The system of additional education institutions performs the following functions. Additional services in educational institutions

• SOCIAL INSTITUTE
• ADDITIONAL EDUCATION
• UPBRINGING
• EDUCATIONAL FUNCTIONS
• INDIVIDUALITY

The article examines the possibilities of additional education institutions in raising children. It is emphasized that educational functions contribute to the development of the child’s individual abilities, form motivation for success, and create conditions for the comprehensive development of the individual.

• Differentiation in teaching mathematics to primary schoolchildren
• Studying the terminology system of a specialty’s sublanguage as a condition for expanding a specialist’s professional thesaurus
• Prognostic articles: characteristic features, didactic value (based on the material of the English-language press)
• Formation of the foundations of morality in preschool children with the help of fiction

The relevance of this topic is expressed in the fact that one of the main social institutions that ensures the educational process and the development of children’s individual abilities is determined by the institution of additional education for children. It differs from a general education institution in that students are given the right to choose the type of activity, taking into account the levels of complexity and pace of mastering the educational program of additional education, based on the chosen field of knowledge.

Determining the meaning of the interpretation of the educational process in institutions of additional education for children is facilitated by the research of such authors as: A.G. Asmolova, V.A. Berezina, V.A. Bogovarova, V.A. Gorsky, E.B. Evladova, A.Ya. Zhurkina and others.

Research on the socio-pedagogical potential of additional education institutions (EDI) as a socio-pedagogical phenomenon was based on a set of studies that reveal the essence, content and specifics of the educational process in additional education institutions, carried out by A.K. Brudnova, V.A. Gorsky, A.Ya. Zhurkina, A.V. Zolotareva, S.V. Saltseva, A.I. Shchetinskaya, A.B. Fomina.

The system of additional education for children is a special type of education aimed at the comprehensive development of the intellectual, spiritual, moral, physical and professional needs of the child. Children aged 5 to 18 years attend additional education institutions.

The most important feature of additional education is the ability to adapt to the personal needs of the child, reaction to changes in society, to the diversity of educational needs and their changes.

In the system of additional education, students are given the opportunity to expand and deepen their knowledge in academic subjects, developing the necessary level of qualities, in order to organize their extracurricular creative activities. All work is directed towards the formation of motivation for success in students, the development of their cognitive interest and ability. In the 2003-2004 academic year, in accordance with the educational needs of students and their parents, and the capabilities of schools, the additional education program included clubs, sections, and electives that complement the educational program in academic subjects, as well as with the aim of expanding it.

Presenting a wide choice of areas of activity, organizing creative work in the system of additional education can solve such types of problems as:

1. To develop the student’s creative abilities and creative activity.
2. Develop his cognitive interest.
3. Create motivation for success.
4. Create conditions for self-affirmation and self-realization.
5. Create conditions for comprehensive personal development.

Functions of the additional education system in a comprehensive school:

1. educational (by training the child in an additional educational program, gaining new knowledge);
2. educational (by enriching and expanding the cultural layer of a general education institution, creating a cultural environment at school, defining on this basis a clear moral guideline, unobtrusively educating children through their involvement in culture);
3. creative (by creating a flexible system for realizing the individual creative interest of the individual);
4. compensatory (through the child’s mastery of a new direction of activity, which deepens and complements basic (basic) education and creates an emotionally significant background for the child to master the content of general education, taking into account the provision of certain guarantees to the child for achieving success in his chosen areas of creative activity);
5. recreational (through the organization of meaningful leisure in the form of an area for restoring the psychophysical strength of the child);
6. career guidance (through the formation of a sustainable interest in socially significant activities, taking into account assistance in determining the child’s life plans, including pre-professional guidance);
7. integration (through the creation of one common educational space of the school);
8. socialization (through the child’s mastery of social experience, taking into account his acquisition of skills for the reproduction of social connections and personal qualities that are necessary for life);
9. self-realization (through the child’s self-determination in socially and culturally significant forms of life activity, taking into account his experience of a situation of success and personal self-development).

E.V. Golovneva, N.A. Golovnev consider “education as an organized process of a person’s assimilation of universal human values, knowledge and methods of practical activity, achievements of national and world culture.” The use of the educational and developmental potential of universal human values ​​is provided through the implementation of the idea of ​​a personal-humanistic orientation of the teacher’s activities. E.V. Golovneva emphasizes that “for mastering the content of universal spiritual and moral values, there are great opportunities when analyzing the principle of humanization of education and ways of its implementation in modern primary school.”

The specific conditions and functions of additional education for children are determined, first of all, through the high degree of its variability, thanks to which everyone can choose an educational direction that meets their interests and inclinations, choosing the volume and pace of mastering the educational program, choosing their circle of friends and activities. By voluntarily participating in the educational process, the child and his parents thereby trust teachers with their valuable asset in the form of free time, hoping that the result of such an investment will be in the form of an effective developing personality.

Thus, additional education for children is the most important component of the educational space that has developed in modern Russian society. It is able to most adequately respond to changes in the economic and social situation in the country.

The effectiveness of children's educational upbringing during additional education classes can be significantly increased if a specially organized educational process is used.

Bibliography

1. Builova L.N. Additional education. Regulatory documents and materials. − M.: Education, 2015. − 320 p.
2. Voronov V.V. School pedagogy: a new standard. − M.: PO Rossii, 2012. − 288 p.
3. Golovneva E.V. Theory and methods of education of junior schoolchildren (textbook for students studying in the specialty “050708 – Pedagogy, methods of primary education”) // International Journal of Applied and Fundamental Research. ˗ 2014. – No. 3. – Part 2. – 173-175.
4. Golovneva E.V., Golovneva N.A. Methods of educating junior schoolchildren: A textbook for university students in the field of preparation “050100 – Pedagogical Education”, profile “Primary Education”. – Sterlitamak: SF BashSU, 2013. – 120 p.
5. Zhukov G.N. General and professional pedagogy. − M.: Alfa-M, Scientific Research Center INFRA-M, 2013. − 448 p.

Additional education, secondary school, social adaptation, self-determination of schoolchildren.

Theoretical material

Basic values ​​and functions of additional education for children

The Concept for the Modernization of the Russian Education System defines the importance and significance of a system of additional education for children that promotes the development of inclinations, abilities and interests of social and professional self-determination of children and youth.

The interdepartmental program for the development of the system of additional education for children for 2002-2005, approved by order of the Ministry of Education of Russia dated January 25, 2002 No. 193, considers the development of additional education for children as one of the priority areas of educational policy.

Additional education for children - purposeful education, personal development and training through the implementation of additional educational programs, provision of additional educational services and information and educational activities outside the main educational programs in the interests of the people of the state.

Additional education for children cannot be considered as an appendage to basic education, performing the function of expanding the possibilities of educational standards. Its main purpose is to satisfy the constantly changing individual sociocultural and educational needs of children. In science, additional education is considered as a “particularly valuable type of education”, as a “zone of proximal development of education in Russia.”

The modern system of additional education for children provides the opportunity for millions of students to engage in artistic and technical creativity, tourism, local history, environmental and biological activities, sports and research - in accordance with their desires, interests and potential capabilities.

Important changes have occurred in the software and methodological support for additional education for children: additional education teachers are developing original additional programs, trying to create conditions for the development of children’s creative activity, while realizing their own professional and personal potential.

When organizing additional education for children in general education institutions, one should rely on the following priority principles:

1. The child’s free choice of types and areas of activity.

2. Focus on the child’s personal interests, needs, and abilities.

3. The possibility of free self-determination and self-realization of the child.

4. Unity of training, education, development.

5. Practical activity basis of the educational process.

The listed positions constitute the conceptual basis of additional education for children, which corresponds to the main principles of humanistic pedagogy: recognition of the uniqueness and self-worth of a person, his right to self-realization, the personally equal position of the teacher and the child, focus on his interests, the ability to see in him a person worthy of respect.

Extracurricular work and additional education for children

Extracurricular (extracurricular) work is understood today mainly as an activity organized with a class, a group of students during extracurricular hours to meet the needs of schoolchildren for meaningful leisure (holidays, evenings, discos, hikes), they are involved in self-government and socially useful activities, children's public associations and organizations. This work allows teachers to identify potential capabilities and interests in their students and help the child realize them.

Extracurricular work is focused on creating conditions for informal communication between children of the same class or educational parallel, has a pronounced educational and social-pedagogical orientation (discussion clubs, evenings of meetings with interesting people, excursions, visits to theaters and museums with subsequent discussion, socially significant matters, labor actions ). Extracurricular work is a good opportunity to organize interpersonal relationships in the classroom, between students and the class teacher, with the aim of creating a student team and student self-government bodies. In the process of multifaceted extracurricular work, it is possible to ensure the development of general cultural interests of schoolchildren and contribute to solving the problems of moral education.

This interpretation of extracurricular work is conditional, but its separation from the system of additional education for children seems appropriate, because allows us to better understand its boundaries and specifics.

Undoubtedly, extracurricular work is closely related to children’s additional education when it comes to creating conditions for the development of children’s creative interests and their inclusion in artistic, technical, environmental, biological, sports and other activities.

It is very important to create a favorable regime for pupils studying in institutions of additional education for children, to create conditions for their activities, to widely use their creative capabilities in the preparation of extra-curricular and school-wide events, demonstration of personal achievements: author’s exhibitions, solo concerts, presentations, screenings, performances, etc. .

The link between extracurricular work and additional education of children is various electives, school scientific societies, professional associations, and elective courses. Depending on the goals and objectives they solve, the content and methods of work, they can be attributed to both areas of the educational process.

However, it should be remembered that additional education for children involves, first of all, the implementation of an additional educational program in a specific area of ​​activity or area of ​​knowledge.

The essence and specificity of additional education for children in a general education institution

The development of additional education for children in general education institutions involves solving the following tasks:

Studying the interests and needs of children studying in additional education;

Determining the content of additional education for children, its forms and methods of working with students, taking into account their age, type of institution, characteristics of its socio-cultural environment;

Formation of conditions for the creation of a unified educational space;

Expanding the types of creative activities in the system of additional education for children to most fully satisfy the interests and needs of students in interest associations;

Creating conditions for attracting more middle and older students to classes in the system of additional education for children

Creating maximum conditions for students to master spiritual and cultural values, instilling respect for the history and culture of their own and other peoples;

Addressing the personal problems of students, developing their moral qualities, creative and social activity.

In a general education institution, additional education gives the child a real opportunity to choose his own individual path. A child receiving such an opportunity means his inclusion in activities of interest, the creation of conditions for achievement, success in accordance with his own abilities and regardless of the level of performance in compulsory academic disciplines. Additional education for children increases the space in which schoolchildren can develop their creative and cognitive activity, realize their personal qualities, and demonstrate those abilities that often remain unclaimed by basic education. In additional education for children, the child himself chooses the content and form of classes and may not be afraid of failure.

Additional education for children at school is a completely different phenomenon than traditional extracurricular and extracurricular activities. For a long time, next to the general education system, there was a set of disparate educational activities, clubs, sections, electives, the work of which, as a rule, was not connected with each other. Now there is an opportunity to build a holistic educational space.

Actually, reliance on the content of basic education is the main specific feature of the development of additional education for children in general educational institutions of any type. Integration of basic and additional education for children makes it possible to bring together the processes of upbringing, learning and development, which is one of the most difficult problems of modern pedagogy.

Another important feature of additional education for children is its educational dominant, since it is in the sphere of free choice of activities that one can count on “inconspicuous”, and therefore more effective education. In the process of joint creative activity of an adult and a child, the moral qualities of the individual develop. Therefore, it is so important, when addressing specific educational tasks and developing certain skills, to remember the priority of education. The ability to unobtrusively help a child realize his potential capabilities and needs, solve his personal problems, support him emotionally and psychologically largely determines the success of the development of additional education for children in general, and especially in a general education institution.

Additional education for children involves expanding the educational “field” of the school, because includes the personality in a multifaceted, intellectual and psychologically rich life, where there are conditions for self-expression and self-affirmation.

Closely related to this situation is another distinctive feature of the system of additional education for children - compensatory(or psychotherapeutic), since it is in this area that children studying in a mass school receive the opportunity to individually develop those abilities that do not always receive support in the educational process. Additional education for children creates a “situation of success” (Vygotsky), helps the child in changing his status, since in the process of engaging in various types of activities that the child has chosen independently and in accordance with personal interests and needs, he enters into an equal dialogue with the teacher. Being a poor performer in the main school disciplines, in an art studio or in a sports section he may be among the leaders. The experience of the best schools shows that additional education teachers, as a rule, manage to remove the stereotype of the unambiguous perception of a student as a “C” student or “difficult.”

Emotional intensity – another feature of the development of additional education for children in a general education institution. Its importance is explained by the need to resist the “dryness” of the educational process, where verbal methods of communication predominate, where the logic of academic titles can lead to suppression of the emotional-figurative perception of the world, which is so significant in childhood. The development of feelings is necessary for schoolchildren as a means of forming a holistic picture of the world. An emotional and value-based attitude to the world can be formed in schoolchildren in the process of contacting bright personalities, whose life and work would help to find answers to questions that concern the child. Instead of education based on the examples of textbook positive models, it is necessary to turn to the experiences and thoughts of a specific, really existing person, to his searches, mistakes, ups and downs: then children will believe in his destiny, struggle, ideals.

Additional education of children fulfills another important task - expands the cultural space of the school.

In this area, a child’s acquaintance with cultural values ​​takes into account his personal interests, national characteristics, and traditions of his microsociety. This creates the opportunity to “immerse” in the culture. For this, there are many effective forms and methods, which, in particular, are taken from theater and museum pedagogy.

The cultural approach to education makes it possible to resist the oversaturation of a child with information and, as a consequence, the impoverishment of his soul, the collapse of the entire system of inheritance of cultural and historical experience, the separation of generations, and the loss of traditions. Additional education for children contributes to the establishment of real interaction and enrichment of history and culture - Russian and neighboring peoples. This property of additional education for children provides it with a special place in the regional component of the state educational standard.

The main task of a teacher is to develop in children a sense of being a citizen of their country, a person who can not only appreciate the spiritual and cultural values ​​accumulated by humanity, but also strives to multiply them. The point should not be about imposing certain cultural patterns on a person, but about creating adequate conditions in which knowledge, values, and patterns will be “appropriated” and “experienced” as one’s own achievements and discoveries.

Additional education of children is of particular importance to solve the problem social adaptation and professional self-determination of schoolchildren.

The goal of additional education is to help teenagers make the right choice. Therefore, among hobby classes today, you can increasingly find various practical courses (driving a car, repairing television and radio equipment, knitting, design, tutoring, etc.). Even greater success, especially among high school students, is acquired by knowledge that ensures success in business life (mastery of computers and electronic communications, office work, basic accounting, etc.).

Having discovered his potential abilities and tried to realize them during his school years, the graduate will be better prepared for real life in society, will learn to achieve his goal, choosing civilized, moral means of achieving it.

According to experts, more than 60% of children do not have pronounced inclinations and have unstable interests in professional activities.

For the social adaptation of schoolchildren, it is also important that, by joining the work of various creative associations of interests, they find themselves in a space of communication of different ages, which acquires special value in modern conditions: here children can show their initiative, independence, leadership qualities, ability to work in a team, taking into account the interests of others.

Additional education for children at school is distinguished by close connection with extracurricular work, which is organized, as a rule, by class teachers, teachers, and counselors. Holidays, games, and excursions are filled with more meaningful content and become interesting in form if both additional education teachers—leaders of various creative associations—and their students—young musicians, artists, and athletes—are involved in their implementation. This increases their personal prestige and the importance of the system of additional education for children in general. At the same time, extracurricular work is enriched through the use of professional and creative approach of specialists. Additional education teachers, in the process of working together with class teachers, enrich their knowledge about the features of educational activities and gain a more complete understanding of the children with whom they communicate in the classroom.

These are the main features of additional education for children developing in a general education institution. It is quite obvious that in many respects they have something in common with the provisions that characterize the activities of institutions of additional education for children, but there is every reason to talk about the peculiarities of the development of additional education for children in school:

- creating a broad general cultural and emotionally charged background for a positive perception of the values ​​of basic education and more successful mastery of its content:

- implementation of “unobtrusive” education- thanks to the inclusion of children in personally significant creative activities, during which the “imperceptible” formation of moral, spiritual, and cultural guidelines of the younger generation occurs;

- orientation of schoolchildren who show special interest in certain types of activities (artistic, technical, sports, etc.) to realize their abilities in institutions of additional education for children;

- compensation for the absence in basic education of certain training courses (mainly humanitarian ones) that schoolchildren need to determine their individual educational path, specify their life and professional plans, and develop important personal qualities.

Thus, additional education of children in a general education institution is an area that, having its own value, is primarily focused on creating a unified educational space and developing a holistic perception of the world among schoolchildren; to harmonize the requirements for the implementation of the educational standard and create conditions for the development of individual interests and needs of the individual. Additional education for children expands the educational capabilities of the school and its cultural space, promotes self-determination of schoolchildren in personal, sociocultural, professional areas, their inclusion in various types of creative activities, a positive attitude towards the values ​​of education and culture, the development of moral qualities and the emotional sphere of schoolchildren.

Structural and organizational forms of implementation of additional education for children

The success of the development of additional education for children in a general education institution largely depends on the level of its organization. We can name at least four conditional levels.

First is characterized by a random set of circles, sections, clubs, etc., the work of which is little compatible with each other and completely depends on the available personnel and material capabilities. In such a situation, additional education for children, as a rule, does not reflect the specifics of a particular educational institution, and its effectiveness for the development of the school as a whole is hardly noticeable. At the same time, for students, classes in these creative associations can be quite significant.

Second level - more complex and more developed. It is distinguished by a certain internal consolidation and a different focus of activity. However, in general, the work cannot be built on a single substantive basis. It breaks up into separate fragments due to the lack of a well-thought-out program of activities and the inability to coordinate the work of additional education teachers in the unified educational process of the school.

Third level – the development of additional education for children as a separate division of the school, when various creative associations work on the basis of a single educational program, and teachers can coordinate their activities.

The fourth level involves integration of basic and additional education for children, organizational and content unity of the main structures of the school. At this level, their activities are structured taking into account the basic conceptual ideas that ensure the development of the institution as a whole.

Today we can say that many schools have moved away from the first and are at the second level, when an understanding of the importance of additional education for children comes, but the reserves have not yet been accumulated for the transition to the third and fourth levels of development.

Interaction of teachers of general education institutions in ensuring the development of additional education for children

Deputy Director for Additional Education (Teaching and Educational Work). This position has appeared recently and is not yet available in all schools, but with the development of the system of additional education for children, the need for such a specialist will be felt more and more acutely. His main responsibilities include coordinating the activities of all additional education teachers, monitoring the implementation of educational and thematic plans, assistance in the creation and implementation of educational programs, and assistance in improving the professional skills of teachers. No less important is its activity aimed at integrating basic and additional education for children, interaction between subject teachers and leaders of clubs, sections, associations, and organizing joint methodological work (creation of pedagogical workshops, methodological councils, discussion clubs, seminars, etc.).

The deputy director takes an active part in the development of the concept and development program of a general education institution, which organically includes additional education for children.

Additional education teacher – one of the most important specialists directly implementing additional educational programs of various types. He is engaged in developing the talents and abilities of schoolchildren, including them in artistic, technical, and sports activities. He completes the composition of creative associations, contributes to the preservation of the student population, the implementation of the educational program, conducts direct educational activities with schoolchildren in a certain creative association, providing a reasonable choice of forms, methods, and content of activities. Participates in the development of proprietary educational programs and is responsible for the quality of their implementation. Provides advisory assistance to parents on the development of children's abilities in the system of additional education for children.

It is very important that the additional education teacher collaborates with class teachers, choosing together with them an individual educational path that is suitable for a particular child. It is advisable that he has a general understanding of educational programs that are thematically related to the activities in which his charges are included, which will contribute to the development of the child’s motivation for knowledge.

A great contribution to creating conditions for the development of children’s interests and talents is called upon to make teacher, who has the opportunity to thoroughly study the interests of the children, find a way to individually support each, and overcome the problems that hinder the child’s development of personality. Such a teacher, who has serious socio-psychological knowledge, is able to provide support to his colleagues in implementing the principles of humanistic pedagogy in practice, i.e. implementation of personality-oriented education, which is the essence of additional education for children.

They can successfully interact with the leaders of school creative associations and help children find their talent and discover their abilities counselors and teachers of after-school groups.

Feedback is also possible when the senior counselor, for example, can find helpers in organizing socially significant activities, holidays, competitions and other school-wide events, the active participants of which are, first of all, members of circles and associations. With the help of an additional education teacher, it is easier to identify children with initiative, independence, and leadership qualities.

Teacher-organizer supervises work in one of the areas of student activity: artistic, sports, technical, tourism and local history, environmental and biological, etc. Coordinates the work of teachers teaching classes in one or another area, helps them in solving methodological, organizational, educational problems. Promotes the identification and development of schoolchildren's talents. Creates conditions for the emergence of new creative associations that meet the interests of children. Together with the deputy director, he promotes the professional growth of additional education teachers.

This position is more common in those general education institutions where additional education for children is separated into an independent subsystem, covering a significant number of teachers. However, even where the number of circles, sections and other creative associations is small, coordination and the creation of conditions for their development are necessary.

A special role in the development of additional education for children in a general education institution can be played by educational psychologist. Thanks to his professional knowledge, he can reveal the hidden abilities of children, their inclinations and stimulate their development. Carrying out his work to preserve the mental, somatic, and social well-being of schoolchildren, he provides support to both creatively gifted children and children requiring certain correction of development and behavior. A teacher-psychologist is able to provide consultations to the leaders of various creative associations, conduct psychodiagnostics of children, monitor changes in the level of development of their abilities, and identify the causes of difficulties in the work of a teacher or his relationships with students.

Social teacher solves problems of social protection of children, carefully studies their living conditions, which often hinder the development of their creative abilities. The social teacher tries to provide timely assistance to such children, resolve various conflict situations and find the most favorable environment for realizing the interests and needs of the child. He can tell the additional education teacher how best to behave with a “difficult” child, how to interest him in some kind of creativity. He includes his students in socially significant activities, and this activity can become an area of ​​cooperation with additional education teachers. The social teacher pays special attention to career guidance types of classes, because They, performing social-adaptive functions, can become a good launching pad for his charges.

Subject teacher can also contribute to the development of the system of additional education for children, collaborating with the leaders of creative interest associations in order to integrate basic and additional education for children. If desired, he can introduce elements of additional education (content, organizational, methodological) into the conduct of specific lessons.

In addition, the teacher has the opportunity to directly become involved in the system of additional education by organizing his own circle or club. This

There can be not only a subject group, but any creative association where the teacher will be able to realize his personal interests, hobbies, and talents that go beyond the scope of his profession. Such versatility of personality will only strengthen his authority among students.

You should pay attention to the work school librarian, designed to provide significant assistance to teachers of additional education and their students, selecting the most interesting methodological, popular science, and fiction literature. A librarian can keep track of new products in book publishing, the press, audio-video products, provide this information to teachers and students, create a media library, and thereby contribute to the development of both basic and additional education of children in their area.

It is quite obvious that the development of additional education for children at school largely depends on the director and his deputies. Their interest, respectful attitude towards the leaders of creative interest associations, understanding of the importance of their diversity, the ability to find opportunities for technical equipment for the system of additional education for children, material and moral support for additional education teachers - all this is an important condition for creating a holistic educational space at school, where real Basic and additional education of children play a role.

Thus, in a general education institution, almost the entire teaching staff is included in the system of additional education for children to one degree or another.

Conditions for the development of a system of additional education for children in a general education institution

The development of a system of additional education for children in a general education institution depends on the success of solving a number of problems of an organizational, personnel, programmatic, methodological, and psychological nature.

Organizational conditions consist, first of all, in ensuring that the development of the system of additional education for children in school corresponds to the conditional third and fourth levels, i.e. creating an independent structure for the development of additional education for children. To do this, first of all, it is necessary to analyze the sociocultural situation in which the institution operates, to find out the interests and needs of children and their parents in additional education. It is also important to take into account the characteristics of the school, its profile, the main tasks that it is designed to solve, as well as established traditions, material, technical and personnel capabilities.

Additional education for children in school can quickly acquire the status of an independent unit if its structuring begins with the identification of a certain system-forming element. This can be any creative association that carries out multifaceted and diversified work, the activities of which are complex. For example, the Center for Russian (national) culture, which unites musical and artistic groups, groups of children interested in ethnographic local history, collecting materials about the history and culture of the region. Around such a multi-age group, it is quite easy to organize the work of other creative associations, which, while maintaining their specificity, would take into account the general focus and strategic line of developing additional education for children in a specific educational institution.

When an independent structure for the development of a system of additional education for children is created at a school, an excellent opportunity arises for interpenetration and integration of basic and additional education for children. Thus, the interpenetration of these two areas can ensure:

The integrity of the entire educational system of the school with all its diversity;

Certain stability and constant development;

The required level of knowledge, skills and abilities of schoolchildren and the development of their emotional and figurative sphere, the formation of spiritual and moral qualities;

Maintaining a certain conservatism of the system and more active use of innovative pedagogical ideas, educational models, technologies;

Supporting existing school traditions and searching for new ways to organize the life of student and teaching staff;

Preserving the best forces of the teaching staff and inviting new people (from among workers in culture, science, production, representatives of public veteran organizations) who are ready to work with children.

Other organizational tasks include cooperation on the basis of a contract or agreement between the school and various institutions of additional education for children, which also contributes to the convergence of basic and additional education for children. Thanks to the creative and business contacts of the school with institutions of additional education for children, it is possible to improve the content and level of preparation of various public events: holidays, competitions, concerts, exhibitions, etc. This is also an excellent opportunity to obtain prompt information about the possibility of including schoolchildren in art, sports, tourism, local history and other activities. Such cooperation allows us to coordinate work plans, take into account the capabilities of schools and institutions of additional education for children in the interests of the individual students.

When solving internal school organizational problems, it is necessary to strive to develop such a number and such an orientation of creative associations that would correspond to a fairly wide range of interests of schoolchildren of different ages. Unfortunately, often the set of clubs and sections in schools does not change for decades and is limited to a few names (soft toy, macrame, drama club, volleyball, aerobics), most of which are designed for young and middle-aged children. Older schoolchildren are practically not given any attention, and, moreover, the interests of children seeking to master sports dancing, roller skating, skyboarding, martial arts, video filming techniques, computer technology and other things that interest a modern teenager are not taken into account.

Of course, it is not always possible (and not always necessary) to take their interests into account as much as possible, but it is necessary to look for solutions to the problem that will help schoolchildren realize their potential and needs for creative development in the system of additional education for children.

Unfortunately, in practice we often encounter such an approach to the development of additional education for children in a general education institution, when a certain “exemplary” group is created at the school (school theater, musical ensemble, sports team, etc.), which is the main concern of the administration to the detriment of the development of other areas of activity. For school leaders, this is an opportunity to successfully report for the “good” organization of educational activities, without making efforts to create a full-fledged system of additional education for children. In this case, the “elite” children's group begins to live their own isolated life, interesting only for a small group of children, while the rest can only look at them with envy, feeling themselves flawed, mediocre, which is far from reality.

Such shortcomings must be taken into account when solving organizational problems.

Personnel conditions are, first of all, an opportunity for professional growth of additional education teachers. Conducting seminars, courses, and contemporary discussions on the most significant issues should be organized within the framework of a well-thought-out system and aimed at enhancing the creativity of teachers, their self-education and the desire to cooperate with colleagues - the leaders of all creative clubs included in the block of additional education for children. Mutual attendance at classes, holding open events, and analyzing them also provides a lot for professional growth.

It is equally important to organize creative cooperation with subject teachers, class teachers, and GPD teachers: joint discussion of problems that concern everyone (educational, didactic, social, general cultural) makes it possible not only to create methodological associations, pedagogical workshops, but also a unified teaching staff, which contributes to professional enrichment.

It is necessary to regularly organize courses for teachers to undergo training on the basis of the IPK, and conduct seminars by invited scientists, incl. on the basis of an institution of additional education for children. It is important to intensify the participation of teachers in various professional competitions (competitions for additional education teachers, original educational programs, educational systems, etc.).

In addition, it is necessary to encourage teachers to engage in scientific work, enroll in graduate school, and write articles for pedagogical journals.

The success of the development of a system of additional education for children in a general education institution largely depends on the ability to attract “fresh forces”, new people, for example, from among employees of cultural institutions, sports, creative, public, veteran organizations, the parent community, as well as those who professionally owns some interesting craft and wants to pass on its secrets to children.

Psychological conditions are aimed at creating a comfortable environment at school and, c. in particular, in its block of additional education for children, which promotes the creative and professional growth of teachers. The solution to this problem falls, first of all, within the competence of the administration of a general education institution, which must show its understanding of the importance of a developed system of additional education for children as part of general education, and take into account the interests of those who are included in this system, along with the interests of other teachers. It is unacceptable to treat the leaders of creative interest associations as “secondary” members of the teaching staff.

The director and his deputy for additional education and scientific and methodological work must constantly support and encourage those teachers who conduct research, actively share their experience, help colleagues, and work on creating original educational programs.

It is necessary to provide moral and material encouragement to teachers of additional education for successful work and high achievements of the creative teams they lead. All students, teachers, and parents should know about these successes and be no less proud of them than their academic successes.

Program and methodological conditions

The development of a system of additional education for children is impossible without serious conceptual program and methodological support for the activities of both the entire block of additional education for children and the activities of each creative association. The goals and objectives of the latter should reflect the general development strategy, the basic principles of pedagogical activity, and the main substantive lines of work. This is a very serious task, the solution of which can take several years and be carried out under the guidance of the most qualified teachers of the school or other specialists: methodologists from institutions of additional education for children, teachers of the Institute, and researchers.

Educational programs that are supposed to be used, mainly in the context of general education institutions, must, on the one hand, compensate for the shortcomings of school education, and on the other, take into account its advantages. Therefore, when developing their own programs, additional education teachers should become familiar with the content of those academic subjects that can be most related to the content of their additional educational program. This can be a good basis for joint creative work with subject teachers.

The development of a system of additional education for children in educational institutions becomes truly effective if additional educational programs correspond to the interests and needs of schoolchildren, take into account the real possibilities of meeting them in a particular institution, help the child form his own valuable and effective position, stimulate his self-education and self-development.

The development of additional educational programs of a new generation involves taking into account a number of principles:

Focus on broad humanitarian content, allowing for a harmonious combination of national and universal values;

formation in schoolchildren of a holistic and emotionally imaginative perception of the world;

Addressing those problems, topics, educational areas that are personally significant for children of a particular age and that are underrepresented in mainstream education;

Development of the child’s cognitive, social, creative activity, his moral qualities;

Mandatory reliance on the content of basic education, the use of its historical and cultural component;

Implementation of the unity of the educational process.

Additional educational programs of the new generation should contain different levels of complexity and allow the teacher to find the best option for working with a particular group of children or with an individual child. They must also be of an open type, i.e. oriented towards expansion, a certain change taking into account specific pedagogical tasks, distinguished by content, variability, and flexibility of use. On their basis, it is possible to build work that will meet the socio-cultural characteristics of a particular region, the traditions and conditions of a particular educational institution, the capabilities and interests of various groups of students, their parents, and teachers.

Literature

Brudnov A. Development of additional education for children in a general educational institution // Education of schoolchildren. – M., 1995. – No. 5.

Bukhvalov V.A. Developing students through creativity and collaboration. – M.: Center “Pedagogical Search”, 2000.

Evladova E.B., Petrakova T.I. Content and organization of education and additional education at school. – M.: VLADOS, 2001.

Zhiryakova P. Extra-school institutions: a component of the cultural environment of the school // New values ​​of education. – M., 1996. – No. 4.

Tavstukha O.G. Unity of diversity //University District, 2001. – No. 1. – P. 38.

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Functions of additional education for children in the context of a person-centered approach to education.

Additional education for children – an integral part of general education.

Purpose of additional education: Creation of a developing educational environment that promotes the identification and development of those inclinations and abilities of children that will ensure their sustainable self-development in life.

Additional education is based on the following priority principles:

free choice by the child of types and areas of activity;

focus on the child’s personal interests, needs, and abilities;

opportunityfree self-determination and self-realization of the child;

unity of training, education, development;

practical-activity basis of the educational process.

BASIC FUNCTIONS OF ADDITIONAL EDUCATION

value-oriented , aimed at the child’s mastery of social, cultural, moral values ​​through a system of personally significant activities;

communicative, allowing you to expand your circle of communication, learn the rules and forms of cooperation, respectful attitude towards partners, and the ability to conduct dialogue;

social-adaptive providing the child with the ability to solve real life problems and become an active member of the community;

psychotherapeutic, creating comfortable relationships in a team where the child has the right to make mistakes, where he can experience a situation of success;

career guidance, allowing the younger generation to gain an early understanding of the world of professions and reduce the risk of incorrectly defining their professional work;

culture-forming , promoting the active inclusion of the child in a variety of layers of culture, allowing not only to expand their horizons, but also to master productive ways to enrich the cultural environment.

IN additional education The very specifics of children’s activities require the organization of the educational process withdevelopmental training positions . Here the educational process is less formalized compared to basic education, so it is closer to the natural foundations of child development. If in school during lessons learning is initiated by the teacher, then in the system of additional education of children - first of all by the child himself, who himself chooses an interesting type of activity.

Personality-oriented approach to teaching - concentration of the teacher’s attention on the holistic of a person, concern for the development of not only his intellect, civic sense of responsibility, but also his spiritual personality with emotional, aesthetic, creative inclinations and development opportunities.

The goal of personality-oriented education is to create conditions for the full development of the following functions of an individual:

human ability to ;

the ability to reflect and evaluate one’s life;

search, creativity;

formation of the image of “I”;

(in accordance with the wording “I am responsible for everything”);

autonomy of the individual (as it develops, it becomes increasingly freed from other factors).

Interaction between teacher and student in educational institutions

In student-centered education, the student is .

The teacher becomes not so much a “source of information” and “controller”, but rather a diagnostician and assistant in the development of the student’s personality. The organization of such an educational process presupposes the presence of leadership, the formula of which may well be taken from - “help me do it myself.”

Methods and approaches of student-centered education

Personally-centered education implies a focus on the training, education and development of all students, taking into account their individual characteristics:

age, physiological, psychological, intellectual;

educational needs, orientation to different levels of complexity of program material available to the student;

identifying groups of students according to knowledge and abilities;

distribution of students into homogeneous groups: abilities, professional orientation;

treating each child as a unique individual.

The difference between LOP and traditional training

Traditional approach

Person-centered approach

Learning as a normally structured process (and strictly regulated at that)

Learning as an individual activity

student, its correction and pedagogical

support

The development vector is set

Education not only sets the vector of development,

how much creates everything necessary for this

Conditions

A common, unified and obligatory line of mental development for all

Helping every student improve

your individual abilities,

Develop as a person, taking into account

his existing knowledge experience

The development vector is built from training to teaching

The development vector is built from the student

Towards the definition of pedagogical influences,

contributing to its development

The task of personality formation with given

properties

Ensuring personal growth by developing

Abilities for strategic activities,

Creativity, criticality, meaning-making,

system of needs and motives,

Self-determination abilities

self-development, positive self-concept

Pedagogical technologies based on a student-centered approach

Personality-oriented learning (Yakimanskaya I.S.) 1

Technology of self-development training (Selevko G.K.) 2

Pedagogical technologies of adaptive school 3

Humane-personal technology Amonashvili Sh.A.4

Gaming technologies 5

Level differentiation technologies 6

Technology of individual training (individual approach, individualization of training, project method)7

Technology "Pedagogical workshops" 8

Based on the above features of additional education, we can highlight its functions in a comprehensive school. These include:

1) educational- teaching the child additional
educational programs, obtaining new knowledge;

2) educational- enrichment and expansion of the cultural layer
general education institution, the formation of a cultural environment at school, the definition on this basis of clear moral guidelines, the unobtrusive upbringing of children through their introduction to culture;

3) creative- creation of a flexible system for the realization of individual creative interests of the individual;

4) compensatory- the child’s mastery of new areas of activity that deepen and complement basic (basic) education and create an emotionally significant background for the child to master the content of general education, providing the child with certain guarantees of achieving success in his chosen areas of creative activity;

5) recreational– organization of meaningful leisure as a sphere
restoration of the child’s psychophysical strength;

6) career guidance- formation of sustainable interest in socially significant activities, assistance in determining the child’s life plans, including pre-professional guidance.

At the same time, the school contributes not only to the awareness and differentiation of the child’s various interests, but also helps to choose an institution of additional education, where, through the help of specialists, the discovered abilities can be further developed;

7) integration- creation of a unified educational space for the school;

8) socialization- the child’s mastery of social experience, his acquisition of skills in the reproduction of social connections and personal qualities necessary for life;

9) self-realization- self-determination of the child in socially and culturally significant forms of life, his experience of situations of success, personal self-development.

As practice has shown, teaching children under new additional educational programs has a positive effect on the growth of schoolchildren’s interest in the humanitarian subjects of primary school, and most importantly, it creates the basis for pre-professional training of high school students in a number of areas of arts and crafts.

At the present stage of development of institutions of additional education, their following functions are distinguished::

Social function aimed at satisfying:

a) social demand (requirements of society, formed at the intersection of culture, education and public health);

b) parental demand (ideas about what their child needs or lacks: time commitment, pre-vocational training, education in additional subjects, solving problems of single-parent families, prestige of occupations, health),

c) children's demand (satisfying the needs of cognitive or personal development, communication, leisure and pastime. It should be remembered that children's demand is dynamic, since it changes during the development of the child, as well as depending on age and the corresponding type of leading activity);

d) economic demand (the possibility of earning (basic,
additional, part-time, etc. – for adults and
pre-vocational training – for children);

e) law enforcement demand (prevention of deviant and antisocial, including illegal, behavior of children).

Psychological function is divided into subfunctions:

a) developmental (creation of an educational environment that provides
conditions for the physical and mental development of children: realization of children's interests, acquisition of skills. A child, not having the opportunity to express himself in a family and school environment, can express himself in a pre-school environment both in terms of development, and in terms of self-affirmation, and in terms of self-actualization);

b) compensatory (psychological compensation for failures in the family, at school);

c) relaxation (an opportunity to take a break from the strict regulation of behavior in the family and at school);

d) consulting (for teachers, parents and children).
Educational function assumes:

a) education in additional subjects, i.e. objects,
additional to the standard list of educational subjects
educational institutions. For example, ship and aircraft modeling,
sports sections, choreography, etc. These can also be “school” subjects, if for some reason there are no teachers in these subjects in nearby schools,

b) propaedeutics of vocational education (for example, a design studio or a children's television studio);

c) professional self-determination;

d) training that satisfies the cognitive interest of a given
child,

e) socializing (communication with peers, self-affirmation,
self-determination, including the opportunity to try oneself in different types of activities, enrichment with social experience, development of the child as an individual, acquisition of the opportunity and ability to be not only an object, but also a subject of social influences and interactions.

Thus, the specific conditions and functions of additional education for children lie, first of all, in its high degree of variability, thanks to which everyone can choose an educational direction that meets their interests and inclinations, choose the volume and pace of mastering the educational program, and choose their circle of contacts and activities. By voluntarily participating in the educational process, the child and his parents thereby trust teachers with their valuable asset - free time, hoping that the result of such an investment will be an effective developing personality.

3. Classification of additional education institutions. Types of parole and their functioning.

The following types of institutions of additional education are distinguished: Center, school of additional education, Palace (House), club, station, children's park, etc.

TO comprehensive institutions include Houses and Centers for Children's Creativity, Palaces and Houses of Pioneers, Palaces for Children and Students, etc. They can have district, city, regional and republican status. In such institutions, work is carried out in several areas:

· methodological work with children's and youth school public associations and organizations (Belarusian Republican Youth Union, BRPO, etc.);

· Club and studio work aimed at developing students’ creative abilities;

· organizational and mass work aimed at organizing meaningful leisure time for students.

Other institutions of further education included in this system are special or single-profile, since they have predominantly one direction of educational work. For example:

· Station for Young Naturalists (SUN) – environmental education for schoolchildren;

· technical creativity station (CTS) – development of schoolchildren’s abilities for technical creativity;

· children's and youth sports schools (youth sports schools) – physical education, sports and recreational work, work with gifted children in the field of sports;

· training and production plant (TPK) – labor education, vocational guidance of students, development of skills in a specific specialty in schoolchildren;

· excursion and tourist station and club of young sailors – sports and recreational work; local history work and patriotic education;

· music school (supervised by the cultural department of a city or district) – musical education of students, work with gifted children to develop their vocal and performing abilities;

· art school (supervised by the cultural department of a city or district) – art education for students, work with gifted children to develop their abilities for artistic creativity and other types of schools.

Let's take a closer look at the essence of each type of parole.

Center , as an institution of additional education, is a multidisciplinary and multi-level institution that implements programs in various directions and an educational environment for sociocultural and professional self-determination, personal self-realization.

Center – this is an institution whose structure includes a mechanism that ensures the work of branches and coordinates the implementation of their programs that continue or deepen a single educational space. Such branches can be a theater, studio, workshop, station, club, school, museum.

The following types of Centers are distinguished:

ü Center for additional education for children;

ü Center for the development of creativity of children and youth;

ü Center for Creative Development and Humanitarian Education;

ü Center for children and youth, children's creativity;

ü Children's center (teenage);

ü Center for extracurricular activities;

ü Children's environmental center (health-ecological, ecological-biological);

ü Center for children's and youth tourism and excursions (young tourists);

ü Center for children's (youth) technical creativity (scientific and technical creativity, young technicians);

ü Marine Children's Center;

ü Center for children's (youth) aesthetic education of children (culture, arts or by type of art);

ü Children's health and educational center (specialized).

School in the system of additional education children is a system of interconnected, successive programs of one profile, allowing students to master (independently choose) one or another level of education. As a rule, such schools solve complex and multi-level tasks of stage-by-stage pre-professional or initial vocational training. Schools are distinguished by the presence of exemplary educational programs focused on basic knowledge, skills, abilities, and a curriculum that takes into account the wishes of children and parents to create electives, organize individual work and consultations; a mandatory system of intermediate and final certification of students with the issuance of a corresponding final document confirming the level of education received.

A school is a type of educational institution whose programs may differ on the following grounds:

Level (correctional, basic, advanced);

Levels of education (primary, basic, vocational);

Profile (physico-mathematical, biological-chemical, humanitarian, etc.).

The following types of schools are distinguished::

ü school in various fields of science and technology;

ü in various types of arts;

ü children's and youth sports (sports and technical, including Olympic reserve).

As noted in the previous topic, institutions of additional education operate not only in the field of education, but also in the field of culture. Institutions of additional education in the field of culture – art schools can be of two types: multidisciplinary and single-disciplinary.

TO multidisciplinary art schools includes a children's art school, in which training is carried out in several different profiles.

TO single-disciplinary art schools include a children's music school, a children's art school, a children's choreographic school, a children's theater school, a children's craft school and art schools of other profiles.

The main objectives of the art school are:

ü providing the necessary conditions for the formation of a general culture and artistic development of children and youth, meeting their needs for additional education, developing motivation for creative activity;

ü organization of leisure time for children and youth;

ü search, training and education of talented children and youth;

ü preparation of professionally oriented students for admission to higher educational institutions and educational institutions that provide secondary specialized education in the field of culture.

Art schools can be public or private.

An art school may create branches that operate on the basis of regulations approved by the art school and must be specified in the art school charter.

In general, schools of additional education for children are characterized by long-term joint creative activity of children and teachers (4-5-year and longer programs), which is represented by joint achievements and traditions, special attributes and symbols, the presence of continuity between levels of education and generations of teachers and students . Schools have their own mentality, fixed by culture and a special style of life.

Palace (House) – a self-sufficient institution of additional education for children with a flexible organizational structure, the work of which is aimed at ensuring its own educational process, based on the demands of the social environment and its status (city, regional, etc.).

The following types of Palaces are distinguished::

Palace of children's (youth) creativity, creativity of children and youth;

Palace of Students;

Palace of Pioneers and Schoolchildren;

Palace of Young Naturalists;

Sports Palace for children and youth;

Palace of artistic creativity (education) of children;

Palace (House) for children of arts and culture.

Types of Houses can be:

The House for arts and crafts for children;

House of Childhood and Youth, Students;

House of Pioneers and Schoolchildren;

House of Young Naturalists;

House of children's (youth) technical creativity (young technicians);

House of children's and youth tourism and excursions (young tourists);

House of artistic creativity (education) of children; Children's House of Culture (Arts).

Club – an association of children and teachers created for the purpose of communication related to political, scientific, artistic, sports or other interests, as well as for recreation and entertainment.

The typology of clubs is varied. Clubs are distinguished by the scale of activity (multidisciplinary and single-disciplinary); by predominant types of activities (educational, discussion, creative, sports, etc.); by degree of organization (formal and informal).

In the additional education of children, a club can become a type of educational institution, provided that it has long-term, multi-level programs of professional self-determination with adequate methodological support, a unique socio-cultural technology of education and socialization. Thoughtful and purposefully organized activities of the club as a communication of like-minded people, allies, equals and independent, allows you to affirm in an attractive, unobtrusive form the values ​​of education, health, personal freedom, the value of traditions and history, the value of another person, etc.

The most common types of clubs are: Club of young sailors, rivermen, aviators, cosmonauts, parachutists, paratroopers, border guards, radio operators, firefighters, motorists, children's and teenagers' clubs, children's ecological (ecological-biological) clubs, young naturalists, children's and youth technical creativity clubs of young technicians, children's and youth tourism and excursions (young tourists), children's and youth physical training.

Station is a specialized institution of additional education, specially equipped for training in specialized programs and conducting observation, research in a certain direction, and also organizes temporary specialized institutions of additional education (camps).

The following types of stations are distinguished:

Station for young naturalists;

Station for children's (youth) technical creativity (scientific and technical, young technicians);

Children's ecological station (ecological-biological);

Station for children's and youth tourism and excursions (young tourists), etc.

Children's park – a type of institution whose main purpose is the implementation of additional educational programs and services in the natural environment, in the territory of a park area.

All other types of institutions of additional education for children, continuing the traditions of the above-mentioned institutions of extracurricular activities (studio, museum, children's camp, etc.) do not differ in integrity and systemic certainty in the status of an educational institution. The programs of these institutions can be characterized as leisure, health, and social support. They can become: a relatively independent module of the educational environment of centers, schools, clubs; branches of the center performing certain functions in achieving the goals of the educational program; form of organization of the educational process (temporary or permanent).

It should also be noted educational complex (UVK) as an association of additional education institutions. The organization of UVK is especially effective for areas remote from the center of modern large cities, as well as for small cities, where UVK play the role of cultural centers for a significant part of the population.

The organic combination of basic education with multidisciplinary additional education in educational complexes creates a real basis for the formation of a completely new type of educational space - a humanistic socio-pedagogical environment that promotes the versatile personal development of each child, the search for ways of self-determination, the emergence of a favorable socio-psychological climate, as in individual children's groups, and at the level of the school community as a whole. At UVK, large teaching teams work according to a unified plan, where, in addition to school teachers, there are specialists in additional education for children and cultural workers.

It should be noted that according to the Code of the Republic of Belarus “On Education” additional education of children and youth can also be carried out at home and in sanatorium-resort and health-improving institutions. Thus, Article 235 of Chapter 48 of Section XIII of the Code reads:

“For students who receive general secondary education or special education at home, conditions are created for children and youth to receive additional education at home.

The educational process for obtaining additional education for children and youth at home is organized by an educational institution implementing an educational program for additional education for children and youth at the student’s place of residence (place of stay).

“For students undergoing treatment or rehabilitation in sanatorium-resort or health-improving organizations, conditions are created for children and youth to receive additional education.

The educational process for obtaining additional education for children and youth in sanatorium-resort and health-improving organizations is organized by the educational institution at the location of the sanatorium-resort or health-improving organization or by the sanatorium-resort or health-improving organization.”

Currently, a network of additional education institutions operates in all cities and regional centers of Belarus. the main ones are Palaces and Houses of Creativity for Children and Youth, sports schools, stations for young technicians, naturalists, tourists, children's parks and stadiums, music schools and schools of national arts.

Republican institutions of additional education for children and youth - educational institutions "National Center for Artistic Creativity of Children and Youth", "Republican Center for Tourism and Local History", "Republican Ecological and Biological Center", "Republican Center for Technical Creativity" - perform a coordinating function in matters of improving quality additional education for children and youth, create organizational and methodological conditions for the effective development of additional education for children and youth in profiles (directions).

The key idea of ​​the modern education system is the idea of ​​development associated with the creation of new practices of teaching and education.

Let's consider what “development” is in general and “development of social and pedagogical functions” in particular.

Development is a fundamental philosophical and scientific concept.

Dictionaries give different interpretations of this concept, each of which has its own emphasis and complements each other. The most widely used definitions of this concept are:

“Development is an irreversible, directed, natural change in matter and consciousness, their universal property; as a result of development, a new qualitative state of an object arises - its composition or structure.” (131, p. 1097). That is, development changes the object (in our case, the institution of additional education for children, teachers, children and parents), the composition and content of the activity.

“Development is an irreversible, directed, natural change in material and ideal objects.” (162, p. 561).

“Development is a process of natural change, transition from one state to another, more perfect; transition from an old qualitative state to a new qualitative state, from simple to complex, from lower to higher.” (106, p. 558). That is, development is based on the process of creating and mastering innovation.

“Development is an evolution, a change leading to a new state of the subject of development, an increase in its social value.” (180, p. 135). This definition emphasizes the subjective nature of the development of social subjects, its identity with self-development, and the connection of development processes with social values.

Based on these concepts, let us specify the concept of “development” in relation to the object of our research:

• - development is qualitative changes, i.e. a changed system with new properties more efficiently performs its functions or acquires new ones that were not characteristic of it before;
• - an object can develop, acquiring subjective functions, i.e. the institution itself sets the goals of its activities, determines the ways to achieve them, etc., the organization becomes a subject;
• - development is always associated with the creation and development of innovations;
• - the development of an educational institution is associated with changes in the social order, because this entails changes in the educational process.

Thus, the development of the social and pedagogical functions of an institution of additional education for children is a process of changing the goals, objectives, content, technologies for organizing a specific area of ​​activity under the influence of external and internal factors, resulting in improvement, leading to the achievement of new results of education, upbringing and development children, to a new qualitative state of the institution’s activities, which corresponds to the social order of the state, the individual, and the family.

It is advisable to reveal the content of the model of socio-pedagogical activities of an institution of additional education for children by describing the identified socio-pedagogical functions: educational, educational (socio-educational), career guidance, recreational and health, socio-cultural, socialization, social protection and adaptation, since this approach allows us to demonstrate it most clearly.

All identified functions are closely interrelated. Within each function, there is also a certain relationship and interdependence between the goal, objectives, focus, specific content, forms, methods of implementation, final results, and development prospects.

Educational function enshrined in the Law of the Russian Federation “On Education” in 1992, which interprets education as a process of training and education in the interests of the individual, society and the state, accompanied by the achievement of certain educational levels. We consider the concept of “education” in two ways: as a result of the learning process, expressed in the system of knowledge, skills and abilities formed in students, as well as attitudes towards nature and social life; as a process of development and improvement of the existing system of knowledge throughout life in accordance with changing living conditions.

Based on the above, the educational function is to improve all the physical, spiritual, moral, and intellectual powers of the student and is aimed at involving the child in activities. It is especially effectively implemented in the educational process, when learning uses a variety of forms of organizing cognitive activity, which creates conditions for play, mental, and work activity and allows the entire complex of human mental processes to be included in the work.

One of the main tasks of the institution of additional education for children is not just to transfer knowledge, but to develop valuable mental qualities in students, teach them to learn independently, develop the ability to self-learn and reveal their abilities. As the famous psychologist S.L. wrote. Rubinstein: “The development of a person... is the development of his abilities, and the development of a person’s abilities is what constitutes development as such.” (126, p.221) Ample opportunities for developing abilities are provided by classes in various clubs, study groups and interest groups. Everyone is accepted into institutions of additional education for children, so in the learning process it is necessary to take into account the personality characteristics of each child. This is facilitated by the use of various teaching methods, the implementation of requirements for students depending on their capabilities, needs and level of development, which is possible subject to a comprehensive study of the child.

Learning as a social process is a leading factor in personal development. In the process of life, learning and development interact with each other: learning leads to development, and development expands the possibilities of learning, which entails the development of cognitive interest and abilities, which inevitably contributes to the need to acquire new knowledge about the world around us. Teaching is the core of public education. It has always existed in the actual practice of relationships between adults and children and “as a social phenomenon there is a purposeful, organized, systematic transfer to the older generation and assimilation by the younger generation of experience in social relations, social consciousness, culture and productive labor, knowledge about active transformation and environmental protection” .(84, p.23).

During the study, students' requests for educational services were identified, in accordance with which educational departments were formed: artistic creativity, linguistic, environmental and biological, scientific and humanitarian, sports and recreational, technical creativity, arts and crafts.

		Number of students			Number of students
	Folklore			Literature
	Wind instruments			Ecology tourism
	Choir, vocals
	Choreography			Foreign languages
	Musical instruments			Decorative and applied
	Traditional Russian culture			Early development of preschool children
	Mathematics			Computer
	Natural science			beauty and health

Particular attention in institutions of additional education for children is given to taking into account the differences between the level of development of abilities in children of the same age group and, accordingly, the individual characteristics of children’s development - in terms of the pace of learning, the breadth, depth and complexity of the content of activities, which is reflected in such principles of developing educational programs for study groups and children's groups, such as: differentiation, individualization, variability, as well as the principle of developing children's creative abilities.

In accordance with the individual characteristics of children, in the curricula of additional education institutions for children, it is possible to highlight subjects that develop personality, which are aimed at obtaining information on a subject of interest and the formation of basic knowledge, skills and abilities in a certain field of knowledge, for joint and independent activities in the field of leisure. These items are sold under such programs as:

programs for accelerated development of abilities for children with increased abilities, who are ahead of their peers in development and show increased interest or ability in a chosen type of activity, while demonstrating a high pace of learning and development (groups of “highest skill”, express courses);

less strenuous educational programs that are offered to children experiencing difficulties both in educational areas and with various physical and mental disabilities. The purpose of these programs is to provide the child with a “situation of success”, a comfortable development environment, to facilitate the choice of an individual trajectory in learning and development (adaptive programs in standard educational subjects);

integrative programs, the content of which consists of knowledge from various fields of science, technology, and culture. These programs contribute to the formation of a holistic worldview and the diversified development of children by combining the educational, educational and developmental capabilities of different academic subjects. Such programs are implemented in clubs and studios.

standard educational ones, which expand knowledge in school subjects or, conversely, are less intense, remedial training courses (Foreign languages, Stylistics, Fine arts, Ecology);

cognitive, which provide knowledge from areas beyond the school curriculum (Prosperity, History of Russian costume, Old Russian literature, Homeland studies);

scientific research, which develop abilities in scientific activities, form research skills, provide individual development of abilities (Mathematical laboratory, Physical phenomena, Chemistry for those entering universities);

integrated training courses that implement interdisciplinary connections (Early development of preschool children).

The following forms of analysis of the final result of the implementation of the educational function in the system of additional education for children are used: observations during training with recording of results; conducting control tests of knowledge, analysis, generalization and discussion of learning results; holding open classes with their subsequent discussion; final conference; In addition, specific methods for assessing the state of development of students and their progress in the process of training and education in an institution of additional education for children are being developed and tested, the dynamics of such development indicators as curiosity, cognitive interest, etc. are being monitored.

Prospects for improving the educational function lie in updating the content, forms and methods of additional education for children, in creating a new generation of educational programs for educational groups and children's groups, which will increase the possibility of choosing individual paths for the development of children and will allow the idea of ​​personalized learning to be realized. It is also obvious that there is a need to introduce into practice a methodology for a comprehensive psychological and pedagogical examination of children, which will make it possible to create an individual development program for each child, taking into account the level of his physical, mental, intellectual, and creative development. The main forms of socio-pedagogical support for children's development are: individual approach, differentiation of learning, socio-pedagogical support for the child and family.

The educational function is characterized by consistency and comprehensiveness, since the learning process is continuous, each person continues to improve the level of his education throughout his life.

The most characteristic features of the educational function in the system of additional education are that it:

It is not connected with certain regulations established by compulsory education in other educational institutions, but is based on voluntariness, initiative, and independence of the students themselves in the process of additional education.

ensures more complete satisfaction of the diverse individual educational needs and interests, requests and preferences of students.

relies on a wider (than in other educational institutions) arsenal of means, forms and methods of acquiring knowledge, skills and abilities.

continues, complements and deepens the information and knowledge acquired in other educational institutions.

Thus, the institution of additional education for children performs an educational function, providing the right to satisfy their educational needs to all children, in accordance with their abilities, capabilities, needs and health status.

We identify the educational function (social and educational) of institutions of additional education for children as independent, following the logic of recent research by A.V. Mudrik (94) and consists in ensuring the targeted influence of all structures of the institution on the behavior and activities of students. Social education is carried out in specially created organizations, in our case - an institution of additional education for children and “represents the systematic creation of conditions for the purposeful development and value orientation of a person” (94, p. 91). These conditions, according to A.V. Mudrik, are created during the “interaction of individual, group and social subjects in three interconnected and at the same time relatively autonomous processes in content, forms, methods and style of interaction: organization of human social experience, education, individual assistance person." (Ibid.).

When organizing an education system, it is necessary to focus on the real processes of development of the child’s personality and take into account the need to transform him into a subject of the social development of public relations. The educational process “should be based on the personal activity of the student, and all the art of the educator should be reduced only to directing and regulating this activity” (L.S. Vygotsky) (40). The purpose of education is to instill humanity, humanity, decency, i.e. high morality.

“Education is a social process in the broadest sense. It educates everything: people, things, phenomena, but above all and most of all - people. Of these, parents and teachers come first. With the entire complex world of the surrounding reality, the child enters into an infinite number of relationships, each of which invariably develops, intertwines with other relationships, and is complicated by the physical and moral growth of the child himself... To direct this development and guide it is the task of the educator.” (85, vol. 5, p. 14)

The humanistic nature of education presupposes the implementation of an educational function in each educational lesson and the creation of an educational environment in an institution aimed at the spiritual development of the personality of each student. The educational function of an institution of additional education for children is a multifaceted phenomenon. It is based on the fact that education is the management of the process of personal development. It can be viewed through the prism of the content, methods and forms of teaching, because the educational function is included in all parts of the institution’s activities and is manifested in the relationship and interaction of teachers and students. Thus, in essence, the educational function is woven into all the social and pedagogical activities of the institution of additional education for children.

Consequently, the educational function of an institution of additional education for children is a complex education designed to integrate all the necessary social and pedagogical conditions in a specific educational process, ensuring the development of the child’s personality in accordance with the goals of education.

Based on these provisions, educational work is built in the Central Children's and Youth Center, which unites more than 500 educational groups, sections, studios, children's groups, in which children study who have the opportunity to satisfy their diverse interests that lie outside the main educational activity and independently solve social problems: choose, try, change the type of activity, find yourself.

The content of the educational function in the Center for Youth and Youth Education is determined by the “Native Origins” program, within the framework of which a study is conducted on the topic: “The influence of Russian culture on the formation of a student’s personality.” The program lays out the sequence of formation of children’s personal qualities, their development of ethnic and aesthetic views and beliefs. The program is used by all teachers as a recommendation for action. Its goal is to educate children using traditional Russian culture, to introduce them to the history and culture of their homeland; getting to know the life, customs, and traditions of your ancestors; development of new educational technologies that promote personal development and prepare students for meaningful activities in the future. Educational work at the Center for Youth and Youth Education is aimed at developing a respectful attitude towards folk traditions and culture, and at nurturing love for one’s Fatherland.

In the field of educational work with children, the work of clubs is used, in which children and parents form associations of different ages on a voluntary basis, in which they independently solve social problems. Among them is the family club "Moscow Old-Timer", whose program of activities includes: studying the historical past of Moscow; practical classes on mastering Russian arts and crafts; collection of materials on local history, excursions around Moscow. A museum of Russian material culture has been created at the CDYuT. The deep emotional impression that a child receives from contact with folk culture has a significant impact on his spiritual, intellectual and moral development.

We see prospects for improving the educational function of institutions of additional education for children in strengthening the joint work of teachers of secondary schools and additional education teachers, in strengthening social ties in the microdistrict. This will create optimal conditions for the development of the student’s personality and expand the social and educational space.

The systematic, purposeful implementation of the educational function of an institution of additional education for children produces positive results, as evidenced by the dynamics of growth in the level of education of students, the study of which was carried out according to the methodology proposed in the collection. "Management at school." (168, pp. 79-84)

Academic year
Level of education

Raising children in the system of additional education becomes real if additional education programs meet the needs of children, take into account the real possibilities of satisfying them, help the child determine his moral position, and stimulate self-education and self-development.

The sociocultural function is a complex multi-level social phenomenon and is considered one of the most important socio-pedagogical functions of institutions of additional education for children. This function reflects the goals and objectives of the institution of additional education in the field of culture and leisure, determines the ways and methods of its implementation in a particular institution, closely interacts with other functions, solves a number of social issues and is implemented by students in their free time, when they receive emotional relief, restore physical and spiritual strength, assimilate additional information and expand their horizons in order to subsequently fruitfully master school programs.

The sociocultural function is implemented in a program-target mode:

• - Cultural and leisure programs (such as “Girls’ get-togethers”, “Folk monthly holidays”, “Sports family”, etc.) develop and satisfy the cultural-educational, cultural-creative and recreational-health needs and interests of children, form social activity a personality capable of transforming the surrounding reality and itself. They fill free time with positive content, are as close as possible to the needs and interests of children, are attractive, interesting, entertaining, provide an opportunity to relax, and relieve loneliness. On average, more than 100 cultural and leisure programs are implemented at the Center for Youth and Youth Education per year.
• - Cultural and educational programs (“Aesthetics of Ancient Rus'”, “Objective world of Russian culture”, “Spiritual and moral traditions of the Russian people”, etc.) are aimed at forming the basic culture of the individual, introducing it to the values ​​of global and national culture, assimilation of cultural norms , values ​​and patterns of behavior in society.
• - Programs that develop artistic talent ("Lace-making", "Sacred singing", "Classical ballet", etc.). Their goal is the development of individual creative imagination, observation, fantasy; creation of psychological, artistic, applied, social conditions for the manifestation of children's creative talent.
• - Comprehensive programs for the activities of interest clubs: “Moscow Old-Timer”, “Family Leisure”, “Communication Grammar”, etc.

Sociocultural programs and activities are implemented at several levels: within study groups; within the department; at the level of institution, district; at the city level, at the international level.

In the system of additional education for children, the sociocultural function is characterized by the fact that it:

It is purposeful, thoughtful and is carried out in children’s free time, proceeds both individually and collectively;

is distinguished by freedom of choice of leisure activities and programs related to recreation, self-development, communication, health improvement, based on voluntariness, activity, initiative of both an individual child and various groups;

is determined by regional characteristics and traditions and is characterized by a variety of activities of children based on artistic, technical, everyday and other interests;

contributes to solving regional problems in historical, cultural, environmental, socio-psychological, religious and other areas common to various social groups;

helps in solving life issues and problems of families, children, adolescents, and also creates a favorable environment for the meaningful organization of leisure time and the manifestation of socio-cultural activity and initiative of children;

promotes children's knowledge of culture and art through creative activity and the formation of cultural knowledge, spiritual culture of the younger generation through communication with other people, develops the experience of creative activity of children and adolescents.

Consequently, the sociocultural function, being an integral part of the model of social and pedagogical activity, is carried out in organized and unorganized, collective and individual, traditional and non-traditional forms through the creation of a wide network of diverse educational groups, children's groups through a system of individual family choice and design of forms and methods spending free time, alternative home leisure activities. Like any other, sociocultural function is carried out on a voluntary basis, taking into account the diverse interests, hobbies and needs of children.

The prospect for further development of the socio-cultural function of an institution of additional education for children is the development and implementation of a comprehensive Program of socio-cultural activities of the institution, one of the priority areas of which will be the preservation and development of children's artistic creativity based on the national and cultural characteristics of the region.

“The system of additional education performs not only educational functions (training and upbringing), but also social ones. The free nature of this type of education is one of the main guarantees of the implementation of the principle of equality of educational opportunities. The population reacts very sensitively to this, primarily its low-income and socially less protected layers." (35, p.9).

The function of socialization is extremely significant, since in the process of socialization the student acquires the qualities necessary for him to live in society, masters activities, communication, assimilates norms of behavior and social experience accumulated by previous generations, and actively reproduces the system of social connections. According to A.V. Mudrik: “Socialization is the development of a person throughout his life in interaction with the environment in the process of assimilation of social norms and cultural values, as well as self-development and self-realization in the society to which he belongs” (94). Socialization is a continuous process, since a person constantly interacts with society. In contrast, education is a continuous process, because it is systematically carried out in certain organizations.

Students are offered specialized, integrated and comprehensive training programs that contribute to the acquisition of qualities necessary for life in society and which are developed by teachers of the Center for Youth and Youth Education, taking into account the capabilities and needs of students ("I live among people", "Know yourself", Club "Grammar of Communication" and etc.). Socialization programs set the goal of developing positive social experience in children, mastering social roles, and the ability to participate in any activity by communicating with different people.

An analysis of the activities of a specific institution of additional education - CDYUT "Bibirevo" - showed that in order to expand the range of activities and ensure self-expression and self-determination of students, the teaching staff is working to create multidisciplinary training. The joint work of the Center on a contractual basis on cooperation with 28 schools in the district to update the content of education also contributes to solving this problem.

Based on the fact that socialization is the result of the interaction of the individual and the environment, one of the prospects for improving the function of socialization is the creation of an educational environment in the microdistrict, the study of the social and pedagogical functions of various institutions and organizations (educational, medical, law enforcement, sports, cultural and leisure), the development joint activity programs.

The features of the socialization function are that it is aimed at: creating conditions for self-affirmation of the individual in the team and society, taking into account his capabilities; the development of the child’s essential powers, the formation in him of a person capable of social creativity; providing conditions for self-expression and self-determination; providing assistance to children who have difficulty entering the world.

To determine the results of this function, specific methods have been developed and tested at the Center for Children and Youth Education (assessing the social situation of development, the child’s readiness for life in society and family, the comfort of the learning environment), which have shown that such an institution can effectively use the inevitably arising social connections, since it has more (than other educational institutions of society), opportunities to create conditions for a more intensive process of socialization of the emerging personality, ensuring social protection and children's rights.

In this regard, the subject of attention of teachers of the additional education system has become the real process of socialization of the individual in all its complexity and multifactorial nature, tracing the various stages of a person’s social routes from preschool age to entering independent life.

The socialization function is closely interconnected with other socio-pedagogical functions. Taken together, they act as leading, directing and determining principles of socialization of children and adolescents, their active involvement in the process of comprehensive knowledge of the reality around them, mastering a profession, skills of individual and collective work, mastering the experience of older generations, and introducing them to the enduring values ​​of global and national culture.

The function of social protection of institutions of additional education for children is implemented in a system of measures that ensure the satisfaction of needs that support the life of the student. This function is based on a set of the following guarantees (which are provided to children for normal development and existence by an additional education institution) - free educational, leisure, information services, free provision of rest for children during the holiday period, organization of pre-vocational training. Today, “the educational system itself has acquired distinct functions of social protection for the student, as well as the teacher, both in the sense of his life support, protection from the destructive influences of the environment, and in the sense of preparation for harsh market conditions, competition, a criminalized and socially unstable environment.” (54, p. 9)

In an institution of additional education for children, the social protection of the child is carried out by all categories of teaching staff, from the administration to the teacher.

Problems of the child and family force the institution of additional education for children and the teacher to become a real protector of children. The ability of teachers to see and understand, their respectful tone, and friendliness towards children have great influence, form positive motives in them, affirm the vitality of the child, which becomes a shield for him from negative emotions and reactions of the environment.

The function of social protection is a system of measures that protect the child, giving the right to a full life, education and recreation, taking into account the age interests and needs of students.

Social protection, according to V. Lisovsky (146, part 2, p. 188), can be considered as: social protection of the formation and development of the individual, which is formed in accordance with objective laws, stages of development in which a certain set of problems is solved; social protection of the environment for the formation and development of personality; legal protection of children's rights; targeted social protection of disadvantaged groups of children.

The content of the social protection function consists of programs that provide for the education and upbringing of children with developmental disabilities (correctional courses for lagging children); early vocational training programs that will help you find a field of application after leaving school ("Russian Artel", "Young Farmer", etc.); vacation and summer recreation programs for children.

To improve the social protection function today it is necessary:

implementation of measures to improve the social environment, form healthy relationships in society and family, provide conditions for the social development of the individual;

affirmation in practice of high moral values ​​and attitudes, neutralization of negative phenomena in children and adults;

combining the efforts of all social institutions of society in the matter of education, eliminating disunity.

A study of the implementation of this function showed that social protection and adaptation of young people to changing living conditions in institutions of additional education is successful, since social and pedagogical models of activity and lifestyle can be actively introduced in them, because the traditions, style and methods of work of these institutions take into account the peculiarities as much as possible society. The consequence of this is that children accumulate experience in social behavior, the foundations of culture, conscious choice of profession, ensuring spiritual and physical growth, and receiving qualified assistance in various aspects of social life. The adaptation mechanism that develops in the process of socialization of an individual becomes the basis of his behavior and involves not only providing assistance to the individual himself, but also his activity, awareness of his social status.

The function of social adaptation today is of particular importance, since it is extremely important to prepare children for a new reality, for entering into life in new socio-economic conditions. Moreover, cooking does not mean adapting them to inclusion in relationships, but means teaching them to perform a socially significant task, raising a person capable of social creativity. After all, social adaptation is “a type of interaction between an individual and a social group with the social environment, during which the requirements and expectations of its participants are coordinated” (162, p. 12).

To improve the function of social adaptation, it is necessary to coordinate the activities of the institution of additional education for children with social norms and goals of society, because “The most important condition for successful adaptation is the optimal combination of adaptive and adaptive activities, varying depending on specific situations, i.e., the correct determination of how, to what extent and whether adaptation is possible and necessary to everything.” (162, p.12). The basis of this is the inclusion of students in creative activities, continuous exchange with the social environment, contributing to the renewal of both the environment and the individual.

Social adaptation of children studying in institutions of additional education, their overcoming of a psychological barrier and the formation of a socially oriented consciousness in them upon entering adulthood usually take place without stressful situations, since the entire system of work of these institutions is aimed at the development of personality.

The result of social adaptation is the ability of students to make independent choices from a wide range of opportunities provided by life.

Let us highlight the following stages of social adaptation, which the work of the institution of additional education for children is focused on:

Stage I is the period when a child enters a secondary school. Here, an additional education institution helps preschool children adapt to new living conditions in a group, developing and implementing programs for early social adaptation of children 4-6 years old.

Stage II is the stage of school life. During this period, correctional and rehabilitation programs are offered that help students develop abilities, establish themselves in a team, experience various emotions in the school environment, learn to respect themselves and others, defend or give up their positions.

Stage III - the period of finishing school. Here, the institution of additional education for children solves the problems of support and professional guidance for graduates, developing special programs that help boys and girls overcome psychological barriers when entering adult life in society and family, determine their place in it and make the right choice of activity profile, prepare for the reality of our days.

The content of the social adaptation function consists of programs for the implementation of self-affirmation, for establishing interaction with the environment, for establishing an active personal position, for awareness of one’s status and behavior (Club for high school students “Mirror”, programs: “Safe behavior”, “Human life experience”, etc. .). A special group consists of programs for the rehabilitation and adaptation of disabled children to modern society, which help them overcome their complexes and be in demand in society ("Integrated Children's Theater", "Russian Arts and Crafts").

Social adaptation programs are built on the use of a system of active, dialogue forms of education, thanks to which children learn: to reason, to defend their opinions; conduct discussions on various topics; cope with life tasks and real situations; make independent decisions in unusual situations.

The real results of social adaptation are analyzed using pedagogical diagnostics, specific methods for assessing the condition of children and participant observation.

The prospect for the development of this function is the introduction into practice of the institution of additional education for children of individual correctional social adaptation programs for each child.

Closely related to the previous one is the career guidance function, which is characterized by the fact that during the classes, students develop a stable interest in socially significant activities, which during the classes is consolidated by the development of skills and abilities of operational actions in the field of certain professions.

Today, problems of life and professional self-determination become problems of survival in the labor market. School education does not guarantee the graduate either a job or continued education at a university, which confronts the child and his family with the problem of early choice of profession. In the system of additional education for children, a unique opportunity is created for early professional training of schoolchildren; there are favorable conditions for a child to try himself in various types of activities, actively search for his own business in life, which will meet the needs, interests and abilities of his personality.

Organizing early vocational training for children in additional education institutions means focusing the content of education on the real problems and needs of society, supporting children and youth.

Thus, the implementation of the career guidance function allows:

carry out social protection of the younger generation, clarifying the promising field of activity and the place of application of the student’s efforts;

prepare for a conscious choice of profession, for life and teach how to independently navigate the world of professions;

predict the success of professional training and development of a young person;

make wide use of acquired professional knowledge and skills;

determine the maturity of professional qualities and “test yourself” in professional and practical activities; gradually develop the qualities necessary for the chosen profession.

During the study, we had a need to study the problem of vocational training, the attitude of parents, teachers and children towards it. The survey showed that 97.6% of parents and 82.5% of teachers believe that vocational training should begin at the age of 13-14.

Opinions about what specialties are needed are ambiguous: 48.2% believe that it is necessary to focus on economic specialties; 37.9% - in a specialty using a computer; 29% - in specialties that are needed in everyday life and in family life. Today CDYuT provides vocational training in 11 areas.

Labor activity is the basis for the development of a teenager’s personality, so it is very important for him to make the right choice of profession that corresponds to his individual capabilities and abilities. The institution of additional education for children provides students with the opportunity to try themselves in a certain field of activity. In this direction, we distinguish two stages: diagnostic, including socio-psychological research aimed at determining the characteristics of the individual and her professional intentions; professionally oriented, i.e. the actual choice of a training profile and the conscious acquisition of primary professional skills.

In the curricula of institutions of additional education for children, one can highlight subjects that teach students creative, constructive work, which give children information about applied activities; equip them with skills and abilities in the chosen profile, prepare students for a future independent life and carry a certain career guidance load.

students are introduced to a specific professional field ("Young vegetable grower", "Arts and crafts", "Clothing design", etc.);

a young specialist is being formed, whose qualifications are confirmed by a certificate or certificate (“Book-writing workshop”, “Russian artel”, Home nurse”, etc.);

personal interests of students are realized and professional skills are acquired ("Sports rock and roll", "Pop singing", etc.)

Indicators of the success of the implementation of the career guidance function are: the number of students actually involved in mastering professional skills and receiving career guidance training, as well as the number of graduates who continued their studies or began working in the chosen profile.

The prospect for improving the career guidance function is to increase the areas that have access to preparing students for professional activities.

The recreational and health-improving function of an institution of additional education for children is usually implemented during the holiday period when organizing their travel to other regions to specialized and educational camps to use the rest in the interests of the development of the personality of each child.

The recreational and health function is determined by the need to create conditions for preserving the child’s health and developing a healthy lifestyle. Essentially, this function consists of developing and implementing a variety of sports, entertainment, and health programs for various categories of children in order to restore the strength expended in the learning process, eliminate tension and, at the same time, provide a developmental impact. This function is aimed at replenishing spent energy, restoring and strengthening health, satisfying interests, introducing sociocultural values, developing work skills, developing creative potential and including new social connections and relationships in the system.

In its content, the recreational and health function is closely related to the leisure function, as it is focused on active, organized, collective leisure based on voluntary communication, play activities, including excursions, competitions and the implementation of weekend programs. The variety of forms and methods of physical education, new approaches to organizing sports activities are of great health value. The Center for Youth and Youth Sports has identified requests for sports and fitness programs:

Much attention is paid not only to forms of work aimed at physical development and improvement, but also to methods for developing positive social qualities of an individual - courage, endurance, courage. The advantage of this function is to attract children of any age to sports, as evidenced by the following data from the Center for Children and Youth Sports:

The recreational and health function is characterized by consistency, since concern for organizing a healthy lifestyle, active recreation, and creating conditions for preserving the health of the child permeates the content of pedagogical activities in all areas. But this function is especially actively implemented during the holiday period, when children travel outside their region, participate in hikes, expeditions, specialized camps and training camps.

The implementation of the recreational and health function helps to create conditions for each child to fully enjoy their vacation time, which is used to continue educational work with children. Thus, our research showed that in 1997, 8 hikes were held at the Center for Youth and Youth Sports, in which 120 people took part, 7 specialized camps (440 people), 2 sports camps (40 people) and 2 sanatorium camps (130 people) were organized.

Prospects for the development of the recreational and health function: creation of a comprehensive program for the activities of the institution “For a healthy lifestyle”; advanced training of teachers on child health issues; conducting a psychological and pedagogical examination of all educational programs before their inclusion in the educational process in order to prevent harm to the physical and mental health of children; development of psychological and pedagogical requirements for the design and implementation of original programs for additional education for children; involving medical workers in jointly solving the problem of children’s health, compiling health monitoring.

Thus, having revealed a certain set of elements according to the identified functions (goal, general orientation, specific content, final result, form of its assessment and prospects for improvement), we obtain a differentiated description of the content of the model of social and pedagogical activity of a specific institution of additional education for children. The set of functions in the model of social and pedagogical activity is determined on the basis of their significance, which depends on the team of children, teachers, social order, financial costs, target setting of the activity, and the priority of content at the present stage. All the functions we have identified are interconnected. All of the above confirms that the social and pedagogical functions of the institution of additional education for children are closely interconnected. The acquired knowledge in specific subjects is the basis for the formation of a worldview, professional interests, mental and emotional development of children.

Purposeful creative activity to implement social and pedagogical functions brings tangible results: interest in learning increases, the number of children and the number of study groups increases annually; High motivation for parents' participation in the affairs of institutions of additional education for children has been created.

• 1. Taking into account the conditions of society, changing the social order, updating the goals and content of the activities of the institution of additional education for children made it possible to clarify the composition of its social and pedagogical functions and determine the ways of their development, including:
  • - humanistic orientation of the institution’s activities: updating the content of additional education for children - development of modified training programs, education in accordance with new goals, development of comprehensive programs, introduction of new disciplines, etc.
  • - democratization of the educational process: changing the position of the student in the educational process, cooperation between teachers, children and parents, high level of motivation, comfortable conditions, the right to freely choose the content and form of education.
  • - the need to adjust the activities of the institution in connection with the development of market relations, which place increased demands on the qualities of the younger generation.
  • - mastering and developing new forms, methods, technologies of training and education that contribute to the development of socially significant qualities of the student’s personality.
  • - studying the child’s personality, which will allow creating individual development programs.
  • - preparing the teaching staff to work in new conditions.

Thus, a natural change in the goals, objectives, content, forms, methods, technologies of organizing social and pedagogical activities leads to the achievement of qualitatively new results in the education, upbringing, and development of children and adolescents.

2. The feasibility of developing social and pedagogical functions in institutions of additional education for children at the present stage is confirmed by a number of advantages, such as: the possibility of prompt social assistance to the population and early correction and rehabilitation of the child at all age levels; coordination of work with the family through the efforts of specialists and creative intelligentsia, who themselves are residents of the microdistrict and know its social problems; promoting the development of infrastructure of auxiliary institutions, allowing the educational structure to merge more closely with society and strengthen ties with the institution of the family; identifying trends in the socialization process at the present stage, identifying positive and negative opportunities in the development of institutions of additional education for children; promoting the targeted formation of a socio-cultural living environment in the microdistrict by combining the activities of various educational institutions and other social institutions of the microdistrict into a single system; creating conditions for the revival of folk arts and crafts based on national traditions.