Olga A. Davlyaeva
The role of additional education in the development of creative abilities of children

Modern education sets the task of developing a creative personality, capable determine your place in society and navigate in different life situations. Development of such abilities relevant in conditions additional education... After all, the very goal additional education: is an development in children motivation to learn and creativity, promoting their self-determination as a person, attracting them to a healthy way of life... And to achieve this goal, it is necessary development of creativity that determine the success creative personality activity. It is in childhood that a person has great opportunities for their development... This potential can be most effectively used at primary school age.

When creating conditions for development of creativity the child's perception of the world around him changes, he has more opportunities to implement ideas. He learns to see the problem, apply his knowledge and skills in various situations, find something new in the already known.

Additional education expands the space where children have the opportunity develop creativity, implement unclaimed by the main quality education, can choose the content and form of classes.

In institutions additional education children are given the opportunity to practice creativity in different directions: artistic, technical, tourist and local history, ecological and biological. In accordance with their interests and opportunities, they can engage in research work, sports. Conditions have been created here that are favorable for development of creativity of each learner: comfortable psychological environment, freedom in choosing activities, friendly help from adults, the ability to independently solve problems.

The child who was able to reveal his abilities and realize them, more adapted to life in society... Using civilized means, he strives to achieve his goals.

Related publications:

"Activity approach in the development of creative abilities of older preschool children" The world around us has changed - the children have also changed. How does the person of the coming century see it? It is, first of all, viable, spiritual and moral.

Musical and didactic games and their role in the development of musical and creative abilities of children One of the most accessible means of learning music as an art form that meets the capabilities, characteristics, interests and needs.

The value of the project method in the development of cognitive and creative abilities of children We live in a rapidly developing world, in the era of information, computers, satellite TV, mobile communications, and the Internet. Informational.

Construction as a means of developing the creative abilities of preschoolers with developmental disabilities From work experience. Construction is one of the types of productive activity of a preschooler, involving the construction of an object. His success.

Fostering a creative attitude to work (the ability to see beauty in everyday things, to feel a sense of joy from the labor process, desire.

“You cannot create talents, but you can create the soil on which they grow successfully” G. Neuhaus. Everyone knows and has been proven by scientists.

Presentation "Plasticine painting in the development of creative abilities of preschoolers""Plasticine painting in the development of creative abilities of preschoolers" Pobirei E. N teacher MDOAU DS №14, Blagoveshchensk SLIDE 1 Topic.

The emergence of the information society, often referred to as the "knowledge society", is inextricably linked with the growing need of every citizen to constantly update knowledge, improve qualifications, and master new types of activities. This trend has led to the formulation of the question of changing the paradigm of education.

The communicative revolution at the end of the 20th century has multiplied the speed of information exchange, and at the same time the speed of decision-making, the dynamics of economic, cultural, and political phenomena. The entry of mankind into the era of the information society has led to the replacement of the established motto "education for life" with a new motto - "education throughout life." Qualitatively new features that characterize the innovative paradigm of education are an orientation towards a developing personality, the transition from a reproductive model of education to a productive one, diversity and variability, and the activity-oriented nature of education. These criteria form the concept of continuing education.

An integral part of continuous variable education is the system of additional education.

The universal backbone components of the system of additional education are: the goals of additional education; subjects of the process of additional education; content of additional education; system of institutions of additional education.

The interaction of the selected components ensures the formation of additional education as a dynamic and holistic system.

Additional education is a special area of ​​education, officially designated in the RF Law "On Education". Additional education is carried out outside the framework of basic educational programs.

Additional educational programs include those programs of various orientations, which are implemented: Lebedev O.E. Additional education for children. - M. 2006.S. 159

  • · In educational institutions and vocational education institutions outside the main educational programs;
  • · In institutions of additional education that have the appropriate licenses;
  • · Through individual teaching activities.

Depending on the purpose, additional education can be general education and vocational. General additional education is aimed at personal development, contributes to an increase in the cultural and intellectual level of a person, his professional orientation in accordance with additional general educational programs. Professional additional education in accordance with additional professional educational programs is aimed at continuous professional development and professional retraining of persons who already have professional education, and contributes to the development of their business and creative abilities.

Educational institutions that implement additional educational programs are represented by the following types: institutions of additional education for children, institutions of additional education for adults, institutions of additional education of a mixed type.

Additional education for children is "an integral part of general education, which goes beyond the state educational standards and is implemented through additional educational programs and services, both in institutions of additional education for children and in general educational institutions."

At the same time, additional education cannot be considered only as a mechanical superstructure of basic education, designed to strengthen its compensatory and adaptive functions, taking into account socio-economic, educational and technological needs. The system of additional education is an important condition for the development of an individual, taking into account his individual abilities, motives, interests, value orientations.

Additional education for children as a pedagogical phenomenon has a number of advantages over the basic one. Boyarintseva A.V. Additional education today // "New values ​​of education. The principle of complementarity ”, 2006. - Vol. 4 (28). S. 105-109

  • 1. Rapid response to changing demand for educational services, meeting the needs of society, parents and children.
  • 2. Flexible (creative) approach to the formation of the content of education. In accordance with the Law of the Russian Federation "On Education", additional education of children is not valid within the framework of standards, it is multidirectional and is determined only by the interests of the child and his needs.
  • 3. Deep implementation of level and profile differentiation of the content of education.
  • 4. Deep implementation of an individual approach in training. In groups of 10 - 12 students - this allows you to personify the pace and volume of assimilation of additional education programs.
  • 5. Deep implementation of the activity approach in teaching. The main content of additional education for children is practice-oriented: the child acts in a situation of search, gains knowledge from interaction with objects of labor, nature, with cultural monuments, etc. The purpose of teaching with this approach is not to equip children with specific knowledge, not to accumulate it, but to develop the ability to use this knowledge.
  • 6. The possibility of organizing psychological support in the development of the child's personality. Psychological assistance to a child in the process of socialization ensures the harmonization of relations between the child and society.
  • 7. Possibility of pre-professional and vocational training of children. According to experts, more than 60% of children do not have pronounced inclinations, interests in professional activities. Only by revealing his potential abilities and trying to realize them during his school years, the graduate will be better prepared for real life in society, learn to achieve the set goal, choosing civilized, moral means of achieving it.
  • 8. Possibility of education, pre-vocational and vocational training of children with disabilities.
  • 9. Possibility of the child's free choice of types and areas of activity. A child's getting such an opportunity means his inclusion in hobby activities, creating conditions for achieving success in accordance with his own abilities and regardless of the level of academic performance in compulsory academic disciplines.
  • 10. Possibility of developing distance learning.
  • 11. Modern technical base of the institution of additional education for children.

Analysis of the works of A.P. Asmolova, N.L. Builova, V.A. Berezina and others, as well as the above features of the system of additional education for children, allow us to identify its main functions: Berezina V.F. Development of additional education for children in the Russian education system: Teaching method. allowance. - M .: ANO "Dialogue of Cultures", 2007. P. 122 educational (obtaining new knowledge); educational (introduction to culture, the formation of moral guidelines); developing (development of the cognitive sphere); the function of psychological support (creating conditions for the personal growth of the child); socialization function (mastering social experience); self-realization function (self-determination and self-development); creative (disclosure of creative abilities); compensatory (deepening and supplementing basic education); vocational guidance (pre-professional self-determination); recreational (leisure activities); integrating (combining all these characteristics in order to ensure the complex formation of the personality).

VA Berezina notes: "... the domestic system of additional education for children has unique social and pedagogical opportunities to develop the creative abilities of students in the field of scientific, technical, artistic, ... and other educational activities." Berezina V.F. Development of additional education for children in the Russian education system: Teaching method. allowance. - M .: ANO "Dialogue of Cultures", 2007. S. 123

The institution of additional education for children, according to I.A. Shchetinskaya, is “a special educational space, where special educational activities for the development of the individual are carried out, the possibilities of his practical experience are expanded. It is a space for the creative assimilation of new information, the formation of life skills and abilities, which the school is not focused on ”. Shchetinskaya A.I. Improving the process of additional education in modern conditions: scientific method. allowance. /.A.I. Shchetinskaya - Orenburg: OTSDYuT, 2007.S. 211

The Resolution of the Government of the Russian Federation of December 7, 2006 "On Amendments to the Model Regulations on an Educational Institution of Continuing Education for Children" defines the following types of educational establishments for supplementary education for children: palaces of children's (youth) creativity, sports, culture, etc .; centers of additional education for children, development of children and youth, health and educational centers, etc .; houses for children and youth creativity; stations for young naturalists, children's and youth creativity; art schools, sports schools; studios. Until 2006, this list also included: museums of literature and art; clubs for young naturalists, tourists, etc .; children's health and educational camps.

An analysis of the studies of L.M. Andryukhina, A.G. Asmolov, V.A. Additional education today // "New values ​​of education. The principle of complementarity ”, 2006. - Vol. 4 (28). Pp. 105-109 the principle of humanism - affirming the value of general cultural human dignity, attention to historical values, their significance for the development of art, science, culture; the principle of childcentrism - the priority of the child's interests, his transformation into an equal subject of the educational process; the principle of democracy - the right of every child to choose his own trajectory of development; the principle of cultural conformity - an orientation towards the needs of society and the personality of the pupil, the unity of man and the socio-cultural environment, the adaptation of children to the modern conditions of society; the principle of conformity to nature - taking into account age and individual characteristics, inclinations, opportunities for students when they are included in various activities; the principle of differentiation and individualization of education - the identification and development of inclinations, abilities in various areas of activity, ensuring the development of children in accordance with their individual capabilities and interests; the principle of creativity - the development of the creative abilities of children; the principle of consistency - the continuity of knowledge; the principle of cooperation is the recognition of the value of joint activities of children and adults.

Additional education is a condition for the personal growth of a child in the context of continuous education, which forms a system of knowledge, constructs a more complete picture of the world and helps to realize the child's own abilities and inclinations, provides an organic combination of leisure with various forms of educational activity, forms key competencies: in the field of cognitive activities; in the field of social and labor activities; in the field of civil law activities; in the field of cultural and leisure activities.

In the conditions of the formation of the information society, the following competencies dominate: Evladova E.B., Loginova L.G., Mikhailova N.N. Additional education for children: - M .: 2007. S. 150 competence of cognitive activity (setting and solving cognitive tasks, making non-standard decisions in problem situations); competence of practical activity (the ability to observe, reflect, skills of experimental research, design, modeling); competence in information technology (information transformation, information culture).

Thus, modern additional education is a flexible, dynamic, multi-level system based on an individual approach to the student. The system of additional education for children, due to its personal orientation towards each child, can successfully solve the problem of preparing generations for life in the information society.

system of additional education children

L. D. Marshunova

ADDITIONAL EDUCATION IN THE MODERN WORLD

Key words: education, training, additional education, educational paradigm, orientation of education, sociology of education, contextual learning, motivation for education, spirituality, general and professional additional education.

Requirements for the content of additional education in modern society are determined by the personality-oriented educational paradigm. This determines the inadmissibility of opposing the natural-scientific, technical and humanitarian orientations of additional education. The concept of contextual learning offers an optimal solution to this problem. The effectiveness of the transition to contextual learning is due to the dynamics of the formation of positive motivation for obtaining additional education based on the development of the spirituality of citizens.

Keywords: education, teaching, extended education, educational paradigm, the aim of the education, social science, context training, motivation of education, spirituality, basic and professional extended education.

Specification to subject matter of extended education in modern society is determined by personal model of education. This counters with scientific, technical and humane dimension of extended education. Optimal decision of the problem can be solved via context teaching. Efficiency of context teaching provides positive motivation of getting extended education on the base of spirituality of the people.

The study of additional education presupposes, first of all, the definition of basic concepts.

"Teaching" is a purposeful pedagogical process of organizing and stimulating active cognitive activity of students in mastering knowledge, skills and abilities. It is always a two-way process.

"Education" is defined by the Law of the Russian Federation "On Education" as a purposeful process of education and training.

"Additional education" - "education, the goals and content of which are not provided for by the compulsory program of the educational institution, but are important for the development of a person as an individual, for his life in society, correspond to his inclinations and interests: it is carried out, as a rule, after studying the basic educational programs. According to the Law of the Russian Federation "On Education", the main task of additional education is the continuous improvement of the qualifications of a worker, office worker, specialist within the framework of each level of professional education. "

To identify the relationship of these concepts, reflecting the relationship between the phenomena and processes themselves, and to determine the place and role of additional education, the paradigm of modern education plays an extremely important role as a purposeful process of integrating training, upbringing and development of an individual in the interests of society and the person himself.

The modern paradigm of education sets the following basic principles for education

1) identification of problematicity and meanings in the world around a person;

2) the formation of conditions for a person's free choice of spheres of life in accordance with the developing interests of the individual and society;

3) ensuring the partnership of educational entities;

4) the development of their creative activity.

To achieve these goals, it is planned to solve such problems as

Development of the ability to solve life problems;

Formation of a sense of responsibility both for one's own activity and for the development of its social context;

Mastering the means that provide the possibility of free development of the personality, its self-determination in society.

The main means of achieving these goals and objectives is the development of a person's creative potential.

Therefore, the new educational paradigm is called personality-oriented. It requires going beyond the pragmatic approach to education, designed to form a functionary of a particular social system. The new paradigm has a personality-developmental character: the formation of a specialist-functionary presupposes the development of personality as a necessary condition.

However, it would be wrong to reduce the essence of the new paradigm solely to the orientation towards the student's personality. This approach contradicts the essence of education as a purposeful process of integration of training and upbringing aimed at personal development, taking into account the interests of not only the individual, but also the society. The modern paradigm assumes a new vision of the functions of education, which organically includes institutions of additional education in its structure.

To understand this connection, it is important to note that education is organically linked to both sides of the subject of sociology - with social behavior and with social structures.

Indeed, objectively set by the place and role of education in the development of society, the goal is to ensure that a person assimilates the knowledge, skills and abilities he needs in life. This goal is focused on social behavior, its principles, norms, meaning. At the same time, education as a purposeful process is directly aimed at "behavior formed as social." But the subject of education is included in a wide variety of social connections and relations. Therefore, the results of education cannot but be influenced by spontaneous social exchange. Thus, education is inextricably linked with "socially oriented behavior."

At the same time, education, on the one hand, is based on the well-known "social characteristics of subjects", and, on the other hand, is aimed at the formation and development of the corresponding "social characteristics". And as one of the main social lifts, it not only does not exist outside of "social formations", but also sets the reproduction and development of "social formations" as its task. Thus, it turns out to be associated with both types of social behavior, and with both types of social structures, in their interaction and representing the subject of sociology.

It follows from this that the functions of education, as it were, permeate all spheres of social life and, by the very essence of the phenomenon under study, cannot be reduced to a narrowly pragmatic understanding.

Of course, labor was, is and remains the basis of the life of any society. But it is precisely the basis - the basis for all other spheres of human life and society.

In this regard, the authors of the joint Russian-American study "Contemporary Sociology of Education" are right, who consider the functions of education "as the most stable directions of the impact of education on the main spheres of social development." They identify the following main spheres of development of society and the functions of education implemented in them.

It is obvious that the implementation of these functions leads to the formation of not only a technically and technologically competent professional, but also a person with civic responsibility. In other words, the very functions of education, aimed at providing a person with the knowledge, skills and abilities necessary for life in the modern world, presuppose an ever wider understanding of the subject of education, inclusion in

him the expanding volume of the generalized product of the previous social activity.

Table 1 - Functions of education

Economic Social Culture Social

sphere of relations political sphere

1. Formation 1. Homogenization 1. Reproduction 1. Political

professional societies through social types of legal

qualifying organized culture. socialization.

composition of the population. socialization 2. Formation and 2. Formation and

2. Formation of individuals. reproduction promotion

consumer 2. Activation of public legal

standards. social intelligence behavior.

3. Attraction of displacements. (mentality, 3. Reproduction

economic 3. Social branches and ideology.

resources for breeding purposes. social 4. Formation and

education. 4. Reproduction of technologies). development

4. Internal social groups and patriotism.

distribution of layers.

economic 5. Substitution

resources. parents, social support for subjects of education.

The reason is that the social division of labor in modern society requires from a competent professional not only the ability to understand the problems of industry technology and technology, but also the ability to determine their status and role in society. Otherwise, he simply will not be able to build an optimal system of relations with partners.

Undoubtedly, one cannot oppose the natural-technical and humanitarian orientations of education: even a professional humanist today, in the era of computerization, must be technically literate. But a modern biologist or engineer will not be able to achieve success without mastering at least to the same extent as the humanities master modern information technologies, modern social technologies.

It is clear that with changes in society, the development of social subjects themselves, the content and interconnections of functions do not remain unchanged.

In such conditions, no educational program is capable of solving all the problems facing education once and for all. Accordingly, additional education is becoming an integral part of modern education as a whole.

Another factor determining the change in the role of supplementary education in modern society is the peculiarities of the latter.

Exploring modern realities, E. Giddens identifies three main features that determine the nature of modernity. This is extreme dynamism, an incredibly increased rate of change in all processes in society (I mean the rate of change in social practices, patterns of human behavior). The second is the globality of the space in which changes take place, which is incomparable with the sphere of change in all pre-modern societies, since practically all regions of the world are socially and informationally involved in interaction with each other. And third, it is a qualitatively different internal nature of modern institutions. The English researcher notes that

modernity significantly transforms the nature of human interaction, dividing them in time and space. Modernity is characterized by the liberation of interpersonal ties from the dependence of external factors - traditions, kinship, material support; traditional family ties, personal trust are destroyed under the pressure of globalization, as a result of the conflict between local and global phenomena.

One of the reasons for the emergence of such a social system is the change in the system of human values, their reorientation from external to internal, from material to intangible. Traditional life guidelines work little when resolving and overcoming subjective crises, but this does not mean abstraction of the individual from the context of social life, on the contrary, in order not to become a hostage of the situation, the individual must, to a greater extent than before, master social relations and circumstances.

Modernity and the accompanying culture of high risks give rise to a number of contradictory psychological states in a modern person, caused by the loss of external supports that determine his behavior (authority, traditions, faith); the rupture of continuity in the organization of the institutional system of modernity, as well as the crisis of social and cultural traditions. As a result, disorientation in the social space, maladjustment to society, uncertainty, anxiety become companions in the life of a modern person, and subjective crises turn into the norm.

According to the sociologist, the dangers and risks existing in the considered society can be calculated and minimized by improving the modernization process. The starting point for such reasoning is “the idea of ​​a reflective organization and reorganization of social relations,” where reflexivity is understood as a constant revision of social reality in the light of new information or knowledge.

With this approach, additional education becomes a necessity for the normal social well-being of a modern person.

The question arises about the boundaries of additional education, and, first of all, about its relationship with basic education and professional activity (future or already being carried out) of the student.

This question finds a kind of theoretical and methodological solution within the framework of the concept of contextual learning.

This concept was formed by the beginning of the new millennium on the basis of understanding the connections in the process of teaching theoretical knowledge and practical skills.

Contextual learning is understood as "professionally oriented learning, in the process of which knowledge, skills and abilities are acquired only in the context of future professional activity."

Initially, the authors of the concept wondered how to merge general education and vocational training into the general stream. They believed that general education is not an end in itself, acquiring social meaning only when it functions and, accordingly, is considered as part of a more general education system. General education should ensure the development of the abilities, intelligence, erudition of students, and broaden their horizons. On the one hand, it serves as a basis for professional training, but on the other, it provides in the learning process the formation and development of not only a functionary, that is, a specialist who is a function of a certain technological process, but also a personality. There are already elements of polytechnic education in secondary schools. There they are subordinate

general educational standards. In the system of vocational education, general education is already preserved as a component of vocational training. However, his connection with the latter is often formal. As a result, society often receives either erudites who are not able to solve a single practical problem, or professionals who consider everything that is not directly related to their professional activities not worthy of attention. As the division of social labor deepened, a person, not having formed as a specialist, lost the status of a worthy member of society, but, on the contrary, having matured as a specialist, became, as Kozma Prutkov aptly put it, like a gumboil. Such a specialist had a feeling of not only self-sufficiency, but also superiority: considering his professional knowledge, skills and abilities the most important for the whole society, he believed that everything else, since it is less important, is simpler, more understandable and accessible compared to with the tasks that he has to solve. Therefore, any opinions that did not coincide with his understanding of situations, even when it was about problems that were very far from his professional interests, were perceived and assessed as incompetent and unprofessional. Of course, this position was contrary to the objective trends in the development of productive forces and social relations, which required the formation and strengthening of partnerships. The interaction of general and vocational education was becoming a serious social problem.

Historically, there have been two approaches to its solution.

First: first, the general, theoretical, is studied, and the training of the profession is built on its basis.

Second: general and vocational education take place in parallel and at the same time.

Both approaches have their merits and demerits.

In the first case, deep knowledge of the generalized result of the previous activities of mankind is not always coherent with the goal of education - preparing a person for future active life in society. General and vocational education are divorced from each other. The connection between them is lost: learning loses its systemic character.

In the second, professional education occurs not on the basis of the general, but in parallel to it: the absence of a basis prevents the holistic perception of special knowledge and skills - their meaning is determined by the specific circumstances of place and time. The trainee becomes an indispensable specialist in this workplace, unable to perform his professional functions in the changed conditions.

Supporters of the concept of contextual learning see a way out in the development of interdisciplinary and interdisciplinary connections in a professional context.

Here, too, two ways are possible and used.

The first way: the program of any academic subject orients its theoretical content to the practical needs of a particular profession based on professiograms and qualification characteristics.

Second: programs of theoretical subjects are formed based on the practical needs of production on the basis of expert assessments of practitioners.

In both cases, theoretical material, which is a generalized result of the previous activity of not an individual specialist, and not even a collective, but of all mankind, quite unambiguously obeys the practical needs of a particular social community, group, or a particular employer. Training takes a pragmatic orientation and there is a need for retraining or retraining every time more or less significant changes in the conditions of activity occur. This approach to training substantiates the creation of a system for advanced training and retraining of personnel (IPK, FPK, CPiPK, etc.).

Undoubtedly, both mentioned ways of solving the problem of strengthening the connection between theory and practice are relevant. However, their absolutization leads to a chronic backlog of learning from the needs of practice. In today's world, training requirements are changing rapidly. This is happening in conditions of uncertainties and risks that make it difficult to predict the dynamics of the content of professiograms. Experts-practitioners are also guided by the demands of professional activity, which are manifested here and now. As a result, the generalized result of previous activity is subject to a social and professional order that tends to become obsolete in the course of its implementation. While they were teaching, everything was fine; it turned out they had learned the wrong thing. What is perceived today - and really is - irrelevant to this or that specific social activity, including professional activity, may tomorrow become its necessary component. In addition, the growth of stress in modern society constantly requires the ability to switch: rest is becoming an extremely important factor in the work process. And in this regard, the problem is urgent - how to make sure that rest, switching from one type or type of activity to another, does not lead a person into the world of dreams and illusions, but participate in the formation and development of his active life position, which is not reducible to the intensification of the consumption of material good.

All these circumstances require the expansion of the boundaries of education, while the deepening of the division of social labor presupposes the development of the specialization of vocational training.

The point is not only to create a system of additional education, which includes not only various forms of vocational training and retraining. Today, the system of additional education in Russia also includes numerous institutions of general education - music and sports schools, centers of creativity, etc.

But it is necessary to form positive motivation for pursuing additional education.

Of course, life itself is forcing an increasing part of the population to strive for additional education. However, this “forced” motivation focuses specifically on institutions of additional professional education. Submitting all the requests of practice, these institutions often minimize the labor and time spent on studying subjects and disciplines that are not directly related to the formation of professional qualities, or, at best, select the content of these training courses from a narrowly pragmatic angle of view. Since the educational standard requires that so many hours be devoted to subjects of social and humanitarian cycles, they will have to be singled out; but, since there is still little sense from them, we will not burden ourselves with worries about the quality and direction of teaching and even about any systematic nature of teaching.

The positive motivation of additional education as an internal need for additional knowledge, that is, orderly, systematized information that is not directly related to the subject's professional activity, can be formed only as a result of the development of personality spirituality.

Indeed, spirituality is the phenomenon that connects the objective and the subjective, the personal and the public.

“Spirituality is the expression in the system of personality motives of two fundamental needs: the ideal need for knowledge and the social need to live and act“ for others ”.

A person cannot live without knowing the world. He applies the results of cognition in practice. Both cognitive and objective activities are social in nature. That is, spirituality is inherent in human nature.

The only question is that when the need for knowledge is limited, for example, by the scope of professional interests, then, due to the limited understanding of other people,

there is a deformation of the social need to live and act for others, correlating their plans and actions with the interests of other people. A person does not understand the interests of others, attributing to them his understanding of life: it seems to the janitor that all people are guided by only one goal - to litter. Thus, he correlates his feelings, thoughts and actions not with the interests of other people, but with himself, his limited inner world. The source of development is lost - the personality becomes self-sufficient in this state. Thus, interest in knowledge is lost. So the deformation of the social component of spirituality leads to stagnation and the withering away of its ideal component: a degradation of spirituality occurs, which is expressed in the cessation of personality development. But the result is not only the degradation of a particular personality. The effectiveness of her interaction with other people decreases, which cannot but have a negative effect on the process and results of a person's professional activity. He degrades as a member of society.

All this fundamentally contradicts the goal of education. Moreover, a narrowly professional approach to education contradicts the goal and vocational education itself. At the same time, let us emphasize once again that the dynamics of modern society determines the deepening of the specialization of education. So, two interrelated tasks arise:

Development of the education system, which includes public and various educational institutions;

The formation of motivations / attitudes for continuous additional education, in principle, is not reducible only to professional development, improvement and development of professional qualities in the form in which they are understood here and now.

At the same time, the creation and development of a system of additional education, not supported by the formation of appropriate stable motivations / attitudes, does not ensure the implementation of the goals of learning - education.

If the concept of contextual learning in pedagogical interpretation is reduced to the subordination of theory to the demands of practice, i.e. teaching theory in a professional context, then in the sociological vision it involves teaching professions in a wide social context, when the widest possible range of knowledge, skills and abilities does not directly correlate with the needs of a particular practice, but only with trends in the development of professional activities, based on the interests of a socially competent person ... It is obvious that such an approach not only does not exclude additional professional education, but presupposes it as a necessary element of the general education system.

Literature

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3. Changli II Labor: sociological aspects of the theory and methodology of research / II Changli. -M. : Center for Social Forecasting, 2002. - 451p.

4. Sociology of education: a textbook for universities on spec. 020300 "Sociology" / D. Ballantine, E. G. Lukovitskaya, V. V. Matveev and others; otv. ed. A. M. Osipov, V. V. Tumalev; Grew up. sociol. assoc. -Rostov n / a: Phoenix, 2005 .-- 319 p. - (Alma Mater).

5. Giddens E. Consequences of modernity. // Sociology. Abstract journal. Series Social and Human Sciences. Domestic and foreign literature. # 2. - M., 1994.- p. 4.

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© L. D. Marshunova- spec. for professional retraining of personnel of the Almetyevsk state. Petroleum Institute, [email protected]


Some parents may underestimate the impact of additional education on a child's development and consider it a waste of time. Compulsory education is designed to form in a child a range of knowledge, abilities and skills that he will need in the future. A certain group of parents believe that by giving their child only compulsory education, they give him the opportunity for diversified development. However, this is not quite true. Why, then, is additional education needed?

The whole meaning is hidden in the word "additional". This education gives the child the opportunity to develop creativity, acquire additional knowledge, abilities and skills. By giving their baby to any circle, sports section or music school, parents provide him with the opportunity for additional development. However, it is not so easy to choose the direction and specifics of additional education. Especially when it comes to preschool education. Parents who have decided to actively develop and educate their child should pay attention to the hobbies of their baby. It is worth giving the child to the educational area that is interesting to him. For example, a kid disassembles and assembles toys with interest. In this case, you can try to send it to the "Young Designer" circle. However, it is far from always possible to correctly determine the circle of interests of the child. Especially considering that they can change with age. Parents should be prepared for these changes. You can always change the field of additional education. Especially if the kid did not go to school and has a lot of free time. At preschool age, he can be taken to different circles and sections. However, by the time the first days of schooling begin, it is worth stopping at one thing. Otherwise, parents run the risk of overloading their child with activities, which will affect the motivation for learning in general. Also, do not persist and impose any additional education if the child is not interested in it.

The role of continuing education cannot be underestimated. From an early age, the child learns to plan his time. This skill, over time, will be honed and will enter with it into adulthood.

The social circle, which could be limited only by the school and the courtyard, is becoming wider. This fact affects communication skills. In addition, in institutions of additional education, the child finds friends who are close in spirit and hobbies.

And finally, the baby receives additional knowledge that broadens his horizons. And in the case of sports sections - there is a strengthening of his physical form and immunity. As a result, the knowledge, skills and abilities acquired in institutions of additional education form the child's broadened horizons and an active life position.