Non-formal Education Of Children Research Articles

EXTRACURRICULAR EDUCATION IN UKRAINE IN THE CONTEXT OF GLOBALIZATION, EUROPEAN INTEGRATION AND NATIONAL SELF-IDENTIFICATION

The article analyzes the current state and the nearest prospects for the development of Ukrainian extracurricular education in the context of globalization, integration into the single European educational space, and national self-identification. The application of general scientific methods of analysis, synthesis, and generalization made it possible to systematize the existing works of modern scientists in Ukrainian and foreign pedagogical science on the development of the sphere of non-formal education as a component of the implementation of lifelong education at the global and pan-European level, and to substantiate the prospects for the development of extracurricular education in Ukraine.The content of activities of out-of-school education institutions in Ukraine as a component of a holistic and multi-level educational system of continuous education has been characterized. The term “globalization” is analyzed. The consequences of the direct and indirect globalization impact on education have been clarified. The important task of out-of-school education which consists in nurturing the individual’s ability to dialogue between cultures has been substantiated from theglobalization angle.The main aspects in the direction of the practical implementation of the strategic course of Ukrainian out-of-school education for European integration have been determined: the expansion of educational topics aimed at the formation of active life self-determination of a growing individual, person’s abilities to build life trajectory of development and becoming a citizen and patriot through the transmission of basic ideas and values of European society.The main task of out-of-school education in Ukraine has been singled out – the shaping of national values in the young generation as the worldview foundations of Ukrainian civic identity. Further prospects of scientific research have been outlined.
 Keywords: extracurricular education; non-formal education of children and youth; globalization; European integration; national self-identification; educational space; educational system; continuous education; European Union; European educational strategies.

ARCHITECTURE OF INFORMAL EDUCATION INSTITUTIONS ABROAD DURING THEIR INTENSIVE DEVELOPMENT AND BRANCHING (1941 - 1956)

The article presents a description of the III stage of the development of non-formal education institutions (NFEI) architecture in 1941-1956. Summary data on the restoration and further development of non-formal education institutions, as pedagogical institutions, in the post-war years abroad is presented. The authors’ own research is used as the scientific basis for the article. Those researches provide the examination both the periodization of the development of the architecture of non-formal education institutions, and decisions related to the architectural space of leisure centres and preschool institutions, the educational space in which, nowadays, gravitates towards non-formal scenarios. The main pedagogical, historical and socio-political positions that had a direct impact on the development of such institutions’ architecture are as follows: the nature and educational scenarios of non-formal education had been changed qualitatively; in accordance with changes in the socio-political structure, the requirements for non-formal education had also changed; out-of-school education, or non-formal education of children and youth, had been provided in post-war years with opportunities to acquire applied skills, tried to solve the problem of socialization, including also the gender aspect. The main positions of the development of their architecture are substantiated and the information is illustrated with examples. A common characteristic of the stage of intensive development and branching out in the formation of the architecture of the NFEI is the direct connection with the socio-political changes of the post-war years. As a result, there are subtypes of NFEI, the activity of which is aimed at the specific needs of society. A rather specific development had also been observed in the architecture of the relevant institutions - cultural centres and houses of trade unions had come to replace the people's houses of past periods of the development; branching, as a sign of this period, demonstrated the emergence and/or renovation of development of such specific typological links as children's libraries, clubs of certain specializations, etc. The period of intensive development and branching of 1941 - 1956 - the III development period of the NFEI and their architectural and typological links already had a systemic educational character. The role of people's houses is gradually being lost and their educational functions are finally transferred to clubs, houses of culture, cultural centres, trade union buildings, etc.

A successful career in early childhood education: personal values of childcare trainees

Early childhood education is a non-formal education for children under the age of six. The main aim of childcare centers is to prepare small children with basic knowledge before receiving a formal education as a first-grader in the primary schools. This paper discusses the findings of a study that focused on childcare trainees’ personal values in building a career in early childhood education. This study used the convergent parallel mixed method involving a survey and interviews, in which 1497 and 159 respondents were selected, respectively. Findings from qualitative data showed that childcare trainees had strong personal values by being respectful of their students, affectionate in taking care of children, and punctual in conducting their teaching lessons. Collectively, such traits can make these future teachers a good role model that students can emulate. More importantly, such strong personal values are extremely important to meet the strong demand for competent, caring childminders and early childhood education teachers, which has lately been made more urgent in view of the proliferation of childcare centers over the nation.

A successful career in early childhood education: personal values of childcare trainees

Early childhood education is a non-formal education for children under the age of six. The main aim of childcare centers is to prepare small children with basic knowledge before receiving a formal education as a first-grader in the primary schools. This paper discusses the findings of a study that focused on childcare trainees’ personal values in building a career in early childhood education. This study used the convergent parallel mixed method involving a survey and interviews, in which 1497 and 159 respondents were selected, respectively. Findings from qualitative data showed that childcare trainees had strong personal values by being respectful of their students, affectionate in taking care of children, and punctual in conducting their teaching lessons. Collectively, such traits can make these future teachers a good role model that students can emulate. More importantly, such strong personal values are extremely important to meet the strong demand for competent, caring childminders and early childhood education teachers, which has lately been made more urgent in view of the proliferation of childcare centers over the nation.

Особенности социально-педагогического взаимодействия учреждений общего и дополнительного образования с семьёй как субъектом проектирования индивидуальной образовательной траектории детей.

In the documents reflecting the modern Russian Federal policy in the field of education, one of the main tasks is defined as the well-being of the family and the formation of trust in the family as a social institution. In the article, the social institution of the family is considered as a leading factor in the aspect of managing the social situation of a child's development. The partnership of the family with the systems of General and non-formal education of children is presented as an effective practice of social and ped-agogical interaction, focused on the social and mental development of children. The fea-tures of social and pedagogical interaction of institutions of General and non-formal education of children with the family as a subject of designing an individual educational trajectory are revealed. It is shown that in the modern conditions of modernization of Russian education, there is a tendency of alienation between the family and the school. The school implements the main directions of work with parents, which reflect its lead-ership and guiding role in this process: increase of their psychological and pedagogical knowledge; involvement in the educational process of the school; involvement in public administration of an educational institution. The family manifests itself as a social part-ner of the institution of non-formal education of children, whose activities assume a fo-cus on matching the interests, inclinations, abilities of children. The implementation of social and pedagogical partnership is based on the establishment of links between the family and the educational environment, in the creation of which it actively participates. The interaction of n-education with the family creates conditions for the motivated par-ticipation of children in the implementation of their educational routes. There is an in-crease in the importance of such educational practices, which can include the family in various types of pedagogical activities as an equal subject, along with children.

Дополнительное образование детей в условиях реализации маркетинговой стратегии

Актуальность статьи обусловлена организационной и содержательной трансформацией современного дополнительного образования детей, что, в свою очередь, явилось источником поиска новых трендов в организации работы образовательных организаций. Реализация маркетингового подхода в сфере дополнительного образования вызвана изменением рынка образовательных услуг, появлением новых запросов потенциальных пользователей. Это коррелируется с необходимостью поиска новых возможностей совершенствования качества образования, современных технологий, форм организации образовательной деятельности. Система дополнительного образования более других имеет возможность предоставления услуг специфических услуг, связанных с формированием личности человека, воспроизводством интеллектуальных ресурсов, передачей ценностей культуры. В статье предложены возможные инструменты реализации маркетинговой стратегии образовательных организаций, реализующих дополнительные образовательные программы. Раскрыта сущность феномена маркетинговой стратегии в образовании. Выделены целеполагающие задачи, которые сконцентрированы на изучении и формировании спроса на образовательные услуги, а также на формировании рынка образовательных услуг, востребованных конкретной территорией, обеспечение взаимосвязи производителя услуг и потенциального потребителя, анализ рынка образовательных услуг, стратегическое управление. Все участники образовательного процесса являются максимально включенными в процесс определения образовательных траекторий, а как результат, искоренения унифицированного образования. Статья предназначена для ученых и практиков, занятых в сфере дополнительного (неформального) образования. The relevance of the article is due to the organizational and content transformation of modern additional education for children, which in its turn was a source of search for new trends in the organization of educational organizations. The implementation of the marketing approach in the field of additional education is caused by changes in the market of educational services, the emergence of new requests from potential users. This is correlated with the need to find new opportunities to improve the quality of education, modern technologies, and forms of organization of educational activities. The system of additional education more than others has the ability to provide specific services related to the formation of a person's personality, the reproduction of intellectual resources, and the transfer of cultural values. The article suggests possible tools for implementing the marketing strategy of educational organizations that implement additional educational programs. The essence of the phenomenon “marketing strategy in education” is revealed. The goal-setting tasks that focus on the study and formation of demand for educational services, as well as on the formation of the market of educational services in demand by a particular territory, ensuring the relationship between the service manufacturer and potential consumer, analysis of the educational services market, and strategic management are highlighted. All participants in the educational process are maximally involved in the process of determining educational vectors, and as a result, the development of unified education. The article is intended for scientists and practitioners working in the field of additional (non-formal) education.

A Story of Transformation of an Iranian Rural Library in Nonformal Education of Children and the Life of People

AbstractThis research shows how a rural library (named Fatemeha Library) in Iran can be transformed into a successful one and how it is possible to introduce a prototype for the establishment and d...

Non-Formal Education of Children and Young People by Physical Activity

Research background. Physical activity is considered to be one of the most important opportunities for the realization of non-formal education, considering the groups of the most vulnerable persons, i.e. refugee children and young people. Physical activity and sport shape the development of human mobility and at the same time develop and strengthen all systems of the body. So the question arises, how does the development of personality occurs in the process of non-formal education? How is physical activity recognized through internal and external training / motivation factors? The above-mentioned aspects form the basis for the scientific problem of this study. The article analyses the contextualization of non-formal education development, deepens the basis of internal and external motivation in order to reveal informal education of refugee children and youth through physical activity.The aim was to analyse the non-formal education of refugee children and youth through physical activity.Method. The method of scientific literature analysis was used in the study.Results and conclusions. When analysing the development of personality in the process of non-formal education, the conclusion is that non-formal education has its own origins and history, in which a flexible curriculum is suitable and freely available to such a target group as refugees. There is also a factor of internal and external motivation in the educational process, which could address the shortcomings of teaching / learning motivation, the difficulties of social adaptation, which is important in the analysis of non-formal education of refugees.Keywords: non-formal education, refugees, physical activity, children and youth.

FUTURE OF A CHILD WITH AUTISM: NARRATIVE ANALYSIS OF THEIR PARENTS’ ATTITUDE

Results: The study involved four fathers that each are raising a child with a diagnosis of autism.Comparing the narratives of the participants in the study, the interrelated components emerged, which constitute a narrative of the parental attitude towards the child’s future.Conclusions: The spreading of autism on a global scale, affecting more and more people without any restrictions on gender, race, social layer or other human identifications, creates new theories and promotes the scientific research of the spreading of autism. Autism is an interdisciplinary challenge that requires a wide range of research.Reconstructing the narrative of parents who raise children with autism does not contradict the factors found in scientific literature, they are expanded by individual experiences. Parents’ stories revealed the interrelated components that make up the narrative of the parental attitudes towards the child’s future: near future, additional education, education, and the farther future.The narrative of the near future revealed that parental narratives are dominated by the three components of the narrative: the child’s social relationships (parents’ expectations focus on the desire for the child to interact with peers and acquire social skills), the acquisition of minimal academic knowledge (parents are deeply experiencing their child’s failures in elementary reading, writing skills, calculation skills), childhood diagnosis (most feared complications, diagnosis of weight loss).The narrative of supplementary education highlighted the limitations of access to non-formal education for children with autism. Parental stories reveal that for a child with autism disorder, the involvement of parents in the educational process and the opportunity to develop not only in school, but also in non-formal education institutions is important. The lack of specific education curricula for the development of children with autism is also highlighted in the reality of education, and professionals working in the form of non-formal, alternative education programs that are paid have a significant impact on family budgets.The narrative of education revealed that parents understand the meaning of education and want children to pursue a vocational education. The current situation is not satisfactory for parents, they expect inclination for the society to change.Further narrative of the future reflects the parents’ expectations regarding the independent lives of children, their ability to care for themselves and the ability to create their own families. It turned out that parents’ narratives about each component are accompanied by anxiety and feelings of fear, but in all stories there is also an aspect of hope. With paramount expectations parents are striving for recognition in society, the development of the educational system, the progress of medicine and diagnostics.The research revealed the social and emotional significance of the family, while actualizing the fact that the child’s disability affects the social participation of the whole family and determines the importance of complex care for the whole family.

Позашкільна освіта & неформальна освіта дітей та молоді: концептуальні основи, цілі і цінності

Позашкільна освіта & неформальна освіта дітей та молоді: концептуальні основи, цілі і цінності

Value Transformation in Fulfillment of Children Rights Through Child-Friendly Village

Childhood is a special phase concerning both in the process of physicalgrowth and soul. Children are not only the responsibility of the parents but thestate for the fulfillment of rights. Thus, the fulfillment of children’s rights becomesan interesting issue. To give a meaning of natural condition in place of research,this research used a qualitative approach with phenomenology research type. Thisresearch concern on nonformal education for children. Child-friendly village as aneffort to realize the city worthy of children is one of the solutions in fulfilling the rights of the children. As a result, the transformation of values from the fulfillment of children’s rights increasingly improved through a child-friendly village. The transformation of values includes transformation from adults to children, from groups to individuals, and from individuals to individuals involved in activities. Transformed values include discipline, courage, confidence, mutual respect, and cooperation.

Non-Formal Technological Education of Children in the City of Vilnius

Education and socialization constitutes the method of formation of the person, society and state’s future; therefore well-organized non-formal education of children and youth as well as the occupation of their leisure time is a necessary condition for the socialization of the young generation and for effective delinquency prevention.
 The problem of the research is that the technological education is underestimated in the nonformal education. Children have equal possibilities to participate in activity groups of the general education school and the non-formal education school; however, a clear tendency can be seen that technologies hobby groups are not popular in the institutions of non-formal education of children.
 The aim of the research was to establish the organizational aspects of the technological education of non-formal education of children in Vilnius city as well as the determining factors. The tasks of the research were the following: to analyze the situation of the organization of non-formal technological education in Vilnius city. To reveal the factors of children’s choice of technological education in the field of non-formal education. To research the problems of the organization of technological development in non-formal education.
 To achieve this aim the following research methods were used: analysis of literature and documents, empirical study (triangulation questionnaire was used), statistical analysis and comparisons graphical analysis, correlation analysis were performed.
 The analysis of statistical reports has showed that 2 creation centres and 12 children and youth clubs operate in Vilnius city, in which non-formal and technological education is organized, however, technological hobby groups are not popular among children.
 The results of the research has showed that the main problems in the field of the organization of technological hobby groups in non-formal education and related their attendance are as follows: inefficient financing of technological hobby groups, lack of activity means, non-equipped technological rooms in which children could educate in the appropriate environment. Also the problems of communications, too high charges for hobby groups and incompatibility of the time and activity of technological education are still not solved.

The Subject of Theatre in the Lithuanian School: Relationships within the General Educational Cultural Context

The article investigates the rather new educational phenomenon – about twenty years ago under the impact of educational reform the theatre subject teaching was introduced. In many neighbor’s countries there is no such separate theatre subject still yet. The focus of the article is on the relationships between the curricula of theatre subject (2008, 2001) and the practice of long-lived non-formal education of children and youth of Lithuania. The curricula of theatre subject were prepared according to comprehensive discipline-arts education conception formed in United States of Amerika. Taking into account the notion of M. Lukšienė, that experience of other cultures, as well as the educational innovations must be adopted according to “own cultural model”, the attention is paid to analysis how curricula of theatre subject are grounded on traditions of Lithuanian non-formal education, especially its artistic trend. The self-expression paradigm or psychological trend of theatre education is less evident in our context.
 The roots of artistic trend are in Jesuit’s school theatre that existed in Lithuania 1570–1843. The artistic trend was recreated at the end of 20th century in non-formal theatre education in Lithuania by relaying on the professional theatre pedagogy (the training of professional theatre pedagogues started, the first books of methodology of theatre education appeared). Analysis showed that common concepts, as “theatre” and “education through theatre” are those which relate artistic trend of non-formal theatre education with curricula of theatre subject, accordingly, which are grounded on discipline-based art education conception. Especially that is clear from the revealing of content of “education through theatre” concept and explaining its formative and cognitive impacts on children and youth who are acting the roles created by dramaturge. The biggest challenge related with coming of theatre subject as separate, is the creating of theatre knowledge appropriated for school children. Now the theatre subject curricula describe the knowledge which are known in professional theatre pedagogy and in artistic trend of non-formal theatre education, but only in part. Thy must be expanded by new knowledge which will be get by way of externalization from direct practice. Also, there is a need of artistic orientation of theatre didactics – that can guarantee the succession of the best traditions of Lithuanian‘s theatre education and encourage their development.

Neformaliojo ugdymo svarba pozityviajai socializacijai

SummaryRecently, numerous discussions about the importance of informal teaching in Lithuania have emerged. Nonetheless, various researches and the practical situation reveal the poor variety of out-of-class activities for children and provides for non-formal teaching activities that dissatisfy schoolchildren needs. The objectives of this research were to disclose the theoretical background of the non-formal teaching in the positive socialization, to determine what are the exact preconditions of a successful establishment of the nonformal teaching process for children, and to point out the improvement possibilities of non-formal teaching. Scholars emphasize the importance of non-formal teaching for creativeness and the important activities that influence the values and a positive socialization of a person. To organize qualitative leisure time activities of children and their motivation, participation are essential pedagogical issues in Lithuania and other countries. The objective of the present research was to expose the importance of non-formal education for the positive socialization of children.The conclusion of the research:When speaking about the conception of non-formal education, it is important to acknowledge that the informal teaching is oriented on the development of professional skills and improving personality. The nonformal education provides a young person with a possibility of expressing himself in a field where he or she is capable to improve individual potency, find appealing ways of spending leisure time, to acquire new competencies.The examined references and the undertaken study revealed that positive personality establishment is highly influenced by family, the culture of school, the informal peer, (the pattern) of adults and friends behaviour, where the informal education takes a place in such formation too. Well organized informal teaching of children and teenagers is an essential condition for socialization of a new peer and most effective crime prevention.– Both parties of respondents (herein, teachers and parents) equally agree on a fact that the process o informal teaching positively influences a child’s personality development. The majority of the respondents confirm that during participation in the informal teaching process, social, personal and educational competencies are developed.– Questioned parents and teachers approve that during the participation in such informal teaching activities such students’ (children) capabilities as self-sufficiency, self-confidence, responsibility and attentiveness are developed. According to the opinion of the respondents, the activity of informal teaching fosters their busyness, motivates them to take a part in their favourite activity, helps pupils to positively socialize in a society and expose children personal skills.– Concerning the problems arisen in the informal teaching, both parties claimed there is shortage of kids’ clubs, they also mentioned the financing difficulties and deficiency of desirable kids’ clubs.Key words: non-formal education, non-formal education of children, positive socialization.