Organizations Of Additional Education Research Articles

Implementation of Digital Education Tools in the Pedagogical Community

This article is devoted to solving the problem of accumulation, systematization, and translation of the practices of using digital educational technologies in municipal educational organizations. The solution to this problem was implemented by implementing the project “Organization of a system of digital education practices in the urban district of the City of Yelets” in 2022. The project was aimed at involving at least 350 managing and teaching staff, 4000 students in the active practice of using digital educational technologies in educational organizations of the urban district of Yelets (Lipetsk region, Russian Federation) by the end of 2022. To achieve the goal, the implementation of a system of digital education practices in educational organizations of the urban district of the city of Yelets was determined. Continuity and concession are key features of this system.
 Consequently, the stakeholders are preschool educational organizations, public educational organizations, organizations of additional education, secondary vocational education, and higher education. This system involved the use of such organizational forms as a resource center, a municipal network platform, a pivotal school, and an author’s school, within which approbation, tuning, and dissemination of the experience of using software products, the LECTA digital educational platform, the digital educational environment “Mobile e-education” and directions 3D modeling, digital video and robotics. The key results of the conducted research were quantitative and qualitative indicators. The main problem that has blocked the adoption of digital education tools among the pedagogical community is the belief that they are ineffective compared to full-time education.

РЕСУРСНОЕ ОБЕСПЕЧЕНИЕ И КАДРОВЫЙ ПОТЕНЦИАЛ ЭКОЛОГИЧЕСКОГО ПРОСВЕЩЕНИЯ В СОВРЕМЕННОЙ РОССИИ: СОЦИОЛОГИЧЕСКИЙ АНАЛИЗ

This article attempts to evaluate the resource provision and personnel potential of environmental education implemented in the organizations of additional education in modern Russia. The authors present the results of a sociological study, carried out in the form of an expert survey of teachers and administrators in twenty educational institutions, implementing environmental education programs. The authors conclude that the main barriers that prevents effective environmental education is the lack of a systematic approach to the organization of educational processes and the uneven distribution of resources and material and technical support.

Organization Of Additional Education At School - Creating A Situation Of Success For Everyone (From The Experience Of Mbou Secondary School No. 14 in Kaluga)

Organization Of Additional Education At School - Creating A Situation Of Success For Everyone (From The Experience Of Mbou Secondary School No. 14 in Kaluga)

РЕАЛИЗАЦИЯ ИНДИВИДУАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ТРАЕКТОРИИ КАК ФАКТОР ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ ОБУЧАЮЩИХСЯ В СИСТЕМЕ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

Successful professional self-determination of students is of high importance, because it allows young people to reveal the scope of their professional interests, needs and values, which in the future gives more opportunities for self-realization and achieving greater satisfaction with their lives. Organizations of additional education have a great potential for designing and implementing individual educational trajectories of students in order to ensure their successful professional self-determination and further choice of ways to obtain professional education. The article reveals some aspects of modeling the technology of implementing individual educational trajectories on the basis of an interactive scientific and technical center focused on improving the efficiency of the process of professional self-determination of high school students and students. In relation to the system of additional education, an individual educational trajectory is an individual learning path that is developed for each student taking into account his needs, abilities, interests and goals. The construction and implementation of an individual educational trajectory is the main way to individualize the educational process, which allows you to receive an education directed on achieving the goals of professional development and comprehensive self-realization of the individual. The model of technology for constructing and implementing an individual educational trajectory in an interactive scientific and technical center developed within the framework of the study is a block-modular system consisting of four blocks: diagnostic, strategic, technological and procedural. The results of a survey conducted among high school students enrolled in the programs of the interactive science and technology center suggest that this technology has a positive impact on the professional self-determination of students.

Development Potential for the EdTech Market in Russia

The relevance of the research is determined by the rapid development of digital educational technologies (EdTech). The COVID pandemic became a powerful driver of the EdTech market development, when most educational organizations were forced to introduce remote technologies. The article discusses the main results of the development of the EdTech market in Russia in 2021, presents a rating of the largest commercial educational projects, and also assesses the prospects for 2022. Among the key negative factors, sanctions pressure, threats to cybersecurity, and a decrease in effective demand are highlighted. The positive trends include import substitution, opportunities for the implementation of joint educational projects between state universities and the largest digital educational platforms. The results of the study can be used in the development of digital transformation strategies in universities, colleges, schools, organizations of additional education.

Organization Of Additional Education At School

Organization Of Additional Education At School

Classical choreography is a condition for the development of a dance group in the organization of additional education

Classical choreography is a condition for the development of a dance group in the organization of additional education

Social responsibility formation in adolescents in organizations of additional education

Social responsibility formation in adolescents in organizations of additional education

Pedagogical conditions for social success formation among adolescents with disabilities

Abstract. We consider the pedagogical conditions that contribute to social success formation among adolescents with disabilities in applied activities in the organization of additional education. The first condition is the involvement of adolescents with disabilities in socio-cultural practices in the process of implementing an additional general education program “Successes of Creativity” containing ele-ments of project activities. This contributes to the creation of a situation of success, the disclosure of the potential of the personality of an adolescent with disabilities through the understanding of their abilities, mastering applied activities. The second condition is the activation of the continuous devel-opment of motivation among teachers of additional education to work with adolescents with disabili-ties, providing pedagogical support and support for this category of adolescents. Pedagogical support is based not only on the programs design, but also on understanding the process of maintaining and functioning of adolescents with disabilities to reveal personality and personal potential as a compo-nent of success. The third condition is the organization of an educational community: a teacher of additional education – an adolescent with disabilities – a parent of an adolescent with disabilities and testing of variable work forms online and offline. The use of potential of family in the educational community (school, institutions of additional education) contributes to the social success of adoles-cents with disabilities, instilling confidence and stability, supporting progress in development. The fourth condition is the reflection on the personal and collective social success among adolescents with disabilities. Comprehension of one's own experience is in reflection, which manifests itself in creative applied activity through communication skills, self-improvement and self-development skills, self-presentation. The achieved personal reflection affects the result of group or collective reflection, and is collective in nature for all members of the group. Thus, the practical significance of the conducted research is determined by the opportunities that open up for teachers of additional education in work-ing with adolescents with disabilities, in the formation of social success in the process of practicing applied activities.

Interactive learning web applications: the main stages of development and software implementation

This article discusses the importance of teaching children and adolescents additional educational programs in the field of IT technologies, allowing them to form their own individual educational trajectory, aimed at the formation of their computer literacy and obtaining new knowledge and skills. The organization of additional education in university centers of additional education is relevant for technical universities, as it allows attracting talented and motivated applicants. Accordingly, the educational process for additional development programs should take place using effective pedagogical technologies and modern teaching aids. The analysis of computer training systems made it possible to single out an electronic resource made as an interactive web application as the most effective tool. The most important stages of the development of an interactive web application for teaching information technologies on additional educational programs for children and adolescents are considered: the functionality of the application, the navigation structure of the application are presented, information on the software implementation of an interactive web application is provided. The use of interactive web applications implementing game pedagogical technology will attract and interest schoolchildren in the systematic study of programming and information technology.

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.

Тьюторское сопровождение семьи, воспитывающей ребенка с ОВЗ (на примере детей с нарушенным слухом)

In the modern Russian education system, there are a number of discrepancies, when at the legislative level the rights of a child with disabilities to study in the environment of normatively developing peers are recognized, but at the educational level the educational process remains unchanged, and therefore the professional activity of teachers requires deep rethinking. At the center of this discrepancy is the family of a child with disabilities, which is disoriented in the social situation, moral categories and personal values. One of the most effective ways to overcome social maladjustment of a family raising a child with disabilities, from the author’s point of view, can be tutoring, the purpose of which is to increase the rehabilitation competence of parents (legal representatives) in raising “special” children. The article reveals the difficulties faced by the family of a child with disabilities, mastering inclusive education, highlights the features of accompanying a family raising a child with auditory deprivation, using the example of the work of S. L. Rudnitsky Saratov Center for Hearing and Speech. The author considers this center, which accepts children from an early age, as an organization of additional education and a special resource for helping the family. The article presents the results of a study of parental competence about children with hearing impairments. Research by specialists from S. L. Rudnitsky Saratov Center for Hearing and Speech confirms the fact that parents raising “special” children need special knowledge for effective educational impact on the child.

Факторы формирования социальной успешности у подростков с ограниченными возможностями здоровья

We consider current and insufficiently developed issue of social success of a special group of adolescent children with disabilities. Due to literature analysis, social success of adolescents with disabilities is an integrative personality quality, considering the psychological and pedagogical features of the development of this adolescents category, reflecting the purposeful achievement of their goals and the ability to use the achieved result for further development, contributing to successful socialization in society based on productive interaction with others. The factors contributing to the formation of social success of adolescents with disabilities that influence this process are: objective and subjective factors. The presented research results have scientific novelty and allow expanding the conceptual field of the theory of social education by clarifying the factors contributing to the formation of social success of adolescents with disabilities in the process of practicing applied activities. We determine the practical significance of the research and its results by the opportunities that open up for teachers of additional education in working with adolescents with disabilities and parents of this category of children, considering reasonable objective and subjective factors of social success formation among adolescents with disabilities in organizations of additional education.

ОСОБЕННОСТИ ПРОЦЕССА ПРОФЕССИОНАЛЬНО-ЛИЧНОСТНОГО РАЗВИТИЯ ПЕДАГОГОВ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

The relevance of the article is determined by the discrepancy between the educational needs of teachers of additional education and the proposed and existing technologies for their professional and personal development, which made it necessary to determine the modern content, effective forms, methods, conditions for self-development and self-organization of additional education specialists. The variety of methodological approaches to determining the content of a teacher's professional and personal development in conditions of modernizing the infrastructure of the additional education system also makes it difficult to determine the list of pedagogical competencies andconditions for their development. The professional and personal development of additional education teachers is considered as a system of processes that reveals the subjective potential of the individual associated with options for functions in the organization of additional education. As a result of the study of promising conceptual provisions and the analysis of scientific pedagogical literature in the format of studying the features of the process of professional and personal development of additional education teachers, the author clarified the content of the concept of “professional and personal development of additional education teachers”, in particular: this is a process of step-by-step solving cognitive, communicative, moral and ethical problems during self-education and reflection. Possibilities of professional and personal development of additional education teachers are considered. The article considers methodological approaches justifying the peculiarities of the process of professional and personal development of the additional education teacher. As a result of studying domestic psychological and pedagogical, scientific approaches to the “professional and personal development of additional education teachers” concept, the author identifies the essential characteristics of the phenomenon under consideration: focus on achieving the goal, possession of substantive knowledge, ways of selfdevelopment, self-diagnostics, self-esteem, information-communicative competence, reflection, knowledge of educational technologies of development and self-development of the person, creativity, social activity and responsibility. Two main areas of professional training are defined in the context of personnel management, personnel management of the educational organization: psychological and pedagogical direction, due to professional requirements for a teacher of additional education; social-subject direction providing the necessary level of mastery of knowledge, skills in profiles (directions) of additional education programs. Priority activities affecting the effectiveness of professional and personal development of additional education teachers are described; selfformation and reflection mechanisms are defined.

ОСОБЕННОСТИ ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ ОДАРЕННЫХ ОБУЧАЮЩИХСЯ В УСЛОВИЯХ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

The current situation in the education system requires a revision of the content of work with such a non-standard category as gifted children. Many scientists are aware of the importance of gifted and talented children as the future scientific elite and the engine of the country's progress. Most studies identify a number of difficulties in the social development of the gifted, including the difficulties of communicating with peers and adults, the complexity of personal self-determination, and often the difficulty of professional self-determination. In this regard, the study of issues of professional selfdetermination is seen as an urgent problem that requires psychological and pedagogical consideration. As practice shows, most organizations of additional education have successful and interesting experience in working with gifted children, who later turn out to be prize-winners and winners of the olympic and competitive movement. In 2019– 2020 we conducted a study in which 156 students of senior school age took part. With the help of a questionnaire, we studied and identified the features of professional selfdetermination of gifted high school students in the conditions of additional education organizations in the city of Kostroma (Multi-subject school for the gifted) and St. Petersburg (Academy of talents). In addition, we have revealed some influence of the chosen programs of additional education on the professional choice of young people. The results of the study have shown that additional education plays an important role in the professional self-determination of gifted students, and there is a certain relationship between the profile of future professional activity and the choice of a particular association in organizing additional education.

Personal and professional development of additional education teacher in the course of methodological work

The contemporary development strategy of Russian education puts forward several requirements for the system of additional education for children and teachers engaged in this field. The teacher must have the ability to self-development and self-improvement, be engaged in creative and innovative activities. The authors note that in the current conditions, the teacher must choose the only correct trajectory of professional advancement that will lead to the achievement of the desired results. The individual trajectory of personal and professional development of a teacher can be represented as a trajectory of professional self-development and self-improvement of a teacher of additional education in the course of teacher’s methodological work. The purpose of the current research is to develop, theoretically substantiate, and experimentally test the program for implementing an individual trajectory of personal and professional development of additional education teacher in the course of teacher’s methodological work. Implementation of individual trajectories of personal and professional development of additional education teachers in the educational organization involves the development of a specific action plan of the heads of departments, educational and methodological service of the institution, as well as very additional education teachers. The tasks of the educational and methodical service of an educational organization in this process are aimed at encouraging teachers, attracting them to innovative activities, various types of methodological work, and providing pedagogical and methodological support. The use of individual trajectory of personal and professional development in the course of organizing methodological work in the educational organization of additional education contributes to an increase in the professional competence of teachers as well as the development of their interest in this process.

Organization of a system of digital education practices in the municipal sphere of general education

This article is devoted to solving the problem of accumulation, systematization and translation of the practices of using digital educational technologies in municipal educational organizations. The solution to this problem was carried out through the implementation of the municipal project "Organization of a system of digital education practices in the urban district of the city of Yelets" in 2019. The project was aimed at involving at least 350 managing and teaching staff, 4000 students into the active practice of using digital educational technologies in educational organizations of the urban district of the city of Yelets by the end of 2019. As a way to achieve the goal, the implementation of a system of digital education practices in educational organizations of the urban district of the city of Yelets was determined. Continuity and concession are key features of this system. Consequently, the stakeholders are preschool educational organizations, general educational organizations, organizations of additional education, secondary vocational education and higher education. This system involved the use of such organizational forms as a resource center, a municipal network platform, a pivotal school, an author’s school, within which approbation, tuning and dissemination of the experience of using software products, the LECTA digital educational platform, the digital educational environment "Mobile e-education" and directions 3D modeling, digital video and robotics. The key results of the conducted research were not only quantitative but also qualitative indicators. The main problem that has blocked the adoption of digital education tools among the pedagogical community is the belief that they are ineffective compared to full-time education.

Activities to support students' professional self-determination in higher education institutions

Higher education institutions can assist students in supporting professional self-determination through various forms and areas of activity: interaction with employers, organization of additional education, use of career guidance technologies. A study was conducted to identify the relationship between the work of universities to promote professional self-determination, the features of professional strategies and the level of employment of graduates. The following research methods were used: a survey of 150 4th and 5th-year undergraduate students from five Smolensk universities, analysis of the activities of universities in the studied area and analysis of employment data. The study showed that the number of students with targeted strategies significantly prevails in specialized universities (medicine – 100%, energy – 80%, physical education and sports – 73%) compared to classical University (63%). There is also a positive relationship between the participation of respondents in various events held by the University and the indicators of employment monitoring, as well as the percentage of graduates with active professional strategies. The results of the study showed that the effectiveness of the University's activities depends on the specifics of the provided education and the demand for the offered specialties in the labor market, the subjective attitudes of students to receive education, as well as the degree of actual implementation by universities of measures aimed at improving the competitiveness of students.

Отношение педагогов к проблеме формирования социально-бытовых навыков у обучающихся школьного возраста

The formation of social skills among students of diff erent categories becomes an urgent task of the system of general and additional education. The article presents the results of a survey of teachers of schools and organizations of additional education on the problem of formation of social skills in school age students.

СОЦИАЛЬНО-ПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ ФОРМИРОВАНИЯ СОЦИАЛЬНОЙ КОМПЕТЕНТНОСТИ ОБУЧАЮЩЕГОСЯ: ТЕХНОЛОГИЧЕСКИЙ АСПЕКТ

In this article, the author actualizes the problem of socio-pedagogical support for the formation of social competence of students, which expands their positive social experience, helps the subjects of support to realize their capabilities and assign the value of social competence. The purpose of the article is to substantiate the essence, content, advantages and limitations of the technology of socio-pedagogical support for the formation of social competence of students in additional education. The study of the socio-pedagogical support of formation of social competence of students is conducted under the scientific guidance of the author on the innovative area «Socio-pedagogical support of students in secondary education» of the Federal state budget scientific institution «Institute for the study of childhood, family and education of Russian Academy of education» on the basis of municipal educational institution of additional education of children «Yaroslavl city Palace of pioneers». The article attempts to present a new direction in pedagogical science at the level of identifying and presenting the content, advantages, risks and limitations of socio-pedagogical support as a technology for the formation of social competence of students in the organization of additional education. The author emphasizes the main theoretical positions that reflect the possibilities and features of additional education for the formation of social competence of students in the system of additional education of children; indicates a number of provisions that characterize social and pedagogical support from the point of view of the formation of social competence of students; argues the relevance of the formation of social competence for students. The article presents the main characteristics of socio-pedagogical support, identifies the stages and effective means of technology of sociopedagogical support for the formation of social competence of students in the organization of additional education. The article also outlines the prospects for experimental work on the topic of innovation platform.