Keyword: «additional education»

The article describes the experience of the institution in creating conditions aimed at the socialization of children with disabilities in inclusive groups.

The article reveals the possibilities of using art therapy techniques in inclusive groups in conditions of additional education. Examples of exercises recommended for use in classes in both inclusive and normotypic groups are given, as well as practical recommendations not only for psychologists, but also for teachers of additional education, teachers in the process of extracurricular activities.

The article is devoted to the problem of the development of the media space in the field of additional education. The problem of the lack of various resources for the creation and organization of courses in the media circle is considered. At the same time, the aspect of the influence of media communication on the development and formation of the child's personality is revealed.

The relevance of the problem under study lies in the availability of additional education for children of remote rural schools of the Yeisk district of Kuban. MBOU DO DDT MOYeisk district is a multidisciplinary institution, additional educational services are provided in six directions. For many years,theHouse of Children's Creativity has developed the practice of organizing additional education on the basis of general education institutions. The Scientific Society has been working since 2019. Students of rural schools engaged in the scientific society from 2019 to 2023 took part and became prize-winners and winners in more than 15 different annual events from the municipal to the All-Russian level.

The relevance of the study of the prerequisites and historical conditions for the development of non-formal education in Russia is due to the fact that the system of non-formal education at the present stage has acquired a number of key features that have marked its formation as an independent social institution. In this regard, a historical excursus allows us to identify the periodization, its boundaries and the content of the changes that led to the formation of the informal sector features at the present stage. The author makes the analysis of scientific publications of modern foreign authors who viewed it through the prism of: 1) development of the informal sector as a means of overcoming backwardness in the "third world" countries and eliminating illiteracy; 2) informal education as a means of greater individualization and personal orientation of learning, increasing the level of professional competence and skills of people who already have a high level obtained in the formal system; 3) informal education, supported by the formal sector management system, to increase access to education in remote areas and rural areas. The purpose of the study was to substantiate and define the boundaries of the development stages for non-formal education in Russia. For this purpose, the author applies the methods of theoretical research: analysis, synthesis, idealization, ascent from abstract to concrete, which allows us to specify the object of research and describe the totality of its properties and characteristics; the method of idealization to simplify complex systems of interaction in pedagogy; formalization to represent the described object in a sign-conditional form; historical method for identifying historical facts and mental recreating the historical process that reveals the logic of the parallel development of formal and non-formal education systems in Russia. The main result of the study was a substantiated definition of development periods for informal education: Stage I – 899-1237 (IX-XIII centuries), stage II – 1237-1682 (XIII-XVII centuries), stage III – 1682-1825. (the last quarter of the XVII – the first quarter of the XIX century), stage IV – 1826-1900. (the first quarter of the XIX century – the beginning of the XX century), stage V – 1900-1917. (the beginning of the XX century), stage VI – 1917-1991. The theoretical and applied perspective significance of the research results lies in the fact that it allows us to clarify and concretize the content of the stage VII – the development of non-formal education practices at the present time, defining its institutional characteristics and prerequisites for the design of the content.