Educational activities in the DOD system are carried out through various associations of children of interest. An educational association of an institution of additional education for children is a fairly permanent form that is created for at least one academic year.
The children's association of additional education is the main structural link (element) in the system of additional education for children of any level: state, regional, institutions.
Children's creative association is a key concept for the pedagogy of additional education for children. It characterizes the essence of any of the now established forms of organization of the educational process in UODOD. In socio-pedagogical terms, this is the unification of children about their creative self-determination and development (13). Temporary associations of children, groups can be organized at educational associations.
The study group is the main way to organize the activities of children in an additional education institution
The main way of organizing the activities of children is their association in study groups, i.e. groups of students with common interests. The study group, in one form or another, is the main way of organizing the activities of children in almost any kind of children's associations.
The concept of "group" is universal for general characteristics social relations. It is also universal in relation to UDOD as a social institution, the structure of which includes a wide variety of large and small groups of children, teachers, and mixed composition.
On the one hand, a group is a formal union. Just as the objects of control in a school are classes, so in the UDOD the objects of control are groups or relatively stable associations of children and a teacher based on a single goal (declared and enshrined in the educational program), similar interests, the need for communication and joint activities.
The initiative in creating such groups (the subject of their activities, the number of participants) belongs to the institution itself. Children, coming for the first time to UODOD, do not choose a group and do not offer to create a completely new one, but orient themselves in the existing proposals, correlate them with their interests, enroll in a place where they are attracted by the type of occupation, activity profile, subject being studied or other indicator. Often such a leading indicator is the opinion of a friend, parents, and sometimes the name of a teacher, about whom a lot of good things are known.
Groups are characterized by the presence of similar interests and needs for communication and joint activities. The main factor that unites the group is joint activity, and one of the main features of the group is the ability of participants to consciously and directly engage in coordinated action (direct exchange of activities and abilities, creative cooperation), through which their individual needs can be satisfied.
In addition to this main feature, other group indicators are traditionally distinguished: the establishment of certain relations between members of the group; internal organization, including the distribution of responsibilities, a hierarchy of statuses, etc. The regulation of relations and the division of roles in the group is carried out in the process of self-regulation, adjusted by the leader (teacher) or another leader of the group. The main means, the instrument of association small group can be called interpersonal interaction, which is predominantly emotional in nature and obeys the laws of psychological compatibility and conflict (sympathy and empathy). Relations within the group between its members affect the effectiveness of activities, the possibility or impossibility of achieving the goal.
Consequently, a group is also an informal community of children and teachers, a special voluntary amateur association. The group from the object of management passes into the status of the subject of management of the educational process of the institution. It is UDOD that are more capable of building and maintaining a dialogue with such associations.
The process of the emergence of such self-governing, amateur associations cannot be strictly regulated and standardized, formalized, which is guaranteed by the priority ideas of the DOD system.
At the same time, special importance is attached to the teacher, his pedagogical style, implemented in the content author's program, in the innovative design of its pedagogical activity.
Within such a community, real opportunity to give each child the experience of free democratic assimilation of culture in the system of dialogic relations not only with peers, but also with adults, children of different ages as carriers of other meanings, values, norms.
So, a group is a concept that unites a set different forms UDOD on the basis of their essential belonging (identity) to this type of education.
The quality of his future largely depends on the correct organization of additional education of the child. Therefore, parents need to approach the choice of the form of additional education with all responsibility. Today we will tell you about the main forms of additional education for children and highlight the main features of each of them.
In conditions modern society basic school curriculum for the full development of your child is unlikely to be enough. The more creative qualities you help him develop, the wider his horizons and communication, the higher his potential will become.
To expand the horizons of the child, as well as to "show" all his abilities, parents will help children's additional education, which is aimed at the comprehensive implementation of all creative and personal abilities children. It finds expression in many forms of work: circles, electives, sections, creative studios, etc.
The principles of organizing children's associations in the context of additional education are based on:
- voluntary basis;
- the ability to change organizations or attend the classes of several;
- conducting classes in a conditioned form (individually, in groups);
- mode of work and rest;
- individual approach.
It is important to understand that the quality of a child's future largely depends on the correct organization of additional education for a child. Therefore, parents need to approach the choice of the form of additional education with all responsibility.
Today we will tell you about the main forms of additional education for children and highlight the main features of each of them.
Forms of additional education for children
Circle
A circle (creative, subject) is an association of children according to interests and subject knowledge, which allows them to develop their creative inclinations, expand their knowledge and communicative experience. Classes in the circle are carried out according to a specially developed program, however, if necessary, the manager can make his own adjustments. Work with children is carried out on the principles of developing initiative, creativity, and an individual approach.
Features: the main goal is training, the formation of skills and abilities regarding a particular subject, thematic diversity(circle of dances, quilling, origami, literature, etc.).
Ensemble
Ensemble - a creative team performing general musical and choreographic performances (song, dance).
Features: the main goal is harmonious personal development through aesthetic education, the development of artistic and creative skills, a clearly defined profile of activities, a variety of forms of classes, a combination of individual and group learning, the participation of children of different age groups.
Studio
Studio is a group of children united by common interests, tasks and activities.
Features: the main goal is development creativity, talents of children, a specific profile of activity (choreography, fine arts, theater, literature), in-depth study of the dominant subject, demonstration of achievements, search for new effective methods work with creative children.
School
School - form of additional education, training program, which combines the study of several interrelated disciplines or is aimed at studying one profile.
Features: complexity, the presence of the concept of the school, charter, educational program, priority is given to education, strict knowledge control system, stepwise nature of education, certain conditions for admission, certificate of completion of school
Theatre
The theater is a creative team whose main goal is to reproduce the artistic action on the stage, the realization of children's creative potential (fashion theater, social theater).
Features: a variety of forms of classes, the study of theater as an art form, a clear system of conditions for recruiting participants, non-standard lesson program, the predominance of the artistic and aesthetic component in the program, extensive creative practice.
Optional
Optional - auxiliary form pedagogical process aimed at meeting the interests of the child, research activities, revealing the creative abilities of children, in-depth study of the subject, language, as well as the development creative thinking and preparation of gifted children for olympiads and competitions. There are electives within general education program(they are organized on the basis of the school) and electives on a private basis.
School electives do not repeat the content of the school curriculum. In the classroom, children receive additional, deeper knowledge of the subject and reinforce the learned material by performing independent tasks. The process of testing knowledge is more educational than controlling. To interest the child in the lesson, the topics should be varied, and the methods of work should be non-standard.
Tutoring classes
Tutoring is a form of education that differs from classical classes in the classroom by the presence of a private teacher and an individual work program, taking into account priority learning moments for a particular student.
Features: private form of conducting, paid basis, symbiosis of repetition of material and learning new things, elimination of gaps in knowledge, high intensity of material presentation, group classes are possible, distance learning (thanks to specialized portals, websites, IT technologies), tutoring is aimed mainly at eliminating shortcomings in the assimilation of the general education program.
Center for Creativity and Development
Center for Creativity and Development - a multidisciplinary educational institution for additional education of children; educational organization, the main goal of which is the development of the physical and creative potential of children.
Features: classes are conducted from the age of six months, a combination of different areas and types of activity (artistic, sports, military-patriotic, socio-pedagogical, tourist and local history), the possibility of specialized high school students, the established mode of classes, the practice of conducting classes and holidays with parents (even for the smallest children).
Club
A club is an association based on common interests for communication and leisure activities.
Features: the presence of children's self-government bodies, symbols and attributes (for example, a motto, a uniform, an emblem), a club charter, traditions, as well as communication between different generations of pupils.
Additional education is an integral part general education system. Due to the variety of its forms, it becomes possible from early childhood to develop in the child his creative potential and individuality.
Without delving into the versatility of the concept of "form", we will only note what is of fundamental importance for understanding the form as an association of people.
Form - an established set of properties, features, indicators, external distinguishing features, the order of their location as a whole; an established system with specific properties; a set pattern for something.
The Model Regulation on an educational institution of additional education for children offers the following forms of children's associations of interest - a club, studio, ensemble, group, section, circle, theater, etc. Each of them has its own specific, distinctive features, but a complete description of them is practically impossible, since real life constantly makes its own adjustments to the content of the educational process.
But in order to improve the efficiency of managing the functioning and development of an institution, it is important to answer the questions: what forms of associations have developed and do they really correspond to their name (ideal model)? Is there a continuity between them? structural organization educational environment institutions? Do they correspond to the content and results of the pedagogical process?
Answers to these questions can be obtained in the process: determining the mandatory features of associations, according to which they differ from one another; highlighting the essential features of the forms of additional education of children as educational associations, which will help streamline the processes of form creation in the systemic self-determination of the institution.
Group. The concept of "group" is universal for the general characteristics of social relations. It is also universal in relation to the institution of additional education for children as a social institution, the structure of which includes the most diverse large and small groups of children, teachers, and mixed composition.
On the one hand, a group is a formal association. Just as the objects of management in a school are classes, so in an institution of additional education, the objects of management are groups or relatively stable associations of children and a teacher based on a common goal (declared and enshrined in the educational program), similar interests, the need for communication and joint activities.
The initiative in creating such groups (the subject of their activities, the number of participants) belongs to the institution itself.
niyu. Children, coming for the first time to an institution of additional education, do not choose a group and do not offer to create a completely new one, but orient themselves in the existing proposals, correlate them with their interest, enroll where they are attracted by the type of occupation, profile of activity, subject being studied or other indicator. Often such a leading indicator is the opinion of a friend, parents, and sometimes the name of a teacher, about whom a lot of good things are known.
Groups are characterized by the presence of similar interests and needs for communication and joint activities. The main factor that unites the group is joint activity, and one of the main features of the group is the ability of participants to consciously and directly engage in coordinated action (direct exchange of activities and abilities, creative cooperation), through which their individual needs can be satisfied. In addition to this main feature, other group indicators are traditionally distinguished: the establishment of certain relations between members of the group; internal organization, including the distribution of responsibilities, the hierarchy of statuses; the presence of so-called group pressure (opinions, assessments) and its impact on changing the views and behavior of individual members of the group. The regulation of relations and the division of roles in the group is carried out in the process of self-regulation, corrected by the leader (teacher) or another leader of the group. The main means, a tool for uniting a small group can be called interpersonal interaction, which is predominantly emotional in nature and obeys the laws of psychological compatibility and conflict (sympathy and empathy).
The content of the joint activities of group members affects all processes of intragroup dynamics (the perception of each other, the formation of norms, values, mutual responsibility), and relations within the group between its members affect the effectiveness of activities, the possibility or impossibility of achieving the goal.
The process of formation and development of the group has a complex, internally contradictory character, in which tendencies towards unification and differentiation collide. The first is aimed at the preservation, isolation of the group, at its stabilization in the surrounding circumstances, and the second - at the specialization of the roles of group members, at their individual recognition and self-determination. Therefore, the development of a group can go through peculiar stages of internal and, at the same time, external approval - from spontaneous association to a true community of equal, mutually significant partners (but also vice versa!).
Consequently, on the other hand, a group is an informal community of children and a teacher, a special voluntary amateur association. The group from the object of management passes into the status of the subject of management of the educational process of the institution. Within the framework of state educational institutions, relations between informal children's associations (with the participation or under the guidance of adults) and the administration of the institution are difficult, sometimes conflicting. Institutions of additional education for children are more capable of building and maintaining a dialogue with such associations.
Naturally, the process of the emergence of such self-governing, amateur associations cannot be strictly regulated and standardized, formalized, which is guaranteed by the priority ideas of the system of additional education for children. At the same time, special importance is attached to the teacher, his pedagogical style, implemented in the content of the author's program, in the innovative design of his pedagogical activity.
Within the framework of such a community, a real opportunity is created to give each child the experience of free democratic development of culture in the system of dialogical relations not only with peers, but also with adults, children of different ages as carriers of other meanings, values, norms. Dialogue communication is always a joint discussion of one problem that is interesting to everyone or a joint action to resolve it. In dialogue, the subject of communication and activity is important, to which all the activity of a single community is directed. But no less significant is the fact that each participant in the dialogue has his own opinion, his own vision, is able to express his position and defend it. At the intersection of this variety of meanings, the versatility, volume, depth of reality, the significance and value of another person, the ability for empathy and sympathy are revealed for each participant in the dialogue. In other words, the inclusion and development of dialogical relations in the educational process contribute to the most effective satisfaction of the needs of each person in expressing his "I" and at the same time mediates the individual ability to personalize.
The result of such interchange and mutual influence is not a set (sum) of subject-limited knowledge, skills, abilities or abilities, but an established individual mechanism for perception, understanding, reproduction and communication of culture. The main mechanism for organizing partnerships (interaction) of the community, as we have already noted, is an agreement - a form of manifestation of the freedom and voluntariness of subjects, which implies their acceptance of obligations, moral responsibility to other members of the community.
So, a group is a concept that unites many different forms of the institution of additional education for children on the basis of their essential belonging (identity) to this type of education.
The main principles of organizing the activities of children's associations are those that define and guarantee each child the right to free choice: Each child has the right to engage in several associations, to change them. Classes in associations can be conducted according to programs of one thematic focus or according to complex, integrated programs. The numerical composition of the association, the duration of classes in it are determined by the Charter of the institution. Classes are held in groups, individually or by the entire composition of the association. The schedule of the association's classes is drawn up to create the most favorable regime of work and rest for children, taking into account the wishes of parents, age features children and established sanitary and hygienic standards. Their parents can participate in the work of associations together with their children without being included in the main composition, subject to the conditions and consent of the leader.
However, the practice is rich in various examples of innovations in the field of formation of children's associations. The existing diversity and variety of names operating in the structure of institutions of additional education of children's associations reflects the same desire of teachers and children
to its individual self-determination, which often takes place only at the surface level of external formulation. At the same time, a direct discrepancy often arises between the organization of activities, content and technologies, the results of education with the form of association. This situation not only disorients the activities of children and the teacher, but also discredits the very practice of additional education of children in this institution.
The design of a system for working with a children's association cannot but be based on a conscious choice of an adequate form of an educational association. The precise definition of this form greatly facilitates the entire subsequent process of pedagogical design.
There are various approaches to the definition distinguishing features some form of association. However, all approaches are based on common grounds for differentiation: the level and priority of tasks; number of items, profiles; the degree of their integration; priority of directions of activity; features of the organization of the educational process: the principles of recruitment and staffing, the constancy of the contingent (admission conditions during the year), the availability of training levels, the structure of the association, the presence of a self-government body; system of accounting and control of knowledge, skills; level educational outcomes; provision of the educational process: regulatory, software, personnel, methodological, etc.
Circle. The most common, traditional form of voluntary association of children in the system of additional education. Historically, the circle arose as an amateur association of people, and then - as a form of extracurricular or out-of-school work. As a form of extracurricular or out-of-school work, the circle performs the functions of expanding, deepening, compensating for subject knowledge; introducing children to a variety of socio-cultural activities; expansion of communicative experience; organization of children's leisure and recreation.
In the organizational structure of the institution of additional education for children, the circle occupies the initial (basic) stage of consolidation individual needs child, his
desire, interest in a particular type of activity or the ability to actively create.
The circle is an environment for communication and joint activities in which you can test yourself, your capabilities, decide and adapt to the realities of the area of employment you are interested in, deciding to continue or abandon it. The circle allows you to meet the most diverse, massive needs of children, develop them and combine them with the ability for further self-improvement in educational groups, collectives or to translate a "spontaneous" desire into a conscious hobby (hobby).
Success and accuracy in solving these problems depend on the degree of active participation in the work of the circle of children, but in more- on the personal qualities and professional qualifications of the teacher-leader. Activity (its volume and rhythm, duration) in the circle is adjusted by the principles of voluntariness, self-government, informality of communication. Classes in circles are carried out in various entertaining, game types, competitions, competitions or in the form of a dialogue session of equal partners. The latter is most acceptable to the older school age, which is dominated by the desire for self-education and social assertion of oneself in the success of one's own activity.
An important element of the circle, its feature is the form of expression of the result, the result. Most often, it is embodied in concrete and outwardly spectacular demonstration performances, concerts, festivals, disputes, seminars, etc. Clubs, scientific societies and schools, specialized groups can be created on the basis of circles.
The circle can also be considered as the most acceptable form of association corresponding to the initial level of the educational process within the framework of an integral educational program of the institution.
The club is an association of children and adolescents based on the coincidence of interests, the desire for communication, joint leisure and recreation.
The main principles of the club are voluntary membership, self-management, unity of purpose, joint activities in direct contact with each other (in this regard, the club is a group). The club may have its charter, program, emblem, motto and other external attributes. Headed
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club, as a rule, by the Council, elected by the general meeting of club members. But at the same time, the composition of the club is not distinguished by mandatory constancy. Rather, the opposite is true - the club is a temporary, unstable association for the majority and only for a few enthusiasts (they play the role of leaders) - a permanent place of self-affirmation, development.
The typology of clubs has not yet been fully developed, but clubs are distinguished by the scale of their activities (multi-profile and single-profile); by predominant types of activity (educational, discussion, creative, leisure, etc.); by degree of organization (formal and informal); according to the age of the club members (of the same age or of different ages); by time factor (permanent, temporary).
In additional education, the club can become a kind of socio-cultural technology of education. Thoughtful and purposefully organized activities of the club (through the efforts of a teacher, team, institution, city, etc.) as organized communication in a group of like-minded people, allies, equals and independents, allows in an attractive, unobtrusive form to assert (understand and accept for oneself) the values of education, health values, traditions and history values, the value of another person, the value of personal freedom, the value of thinking, etc.
The results of the club's activities can be considered the presence in children of ways, techniques, techniques of thinking, activity, culture of reflection, behavior. Another purpose of the club is to be an environment for the formation of a culture of free time, a healthy lifestyle.
Studio - a creative team in a certain type of activity, united by common tasks, common values of joint activity, emotional character interpersonal relationships.
To understand the studio as a form of children's educational association, it is useful to recall the translation of this term. From the Latin "studio" - "I work hard, study", and translated from Italian - "study, study room." Starting from the Italian translation, the studio is a place for activities, specially equipped and prepared, in which classes are organized for the assimilation of any actions, knowledge, skills. It can be a theater studio, a film studio, a music and choreographic studio, etc. Such studios often become independent
a structural subdivision of an institution that has its own organization educational process(steps, levels of education), a body for assessing the quality of creative achievements (artistic council). Often in such studios a competitive selection is carried out with a preliminary identification of the inclinations and inclinations of children to a certain profile of creativity (dance, literary, fine arts, etc.); the main goal of such studios is to develop the artistic and creative abilities of children, to identify early creative talent, to support it and develop it.
The first meaning of the word “studio” is as follows: it is dominated by the process of independent, diligent, diligent activity, learning, amateur performance, etc. This means that the association of children, called the studio, organizes its work and relations between participants on the recognition of the value of any individual creativity, the uniqueness of the personality, its irreplaceability by others, the right to free self-determination of absolutely everyone. This creates an opportunity for the process of becoming the ability of personalization, which requires special efforts (of the teacher and the team as a whole) to maintain a favorable psychological climate in joint activities and the development of integration processes.
The concepts of theater and ensemble are closely related to the concept of studio.
Ensemble (from French word"together") - a small group of performers of individual works of art acting together as a single creative performing team.
The theater is a creative team where the division of labor, roles, activities is determined by individual abilities and a common desire to succeed in performing a complex joint artistic action on stage. Theater is an association that can organize its activities in a complex of various forms, types of employment, methods for developing the creative potential of an individual and its actualization. For example, there is a Folklore Theatre, Fashion Theatre, etc.
A school is a form of educational association that combines the study of several interrelated subjects or in-depth study of one profile with a stable step-by-step system of education.
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Schools are characterized by the following distinguishing features: the presence of a concept presented in the Charter, Regulations and the educational program; schools, as a rule, solve complex and multi-level pedagogical goals and objectives; with a variety of activities, priority is given to systematically organized learning (levels of learning, successive links between stages, levels, learning outcomes);
availability of a system of pedagogical analysis, control, evaluation of educational results; clearly defined recruitment and training conditions; there is a certificate or a final document on completion (certificate, diploma, certificate, rights, etc.); the educational process is organized and carried out by the teaching staff; the availability of an educational program that has passed the examination and licensing and curriculum; sustainable demand for the offered educational services.
In the practice of additional education of children, a fairly wide variety of schools as educational associations has developed. For their classification, different bases are used, among which are: the priority of pedagogical tasks (professional or vocational training, pre-university training, social adaptation and rehabilitation, creative orientation, etc.); the degree of severity of the activity profile (profile, multidisciplinary by type of school early development, which do not have a clearly defined profile); orientation to the features of the development of children (gifted children, children with disabilities).
Workshop. Most often, this word is used when describing the premises in which an artist, sculptor, architect works, or a small manufacturing enterprise associated with the production of any product or the provision of services.
When it comes to a workshop in education, the name of the master (creator, author) who created his own, unparalleled, “school-production” of students and followers stands out.
In institutions of additional education for children, this meaning is preserved. At the same time, the hallmarks of the workshop as a form of children's educational association are proposed to be:
belonging of the content of activity to a certain type of applied art, craft, art; priority of learning goals and subject-practical tasks, focus on applied skills and achieving a level of mastery in mastering a certain type of activity, in mastering special technologies, demonstration and performance expression of practical results and achievements of children (exhibitions, competitions, festivals).
In the educational program of an institution, a workshop can become a designation of groups, or rather, a contractual community or a professional community of children and a teacher (several teachers), who have “grown up” to the results of professional skills and conclude the projected sequence of educational steps.
Types of children's associations in the system of additional education for children
Educational activities in the institution of additional education for children are carried out in children's associations. The grounds on which the types of children's groups are systematized in the institution of additional education for children are as follows:
level and priority of tasks;
the number of items, profiles, the degree of their integration;
priority of directions of activity;
features of the organization of the educational process (principles of recruitment and staffing, constancy of the contingent, the presence of training levels, the structure of the association, the presence of a self-government body);
system of accounting and control of knowledge, skills and abilities;
level of educational results;
provision of the educational process (regulatory, software, personnel, methodological).
1) The right of the child to engage in several associations at the same time and change them at his own discretion.
2) The right of a teacher to work on educational programs of one direction or on complex and integrated programs.
3) The dependence of the number of members of the association and the duration of classes on the charter of the institution.
4) The right of the teacher to choose the form of the lesson - collective or individual.
5) The right of children and parents to create a favorable regime of work and rest for children, taking into account their age and individual characteristics.
6) The right of parents to participate in the work of children's associations.
The following types of children's associations of children are distinguished: circle (group), club, studio, school, ensemble, theater, laboratory, section of the NOU, council.
Circle- one of the first associations of children of interest. Here, the child is introduced to an in-depth study of a subject, to various types of activities. This is, as a rule, the first step in securing the interest and needs of the child in a particular type of activity. The circle combines the study of the subject with the possibility of communication on interests, which makes it necessary for the teacher to develop not only the teaching, but also the educational part of the program.
Studio- a creative team of children and teachers, united by a common goal, objectives, values of a joint creative activity. This form of association is most often in the artistic direction of activity (theatrical, ballroom dancing, art studio, modeling and ceramics, etc.). Here, integrated training courses are usually studied, different aspects of a particular type of art. For example, a theater studio involves the study of acting, stage plasticity, the foundations of world theatrical culture, the culture of speech, etc. The studio has a team of teachers. The specificity of this children's association lies in systematic creative performances, exhibitions, concerts, festivals, where not only the achievements of the team are demonstrated, but also a kind of creative communication with similar teams takes place, which is an incentive for further development.
How a separate type of children's association stands out children's theater, which, by the specifics of its activities, is very close to the studio. It can be organized not only in the theatrical art form, but also in other areas of activity. So, fashion theaters, folklore theaters are quite widespread, where the work of creating models is closely intertwined with theatrical display of costumes.
Ensemble- a children's association, which is a single creative team, consisting of groups of performers in certain types of art. For example, a song and dance ensemble consists of a dance group, a choir, and an orchestra. The ensemble is close to the studio by the nature of its activity. They are united by their artistic orientation, the creative nature of their activities, participation in concert and festival programs, and the work of several teachers. The ensemble is often a team of different ages, which leaves an imprint on educational work, the nature of communication between teachers and children and children among themselves. The specificity of the work of the ensemble is a large rehearsal activity - a guarantee of high professional and performing skills.
Club- an association of children and teachers in order to communicate on interests related to culture, art, politics, technology, sports, leisure. For example, a club of young parliamentarians, leaders, a disco club, etc. The club's activities are based on certain principles: voluntary membership, unity of purpose, self-government, joint activities. Self-government bodies take an active part in the activities of the club. The club has its own rules, charter, activity program, external attributes (emblem, motto, uniform). It is headed by a council elected by the members. The composition of the club is not permanent. The club's activities are characterized by a combination of meetings (classes) and the organization of mass actions, events in the field of activity.
School in the structure of an additional education institution involves the study of several interrelated subjects or an in-depth study of any scientific discipline. For example, an early development school for preschoolers, a commercial school, etc. The school can have different levels of education: primary, basic, vocational. The school in the system of additional education for children is a system of interdependent, successive programs of one direction, allowing children to study at accessible levels. The school faces complex tasks of pre-professional or initial vocational training of children, therefore, the specificity of the school in additional education is the presence of exemplary educational programs focused on basic knowledge, skills; mandatory intermediate and final certification; issuance of a final document confirming the level of education. The school involves the work of several teachers.
Students' Scientific Society Section(KNOW)- a voluntary association of high school students, created with the aim of studying a particular branch of science, researching certain scientific problems. It implies the research activities of children under the guidance of scientists, practitioners, teachers of additional education. The NOU section combines collective and individual forms of work. The result of the work of a high school student is Scientific research, which is presented at international, Russian, regional olympiads, conferences. The scientific society of students is headed by a council - a self-governing body elected from members of the sections and branches of the NOU. The Council allows high school students to be actively involved in social work and can be considered as a serious socializing factor in the activities of the NOU.
Laboratory - a team of high school students or older teenagers engaged in the applied field of scientific knowledge or interdisciplinary research. By the nature of its activity, it is close to the NOU section. To implement the program of activities, a laboratory base and special equipment are needed.
The presented children's associations do not exhaust the whole variety of activities of the institution of additional education, but are the most common in practice. modern system additional education for children.
Classification of additional education programs
There are several classifications of additional education programs for children depending on their basis. According to the author's affiliation, the programs are divided as follows:
typical (exemplary) approved by the Ministry of General and vocational education Russian Federation and recommended as an exemplary one or another field of scientific knowledge or activity;
modified or adapted, modified taking into account the peculiarities of the organization, the formation of groups of children, the mode, age, time parameters of the activity, the life, practical experience of the teacher. Such a program does not affect the foundations of the traditional structure of classes, the conceptual foundations of the educational process;
experimental, the purpose of which is to change the content, organizational and pedagogical foundations and teaching methods, offer new areas of knowledge, introduce new pedagogical technologies. Such a program can become copyrighted;
author's, developed by a teacher or a team of teachers and containing more than half of the new material (either in terms of the content of the subject, or in terms of methods, techniques, forms of implementation). The program must be tested, and its novelty and effectiveness confirmed by the conclusions of two independent experts.
general cultural, involving the development of a specific program, the satisfaction of the cognitive interest of the child, the expansion of his awareness in any educational field, the mastery of new activities;
in-depth, assuming enough high level competencies in a particular area, the formation of skills at the level of practical application;
professionally oriented, research which provide for the achievement of high levels of education in any scientific or practical field, characterized by the ability to see problems, formulate tasks, and look for means of solving them (the level of methodological literacy).
cognitive;
professional applied;
research orientation;
social adaptation;
sports and recreation;
artistic and aesthetic;
technical orientation;
military-patriotic;
tourist and local history;
leisure culture.
comprehensive program is a combination of separate areas, activities into a single whole. The basis for such a connection is the purpose of the program. Such programs include programs of schools with multi-stage education, a set of different subjects, forms of organization of activities, types pedagogical technology; studios with versatile training for any activity or profession. This may be a separate educational program with a large-scale general pedagogical target setting;
integrated program unites a certain field of knowledge and related areas (for example, a person's personality in the unity of cognitive, activity, behavioral, communicative elements);
modular program consists of separate blocks, modules of the educational process (basic-invariant, variable, correctional, organizational and managerial, methodical).
Program of additional education for children
The program of additional education for children is integral part the educational program of the institution, ensures the development of the child's personality through an individual " educational route” and is considered as a technological means of achieving the results stated in it. According to the programs of additional education for children, the state educational standards are not installed. Guided by the general requirements for educational programs and the specifics of additional education, we offer the following structure of the educational program for a teacher of additional education: explanatory note, educational and thematic plan, content, applications.
Explanatory note
The relevance and relevance of the program, the level of novelty compared to similar programs.
Leading scientific, general pedagogical, social ideas, which the author of the program adheres to.
Goals and objectives of the program for all years of study.
Characteristics of the group of children in which the program is supposed to be implemented: psychological and physiological characteristics of age, starting amount of knowledge.
Predicted results and criteria for their evaluation.
Forms of control and evaluation of children's knowledge.
A brief description of the various forms of work with children: theoretical, practical, laboratory classes, excursions, trips, competitions, competitions, exhibitions, concert activities, etc.
The funds necessary for the implementation of the program (scientific and methodological, logistics, etc.)
Program content
Each topic of the program, indicated in the educational and thematic plan, is disclosed separately according to the scheme: goals and objectives, knowledge, skills and abilities formed by the topic, theoretical issues, basic laws, patterns, terms, concepts, content practical work, basic practical tasks, a bibliographic list for the teacher and children, didactic material used in theoretical and practical classes.
Applications
Bibliographic list.
Plan of educational work implemented by the program.
Educational and methodological support for classes.
Diagnostic methods.
Program effectiveness (achievements children's team in competitions, competitions of different levels, results of diagnostics, control sections, etc.).
Expert evaluation sheet of the educational program of additional education
1. Program Information Card
Program feature:
- the nature educational activities(educational, developing, corrective, educational ) _______________________________________
- by the level of development (general cultural, in-depth, professionally oriented) ________________________________________________
- type of program (typical, modified or adapted, experimental, author's) ______________________________________
– educational area ________________________________________
– duration of development ______________________________________
2. Program evaluation
Availability of title page
Program structure:
– explanatory note __________________________________________
– educational and thematic plan ______________________________________
– educational and didactic support ________________________________
– applications _________________________________________________
Explanatory note:
- substantiation of the relevance, novelty and main differences of the program from others similar or related to the profile of activity;
- continuity and consistency of the program with the educational programs of the general education school;
- the relationship of goals and objectives (as far as the goal contains an indication of the intended result); implementation in them of the idea of harmonious development of the child's personality, his creative powers and abilities; education of the need for self-education;
– goals defined for each year of the activity process (if the program is long-term);
- leading theoretical pedagogical ideas, approaches, concepts; degree of scientific and practical activity;
- general pedagogical principles and specific patterns of the subject of study: scientific character, consistency, accessibility, dynamism and stability, connection between theory and practice;
- a brief description of the main methods that, from the point of view of the author, ensure the assimilation of material by children, educating and developing the skills of their creative activity;
- the ability to record and summarize the materials of observations, research;
a brief description of various forms of work with children: excursions, trips, practical and laboratory classes, mass events, etc.;
- predicted results and criteria for their evaluation (what students will know and be able to do, where they can continue their studies in the profile of the association, what personal qualities can be developed as a result of classes and how this is determined);
- the funds necessary for the implementation of the program (scientific and methodological, logistical support, etc.).
Educational and thematic plan:
- designation of the main topics of the training course and their duration by year of study;
- registration;
– an explanation of the calculation of annual hours.
- availability of forms independent work for children who have been studying for more than a year (reports, projects, research work, abstracts, etc.);
- compliance of the content and forms with age and individual characteristics.
Educational and methodological support:
- didactic (cards, visualization of the task);
– material and technical;
- a bibliographic list in the direction of activity for children and for teachers;
- availability of pedagogical diagnostic tools;
– results of pedagogical and psychological diagnostics
Manufacturability of the program (accessibility for use in teaching practice).
"Portfolio" in additional education
"Portfolio"- a way of fixing, accumulating and evaluating the individual achievements of a student, teacher in a certain period of his education, professional activity.
Purpose of portfolio It consists in the fact that the child and the teacher can clearly see the results of their own activities, ensure tracking of individual progress in the educational process, and present a report on the educational process. This goal is achieved through the following tasks:
maintaining high learning motivation;
encouragement of activity and independence of the child
development of reflective and evaluative skills;
formation of the ability to set goals, plan and organize their own activities;
promotion of individualization (personalization) of the child's education;
creation of conditions for successful social adaptation and socialization;
support for the processes of self-determination and self-realization.
Table 1.
Comparative characteristics of the types of "portfolio"
|
№ |
View |
Portfolio content |
Advantages |
Restrictions |
|
1 |
"Portfolio" of documents |
Documented individual educational and creative achievements |
Achievement rating mechanism |
Does not give an idea of the work process |
|
2 |
"Portfolio" |
Collection of design, research, creative works |
Gives an idea of the quality of work, dynamics, research activity |
Cannot be used to determine job rating |
|
3 |
"Portfolio" reviews |
External characteristics quality of research work, self-analysis based on the results of work |
Includes self-assessment mechanisms |
The complexity of formalizing and accounting for the collected information |
Given the advantages and disadvantages of each type of "portfolio", it is optimal to use complex types of "portfolio" (for example, documents and works).
Approximate portfolio structure. "Portfolio" of documents is presented in Table. 2.
Table 2.
A portfolio of work may include:
design, research, creative work indicating the topic of the work, its abstract ( short description), applications (photo materials, electronic version of the work, etc.). Work related to technical creativity may contain photographs of layouts, models, devices, video materials demonstrating the operation of technical models and devices. Works of an artistic profile contain photo and video materials of paintings, demonstrations of art collections, performances by creative teams, a schedule of performances, concerts, etc.;
work related to sports is recorded through sports diaries (indicating the time of training, exercises performed, loads, etc.), records of participation in competitions, receiving sports categories, training videos, etc.;
participation in the work of training seminars, courses, conferences, various camps, is presented through the programs of these events, the form of participation in them (organization of an event, presentation of a report, participation as a listener, presenter, etc.). Practices (language, labor, pedagogical, social), internships are recorded using the program and diary.
conclusions, reviews on the quality of the work performed;
reviews on research work(for a child), educational programs (for a teacher), articles, other types of work;
a resume with an assessment of one's own work;
letters of recommendation for participation in practice, conferences, etc.;
other forms of feedback.
To compile a data bank for pupils, teachers, a map of achievements is made by the methodological service of an educational institution.
Map of individual achievements of the pupil
FULL NAME. pupil (teacher) __________________________________
Year of study _________________________________________________
|
No. p / p |
Positions |
Components |
results |
|
1 |
Olympics |
Urban Regional Russian International |
1st, 2nd, 3rd place |
|
2 |
|
Names and level of conferences (city, regional, federal) |
Diploma 1, 2, 3 degree |
|
3 |
works (theme) |
|
Diploma 1, 2, 3 degree |
|
4 |
Participation in the work of training seminars, courses, conferences, various camps |
|
practice diaries, form of participation |
|
5 |
Conclusion, reviews, reviews of research, creative work |
|
|
|
6 |
Letters of recommendation |
|
To whom are addressed |
|
7 |
Conclusions on other types of work |
Full name, position of the author of the document |
Evaluation (positive, negative) |
|
8 |
Other certificates |
|
Diplomas, certificates |
Map of individual achievements of the teacher
FULL NAME. teacher ________________________________________________
The Department_________________________________________________________
Direction of activity _______________________________________
Year of work __________________________________________________________
|
No. p / p |
Positions |
Components |
results |
|
1 |
Competitions of professional skills |
Urban Regional Russian International |
1,2,3 place, nominations |
|
2 |
Scientific and practical conferences |
Names and level of conferences (city, regional, federal) |
Degree of participation (organization, performance, other) |
|
3 |
Research, creative, design works (theme) |
Presentation level (city, regional, federal) |
Diploma 1, 2, 3 degree |
|
4 |
Participation in the work of training seminars, advanced training courses, conferences, camps |
Level of seminars, courses, camps (city, regional, federal) |
Programs of courses, camps, seminars, practice diaries, form of participation |
|
5 |
Conclusion, reviews, reviews of educational programs |
Full name, position of the author of the document |
Evaluation (positive, negative) |
|
6 |
Conclusion, reviews, reviews teaching materials, work experience |
Full name, position of the author of the document |
Evaluation (positive, negative) |
|
7 |
Reviews of articles, other published materials |
Full name, position of the author of the document |
Evaluation (positive, negative) |
|
8 |
Letters of recommendation |
Issued by (person, institution) |
To whom are addressed |
|
9 |
Other certificates |
Events, competitions, courses, training seminars, etc. |
Diplomas, certificates |
Let's give brief description the main associations of students in the system of additional education for children.
Circle
The circle is one of the most common, traditional, basic forms of voluntary association of children in an additional education institution. In the organizational structure of UDORD, the circle occupies the initial (basic) stage of fixing the individual needs of the child, his desire, interest in any particular type of activity or identifying the ability for active creativity.
Historically, the circle arose as an independent association of people, and then - as a form of extracurricular or out-of-school work. As a form of extracurricular or out-of-school work, the circle performs the functions of expanding, deepening, compensating for subject knowledge; introducing children to a variety of socio-cultural activities; expansion of communicative experience; organization of children's leisure and recreation.
In out-of-school institutions of past years, the circle was the main form of voluntary association of children. In the system of modern additional education, circles also continue to exist, but at the same time they are one of the most simple forms organization of children's activities.
Today the circle can exist as First stage in the implementation of the educational program, in which children have the opportunity to try their hand, to check the correctness of the choice of the direction of activity. The circle is an environment for communication and joint activities in which you can test yourself, your capabilities, decide and adapt to the realities of the area of employment you are interested in, deciding to continue or abandon it. The circle allows you to satisfy the most diverse, massive needs of children, develop them and combine them with the ability for further self-improvement in educational groups, teams, or translate "spontaneous" desire into a conscious hobby. Success and accuracy in solving these problems depend on the degree of active participation in the work of the circle of children, but to a greater extent - on the personal qualities of the teacher-leader.
The education of children in the circle is carried out according to the educational program, which clearly regulates the time of training sessions for children by year of study. Priority for them is subject - practical tasks development of a specific activity profile, i.e. one is being studied training course, which meets the requirements of the program, as a rule, one teacher works with the group.
Activity (its volume and rhythm, duration) in the circle is adjusted by the principles of voluntariness, self-government, informality of communication. Classes are carried out in various entertaining, game types, competitions, competitions or in the form of a lesson - a dialogue of equal partners.
The results of the work of the circle most often are the knowledge, skills, skills of children in the subject, corresponding to the program requirements of the teacher.
An important element of the circle, its feature is the form of expression of the result, the result. It is embodied in specific and outwardly spectacular demonstration performances, concerts, festivals, disputes, seminars, etc. Clubs, scientific societies and schools, specialized groups can be created on the basis of circles.
The circle can also be considered as the most acceptable form of association, corresponding to the initial level of the educational process within the framework of an integral educational program of the institution.
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