creative activity, the desire to be included in a variety of undertakings that require search, invention, and the adoption of non-standard decisions.

Due to the fact that a significant part of additional educational programs is focused on maintaining and strengthening the health of schoolchildren, children develop practical skills for a healthy lifestyle, the ability to resist the negative impact environment.

Additional education, if it becomes a significant factor school life, plays a huge role in the deformation of the children's school team, the traditions of the school, and the favorable socio-psychological climate in it. The fact is that on the basis of various areas of creative activity in the system of additional education, a large number of children's associations are created that are not directly related to educational activities and repeatedly mix all the students. This creates favorable opportunities for expanding the field of interpersonal interaction of students of different ages and unity of children, knowing friend friend, into a single school team.

This aspect of the impact of supplementary education is extremely important for newly built schools. In a school where students and teachers unite on the basis of common collective affairs and common traditions, the corporate spirit of “their” school, a sense of pride in belonging to it, is gradually formed. The emergence of the corporate spirit of the school, its perception as a special, "our" world with its own values ​​and practices, image and atmosphere - this, in our opinion, is the basis of a personally-responsible attitude of children and adolescents to study and the peer group.

Finally, the entry of a child into the system of additional education forms in him quite real skills for meaningful spending of his own leisure time, protecting him from dubious companies and wasting free time aimlessly. This is especially important against the background of the impoverishment of the leisure activities of adolescents and young people, their reorientation, at best, to the elementary maintenance of vitality.

The foregoing allows us to conclude that in terms of meeting the various needs of children (vital - in physical movement and rest; existential - in protection and comfort; social - in communication, affection, belonging to a group; needs of prestige - in recognition, success, competence; needs of self-expression - in self-realization through creativity) additional education really has a number of unique opportunities that are extremely useful to the school.

In this regard, its functions in the general education school can be distinguished. These include:

educational - teaching a child in additional educational programs, obtaining new knowledge;

educational - enrichment and expansion of the cultural layer of a general education institution, the formation of a cultural environment at school, the definition on this basis of clear moral guidelines, unobtrusive education of children through their familiarization with culture;

creative - the creation of a flexible system for the implementation of individual creative interests of the individual;

compensatory - the development by the child of new areas of activity, deepening and supplementing the basic (basic) education and creating an emotionally significant background for the child in mastering the content of general education, providing the child with certain guarantees of success in his chosen areas of creative activity;

recreational - the organization of meaningful leisure as a sphere for restoring the child's psychophysical strength;

vocational guidance - the formation of a sustainable interest in socially significant activities, assistance in determining the life plans of the child, including pre-professional orientation. At the same time, the school contributes not only to the awareness and differentiation of the various interests of the child, but also helps to choose an institution of additional education, where, by the efforts of specialists, the discovered abilities can be further developed;

integration - the creation of a single educational space of the school;

the function of socialization is the development of social experience by the child, the acquisition by him of the skills of reproducing social ties and personal qualities necessary for life;

the function of self-realization is the child's self-determination in socially and culturally significant forms of life, his living in situations of success, personal self-development.

The above list of functions shows that additional education of children should be an integral part of any educational system. Therefore, not rivalry and competition for the child, but close cooperation should characterize the relationship between teachers of basic and additional education.

Municipal budgetary educational institution

additional education for children

Center for Children's Art "Constellation"

municipality Ust-Labinsky district.

Report on the topic:

"The role of additional education on the formation of the personality of the child."

Prepared by:

additional education teacher

Bulan Julia Vladimirovna

2016

At present, the system of additional education is an integral part of continuous variable education.

What role does additional education play in shaping the personality of a child? Additional education for children is “an integral part of 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.

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 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 help 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 disabilities.

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. Opportunity to develop distance learning.

11. Modern technical base of the institution of additional education for children.

Analysis of the studies of scientists L. M. Andryukhina, A. G. Asmolov, O. E. Lebedev allows us to determine principles of building the educational process in institutions of additional education for children:

the principle of humanism is the 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 development trajectory;

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 of children is multidirectional and variable. Among the most promising areas of additional education children include the following: scientific and technical, natural science, ecological and biological, socio-pedagogical, cultural, artistic and aesthetic, military-patriotic, physical culture and sports, tourist and local history.

Additional education is a condition for the personal growth of a child 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,

V. A. Berezina notes: "... the domestic system of additional education for children has unique socio-pedagogical opportunities for the development of creative abilities of students in the field of scientific, technical, artistic, ... and other educational activities."

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.

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.

Olga Alexandrovna Davlyaeva
The role of additional education in the development of children's creative abilities

Contemporary education sets the task of developing a creative personality, able determine their place in society and navigate in different life situations. Development of such abilities relevant in the context additional education. After all, the very purpose additional education: is development in children motivation for learning and creativity, promoting their self-determination as individuals, attracting them to a healthy lifestyle. And to achieve this goal, it is necessary development of creative abilities that determine success creative personality activities. It is in childhood that a person has great opportunities for their development. This potential can be used most effectively at primary school age.

When creating conditions for development of creative abilities the child's perception of the world around him changes, he has more opportunities for the implementation of ideas. He learns to see the problem, apply his knowledge and skills in various situations, find something new in what is already known.

Additional education expands the space where children have the opportunity develop creative activity, implement unclaimed main quality education can choose the content and form of lessons.

In institutions additional education children are given the opportunity to creativity in different directions: artistic, technical, tourist and local history, ecological and biological. According to their interests and abilities, they can engage in research work, sports. There are favorable conditions for development of creative abilities everyone student: comfortable psychological environment, freedom in choosing activities, friendly help from adults, the ability to independently solve problems.

The child who was able to reveal his abilities and implement them, more adjusted to social life. Using civilized means, he seeks to achieve his goals.

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Presentation "Plasticine painting in the development of creative abilities of preschoolers"“Plasticine painting in the development of the creative abilities of preschoolers” Pobirey E. N educator MDOAU DS No. 14 Blagoveshchensk SLIDE 1 Topic.

THE ROLE OF ADDITIONAL EDUCATION OF CHILDREN IN MODERN SOCIETY

The formation of the information society, often referred to as the "knowledge society", is inextricably linked with the growing need of each person for the constant updating of knowledge, advanced training, and the development of new activities. This trend led to the question of changing the model 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 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 model of education are the orientation towards a developing personality, the transition from a reproductive model of education to a productive one. These criteria form the concept of continuous education, an integral part of which is the system of additional education.
The non-standard, variability of the educational process makes it possible to preserve the main components of the system of additional education - the possibility of choice and the desire of children to learn. It is aimed at developing the personality of the child, his creative potential, the formation of individuality in conditions that are comfortable for the child, practical use knowledge and abilities.

A special area of ​​education that exists outside the framework of the main educational programs. 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.
It is known that the domestic system of additional education for children has unique social and pedagogical opportunities for the development of creative abilities. The institution of additional education for children 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.

Features of the system of additional education for children allow it to be mobile, dynamic and open, which helps institutions of additional education to maintain their traditions, educational and educational potential, significance and relevance. Due to the versatility and versatility of the field of activity, in associations of institutions of additional education, children participate in the search for ways to realize their capabilities in socially significant activities, which helps to form and develop civic consciousness in the younger generation. Classes in an institution of additional education act as a compensating factor, create additional opportunities for the pedagogically controlled development of the child's personality, and the regulated socialization of adolescents. After all, in addition to the school space, there is a space of life in which children are not future, but really acting characters who have many real problems, often solving problems that are not at all childish, entering into relationships that are far from imitation-playing or educationally expedient. It is in this space that they acquire their first life, and not educational, experience.

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 modern information society.

Pelevina Tatyana Vasilievna - methodologist MBOU DOD "House of children's creativity of the Novooskolsky district of the Belgorod region

The Concept of Modernization of the Russian Education System defines the importance and significance of the system of additional education of children that contributes to the development of inclinations, abilities and interests of social and professional self-determination of children and youth.

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1. Development of the sphere of additional education for children in Russia.Types and forms of additional education for children

Types and forms of additional education of children.

Additional education is a special area of ​​education, officially designated in the Law of the Russian Federation "On Education" [Federal Law of the Russian Federation "On Education" dated 10.07.1992 N 3266-1 (as amended on 10.11.2009)]. Additional education is carried out outside the framework of the main educational programs.

There are the following modifications of institutions of additional education for children, which differ in a number of specific features at a qualitative and quantitative level: city, district, long-term, temporary, specialized, multidisciplinary institution of additional education for children, Palace, House of Creativity, station, Center for Creativity, studio, school of arts, club, children's camp, children's park.

But for all these institutions, the main activity is educational: they are created with the aim of implementing educational programs for additional education in one or more types of activity; their activities are dominated by educational programs; they provide educational services in the interests of the personality of the child; their work is aimed at ensuring their own educational process, based on the needs of the social environment and its status.

Institutions with other main activities cannot be classified as this type of educational institution.

An educational institution is not created from outside. It is the result of a complex process of emergence and self-development, focused on specific conditions and taking into account the interests and needs of specific children and adults. This explains the uniqueness of each institution of additional education for children, its difference from others both in content and in organizational structure. All institutions of additional education for children build activities based on the characteristics of their own development, qualitative characteristics, the surrounding society, its needs and in interaction with other institutions.

Additional educational programs include those programs of various directions that are implemented [Federal Law of the Russian Federation "On Education" dated 07/10/1992 N 3266-1 (as amended on 11/10/2009)]:

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.

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.

Types of additional education organized for children, as a rule, are different. An analysis of additional education shows that the most common types of additional education for children are coursework in various disciplines. Additional education is organized in the same way as other types of vocational education - according to specific educational programs. At the same time, programs for children have their own specifics. The age contingent is the criterion for compiling a program of additional education for children's courses.

Improving the types of additional education for children, important points are added in the formation of a person, in her early professional orientation. Additional education helps children to receive a versatile education in their chosen specialty.

Types of additional education for children are undergoing a period of formation, are constantly being improved and are aimed at the individual creativity of children. After analyzing additional education, we can conclude that modern types of additional education consist of three areas:

Territorial network of faculties of additional education;

Personnel, including employees, professionals of the system of additional education,

A child in additional education learns the meaning of life, acquires basic knowledge. At the same time, it does not matter what types of additional education are organized in a particular center of additional education. The main thing is the teacher's desire to teach children.

The main objectives of the activities of institutions of additional education for children are the following:

Providing the necessary conditions for personal development,

Strengthening the health and professional self-determination, creative work of children aged mainly from 6 to 18 years;

Adapting them to life in society;

Formation of a common culture;

Organization of meaningful leisure.

Thus, the analysis of additional education has determined the types of additional education, the educational institution can start organizing this very additional education in various specialties.

Considering the role of additional education in modern conditions, scientists identify its various priority goals. So, for example, E. B. Evladova, L. G. Loginova, N. N. Mikhailova substantiate the following relevant ideas:

free choice by the child of types and spheres of activity;

orientation to personal interests, needs, abilities of the child;

the possibility of free self-determination and self-realization of the child;

unity of training, education and development;

practical and activity basis of the educational process.

Additional education rightfully belongs to the areas most favored for the development of the personality of each child. Acting as a means of forming motivation for the development of the individual, additional education contributes to the expansion of the cultural space for the self-realization of the individual, stimulates it to be creative. Personality is formed in constant activity, overcoming oneself, in experiences of grief and joy, in participation in communication, in a great real cause. The system of additional education 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.

The activities of institutions of additional education for children that have become the successor to the system of out-of-school institutions, on the one hand, combine the best historical experience and traditions of out-of-school education, and on the other hand, are an area of ​​innovative educational activities that contribute to the disclosure of the educational needs of children and the creative self-realization of the child.

One of the essential characteristics of the system of additional education for children is the interaction of multi-professional and multi-age communities. By developing additional education, educational institutions different types interact with organizations and institutions of other subject and creative fields, thus becoming an open system and the subject of educational policy at the municipal, regional and federal levels.

Currently, the system of additional education faces the following tasks:

preservation and development of the system of additional education on the basis of updating the content, forms, technologies, software and methodological support;

development and implementation of scientific and methodological materials that ensure the socio-cultural development of the child;

promotion professional level additional education teachers.

According to the forecasts of the Federal Target Program for the Development of Education 2011 - 2015, new forms of preschool education will become widespread, for example, an incentive system for alternatives to traditional kindergartens, the shortage of which has become nationwide. We are talking, for example, about the development of private family mini-kindergartens, when a non-working mother, having the appropriate education and sufficient living space, checked by the sanitary and epidemiological station, in addition to her children, will be able to accept several more children for day care and receive an additional payment from the state. Such forms have been used in the subjects of the Russian Federation for a long time. Family groups are well developed, for example, in Tatarstan, where families take care of other people's children, work with them, and, in particular, go through a pre-school program.

As for traditional kindergartens, they will create school preparation groups for "home" children, i.e. those who are brought up at home. The main task is to develop and disseminate models of preschool education that ensure the availability of preschool education for all those in need and the full coverage of preschool education for all older children. preschool age.

Summarizing what was said in the first chapter, we can formulate the following conclusions:

The historical prerequisites for the emergence and development of the domestic system of additional education for children were the theory and practice of public education, out-of-school education, children's movement, guardianship and charitable activities in Russia;

The first out-of-school institutions largely performed a compensatory function - classes in these institutions compensated for the lack of school education for children, at the same time they helped organize children's leisure, contributed to the enrichment of their communicative activities.

The innovative nature of the first out-of-school institutions was due to the noble motives of their founders, as well as new pedagogical views on the problems of raising children.

At the state level, the decision to develop out-of-school education was made in November 1917, when a department of out-of-school education was created in the People's Commissariat for Education of the RSFSR.

2. Features of institutions of additional education

as educational organizations

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 of 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 of children as a pedagogical phenomenon has a number of advantages compared to the main [Problems modern education: materials of the international scientific-practical conference on September 5-6, 2010. - Penza - Yerevan - Prague: LLC Scientific and Publishing Center "Sociosphere", 2010. - 487 p.].

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 disabilities.

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. Opportunity to develop distance learning.

11. Modern technical base of the institution of additional education for children.

The researches 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:

Educational (obtaining new knowledge);

educational (introduction to culture, the formation of moral guidelines);

developing (development of the cognitive sphere);

function of psychological support (creation of conditions for the personal growth of the child);

function of socialization (mastering 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).

In the Decree of the Government of the Russian Federation dated December 7, 2006 “On Amendments to the Model Regulations on educational institution 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 who adhere to the understanding of additional education as a means of creative development of the child allows us to determine the principles for constructing the educational process in institutions of additional education for children:

· the principle of humanism - the 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 his own development trajectory;

· 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 - recognition of the value of joint activities of children and adults.

Additional education of children is multidirectional and variable. Among the most promising areas of additional education for children are the following: scientific and technical, natural science, ecological and biological, socio-pedagogical, cultural studies, artistic and aesthetic, military-patriotic, physical culture and sports, tourist and local history.

Additional education is a condition for a child's personal growth in the context 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, and forms key competencies:

in the field of cognitive activity;

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:

competence of cognitive activity (setting and solving cognitive tasks, making non-standard decisions in problem situations);

competence of practical activity (the ability to observe, reflect, skills of experimental research activities, design, modeling);

competence of possession 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.

3. Socially - pedagogical functions institutions of additional education for children

The model of socio-pedagogical activity of an additional education institution is a set of functions ordered on the basis of a structural-functional approach:

educational,

Educational (social education),

Prof. orientation,

Recreational and health-improving,

Social protection, social adaptation, socialization, sociocultural, focused on the optimal achievement of final results, which initially exist in the form of a social order, for which certain resources, forces and means are allocated and for which an educational institution or its structural subdivision is created.

If the institution of additional education for children performs its functions, then:

The gap between the purpose and tasks of the institution of additional education for children, fixed by law, and the state of scientific and theoretical development of the foundations of their socio-pedagogical activity is eliminated;

The necessary conditions are created (with the full use of the possibilities of society, family, individual) to meet the cultural, educational and social needs of students, socialization, adaptation, social protection, career guidance, psychological and pedagogical support for children of different ages;

The institution of additional education for children is becoming competitive and in demand among the population of society, since its activities correspond to the social order.

The functional model is a complex multifaceted structure, which is based on social and pedagogical functions, formed on the basis of finding their optimal combination, taking into account the social order. But the model is not a simple combination of its constituent functions, but forms an integral integrative system that creates a set of conditions for meeting the social demand for various types of additional education for all categories of students, the development of their creative abilities, the formation of a personality with a high creative potential.

An analysis of the relevant literature and a general consideration of the problem of the social role of the institution of additional education for children allows us to present the model of socio-pedagogical activity as an open system, which, like other social organizations, is created by society and functions on the basis of the social order of the state, society, society, family, taking into account the interests and needs of the individual; cannot abstract from the social situation, performs a given social role on the basis of certain goals, tasks and functions, and for its part influences both its immediate environment and society as a whole; cannot exist without people "coming from society" (children, parents, teachers) and work without resources allocated by society (financial, material, technological, informational, personnel, etc.); is not the only factor in the upbringing of the younger generation, depends on the success - failure of the actions of other educational institutions, takes into account the level and range of services provided by other educational institutions of the society; has a wide range of areas of socio-pedagogical and educational activities.

Teachers of a particular institution of additional education for children, implementing additional educational programs of a socio-pedagogical orientation, can work with children 4-17 years old in the following areas: for preschool age - school early development, for students over seven years old - children's sections, circles and associations that solve the problems of intellectual, physical, moral, patriotic and other education [Ivanova, T.V. Social and pedagogical component of the system of additional education for children [Text] / T.V. Ivanova // Pedagogy: traditions and innovations: materials of the international. in absentia scientific conf. (Chelyabinsk, October 2011). T. I. - Chelyabinsk: Two Komsomol members, 2011. - S. 84-87.].

The content of education of various institutions of the system of additional education of children creates conditions for testing completely different ways of developing the child's personality and self-improvement of teachers. Such education cannot be standardized, since the result is not only digital indicators, but, above all, individual achievements, personal changes of a particular person.

The implementation of social and pedagogical programs is based on personality-oriented, personality-activity approaches, the essence of which is in the formation of the "I-concept" of students, individual development of the personality in the intellectual-cognitive, emotional, motivational-need areas and in the system of social relations.

4. The concept of modernization of the Russian system education

The Concept of Modernization of the Russian Education System defines the importance and significance of the system of additional education of children that contributes to the development of inclinations, abilities and interests of 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, the provision of additional educational services and information and educational activities outside the main educational programs in the interests of a person of the state.

Additional education of children cannot be considered as an adjunct to basic education, performing 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.

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.

There have been important changes in the software and methodological support of additional education for children: teachers of additional education are developing author's additional programs, trying to create conditions for the development creative activity children, while realizing their own professional and personal potential.

However, it should be remembered that additional education of children involves, first of all, the implementation of an additional educational program in a specific area of ​​activity or field of knowledge.

In the conditions of a general educational institution, additional education gives the child a real opportunity to choose his own individual path. Getting a child such an opportunity means including him in hobby activities, creating conditions for achievements, successes in accordance with his own abilities. Additional education of children increases the space in which schoolchildren can develop their creative and cognitive activity, implement your personal qualities, demonstrate those abilities that often remain unclaimed by basic education. In the additional education of children, the child himself chooses the content and form of classes, he may not be afraid of failures.

Actually, reliance on the content of basic education is the main role in the development of additional education for children in general education institutions.

The integration of basic and additional education of children makes it possible to bring together the processes of education, training and development, which is one of the most difficult problems of modern pedagogy.

Taking into account the age psychological characteristics students at each stage of education change the tasks of additional education:

1st level (elementary school)

Expansion of cognitive abilities of children, diagnosis of the level of their general and special abilities, creation of conditions for the subsequent choice of additional education, i.e. a kind of "test of strength".

2nd level (secondary school)

Formation of theoretical knowledge and practical skills, disclosure of the creative abilities of the individual in the chosen field of activity.

3rd level (high school)

Achieving an increased level of knowledge, skills in the chosen field, creating conditions for self-realization, self-determination of the individual, her career guidance.

Another important role of additional education for children is its educational dominant, since it is in the sphere of free choice of activities that one can count on “invisible”, and therefore more effective education. In the process of joint creative activity of an adult and a child, the development of the moral qualities of the individual takes place. Therefore, it is so important, when addressing specific educational tasks, developing certain skills, to remember the priority of education. The ability to unobtrusively help the child in realizing his potential and needs, in solving his personal problems, emotionally and psychologically support him and determines the place of additional education of children in the implementation of the educational standards of the new generation.

Another distinctive role of the system of additional education for children is closely connected with this situation - compensatory (or psychotherapeutic), since it is in this area that children studying in school conditions get the opportunity for the individual development of those abilities that do not always receive support in educational process. Being poorly performing in basic school disciplines, in an art studio or in a sports section, he may be among the leaders. The experience of the best schools shows that teachers of additional education, as a rule, manage to remove the stereotype of an unambiguous perception of a student as a "triple student" or "difficult".

Emotional saturation is another feature of the development of additional education for children in a general education institution. An emotional and value attitude to the world can be formed in schoolchildren in the process of turning to bright personalities, whose life and work would help to find answers to questions that concern the child. Instead of educating on the examples of textbook positive examples, it is necessary to turn to the experiences and thoughts of a specific, really existing person, to his searches, mistakes, ups and downs: then the children will believe in his fate, struggle, ideals.

Additional education of children performs another important role - it expands the cultural space of the school.

In this area, the child's acquaintance with the values ​​of culture takes into account his personal interests, national characteristics, traditions of his micro-society.

A culturological approach to education makes it possible to resist the oversaturation of the child with information and, as a result, the impoverishment of his soul, the collapse of the entire inheritance system cultural and historical experience, separation of generations, loss of traditions. Additional education of children contributes to the establishment of real interaction and enrichment of history and culture - Russian and neighboring peoples. This property of additional education of children provides it with a special place in the regional component of the state educational standard of the new generation.

A special place is given to additional education of children to solve the problem of social adaptation and professional self-determination of schoolchildren.

The role of additional education is to help teenagers make the right choice. Therefore, among the hobby classes today, more and more often you can find various practical courses (driving a car, repairing television and radio equipment, knitting, design, etc.). Even greater success, especially among high school students, is acquired by knowledge that ensures success in business life (mastery of a computer and electronic means of communication, office work, the basics accounting etc.).

Having revealed his potential abilities and having tried to realize them back in his school years, the graduate will be better prepared for real life in society, learn to achieve his goal, choosing civilized, moral means to achieve it.

For the social adaptation of schoolchildren, it is also important that, being included in the work of various creative associations of interest, they find themselves in a space of communication of different ages, which acquires special value in modern conditions: here the children can show their initiative, independence, leadership qualities, the ability to work in a team, considering the interests of others.

These are the main features of the additional education of children, which develops in the conditions of a general educational institution. It is quite obvious that in many respects they have something in common with the provisions that characterize the activities of the institution of additional education for children, however, there is every reason to talk about the features of the development of additional education for children at school:

Creation of a broad general cultural and emotionally colored background for a positive perception of the values ​​of basic education and more successful mastering of its content:

The implementation of "unobtrusive" education - due to the inclusion of children in personally significant creative activities, in the process of which there is an "imperceptible" formation of the moral, spiritual, cultural guidelines of the younger generation;

Orientation of schoolchildren who show a special interest in certain types of activities (artistic, technical, sports, etc.) to the realization of their abilities in institutions of additional education for children;

Compensation for the absence in basic education of certain training courses (mainly in the humanities) that schoolchildren need to determine their individual educational path, specify life and professional plans, and form important personal qualities.

Thus, additional education of children in educational institution is the area that, having intrinsic value, is primarily focused on creating a single educational space and shaping a holistic perception of the world among schoolchildren; on the harmonization of requirements for the implementation of the new generation educational standard and the creation of conditions for the development of individual interests and needs of the individual.

Thus, we can summarize the results of our study. Experts attribute the first organizational forms of extracurricular work with children as early as the 18th century, but only at the beginning of the 20th century did the first extracurricular institutions begin to appear.

The out-of-school movement flourished in the first years after the October Revolution, when original forms of organizing children's life began to actively enter into life. The basic principles of out-of-school work were developed, and the tasks of out-of-school institutions were specified.

By the end of the 1980s, traditional extracurricular work no longer met the requirements of the rapidly changing post-Soviet society. There was a need to introduce a new direction of education, its new subsystem - additional education, which was legally formalized in 1992.

In relation to the general system of education, additional education acts as a subsystem, but at the same time it can be considered as an independent educational system, since it has the necessary qualities, integrity and unity of its constituent elements that have a certain connection with each other, it is a holistic, multi-level, multi-stage system that characterized by openness and variability.

Currently, the system of additional education is in the development stage, overcoming difficulties (insufficient funding, lack of qualified personnel, insufficient development of methodological support, etc.). At the same time, there is a growing understanding in society of the need to restore the spiritual foundations of life, to preserve and increase the culture of its people.

The role of the psychological, personal factor in life and professional activity is increasing, the awareness of the importance of constant self-education and creative improvement, the formation of an active life position comes. , communicative, leisure activities. Having revealed his potential abilities and having tried to realize them back in his school years, the graduate will be better prepared for real life in society, learn to achieve his goal, being able to choose civilized, moral means to achieve it.

The system of preschool education does not stand still, the most popular today are multidisciplinary kindergartens. In such kindergartens, they practice a whole range of new programs and pedagogical technologies created by teams of educators and individual authors. It is the discovery of such a wide-ranging kindergarten- the most profitable investment of money for modern investors. A detailed business plan for a private kindergarten contains a business case for opening a new institution, and also describes all the stages of its creation.

Given the gradually improving demographic situation in the country, the demand for kindergarten services is constantly growing. AT major cities There is a clear shortage of preschool educational institutions in Russia. The state, first of all, is faced with the task of making preschool education accessible to all segments of the population, especially for low-income families.

List of sources used

1. Federal Law of the Russian Federation "On Education" dated July 10, 1992 N 3266-1 (as amended on November 10, 2009)

2. Berezina V. A. The development of additional education for children in the system Russian education: studies. allowance / V. A. Berezina. - M.: Dialogue of cultures, 2007. - 512 p.

3.Brudnov, A.K. From extracurricular work to additional education / A. K. Brudnov // Vneshkolnik.-1996.-№ 31.- P.2.

4. Vozdvizhensky S.E., Rogatkin D.V. Additional education for children: a socially oriented development option / S.E. Vozdvizhensky, D.V. Rogatkin. - Access mode: http://youthnet.karelia.ru/dyts/about_article_003.php

5. Evladova, E.B. Additional education of children [Text]: Proc. Allowance for students. medium institutions. prof. education / E.B. Evladova, L.G. Loginova, N.N. Mikhailov. - M.: Humanit. ed. center VLADOS, 2002. - 192 p.

6. Zheleznova, L. B. The effectiveness of educational activities in the field of distance education [Electronic resource] / L. B. Zheleznova. - Access mode: http://bank.orenipk.ru/Text/t43_1.htm

7. Ivanenko, I.N. Urgent problems of development of the system of additional education for children / I. N. Ivanenko // Additional education, 2005. - No. 9. - P. 21 - 23.