Additional education teacher mou dod vgsyut. Description of the work experience of a teacher of additional education “Additional education teacher – creator of an optimal educational environment Research activities in conditions of additional education

additional education teacher

MOU DOD VGSUT

Belgorod region

Kovalenko Irina Genrikhovna

Modern permanent forms of educational organization are adapted to achieve fairly narrow and specific educational goals. At the same time, the target and organizational conditions and opportunities for additional education are practically unlimited. However, their implementation largely depends on the development features of this area. Today, this feature lies in the fact that in additional education a new approach to the content of programs, which are called educational, is beginning to take shape. This process is associated with a transition from the traditional approach to programs to their educational content, which involves changing the goals and methods of their implementation in the process of additional education for children.

The central figure in the implementation of educational programs was and remains the teacher.

The social order of society addressed to the teacher of additional education is, first of all, the formation of erudite people who master modern knowledge and are able to creatively apply it in practice.

Considering educational and research activities as a specific educational means, it can be argued that its influence on updating educational programs and shaping the level of education of students depends on the teacher.

At the same time, analysis of best practices and research reveals contradictions between:

• 
  increasing demands on the role of the teacher and his ability to solve research problems;
• 
  development of problems in educational and research activities and their use in educational practice.

The research position is a vision of pedagogical practice when the teacher, first of all, predicts his activities, mentally plays out various options for the teaching and educational process, and evaluates its effectiveness. From a research perspective, a teacher can act in various areas of activity: planning a topic, analyzing the possibilities of educational material, predicting the results of educational interventions, evaluating work.

The beginning of a teacher’s research activity is the interest and desire to study the experience of colleagues, extracting from his system of ideas that make up a certain concept. Then follows the choice of methods and means of pedagogical activity to solve original problems solved by the teacher, an analysis of the nature of the movement in the development of students, which will further serve the understanding of pedagogical patterns, the mechanisms on which this experience is based.

By interacting with the student in the process of research activities, the teacher conveys to him his individuality and abilities, which in turn leads to the formation of the necessary needs and abilities in students. It is quite obvious that such an influence of the teacher’s personality on the student is possible only if the teacher is able (ready) to become a subject of creativity, as well as a subject of creative communication (interaction). Therefore, the meaningful characteristics of the teacher’s personality as a subject of the creative process are important.

Research activities of students- this is a set of actions of a search nature, leading to the discovery of facts, theoretical knowledge and methods of activity unknown to students.

Research skills or research skills - a system of intellectual, practical knowledge, skills and abilities necessary for independently conducting research or its parts.

Research assignments- these are tasks presented to students containing a problem; solving it requires theoretical analysis, the use of one or more methods of scientific research, with the help of which students discover previously unknown knowledge.

It is known that the research process is not only a logical-mental, but also a sensory-emotional acquisition of knowledge. Concepts such as reason and feeling are closely interrelated and complement each other. The teacher’s word should carry an emotional charge that can arouse attention and interest.

The pedagogical process is characterized by dynamism, which does not allow the teacher to adhere to the means, methods, and recommendations once learned. Real pedagogical reality requires constant rethinking of the knowledge and skills available in science and practice. The teacher is constantly faced with a variety of pedagogical tasks that cannot always be solved using known means. The creativity of a teacher lies not only in the fact that he must develop techniques himself, but in dealing with new circumstances each time, to think and act in an original way, avoiding templates and direct copying.

A creative teacher not only relies on the achievements of pedagogical science, but also enriches it by engaging in self-education. In modern conditions, a person himself must establish the rhythm of his learning, highlighting the goal, volume, methods of education, determining the mode of work, i.e. regulate your activities independently. Organized self-education has a significant role in preparing a teacher for research activities in the process of advanced training, since these issues are not given attention in universities and the system of advanced training for teachers. It assumes, firstly, the relationship between individual and group forms of advanced training, secondly, the connection between teacher self-education and training in advanced training courses, and thirdly, the provision of a variety of individual consultations.

Organized self-education is purposeful, continuous independent work to improve professional skills throughout the entire teaching career, acting as a stimulator of the teacher’s creative activity and the driving force behind the continuous development of professional growth. However, in mass practice, this approach to organized self-education has not yet found widespread use, since most teaching teams do not have a purposeful system for introducing the achievements of pedagogical science and best experience into practice.

Continuous education, gradually transforming into continuous self-education, is the main condition that brings the process of advanced training of teachers as close as possible to the process of developing their creative potential. The basis of this rapprochement is the assessment of the pedagogical activities of teachers, the ability to analyze and generalize experience.

Generalization of advanced pedagogical experience is the most important element in the theory and practice of additional education in the development of children's research activities. Firstly, the experience of masters of pedagogical work poses new tasks for improving the research process; secondly, it reveals the unique function of expert assessment in determining the short, medium, and long-term prospects for the development of experience; thirdly, it is carried out under the conditions of a natural pedagogical experiment, thereby preventing the phenomenon of hyperbolization of various practical developments. Based on cumulative best experience, the structural components of the model of the teacher’s pedagogical work in the process of children’s research activities are formed. As a result of analyzing best practices, a teacher can prepare a self-education program, develop the content of creative work to implement new ideas, and use the results of experience in new conditions. Advanced experience corrects and clarifies both the process of teacher training and the further development of the content of additional education for children.

When developing a system of means for developing research activity in children, the teacher proceeds from the fact that research activity consists of a set of actions that ensure its exploratory nature.

The next general proposition, which is the starting point when selecting means for developing students’ research skills, is that these means ensure the creativity of the teacher and the child. Stages of a teacher’s work have the following sequence:

1. analysis of work experience in the use of specific methodological techniques and elements of the structure of the lesson, including student research. Assessment of students’ existing knowledge and skills;

3. deciding on the advisability of using the selected lesson structure;

4. planning stages of work, clarifying ways to manage students’ research activities;

5. practical implementation of the solution in the teacher-student system.

There is no doubt that the idea of ​​a joint research approach is positive, since its implementation brings education and science closer together, and practical methods for studying objects and natural phenomena are actively introduced into teaching - observations and experiments, which are a specific form of practice. Their pedagogical value is that they help the teacher lead students to independent thinking and independent practical activity; contribute to the formation in schoolchildren of such qualities as thoughtfulness, patience, perseverance, endurance, accuracy, and intelligence; develop a research approach to the technological processes being studied. That is, research work is more connected than others with methods of scientific knowledge and requires independent actions at all stages of cognitive activity. Student research work is not universal in nature and is used in combination with other types of activities, including creative processes. In a sense, it can be argued that the creative process is a process of transition from ignorance to knowledge. At the same time, it is natural that creativity should be based on previously accumulated knowledge. At the same time, research is mainly a purposeful and largely planned activity aimed at obtaining new information. This information can serve as the basis for obtaining new results. Thus, research is the basis, that is, in one form or another, a necessary element, component, of creativity. However, if creativity without research is practically impossible, then routine research work, not accompanied by creative results, is an example that allows us to say that not every work is creativity.

Based on the essence of research activity, the teacher builds the educational process not as the transfer of accumulated knowledge in finished form, but as the organization of the student’s activities to master this knowledge and skills. At the stage of mastering research skills, the system of research tasks acts as the main means of organizing research work. At the stage of improving research skills, variable research tasks and practical work are used. At the stage of analyzing the development of research skills, diagnostics are carried out using tasks, conversations, and discussions. The success of developing research skills depends on the preparedness of students to conduct research work (presence of cognitive interests, stock of knowledge and intellectual skills) and, of course, on the preparedness of the teacher to guide the student’s research work (high level of knowledge, psychological and pedagogical preparation).

Completing research assignments in some cases may take up only part of the lesson, in others it can be carried out sequentially over several lessons. When conducting research, the teacher guides students to discover the problem and purpose of the upcoming research, and then directly participates in discovering the results obtained and formulating conclusions.

Thus, when organizing research, the teacher guides the students’ activities in such a way that they combine direct and indirect management of their research activities. As students acquire the skills to conduct research, the teacher increases the share of indirect guidance, due to which the share of independence and initiative of students increases, which ultimately contributes to the development of their research skills.

The effectiveness of the formation of research skills is associated with the organization of educational and research activities (information collection, training, project work), the selection of methods and techniques of work, and the identification of the content characteristics of research in educational programs. The result of students' research activities is determined by a set of research skills, the development of abilities for creative activity, the formation of an active attitude towards the educational process, the cultivation of independence and socially valuable personality traits.

Research activities occupy a significant place in working with gifted children, but this problem requires separate consideration.

Additional education is currently redefining its place in the educational space. It is an organic component of the Russian education system, as it is in close relationship with school education.

Additional education for children, as emphasized by A.K. Brudnov, represents an organic unity of knowledge, creativity, communication between children and adults, which is based on curiosity and passion for the free search for the path to mastery and comprehension of the meaning of life.

The development of a student’s personal qualities for the purpose of his successful life today is becoming the defining direction in modern education.

“It is precisely this desire of the civilized world,” according to N.L. Goloviznina, - in our country, the process of evolutionary modification of the entire system of out-of-school work, its transition to a new qualitative state - additional education, is largely due. In a new way, as required by reality, the place and importance of institutions of additional education are being determined. Historians and researchers of the issue A.K. Brudnov, V.A. Gorsky, L.Yu. Lyashko talk about rejecting the stereotype of the “secondary importance” of additional education in relation to basic education, pointing out many advantages over the latter in creating conditions for the child to form his own ideas about himself and the world around him.

Additional education in modern conditions is a significant component of the educational system.

A child, coming to additional education institutions, chooses for himself the activity to which his soul lies most, in which he can become successful. The student strives to realize his inclinations here and reveal his abilities in one or another type of activity. And one of these important and interesting things for him is research work.

The research activity of children in the system of additional education is one of the means of influencing the spiritual development of the younger generation. This creative process is reflected in the following forms: in educational and research activities and research itself.

“Educational and research activity is understood as a form of organization of educational work that is associated with the student solving a creative, research problem with a previously unknown result and presupposing the presence of the main stages characteristic of scientific research: statement of the problem, familiarization with the literature on this problem, mastery research methodology, collection of own material, its analysis, generalization, conclusions,” says the Concept of Further Education.

Research activity itself presupposes greater independence for students when choosing a topic, when processing the collected material, and when choosing methods.

Pupils of the local history circle "Rosinka" and the literary studio "Luchik" of the Center for Extracurricular Activities, having decided to study the cultural traditions of their Potapov farmers, identified for themselves the creative components of successful children's individual and collective research. These include independent creative work, and meetings with old-timers of the farm and masters of arts and crafts, and events of various levels, and excursions, and exhibitions, and expositions, and children's drawings, and museum lessons, and mini-museums, and a historical corner of local history, and a room of Cossack life (Appendix 1). And a piece of the heart of each of the students is invested in all this. In addition to this work, the guys clearly defined the stages of the research, since the research activity of the students of the creative associations “Rosinka” and “Luchiki” is a harmonious scientific process that has its own stages.

Table 1. Main stages of scientific research of students.

In turn, the thinking skills acquired by students in the process of research activities are an important process.

Students, carrying out research activities, acquire the necessary skills and abilities and form their own research culture.

Table 2. Components of students' research culture.

Thinking skills help students build a logical chain of their judgments.

Table 3. Thinking skills of students.

So, purposefully acquiring research skills and abilities, some students of the creative associations “Rosinka” and “Luchik” choose educational and research work for themselves, while others choose research work itself.

Table 4. Types of student research work.

Educational and research work is carried out by students under the constant supervision of the teacher and using such methods of collecting and processing data that are most suitable for children. This is how, when preparing their research on the cultural traditions of their native Donetsk residents, students of the creative associations “Rosinka” and “Luchik” define museum pedagogy as one of the main methods for themselves. The guys, together with the head of “Rosinka” and “Luchik”, collected interesting local history material about the life and cultural traditions of Donetsk residents ( Application).

Educational and research work for students of the local history circle “Rosinka” and the literary studio “Luchik” is a kind of exercise on a given topic, when the child hones his skills and knowledge necessary to carry out independent research in the future.

But the research work itself, which implies greater independence of students both in choosing a topic and in choosing methods and in processing the collected material, is carried out by students who already have some experience in research activities. And the teacher here acts as a consultant, and, if necessary, helps children at various stages of research work.

While working on research, students set goals and objectives for themselves that they can implement and reveal them clearly. The children clearly formulate for themselves the idea of ​​why the research is being carried out and divide these tasks into types.

Research activities are aimed at revealing the creative potential of each student, because it creates a unified intellectual developmental, personally formative space with opportunities for self-education, self-education of the child in the context of modernization of additional education.

Showing your “I”, showing your creativity is very important for a child. “And it doesn’t matter what kind of creativity the child is involved in,” emphasizes A.V. Vorster, - as long as he creates, as long as his entire personality is included in this action: abilities, feelings, mind. Everything will be useful, everything in the classes will be further developed, and all this will help later in any other adult professional activity.”

The research activities of additional education students, as their own achievement, give the child the opportunity to realize their creative potential.

As a result of creativity, a wonderful study is born about the Donetsk people - about the arts and crafts of their native Potapov residents.

The heart of a little researcher will not remain indifferent to the material that he himself has collected about the simple and amazing people living next to him. Experiencing the beautiful through familiarization with the traditions of folk culture, the child discovers the beauty in himself. He becomes kinder and wiser, he wants to create, to realize his inclinations. And here, according to A.V. Vorster, the presence of an authoritative teacher who creates conditions for the child’s creative self-expression can come in handy more than ever and teach him to overcome the difficulties that stand in the way of a growing child.

This is how the research work of students of the local history circle “Rosinka” and the literary studio “Luchik” was born on the topic: “The traditions of artistic linen weaving are an invaluable experience in arts and crafts.” The creative collective work of students was awarded with diplomas at the district, regional, and regional levels: a diploma from the Center for Extracurricular Activities (2007), a diploma from the regional arts festival “Donskaya Palitra” (2007), a certificate from DANYUI (2008), and a diploma from the regional festival “ Heartstrings" (2009) ( Application).

In modern conditions, it becomes very important and necessary to have a sufficient number of creatively developed children who are clearly aware of their abilities, desires and know how to achieve their goals. And the knowledge, skills, and abilities that creative associations of additional education institutions develop will certainly be useful to students in life. The child will benefit from both the skill of creativity and mastery of creative techniques. And all this will become a wonderful driving force in the student’s very activities in adulthood.

Bibliography

1. Azarov Yu.P. The art of education. – M., 1985.
2. Brudnov A.K. The concept of additional education for children.// Out-of-school student. – 1996. No. 1.
3. Vorster A.V. The role of additional education institutions in the development of a child’s creative abilities.//Add. arr. – 2006. No. 2.
4. Goloviznina N.L. Educational and research activities as a promising means of educating a creative personality.//Add. –2002. No. 8.
5. Museum lessons in educational institutions / Comp. L.A. Pershina and others - Volgodonsk, 2005.
6. Pershina L.A. and others. Modern pedagogical technologies in the practice of additional education teachers. – Volgodonsk, 2004.
7. Solevko G.K. Social and educational technologies. – M., 2005.
8. Fine T.A. Step-by-step actions to develop a research culture among schoolchildren. – M., 2004.

In recent years, more than one additional education center has opened in Russia. Currently, in domestic pedagogy there is increasing interest in extracurricular education. This situation is quite understandable. Additional education teachers are full-time employees. They work on a permanent basis. It is these people who are responsible for organizing schoolchildren’s leisure time, as well as for the meaningful part of students’ free time.

Job responsibilities

The activities of an additional education teacher include:

• creating favorable conditions for the development of children's creative abilities;
• organizing real cases that have a specific result;
• involving students in active extracurricular activities;
• Helping schoolchildren demonstrate their own organizational abilities.

Such specialists should not have a criminal record. A certificate of absence is provided as confirmation.

How to become a teacher of additional education?

Since the activities of such an employee are aimed at developing the child’s personality and fully satisfying the needs of schoolchildren in informal communication, he must be a true professional. In educational institutions there is no specialization “teacher of extracurricular education”. Higher education can be obtained at any of the faculties of a classical university. Basically, additional education teachers are people who have a diploma indicating the specialization “primary school teacher”, “physical education teacher”, etc. Despite the specifics of the work, there are quite a few similarities with the classical educational process. For example, the introduction of innovative methods in educational work.

What should such a teacher be able to do?

Additional education is similar to the duties of a regular teacher. It implies rights and responsibilities, indicates options for advanced training, and methods of reward for quality work. Their activities require mastery of content, methods, and modern pedagogical techniques. It is impossible to achieve the desired result without the skills of setting specific goals, searching for a meaningful component, and without close cooperation with children and colleagues. A teacher of additional education learns all these subtleties in advanced training courses. He is required to take them at least once every 4 years (like teachers in regular schools).

Features of the profession

The long-term plan of a teacher of additional education involves predicting the final result of his work, searching for optimal forms and methods of child development. The desire of children to acquire new knowledge and skills directly depends on the degree of professionalism, interest, and moral values. Basically, additional education teachers are people who do not spare their personal time for their students. They are always ready to give advice to children and help children in difficult situations.

Out-of-school education system

There are centers for further education not only in large cities, but also in small provincial towns of the Russian Federation. In total, there are more than 20 thousand such establishments in the country. Thousands of girls and boys attend them. Additional education involves extracurricular activities with children. Such people are involved in staffing various creative studios, try to maintain a contingent, and use special programs. Such a structure implies the presence of many sections and circles of various orientations: artistic, sports, vocal, intellectual.

Periodic certification of additional education teachers is carried out according to the same rules as in regular educational institutions. The relevant ministry of the Russian Federation, realizing the importance of extracurricular work, has now made it mandatory in schools, gymnasiums, and lyceums themselves. If in some centers of additional education children are offered a variety of activities, then in educational institutions they often choose 2-3 priority types of extracurricular activities. For example, the school has sports sections and a dance studio. Of course, such a limited choice of leisure time does not contribute to the formation of a harmoniously developed personality and does not fully satisfy the needs of students and their parents. That is why there are numerous separate institutions in the country designed specifically for extracurricular work with schoolchildren and adolescents.

Additional education positions

• Positive attitude and sensitivity.
• Understanding the needs of children.
• Significant intellectual level.
• Certain skills and abilities.
• Active citizenship.
• A sense of humor.
• High creative potential.
• Tolerance of views and beliefs.

Self-education of a teacher of additional education is a prerequisite for his successful certification. There is a classification of specialists. They may belong to the highest, first category or have the status of being “appropriate for the position held.”

Indicators of the highest qualification of a teacher of additional education

The term “professional competence” itself was introduced into use in the late 90s of the 20th century. According to terminology, additional education teachers are teachers. They have a secondary specialized or higher pedagogical diploma. Such people have personal and professional qualities that allow them to conduct successful activities. A teacher receives the highest category if he carries out educational activities at a high level. At the same time, he is obliged to demonstrate stable results of his work.

How to improve your skills?

In order to improve one’s own, one has to constantly develop creative individuality and develop receptivity to all scientific innovations. The teacher must easily adapt to the realities of the educational environment. He needs to respond to all the changes taking place in the modern school curriculum. The professionalism of a teacher is directly influenced by his spiritual and intellectual development. All the changes that are taking place in the modern educational system force teachers to improve their professionalism and qualifications. They constantly improve their own competence. The main goal of Russian additional education is the formation of a well-rounded personality of a child, a true patriot, capable of defending the Motherland. A graduate of an after-hours training center must be prepared for social adaptation, self-improvement, and self-education.

Pedagogical standard of highest qualification

It is the teacher who acts as the guarantor of the implementation of all set goals. In this regard, the requirements for teacher professionalism have sharply increased. There is currently an open discussion about the qualities that a 21st century teacher should have. Based on the results of the public survey, a standard will be created that will become a benchmark for certification commissions. Taking into account modern requirements, we can identify the main ways to develop the professional competence of a teacher:

1. Active participation in the work of creative groups and methodological associations.
2. Carrying out your own research activities. Conducting research with students.
3. Studying innovative technologies and introducing them into your professional activities.
4. A variety of pedagogical support options.
5. Systematization and provision of your own teaching experience to colleagues.
6. Application of information educational technologies in work.
7. Participation in various pedagogical competitions, festivals, forums, demonstration of master classes to colleagues.

Sequence of increasing the level of professionalism

To improve his abilities, an additional education teacher must go through the following stages:

1. Conducting self-analysis.
2. Identification of development goals.
3. Search for tasks.
4. Development of a mechanism to achieve the set goal.
5. Conducting analysis based on the results of activities.

Children who come to additional education centers independently select a section or club for themselves. The atmosphere that reigns in the classroom captivates students, gives them self-confidence, and allows them to develop leadership qualities and a sense of healthy competition. The different forms of work used in additional education give children the opportunity to study in an area that is clear and interesting to them. In order for the work of the circle to be effective, the leader draws up a training program and thematic planning. He must master the entire legislative framework, protect and respect the rights of his students, and monitor compliance with fire safety rules during classes.

Conclusion

The teacher periodically confirms suitability for the position held by passing certification. Such checks are carried out by special commissions, groups created from teachers with expert status. Certification allows you to show the level of skill of a teacher. Its result will directly affect the level of his salary. The application submitted to the certification commission lists all the achievements of the teacher himself, as well as his students over the past five years. Copies of diplomas, certificates, and acknowledgments are provided as evidence. A true professional willingly shares his knowledge with colleagues, conducts open classes for them, and organizes master classes. Interest in additional education indicates the desire of children to live an active and vibrant extracurricular life.

Experience and method of group work with children and adolescents"

Out-of-school education of students is an important link in the education system and an indispensable condition for the successful implementation of an integrated approach to it.
One of the main tasks of additional education is to help the school give children solid knowledge, develop children’s artistic creativity, and distract them from the street. It is very important that in addition to educational, classes in studios and clubs have considerable educational and career guidance significance. Along with broadening their horizons and replenishing their stock of knowledge, acquiring new skills and abilities, schoolchildren gain an understanding of a particular profession.
Additional education teachers, including me, have to deal with different age groups of children in their work. It is clear that the forms and methods of work, both educational and educational, are different at one or another age stage. Therefore, the main thing in the age-based approach to working with children is to take into account the characteristics of the child’s personality as a whole, not just its individual aspects and qualities.
Finding effective forms of additional education to collect, generalize and disseminate the best experience is not easy. There are no methods in this matter, since children's out-of-school institutions operate differently, depending on conditions, material resources, capabilities, etc.
Various forms and means of additional education educate children and adolescents in the spirit of collectivism and camaraderie, raising them to be honest, hardworking, cheerful, self-confident people who see goals and know how to set them, are ready to overcome difficulties, and are career-oriented for certain professions. In this regard, the development of children's creative abilities is of great importance. And it is folk traditions, folk art, creativity, culture that have a huge influence and help.

Creativity is the fascinating process of creating a new, individual “work”
Folk art occupies a special place in the national culture of the country. It reflects the originality and artistic genius of the people: their poetry, imagination, imaginative thinking. The wise prostate of views and feelings, glorifies the best features of the people's character - courage, humanity, devotion to civic duty, the Motherland, honesty, heroic strength, optimism.

For centuries, people have been striving to express in artistic form their attitude to life, love of nature, and their understanding of beauty. Products of decorative and applied art that children see reveal to them the richness of the culture of the people, help them learn customs passed on from generation to generation, teach them to understand and love beauty, and introduce them to work according to the laws of beauty.
Clothing modeling is one of the areas of applied art that creates a unique aesthetic environment for a person, allowing him to feel organically and naturally in a particular environment. Those. the suit not only serves to protect a person from unfavorable climatic conditions, but also satisfies the practical needs of a person, decorates his life, and emotionally attunes the human soul. This reveals the nature of the art of clothing.
Clothes modeling is a creative stage in creating a variety of models, creating an artistic material shell that shapes a person’s appearance. The source of the artistic idea, the soil that feeds the artist’s imagination, is of great importance for creativity. It is the surrounding reality - nature, production, events of social and cultural life of today and past times. One of these sources deserves deepest attention - the heritage of the material culture of the past: household items, clothing, folk and applied art.
A special place here belongs to folk costume. It is the folk costume that has absorbed the entire storehouse of folk art: here is the color scheme, the combination of different colors belonging to a particular people; There is also ornamental embroidery in various techniques. And finally, appliqué, which I pay special attention to in class. It gives the child the opportunity to unleash his creative thoughts and realize his fantasies in products made from rags. And I can speak about this with confidence, since I have a lot of experience as a teacher of additional education.
Since 1986, I have worked as the leader of a circle at the House of Pioneers, and then as a teacher of additional education at the Center for Children's Creativity. I run the Cutting and Sewing studio on the basis of which the Samotsvety Fashion Theater was created. I already have enough experience to be able to do some kind of analysis of working with children.
By studying in my studio, students expand their knowledge and improve their skills in the field of designing and modeling clothes, acquired in technology lessons at school. But my main task is not only to organize children’s leisure time, to distract them from the street, but also to teach them the ability to think, develop a creative approach, and use reference and periodical literature.
For example: when setting girls the task of choosing a model, I pursue the goal of teaching them to think critically, develop aesthetic taste, and a practical orientation. Thus, the creative nature of tasks for children develops their interest in the matter they are studying.
The next very important point that I try to take into account is the connection between disciplines and the prospects of learning. Also Y.A. Kamensky wrote:
“Everything that is in mutual connection must be taught in the same mutual connection.”
When studying the topic “Source of Creativity”, I give the girls the task of creating models themselves based on given themes or mottos (“We are youth”, “Seasons”, “Spring”, “Childhood”, etc.) Children draw, and they draw creatively, and It is very important, in my opinion, to see the world around us with our own eyes. Then, based on these sketches, independent models are created, i.e. model, sew, design the finished product. By creating individual models in the classroom, I try to create an atmosphere of creativity and let the children understand and feel how much work goes into each item, how much work and soul is put into it, and how many different professions are involved in making clothes.
Thus, before receiving a finished suit, in the process of work we use drawing, modeling, the basics of drawing when designing, mathematics (when calculating the formulas necessary for constructing patterns), knowledge of elementary biology when measuring a figure, chemistry (the composition of modern fibers that make up the fabric , its shrinkage or stretching properties), cutting and assembly of the product.
And yet, the main form of my work is practice and an individual approach to each child. Of course, I also use common forms of presenting material - lectures, conversations, note-taking. At the same time, I certainly have to deal with a number of objective and subjective factors that I have to take into account. Thus, I build the entire learning process in the “Cutting and Sewing” and “Modeling and Designing Clothes” clubs on the creative potential of students. And creativity is always associated with the creation of some kind of product - a product. And only in the process of manufacturing any product does the child’s artistic abilities develop.
In the classes of the “Cutting and Sewing” circle, a wide scope opens up for the development and expression of the child’s artistic taste. By introducing children to creative work in any form of art, we develop their creative abilities and aesthetic taste, broaden their horizons, and cultivate a culture of artistic perception.

Characteristic age characteristics of children of different ages.
When choosing a form of conducting a lesson, it is necessary to take into account the individual and age characteristics of students and their potential capabilities.
Girls from 9 years old to 18 years old study in my studio.
This helps me study the material in a certain sequence and achieve the intended goal of the work.
Thus, children under the age of 11 have a pronounced desire for independence and passion for completing tasks. At the same time, an uncritical attitude towards the result of one’s work. Therefore, in the first year of study, students in this age group make items needed in everyday life: napkins, teapot warmers, kitchen sets, souvenirs from scraps, sew clothes for dolls and simple things? Skirts, sundresses, blouses. With them I work on the techniques of technical sequence, and also introduce simple types of finishing, such as: applique (in various techniques), embroidery (with the simplest seams: looped, stem and chain). It is very important when working with children of this age group that the result of the work is not only immediately visible, but that the children get used to creative artistic work, to accuracy and strive for the final result. It is from this age group that I conduct discussions on folk ornaments in applications made from different materials. I give ideas about color. I teach children simple sewing skills. Children of primary school age are characterized by mobility, curiosity, emotionality, and the inability to concentrate their attention on one thing for a long time. Based on this psychological characteristic, the main form of conducting classes is a game. Here is one example: We sew on a doll. In order for the child to develop an interest in work, we start a game in the studio. The doll came, chose the fabric, ordered the product, and received the finished dress. The game is usually played in pairs. With children of this age, I do not use purely “theoretical” teaching methods, because Lectures on theoretical issues are difficult for them to perceive. We consider these issues individually in the process of practical work. Since children’s abilities are different, we evaluate each work based on the final result, and each child receives his own portion of praise.
At each lesson, we repeat safety precautions in a playful way so that we know them by heart. We need this because... Our work is combined with a needle, sewing machines (manual, scissors and electric), as well as an electric iron. Students will need skills in working with these devices in later life. It is unlikely that an adult woman will forget these simple rules learned in the classes of our circle and leave the iron on, or not stick a needle into a schoolgirl.
Children aged 12-14 years are more self-critical, try to analyze their work, but are often indecisive and tend to imitate.
The methodology for conducting classes with older children is different. Teenagers are characterized by numerous changes in their physical, intellectual, and emotional appearance, a desire to feel like adults as quickly as possible, and they have an increased interest in communication. And if younger schoolchildren ask the question: “How quickly can I do this or that thing?”, without thinking about the quality of the product. Older girls are already striving to produce a product with high quality, sometimes at a good level, putting diligence and accuracy into the product. The main form of classes with teenagers is a combination of individual and group forms. Here I often use conversations, lectures, and reasoning. I practice meetings with honey. workers, a cosmetologist, and a teacher at the Art Studio. With these girls, I pay more attention to folk arts and crafts, which introduces the children to the rich world of objects and images, characterized by a riot of colors and a variety of shapes. This arouses keen interest, an emotional response and activates the creative activity of children, the desire to display in their own way what they see in a drawing or application, which in turn contributes to the formation of personality, fosters in children an interest and love for the art of their people.
Classes in the studio help students express themselves at school from the first year of study. They try to find applications for their skills in socially useful work everywhere. Passion for a task gradually increases the individual abilities of each child, his creative potential grows, his interest in the history of clothing and modeling increases, improving his skills, the need to work appears.
I have been working under the Rainbow program for several years now. Where is children’s learning “from simple to complex” reflected in the color spectrum? Throughout the entire training, together with technological training, there is an acquaintance with artistic, literary and musical works. Thus, in the studio, children receive not only labor and professional skills, but also become familiar with art and get acquainted with the work of other CDT clubs. Over the course of many years of work, experience shows that in order to consolidate this knowledge and better perception, the child needs to express himself. And the best self-expression for children is drawing. Therefore, after joint classes with a literary circle, with an art studio, students draw their models - autumn, winter, spring; mood, etc. In these drawings, the child is revealed as an artist-fashion designer for whom the source of creativity is nature, literature, folk costume, and folklore.

Folk traditions in clothing design and product finishing
Fashion design, development of models, sketches is a complex creative process. It requires knowledge of the basic laws and rules of modeling. At all stages of clothing modeling, not only the style and trends of fashion are taken into account, but also issues related to the process of its manufacture are resolved, processing methods are determined in accordance with the available equipment and technological properties of the materials. The distinctive qualities of modern fashion are versatility, functionality and democracy. It helps to find ways and means of improving a person’s individual qualities, educating him on the best examples of Russian and national culture, taking into account modern design.
When teaching how to design or model clothing, I strive to have a conversation with the students. So, for example, while studying the construction of a one-piece sleeve based on a folk shirt, I tried to provide information on the history and theory of costume, about national Bashkir and Russian art, and the art of other peoples inhabiting our country. Since the folk shirt was cut into rectangles, and its design completely depended on the width of the canvas, the design lines of this product were straight, one-piece. Clothes designed on this basis easily “get used” to today, fully correspond to the tastes of young people, their type of activity, recreation, sports activities, etc. The decorative nature of color combinations, characteristic of folk art, is constantly reflected in the modeling of children's and youth clothing. This process occurs mainly in two directions:
1. imitation of folk models
2. creative development
The existence of the first direction is evidenced by such works, which basically repeat the form and decorative structure of folk clothing, household items or individual parts.
When making a pouch with an applique in the Bashkir ornament, students repeated the shape of a folk pouch, using the ornament and color used in folk art. Folk decorative and applied art has great potential for a variable interpretation of the composition of an ornament, characterized by symmetry and balance of its elements. Applique is the simplest and most accessible way to create artwork, which preserves the realistic basis of the image itself. This makes it possible to widely use appliqué not only for design purposes (in the production of visual aids, souvenirs, decorations for festive and other costumes), but also in the creation of paintings, panels, ornaments, etc.
When studying appliqué, you can tell the girls a little history that appliqué is one of the oldest ways of decorating clothes, shoes, household items, and homes, still used today by many nations. The appearance of applique dates back to ancient times and is associated with the appearance of a tie, a seam on clothes made from animal skins. The evolution of appliqué can be traced through images in art monuments of ancient civilizations in Asia, Europe, and America. The earliest surviving applications from the Pazaryk burial mounds (5th – 3rd centuries BC) are marked by high artistic skill.
By telling the circle members about the origins of appliqué and historical cultural monuments, students broaden their horizons, interest in creative work, familiarization with truly folk art, but also develop an interest in such subjects as history and geography. After all, many types of modern clothing borrowed their names from the area where they once began to be made. When studying the construction of the “Skirt - Trousers” drawing, the girls were keenly interested in where the Austrian city of Bruges was located, where, a long time ago, coarse woolen fabric “bruges” began to be made, from which coarse men’s clothing was sewn, which later became known as trousers.
The study of monuments of folk architecture, wooden house carvings, folk crafts, macrame allows artists to create original fabric designs, find new lines in costumes, and in decorative and artistic design of clothing.
The simple texture of linen has long coexisted with the same simple trims from braid, woven or knitted lace, and embroidery. The folk costume, which combined nobility and simplicity, richness of decoration and brightness of colors, suggested the motives for new solutions in fabrics and gave impetus to the creation of original finishes. Finishing is an element of composition and a means of expressiveness of clothing. Modern youth clothing is characterized by a wide variety of finishing types. The decoration can be either permanent (embroidery, lace, ruffles, piping, rolls, trims, etc.) or removable (collars, ties, bows, frills, etc.).
By engaging in decorative and artistic design of products, girls gain a deep understanding of the culture and art of their ancestors and themselves become continuers of the traditions of past masters.
Students who attend classes at the CDT are already distinguished by their artistic taste, imagination, and observation skills. They absorb new concepts for themselves, see people in their own way, their gait, manner of dressing, characters. They can realize themselves not only as model creators, but also as fashion models. This opportunity is given to girls by the Fashion Theater organized on the basis of our circle.
With the help of the CDT administration, we purchase fabrics, necessary accessories and create creative clothing collections. A product made by the girl herself, which is complete not only from an artistic point of view, but also undoubtedly a bright, emotional stimulus for the further improvement of the child. The acquired skills allow you to make more complex things for yourself and for your loved ones. And in the classroom, work according to the principle: “If you learn it yourself, teach someone else.”
Since very little time is allocated to service labor lessons at school, classes in the CDT studios help students to find and deepen their knowledge, become familiar with the creative heritage of the people, and also decide on their work orientation.
I believe that it is the manufacture and tailoring of clothes in the national tradition, artistic creativity and labor activity that are in close interaction. In the process of creating a product, artistic skills are most fully and harmoniously intertwined with labor skills, flights of fancy, wealth of imagination with thoughtful painstaking work, which allows you to see its results with your own eyes. And this develops such qualities in children as: perseverance, accuracy, hard work, creative activity, patience. “No matter how modern, fast and all-powerful sewing machines may be, the basis of true craftsmanship lies in manual work.” The examples of folk art that have come down to us are the result of the manual method of dressing. As soon as we try to reproduce the original, we unwittingly return to manual labor. The use of folk art motifs in modern clothing design should be based on a number of requirements that I set for myself before embarking on a particular topic. This:
1. Study of the source, its specifics and principles.
2. Knowledge of the basis of creativity, its artistic and figurative nature.
3. The ability to see artistically and enrich your experience.
4. knowledge of the technical capabilities of producing clothing items
5. Monitor changes in fashion trends and styles, taking into account the requirements of modern times.

The active work of the “Design and Modeling of Clothes” studio promotes and cultivates the hard work of students, expands their polytechnic horizons, contributes to the education of aesthetic culture, and the development of the ability to perceive and feel beauty. By studying in a circle, girls will be able to deepen their knowledge and skills in a matter that interests them and apply them in socially useful work at school and at home. Our goal is not to make every child a professional in one or another area of ​​artistic creativity. We only give the opportunity to reveal his individual creative abilities, learn to see the beauty around him, not forget his roots, but continue the traditions of folk art, awaken a love of work, i.e. to lay in the child the foundations of a creator and creator, a hardworking and purposeful member of our society - these qualities are necessary in any profession.
In each lesson, I strive to awaken interest and joy in working with fabric, I try to ensure that the child independently performs certain complex operations and is proud of the work done. I strive to instill an interest in tailoring. Of course, I understand that not many will become tailors, cutters, technologists or sewing designers, but my extensive work experience suggests that many of my students have found the knowledge taught in our studio very useful in adult life, which they still use today por.

Artemyevskikh Olga Alexandrovna
Job title: additional education teacher
Educational institution: MBUDO "Station for young naturalists"
Locality: Krasnoufimsk city, Sverdlovsk region
Name of material: Article
Subject:"Organization of design and research activities with children of primary school age in an additional education institution"
Publication date: 08.05.2017
Chapter: additional education

"Organization of design and research activities with

children of primary school age in an institution

additional education"

Olga Alexandrovna Artemyevskikh, methodologist

Municipal budgetary institution

additional education

"Station for young naturalists"

GO Krasnoufimsk

Key

words:

design

research

activity,

pedagogical

technology, primary school age, paleontology.

Further education institutions, like schools, are concerned

today by searching for new educational content. One of the forms is

design

research

activity. In conditions

additional

education there is no rigid framework of the class-lesson system, so the choice

topics

and issues

projects

and research

students occurs at the moment of choosing the direction of additional

educational activities taking into account the age characteristics of children.

The project method is a pedagogical technology focused not on

integration of factual knowledge, but on their application and acquisition of new ones,

therefore, a project is always a creative activity. Active inclusion

child in the creation of certain projects gives him the opportunity to master

human

activities

sociocultural

environment. Basic

task of the method

projects

is

study

together with the teacher of the surrounding life. Everything the guys do, they have to

plan,

execute,

analyze,

Naturally, understand why they did it.

A program in the project method is built as a series of interconnected

moments arising from certain tasks. Guys need to learn

build your activities together with others, find, acquire knowledge,

necessary

execution

solving their life problems, building relationships with each other, learning

get

necessary

on one's own,

together

concentrating

living and vital material, learning to understand through testing the realities

Experience in project activities.

Design

activity

institution

systemic

character. From individual research of a project on a topic, subject, to

group

research

wide

regions

knowledge. Last year, with students studying for 4 years under the program “The World Around

head

whom

prepared

paleontology "Mysteries of the Perm Sea". As part of the project

was put

oh main

involvement

project

research activities. The science of paleontology, with the help of its

forms and methods of studying objects gives great scope for carrying out

various studies.

It is known that everything new causes

informative

motivates

pursuit

moves

self-education, activates creative activity. In this creative

process

meaning

was given

pedagogy

cooperation, cooperation

parents

teachers

became

active

participants

assistants in working on the project.

The children's first meeting with the prehistoric world happened at the first

training.

visited

excursions

"Fossilized

hidden treasures

Perm Sea"

in the Krasnoufimsky Museum of Local Lore and thought that

The Earth was not always the way we are used to seeing it. How it was born

life on the planet? What animals inhabited it, what they looked like and in what

climate lived? Why is the Permian period relevant to ours?

city? We have a lot of questions that we would like to answer

get an answer. Therefore, we came up with the idea of ​​​​creating the project “Riddles

Perm Sea" so that students can learn a lot about the Perm

period and science of paleontology.

We talked with parents and decided to present this project to

in the form of a collective information and research project with the release

to create an animated film that could help

addition

studying

The work plan drawn up together helped us organize a joint

activity

Stages of work on the project:

1.Preparatory stage

2. Modeling

3. Activity

4. Presentation of project results

5.Public presentation of the result.

At the preparatory stage we have set ourselves challenges

formulated

proactive and creative

parents,

developed

action program for the project period. The starting point for creating our

project was a visit back in September to the Klyuchikovsky quarry, where we

exhibits .

appeared

creation

paleontological exhibition.

At the second stage we developed the project, defined goals and objectives

analyzed

done

developed a program of our further actions and distributed the volume

upcoming

asked

student

do some work

parents

try

answer the question: “What do we know about the paleontological past of our

the edges? And do we know anything without involving additional sources?”

After collecting information, we had a lesson “Perm Sea - what

do we know about him?”, where each child talked about what he knows about

Permian period . We attended several educational classes and the master

– classes in our local history museum ,

talked to paleontologists -

amateurs

met

profession

paleontologist

intellectually

creative

games. Conducted

survey.

The third stage is activity. At this stage we were collecting

serious information

preparation

cartoon

methodological

analyzed

documentary

archival

sources,

Internet resources,

periodic

paleontology and history of the Permian period .

At the same time we prepared

future

cartoon

plasticine

Perm Sea , prepared the scenery of the future sea, learned to work in

programs "Windows Film Studio"

"Sound recording"

allowing

create cartoon masterpieces .

Stage four – presentation of results. The next step for

decor

results

design

activities: methodological

manuals for studying the flora and fauna of the Perm Sea - “Trilobite” puzzles,

coloring pages for children “Inhabitants of the Perm Sea”, educational game for

primary school students “Find out who I am?”, creation of the cartoon “Riddles

Permsky

compilation

photo report,

discussion

presentation of the results obtained.

Final

stage

public

presentation of the result of work on the project, which was presented at

municipal project competition and the All-Russian competition “First steps

into science”, where our students with their project “Mysteries of the Perm

seas" took first place.

paleontology

huge

material

understanding

modern

vegetable

animal

provides

unique

opportunity

development

inexhaustible

information

resources,

acquisitions

develops

intelligence,

inquisitiveness,

curiosity,

determination, desire and ability to learn the stone record of the Earth.

The introduction of design and research technologies helps our

institutions of additional education to improve the quality of education in

institution, achieve creative success, and most importantly attract

children to a new form of activity, and teach them to see what they previously did not

noticed or simply did not understand.