Modern education should be focused not so much on the study of the unknown as on the expansion of knowledge about known subjects. This is the principle of consistency and systematic education.
Also, before an in-depth (special or university) study of a topic in educational practice, the study of information about subjects prevails, rather than the practice and study of real objects. Whereas really high-quality education can be achieved only in conditions of free choice of learning elements by students.
These and other principles in the field of education will be discussed in this material. Each teacher should build his activity precisely on these general rules.
Basic principles of education
The principles of teaching are formed on the basis of a study of all previous experience of educational activity. The principles of education are necessary to strengthen the existing practice, to become the theoretical basis for the activities of preschool teachers, teachers of primary, secondary and high schools, teachers of secondary specialized educational institutions and universities.
All these rules are closely related. The use of only certain principles of education in pedagogical practice will not give an effective result.
The integrity of the system (both in the Russian Federation and in other countries) is ensured by the common goal of training and general principles. All these rules, of course, are not dogmas. As a rule, they are determined by the goals of the educational process. The principles of education are the initial regulatory requirements, arise on the basis of pedagogical experience, are formulated in the process of scientific research of the educational process. Principles can change over time under the influence of historical conditions or pedagogical systems, as they are designed to meet the needs of society, people, and the state.
In modern practice, the general principles of organizing the educational process are proposed by the formulations of Ya. A. Komensky, K. D. Ushinsky and other outstanding teachers. The main didactic principles are as follows:
- scientific character, objectivity, validity;
- connection of theoretical training with practical activities;
- systematic and consistent training;
- accessibility, but also the necessary degree of difficulty;
- variety of teaching methods, visibility of objects and phenomena;
- activity on the part of both the teacher and the student;
- strength of knowledge, skills and abilities combined with practical (creative) activity experience.
Preschool education
The general rules of the education system are listed above, but there are also special ones that are specific to the educational process of preschoolers, for example. The principles of early childhood education include:
- protection, support of childhood in all its diversity;
- taking into account the social and ethno-cultural affiliation of children in the learning process;
- promotion of active cooperation between adults and children in the process of development of the latter, socialization;
- creating a favorable environment for the development of each child;
- introducing preschoolers to the traditions of society, family and state, socio-cultural norms;
- preservation of the uniqueness of the period of childhood;
- the formation of a socio-cultural environment that corresponds to the individual and age characteristics of children;
- ensuring that the child lives fully at all stages of preschool age, and so on.
The federal law on education in Russia identifies ten main educational areas in the program of preschool education, namely: physical culture, work, music, socialization, health, safety, communication, cognition, art, reading literature for preschool children. Within these areas, in accordance with the principles of education, social, communicative, speech, physical, artistic, aesthetic and cognitive development of preschool children takes place.
Special and additional education
The system of stable requirements for the educational process is also characteristic of other types of education, for example, special and additional education. Thus, the basic principles of special education, i.e. teaching children with physical disabilities or difficulties in mastering knowledge, in our country it is considered to be:
- Early pedagogical assistance, which means the timely determination of the educational needs of the child, assistance in mastering knowledge.
- Subordination of education to the level of social development.
- The development of speech activity, thinking and communication, i.e. meeting the need for assistance in the development of thinking, speech and communication.
- An individual approach, this principle requires the implementation of the educational process in accordance with the individual characteristics of the student.
- The active approach of the educator-teacher, which means providing an educational process that meets the age, characteristics of a particular child.
- The need for special pedagogical guidance means that special (corrective) education should be carried out with the involvement of highly qualified teachers, psychologists and other specialists.
- Correctional and pedagogical orientation, that is, flexible correspondence of methods, teaching techniques and educational programs to the nature of the child's disorders, their severity and structure.
As for additional education, the principles largely correspond to the general ones, because such training is designed to satisfy a person's needs for spiritual, moral, physical, intellectual or professional improvement, as general ones. Among the rules are:
- democracy, i.e. the possibility of free choice of the field of activity;
- unity of training, development and education;
- taking into account the characteristics and inclinations of students when they are included in various activities;
- orientation to the personal abilities, interests and needs of the child;
- recognition of the value of interaction between children and adults, and so on.
The principle of accessibility of education
This principle implies the availability of an explanation of objects and phenomena in a language understandable to the student. Education should not be too easy, curricula should be designed in such a way as to optimally meet the age characteristics, interests and individuality of students, and life experience. It is necessary to give students the opportunity to find the truth on their own, involving them in the process of searching and learning, and not just stating the facts. Learning must go from the easy to the difficult, from what is near to what is far, from the known to the unknown, from the simple to the complex. It is impossible to artificially accelerate the process of mastering knowledge.
The principle of scientificity and validity
According to this principle, the content of education should be based on facts, expressing the real state of modern sciences. The same provision is fixed in curricula, educational programs, textbooks for schools, institutions of secondary specialized education and universities. This principle is one of the defining ones for secular institutions, while in religious educational institutions the primacy is given to religious faith.
Relationship between theory and practice
The principle of connection between theoretical training and elements of practical knowledge aims at the need for doubt, verification of the provisions given in the theory with the help of practice. It is also necessary to determine the relationship of the studied information with other disciplines and with life experience.
The principle of choosing an educational trajectory
The student should be able to choose the main components of learning. The educational program should be implemented only in conditions of freedom of choice of the elements of educational activity. It is necessary to give the student a choice of ways to achieve goals, the topic of practical or creative work, the form of its implementation, stimulate him to draw his own conclusions, give reasoned assessments.
The Principle of Conscious Learning
This principle of the educational system is somewhat related to the availability of education. According to the principle of conscious learning, the student must not only learn some material by heart, memorize it, but also understand the essence of a particular object or phenomenon. The content of training should be permanently fixed in the memory of students, become the basis of behavior. Such a result is achieved only in connection with other principles of education, namely, systematic, consistent, active interaction between teacher and student.
Sequence principle
Teaching should be conducted in a certain order, be a system built logically. The material should be subject to clear and logical planning, divided into full sections, steps, modules. Also, in each program, it is necessary to establish the central concepts, subordinating all other parts of the course or a separate lecture to them.
The principle of visibility
The principle of visibility is one of the oldest rules of education. To increase the effectiveness of training, it is necessary to involve all the senses in the perception of educational material. It is necessary to present to the trainees everything that can be seen (for perception by sight), can be heard (by hearing), tasted (with the help of taste buds), touched (by touch). Vision is the most informative.
The principle of student activity
The educational process is based on the interaction of a teacher and a student, which follows from the structure of all educational activities. The learning process requires the student to be highly active. The main role in this process, of course, belongs to the teacher, but this does not mean that students remain passive in the learning process.
The secular nature of education
The principle denotes the freedom of an educational institution from the direct influence of religion and is based on freedom of religion, the conscience of citizens. In Russia, the principle is preserved on the basis of Part 1 of Art. 14 of the Constitution, which provides for freedom of choice of faith.
educational principles
The educational system sets itself the goal of not only teaching, but also educating a full-fledged personality. The principles of education, which must be followed in the framework of the implementation of the educational process, are:
- the unity of behavior and upbringing, because if a teacher, for example, says one thing and does the opposite, then this will not lead to anything positive for the students;
- connection between education and existing social conditions, i.e. one cannot teach what has already lost its significance in the modern world;
- development of creative activity and independence of the student;
- unity and integrity of the educational process, which includes following the same norms, principles and requirements, there should be no discrepancies in the educational process.
Principles of education in Russia
In the Russian Federation, the principles of the education system are determined by the federal law "On Education". The state policy of our country recognizes the priority of education and ensures the right of everyone to receive education. The law also establishes the humanistic nature of education, ensuring individual freedoms, legal culture, patriotism and citizenship, rational use of natural resources, respect for the environment, maintaining health and promoting a healthy lifestyle.
The principles of education in the Russian Federation establish the unity of the educational space, to ensure which standards are created at all levels of the educational process. The law defines the autonomy of educational institutions, the freedom and academic rights of educators and students, and the democratic nature of the educational system in Russia.
So, the article discusses the general principles of education that are typical for secondary, special, preschool and additional education. A brief description of the principles in our country is also given. We can say that the norms adopted in Russia fully meet international standards. Moreover, most of the basic principles of education were formulated by Russian teachers.
Lastovka Larisa Vasilievna
Job title: Deputy Director for UWR, teacher of additional education
Educational institution: MAUDO DDT "Eureka"
Location: Domodedovo city, Moscow region
Name of material: presentation
Subject: "Principles, methods and forms of work in the institution of additional education for children"
Publication date: 12/14/2015
Text part of the publication
The educational process in the institution of additional education for children is a specially organized activity of teachers and students aimed at solving the problems of education, upbringing and personal development. The educational process in the institution of additional education for children is a specially organized activity of teachers and students aimed at solving the problems of education, upbringing and personal development.
The purpose of the educational process is to create conditions for self-expression, self-development and self-determination of students. . The purpose of the educational process is to create conditions for self-expression, self-development and self-determination of students. .
Principles
educational
process
Principle - basic, initial position - the guiding idea of pedagogical theory, concept that determines the content, organizational forms and methods of educational and educational work. .
Principles
educational
process
Principle - basic, initial position - the guiding idea of pedagogical theory, concept that determines the content, organizational forms and methods of educational and educational work. .
Today, 4 groups of principles have been formulated, which are the scientific, pedagogical and practical basis for organizing the educational process in an institution of additional education for children
1. General strategic
principle
development
principle
humanization
principle
democratization
principle
unity
humanization
democratization
- giving every child the right to freedom, happiness, development of abilities and preparation for life in society. 1. General strategic
principle
development
(children, teachers, educational environment, institutions);
principle
humanization
- the educational process is based on the enduring values of general cultural human dignity, attention to historical values and their role in the development of art, science and culture;
principle
democratization
- giving each child the right to choose their own educational trajectory of development and participation in the educational process;
principle
unity
humanization
democratization
- giving every child the right to freedom, happiness, development of abilities and preparation for life in society.
2. Value orientation
the principle of natural conformity - taking into account the age and individual characteristics, inclinations, abilities of students when they are included in various activities; the principle of cultural conformity - orientation to the needs of society and the personality of students, the unity of man and the socio-cultural environment, the adaptation of children to modern conditions of society; the principle of viability - a response to the urgent needs of today.
2. Value orientation
the principle of natural conformity - taking into account the age and individual characteristics, inclinations, abilities of students when they are included in various activities; the principle of cultural conformity - orientation to the needs of society and the personality of students, the unity of man and the socio-cultural environment, the adaptation of children to modern conditions of society; the principle of viability - a response to the urgent needs of today.
3.
Structurally
-
technological
the principle of child-centrism - the interests of the child are a priority, turning him into an equal subject of the educational process; the principle of differentiation and individualization of education - in the educational process, inclinations and abilities of children in various areas of activity are identified and developed, taking into account their capabilities and interests; the principle of fascination and creativity - the educational process should contribute to the development of children's creative abilities; the principle of consistency - the continuity of knowledge; the principle of cooperation - joint activities of children and adults. 3.
Structurally
-
technological
the principle of child-centrism - the interests of the child are a priority, turning him into an equal subject of the educational process; the principle of differentiation and individualization of education - in the educational process, inclinations and abilities of children in various areas of activity are identified and developed, taking into account their capabilities and interests; the principle of fascination and creativity - the educational process should contribute to the development of children's creative abilities; the principle of consistency - the continuity of knowledge; the principle of cooperation - joint activities of children and adults.
The educational process combines different types of classes: - group, - individual, - theoretical, - practical, - creative, - gaming, etc.
4. Orientation of teachers to continuity
their own education and development.
The educational process combines different types of classes: - group, - individual, - theoretical, - practical, - creative, - gaming, etc.
Most often, traditional forms of organizing activities are used in the educational process: training sessions, lectures, seminars, conferences, excursions, camping trips, educational games, etc. The educational process in the institution of additional education performs two groups of functions: teaching and socio-pedagogical.
Non-traditional forms of organization of the educational process include: · classes-competitions: competitions, tournaments, quizzes, relay races, etc.; Classes imitating social practice: reportage, interview, invention, commentary, auction, rally, benefit performance, oral journal, live newspaper, etc.; classes based on non-traditional organization of educational material: presentation, confession, etc.; fantasy activities: a fairy tale, performance, surprise, adventure, etc.; classes imitating social activities: court, investigation, Academic Council, parliament, etc. Non-traditional forms of organization of the educational process include: · classes-competitions: competitions, tournaments, quizzes, relay races, etc.; Classes imitating social practice: reportage, interview, invention, commentary, auction, rally, benefit performance, oral journal, live newspaper, etc.; classes based on non-traditional organization of educational material: presentation, confession, etc.; fantasy activities: a fairy tale, performance, surprise, adventure, etc.; classes imitating social activities: court, investigation, Academic Council, parliament, etc.
Teaching functions
- satisfaction by children of their diverse needs in the form of intellectual, psychological and pedagogical services that allow the child to master, deepen knowledge, develop the skills that he receives in a secondary school, providing the opportunity to study areas of knowledge that are not used in school and other educational institutions . Functional training includes pre-professional and initial vocational training
Teaching functions
- satisfaction by children of their diverse needs in the form of intellectual, psychological and pedagogical services that allow the child to master, deepen knowledge, develop the skills that he receives in a secondary school, providing the opportunity to study areas of knowledge that are not used in school and other educational institutions . Functional training includes pre-professional and initial vocational training.
Socio-pedagogical functions
– education, social protection, health improvement, rehabilitation, communication, recreation and compensation, social adaptation.
Educational process in the institution
additional education is built in
according to the specifics of
others;
Content features include:
Variety of functions, activities and
additional educational programs;
Variety of content aspects
activities: theoretical, practical,
research, experience, knowledge,
creative, industrial, self-educational and
others;
individual approach combined with social
direction of activity; opportunity
individual work with gifted children;
implementation of variable, differentiated,
comprehensive educational programs.
time;
character;
intellectual development).
To organizational features
educational process in UDOD include:
classes are held in free from basic studies
time;
training is organized on a voluntary basis
all parties (children, parents, teachers);
the psychological atmosphere is informal
character;
children are given the opportunity to combine
various directions and forms of classes;
students are allowed to move from one group to another
another (by subject, age, level
intellectual development).
The functions of a teacher in organizing the educational process: 1. Acquaintance of children with the history of the institution of additional education, its activities and development prospects, with the profile of the chosen association, its traditions and tasks, with self-government bodies, with the achievements of the students of the association. 2. Familiarity with the nature of activities and their organization in the institution. 3. Organization of events for the formation of a single children's team. 4. Organization and holding of public events, meetings, group and individual lessons and consultations. 5. Ensuring the consistency of all activities provided for by the plan of the institution. 6. Peculiar development and preparation of long-term plans based on the analysis of work in the previous year and taking into account the characteristics and interests of the new set of children. 7. Organization of theoretical and practical classes, independent creative activities of children. 8. Organization of educational work, individual lessons; work with parents. 9. Accounting for all the affairs and achievements of the team and individual students, changes in the inclinations of children, analysis of their development. The functions of a teacher in organizing the educational process: 1. Acquaintance of children with the history of the institution of additional education, its activities and development prospects, with the profile of the chosen association, its traditions and tasks, with self-government bodies, with the achievements of the students of the association. 2. Familiarity with the nature of activities and their organization in the institution. 3. Organization of events for the formation of a single children's team. 4. Organization and holding of public events, meetings, group and individual lessons and consultations. 5. Ensuring the consistency of all activities provided for by the plan of the institution. 6. Peculiar development and preparation of long-term plans based on the analysis of work in the previous year and taking into account the characteristics and interests of the new set of children. 7. Organization of theoretical and practical classes, independent creative activities of children. 8. Organization of educational work, individual lessons; work with parents. 9. Accounting for all the affairs and achievements of the team and individual students, changes in the inclinations of children, analysis of their development.
The text discusses the main stages of employment in the system of additional education and offers methods and techniques that correspond to a certain stage and its tasks.
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Municipal educational institution of additional education for children
Center for Children's Technical Creativity
"Modern teaching methods"
Message to the pedagogical council
Prepared by:
Sharonova Olga Alekseevna,
methodologist of the 1st qualification category
Vyksa
2011
Methods and principles of teaching in the system of additional education for children
There are many interpretations of the concept of "Teaching method", as well as their lists and classifications in pedagogy. The specificity of additional education imposes certain restrictions on their application and use. It should be noted that not all teaching methods used in the system of general education are successfully applied in the system of additional education for children. Thus, the content of the educational activities of a children's association must necessarily include two complementary areas: theoretical and practical training of children in a certain type of creativity. Moreover, the level of theoretical training should allow students in the process of studying it at a certain stage of training to move from the reproductive level of work to independent activity, and then to the productive (creative) level. Since very often theory and practice are in fact inseparable from each other, especially in arts and crafts, the study of theory requires more use of methods based on the involvement of various groups of sensory analyzers. The practical orientation of education in UDO requires a greater amount of practical training, but also it cannot be strictly aimed at mastering the techniques and skills of a certain type of activity. Practical training should be carried out using techniques and methods that allow leveling the characteristics of the child that interfere with the full development of a certain type of activity, such as: low social adaptability, features of motor activity, features of perception, etc. Quite often, the lesson of a teacher with a children's team can hardly be attributed specifically to an educational lesson, since many of the classes are also of a general developmental or educational nature. At the same time, an educational activity can also have an educational component. In the course of one lesson, many teachers solve both teaching and educational tasks in a complex.
The structure of the lesson
The training session is, although limited in time, a process, it is a model of the activity of the teacher and the children's team. Therefore, it is legitimate to consider a training session in the logic of organizing activities, highlighting the goal, content, methods, results of activities, as well as the stages of their achievement.
In general, a training session of any type as a model can be represented as a sequence of the following stages: organizational, verification, preparatory, main, control, reflective (introspection), final, informational (see diagram 1). The basis for the allocation of stages can be the process of assimilation of knowledge, which is built as a change in the types of activities of students: perception-comprehension-memorization-application-generalization-systematization.
The stages outlined can be combined in different ways, some of them may not take place depending on the pedagogical goals.
Accordingly, for each of the stages, certain training methods can be applied most effectively.
Teaching methods and techniques
Teaching method is a way of organizing joint activities of a teacher and students aimed at solving educational problems.
Each teaching method can be represented as a setmethodological approaches.
In the pedagogy of the Soviet period, various classifications of teaching methods were adopted, many of which are described by Babansky. The basis for the classification was: the source of knowledge, the nature of cognitive activity, the didactic goal, teaching aids, etc. For our convenience, we single out the teaching methods used in the system of additional education for children and consider them in accordance with the main stages of education.
1. Organizational.In accordance with the tasks of this stage, methods of motivation and stimulation are appropriate here, for example, the method of emotional motivation (methods for creating a situation of moral experience, creating entertaining situations, analyzing situations from literature, biographies of cultural and art figures, historical figures, entertaining facts, etc. ., techniques of surprise, comparison of facts, creation of a situation of novelty), as well as individual methods of stimulation (the method of cognitive games, the method of creating situations of cognitive dispute, analysis of life situations, presentation of educational requirements).
2.Checking. Here methods of organization and implementation of educational and cognitive activities are appropriate, such as a survey, work with cards, games, test work, again, testing.
3. Preparatory. Here, such methods of organizing and implementing educational and cognitive activities are appropriate, such as verbal: story-introduction, conversation (combining methods of posing questions, methods of discussing students' answers, methods of correcting students' answers, methods of formulating conclusions from the conversation); visual: demonstration (for example, showing a video recording of a concert number), illustration (showing posters, paintings, sketches on a blackboard); problem-search (creating a problem situation, setting a problem task, research tasks); methods of independent work (work with a diagram, table, drawing, book).
4.Basic . Depending on the tasks and subspecies of this stage, independent work, work under the guidance of a teacher, dosed assistance, conversation, practical tasks, training exercises, problematic questions, educational discussion, story-telling, lecture, fragmented demonstration of video material, written exercises can be used here. , experiments, experiments, work on a PC, problem-search practical work, practical work of a research nature, etc.
5.Control. This stage can be carried out by methods of control and correction. In particular, methods of self-control, methods of programmed written control, methods of oral control. The most appropriate here are a frontal survey, an individual survey, testing, and quizzes.
6. Final. Here, the following methods of organizing and implementing educational and cognitive activities can be applied, such as verbal: final conversation, story-conclusion; visual-verbal: conversation using diagrams, tables and other illustrations, commenting on actions; practical: working with a training set, with a training device, etc.; independent work: work with a book, questionnaire, commenting on the work performed.
7.Reflective. According to its content, this stage requires a special kind of activity of the teacher and students. The previous activity in a certain way affected the emotional state of both sides of the educational process and took shape in a certain educational situation, therefore, methods of motivation and stimulation are again appropriate here, containing stimulation of responsibility, a sense of duty, strengthening a sense of success, explaining the personal and social significance of the received ZUN, as well as methods control and correction, such as: self- and mutual assessment, expert control and correction.
8. Informational.Most often, in additional education, homework is optional and for the most part continues the activities carried out in the classroom, so motivation and stimulation methods aimed at creating a situation of success will be appropriate here: two-level tasks, a task execution plan, consulting cards, analysis of life or game situation, task-observation, problem tasks, cards-symbols of success, etc.
As you can see, the occupation in additional education is mobile in terms of the presence and content of each of the stages of the occupation. The variety of content and methods of teaching additional education corresponds to the living variety of organizational forms of the educational process. These are both traditional forms, such as: a training session, a practical lesson, independent work, and non-traditional ones, for example, fantasy classes, competition classes, a role-playing lesson, etc.
The use of a combination of methods of a certain nature throughout the entire learning process forms methodology.
For additional educationThe following are the most common methods:
- differentiated learning:with such an organization of the educational process, the teacher presents new material to all students in the same way, and for practical activities he offers work of different levels of complexity (depending on the age, abilities, level of training of each).
- individual training:(in the conditions of a study group): with such an organization of the educational process for each child (or better with his participation), an individual creative plan is drawn up, which is implemented at an optimal pace for him.
- problem learning:with such an organization of the educational process, the teacher does not give children ready-made knowledge and skills, but poses a problem for them (best of all, real and as much as possible connected with the daily life of children); and all educational activities are built as a search for a solution to this problem, during which the children themselves receive the necessary theoretical knowledge and practical skills.
- methodology of project activity:with such an organization of the educational process, the study of each topic is built as work on a thematic project, during which the children themselves form its theoretical justification at an accessible level, develop a technology for its implementation, draw up the necessary documentation, and perform practical work; Summing up is carried out in the form of project defense.
Learning principles
Considering the educational process in additional education, in addition to the structure and organizational forms of the lesson, teaching methods, teaching methods and techniques, it is also necessary to turn toprinciples of learning.
The principle of learning-main guiding ideas, regulatory requirements for the organization of the educational process. The principles of teaching depend on the general pedagogical concept of the activity of a children's creative association.
For additional education of children, the following basic principles can be recommended:
- The principle of nurturing education.
- The principle of science.
- The principle of linking learning with practice.
- The principle of systematic and consistent.
- The principle of accessibility.
- The principle of visibility.
- The principle of consciousness and activity.
- The principle of strength.
Lesson Model
Organizational stage
Verification stage
Preparatory stage
main stage
control stage
Final stage
Reflective stage
Information stage
Task: Establishing the correctness and awareness of doing homework (if any), identifyinggaps in knowledge and their correction
Task: preparing children for work in the classroom
Task: providing motivation and acceptance by children of the goal of educational and cognitive activity
Task: ensuring perception, comprehension and primary memorization of connections and relationships in the object of study.
Task: establishing the correctness and awareness of the assimilation of educational material, identifying misconceptions and correcting them.
Task: ensuring the assimilation of new knowledge and methods of action.
Task: formation of a holistic view of knowledge on the topic.
Task: identifying the quality and level of mastery of knowledge, their correction.
Objective: to analyze and evaluate the success of achieving the goal and outline the prospects for further work
Task: mobilize children for self-esteem.
Task: providing an understanding of the purpose, content and methods of doing homework, the logic of further studies.
Assimilation of new ZUN and methods of action self-control methods
methods of programmed written control
oral control methods
frontal survey
individual survey
testing,
quizzes
final conversation
story-conclusion
conversation with a diagram
Goals The concepts are:
ensuring the rights of the child to development, personal self-determination and self-realization;
expanding opportunities to meet the diverse interests of children and their families in the field of education;
development of the society's innovative potential.
To achieve the goals of the Concept, it is necessary to solve the following tasks:
development of additional personal education as a resource for motivating a person to knowledge, creativity, work, art and sports;
designing motivating educational environments as a necessary condition for the "social situation of development" of the younger generations;
integration of additional and general education, aimed at expanding the variability and individualization of the education system as a whole;
development of tools for assessing the achievements of children and adolescents, contributing to the growth of their self-esteem and cognitive interests in general and additional education, diagnostics of motivation for individual achievements;
increasing the variability, quality and accessibility of additional education for everyone;
updating the content of additional education for children in accordance with the interests of children, the needs of the family and society;
providing conditions for everyone's access to global knowledge and technologies;
development of infrastructure for additional education of children through state support and ensuring investment attractiveness;
creation of a mechanism for financial support of the right of children to participate in additional general education programs, regardless of place of residence, state of health, socio-economic status of the family;
formation of an effective interdepartmental system for managing the development of additional education for children;
creating conditions for the participation of the family and the public in managing the development of the system of additional education for children.
IV. Principles of state policy for the development of additional education for children
The development of additional education for children and the effective use of its potential presupposes the building of a responsible policy by the state in this area through the adoption of modern, scientifically based decisions both in the field of content and technology, and in terms of developing managerial and economic models.
The following innovative tools of state regulation and management of the development of additional education for children are in demand, preserving its fundamental freedom and non-formalization, based on the principles of public-state partnership in order to motivate, involve and support all subjects in the field of education (children, families and organizations):
the principle of social guarantee of the state for high-quality and safe additional education of children;
the principle of public-state partnership in order to expand the involvement of children in additional education, including the expansion of state obligations for budgetary financing of additional education, as well as stimulation and support for families;
the principle of realizing the right to develop personal and professional self-determination of children and adolescents in various types of constructive and personality-forming activities;
the principle of public-state partnership in order to support the diversity of childhood, originality and uniqueness of the individual by expanding the range of additional general developmental and additional pre-professional programs of various directions and networks of additional education organizations that provide children with traditional and universal values in the modern information post-industrial multicultural society;
the principle of expanding the social and academic mobility of children and adolescents through additional education;
the principle of public-state partnership in order to motivate the mass media (mass media, television, the Internet, social and intellectual networks, publishing houses) to expand the repertoire of high-quality popular science programs, broadcasts, digital and printed products, mobile distance learning resources aimed at personal and professional self-determination of children and adolescents, their self-education and positive socialization;
the principle of promoting public-private partnerships in the gaming industry that produces safe games (including computer games of a general developmental and educational nature), toys, simulation models that help expand the conditions for the implementation of additional general educational programs, psychological and pedagogical design of educational environments, and encourage children to learn , creativity and constructive activity;
the principle of public-state partnership in order to motivate various organizations engaged in educational activities (scientific organizations, organizations of culture, sports, healthcare and business) to provide opportunities in these organizations for the implementation of additional education for children and adolescents (libraries, museums, theaters, exhibitions, houses cultures, clubs, children's hospitals, research institutes, universities, commercial and industrial complexes);
the principle of program orientation, where the basic element of the system of additional education is the educational program, and not the educational organization;
the principle of succession and continuity of additional education, which ensures the possibility of continuing educational trajectories at all age stages.
The design and implementation of additional general education programs should be based on the following foundations:
freedom of choice of educational programs and the mode of their development;
compliance of educational programs and forms of additional education with the age and individual characteristics of children;
variability, flexibility and mobility of educational programs;
multi-level (stepping) of educational programs;
modularity of the content of educational programs, the possibility of offsetting the results;
orientation to meta-subject and personal results of education;
creative and productive nature of educational programs;
open and network nature of the implementation.
Patterns of the educational process Unity of goals, content and methods of the educational process The implementation of this pattern involves the development of the essential spheres of a person, characterizing the image of his life, harmony, freedom and versatility of a person, his happiness and well-being among people. The unity of education and upbringing It is upbringing that forms in a person such internal personality traits as beliefs, moral principles, values, attitudes, motives, character traits.
Mandatory involvement of students in various types of activities based on a conscious choice and consideration of personal characteristics. These patterns determine the principles of the activities of the institution of additional education for children, i.e. the main requirements for the content, forms and methods of its work, ensuring the implementation of the main goals and objectives.
Principles of additional education for children The principle of variability of learning, taking into account personal characteristics, involves providing an individual educational trajectory for each student through the creation of the maximum number of diverse social and technological spaces based on the programs available to him; pace, rhythm, ways of doing things, and certification of mastery of the programs. The principle of the subjectivity of education prescribes the orientation of teachers to the maximum activation of the subjective position of the individual and the formation of his experience of self-knowledge, self-education and self-realization.
The principle of the humanistic orientation of education requires the voluntary inclusion of the student in a particular activity, the presence of a goal - accessible, understandable, conscious; confidence in the child in the choice of means and ways to achieve the goal, faith in the possibility of achieving the goals. The principle of the heuristic environment means that the institution of additional education is dominated by creativity in the organization of educational activities, while creativity is considered as a universal criterion for assessing the individual and relationships in the team. This principle requires the creation of conditions for students to choose forms of participation in educational activities, to support various initiatives aimed at achieving significant goals and self-realization of the individuality of both teachers and students.
Requirements for educational institutions of additional education for children. In educational institutions of additional education for children: The main implemented educational program is the educational program (programs); Educational activities are aimed at developing the motivation of the individual to knowledge and creativity, health promotion, professional self-determination, adaptation of students to life in society, the formation of their common culture; The requests of children, the needs of the family, other educational institutions, children's and youth associations, national and cultural traditions are taken into account; Organized and held mass events with students; Necessary conditions are created for meaningful leisure of children and parents; Work is underway to provide assistance to children's and youth public associations, teaching staff of other educational institutions and the implementation of additional educational programs, the implementation of leisure and extracurricular activities.
Types of educational institutions of additional education for children: a center, a palace, a house for the development of creativity for children and youth of various names and directions, a station, a club, a children's studio, a children's park, a school, a museum, a children's health and educational camp, a children's art gallery, a schoolchild's room, a base children's and youth tourism and excursions, children's stadium.
The criterion for classifying an educational institution of additional education for children as the appropriate type is the focus of additional educational programs implemented in it: scientific and technical; sports and technical; physical culture and sports; artistic and aesthetic; tourist and local history; ecological and biological; military-patriotic; socio-pedagogical; cultural; natural science.
