Additional Education Of Children Research Articles

Реализация STEAM-концепции образования в рамках программы Крымского форума талантливых и одаренных детей «Интеллектуальный старт-ап 2023»

Abstract. We consider a current trend – the STEAM concept of education, as it has become popular in recent decades, including in Russia. The popularity of this concept is explained by the conditions of a dynamic and complex modern world, there is a demand for an increase in interdisciplinary ties in education. Additional education is assessed as the most optimal environment in the Russian education system for the implementation of STEAM approaches due to the lack of strict regulation of its content and requirements for its results. At the same time, attention is focused on the fact that the development of STEAM education in Russia will follow its own independent path and rely mainly on domestic experience in its implementation. We analyze educational and competitive program of the Crimean Forum of Talented and Gifted Children “Intellectual Start-Up 2023”, developed in the Children’s Technopark “Kvantorium” of “Small Academy of Sciences “Iskatel” (Yevpatoria) as one of the examples of the implementation of the STEAM concept in additional education of children. It is concluded the pedagogical significance of the results obtained and the prospects for further replication and scaling of this pedagogical experience.

Всероссийский форум «Педагогическое мастерство – основа успеха в дополнительном образовании детей», посвященный 200-летию К.Д. Ушинского

The article presents information on the results of the interactive creative forum dedicated to the 200th anniversary of the great teacher and mentor Konstantin Dmitrievich Ushinsky “Pedagogical skill is the basis for success in additional education of children,” which was organized by the All-Russian Center for the Development of Artistic Creativity and Humanitarian Technologies under the Ministry of Education of the Russian Federation and held in Moscow on May 31, 2023.

The structure of the parameters and the methodology of the application of the model for forming the learning profile “Diamond of Personality”

The article describes the structure of the parameters of the evaluation of the educational result and the methodology of applying the model of the learning profile of the personality “Diamond of Personality” in organizations of general and additional education of children. The model is designed considering the balance of complexity and productivity of the measuring instrument.The relevance of the article is due to the new challenges facing the education system in the form of parameters of the national project “Education”, where it is necessary to develop individual learning technologies, identify and develop gifted children, and enter the top 10 world leaders in comparative indicators. In the world today, emphasis is placed on competence-type tasks that require an active approach. There are already many tools for the formation and development of active learning behavior, but not all of them work well. The authors propose a convergent model for the formation of an learning profile that claims to be effective for solving these tasks.The purpose of the research described in the article is to develop a model of the learning profile of a person for managing learning activities and developing personal potential, suitable for supporting learning subjectivity.The novelty of the model is determined by its structure (based on a combination of formal and informal (reflexive) assessment parameters) and the methodology of application, ensuring the balance of “complexity-usefulness of the tool”, as well as the focus on the development of learning activity (subjectivity, agency). Atypical are the use of qualitative assessments of the educational result for formal evaluation, as well as the evaluation process itself based on specially described (tagged) educational tasks (instead of evaluating “for compliance with the sample”). At the same time, the model can be applied simultaneously with traditional assessment systems and does not contradict them.The practical significance of the “Diamond of Personality” model lies in of additional tools for assessing the educational result, which appear because of processing formal assessments of the proposed model. In the informal part, the traditionally difficult task of organizing reflection is facilitated by the presence of a supporting structure. The effectiveness and productivity of the model is currently being tested by the participants of the pilot project. The model is assumed to be the basis of a digital learning profile of a mixed type — formal-reflexive.

Проект «Код будущего». Обоснование выбранного механизма реализации проекта предоставления талантливым школьникам 8–11 классов возможности прохождения дополнительного двухлетнего курса обучения современным языкам программирования

The article provides a rationale for the “Future Code” Project which lies in teaching the schoolchildren the modern programming languages by the organizations carrying out educational activity based on the valid license to perform educational activity under subaspect “Additional Education of Children and Adults” implementing additional general educational programs aimed at studying the modern programming languages and defined by the results of the procurement procedures. Material and technical equipment of schools with modern computer equipment and availability of quality Internet connection, teaching staff of educational organizations and its readiness to implement additional general educational programs in the field of modern programming languages, availability of conditions to implement the additional education programs for the students in the educational institutions focused at teaching students to work with digital equipment and resources including programming, provision of correct adjustment and functioning of school digital equipment, availability of digital school platforms for diagnostic testing of the audience in the regions, for training, storage of educational materials and managing the process of the audience training, as well as collecting and storage of the audience digital trails corresponding to the requirements stated in the tender documents. Information base for the research were the results of the digital transformation of educational organizations monitoring held in 2020–2021 as well as the data of federal statistic monitoring.

Предпринимательское школьное образование в странах Европейского союза

The paper is devoted to the current issue of the formation of professional orientation to entrepreneurial activities among the younger generation and development of children’s entrepreneurship competences as a set of knowledge, skills and abilities aimed at creative transformation of ideas and opportunities into material and non-material values that are in demand by society. The paper aims to analyse the relevant experience of EU countries in the field of implementing entrepreneurship education at school, forming and developing entrepreneurship competences among students of EU state-funded general education schools; as well as to identify the potential areas of improving Russian state policy in the sphere of general education and additional education of children and the youth. The paper summarises the practical experience of EU countries in the field of implementing entrepreneurship education at school. The analysis of the ways of entrepreneurship competence formation among schoolchildren of EU countries is presented. The author considers the goals and content, basic approaches, teaching methods and methods of learning outcomes assessment within the programmes of entrepreneurship education at school in European countries. The author focuses on the fact that one of the main learning outcomes of entrepreneurship education at school is “understanding the role of entrepreneurs in society”, which is linked to students’ awareness of the importance of implementing ethical approaches to business in line with sustainable social development.

Pedagogic literacy as pupils’ modern educational result

The article reveals the concept of pedagogic literacy as one of the topical and demanded results of general and additional education of children. The author introduces the concept of pedagogic literacy and describes its three levels – elementary (general cultural) pedagogic literacy as a quality necessary for every person in modern society, pre-professional pedagogic literacy as the basic result of pre-professional pedagogic training of schoolchildren and professional pedagogic literacy as an indicator of the quality of pedagogue's professional activity. The potential of identifying the key educational results of pre-vocational pedagogic training of schoolchildren in concretising its mission as a stage of continuous pedagogic education and specifying the tasks of pre-vocational pedagogic training within the framework of the implementation of state educational standards is demonstrated. The article presents the experience of the formation of pedagogic literacy of schoolchildren in the framework of the educational project “Ushinsky Gymnasium” of Ushinsky Yaroslavl State Pedagogic University.

Methodological Approaches to the Assessment of Scientific Activity of Russian Regions

Currently, one of the tasks of the state socio-economic policy in Russia is to increase the role of regional authorities in the scientific and technological development of regions. One of the tools for solving this problem should be the development of a national rating of scientific and technological development of the subjects of the Russian Federation. The Russian Academy of Sciences initiated the development of the index of scientific activity of the regions. This article suggests methodological approaches to the development of such an index, the main innovations of which should be an emphasis on the scientific development of regions (as opposed to the indices of innovative development), a separate assessment of the current level of development of science and its potential, an assessment of the scientific policy of regional authorities, an expanded range of indicators for training personnel for science, and starting from additional education of children. The possibilities of improving the indicators traditionally used to assess the scientific and technological development of regions are discussed, including in terms of more correct accounting of the activities of universities. It is proposed to develop a regional standard for scientific policy.

ДОПОЛНИТЕЛЬНОЕ ОБРАЗОВАНИЕ СЕЛЬСКИХ ДЕТЕЙ: ДОСТУПНОСТЬ, СОДЕРЖАНИЕ И ФОРМЫ

Additional education of children is currently one of the priority areas for the development of educational organizations. The availability of additional education for children and youth is one of the important factors in ensuring the social integrity and stability of the development of each region and the country as a whole. Accessibility of additional education is characterized, first of all, by the scale of participation of children and youth in additional education programs. This article examines the features of rural children's participation in additional education: coverage in general, at school and outside of school by various forms of educational programs. The article provides an analysis of various parameters of the involvement of children living in rural areas in additional education. According to the data of the study, the involvement of children in rural areas in classes on additional general education programs implemented in anetwork form is less than in urban areas. The geography of the study is quite extensive: more than forty-five thousand students from fifty-one subjects of the Russian Federation took part in the survey. The article also analyzes the results of a survey of schoolchildren’s parents on the subject of satisfaction with the educational services received when mastering additional general development programs of all directions in educational organizations. The article describes the assessment of the participation of rural schoolchildren in additional education in the context of various directions, forms of participation, age and gender of children. Changes in the possibilities of obtaining additional education for children in rural areas within the framework of federal projects are discussed. The features of infrastructural and personnel support of additional educational programs implemented in rural areas are considered.

Формирование социальной грамотности младших школьников во внеурочной деятельности

The modern system of general education is focused on the positive socialization of the individual and the development of functional literacy of students, an integrative component of which is social literacy. Being a holistic, system-based, dynamic education of the individual, social literacy ensures the readiness of younger students for successful social adaptation and positive socialization in the constantly changing conditions of the modern social environment. Extracurricular activities contain a high potential for the social development of younger students through the involvement of cultural institutions, additional education for children, public organizations, the participation of younger students in socially significant activities, socially oriented programs and projects that expand the social space of students, increase their social contacts, enrichment social experience and education of socially significant personality traits. At the same time, the potential of extracurricular activities is not fully used by primary school teachers. The proposed model for the formation of social literacy of younger schoolchildren in extracurricular activities is based on a systemic, activity-based, axiological, person-oriented, competence-based, dialogic and reflexive approaches, includes methodological, targeted, meaningful, organizational and evaluative-effective structural blocks. We emphasize the need to organize a system of interaction between an elementary school and social partners, their inclusion in various joint activities (projects, social actions, etc.), development and implementation of methodological support for extracurricular activities with the participation of social partners, contributing to the deep integration of basic and additional education, improving pedagogical competencies of participants, clear coordination of joint actions.

ПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ СТАНОВЛЕНИЯ СУБЪЕКТНОСТИ СТАРШЕКЛАССНИКА

The article contains an analysis of domestic and foreign studies of the modern education paradigm, in the context of which the activity of the student is a priority. In connection with the formation of a student's own activity, the problem arises of changing the nature of pedagogical activity: from formation and support to accompaniment. As the analysis of studies in Russia and abroad has shown, that the problem is topical and little studied. The article reveals the content and stages of the author's technologies of pedagogical accompaniment developed and tested in seven regions of Russia for the development of the senior pupil's subjectivity. The purpose of the article is to characterize the essence and justify the effectiveness of the presented technologies in the educational process of general education and additional education of children. The methodological basis for the study was the idea of an existential approach, that upholds the subjective orientation of human; an environmental approach, that reveals the possibilities of using the environment in the personal development of students; a reflexive-environmental approach, developed by the authors of the article on the basis of the idea of interaction between the subject and the environment, based on the actualization of the processes of reflection; a technological approach, representing the technology as a scientifically and practically justified system of optimizing activity. The main results of the research consist in the disclosure of the essence and implementation of the analysis of the effectiveness of pedagogical accompaniment in the development of subjectivity of higher school age students, as well as in understanding the domestic and foreign experience in implementing the modern subjective education paradigm and identifying similar problems. The article proves, that the technologies of pedagogical accompaniment in the development of the senior pupil's subjectivity are effective and can be used in formal and informal education. The approbation results of the pedagogical accompaniment technologies of the development of the senior pupil's subjectivity presented in the article contribute to the development of such subjective qualities as social responsibility, independence, freedom of will.

Collective mentality and the problem of the general meaning of upbringing in additional education of children

Collective mentality and the problem of the general meaning of upbringing in additional education of children

Preservation And Promotion Of The Cultural Heritage Of Kuban Through Additional Education For Children In Rural Areas

Preservation And Promotion Of The Cultural Heritage Of Kuban Through Additional Education For Children In Rural Areas

THE INTERACTION BETWEEN SCHOOL AND UNIVERSITY: AN INFRASTRUCTURE PROJECT

The article presents the target, content and technological features of the infrastructure project, in the implementation of which the capital’s schools, pedagogical university, organizations of additional education of children are involved. The project is aimed at the development and introduction into the educational process of educational and methodologi- cal support for the development of the culture of research and project activities of schoolchildren as a meta-subject result in the conditions of network interaction of educational organizations of general and higher education.

ASSESSMENT OF THE QUALITY OF ADDITIONAL EDUCATION OF CHILDREN IN SCHOOL CONDITIONS (EXPERIENCE OF KAZAKHSTAN)

The article discusses the system of additional education for children in the Republic of Kazakhstan. In the study, additional education is considered as part of the lifelong education system aimed at developing the creative abilities of children, meeting their individual and academic needs, as well as organizing their free time. Purpose: theoretical substantiation of additional education for children and development of recommendations on the mechanisms for its improvement in school conditions. Results. 15 schools of the Almalinsky district of the city of Almaty took part in the survey. The sample consisted of n = 54 teachers. The form of the questionnaire is anonymous, open, and includes 8 basic questions. Analysis of the data obtained confirms the formal nature of the implementation of additional education in school conditions. Theoretical significance: The scientific and theoretical foundations of additional education for children are disclosed. The genesis of the development of additional education in Kazakhstan is considered. The best practices for the development of additional education abroad have been identified, using the example of Singapore, Spain, Great Britain, USA and Sweden. Presentation of relevant statistical data of the Republican educational and methodological center of additional education. Practical significance: the author's questionnaire "Assessment of the quality of additional education" has been developed and recommendations on the mechanisms for its improvement in the school environment are presented.

Designing a System of Monitoring for the Digital Learning Environment in Supplementary Education for Children

One of the most important tasks of education of the Russian Federation is the transformation of Supplementary education. The monitoring system is a tool for implementing the state policy in the field of Supplementary education. The urgency of creating a monitoring system that monitors the digital educational environment of Supplementary education of children has been determined. This is based on the analysis of modern trends and directions of modernization of Supplementary education of children. The Purpose of the article is the investigation of theoretical prerequisites for designing a system of monitoring for the digital educational environment in the Supplementary education of children in the Russian Federation. Research methodology and methods. The methods of theoretical research (analysis and synthesis) of special literature and regulatory documents in the field of Supplementary education and digital educational environment was used in this article. Conclusion. The prerequisites for the design of a system’s monitoring for the digital educational environment in the Supplementary education of children in the Russian Federation was investigated. One of the mechanisms for the updating of additional education for children can be the national system of monitoring of the digital educational environment. Significant indicators of the monitoring of the practices of a Supplementary education in the digital educational space was proposed.

Дистанционное повышение квалификации педагогов дополнительного образования в педагогическом вузе

Examined are possibilities of an innovative approach to improving the qualifications of teachers of additional education on the example of the Altai State Pedagogical University. The advanced training program for teachers of additional education “Professional activity of a teacher of additional education in modern socio-cultural conditions” contributes to the development of the competencies necessary for the professional activity of a teacher of additional education in accordance with the requirements of the professional standard “Teacher of additional education for children and adults”. The innovative content of distance education for this category of teachers is dictated by changes in the regulatory framework of pedagogical activity, namely, the approval of the 2018 “Professional standard for teachers of additional education for children and adults”, new requirements of innovative projects of the Development Program of an educational institution. The remote form of organizing advanced training courses for teachers of additional education at the Altai State Pedagogical University serves as an experimental platform for further designing retraining programs for teachers of additional education and contributes to obtaining high-quality advanced training for specialists from the most remote parts of the region without interruption from work. The presented program of distance courses for advanced training will have positive results in terms of promoting IR technologies in the educational space of the Altai Territory.

ПРОФЕССИОНАЛЬНАЯ ПРОБА КАК ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ В ПОДРОСТКОВОМ ВОЗРАСТЕ

The article discusses the concept of a professional test, its essence and features of organizing profes-sional tests as an effective way of professional self-determination of young people in public organiza-tions club type at the place of residence. The author investigated the issues vocational guidance work among adolescents through professional trials, the types, forms and results of passing professional tests are considered. Today, the Government of the Russian Federation is developing and implementing measures to create a favorable environment for the stable formation of the sphere additional education of children, because it is this sector of educational activities contributes to the professional definition of adolescents and represented by various organizations, including not the last place assigned to public organizations of the club type at the place of residence. Demand for the participation of children's clubs in the additional education of children caused by the recently complicating situation with the socio-cultural raising children and young people in the amid of growing concern of parents and teachers by creating a safe environment for the pastime of adolescents. A modern public organization of a club type at the place of residence acts a voluntary community of children and adolescents who are united by a common activity according to interests, and contributes to their professional self-determination and self-realization. The purpose of this work is to identify the features activities of organizations in the field of additional education for children in the process self-determination in adolescence and considering an effective way professional self-determination of young people with the help of professional tests. Research of issues of vocational guidance work of organizations in the sphere additional education of children and their role in professional self-determination adolescents was carried out on the basis of works by Russian authors, researching work in the field of additional education for children and sociological aspects of the professional self-determination role of the individual for the choice of the future profession [1-3]. The study made it possible to formulate conclusions about the demand for organizations in the field of additional education for children in the process of professional self-determination and organization of professional tests.

Directions of robotics in the system of basic and additional education of children

The article reveals the basic concepts associated with robotics: robot, manipulative and mobile (autonomous) robots, robotics. The main directions of the implementation of robotics in the system of basic and additional education of children are considered: educational, competitive, design. The stages of the implementation of the direction of educational robotics, the approximate structure of a lesson in teaching children robotics are presented. The features of the organization of some competitions in robotics, types of tasks for tournament participants, organizational stages are described. The characteristics of the project direction in robotics, the approximate structure of the student's project are given. The importance of each of the considered directions of teaching robotics for the development of the student, its place in the system of general education and the system of additional education is indicated.All three described directions of robotics are in demand among children and parents, teachers, but, despite this, most often only competitive and creative design is implemented in the system of additional education. Unfortunately, in this case, a large number of children capable of robotics may not be identified for objective reasons, and, therefore, lost to engineering professions in the future. Thus, the modern system of basic education faces an acute task of introducing elements of educational robotics into the educational process.

Additional Education for Children with Special Needs and Disabilities in the Russian Federation: National Monitoring Concept

The development of inclusive education progresses at different speeds across the world. In the Russian Federation inclusive education is developing primarily at the school level but one of the most crucial aspects of socialization is additional education, and in this regard the needs of children with special needs and disabilities remain an outstanding issue. A concept of the national monitoring of additional education for children with special needs and disabilities is proposed. The article presents the project of the toolkit for the national monitoring of entities engaged in additional educational activities for children with special needs and disabilities, which includes eight blocks: organizational structure of entities engaged in implementing additional educational programs for children in each constituent territory of the Russian Federation; implementation of additional educational programs for children with special needs and disabilities in entities with various subordination and organizational structures; material and technical support; staffing and professional training for specialists engaged in implementing additional educational programs for children with special needs and disabilities; information on ongoing additional educational programs for children with special needs and disabilities; typical obstacles which arise in the course of activities organized by entities engaged in implementing additional educational programs for children with special needs and disabilities; information resources and the system of inter-agency interaction in the course of the implementation of additional educational programs for children, including those with special needs and disabilities; financing of entities engaged in implementing additional educational programs for children. The presence/absence of a regional centre of additional education for children is going to be identified, as well as its official name, and the number of subordinate entities which implement additional educational programs in the corresponding Russian region in various areas: arts, sports, science, sociology and pedagogy, technical sciences, tourism and local history, intellectual games. The article could be of assistance for experts who study inclusion problems.

Prospects for the Development of Pedagogical Skills of Employees of the Children’s Health and Education Center

In the context of the changes taking place in Russian society, increasing requirements for the quality of health improvement and education in the system of additional education for children, heads of institutions and staff of methodological services want to have a real strategy for organizing activities to improve the professional level of teachers. The publications on this issue are a reflection of efforts to raise the professional level and methodological culture of teachers in this field, but they are largely spirited activities of the team of specialists and do not describe the whole process. The aim of the study is to develop an author’s system for evaluating the activity of teachers in supplementary education institutions for children to improve their professional skills and to evaluate the possibilities of stimulating this process. Methodology and methods. A personal-oriented and value-based approach was used. Research methods: analysis and generalization of scientific and methodological literature, legislative provisions of the education system and normative documents for supplementary education of children, study of reports of heads of methodical associations for the academic year 2019-2020, and observation Discussions with the administration and teachers of the children’s health and education centre. The results of the research are presented in the article. Priority directions in methodological activities of teachers of the Novosibirsk Department of Education.The organizational functions in the methodological associations for sports of the Department of Education and Science and factors for the management of teachers’ methodological activities are considered. A rating of teacher activity has been developed. A quantitative and qualitative analysis of teaching methods has been carried out, and internal and external factors affecting their effectiveness have been identified. Conclusion. The results of the study can be used in such municipal institutions to organize the professional development of teachers.