Keyword: «additional education»

The article deals with the development of cooperation skills in junior schoolchildren with autism spectrum disorder in the system of additional education as a key factor of their socialization. Methods for overcoming communication barriers are highlighted. The practice of reducing undesirable behavior, increasing involvement in the learning process and forming the basis of social interaction through structured activities and tutor support is studied.

The article analyzes the inclusive potential of the modern system of additional education for children. The authors state that the potential of the system in relation to the education, upbringing and social development of preschoolers and adolescents with disabilities has not been fully realized, which necessitates its improvement. Undoubtedly, the importance of adapting the additional education system to modern inclusive approaches and technologies used in the field of supporting children with special educational needs is emphasized.

This article examines the problem of maintaining and developing the emotional well-being of primary school-age children in a supplemental education community. It substantiates the relevance of developing a systemic approach to this problem, driven by modern challenges and the specific psychoemotional developmental characteristics of children at this age. The author presents a structural and functional model of psychological and pedagogical support, comprising conceptual, substantive, organizational, and performance-based components. The novelty of this study lies in its integration of interdisciplinary, activity-based, and integrative approaches to create a coherent system. The results, expressed as specific criteria and levels of emotional well-being, can be used by supplemental education teachers, psychologists, and methodologists to design and implement programs aimed at harmonizing the emotional well-being of primary school children.