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pedagogical conditions of efficiency of pedagogical maintenance of children of average school age in nonlearning activity

Theoretical researches and practice confirm: effective realisation of is functional-substantial model of aesthetic education of children of average school age in nonlearning activity of educational institution is provided by means of application of pedagogical conditions.

Many authors (JU.K.Babansky, G.I.Vergeles, M.E.Duranov, etc.) lean against known position of the system analysis meaning that the system cannot function and develop without essential and necessary conditions. They also notice, that any pedagogical system can is successful function only at observance of corresponding conditions.

According to A.M. Novikova, the concept "condition" means on what something depends another (caused), and also it defines concept «pedagogical conditions» as circumstances of process of training and education which provide (cause) achievement of in advance put pedagogical purposes.

G.I.Vergeles underlines, that success of allocation of pedagogical conditions depends on clearness of definition of that ultimate goal or result which should be received: from that understanding that is reached at the expense of realisation of variety of conditions, their set.

Pedagogical conditions are such conditions which are meaningly created also which should provide the most effective formation and course of pedagogical process, including education of aesthetic culture of children of average school age in nonlearning activity of educational institution.

Success of realisation of our experimental research
Depended on observance theoretically and experimentally proved complex of pedagogical conditions of a system effectiveness of pedagogical maintenance of education of aesthetic culture at children of average school age in nonlearning activity of educational institutions:

• understanding children of average school age of aesthetic representations and concepts, and also display of aesthetic good breeding;

• interaction of educational institution and a family for the purpose of maintenance of aesthetic education;

• maintenance of various nonlearning aesthetic activity for children of average school age;

• lichnostno the focused approach to each pupil in system of aesthetic education of children of average school age;

• the organisation of the cultural-aesthetic environment at school;

• intersubject integration and synthesis of arts - methods of aesthetic education;

• creative activity of pedagogical collective and an inclusiveness of children of average school age in the given process;

• creation of situations of success in activity of creative association of children of average school age and their teachers.

Diagnosing of the person of the schoolboy, studying of its creative potential is a starting point of activity of pedagogical collective. The understanding of the relation of the pupil to various kinds of activity, studying of its informative activity, inclusiveness level in aesthetic activity is important. Coincidence of aesthetic interests of teachers and children of average school age is a basis of nonlearning creative activity in educational institution.

Understanding children of average school age of aesthetic representations and concepts, and also display of aesthetic good breeding.

Many citizens in our country shift responsibility for education of the cultural and spiritual person on school.

But aesthetic
Education of the schoolboy is carried out basically behind frameworks of educational process. The problem becomes aggravated deficiency of time, the big academic load of the modern schoolboy. It does necessary familiarising of children of average school age with spiritually high images of culture and art in nonlearning activity in educational institution. Nonlearning activity plays an appreciable role in formation and development of spiritual shape of the schoolboy. It is huge and in education of aesthetic representations of children of average school age. Only the system of the aesthetic knowledge received by pupils in educational process and in nonlearning activity, arms pupils with set of general educational knowledge, skills, promotes development of thinking of children of average school age. And only in the given system teachers can carry out familiarising of children of average school age with aesthetic knowledge. This circumstance demands an obligatory combination of educational and nonlearning activity.

However, the maintenance of subjects predetermines also necessary specificity out-of-class pedagogical which should be spent at education of aesthetic culture as addition to its realisation in educational process.

Teachers constantly define the expedient maintenance of the nonlearning aesthetic activity directed on formation of aesthetic representations and concepts of children of average school age. At its decision of these problems the teacher should consider following circumstances:

• problems of aesthetic education of pupils should be concretised with reference to children of average school age;

• level of knowledge and aesthetic representations at children of average school age;

• maintenance and volume of aesthetic knowledge which will be acquired in the near future by pupils in the course of training;

• level of aesthetic education in a family;

• the information of the aesthetic maintenance received by children of average school age in a family, from mass media, in sphere of informal dialogue etc.

Experimental work spent by us was under construction taking into account these circumstances. The class teacher regularly observed of process of mastering by children of aesthetic representations and concepts of nonlearning activity, constantly studied, in what measure these representations are acquired by children of the average school age, they get what aesthetic knowledge in a daily life, and taking into account it built the conversations during class hours. Such conversations are organic continuation of work on ordering and generalisation of aesthetic representations already available for pupils. At the same time they prepared pupils for mastering of the new information of the aesthetic maintenance in the course of the subsequent out-of-class actions.

During skilled work in one of experimental classes the class teacher and other teachers of this class skilfully enough used possibilities of educational process in rationing of aesthetic representations and concepts, but pereotsenivanie the possibilities of the class teacher has affected development, enrichments, deepenings of aesthetic knowledge. The given studying of level of aesthetic knowledge of pupils of this class the following: schoolboys with low level of aesthetic good breeding and sensibleness of aesthetic representations - 17 persons, with an average level - 5 pupils, over an average - 3, with high - 1 schoolboy.

Non-observance by separate teachers characterised above the approach considerably reduced in our experience intensity and, finally, productivity of aesthetic education and education of aesthetic culture as a whole. Acquaintance of teachers with results of dissertational research has allowed to convince them of necessity
Carrying out during nonlearning time of special explanatory work on enrichment, deepening and ordering of the aesthetic knowledge received by children of average school age in the course of training. Next educational year the class teacher and other teachers have more shown consideration for our recommendations, and it has affected positively results of work. Indicators have sharply changed: schoolboys with low level of aesthetic good breeding and sensibleness of aesthetic representations there were 4 persons, with an average level - 4 pupils, over an average - 13, with high - 5 schoolboys.

Each subject (Russian, mathematics, biology, history, a foreign language, physical culture etc.) promoted fastening, a concrete definition and enrichment of aesthetic knowledge as teachers used a teaching material for aesthetic development of schoolboys. So ability to understand riches and beauty of the native language is promoted by "Russian". The riches of literary images are transferred by means of their expression, ability of schoolboys correctly to select words and teachers train in it children of average school age on "Literature" employment. Development of art thinking, creative imagination, a visual memory, spatial representations are served etc. by the fine arts. The teachers working with children of average school age, do not have any restrictions for fruitful activity on aesthetic education of schoolboys both in educational, and in nonlearning activity.

Carrying out of facultative employment, literary-creative circles, visiting of theatres and museums, and also the organisation of lectures and employment on painting, a sculpture, drawing - here principal views of out-of-class and out-of-school work with children on aesthetic education. Children with signs of endowments in the field of the fine arts, music, literary creativity can develop the abilities through kruzhkovye and studio employment. Employment on motion picture arts also occupy
Visible place in an educational system of schoolboys, and sports actions positively influence aesthetic good breeding of children of average school age.

Children's amateur performance is the important component of educational work of teachers. The general development of children, increase of their aesthetic culture are promoted by mass celebratory actions, school theatrical performances, from a life, etc. Schoolboys and adults joint preparation and execution of theatrical performances can connect performances of events. The creative tasks connected with the nature, traditions, conditions of a life of a native land expanded possibilities of ecological aesthetic development of pupils. Is art-educational work on out-of-class and out-of-school employment gives the chance to children to show various abilities about which neither they, nor their parents at all did not suspect.

Taking into account today's realities acquaintance of children to cultures and traditions of the different people was planned, bringing up thus tolerance in relations between people of any nationalities.

It is necessary to notice, that recently the wide circulation in educational institutions was received by the various children's public associations promoting inclusion of children and teenagers in new social relations; to their self-realisation, display and development of a civil and moral position, socialisation of the person, education of aesthetic culture of schoolboys.

Maintenance of interaction of educational institution and family in aesthetic education.

Two important institutes of socialisation of children for the purpose of high-grade development of the child are represented by a family and educational institution and their close interaction is necessary. Realisation of function of pedagogical maintenance is formed through information pedagogical support of parents and on it should be constructed
Family and school interaction.

Ideas of pedagogical humanism, cooperation, formation of uniform educational developing space, founders are V.A.Karakovsky, N.L.Selivanov, E.N.Stepan and V.A.Suhomlinsky, are taken as a principle educational system.

For the purpose of successful pedagogical maintenance of aesthetic education of children of average school age creation of cooperation of parents and teachers of school is necessary, to it should promote the teamwork organisation, and is class-family designing of aesthetic activity should become a reality. Only correctly organised family and school education, intertwining, create conditions of development and formation of the person of the schoolboy. Only there, where this interaction the fullest and competent, occurs successful education of the growing person. Education in a family, environment, society are conditions which influence aesthetic development of pupils. The teachers who are engaged aesthetic education of schoolboys, should as it is possible to co-operate more closely with families and the nobility as the pupil after school spends time.

Those children who since the childhood joined the art world: went to theatres, listened to music, visited museums, read books etc., i.e. those children, which parents cared of their aesthetic education, have all preconditions for the further growth, development of their creative activity. As has shown our research, at such pupils level of their aesthetic good breeding not only high, but also it is improved in process of their growing. The childhood - the major period of a human life. The today's child of average school age becomes what person depends on how there has passed the childhood who led the child by hand in a childhood that has entered into its reason and heart from world around.

Children's inquisitiveness is cleared up spent together with parents even by simply small supervision over the phenomena of the surrounding
The world. Parents promote development of children, paying attention on different paints of seasons already much: gentle greens of spring and summer raznotsvete, yellow-red, gold autumn foliage and sparkling snow of winter.

The love of parents to children and reciprocal feeling of children to parents are motive power of development of the growing person in a family. And conditions which do not promote favorable development of the person, is an immoral behaviour of parents, drunkenness, quarrels of parents etc.

Now many modern parents since early years give children to be engaged to music, to singing, dances, drawing is etc. final, not all from these children become great musicians, singers, dancers and artists, but undoubtedly one, they join art and further cannot live without it. At them aesthetic taste, sensitivity and love to fine develops, thus parents should consider propensities and interests of the child and not to force at all it to be engaged in art activity violently. Otherwise, to a great regret, the child can have negative emotions even at a mention of art. Familiarising with culture, art should proceed gradually: from a lullaby of a song which sings mother since a birth of the child; from reading of the book, learning of verses, from display of magnificent illustrations; from the reference attention of the child to beauty of world around; from joint visitings in theatre, a museum; From accessible explanations to the child of the maintenance of this or that performance, this or that picture. In this process it is necessary to consider age features of children.

From a psychological climate in a family, from interest of parents in education of children, from level of their pedagogical culture education of children of average school age, development of their aesthetic good breeding in many respects depends.

In classes in which we made experiment, we tried
To provide commonwealth of educational institution and a family in education of children of average school age. The considerable quantity of common causes spent to experimental classes promoted the organisation of teamwork of parents and teachers, for example, carrying out of various excursions, school holidays, regular thematic employment with parents and pupils etc. As required, besides the planned parental meetings, the class teacher and teachers held meetings with parents on which those could receive answers to their interesting questions and where could develop a coherent plan of educational work concerning children.

In the work class teachers of experimental classes aspired to organise collective of parents, to involve it in performance of the put educational problems, that it was possible to them to the full. Parents actively helped the teachers conducting disciplines of an aesthetic cycle, with carrying out of those or other actions: the organisations of exhibitions, registration of classes, etc. were regularly spent parental hours where acquaintance to members of families of pupils was carried out, there passed individual conversations with them. Parents were invited and took part in educational actions of a class.

The considerable quantity of parents took part in every possible excursions which were spent besides the general holidays. The class teacher gave special attention to incomplete families, rendered all-round aid.

By us have been allocated among the most popular forms of co-operation used in practice of dialogue with parents, such: a round table, a debatable meeting, parental conference, consultation, evening of questions and answers, pedagogical "drawing room", obrazovatelno-game training, business game, "KVN", «That, Where, When?», Etc., an is informative-game quiz of children and adults, family evening, etc.: "Sit-round gathering", «Christmas entertainments», etc.; thematic dosugi
Children and adults on the basis of a calendar, folklore material, sports tasks: «a crop Holiday», «My daddy (mum) the best» etc.; visual means of dialogue: a thematic exhibition (a screen, the booklet, an instruction), "Mail box" for questions and wishes of parents and so forth; library for family reading; "telephone hotline" work; the Open door; a hand-written album (picture album) about experience of family education; family routes of the day off (sports, ecological and so forth); actions with participation of children and adults, etc.

The organisation of various nonlearning activity of an aesthetic orientation of children of average school age.

We understand as aesthetic activity any activity of children of the average school age, induced and directed from within their aesthetic consciousness, i.e. all kinds of activity can be aesthetic if they are carried out by the pupils possessing aesthetic consciousness, that is under «beauty and harmony laws». The aesthetic beginning should be put in pawn in all activity of children of average school age, therefore the important requirement to any activity of the schoolboy should be: accuracy, neatness, cleanliness, beauty, etc. For example, the task carried out in a writing-book should be not only competent, but also beautifully issued, and the writing-book should be not mint, pure, wrapped up. Records should be separated one from another, corrections should not be evident, etc. From such requirements aesthetic education begins and many children perfectly acquire these rules. Stimulus the exhibition of writing-books can be, every week to expose the accuratest and pure writing-books, with correctly issued records.

It is necessary to give special attention to ability of schoolboys to watch itself, behind the appearance, a suit, school accessories, a workplace, etc. All it outgrowing in a habit, become essence of the person, therefore it is important to put in pawn their base at school age.
It is promoted by such conversations, as: «Meet on odezhke», «the School hairdress» and many other things.

The first question to result of any activity should be such: «it is beautiful or not?». Considering utilitarian interest of children of average school age, it is impossible to be sparing with praise and other encouragements. And also it is necessary to remember, that the child can and not shine with knowledge, but to be brought up is obliged.

Rational inclusion of pupils in all variety of kinds of practical aesthetic activity is promoted by presence at school of traditions and accurately planned purposeful work on maintenance of requirements of schoolboys in various aesthetic activity.

In the course of aesthetic education are widely used art and literary works, music, art, cinema, theatre, national folklore. This process assumes participation in art, musical, literary creativity, the organisation of lectures, conversations, meetings and concert evenings with artists and musicians, visiting of museums and art exhibitions, studying of architecture of a city.

The aesthetic organisation of the work, attractive registration of class rooms and interiors of educational institutions, the art taste shown in stylistics of clothes of pupils and teachers has educational value. Positive education of aesthetic perception of world around is served by cleanliness of entrances, gardening of streets, original design of shops and offices - a social landscape.

Inclusion of children of average school age in various aesthetic activity occurs on the basis of their association in mugs, clubs, collectives, section, ensembles, orchestras etc. on interests; through their participations in work of bodies of school and class self-management; inclusions of children in collective and individual aesthetic activity for
Realisation of significant business for collective; the organisations of interrelation of collective and individual forms of aesthetic education; the organisations of contemplate aesthetic activity of schoolboys as spectators and listeners.

Association of children of average school age on interests creates ample opportunities for display and development of their abilities, for achievement of success by them, for self-affirmation. In work of bodies of student's self-management thus possibilities of children of average school age with higher level of aesthetic good breeding much more widely reveal. To show the originality, intensively to develop the abilities to pupils individual aesthetic activity helps.

Efficiency of aesthetic education of children of average school age depends on degree of "inclusion" of the concrete pupil of a certain class in various practical aesthetic activity.

Pedagogical maintenance of aesthetic education of children of average school age in nonlearning activity of educational institutions assumes:

• studying of interests and hobbies of pupils;

• creation of conditions for their development;

• planning and the organisation of interesting out-of-class work taking into account abilities and abilities of pupils;

• individual work with problem pupils, cooperation with socially-psychological service of school for the organisation of purposeful and system work with them;

• work with a class active;

• visiting of theatres, museums, exhibitions;

• purposeful work on formation of moral qualities of the person;

• carrying out of preventive work among pupils under the prevention immoral and antisocial conducts;

• maintenance of the initiative of pupils, their aspirations to self-development;

• the organisation and attraction of pupils to active participation in obshcheshkolnyh actions, and also actions of nation-wide value.

Special place in activity of the class teacher occupy: conversations, discussions, games, competitions, campaigns and excursions, the competitions, socially useful and creative activity, is art-aesthetic activity, role training etc. the Major problem thus remains actualisation of the maintenance of educational activity which promotes emotional development of the pupil, its speech, intelligence, to formation of skills of its critical relation to the information and including audiovisual. Class hour is a special form of the organisation of process of direct dialogue of the teacher and pupils in which course the important moral, moral and ethical problems rise and dare. Class hour as hour of dialogue, gives the chance for discussion of problems of a class with the class teacher. Class hour can be thematic.

Thematic class hour is devoted to the decision of problems in class collective. It can be elections of an active of a class, distribution of commissions in a class, discussion of results of watch on school and a class, the analysis of results of progress, the misconduct facts etc. Problems which are put by the class teacher during the organisation of educational process in collective, inquiries and interests of pupils define thematic class hour.

Class hours can differ under the form, but it all the same dialogue between the teacher and the pupil. Thematic class hours can be spent not only in a class room, but also in a museum, picture gallery, at a fire, even at home at children. It first of all depends on a theme of the class
Hour. Thematic class hours can be devoted outstanding event or the person, a moral problem, a historic fact. Class hour can have the discussion form, it depends on a discussed theme.

We had been spent such class hours: «the World of my hobbies», «Theatre is...», «Family images», «Family values», «That the person appreciates?», «my family - my riches», «are equal at 4 o'clock», «Whom I wish to be and why», «the Healthy way of life», etc.

Individual approach in the course of pedagogical maintenance of aesthetic education of children of average school age.

Many representatives of progressive pedagogics (E.N.vodovozova, N.K.Krupsky, A.S.Makarenko, V.A.Suhomlinsky, K.D.Ushinsky, etc.) and psychology (A.V.Zaporozhets, A.N.Leontev, A.A.Lublin, D.B.Elkonin, etc.) paid attention to an individual approach problem in education of children. In pedagogical system of great Czech teacher JA.A.Komensky positions that all process of training and education of children is necessary for building taking into account their age and specific features are accurately designated and to reveal these features by regular supervision. Remarkable Russian teacher K.D.Ushinsky has developed an extensive technique of receptions of an individual approach to children, bases of preventive work on education of useful habits. At the same time he has expressed opinion, that in difficult process of an individual approach to the child it is impossible to give any certain recipes, thereby having underlined creative character of the decision of a problem.

A number of the important laws revealed in the field of human development without which account it is impossible to design and also to organise effective pedagogical activity. It is necessary to consider that physical and spiritual development of the child occurs non-uniformly. Many scientists notice, that people essentially differ from each other, first of all, level of intellectual activity,

Consciousness structure, requirements, interests, motives and moral behaviour.

The general and especial is allocated in human development. The general is peculiar to all people, and especial distinguishes one person from another and consequently each person consider individual, and the person with strongly pronounced features - individuality. Individuality of each person is characterised by set of intellectual, strong-willed, moral, social and other lines of the person which considerably distinguish the given person from another. Individuality is shown by an originality of sensations, perceptions, thinking, memory, imagination, features of interests, propensities, abilities, temperament, character of the person. Development of the person is influenced by its specific features. The understanding of that each pupil is an individual person, gives the chance to teachers to find the correct approach to each pupil.

The important principle of humanistic pedagogics is the individual approach in the formation of the person based on deep understanding of its person and a social environment. Favorable development of informative forces, activity, propensities and talents of each pupil probably at correct use of an individual approach to each pupil.

The individual approach consists in that to specific features of the person to adapt methods and forms of work with it and by that to provide its development and self-development, using a principle of "a zone of the nearest development».

Children of average school age have essential shifts in cogitative activity: the thinking becomes more

Systematised, consecutive, mature. Development of thinking in children of average school age occurs in indissoluble communication with change of its speech in which there is appreciable a tendency to
To correct definitions, logic substantiations, a demonstrative reasoning. Children of average school age have an intensive moral and social formation of the person. The moral experience got by the child of average school age, will influence formation of its person. Modern teachers should consider and is moral to comprehend features of development and behaviour of the modern pupil, to be able to put itself on its place in the most complicated and inconsistent conditions of a real life.

The complete program is individual aesthetic development of children of average school age. The aesthetic education which is based on different art forms (musical, graphic, literary - classical, and national, theatrical), carried out by means of the nature, the social environment of environment, is integrated in the course of various is art-creative activity: musical, graphic, is art-speech etc. It demands pedagogical maintenance from teachers in all kinds of activity.

Individual approach requirements to each child - here a basis of our research. Together with teachers we comprehensively studied children of average school age, chose forms, methods, means of process of their aesthetic education which most would correspond to features of pupils, to their condition in which they are at present. Only the knowledge and understanding of motives of actions of children of average school age, the nature of display of the person gives the chance to react to acts of schoolboys and by that to show pedagogical maintenance correctly.

At the organisation of individual work from children of average school age we leant against following principles: an establishment and development of business and interpersonal qualities of pupils; respect of the person of the pupil; its inclusion in nonlearning activity of an aesthetic orientation;
Gradual complication and insistence increase to the child and its activity; stimulation of self-education, self-education and self-development; creation of conditions for disclosing and development of abilities of each person, and also was considered by features of children of average school age: aspiration to be recognised other people, internal confidence of the abilities, thirst of personal display and a recognition contemporaries and adults.

The problems solved by us in the course of pedagogical maintenance of aesthetic education in nonlearning activity, we have defined as follows:

• to prepare pupils for an independent choice and realisation of individual educational trajectories in set by educational program;

• to organise system of social ability to live in which to give to schoolboys a field for self-presentation and self-expression in groups of contemporaries and uneven-age groups;

• to create space for realisation of various creative plans of pupils, displays of initiative actions.

The pupils aspiring to independence and preferring to work individually, could choose (or to offer) a theme for individual creative work. So, they were offered to choose sphere of interests and the form prepodnesenija a material (abstracts, reports, compositions, crossword puzzles etc.) on various themes: «the Portrait of the hero of my time», «On pages of the domestic literature», etc.

We with a view of rendering assistance in performance of the chosen task widely used an individual approach and pedagogical maintenance of children of average school age for the purpose of formation at them aesthetic good breeding.

The successful public statement assumes long and laborious work. It was required to the young creator and the researcher
Support and the help in judgement of the problem chosen by it, forecasting of effective and rational ways of its permission from the teacher. As a result of creation of creative products (computer presentations, informative magazines, class collections of creative works, etc.) developed intellectual abilities, individual abilities trained, aesthetic good breeding of children of average school age was formed.

Creation of the cultural-aesthetic educational environment allowing children of average school age to join in independent aesthetic activity on mastering of aesthetic values, ideals.

It has demanded from the teacher of the reference to gumanisticheski the focused concept of development of the person in which basis are put in pawn active art activity of children of average school age, mastering of the best samples of world and domestic cultures, free creativity, interpersonal dialogue of pupils, teachers and parents. The Subject-subject interaction within the limits of the school educational space, based on principles of voluntariness, a generality of interests, equalities, utility, provided creative cooperation of each schoolboy, development of its aesthetic views, systematised belief, ideals that promoted highly moral behaviour and socially approved acts.

Through art transfer of spiritual experience of mankind is carried out, and synthesis of arts helps to construct children of average school age a complete picture of the world, and also not only to make correct decisions in different vital situations, but also to learn to realise own importance.

Art develops in two directions: from sinkretizma to formation of separate art forms (dance, singing, music, the literature, painting) and from separate arts to their synthesis (theatre, cinema). On development
Art and its kinds fruitfully affects both exarticulation of specificity of each of arts, and their interaction. The variety of art forms allows us to master the world through artistic images in all their riches and a variety.

Borrowing each other is art-shaped means, in the development each art form aspires to leave for the limits. Synthesis of arts gives the chance to formation of a new art form or artistic image creation.

In a science the big attention is paid to a combination of various kinds of arts. So M.S.Kagan on character of communications allocates three types of synthesis of arts: ansamblevye, organic, konglomerativnye. In ansamblevom synthesis there is a unification on an ideologically-creative basis, in organic - there are new specific structures, synthetic by the nature (the cinema, theatre), in konglomerativnom occurs mechanical association on a certain interval of time and spaces on the basis of one leading art form.

V.V. Vanslov in the works opens three groups of synthesis of arts: synthesis of plastic arts - architecture, a sculpture, painting; synthesis of entertainment arts - theatre, cinema and synthesis of separate pairs arts - the literature and music.

Scientists define ways of synthesising of arts in an aesthetics that proves to be true J.B.Boreva, A.J.zisja, M.S.Kagana, V.P.Mikheyev's works, etc. the Knowledge of ways of synthesising allows teachers to use effectively interaction of arts in pedagogical process of educational institution. Many authors notice, that any of kinds of arts by own means all art culture as a whole cannot give to the schoolboy full enough picture of the world what all art forms can give.

According to P.P.Blonskogo and S.T.Shatsky, interaction of arts is the major factor of formation of aesthetic culture of children
Average school age. H.p. Vygotsky underlines, the primary goal of the teacher should consist in opening before the child the world in general: to learn it to perceive world around widely and variously, using for this purpose the world of a sound, colour, a word, movement, gesture, a smell [54]. L.G.Bejrgomova, V.N.Shatskaja considered necessary and natural in work with children to carry out interaction of kinds of arts (music, words, movements, graphic activity), that corresponds to the nature of the child: «all arts in all of them displays are merged for them in one creative art sensation» [192].

Also Z.S.Vanslov, B.S.mail, V.I.Tasalo, etc. marked complexity of a problem of interaction of arts. They give representation not about destruction of borders (specific, genre), and about interrelations at which there is an enrichment of each art form separately and all art culture as a whole.

Researches of h.p. Beljaevoj, M.A.Verba, A.N.Malyukov, G.N.Savelevoj, etc. have allowed to prove typology of the intersubject communications based on complex use of adjacent arts:

• on subjects of an aesthetic cycle synthesis of arts with the informative purpose to a uniform thematic sign;

• transfer of images of one art by graphic and expressive means of another;

• attraction of one art for comparison to other art forms;

• attraction of several kinds of arts for formation of art criticism concepts;

• use of works of art for creation of an emotional spirit at a lesson, strengthenings of educational effect;

• perception of the general laws of influence of various arts.

The problem of synthesis of arts of theatre of music and dance excites teachers
Educational institution, first of all, because the art culture acts as a component of educational process, and art is the factor of education of aesthetic culture of the person of the pupil. For education of aesthetic culture of the schoolboy it is important to know specificity of each art form and their interaction. For the decision of those or other problems of aesthetic education of the person the certain combination of art forms can be chosen. The main thing in educational process of theatre of music and dance is their connection and interaction.

The history of art culture, along with the tendency of a divergence and revealing of specificity of each of kinds of arts, shows also counter process: strengthening of their interaction and synthesis.

Aesthetic education if it is limited only to perception and ispolnitelstvom, cannot be high-grade. Children's creativity often has improvizatsionnyj character and it gives the chance to judge individual creative displays of the child full enough. Thus, interaction and synthesis of arts, features of development of each art form reveal through features of integration in art.

Mechanical connection of arts under one idea cannot be considered as integration into art. It is not simple formalnoyologicheskie communications, and qualitative interrelations and interactions, these are new approaches to an establishment of intersubject communications. Integration is based on features of each art form without which it cannot exist. The important element of integration is allocation of the core uniting art forms.

The organisation of teaching and educational process especially educational institution by means of the dramatized representations is impossible without development of creative abilities of children of average school age. The major conditions of improvement of quality of aesthetic education of children of average school age are
Integration processes in educational space, synthesis of arts.

Basis of uchebno-educational process makes teatralnoyoigrovaja activity of children of average school age as powerful and pedagogicheski perspective educational means which includes both game, and musical, graphic and artly - speech activity that reflects big integrativnyj potential of the given kind of is art-creative activity.

Principle of the intersubject integration, allowing to form at schoolboys complete representations about world around, is one of the major principles of the organisation of educational process of theatre of music and dance of children of average school age. Integration assumes overcoming of disciplinary dissociation, strengthening of intersubject communications, decrease in overloads, expansion of sphere of application of the information received by children and allows to use more rationally time of employment, having devoted to its creative activity of schoolboys.

Teachers of theatre of music and dance "Constellation", carrying out process of education of aesthetic culture of children of average school age, give great value of integration of all art forms and is art-creative activity of pupils. In uchebnoyovospitatelnom process in the integrated cycles of employment, the aesthetic events united by the general thematic maintenance, works of art including perception and creation by children of images of subjects and the phenomena in art activity of is art-creative activity of pupils it is realised more effectively.

And development of ability of schoolboys to synthesis of knowledge from various art forms the principle integrativnosti allows to find the general platform of rapprochement of various art forms. In space lichnostno the focused aesthetic education of educational institution at realisation of process of formation of the aesthetic
Cultures of children of average school age mosaic character of aesthetic development of the validity is overcome.

To expand borders lichnostno the focused aesthetic education on the basis of emotional perception, rational judgement most the general and essential signs of aesthetic object the principle integrativnosti allows.

Selection of the maintenance of aesthetic education taking into account intersubject integration, synthesis of the arts developing an aesthetic estimation, aesthetic taste, aesthetic perception of the pupil.

Theatrical activity is sistemoobrazujushchim a component of an educational system of aesthetic culture of pupils. Participation in theatrical activity gives the chance for display of individuality of each child, develops moral possibilities of schoolboys, expands their informative outlook, develops internal freedom, creative abilities.

Educational activity of educational institutions first of all is based on system and complex acquaintance of children of average school age with a wide spectrum of samples of world and Russian art culture (A.Rybnikova's rock opera «the Juno and Perhaps», «the Star and death Hoakina Murety», A.Zhurbina's zong-opera «Orfej and Evridika»; children's musicals «Red Hat» at Children's musical theatre of a name of N.I.Sats, "Maugli" in the Moscow theatre of light opera and «Volume Sawyer» at the Moscow theatre of the young actor).

At music and dance theatre emotional development and education of aesthetic culture of children of average school age occurs by means of the interactive methods of training representing open systems of mutual relations which naturally join interested parties all originally and persons (teachers, parents and children).

Depending on readiness and age features of schoolboys the most adequate methods and education forms are used
Aesthetic culture of the schoolboy: emotionally-choreographic trainings, group musical employment, individual vocal employment, lessons of musical education, employment after plastic and gymnastics.

Through integration of is art-aesthetic, theatrical and dekorayotivno-applied activity the educational system of theatre of music and dance is realised. Intersubject integration which is main principle of activity of theatre of music and dance, is closely combined and with internal integration, forming a uniform educational field.

At theatre of a problem of education of aesthetic culture of children of average school age are connected with synthesis of different subjects, and first of all subjects of a humanitarian cycle in a culture paradigm, working out of the integrated courses, interrelation and interosculation of all disciplines studied by schoolboys. The preference is given to the organisations of educational process to active methods of training (problem lectures; heuristic and research employment; debatable employment, etc.).

Introduction in educational process of theatre of music and dance of the integrated employment of humanitarian and art cycles clears up interest of pupils to the world of art culture and forms requirements for the most different ways of satisfaction of aesthetic interests; reveals conditions for creation of figurative representations about a mankind life during different epoch, in various types of culture; allows to find optimum ways of development of skills of dialogue with works of art of different kinds and genres for creation of an art picture of the world; creates criteria of an estimation of development of bases of art culture.

The literature possesses the greatest potential for education of aesthetic culture of children of average school age. As art of a word the literature naturally adjoins and co-operates with other art forms - music, theatre, cinema. By a principle of a feedback,
The literature help to understand more full and more deeply this or that image. Accentuation of aesthetic pithiness of employment by the literature consisted in disclosing of expressive unity of beauty of human soul and shape, in underlining of features of external shape of heroes of the literary works, allowing to draw parallels as with dependence of inwardness of the person on perfection, convenience, functionality of its clothes, and schoolboys stimulating work on moral perfection of the soul.

We on employment of the various maintenance created aesthetically bringing up situations:

• demanding competence of children of average school age in the field of aesthetic knowledge and aesthetic relations;

• assuming a free choice of aesthetic creativity and behaviour in conditions in aesthetic activity;

• recognising success and achievements of children of average school age in aesthetic activity.

In a course specially organizuemyh lectures, conversations, excursions, conferences, meetings enrichment by aesthetic knowledge of children of average school age was carried out. Discussions, role games, round tables, conferences promoted formation of aesthetic judgements, relations, ability to aesthetic dialogue and creativity.

In an aesthetic plane such forms of the vigorous activity as business games, trainings, work in microgroups on performance of creative tasks of an aesthetic profile, practical works, individual and collective creative affairs, etc. - helped development of abilities to decision-making and ability to bear responsibility for competency of the accepted decisions.

Carrying out of exhibitions, thematic holidays, competitions, reviews, festivals created situations of success, a recognition of achievements of children of average school age in sphere of aesthetic activity, and game and
Game situations were used for development of the emotional party of aesthetic culture of pupils.

Lichnostno the focused methods of education stimulating an orientation of pupils on is intellectual-emotional development of aesthetic values, and readiness for aesthetic transformation of the surrounding validity.

Actualisation of children of average school age on intellektualnoyoemotsionalnoe development of aesthetic values, and their readiness for transformation of the surrounding validity are the basic mechanisms in realisation of the given condition.

Transfer of process of education of aesthetic culture in process of self-education of children of average school age is based on expansion of a spectrum of motives (informative, educational, research, aesthetic) and realisations of the given condition. Influence on sphere of feelings of the pupil, success of its doctrine, creative activity the aesthetic culture as rendered the factor of internal development, as served as stimulus to development of informative requirements. The width and depth of aesthetic knowledge of each schoolboy were reflected in aesthetic consciousness, taste.

Raznourovnevye employment acted as the basic mechanism of realisation of the given pedagogical condition. The maintenance of these employment enriched aesthetic knowledge, belief, abilities, tastes, values of children of average school age and promoted an orientation of pupils on development of aesthetic values. Formation of aesthetic judgements, relations, abilities to aesthetic dialogue and creativity was promoted by such forms of employment which we used in our work: dialogical (lectures, conversations, discussions, conferences, meetings with composers, musicians, actors, artists, writers); game (role, business games, trainings); zadachnye (performance of creative tasks, execution of a piece of music, dance, a song, a theatrical role,
Design projects; registration of scenery to performance). On employment children of average school age tried to state an estimation to the experiences, emotions, acts. Teachers tried to track origin of experience of the is art-aesthetic relation to the surrounding validity, interest to art.

Regular work with children of average school age on the organisation of creative collective, its rallying and perfection.

The organisation of creative collectives of pupils is the form of functioning of the pedagogical system including process of education, including aesthetic. For scientifically proved use of creative collective as education means it is important to understand two circumstances.

The first, collective - rather independent social integrity and-or set of the people united by the general social purposes, the general activity on their achievement, and also the relations arising in this activity. For the purpose of the collective characteristic two elements are allocated: persons as members of collective with their individuality and their interaction. Personal qualities of members of collective, their interpersonal relations and the organisation of collective activity predetermine character of collective. Collective activity acts as the original key, allowing to regulate display in collective activity of those or other relations.

The second, the collective is a form of the organisation of social activity, system of relations. In activity of creative collective of mutual relation between its members function as necessary elements of its life.

In the scientific literature following basic ways of the organisation of creative collective are allocated:

• promotion of overall aims as expression of requirements of collective;

• realisation by collective of the educational functions;

• inclusion of children of average school age in various collective activity;

• the organisation of the responsible relation in collective activity, mutual aid, cooperation.

Only in these conditions the collective becomes gumanisticheski a bringing up microhabitat thus purposefully and regularly realising the basic signs of collective, creating real and ample opportunities for occurrence, functioning and development of aesthetic culture, feeling fine in interpersonal relations.

In A.S.Makarenko's works has put forward position about necessity of social development of collective activity as major condition of influence of collective of pupils on their personal development. A.S.Makarenko formulates following requirements to development of collective activity of children of average school age: 1) the purposes put forward before collective should be perceived by the majority of pupils as own; 2) the purposes of collective activity should be objectively significant; 3) a variety of the purposes should to create conditions for development of interests, propensities and abilities of pupils; 4) a constant orientation of collective activity on satisfaction of socially significant requirements of pupils and improvement of a life surrounding them [106].

In many creative associations heads begin the work with creation of children's collective through the organisation of microgroups, primary cells which represent microcollectives from 5-6 persons. Supervision over mutual relations between children, arising friendly relations between them, preceded the organisation of these groups. The given supervision were supplemented with conversations with schoolboys (who with whom would like to be in one group etc.). Formation of primary collectives, distribution of children in groups is under construction heads on the basis of conversation and supervision over display of friendly liking between children. On
The basis above the stated approach in the organised microcollectives, each schoolboy has an opportunity to prove, satisfy and develop the requirements, to participate in various kinds of activity, to enrich the aesthetic experience by the new maintenance, new relations.

Heads of creative associations consistently form the positive relation to collective and its activity at each child of average school age. Responsible mutual relations between children of average school age are formed on the basis of comprehension and feeling of the unity with collective, and also requirements to care of associates and responsibility for collective affairs. It is necessary to remember what to develop at the person this or that requirement it is impossible, if he does not show the initiative and independence in the course of the organisation of socially-necessary activity. Only in the presence of desire and interest at children of average school age it is possible to reach it, and for this purpose it is necessary to organise work correctly. The organisation is necessary for beginning with the elementary commissions in which pupils could show the abilities and feel responsibility for the charged business. Interest of children in work and responsibility in its performance will increase, if there will be a constant change of commissions.

During experimental work the organisation of responsible dependences on the basis of activity distribution between children of average school age, and formation at them responsibility for the charged business which developed into responsibility for affairs of all collective was carried out.

The head of studio of a variety song «the Modern melody» used in work with children of average school age distribution of single commissions to children of one group of studio, considering their individual possibilities, and the organisation of socially-necessary activity for all children of studio. Thus, it has been organised
Watch of children of average school age on studio. For the head important that pupils accurately imagined the duties: who prepares electrotools who carries on party panels who watches cleanliness of "a musical board» for employment. Distribution of duties should occur by a principle «all by turns», therefore children vary commissions. Such organisation helps pupils to master various kinds of activity, to understand importance of any kind of activity, the importance. It gradually formed at them responsibility for the charged business which developed into responsibility for affairs of all collective. Such approach to the activity organisation promoted increase of activity of children, aspiration of each schoolboy to show, prove to be, satisfy requirement for active participation for a life of creative association, fulfilment of beautiful and noble acts.

Daily work is combined with work on prospect: planning and preparation for competitions-reviews, a trip on festival of amateur art creativity etc. During preparation for these actions occurs distribution of commissions, duties, appointment responsible, inclusion of all children in preparation, creation of atmosphere of creativity, expectation of forthcoming pleasure from performances on a scene, spirit of conviviality.

All it promoted formation of the responsible relation at children of average school age. At pupils along with intensive aesthetic development, we observe a careful altitude to associates, empathy for successes of collective, requirement to help each other and to feel aesthetic satisfaction from such activity.

We simultaneously successfully used the commission of single tasks to all children in the conditions of lifting worried by collective (after the first successful performance at the school), promotion of the new purposes and the activity organisation on their achievement (preparation and carrying out of school ball, etc.). All children simultaneously carried out the various
Commissions which promoted performance of the general collective business, on the other hand, performance of this work opened collective possibilities that promoted that children realised the unification with collective.

Development of children's self-management is important by the organisation and collective rallying. The conventional attitude to a choice of the leader can put a psychological trauma to pupils, generate unhealthy conditions which will be aggravated in due course and can lead to serious irreversible consequences. That self-management has appeared effective, it is necessary to carry out careful psychological research of each pupil. With that end in view it is necessary to address for the help to the psychologist of educational institution, and also to consider opinion of the social teacher.

Maintenance of optimum performance of the organisation and collective development, and also formation of the person of the pupil in collective are the important components of increase of efficiency of any kind of activity. The optimum condition of collective, as well as optimum individual development of the person in it, is a result of development of the person and collective as interconnected and vzaimoobuslovlennye processes.

Correctly generated children's collective is means of achievement of educational problems facing to a society. For the child the collective is the original creative environment of its dwelling and development of the experience which has been saved up by previous generations. The creative environment of collective makes essential impact on realisation of problems of education of aesthetic culture at children of average school age, and characteristics of a condition of collective and individual development of the person to the full concern and optimum development of aesthetic activity.

The organisation of display by children of average school age of elements of creativity, both in promotion of practical problems, and in them
The decision.

Art creativity is a way of self-realisation, self-affirmation, self-actualisation of the person. In actions and current employment the situations which were not holding down their imagination, search of the art means necessary for working out, for display by each child of average school age of amateur performance, the initiative in the decision of practical problems (a writing of poetry, songs, performance of drawings etc.) were created. We observed, that giving to children of average school age of possibility independently to create, create arrangement of this or that piece of music as original tool interpretation, development of art displays in children of average school age, stimulirovannoe age features, and also inspiration, imagination and intuition promptly increases.

Creative activity: the composition of stories, verses;

Art performance of ornaments from a paper, fabrics for manufacturing of scenic scenery; manufacturing of musical toolkit; creation of folklore family ensembles, the organisation of independent concerts-improvisations, brings to children of average school age emotionally-aesthetic pleasure and simultaneously moral satisfaction from performance of creative activity.

Creation of situations of success in activity of creative association for each pupil.

The overall performance on education of aesthetic culture at children of average school age depends not only on the certain organisation of activity, but also first of all from the positive relation to it from pupils. It is known, that raises activity of children of average school age, their interest to work, aspiration is better to execute it, first of all, pleasant experiences which are connected by a praise of the adult, a recognition of companions, understanding of the
Possibilities. Success creation in activity is the important stimulus for pupils at whom not all turns out. For such pupils it is necessary to organise a situation of success in the course of collective activity. In our skilled-experimental work For timid, with modest creative abilities of children situations of success by a praise for the most insignificant, but successfully carried out tasks that promotes stimulation of creative activity of such children and simultaneously effective rallying of children's collective through experience of all for success of all everyone and everyone for success are created.

We also used the pedagogical situations demanding the organisation of strong collective experiences in the work. Selection of highly artistic products and use Russian and national pesennogo folklore create favorable conditions for collective empathy of events reflected in them, acts of heroes. Educational value pesennogo folklore consists that in it the various parties of ability to live of the person are opened, the moral-aesthetic behaviour is displayed. Through national creativity the person showed the attitude to the validity, singing of ideas of good, justice, beauty, trying to show aesthetic ideals.

Important and more considerably a component sew culture Russian national song which comprises the richest educational material of "national pedagogics» is. By means of a national song high aesthetic ideals of the person are expressed. Musical and the poetic diction of a national song is simple under the form and the maintenance, but has the big emotional influence on children of average school age. Thanking «national pedagogics» process of aesthetic education becomes the most productive.

Conclusions on the second chapter

Many scientists, characterising pedagogical maintenance, underline, that in it are inherent: many-sided nature, dynamism, mnogourovnevost. In a context of the resource approach it is possible to present pedagogical maintenance as management and system development.

Allocate four groups of resources: personal, institutsionalnye, subcultural and resources of the social environment. Personal resources include the social status, roles, a personal position, life experience. To institutsionalnym to resources carry the maintenance and technologies of a certain educational level, structure of educational institution and the organisation of teaching and educational process in it, and also presence of teachers. Subcultural resources represent a specific set of valuable orientations, norms of behaviour, interaction and mutual relations of its carriers, certain hobbies, tastes and ways of free pastime, etc. Resources of the social environment assume interaction of participants of educational process with other social institutes of education.

I.A.Gusev carries a state of health, economic possibilities, possibilities of reception of formation, the personal qualities connected with inclinations, abilities, hobbies of the person, individual properties and level of their development, the life experience, available knowledge, abilities, including a professional, cultural, spiritual component of a resource, the social status of the person, social roles, a personal position to personal resources, motivatsionno-potrebnostnuju sphere.

To institutsionalnym to resources carry: the formation maintenance, the characteristic of educational institution, feature of management of educational institution, features of pedagogical collective. The maintenance of a certain educational level assumes besides set of knowledge, skills of realisation of activity, world outlook and moral-aesthetic ideas which pupils should seize, in the formation maintenance should be included
Development of experience of creative activity and experience of emotionally-valuable relations. The educational institution structure reflects distribution of duties between pedagogical workers in different levels, defines a place of each subject in system. At the same time this structure, being the macroform of the organisation of activity, makes direct impact on a choice of educational technologies, regulates time characteristics of process, influences functioning of all resources of socially-pedagogical maintenance. Management of educational institution assumes use in educational process not only personal and institutsionalnyh resources, but also resources of environment.

According to A.I.Timonina, the social environment makes solving impact on formation and development of the person. In a context of the concept of pedagogical maintenance we understand as the term «the social environment» - an environment of the person public, material and spiritual conditions in its existence and activity.

Pedagogical maintenance urged to promote in educational institution to the successful decision of tasks in view of socialisation of pupils taking into account individual and personal resources of participants of educational process.

Besides, pedagogical maintenance assumes presence of such components: the educational environment including various kinds of activity, interaction of participants of educational process.

In such a manner that process of pedagogical maintenance is understood as the specific kind of professional work assuming activization personal and institutsionalnyh of resources, necessary for realisation of efficiency of this or that process.

Following elements: tselepolaganie; definition of the maintenance and ways of its realisation at different stages, the organisation of conditions,
Optimising as integrativnogo qualities of the person, a substantiation of concrete ways of interrelation, interconditionality and vzaimoaktualizatsii available resources through structurization definitely time, space, quantitative and qualitative structure of participants and their interaction, - it is possible to consider sociality formation as management and development of system set, i.e. pedagogical maintenance.

Thus, education of aesthetic culture of children of average school age in nonlearning activity of educational institution is provided with functional model of system of pedagogical maintenance of the designated process at set of the revealed pedagogical conditions:

• understanding children of average school age of aesthetic representations and concepts and display of aesthetic good breeding;

• interaction in aesthetic education of educational institution and a family;

• creation of various nonlearning activity of an aesthetic orientation at children of average school age;

• an individual approach in the course of pedagogical maintenance of aesthetic education of children of average school age;

• pedagogical maintenance of the cultural-aesthetic educational environment;

• intersubject integration and synthesis of arts as a method of aesthetic education;

• use lichnostno the focused method of education;

• the organisation of creative collective of children of average school age;

• the organisation of display by children of average school age of elements of creativity in promotion and the decision of practical problems;

• creation of situations of success for children of average school age in activity of creative association.

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A source: Abaeva Gulnar Barievna. Pedagogical maintenance of aesthetic education of children of average school age in nonlearning activity of educational institution. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2014. 2014

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