Following the methodology of existential pedagogy, we believe that a person's upbringing should proceed, first of all, from his understanding of freedom, a desire to become what he represents himself, therefore, the most important component of the process of upbringing a free person is the pedagogical support of his self-development. The article reveals the pedagogical possibilities of additional education for children in the formation of a self-developing personality of a child, shows the conditions for creating a subject-oriented educational environment, which consists in ensuring the possibility of developing and implementing an interesting self-development project for students, eventfulness of the educational process, ensuring the formation of a need for self-development through the creation of problem situations associated with the need to overcome, purposeful and systematic use in the educational process of methods and techniques aimed at the formation of moral value orientations. The conditions are disclosed on the example of describing some aspects of the educational activities of the Galaktika Children's and Youth Center for Space Education in the city of Kaluga, the Constellation Center for the Development of Children and Youth Creativity in the city of Kaluga and the Regional Ecological and Biological Center of Students. The article proposes the author's methodology «My ideal», aimed at studying the image of «I-ideal» adolescents aged 11 to 14 years, developed in the context of a reflexive-value approach to pedagogical support of self-development of adolescents in additional education. The article presents the results of an empirical study of the experience of pedagogical support for self-development of adolescents in the system of additional education (on the example of the city of Kaluga), which showed that educational practices of the development of value-semantic and reflexive-regulatory spheres of a teenager's personality have been accumulated in institutions today. Along with this, it is necessary to systematically and technologically approach the implementation of pedagogical support for self-development of adolescents in additional education, aimed at forming the readiness of pupils for existential choice, independent creation and responsible implementation of the project of their own life.
Abstract. The authors of the article, using the concept of existential pedagogy, justify the theory of social and pedagogic support of senior schoolchildren's self-determination, the model of this support, present the results of the study of children's attitude to events in their lives.Keywords: social and pedagogic support; self-determination; life event; self-development.Введение. Миссией общеобразовательных школ становится воспитание человека, умеющего оптимально прожить жизнь, максимально используя свой потенциал и реализуя себя в социально значимой деятельности. Однако третья ступень современного общего образования в России при многочисленных попытках модернизации содержания и педагогических технологий в большей степени направлена на подготовку выпускников к выбору профессии и получению ими профессионального образования, что, безусловно, важно, но недостаточно для жизненного самоопределения.Во-вторых, необходимо подчеркнуть, что поисковая активность, прогнозирование жизненных перспектив являются важной социальной потребностью ранней юности. В этот период активно формируется социальный тип личности, осуществляется выбор индивидуальной жизненной позиции, проявляющейся в отношениях к себе и обществу, раскрывающейся в жизненных целях и стоящими за ней мотивами, способами и средствами их достижения.
The article is devoted to the problem of updating the methodology of the theory of collective education, the need for which is justified by the specifics of the modern world of childhood, the socio-cultural conditions in which a child develops today. In particular, the socialization and self-realization of generation Z today is characterized by their active entry into communications on the Internet using information virtual means of communication, which has become part of the life of a modern person. The article contains the results of our survey, aimed at studying who today is in the circle of close friends of the modern child. The survey was conducted using the author's technique ‟My Five Friends” (authors: M.I. Rozhkov, I.V. Ivanova). The survey involved 517 children aged 6 to 16 living in different regions of the Russian Federation. Its results confirm our idea.
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