Suchergebnisse

Abstract
This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents' requirements and the kindergarten's reaction to them. The goal is to shed light on how kindergartens reflect parents' requirements pertaining to their children's extracurricular activities, the kindergarten's perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.

На основе идей российского теоретика педагогики А. Асмолова автор подходит к необходимости исследования системы дополнительного образования детей как к механизму формирования практического разума в трех направлениях: овладение умениями и навыками технического мышления; овладение межкультурными компетенциями; раскрытие креативного мышления, творческих способностей детей. Анализируя процесс образования как механизма воспроизводства и преемственности поколений посредством соответствующих историческому периоду способов передачи информации, автор заключает, что в советской, а затем и российской системе сложилось весьма неудачное определение уровней и видов образования: дошкольное, дополнительное, послевузовское и т. д. Определение данных уровней исходит из организационного критерия - школоцентрированного и вузоцентрированного отношения к образовательному процессу. По мнению автора, следовало бы исходить из понимания непрерывности образования в течение всей жизни и ведущих достижений человека на различных его этапах. Дополнительное образование детей строится на принципе неформализации образования [5], что раскрывает новые возможности в условиях расшколивания, усиления внимания к практическим компетенциям, различным видам умений и навыков.
Basing on the ideas of A. Asmolov, the Russian theorist of pedagogy, the author approaches the study of the system of extracurricular education of children as a mechanism for the development of practical reason in three directions: mastering the skills of technical thinking; mastering the intercultural competences; developing creative thinking and creative abilities at children. Analyzing the process of education as a mechanism of reproduction and succession of generations by means of relevant information transfer methods, the author concludes that in the Soviet, then in the Russian system, there has been a rather lame determination of the levels and types of education: preschool, additional, postgraduate, etc. The determination of these levels is based on the organizational criterion: school-centered and university-centered approach to the educational process. According to the author, one should proceed from an understanding of the continuity of a person's education and achievements of at various stages throughout his or her life. Extracurricular education of children is based on the principle of nonformalization of education [5], which opens up new opportunities in the context of training, paying more attention to practical competences, cultivating various skills.

The article considers the pedagogical foundations of personality education in extracurricular education institutions. Extracurricular activities are aimed at carrying out the tasks of educating the younger generation. It is an integral and integral part of all educational work, which is carried out to further improve the knowledge, skills and abilities of students, increase their cultural level of psychological and practical training. Important principles of the extracurricular pedagogical process are its individualization, voluntariness, priority of education, co-creation, unity of development and self-development, emotional attractiveness of interpersonal relations. Extracurricular education and upbringing is carried out in institutions designed to promote the social adaptation of the individual in real life, in an open system of socialization, and is seen as the most democratic and flexible means of involving the family in cooperation in the upbringing and development of children and adolescents. Many years of experience of teachers of out-of-school educational institutions emphasizes the observance of the principle of individualization in the educational process. In this approach, the teacher must take into account not only the ability to learn a particular student, but also his psychological characteristics, possible problems and so on. Implementation of the function of preventive education in extracurricular educational institution presupposes a certain professional level of a teacher. The head of a creative association should be not only an expert in his field, but also an authority for young people, a psychologist, a tolerant person. The effectiveness of the use of all means of education in the extracurricular institution depends on the personality of the head of the student association, his reaction to certain situations that arise in the children's team. Doctor and teacher are the professions that have the greatest impact on a person, so the personal qualities of a teacher are the most important factor in education. ; У статті розглядаються педагогічні основи виховання особистості в закладах позашкільної освіти. Позашкільна робота спрямована наздійснення завдань виховання підростаючого покоління. Вона єскладовою іневід'ємною частиною всієї навчально-виховної роботи, яка проводиться для дальшого удосконалення знань, вмінь інавичок вихованців, підвищення їхнього культурного рівня психологічної іпрактичної підготовки.

У статті розкрито маловідомі аспекти життєдіяльності Софії Федорівни Русової, з'ясовано її внесок у становлення й розвиток позашкільної освіти в Україні. Здійснено аналіз опублікованих та рукописних праць С. Русової, у яких окреслено питання просвіти, національного виховання, рідномовного навчання. Наголошено на ролі позашкільної освіти як об'єднуючого чинника діяльності національно свідомої інтелігенції й запоруки розбудови незалежної Української держави. Виявлено, що актуалізація ідей С. Русової цілком корелюються із провідними постулатами Закону України «Про позашкільну освіту». ; The article reveals little-known aspects of the life of Sofia Fyodorovna Rusova, clarifies her contribution to the formation and development of extracurricular education in Ukraine, the society "Education" in eastern and western Ukraine. The analysis of published and manuscript works of S. Rusova is carried out, in which the issues of education, national education, native language education are outlined. The role of out-of-school education as a unifying factor in the activity of the nationally conscious intelligentsia and the key to building an independent Ukrainian state is emphasized. Based on primary sources and periodicals of the early twentieth century S. Rusova's activity in the field of out-of-school education is thoroughly analyzed. It is emphasized that if in Ukraine during its independence (1917 – 1919) a teacher and public figure was able to develop and partially implement a program of organizational formation and approval of various forms of extracurricular education, in emigration it focused mainly on theoretical justification of universal education and its role in moral and social formation of the young generation, preparing it for conscious work for the future of independent Ukraine, improving the social and political conditions of its citizens, as well as covering foreign experience of adult education and its state in the Ukrainian lands of Galicia, Bukovina and Transcarpathia. It is proved that with the direct participation of S. Rusova clear guidelines for the development of the system of out-of-school education were developed, concrete steps were taken to achieve its goal: science for all through active independent learning. It is revealed that actualization of S. Rusova's ideas is completely correlated with the leading postulates of the Law of Ukraine "On Extracurricular Education", in which the latter is interpreted as a component of the system of continuing education defined by the Constitution of Ukraine, the Law of Ukraine "On Education", students and listeners, meeting their interests, spiritual needs and needs in professional determination. A review of the activities and works of Sofia Rusova in the field of extracurricular education allows us to conclude that the scientist had a deep understanding of the need to educate the people, to convey knowledge to all segments of the population.

В статье рассматривается одна из методик в образовании - моделирование - как способ объединения теоретических и эмпирических данных в педагогическом исследовании. Актуальность рассматриваемой тематики обусловлена возрастающим интересом к моделированию в обозначенной области, а также его большим потенциалом в преодолении педагогических трудностей. Цель исследования - анализ моделирования в педагогической науке и составление модели творческого развития школьников на занятиях декоративно-прикладным искусством на основе полихудожественного подхода. Материалом для исследования послужила психолого-педагогическая и методическая литература. В работе использованы методы наблюдения и эксперимента. Раскрывается термин «модель» и рассматриваются ее виды. Представлены доводы ученых о роли моделирования в педагогическом процессе. Модель в педагогическом изучении выступает в роли научного предвидения. Выделены основные этапы составления педагогической модели. Рассмотрена модель творческого развития школьников на занятиях декоративно-прикладным искусством на основе полихудожественного подхода. Описана ее структура, состоящая из следующих компонентов: целевой, содержательно-операционный (педагогические принципы, методы и технологии, формы и средства обучения, критерии, показатели и уровни формирования творческого развития), оценочно-результативный. Последний предполагает следующие этапы: 1) констатирующий (диагностика и анализ уровня развития при становлении и осуществлении экспериментального проекта); 2) формирующий (в процессе реализуются формирующие и развивающие способы творческого развития учащихся); 3) обобщающий / контрольный (оценивание эффективности полученных знаний, навыков и умений при помощи опросов в анкете и оценка результата формирующего процесса). Изучение моделирования взаимосвязано с глубоким изучением теории и подробным исследованием сущности учебно-воспитательных ситуаций.
The article considers one of the methods in education as a way to combine theoretical and empirical data in pedagogical research - modeling. The relevance of this topic is due to the growing interest in modeling in this area, as well as its great potential in overcoming pedagogical difficulties. The purpose of the research is to analyze modeling in pedagogical science and to create a model of creative development of schoolchildren at Arts and Crafts classes based on a multi-artistic approach. The material for the study was psychological, pedagogical and methodological literature. The study employed the method of observation and experiment. The article reveals the term "model" and considers its types; presents the conclusions of scientists on the role of modeling in the pedagogical process. The model in pedagogical study is presented in the role of scientific foresight. Thus, the author identified the main stages of developing a pedagogical model; considered the model of creative development of schoolchildren at Arts and Crafts classes based on a multi-artistic approach; described its structure, which consists of the following components: target component, content and operational component (pedagogical principles, methods and technologies, forms and means of training, criteria, indicators and levels of creative development), evaluation and performance component. The latter implies the following stages: 1) ascertaining (diagnostics and analysis of the level of development during the formation and implementation of an experimental project); 2) forming (in the process, there are being implemented both forming and developing methods of creative development of schoolchildren); 3) generalizing/controlling (evaluation of the effectiveness of the acquired knowledge, skills and abilities using questionnaires, and evaluation of the result of the formation process). The study of modeling is interconnected with a deep study of the theory and a detailed study of the essence of educational situations.

The ecological dimension of education should entail all the elements of contemporary ecological culture and personality structure. The school, fulfilling its role as an educational institution, should embrace its share of responsibility for promoting and fostering ecological education, and the process itself should be viewed as a valuable and stimulating activity that instills positive values in students, improves critical thinking skills, and develops active attitudes towards oneself, but also towards other people, nature, society and culture as a whole. Ecological education should be grounded in acquiring knowledge about natural processes, the interconnectedness of global developments, and their effect on human populations and the environment. Young learners best learn about nature through play, i.e., they learn by doing and cooperating. The activities conducted in schools are mostly of the practical type, or lessons for life: collecting scrap paper, sorting waste and recyclables, taking care of seedlings and plants, promoting ecology on important dates. Actively involving students in maintaining their schoolyard teaches them key values, namely that their involvement matters and contributes to a healthier, more pleasant environment. Ecological projects born out of student-adult cooperation and engaging local communities aim to convey important messages about ecology, raise awareness and foster the adoption of positive attitudes towards nature and community. This paper will present positive examples and key characteristics of good practices of the Eco Club in "Miroslav Krleža" Elementary School. It will also suggest the most acceptable activities by outlining several didactic-methodological proposals that may be of use to students of educational colleges, as well as to elementary school teachers who run eco clubs, or wish to start extracurricular activities in the field of ecology.

There have been multiple trends of building democratic citizens through formal education, and in the European context the trials have been dramatically increased with the Europeanization process since the 1980s. In line with this trend, an in-depth qualitative case study was carried out in a private primary school in Turkey to shed light on the role of school-based extra-curricular activities as a contemporary trend in building active citizenship values and competencies in students. Qualitative data were collected through multiple data collection tools as observation field notes, interviews, and document analysis to achieve triangulation and trustworthiness. Much of the findings were compatible with EURYDICE Report (2005) on citizenship education, and yielded six themes, called the six blossoms of extra-curricular activities in citizenship education: namely, active citizenship perception; social accountability; intercultural awareness; awareness of democracy and human rights; thinking and research skills; and interaction and interpersonal skills.

Location of extracurricular education, objectives thereof and organization of teaching in Lithuania in 1940-1990 are analyzed in the article on the basis of periodicals and other publications of the Soviet era. Informal education of children is a component of the educational system and is an integral part of formal education. Educational values are being developed especially effectively by these activities. The student participates in these activities voluntarily, one's mental and physical work is combined and it is aimed to match one's activities, needs and interests. By being more open to this environment, the student takes over easier and quicker the values which are being. Extracurricular activities were well developed and actively promoted during soviet period. Although these activities were very politicized, strictly regulated by the Communist party and local goverment authorities, it was available to all pupils and helped them to spend their leisure time in a meaningful way. KEYWORDS: extracurricular activities, Soviet period.

There have been multiple trends of building democratic citizens through formal education, and in the European context the trials have been dramatically increased with the Europeanization process since the 1980s. In line with this trend, an in-depth qualitative case study was carried out in a private primary school in Turkey to shed light on the role of school-based extra-curricular activities as a contemporary trend in building active citizenship values and competencies in students. Qualitative data were collected through multiple data collection tools as observation field notes, interviews, and document analysis to achieve triangulation and trustworthiness. Much of the findings were compatible with EURYDICE Report (2005) on citizenship education, and yielded six themes, called the six blossoms of extra-curricular activities in citizenship education: namely, active citizenship perception; social accountability; intercultural awareness; awareness of democracy and human rights; thinking and research skills; and interaction and interpersonal skills.

Guatemala es una población con alto porcentaje de adolescentes. Muchos de ellos en constante riesgo al vivir en áreas violentas y con mucha delincuencia, generando poca cohesión social en sus comunidades. A la vez hay pocas políticas públicas de prevención y desarrollo en el sistema y una entrega deficiente de la materia de educación física escolar. El abundante tiempo libre es desaprovechado extracurricularmente, siendo presa fácil de pandillas delincuenciales. La Educación Olímpica conlleva una filosofía de vida de prácticas transformadoras y objetivos de formación, paz, democracia y humanismo. La propuesta incluye deporte estructurado utilizado como herramienta para transmitir valores Olímpicos, trabajando en la mente, intelecto y cuerpo de los niños y jóvenes. El modelo de educación Olímpica Hoodlinks, que lleva deporte a niños y adolescentes de áreas marginales, aplica un sistema creado con manuales de buenas prácticas, en el que el entrenador deportivo, ligado a una federación deportiva y debidamente capacitado técnicamente y en valores Olímpicos realiza prácticas deportivas en áreas disponibles, salones comunitarios, calles, y/o canchas en sus barrios. Se obtiene doble beneficio, mejora de condición física.