Socio-pedagogical environment as a space of conditions and educational opportunities for adolescents

Abstract

The article is devoted to the study and description of the socio-pedagogical environment of the institution of additional education of children, its specific features and the relationship of its components. The analysis of works on pedagogy and psychology, defining the educational environment, comparing the main components of its content with the factors of socialization of the individual. The position that the concepts of «socio-pedagogical» and «educational» environment are not identical in meaning is substantiated. The concept of the socio-pedagogical environment is clarified, the parameters and criteria by which this environment can be characterized are identified. Conclusions are drawn that the socio-pedagogical environment has its own semantic characteristics that do not coincide with traditional ideas about the educational environment. Three levels are shown at which a person can interact with the socio-pedagogical environment of his personal self-determination. It has been established that the microenvironment of teenagers' personal self-determination can be the object of pedagogical design. It is noted that modern opportunities allow expanding the local socio-pedagogical environment of adolescent development to the scale of the region, country and the entire world community. The article also provides an analysis of the types of educational environments in terms of activity - passivity and freedom - the dependence of the learning child. Their essential features are characterized. It is shown that the environment of the dogmatic type is least represented in the field of additional education of children. The question of the potential capabilities of a teenager to determine his self in this environment is discussed. Three positions are described that determine the quality of such an environment, an analysis of studies is carried out, where its capabilities are substantiated. An integral criterion of its quality is described: the ability to provide the teenager with the comprehensive capabilities of effective personal self-determination and self-development. It is concluded that in a socio-pedagogical environment, a person is able to build his own picture of the world and choose the future sphere of professional activity through penetration and meeting, «meeting». An approach to the design of the socio-pedagogical environment of the institution of additional education using its basic design characteristics is proposed.