12.3. Extracurricular educational work and institutions of additional education

In the late XIX - early XX century. in Russia, considerable experience in extracurricular activities was gained by extracurricular institutions: children's clubs, sports grounds, summer recreation colonies. The most well-known out-of-school institutions were the children’s club “Setlement” (created in 1906 by S.T. Shatskiy and A.U. Zelenko), the society “Child labor and rest” (1909), and the colony “Cheerful life” (1911), organized S. T. Shatsky. Teachers (S. T. Shatsky, A. U Zelenko, A. A. Fortunatov, L. K. Schleger, P. F. Lesgaft, L. D. Azarevich, and others) considered the development of the child’s personality, aspiration, as the main task of out-of-school institutions help him choose a lesson to his liking, creating conditions for his reasonable leisure. According to S. T. Shatsky, everything that “is crushed in children by life” should appear in the club.

After the establishment of Soviet power, extracurricular work was conducted mainly by clubs. In small clubs under the guidance of social activists there were working circles, reading rooms, and playgrounds. Children's clubs were centers of social and political education of schoolchildren. Out-of-school unions and fraternities were created on the basis of clubs. Out-of-school work was also carried out by cooperatives, rural educational societies and circles and their territorial unions. In 1919, the First All-Russian Congress on Out-of-School Education recognized the most important task of out-of-school institutions to raise the cultural and political level of working people in the interests of strengthening Soviet power. In accordance with this, out-of-school institutions were oriented towards educational and ideological-political propaganda. Folk houses and clubs were assigned the role of centers of social life, socialist culture.

By the mid 1930s. There is a network of specialized out-of-school institutions (stations for young naturalists and agricultural practitioners, technicians, tourists; children's sports schools, etc.). Among the out-of-school institutions, complex centers stood out — houses of pioneers and schoolchildren, which emerged as children's political clubs and summarized the experience of ideological education of students. By the end of the 1930s. The content of the activities of the houses of the pioneers and schoolchildren identified three independent areas: study-group, methodical, mass work, which later established themselves as the main functions of all children's out-of-school institutions.

In the 1950s-1960s the decision of the Komsomol authorities, in coordination with the public education authorities, was entrusted with the functions of coordinating and evaluating the activities of the pioneer teams, training the pioneer Komsomol activists and counselors. Their responsibilities included methodological assistance to pioneer squads and school Komsomol organizations.

In the 1960s the communal technique developed and tested in out-of-school institutions in Leningrad contributed to the revitalization of out-of-school work. Until the mid-1980s. The houses of the pioneers and schoolchildren continued to play the role of the methodological centers of the pioneering organization. The crisis in pioneering work caused a critical reassessment by many teachers of the role and place of extra-school institutions in the system of education and upbringing, their pedagogical effectiveness. But even in these conditions, an interesting work was carried out in many institutions by the forces of enthusiasts.

In the second half of the 1980s. with the development of the concept of continuous education, educational activities have taken a priority position in the system of work of extra-school institutions. The most common were the following historically established types of out-of-school institutions.

Houses (palaces) of pioneers and schoolchildren (since the 1990s, houses of pioneers and students). One of the first was opened the House of Pioneers in the Khamovnichesky district of Moscow (1923), which arose on the basis of the Labor Club children's club. The first Palace of Pioneers appeared in Kharkov (1935). Since the late 1980s. many of these organizations have been redeveloped into leisure centers (centers of creativity, aesthetic education) of students and young people, etc.

Stations of young naturalists. In 1918, the Station of Nature Lovers opened (biostation), which became the first out-of-school institution in the country. Since 1919, a summer colony and a school-colony operated under her.

Stations of young technicians. The first Central Children's Technical Station was opened in 1926. In the 1920s. the stations became centers for the development of technical creativity of students, in the 1930-1940s. they contributed to the school movement of invention and innovation, and since the 1960s. the scientific side of technical creativity has increased in their activities and experimental work has expanded.

Station young tourists. The first out-of-school institution of this profile was the School Trips Bureau (1918). Children's tourist excursion stations were established in 1934. Over the years, they participated in all-Union tourist and local history expeditions, gatherings, and competitions.

Children and youth sports schools. In 1934 they appeared in Moscow and Tbilisi as children's sports schools, from 1953 began to be called children and youth (CYSS). For the preparation of the so-called Olympic reserve there are specialized schools (SDUSHOR). The schools organize initial training, training and sports improvement groups. Sports School are designed to create conditions for physical education and sports for all students who wish.

After the adoption of the Law of the Russian Federation No. 3266-1 “On Education” dated July 10, 1992, the process of transforming out-of-school institutions into supplementary education centers began. In these institutions there has been a tendency to unite general, special and additional education. They began to organize lyceums, gymnasiums, vocational schools, etc.

Today there are the following types of institutions of additional education: centers, palaces, houses, clubs, children's studios, stations (young naturalists, technical creativity, children's and youthful tourism and excursions, etc.), children's parks, schools (in various fields of science and technology, types of art or sports), museums, children's recreational and educational camps, etc. Creative unions, sports committees and other departments, scientific institutions became involved in the work of these institutions.

Additional education institutions provide children and young people with a wide range of different types of activities (classes in technology, artistic creativity, physical culture, sports, tourism, local history, etc.), they strive to make this activity feasible, concrete and at the same time rather complex (meaningful and technologically), requiring intellectual, physical, emotional stress. Many institutions become centers of economic education for children. Work focuses on the manifestation of independence, including the choice of ways to achieve the goal, to meet the needs of the individual in self-affirmation, self-manifestation and self-actualization. These institutions create even-aged and uneven-aged groups (sections, studios, ensembles, etc.). For the productive labor of schoolchildren workshops, small factories of toys and souvenirs, cooperatives are organized. Parole can independently sell their products. Particular attention is paid to social creativity.

Out-of-school educational work in parole is carried out on various, including individual, author, profile, integrated and other programs. It is based on a differentiated, individual and personal approach to children, taking into account their age characteristics. Out-of-school work expands the interpersonal connections of schoolchildren and contributes to the enrichment of their life experience. The councils of out-of-school institutions, which include pupils, teachers, members of the public, have broad powers. At the initiative of pupils, children and youth public associations can be created in out-of-school institutions.

The main objectives of parole:

• development of interests and abilities of the person,

• meeting the needs of children in cognition, communication, practice,

• recuperation and improving the health of children.

The interaction of schools and parole on the basis of general activities and contributes to the creation in the surrounding society of new centers of upbringing and education of various substantive directions, satisfying the needs and hobbies of children. Some centers operate on the basis of schools, others - on the basis of parole, while others are created by joint efforts at the place of residence at museums, stadiums, enterprises. The creation of such centers expands the sphere of influence of educational systems of educational institutions, reveals new prospects for their development.

In practice, the following forms of interaction between school and parole are most often used:

- the participation of school teachers in the work of parole (as leaders of children's associations, methodologists, consultants, participants in conferences, paras, contests, etc.);

- participation of teachers of additional education in the work of schools (as instructors, managers of programs of additional education, etc.);

- creation of joint children's associations of a certain profile;

- organization of schools on the basis of schools parole;

- preparation and holding of mass events with children; joint participation in the celebration of significant events and dates;

- carrying out summer trips, expeditions, the creation of labor and recreation camps;

- joint experimental work on specific problems of upbringing and education;

- preparation of methodological and didactic manuals, programs for existing educational systems;

- holding joint seminars, training courses for teachers-educators;

- increase of pedagogical skills of employees of institutions;

- joint socially useful things to improve the surrounding life (city, district, street, etc.).