What gives the child additional education. Mistakes when choosing additional education for children. Difficulties of additional education

The Soviet education system was based on the unity of education and upbringing of the younger generation. An integral part of this system was the additional education of children, which was carried out through the Houses of Pioneers and Schoolchildren. During the reforms of the 1990s, additional education, as part of the educational process ordered to live long. But today, our government has begun to talk about the revival of additional education. I present my views on how it should be in the new socio-economic conditions in this article.

Modern additional education is conducted in the following areas:

civil and military-patriotic, carried out through the work of school museums, military-patriotic and search clubs.

scientific and technical - conducted as circles of interest. This includes computer circles, modeling, robotics, etc..

ecological and biological;

cultural and aesthetic;

sports and recreation.

IN major cities and megacities such as Kazan, Moscow, St. Petersburg, Novosibirsk and others, additional education is implemented through various children's leisure centers or centers children's creativity. Such cents are located in separate buildings (most of them are former houses of pioneers and schoolchildren). However, in small towns (district centers) and in rural settlements there are no such centers at all. Teachers of additional education are forced to be content with school classrooms, which for the most part are practically not equipped with anything.

In order for additional education to become effective both in small towns and countryside necessary:

First: to build and open centers for children's creativity in rural areas. Once upon a time, in the countryside, there were houses of pioneers and schoolchildren, in which teachers of additional education conducted classes in many areas, giving children the opportunity to realize their interests and talents, to reveal their capabilities. The time has come to think not only about talented city children, but also about those who live in the countryside today .

Secondly: it is time to return additional education to federal government, under the auspices of the Ministry of Education and Science Russian Federation, thereby correcting the absurdity of the situation around additional education. The fact is that additional education today is at the mercy of municipal districts. Through the municipal budgets, the maintenance of associations of additional education is carried out and the wages of employees of additional education are calculated. And, as you know, the budget municipal districts is very limited and not many of them can properly support such associations and pay decent wages to their leaders. In order not to burden the budget, the heads of municipalities, under the pretext of optimization, seek to reduce associations of additional education. This situation leads to the fact that children from rural areas are deprived of the right to receive additional education, prescribed in the Law on Education.

Thirdly: to systematize the work of teachers of additional education through the creation of a unified program of additional education. What should be in this program? I believe that, first of all, it should be adapted to modern realities, that is, to meet all modern requirements which presents modern society to the education and upbringing of the next generation. At the same time, one should not forget that such a program existed in the Soviet educational system. In addition, it is necessary to publish textbooks and teaching materials, at least in key areas of additional education .

Everything that I have outlined here is the minimum that should be necessary for additional education to be an effective form of education and upbringing of children.

What are the priority tasks facing teachers of additional education today, in addition to those that I spoke about above? In addition to revealing the talent of children and realizing the interests of the child, the teacher of additional education is obliged to think about how and how to give the child more in-depth knowledge about the subject, for example, about computers. After all modern life in many ways already dependent on computer technology and gadgets. Most kids want to get their hands on a more powerful computer or a more modern smartphone or tablet. But, not every one of them understands the harm that an excessive passion for IT technologies entails. Therefore, at the same time as training should be carried out and educational work in the field of additional education, in order to instill in the child an Internet culture, a general culture of behavior, a sense of civic responsibility, love for the Motherland, without which there is and cannot be a full-fledged personality.

Consequently, a teacher of additional education is not only a person who gives in-depth knowledge, but also an educator who has a special task - to educate a citizen in the full sense of the word. But in conditions when additional education is considered only as the implementation of additional educational services, educational work in associations of additional education cannot be carried out in due measure. In order to reverse this negative trend, teachers alone are not enough. It is necessary that the government finally understand the need for additional education, not as some kind of appendage to general education, but as an independent system of education and upbringing, carried out outside the school, as was the case in the Soviet Union.

Thus, additional education in modern conditions it is necessary to return the status that he had in the USSR. Only then it will be possible to talk about the effectiveness and unity of the educational and upbringing process in the field of additional education for children.

"Only the individual can act on the development and definition of the individual."
K.D. Ushinsky.

Upbringing creative personality, the development of a moral, competent person of the future is one of the most important tasks modern education. In my opinion, one of the most striking, emotionally rich means of aesthetic education and artistic education of children is the theater. After all, theatrical pedagogy has a powerful potential for a holistic impact on the child, since it contributes to the development of creative and creativity, the formation of a competent and successful personality, since theatrical activity is based on close interaction and integration different types arts, (theater, choreography, literature, fine arts). This contributes to the creation of such educational environment which has a beneficial effect on the formation of independent and independent thinking, the creative potential of the individual. Allows you to enter the space of the possible and the impossible - through the game ...

Who is he, the man of the future? What questions does he ask himself? What is important to him? How to direct it without harming its uniqueness, individuality? Where to get directions? How to awaken the need for self-knowledge and the need to get in yourself the best that is in it and boldly show it to the world? How to lay the foundation on which the courage to solve problems, and not run from them, sprouts? I think that each of the teachers, and even more so the teachers of additional education, asks himself these questions, and more than once. And I am no exception. It is hardly possible to become such a wise Teacher as Life itself… But to touch this risky profession, and to understand something, the task turned out to be quite feasible for me… And how not to become “grunting” or omniscient at the same time (as it suits you) “ naphthalene”, serving the cause for more than 20 years? Where to get resources for endless renewal of yourself and discoveries in the profession additional education teacher?!..

... I will not dissemble that becoming a teacher was not part of my life plans at first. What can students of a creative university of the theater department dream of? With healthy ambitions? At least - Prima theater ... Success in student work inspires! But "someone's hand" (and most likely mine) suggested another way... And I was lucky. I was lucky from the very beginning to get into the Children's Theater School in Volgodonsk, where the director was Nikolai Nikolaevich Zadorozhny, a student of M.O. Knebel, who, in turn, was a student of K.S. Stanislavsky. It was there, I believe, that there was a turning point in the direction of theatrical pedagogy.

A year later, having plunged into the atmosphere of boundless benevolence, excellence works of children and adults, teachers, graduates of the Etude Studio and the Master himself, I had a dream…

It was there that the idea came that someday I would be able to create my own studio, my own children's theater. Theater for kids! But there was still a great desire to play on stage myself, and not go to “coaching” work ... Then I was 23 years old ... But, honestly, I can say: I saw the level, the bar of working with a children's team of unprecedented height and skill! And I haven’t seen anything like it anywhere else, more than 20 years later… This “meeting” has become a guideline for me, as it can and should be! Outrageously professional, inimitably tasty and serious! And dreams tend to come true!

It was from this “bar” that my march through the pedagogical expanses began ...

Further, for many years combining acting and pedagogical activity Having tasted all the "difficulties and delights" of integrating general and additional education, I learned to set goals and achieve them, to look for ways to solve the tasks. The children of the most ordinary school, with whom I studied acting, studied the same with me. Working in a team of young teachers, together we studied all the “innovations in education”, together we created the author’s unique program that combined the Children’s Studio, the Children’s Theater and the Student Theater, which won the All-Russian competition educational programs. The classes were comprehensive, conducted by whole classes. secondary school and subgroups...

School teachers adored "creative" classes. Children, acquiring the skills of productive communicative communication and joint creative activity in an informal setting, they gradually changed, became different: friendly, enterprising, active, although these were far from the best classes, and they did not always study for "five". And all this in the second half of the 90s, when there was complete confusion in the country ... Despite the non-payment of salaries and a half-starved existence against the general background ... In classes, rehearsals, we tried to create a situation of success for children (participation in concerts, sketches, productions) and demand while the "adults" were playing games on the collapse of the country ...

We believed that what we are doing is not in vain, that children and we need, in spite of everything, to live on, and moreover, to take place in the future! Let already in a new, changed country ...

For a long time, my priority was still acting ... And our studio children, looking at us, their teachers, playing in performances, studied, admired, imitated. We were for them an example of how to "be". We were called "practicing teachers". And we understood this responsibility. Sacrifice? Not at all! We were happy, young, full of hope and just loved what we did. And it took time, a rethinking of myself, before I was able to go completely to the "coaching" work - to the teachers of additional education.

How important it is sometimes not to interfere with a creative person in order to get a really worthwhile business!

Further, in 2006, already in my native Tomsk, having slightly transformed this “model” of interaction with children, my wonderful team was born on the basis of the Career Planning Center - the Theater-Studio "Sintez" ... In the Palace of Children and Youth Creativity, it takes on that form and the content that I always wanted, dreamed about. Ever since youth. How important it is sometimes not to interfere with a creative person in order to get a really worthwhile business! The first thing that had to be created was the program! Plan! Instruction! For business! Three subjects: "Acting", "Stage speech" and "Fundamentals of stage movement" - the main ones, and two additional ones - "Choreography" and "Theater history. Costume history. For 5 or more years of study ... The slogan “Come to us, become better at the Theater in which Children play!” Appeared, which, in the best possible way, reflects the essence ...

In the first year of operation, there were 24 people in the Synthesizing Palace. Six years later - more than 70! Age - from 8 to 17! Four groups. Close in age and years of study. Junior, Intermediate and Senior. Approximately equal. The fact that the number of studio students is growing year by year, and we already have to make a “selection”, since we can’t accommodate everyone who wants it, of course, without false modesty, this is an indicator for me as a teacher ... Children remain. New ones come and stay. They come again and again. And even graduates, having completed a five-year study, continue to study ...

First, intention. It works.

Of course, children go “to the teacher”. Often, when a teacher or leader changes, the team or organization “goes into decline,” or, conversely, everything begins to sparkle with new colors, gush with ideas, opportunities ... Everything comes from a person. And even more so - from the leader. Or rather, from his intentions. First the intention - then the possibilities for implementation. And not otherwise. And in our profession - especially! It works!

Recent example. I didn't have time to think about charitable activities, they say, “it should be, it’s time to,” as almost immediately a proposal was received for the participation of children in the gala concert “Special Fashion” of the Regional Competition for Young Designers for Models with Disabilities. “This is an opportunity to give children a lesson in kindness, acceptance of otherness, to make, so to speak, their own contribution ...”, I thought. The children were supportive. This year we are invited again. And we'll go again.

Or here's another example. In 2014-2015, I got excited about creating a big project, trying my hand, and winning a grant. Thanks to friends, colleagues, like-minded people, it took place - “International real-virtual competition “Constellation.ru” confidently declared itself. It united the efforts of children, teachers, leading Russian experts in the field of art. It wasn't easy. But I got "profit" in the form of colossal experience. And undoubted growth, thanks to everything new. And the children of my Synthesis, like thousands of other participants in the competition, became the most active participants.

Don't teach, but share what you know!

My main methodological principle of teaching the basics of acting is mastering the laws human behavior in stage conditions. Know how to look and see. Listen and hear.

The ability to solve complex problems is the competence of the future!

According to forecasts by World Economic Forum analysts, in 2020, as well as in 2015 (it was then that this study was conducted), the ability to solve complex problems (Complex Problem Solving) will remain in first place in terms of demand. I love the word “task” and use it often in class. Children understand what it means: "Your task is to make him ...". Subsequently, they learn to set tasks for each other, for themselves. She is always specific. It is aimed at a partner. The ability to understand the task of the hero in an etude or play and find ways to achieve his goal is a very important skill that will be useful to them in their future life, in any other profession, and not just on stage.

creativity and critical thinking- vivat!

The complication of processes in all areas requires non-standard solutions. Unfortunately, this is not taught in modern school(and in many universities). Here is the opinion of Tatyana Chernigovskaya, a well-known scientist in the field of neuroscience and psycholinguistics: “Is this how we teach children?.. Why teach meaningless things? We feed our kids with them. It is important for me to know in what year did Napoleon marry Josephine? No, it doesn't matter. It is important for me that a person understands what is happening on this planet. Everything else - Google already knows. I don't need people who know what Google knows professionally, because Google already exists. I need someone who comes up with an unusual thing. You know, discoveries are mistakes. If we propose to pass the exam to the following people: Mozart, Beethoven, Pushkin, the loafer, the loser, and also take the chemist Mendeleev (deuce in chemistry, remember?), Einstein, Dirac, Schrödinger, etc. Here they are all screwed up. We'll say: "Two to you, Niels Bohr." He will say: “A deuce is a deuce, but Nobel Prize waiting for me." And precisely for this "wrong" answer! So what do we want? Discoveries or an army of fools who learned Newton's binomial? Of course, there is a big danger here. I know her. If everyone knows a little bit about everything, then there is a risk that we will start releasing amateurs. What to do with it, you need to think. I totally agree! This “non-standard” I especially welcome in children! The ability to “not look at your neighbor”, or “go beyond the usual” is very valuable.

Eat special exercises, receptions in acting skills aimed at finding non-standard solutions. And children love them very much, and at 10, and at 13, and at 16 years old ... For example, composing and translating etudes. From three words. Not related, for example, snow, turtle, nail. The task is to come up with and connect them into one story, that is, according to all the laws of dramaturgy - a plot, a climax, a denouement. I forcefully remind them not to “go along with stereotypes by finding an unusual meaning for simple words, of things". And they find! They not only invent, link together, but also present “their product” on the stage, that is, they independently distribute roles among themselves, agree on goals, tasks, and the actions of the characters they have created - they create! Let "here and now", momentarily ... This is a training! This is an investment in the future! Experience! Then we discuss together, we analyze. Reflection! By creating, both the mental, communicative, and regulatory abilities of the child are trained. And… out of the box thinking. And they do it with great joy and pleasure! No other genius!

Cognitive flexibility and empathy are also a priority. Understand and empathize with the feelings of another, with respect for internal processes. It is important! Just to feel! And how is a person of the future without this? ..

Of course, participation in productions, performances is what they strive for. Everything is like in adults - to get “in the main roles”, in the “main cast” ... And at the same time, I cultivate in the team, there is no other way to say it, an atmosphere of goodwill and respect for each other. The atmosphere is not competition, but cooperation! Theater is a collective, synthetic art. Everyone matters here! They themselves (including) choose each other for roles or put forward themselves, argue their choice. This is how children learn to accept the opinion of others. Whether they rest in a summer camp or have fun on holidays, work - rehearse, argue, create and get up - but they know - "we are a team"!

Reaching high enough professional level, I set myself the task of bringing the team I lead to the international level. Realized in the second year! And it has become an annual good tradition! We are in trend - at festivals and competitions different levels- from urban to international, filming on TV, trips to festivals in Yekaterinburg, St. Petersburg, Novosibirsk, etc.... Of course, this is the creation of a situation of success, and self-confidence, and summing up certain results of work - for everyone. And our theatrical session at the country summer camp! Almost the entire team! Easily! It would be intention!

In my work, I deliberately do not set career-oriented tasks for myself. Although "senior and middle" more than half. Rather, the opposite. And not because I have a bad attitude towards the professions of “actor, director” ... I just know that you need to go there, if you cannot live without it, that is, there is no choice. Otherwise there is nothing to do! “And if you have a choice, it’s better not to go,” I tell the children. It's probably right. Let it be better, having played plenty of games in childhood, they will enter adulthood, and they themselves will decide “to be or not to be” ... Let everything be joyful! I am convinced that not only in any profession they will be able to apply their skills to "live on stage", but also in any life situation because the knowledge and experience of theater pedagogy are universal! They help to bring up a wise, competent, understanding person. And in this situation, in our country, I think it is much more important!

Thus, theatrical pedagogy is the area for me where all the best qualities that people have are most fully concentrated and manifested. This is an area where you can nurture and develop the qualities that you want to see in yourself in the future. Where everyone is given the opportunity to express themselves by participating in the common process, the tasks of socialization and cooperation are solved with the greatest intention - to give, with the inescapable need to develop oneself.

It doesn’t matter that someone sings, and someone enlightens, someone ... We all awaken something in people, children ... I want to be able to touch the very insides of those who “have ears and hear”. Words! .. But the form is not important. It is only important how much clarity, simplicity and purity we can bring with our work, with ourselves into the world.

It’s not enough, gentlemen, only to give your heart ... You need to grow yourself. And educate only by example!

Anna Ivanovna Grigorova,
additional education teacher,
DTDiM, Tomsk

Editorial opinion may not reflect the views of the author

Additional education children- an integral (variable) part of general education, an essentially motivated education that allows the student to acquire a stable need for knowledge and creativity, to realize himself as much as possible, to determine himself professionally and personally. Many researchers understand the additional education of children as a purposeful process of upbringing and education through the implementation of additional educational programs. (). The term "additional education for children" itself appeared in 1992 in connection with the adoption of the Law of the Russian Federation "".

The history of the development of additional education in Russia

The system of additional education in Russia was formed from unique Russian forms of out-of-school work (out-of-school education). Out-of-school education in Russia arose in late XIX centuries in the form of circles, clubs, workshops, day shelters for children, summer health camps, colonies, etc. These were just a few out-of-school institutions created by progressive Russian teachers who set themselves various goals. Thus, the cultural and educational society "Settlement" (Eng. settlement- settlement, complex), founded in Moscow in 1905 by a group of advanced teachers headed by S. T. Shatsky, aimed to meet the cultural and social needs of children and youth of the low-income part of the population. In 1909, he also created the Children's Labor and Recreation Society, in 1911 one of the first children's summer colonies, Bodraya Zhizn, was created in the Kaluga province. This period also includes the organization of temporary children's groups in summer period- summer camps

From out-of-school education - to additional education of 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. In 1918, the first state out-of-school institution, the Station of Young Nature Lovers, was established (Moscow, Sokolniki). In June 1919, the First All-Russian Congress on Out-of-School Education was held. In the 1930s, the term "out-of-school education" was replaced by "out-of-school education". There was a very rapid growth of institutions in which forms of out-of-school education became widespread, they began to be called out-of-school institutions. By 1940, there were 1846 out-of-school institutions in the USSR under the jurisdiction of the ministries of education, culture, communications, river and navy, trade unions, Osoaviakhim, voluntary sports societies and other organizations and departments. In the post-war period, there was a rapid restoration and development of the system of out-of-school education. The number of houses and palaces of pioneers, stations for young tourists and technicians, suburban pioneer camps, and youth sports schools grew.

At the same time, high quantitative indicators could not hide the negative qualitative factors in the development of institutions. Out-of-school education in the 50-80s was associated with a common ideology, when there was the only children's organization, the only youth organization, the settings and goals of which were subject to and educational structures. There were enough minuses that interfered with the solution of the problems of the personality-oriented development of the child, his interests. There were unexecutable directives requiring the organization of 10 circles technical creativity in every school, then open a museum in every institution. At the same time, unique experience in cultivating talents has been accumulated in the country's best out-of-school institutions.

Many stars of cinema, art, sports, science and technology were pupils of the out-of-school education system: world chess champions Anatoly Karpov, Boris Spassky, actor Sergei Nikonenko, director Rolan Bykov, head of RAO UES Anatoly Chubais, head of Rossport Vyacheslav Fetisov and many others famous in Russian and foreign people.

After 1991, the system of out-of-school education not only did not fall apart, but, unlike other types of educational institutions, received an increment. In accordance with the Law of the Russian Federation "On Education", since 1992, out-of-school institutions have become known as institutions of additional education for children. In this regard, it is important to note that in the 1990s there was not a simple change in signs, but a qualitative change in the content and forms of activity of both institutions and teachers of additional education for children. 2008 is the year of the 90th anniversary of the Russian system of additional education for children, on the eve of this event, the Ministry of Education and Science of the Russian Federation approved an appropriate plan for preparing the implementation of activities for this event.

Infrastructure of the system of additional education for children

Experience of additional (non-formal) education of children abroad

The Russian experience of out-of-school (additional) education has been and remains unique in the world. teaching practice. But at the same time, it absorbed the advanced traditions of the pedagogical ideas of many other countries, became an example for the implementation of practical experience in other countries (in addition to the CIS countries, where these institutions have been preserved everywhere with a general reduction in numbers, primarily in countries of Eastern Europe, China, Cuba, Vietnam, North Korea, etc.).

Separate elements of the system of out-of-school education were accepted in the countries of Asia and Europe. For example, the experience of out-of-school education was transferred to the adaptation of former young citizens of the USSR in Israel. In Japan, there is a free practice of mandatory participation of each student in additional classes that are not included in school curriculum(but by choice!) by physical culture, artistic creativity, and national arts. In most European countries there is a system of interest clubs, usually supported by municipal funds or funded by public and religious organizations, as well as on parent funds. In pedagogical practice, these types of activities are usually called "non-formal education" (Non-formal education), alternative education (alternative education).

Notes

Links

Federal portal "Additional education for children"

Wikimedia Foundation. 2010 .

Ilyushin Finance Co
Black rose is the emblem of sadness, red rose is the emblem of love (film)

See what "Additional education for children" is in other dictionaries:

Additional education for children- (out-of-school work) an integral part of the system of education and upbringing of children, adolescents, and students, focused on the free choice and development of additional educational programs by students. Purpose of D.o.d. development of children's motivation ... ... Pedagogical terminological dictionary

Education- This term has other meanings, see Education (meanings). class in kindergarten, Afghanistan ... Wikipedia

Education in Russia- ... Wikipedia

Education in Kirov- The education system in Kirov is presented educational institutions all levels. Kirov is an educational center Kirov region and the Volga-Vyatka region. The municipal (city) education system serves more than 60 thousand ... ... Wikipedia

Additional professional education- Abbreviation: (APE) Aims and Objectives of APE According to Article 26 federal law On education N 3266 1 dated 07/10/1992 additional educational programs and additional educational services implemented in order to fully satisfy ... ... Wikipedia

Education in Stavropol- At present, the educational complex of the city includes 48 institutions, including four gymnasiums, seven lyceums, 12 schools with in-depth study of various subjects. There are 69 preschools in the city ... ... Wikipedia

Education in Svetlograd- This article is proposed for deletion. An explanation of the reasons and the corresponding discussion can be found on the Wikipedia page: To be deleted / August 31, 2012. While the process is discussed ... Wikipedia

General education- Kindergarten in Afghanistan ... Wikipedia

Institution of additional education for children- Would you like to improve this article?: Correct the article according to Wikipedia's stylistic rules. Find and issue in the form of footnotes links to authoritative sources confirming what is written ... Wikipedia

public education- Kindergarten class, Afghanistan. Primary School, Mexico. Education under the legislation of the Russian Federation is a purposeful process of education and training in the interests of a person, society, state, accompanied by a statement of student achievement ... ... Wikipedia

Books

Additional education of children: history and modernity. Textbook for free software, Zolotareva A.V. , Tutorial reveals the conceptual and organizational foundations of additional education for children through an analysis of historical development trends, the regulatory framework for activities, ... Category: Miscellaneous Publisher:

The concept of "additional education for children" appeared at the end of the last century, when the main and only law of the Russian Federation was adopted, regulating the sphere of acquiring knowledge - "On Education in the Russian Federation". It implies a purposeful, systematized and step-by-step process of teaching and educating a student with the help of additional programs.

Children (DOD) is mandatory integral part general. Its peculiarity lies in the fact that learning takes place in accordance with the interests, inclinations and personal goals of each student.

The history of the appearance of DOD

In Russia, the DOD system was formed during for long years based on elements of out-of-school education. As early as the nineteenth century, all kinds of circles, sections, clubs, workshops, and summer health facilities were created for children. Similar institutions exist to this day, but their functions and features of the organization have been repeatedly revised. Today, out-of-school education (in its various forms) and additional education of children are different concepts, although they are related.

At the beginning of the twentieth century, the outstanding teacher Stanislav Teofilovich Shatsky founded a cultural and educational society for children from poor families, orphans and homeless children on the basis of an orphanage. The main idea of this society, called "The Settlement", was to satisfy the cultural needs and develop the creative abilities of children who cannot afford such an unattainable luxury as special education.

The activity of S. T. Shatsky was not only cultural and educational, but also a general educational character. Orphans and children from dysfunctional families were subjected to a rather strong detrimental influence of the criminogenic environment. Child alcoholism, theft, prostitution - these are not all the problems that have become less global thanks to the Settlement Society and other similar institutions.

It was then that the prospects for the development of additional education for children were outlined. It became clear that not only offspring from wealthy families, whom their parents are preparing for a cloudless future, need extracurricular education and upbringing, but also those children whom fate has endowed less generously. Moreover, the latter feel the need for it much more, because their upbringing needs a special approach.

The additional education of children received a particularly powerful and strong impetus in its continuous development after the revolution. The blurring of the lines between the poor and the rich led to equality, thanks to which each student could receive the education that he considered necessary, useful and interesting for himself. Since the training of highly qualified personnel was one of the main social tasks, the system of education (including extracurricular) began to develop rapidly.

The goals of the DOD, its main functions

The goals of additional education for children, regardless of the form of their achievement, are to raise each student as a full-fledged, comprehensively developed, professionally and creatively realized personality. Education in the framework of the DMS is not compulsory, and this is perhaps one of its most significant advantages.

Main goals:

Formation and further development of various creative abilities of children.
Education of high moral qualities - patriotism, spiritual values, love for work, respect for elders.
Instilling a culture of communication, developing communicative qualities - courtesy, respect for the interlocutor, the ability to maintain a conversation and accept criticism, listen to comments.
Professional orientation of children with the prospect of further development of acquired qualities.
Satisfying the communicative and cultural needs of schoolchildren.
Protecting children from the harmful and aggressive influence of society.
Physical development.

From the goals and objectives of additional education for children, its main directions arise, which are equally important for the comprehensive development of schoolchildren and their further professional and personal implementation. There are six of them in modern pedagogy:

Socio-pedagogical. Includes volunteering, working with gifted children, and caring for people with special needs.
Artistic. Provides for the active development of creative inclinations - a tendency to fine arts, writing, etc.
Technical. Prepares children for mastering professions related to technical activities.
Tourist and local history. Created for those who have a craving for travel and exploration of their native land.
Natural science. It is based on the study of natural sciences - chemistry, biology, etc.
Physical culture and sports. Focused on the development of physical qualities - strength, agility, endurance, flexibility, which has a beneficial effect on their health.

Each of the directions fully implements the goals, objectives and main functions of additional education for children. DOD is conducted on electives, in various creative circles, sports sections, dance studios, children's camps (school and field), etc.

DOD organization

Each teacher should pay enough attention to such an urgent issue, as well as children. Much has been said and written about its importance, but most teachers underestimate it. At the same time, the main types of activities of organizations involved in pre-school education, as well as universal teaching methods, are prescribed in the legislation of the Russian Federation, as well as the goals that should be pursued in these institutions.

The procedure for organizing additional education for children is constantly changing. Every year there are more and more specialized schools and sections that are of interest to children and parents. The demand and popularity of certain types of activities dictates some nuances in the organization of DMS.

Innovations in the additional education of children deserve special attention. They concern both the methods of teaching and education (after all, pedagogy, like any other humanities, does not stand still), and the activity of schoolchildren.

The emergence of new professions associated with continuous technological progress obliges the ECE system to constantly develop and meet the needs of children and society.

All changes in the DOD system, no matter what aspects of education they may concern, are carefully monitored. Monitoring in additional education of children is very important. It is carried out in order to instantly catch all new trends, as well as to monitor the behavior and success of pupils within the framework of one or another direction of pre-school education.

On a note

Teachers, teachers-organizers, trainers and teachers of various circles who are interested in the issues of pre-school education can get all the necessary information on the portal "Additional Education for Children".

The information site of additional education for children is a real storehouse of all the necessary information about out-of-school education and upbringing. Here you can find recommendations on the organization of preschool education, methodological materials, as well as the works of honored teachers.

The portal of additional education for children will help parents choose the direction of studies that will contribute to the full and harmonious development of the child's personality.

The child is a good base for easier assimilation of material in educational institutions. The basic program of the school does not guarantee the successful admission of the child to a prestigious educational institution, since it is designed for the average level. For this reason, there is a system of education in accordance with the document "The concept of the development of additional education for children."

Concept: general provisions

The concept defines the tasks and goals of additional education, its state and problem areas, as well as directions for the development of children and the expected result.

The document establishes the basic principle for the development of assisted learning, including a guarantee for safe and quality education. Base element additional training is a program, not a training organization.

The concept is implemented in two stages:

Stage I involves the development of activities and the creation of mechanisms for management, financing, information support Concepts.
Stage II is focused on the continuation of the implementation of action plans and programs for the development of additional education.

The main objective of the Concept is the problem of maximum coverage of children from 5 to 18 years old in the system of additional education in order to ensure maximum adaptation to real life conditions.

Additional education from birth

Additional education of children under one year is not carried out in special institutions due to age. But any parent can cope with this task on their own. At this age, it is already possible to teach a child to swim or focus on certain objects.

If you conduct classes with the baby, he will be able to get ahead of his peers in general development. Therefore, additional education of children is relevant from birth. Circles, sections and clubs can be of a family type, where parents of newborns get acquainted with new trends in caring for children of this age and raising them.

The need for additional education for children

Additional education of the child provides a good incentive for general education and improvement mental activity. The need for such classes is evidenced by the observations of teachers over the success of children.

The guys develop a desire to work for future high results.
Various interests of children are realized, not related to learning activities in an educational institution.
The incentive to study and self-education increases.

Preschoolers and adolescents who receive additional education are less influenced from outside, more balanced and organized in life.
They know how to prove their point.
The boys are developed creative plan at a high level.

The main directions of additional training

The main areas of additional education include visiting various events or sections that work on the result of building a creative personality. But even in standard educational institutions, similar work is carried out with children who want to receive additional education. The main task of the process is a harmonious interweaving general program education with the formation of personality as a whole.

The basic courses of education for children depend on the possibilities educational institution. The following popular areas can be distinguished:

technical;
scientific and chemical;
aesthetic and artistic;
health-improving and physical culture;
biological and ecological;
economic and legal;
tourist.

This is far from full list directions in which additional education of the child is carried out. It is also possible to educate children after school with the help of various technologies created by a teacher of such an institution, for example, foreign language can be learned not only by memorization, but also through interactive technologies or the game process.

Additional education in a preschool institution

Preschool is the first step on a child's path to education. Supplementary education of children before leaving school provides the maximum development of abilities for this age, is aimed at finding talent and general development child, both physically and mentally.

When organizing work on auxiliary education in kindergarten, the following factors are taken into account:

age characteristics of groups of children;
general interest and voluntary choice of the child when visiting a circle or section;
solution of educational problems through additional education of the child.

Similar training in preschool mainly aimed at teaching toddlers to be creative with different ideas, find new interests and improve their physical form.

As a rule, adults can observe the result in the results of exhibitions, concerts, during sporting events.

Additional education at school

Additional education of children at school is usually called extracurricular activities. This type of training can be divided into several models depending on the personnel and material capabilities of the educational institution.

The first model is the presence of various circles and sections, the work of which is not interconnected. It is precisely because of this problem that there are no lines of strategic development of education, which quite strongly affects the quality of additional education for children. But even in this form, the overall development of children attending such societies is much higher due to the overall employment of schoolchildren in their free time.
The second model has the presence of internal organization and original methods of work of teachers, which can be used in the general educational plan of the school.
The third model, on which the additional education of the child is built, is aimed at the common work of several institutions on an ongoing basis. The school closely cooperates with various sections and jointly develops. The main result of such cooperation is the conscious choice of a profession by graduates and easy admission to universities in the relevant profile.

Difficulties of additional education

Despite the adopted Concept of additional education, there are some problems in its implementation, among which are the following:

insufficient provision of the material base of the educational institution;
general unpreparedness of the teaching staff in matters common standard education;
the lack of decent wages for teachers.

Therefore, in order to receive additional education for children, parents turn their attention to private centers or organizations. But this factor may not give desired result due to the fact that teachers are still educated in structures that have the same standards of education.