INTERACTION OF ADDITIONAL EDUCATION DIRECTIONS IN THE CONTEXT OF CHILDREN’S AND TEENAGERS’ PERSONAL SELF-DETERMINATION
DOI: 10.23951/1609-624X-2018-7-130-135
According to the article a general level of social life depends on the success of personal self-determination of young generation. The author underlines that successful personal self-determination of teenagers and youth is one of the major achievements on the way to professional self-realization, which forms a specialist in a field. In modern additional education it is necessary for children to study one or several adjacent directions during years of preparations. As a result the most successful children are good at several kinds of activity, however they are in dark of existing great number of others. At the same time the problem of seasonal crisis of personal self-determination of children, because of which searches of true occupation to liking can drag on for the long period, is frequent. According to V.A. Sukhomlinsky’s precepts children need periods for acquaintance with different types of activities, as a result personal and professional interests can be revealed. In our opinion creating conditions for children to experience a large number of activities, which they chose in institutions of additional education, solves that problem. According to the research, in the modern educational associations there is a practice of comprehensive programs, which involves not only the basic but also the additional direction of training and mutual training activities for the exchange of experience between collectives with related activities. However, in institutions of additional education there are not enough large-scale surveys which that can give students initial experience in many kinds of different activities, in the context of which the choice of the most interesting can be more conscious and obvious to children. From the author’s point of view, such methods as “open doors” promote personal self-determination only if they form the atmosphere of game in which children, teenagers and the youth are free to visit different clubs and elective courses with the feeling of an interesting adventure. In the article the author recommends to use game technologies in the format of “quest”; different directions help children find their field of interests. To sum it up, one may come to the conclusion that interaction of clubs and optional courses within the institution of additional education will allow to broaden the field for self-realization of students, that helps choose between the existing directions of training. However, in the article the author emphasizes that the choice of the directions by the children has to be voluntary, they should not have tests for a long period of time as among the variety of interesting kinds of activity children’s unripe nature can be in self-determination crisis. The author believes that the success of the action depends on the professionalism of the organizers and the leading teachers.
Keywords: personal self-determination, professional self-determination, additional education of children, establishment of additional education, pedagogics
References:
1. Revyakina V. I. Teoriya i praktika doprofessional’noy podgotovki starsheklassnikov k pedagogicheskoy deyatel’nosti (Na materiale pedagogicheskikh klassov). Dis. dokt. ped. nauk [The theory and practice of preprofessional training of seniors for pedagogical activity (On material of pedagogical classes). Diss. of doc. ped. sci.]. Barnaul, 2002. 362 p. (in Russian).
2. Drobot A. A. Pedagogicheskoye obespecheniye lichnostnogo samoopredeleniya podrostkov sredstvami dopolnitel’nogo obrazovaniya v shkole. Avtoref. dis. kand. ped. nauk [Pedagogical support of personal self-determination of teenagers with means of additional education at school. Abstract of thesis of cand. ped. sci.]. Karachayevsk, 2004. 24 p. (in Russian).
3. Zhalsanova T. D. Pedagogicheskiye usloviya lichnostnogo samoopredeleniya starsheklassnikov v uchrezhdeniyakh dopolnitel’nogo obrazovaniya detey. Avtoref. dis. dokt. ped. nauk [Pedagogical conditions of personal self-determination of seniors in institutions of additional education of children. Abstract of thesis of doc. ped. sci.]. Ulan-Ude, 2003. 20 p. (in Russian).
4. Sapozhnikova T. N. Pedagogicheskoye so provozhdeniye zhiznennogo samoopredeleniya starsheklassnikov. Dis. dokt. ped. nauk [Pedagogical attending of vital selfdetermination of seniors. Dis. doc. ped. sci.]. Kostroma, 2010. 47 p. (in Russian).
5. Shmat’ko S. V. Mnogoprofi l’nost’ dopolnitel’nogo obrazovaniya kak resurs samorealizatsii detey i podrostkov [Versatility of additional education as resource of self-realization of children and teenagers]. Nauka i obrazovaniye: materialy XXI Mezhdunarodnoy nauchno-prakticheskoy konferentsii. T. 3: Pedagogika i psikhologiya. Ch. 1 [Science and education: materials XXI of the International scientifi c and practical conference. Vol. 3: Pedagogics and psychology. P. 1]. Tomsk, 2017 (in Russian).
6. Lobanov V. V. Kruzhkovaya rabota v uchrezhdeniyakh dopolnitel’nogo obrazovaniya v svete idey V. A. Sukhomlinskogo [Circle work in institutions of supplementary education in the light of the ideas of V. A. Sukhomlinsky]. Obrazovaniye v Sibiri: zhurnal teoreticheskikh i prikladnykh issledovaniy – Education in Siberia: log of theoretical and applied researches, 2009, no. 16, pp. 85–89 (in Russian).
7. Skibitsky E. G., Tolstova I. E., Shefel’ V. G. Metodika professional’nogo obucheniya [Technique of vocational education]. Novosibirsk, NGAU Publ., 2008. 166 p. (in Russian).
8. Popova E. M. Sovremennyy podkhod k organizatsii dopolnitel’nogo obrazovaniya [Modern approach to the organization of additional education]. Nauchnyye issledovaniya v obrazovanii – Scientifi c research in education, 2011, vol. 5. (in Russian). URL: http://cyberleninka.ru/article/n/sovremennyy-podhod-k-organizatsii-dopolnitelnogo-obrazovaniya (accessed 8 May 2017).
9. Shmat’ko S. V. Podgotovka detey k uchastiyu v nauchnykh konferentsiyakh [Training of children for involvement in scientifi c conferences]. Nauka i obrazovaniye: materialy XIX Mezhdunarodnoy nauchno-prakticheskoy konferentsii. T. 3: Pedagogika i psikhologiya [Science and education: materials XIX of the International scientifi c and practical conference of students, graduate students and young scientists. Vol. 3: Pedagogics and psychology]. Tomsk, TSPU Publ., 2015. Pp. 133–137 (in Russian).
10. Shmat’ko S. V. Detskiye nauchnyye konferentsii: istoriya, sovremennost’, perspektivy [Children’s scientifi c conferences: history, present, perspectives]. Nauchno-pedagogicheskoye obozrenii – Pedagogical review, 2016, no. 1, pp. 145–151 (in Russian).
11. Erikson E. Identity: youth and crisis. The lane with English (Series: Library of foreign psychology). 342 p. (Russ. ed.: Erikson E. Identichnost’: yunost’ i krizis. Per. s angl. Moscow, Flinta Publ., 2006 (Seriya: Biblioteka zarubezhnoy psikhologii). 342 p.).
Issue: 7, 2018
Series of issue: Issue 7
Rubric: GENERAL AND ADDITIONAL EDUCATION
Pages: 130 — 135
Downloads: 724