School gives children knowledge that is included only in the basic education program. However, bright inquisitive minds find this program insufficient for full development. Extracurricular education helps to quench the thirst for knowledge. Today it is available to every child, regardless of his age and the social status of his parents.
Out-of-school education in Russia – how it started
The introduction of additional classes for schoolchildren was thought back in the distant 19th century. At the end of this century, the first out-of-school institutions began to appear, which took children under their care. The system of out-of-school education was quite poor. It was presented in the form of circles, clubs, workshops and summer camps.
The organization of such institutions was carried out by progressive and enterprising teachers who understood how important it is to take advantage of children during extracurricular time. The teachers were members of cultural and educational societies, under whose auspices a numbercircles and clubs grew steadily.
Cultural and educational society "Settlement"
The name of this organization comes from the English word settlement, which means "settlement" or "complex". It was formed in Moscow in 1905. S. T. Shatsky, who borrowed the idea of creating such a society from Western teachers, is considered to be its founder.
In fact, the Settlement movement has a truly international dimension. The first club appeared in America in 1887. It was founded by Dr. Stunt Koit. He had one goal - to distract street children from the negative influence of the street. Just 2 years later, a couple more similar clubs appeared thanks to the initiative of progressive women who received university education. Then the Settlement movement spread not only in Europe, but throughout the world.
As for Russia, the location of the first club fell on the Suschevsky district of Moscow. He most urgently needed extracurricular education, since the largest number of workers (117,665 people) lived there, whose children did not receive proper attention and care from their parents. Therefore, more than 50% of school-age children did not even receive a basic school education.
The first experiment to involve children in out-of-school education was to move 12 difficult teenagers to volunteers' dachas. There they, as well as on the big streets of the capital, were left to their own devices. But they had a number of responsibilities: caring forgardening, laundry, cleaning, cooking, etc. Initially, the children began to show their worst inclinations, but over time there were significant changes in their behavior. After teachers noted a good result, the first specialized institution of out-of-school education appeared in 1907.
Legislative regulation
After teachers drew attention to the difficulties in the upbringing and education of "difficult" children, due to which the crime rate among adolescents increased, they became interested in additional out-of-school education for children at the legislative level. Then, in 1917, after a long meeting, a verdict was passed on the need to assist in the development of out-of-school education. Therefore, a new department appeared in the People's Commissariat of Education.
A little later, the first state institution for out-of-school training of children appeared. The Bolshevik and chairman of the Sokolniki Council of Workers' Deputies of the capital I. V. Rusakov had a hand in its creation. It was called "Station of young nature lovers".
Initially it was planned that this circle would arouse in children an interest in learning the secrets of nature. However, already in 1919, a school-colony was opened on the basis of the club, where difficult teenagers lived. They were engaged in the knowledge of the environment, strictly following the developed rules of the young naturalist.
In the 30s of the last century, the term "out-of-school education" became obsolete and was replaced by "out-of-school education". institutions forout-of-school education became more and more over time. Moreover, some of them could boast of their famous graduates, for example, world chess champion Anatoly Karpov.
After the collapse of the USSR, extracurricular activities have not lost their relevance, but, on the contrary, have become even more rapidly developing. So, in 1992, the first law "On Education" was issued, in which the former out-of-school education organizations turned into out-of-school institutions of additional education.
Additional education today
Based on the existing terminology, additional education of children is a kind of educational activity aimed at meeting human needs in cultural, spiritual, scientific, physical development. It gives children opportunities for self-realization, and also helps them make the right choice of path in adulthood.
Out-of-school additional education is regulated at the legislative level. Every year state programs are developed for the development of this sphere of activity in all regions of Russia. The Regional Departments of Education are recognized as the responsible body for the implementation of such programs.
Advantages over school curriculum
Of course, additional education cannot replace the basic school curriculum. Nevertheless, it has a number of advantages that make it a unique pedagogical phenomenon. These include:
- creative approach to the implementation of the educational process;
- flexibility to changein current trends in social, cultural and scientific fields;
- individual approach to students;
- possibility of practical application of acquired knowledge;
- in-depth profile training for children;
- opportunity for the child to independently choose the desired direction of additional education;
- distance learning opportunity.
The principle of building the educational process
Educators approach extra-curricular activities with no less responsibility than school ones. Teachers carefully consider what children will do, how to interest them and how to find an approach to each child. In general, the entire educational process is based on several principles:
- humanism;
- child-centrism;
- democracy;
- cultural conformity;
- creativity;
- customization;
- cooperation.
Special attention is paid to child-centrism and democracy. Detocentrism is the priority of the interests of the ward. The interests of the child should be put in the first place and make him an equal participant in the educational process. Then the students show the most active participation in the classes, increasing the amount of assimilated information.
Democracy is the right of a child to choose an individual development trajectory. Every child should have the right to independently choose the directions in which he wants to develop. Pressure from parents and educators often causes a backlash thattime spent studying an unwanted subject can be considered wasted.
Tasks
Government structures, public associations, institutions of out-of-school education in various fields for the most effective work are forced to work closely with each other. This forms a system of additional education, which has a number of tasks:
- Development of creative, cultural, scientific and physical extracurricular activities of children using modern domestic and foreign methods.
- Development and implementation of programs that improve the quality of education.
- Improve teacher training.
Government programs
The federal program was developed until 2020 to improve the quality of additional classes for children and adolescents. The modern way of life is constantly changing, revealing new needs and trends in this area, which additional education must meet.
In addition, the out-of-school education program is designed to provide accessibility for people with disabilities, children with he alth problems and migrants. It also provides for the provision of adequate support for gifted children for whom the basic school curriculum is not able to meet all the needs.
Expected result
When questions about the development of children are raised at the government level, everyone is interested in what result financial and labor investments should bring from the implementation of the federalprograms. Assumes:
- Children's interest in receiving extra-curricular additional education and further specialized education will increase.
- Children from dysfunctional families will increase their chances of self-realization.
- The intellectual and cultural elite of the country will be formed thanks to the early identification of gifted children and adolescents.
- Solidarity will be ensured between the older and younger generations of citizens.
- Decrease in crime among children and teenagers.
- The spread of bad habits (alcoholism, smoking, drug addiction) among minors will decrease.
Infrastructure
Today there are 12,000 out-of-school institutions of additional education. They provide valuable skills and knowledge to 10 million children of different age groups (from 8 to 18 years old). Most of the institutions belong to state structures.
This explains the availability of out-of-school development of children. All programs aimed at obtaining additional education are paid from federal and regional budgets. The share of paid services for the population does not exceed 10-25%. Although it is worth noting that in some areas, such as computer science or artistic activity, this threshold is slightly higher. While military-patriotic circles and local history clubs do not require financial support from parents.
Property Forms
Institutions where children can get additional skills and knowledge have different formsproperty. These include:
- government;
- federal;
- municipal;
- non-state;
- private.
State centers of out-of-school education are located in all major cities of Russia. Residents of small towns can use the services of municipal institutions, although the choice of direction in them is rather limited.
Current Issues
With the growth of the infrastructure of specialized institutions, the number of children interested in visiting them often remains unchanged. With the development of this sphere of educational activity, it faces a number of problems that slow down this process. The main problems of modern additional education include:
- Reduced competitiveness with other leisure activities.
- Decrease in attendance, lack of children to form full-fledged groups.
- Growth in the number of competitors in the number of non-state institutions of additional education.
- Focused on children from we althy families.
Each of these problems requires an individual approach. To increase the competitiveness of free public classes, existing programs and directions that have become obsolete over time should be reviewed.
As for the focus on children from we althy families, the situation is more complicated. The fact is that today there are very few specialized programs for difficultchildren and teenagers. This leads to the fact that creative children with good academic performance attend 4-5 clubs and additional classes, and difficult teenagers - none. The solution could be the development of special programs for working with children from disadvantaged families, which will help teach teachers to find an approach to this social group of teenagers.
