The article presents the results of a questionnaire survey of schoolchildren (N = 1180) living in cities with different populations and rural areas. The purpose of the study was to study the relationship between membership in a children's public organisation and the social activity of children, their ability to participate in solving various issues, including issues affecting their interests. The resources and limitations of the social activity of respondents included and not included in organisations are compared. Separately, military-patriotic, environmental organisations, children's and youth public councils and the Russian movement of schoolchildren are considered.
Introduction. The state request for the implementation of education is expanding every year and is reflected in such documents as the «Strategy for the Development of Education», the «Decade of Childhood» initiative, the decree «On National Goals and Strategic Objectives for the Development of the Russian Federation», etc. Its content, combined with changing social trends actualizes the search for methodological tools for the implementation of education in an educational organization, including the activities of the class teacher. In this regard, the purpose of the article is to characterize the methodological features of the organization of the forms of work of the class teacher, which contribute to the implementation of individual and dialogue approaches in education. Research methodology. The current ideas of psychological, sociological, pedagogical research are taken as the basis for the disclosure of modern trends in the development of childhood. To reveal the essence of the forms of activity of the class teacher, reliance was placed on dialogic and personal approaches. Research results. The article presents three trends in the development of modern childhood (lack of full-fledged communication; competition between adults as a significant source of information and modern gadgets, technologies for obtaining information; the work of a class teacher with different groups of children (gifted, with special educational needs, infantile, lonely, aggressive, etc.) in the light of the inclusive process and current trends), which actualizes the use of forms of education that have the potential to implement a dialogue and personal approach. These are Case study, training, brainstorming. The article presents a methodical construction of these forms with the disclosure of their educational potential. Conclusion. The activity of the class teacher at the level of using forms of activity constitutes a specific level of the methodology of education and can be effectively implemented taking into account modern trends in the development of childhood based on dialogic and personal approaches.
The movement towards participatory design of urban spaces in Russia has caused a number of legislative initiatives in this area and an appeal to the opinions of different groups of citizens, including through the creation of public councils, public hearings, etc. Children and adolescents are city residents just like adults are, so they should have the opportunity to express their opinions on various urban processes, as well as be involved in planning, improvement, and assessment of the urban environment. Unique socio-psychological characteristics of adolescencea focus on socially useful activities, shaping sustainable interests, exploring the urban area and self-identification-force adults to look for new methods and technologies to involve young citizens in solving issues related to the city. A participatory approach involves turning to the knowledge and experience of children as an important resource for urban development. In this area, a careful selection of age-appropriate research methods and technologies is required. The article provides an overview of methods for studying the opinions of adolescents about the city and the technologies for involving them into urban processes and shaping them as active citizens. The data used for the analysis was obtained in the course of the study "Ladder of child participation: the right of children to the city in which they live". Three groups of methods and technologies are conditionally identified and described: academic research methods (their task is to identify the adolescent's opinion about the city, its problems, risks and resources), methods facilitating expression by adolescents (their task is to stimulate the social activity of the adolescents and help them develop a reasoned position in relation to urban processes) and teaching technologies (their task is to strengthen the adolescents' subjective position, training the appropriate skills).
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