SHS Web Conf.
Volume 98, 2021The Third Annual International Symposium “Education and City: Education and Quality of Living in the City” (Education and City 2020)
|Number of page(s)||6|
|Section||Development of Urban Educational Potential|
|Published online||09 March 2021|
Additional education of children as an innovative resource for the development of regional educational potential
1 Kaluga State University named after K.E. Tsiolkovsky, Institute of Pedagogy, Kaluga, Russia
2 Kaluga State University named after K.E. Tsiolkovsky, Institute of Social Relations, Kaluga, Russia
3 Moscow State University of Technology and Management named after K.G. Razumovsky, Institute of Social and Humanitarian Technologies, Moscow, Russia
* Corresponding author: email@example.com
The article describes the Russian experience of building a system of additional education. It is shown that this experience is consistent with world educational practices and has unique features. These features are shown on the example of the Kaluga Region (space-oriented education, support for children’s giftedness, and career guidance to the benefit of the region). Additional education of children in Russia is considered a unique educational system. The article presents the global experience of individual-oriented educational practice aimed at forming human capital. The authors use statistical data reflecting the work of additional education of children in the region in the context of the Kaluga Region. The novelty of the research is due to the reflective and axiological approach to the organization of pedagogical support of teenagers’ self-development in the context of additional education of children as a key element in the formation of human capital. This approach represents a special type of pedagogical interaction. The goal of pedagogical support is searching for their life purpose and implementing the found meanings in the “project of their own life”. The article defines the regularities on which the authors’ approach is based (a humanistic type of interaction between the teacher and adolescents as accompanist partners; eventfulness of the educational process, which is scoped to the boundaries of the child’s life activity in general; building a space for knowing one’s selfhood and its implementation by a teenager), as well as basic principles (actualization of reflection, and value attitude of children to their life activity). Pedagogical support of adolescents, based on the ideas of the reflective and value approach, contributes to the development of human capital.
Key words: nonformal education / out-of-school education / personality self-development / reflective and value approach
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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