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Секция 5. Педагогика
Section 5. Pedagogy Секция 5. Педагогика
Builova Lubov Nikolaevna, Chairman of Department for Extra- Curricular Education of Children at the Moscow Institute of Open Education, PhD in Pedagogical Science, Professor E-mail: lnb0710@mail.ru
Potential of Russian extra-curricular education for children in a changing world
Abstract: The article interprets phenomenological characteristics of extra-curricular education for children and opportunities of using the potential of this educational sector in a changing world. The importance of a special psychologically comfortable atmosphere of creativity, success and respect for children, regardless of their age, health and material well-being, that is created in extra-curricular education and compensates the rigid framework of school education is emphasized.
Keywords: continuous education, formal education, informal education, extra-curricular education for children
Extra-curricular education is defined as «a kind of education that is aimed at comprehensive satisfaction of a man’s needs in terms of intellectual, spiritual and moral, physical and (or) professional improvement and accompanied with the enhancement of education level» [6]. This is how they characterize the sphere of «informal» (according to UNESCO terminology) education related to the individual development of a man in culture, the direction of which is chosen by them independently in accordance with their interests, desires and needs. It is obvious that informal education, the foreign analogue of extra-curricular education, is defined as an organized educational activity beyond the formal system.
In accordance with the 36th Resolution of the session of the UNESCO General Conference (Paris, 2011), informal education is the education, which is institutionalized, goal-oriented and planned by a person or an organization that provides educational services; is additional or alternative to formal education during the entire life of a man, gives an opportunity to involve different social groups (including those that require special approach and attention) in the educational process and different age categories (from school children and youngsters to elder people); ensures overall right of access to education for people of any age but it doesn’t necessarily have a continuous structure;
can have a short duration and be timesaving in terms of intensity (short-period courses, master-classes and seminars).
Such foreign experience is quite interesting, diverse and multifaceted, deserves serious attention and requires a detailed study, because it consists of the best samples reflecting human and democratic tendencies of development of world educational systems.
The main difference of the Russian phenomenon from foreign practices of informal education lies in the fact that in the presence of all characteristics of informal education, its nucleus is the process of state-regulated learning of additional educational programs at state educational institutions of all types [1, p.73]. Consequently, extra-curricular education for children combines hardly compatible properties and features, which is «informal formalized education».
Russia is one of few countries, where, in spite of objective difficulties, state financing of organizations of extra-curricular education for children is conducted. Hardly anywhere in the world there analogue systems of extra-school activity for children and teenagers in terms of scale, which are financed from budget funds despite the fact that unlike pre-school and general education, there are no guarantees of general accessibility and free of charge base of this type of education confirmed the legislation.
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Section 5. Pedagogy
State sector of extra-curricular education for children in Russia is unique: 10,9 million children or 49,1% of children aged from 5 to 18 use these services at the moment, and by 2020 it is planned to cover 70-75% ofsame age children with extra-curricular programs [5]. The opportunity for children to obtain extra-curricular education is ensured by organizations, subordinate governing bodies in the sphere of education, culture, sports and social protection [3, p.126].
As for the place in the system of education, it is the entire sphere of educational activity, which is beyond the federal state educational standard including those areas of culture and science that are not present in school programs [2, p.7-9]. Due to that, extra-curricular education is built up in the structure of any activity in which a child is involved, creates opportunities for transition of a personality from one level of education to another; it can precede standardized types of activity and follow them as well as go in parallel.
Modern extra-curricular education is not just an element of existing system of general education, but an independent source of education contributing to the achievement of key competences in different spheres of life self-determination of a child. Its purpose is to strengthen the motivation of a personality with regard to learning and creativity and provide «trials» in different kinds of activity: game, communication, sports, art, science and engineering (i. e. learning at practical, instrumental level). The result of these «trials» shall be self-determination of a personality in two main areas — the professional area and the area of future free time.
Extra-curricular education for children forms the space of self-determination (self-learning, selfidentification, self-development) ofa child in emotionally comfortable conditions: positive and constructive style of attitude towards children independent from their abilities, physical, mental, material and other resources; at certain moment, it predetermines an open prospect of free choice of an appropriate form of free time for every child in accordance with their needs, which presupposes [1, p.93]: recognition of a child as an equal subject of activity, respect towards the opinion of students and orientation to obtaining new knowledge by a teacher related to it; «nonintrusive» (accidental) involvement in communication with the purpose of understanding the child’s problems and definition of what they can accept; invitation to participate in mass events based on difficulty built educational programs reflecting their typology (concerts, celebrations, exhibitions, competitions, presentation of projects,
demonstration of the results of learning of educational programs); learning of education programs of different difficulty levels; inclusion in proj ect and research activity, productive activity allowing execution of the results of intellectual property; orientation to satisfaction of different needs of the students taking into account their social and personal peculiarities and abilities; creation of special psychological and pedagogical conditions: comfortable, friendly environment that reduces and removes negativity and offers new starts; ideological freedom (right to express opinion, hear the position of others and reflect their position); a chance to be included in the activity of an institution at different stages unrelated to the time frames of an academic year.
Attention of the Government of the Russian Federation paid to extra-curricular education for children in the recent years gives confidence that this system has a new stage related to the elaboration of conceptual fundamentals and normative base that form value principles and requirements to organization and performance of the activity on additional general educational programs. In the logic of such statement tasks of the improvement of extra-curricular education for children from theoretical and practical points gain special importance:
- renewal of its content, forms and technologies on the basis of organization of effective inter-departmental and intra-departmental interaction and in accordance with the interests of children, needs of the society and family;
- activation of the processes of integration of general and extra-curricular education with the purpose of creation of a unified educational space and provision of new quality of education;
- development of social partnership, including with business structures, designs of mechanisms of their participation in the provision of educational services;
- modernization of competitive educational environment at the expense of creation of new types of educational organizations that have developed infrastructure and are oriented to realization of complex programs;
- provision of a wide range of educational services as a space of opportunities and choice of own path of development;
- reformation of the system of development of staff potential of the sphere of extra-curricular education.
Moreover, there is a trace of a strive for informatization of the sphere of extra-curricular education, detection of the results of operation of the institutions, creation of information systems or application registration of
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Секция 5. Педагогика
students, data bases and electronic banks of development of extra-curricular education. A noticeable path is the improvement ofresource provision ofextra-curricular education (development of programs and technologies, equipment with media technologies, advancement of the staff of the system ofextra-curricular education) [4, p.86].
Summarizing the above said, it should be emphasized that the solution of tasks objectively
set before the Russian extra-curricular education for children requires cooperation of resources at intra-departmental and inter-departmental levels, attraction of highly qualified specialists from different areas of science, culture, sports, update of program field and material and technical base in accordance with constantly changing needs of the population and innovative economy of Russia.
References:
1. Builova L. N. Modern problems of development of extra-curricular education for children in the context of ideas of continuous education/Development of the education system — ensuring the future. In 3 books. B1.: mono-graph/[authors: Artemyev A. A., Bechvaya M. R., Bogomolova I. S. and others.]. Odessa: KUPRIENKO S. V., 2013 169 p.
2. Builova L. N., Klenova N. V. How to organize extra-curricular education for children in school? Practical manual. M.: ARKTI, 2005. p. 280.
3. State program of the Russian Federation «Development of education» for 2013-2020. [Electronic resource]. URL: http://минобрнауки.рф/документы/3409/файл/2228/13.05.15-Госпрограмма-Развитие_ образования_ 2013-2020.pdf
4. Concept of development of extra-curricular education for children in the Russian Federation (first version). Project. [Electronic resource]. URL: http://минобрнауки.рф/документы/4090/файл/3024/концепция ДО_10.04.14.doc
5. Decree of the President of the Russian Federation as of May 7, 2012 № 599 «About measures for realization of the state policy in the sphere of education and science»
6. Federal law «About education in the Russian Federation» as of December 29, 2012 N 273-ФЗ
Burshit Irina Evgenievna Candidate of Pedagogic Sciences Taganrog State Pedagogical Institute named after A. P. Chekhov, Taganrog E-mail: burshit_ie@mail.ru
Pedagogical conditions of quality assurance for preschool education by realization of federal state requirements
Abstract: In this paper the regional experience of year long preschool educational institution offers to children who don’t visit educational facilities. The main purpose of Russian educational system’s reformation is quality assurance of study that meets the requirements of innovation development country, the personal needs and society. The important condition of this quality assurance becomes the guaranteeing of education’s continuity.
Keywords: preschool education, education quality, short-term groups, competence, complex comprehensive program.
In present-day world preschool childhood is a special national resource that allowed to solve complex social and economical problems of state development.
There are many stages of human progress. But what age is the most difficult and vulnerable? Many scientists and pedagogues-practitioners consider that transition period from preschool to school time is the most important and complex.
Therefore the government and society should support children of this period. However, more than 50% Russian children of preschool age are out of public preschool education. It means that this transition period for big quantity of children becomes difficult and hard.
Today the most important priority of education in Russia is quality assurance of education and also preschool education. The certain conditions should be
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