Development of Training Programs for Educators in Russian Children’s Recreation and Health Centers (1920s to the Present)

Abstract

Development of training programs for educators in Russian children’s recreation and health centers, changing the model of childhood in the context of digital socialization have an impact on the content and forms of teacher training for work in children’s camps. Analysis of national historical experience clarifies theoretical and methodological foundations for training professional educators in children’s health camps, to determine the conditions that influence the content and forms of this process. The purpose of the article: based on the analysis of the formation and development of the activities of children’s recreation centers in Russia, clarifying the core principles and characteristics of staff training for children’s recreation and wellness centers. The methodological basis of the study is a combination of historical-comparative (M. V. Boguslavsky, G. B. Kornetov), socio-cultural (A. G. Asmolov, G. A. Kadochnikova), as well as systemic-activity approaches (A. N. Leontiev, L. I. Novikova, S. N. Rubinstein). The results of the study. Chronological overview of the evolution in educator training for recreation and wellness centers in Russia from the 1920s to the present is proposed. The main components of the training of teaching staff for recreation and wellness centers (social order, qualification requirements, interrelations between all subjects of activity) are defined and analyzed. Conclusion. The prospects that open up to modern children’s camps when using the full potential and variety of forms and methods of pedagogical work used in wellness and recreation centers are presented; the role of the training system in improving these processes is determined.