THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE06
220
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PUBLISHED DATE: - 26-06-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue06-28
PAGE NO.: - 220-226
DEVELOPMENT OF PROFESSIONAL
EDUCATION OF CHILDREN'S LEISURE
ORGANIZERS IN THE THEORY AND
PRACTICE OF PEDAGOGICAL ANIMATION
Risbay Xaydarovich Juraev
Academician, Doctor of Pedagogical Sciences at Uzbek Scientific Research Institute of Pedagogical Sciences,
Uzbekistan
INTRODUCTION
Radical changes in the modern world actualize the
problem of forming new socio-cultural standards
of life for the next generation, which are
represented in a wide range in the sphere of their
free time. The need for social regulation, control
and pedagogical guidance in the sphere of
children's, youth and youth leisure is due to
serious
socio-economic,
cultural,
political
processes occurring in society: the increasing
social role and importance of free time as a space
for self-fulfillment, self-realization and human self-
development; the high dynamism of young
people's free time, the emergence of new,
sometimes unexpected forms of leisure,
considered
by
society
as
inadequate;
commercialization of youth leisure infrastructure,
reduction of available offers to young people in the
sphere of their free time from the cultural and
educational system; an increase in the share of
marginal leisure among adolescents and youth,
especially outside the influence of traditional
educational institutions (schools, institutions of
additional education).
In such conditions, the requirements for the
quality of training of specialists in the management
and organization of children's and youth leisure
RESEARCH ARTICLE
Open Access
Abstract
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activities increase sharply. In our country, at
present, the profession of organizer and educator
of leisure culture for children and youth (teacher-
animator) is not legally established. Currently, the
preparation of specialists for pedagogical
animation is not an independent direction or
profile of professional education. The problem of
such training of teachers can be solved within the
framework of the modern system of higher
professional pedagogical education, which has
great opportunities for the effective organization
of this process due to the serious humanistic
transformations taking place in it and
transforming it into a more flexible, variable and
open one.
The carried out scientific and theoretical analysis
of animation has shown that various authors who
study its problems present social animation as a
sphere of social activit
y, a “universal social
phenomenon”, which has as its highest goal the
“spiritualization of leisure” of a specific individual
and the entire society. Science highlights the
independent status of the sphere of free time as a
space for the social education of the younger
generation. This circumstance significantly
influences the modern educational policy of most
European countries, including Russia, and
determines innovative processes in the training of
specialists for this field.
An analysis of historical and pedagogical
experience and the current state of social and
educational activities in the field of children's and
youth leisure has shown that pedagogical
animation, as a relatively new type of pedagogical
activity in the field of children's and youth leisure,
has serious regulatory requirements that require
requiring a specialist to solve professional
problems of varying levels of complexity, and also
presupposes that he has certain professional
abilities that need constant development for the
effective implementation of pedagogical animation
in changing conditions.
The study of foreign experience in organizing
vocational education for training specialists for the
leisure sector, including for children and youth,
made it possible to establish that education is
developing taking into account and under the
influence of global socio-cultural and economic
changes in society. In the 21st century Education is
becoming in demand, focused on preparing a
professional with developed competence for
activities in the field of cultural leisure.
Pedagogical theory considers children's and
youth's leisure as a special space for the social
education of the younger generation, which makes
it possible to use not only the capabilities of the
pedagogical system of society, i.e. the education
system, but also culture, sports, youth
organizations, mass media. media, show business,
etc. Defining pedagogical animation as an element
of the educational system of society and a type of
socio-pedagogical system, we understand by it a
set of state, public, private and other social
institutions designed to ensure the necessary and
sufficient level socially approved and socially
useful types of leisure activities in the relations of
children, adolescents and young people, the
activities of which meet the interests of society and
are enshrined in the relevant regulatory legal acts.
Pedagogical animation, from the point of view of
professional
activity,
is
defined
as
a
multidimensional and multifaceted activity that
involves a set of various interactions between the
teacher and students in the leisure sphere, with the
help of which relaxation, health, cultural,
educational, and creative activities are satisfied
and developed. , spiritual and moral needs and
interests, a socially active personality is formed,
capable of transforming the surrounding reality
and itself.
Representing
a
complex
multifunctional
professional phenomenon, pedagogical animation
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makes special demands on the personality of the
teacher, which are reflected in the concept of
professional readiness for pedagogical animation.
Readiness for professional pedagogical animating
activities should be understood as the special
personal state of the teacher, which includes
interrelated and interdependent components:
motivational-value, cognitive, procedural, creative,
reflective-evaluative,
which
consist
of
competencies corresponding to their content,
acquired in the process of professional training.
In line with the implementation of the
competency-based approach in professional
pedagogical education, we have identified the main
competencies of a teacher as a specialist in the field
of pedagogical animation. Competencies are
presented as specific indicators of the main
components of his professional readiness for
pedagogical animation, and their development in
the training process is considered as the formation
of professional readiness. The concept of
“professional readiness” corresponds to the
concept of “level of education,” which reflects the
degree and quality of professional training of a
teacher in the field of educational animation.
The specifics of pedagogical animation determine
the features of the organization of the educational
process of preparation for it. An indispensable
condition for the formation of readiness for
pedagogical animation is the experience of
independent activity of students in the learning
process, which can be acquired if there is an
appropriate system of pedagogically organized
leisure for children, adolescents, and youth. This
system serves as the basis for appropriately
organized teaching practice for students.
The idea of a systematic organization of children's,
youth and youth leisure presupposes the presence
of a certain structure, which is based on objectively
existing conditions that characterize the modern
socio-cultural and pedagogical situation in the
country and in a particular region. Analysis of
these conditions made it possible to carry out
modeling of pedagogical animation in the
Novosibirsk region.
The main criteria for the development of a regional
model of pedagogical animation were considered:
taking into account and assessing the leisure
interests of children, teenagers and young people
and their needs in the field of recreation and health
improvement; the presence in the region of a
developed regulatory framework regulating the
provision
of
services
in
this
area;
interdepartmental interaction and activities of
government bodies and departments that ensure
the functioning of various institutions in the field
of children's recreation, health improvement and
leisure; the presence of a developed infrastructure
of children's and youth leisure institutions; staffing
in this area and the possibility of its replenishment
and development, taking into account the changing
demands of potential consumers of leisure services
(children, adolescents, youth).
The main content of the pedagogical animation
model is presented in accordance with the stages
of design, which includes a set of interconnected
three levels. The levels highlighted in the model are
determined by the integrity of the system, the unity
of all the component elements of the object,
internal processes and connections, contradictions
and trends in accordance with the general
methodological approaches and principles
substantiated in this study. The first level, which
characterizes the specifics of the emerging social
and pedagogical system in the field of children's,
youth and youth leisure in the Novosibirsk region,
establishes the goals and objectives of its
organization; reflects the resources of the region
potentially available for use in the implementation
of the system; demonstrates the emerging
connections at the level of management of the
sphere and the organization of effective
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interdepartmental interaction. The design of the
second level of the model is associated with the
creation of a justified system for providing state
orders with teaching staff in accordance with the
time frame, content, and technological features of
pedagogical animation in the region. The third
level of the model reflects the process and result of
professional training and retraining of teaching
staff for the regional system of pedagogical
animation based on and taking into account the
changing needs and capabilities of the vocational
education system in the Novosibirsk region. Thus,
one of the levels of pedagogical animation is the
regional system of training teachers for it, which is
based on the theoretical idea of a teacher’s
professional readiness for pedagogical animation
as a special personal state of a professional,
including includes motivational-value, cognitive,
procedural, creative and reflective-analytical
components.
Based on the structure of professional readiness, a
pedagogical concept has been developed that
reveals the essence, principles, content and
technologies of the process of preparing teachers
for pedagogical animation in the system of higher
and post-graduate professional education, taking
into account regional characteristics.
Methodological and organizational support for the
process of preparing teachers for pedagogical
animation in the proposed model is achieved by a
set of cognitive, active-activity, humanistic
educational technologies (according to E.V.
Andrienko), which were modified taking into
account the specifics of organizing the professional
process education of social teachers for the sphere
of children's and youth's leisure. By cognitive
technologies
for
preparing
students
for
pedagogical animation, we understand the
organization of such a didactic process, which
ensures the development of the intellectual
functions of the future specialist associated with
the assimilation, processing and interpretation of
knowledge about pedagogical animation in a
logical relationships with general professional
psychological and pedagogical knowledge. The
model highlights the following cognitive
technologies
for
preparing
students
for
pedagogical animation: block-contextual learning;
technology for individual support of professional
tests and independent activities of students in the
field of children's and youth leisure activities.
Active-activity technologies for the professional
training of social teachers for pedagogical
animation are aimed at the formation and
development of professional skills in the
implementation
of
pedagogical
animation
activities in real conditions of leisure interactions.
These include: gaming technologies; technology of
pedagogical improvisation; technology of using
elements of theater pedagogy.
Humanistic technologies in the process of
preparing social educators for pedagogical
animation ensure its emotional aspect with the
priority status of the formation of individual
experience of creative activity and the experience
of an emotional-value attitude towards oneself in
the profession. We include such technologies as:
technology for the formation and development of
positive attitudes towards professional activities
in the field of leisure; technology for activating the
student’s personal and creative potential. In the
proposed model, the implementation of these
technologies is carried out variably and
integratively. This means that they do not follow
each other in the educational process, but are
carried out in parallel and cumulatively.
The result of the process of professional training of
a teacher for pedagogical animation, organized in
accordance with the proposed technological
model, can be the formed professional readiness of
a teacher-organizer of children's leisure, which
accumulates a certain quantitative and qualitative
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set of professional competencies necessary and
sufficient for specific activities in the field of
children's and youth's leisure.
This understanding of the pedagogical technology
of professional training of teachers for pedagogical
animation has a structural and functional
certainty, which is determined by the combination
of components discussed earlier professional
readiness of a social teacher for pedagogical
animation
(motivational-value,
cognitive,
procedural, creative, reflective-analytical). The
named components act as signs of the formation of
readiness for pedagogical animation and serve as a
starting point for identifying the levels of
qualification of social educators for this activity.
The concept of “level” expresses the dialectical
nature of the development process and allows us
to understand the subject in all its diversity of
properties, connections, and relationships.
Consideration of certain personality qualities is
carried out sequentially from lower to higher
levels, that is, in stages. Based on the identified
content components of professional readiness for
pedagogical animation, we have identified five
levels of formation of this readiness: indicative,
propaedeutic,
reproductive,
reproductive-
creative, creative. In accordance with the
established requirements for the content of
professional competence of a specialist in the field
of children's and youth leisure, the teacher must
have a basic level of professional readiness, which
allows him to independently function in
pedagogical animation and combines the results of
training at the diagnostic-indicative, initial and
main stages of preparation. To implement
pedagogical animation in the development mode,
the teacher must undergo training that ensures the
formation of a reproductive and creative level of
readiness. To implement pedagogical animation in
a creative mode (in accordance with the
requirements
of
socio-pedagogical
self-
management), it is necessary to receive training
that ensures the achievement of a well-formed
creative level of professional readiness for
pedagogical animation.
Formally identified levels of preparedness can
correspond to the following qualifications: the
basic level of readiness corresponds to the
qualification
“specialist
with
secondary
pedagogical
education”,
“specialist
with
incomplete
higher
pe
dagogical
education”
(counselor in a children's school); the
reproductive-creative level corresponds to the
qualification “Bachelor of Pedagogy”, “Specialist”
(teacher-organizer,
teacher
of
additional
education, social teacher); the creative (research)
lev
el corresponds to the qualification “Master of
Pedagogy” (methodologist, manager, head of
children’s educational institution). The proposed
formalization of the training results is very
conditional, since the content characteristics of
readiness for pedagogical animation at different
levels differ only from the point of view of the
possibility of continuing training, while remaining
conceptually unified.
The presented technology for organizing
professional training of a teacher as an organizer
of children's leisure reflects the contextual
specificity of such training in professional
pedagogical education and is manifested at all
levels of implementation of the conceptual model
of pedagogical animation.
The analysis of the main contradictions in the
leisure education of the younger generation,
various approaches to the training of specialists for
the leisure sector, the fundamental provisions of
the modernization of education in line with the
developing competence approach made it possible
to establish certain dependencies between the
professional training of social teachers and
pedagogical animations from the specified
processes.
These
dependencies
manifest
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themselves in the form of leading trends that
influence the development of professional training
of teachers for pedagogical animation as a specially
organized educational process within the
framework of higher pedagogical education.
One of the leading trends in the professional
training of teachers for pedagogical animation is
the tendency of professionalization as a process of
developing his professional readiness from an
indicative (spontaneous-unconscious) level to a
creative one, allowing him to purposefully and
expediently solve pedagogical problems in sphere
of children's leisure.
The tendency to axiologize a teacher’s professional
training for pedagogical animation manifests itself
in the desire to achieve the unity of the internal
process of forming a teacher’s professional
competencies as a personally and professionally
significant value and educational and professional
activities as a purposefully organized external
influence.
The value-semantic aspects of professional
training of a teacher for pedagogical animation,
implemented in line with the humanistic paradigm
of higher pedagogical education, made it possible
to establish and substantiate the tendency for the
development of subjectivity of participants in the
educational process. This tendency manifests itself
in changes in the superpositions of the student and
the teacher in the process of preparing for
pedagogical animation.
The tendency of integrative training has also been
highlighted. This trend manifests itself: in the
possibility of a student acquiring the necessary
amount of knowledge in the field of pedagogy and
psychology, the theory and history of social
pedagogy and the specifics of the modern socio-
pedagogical system; in using this knowledge in the
process of forming one’s professional readiness; in
the formation of a value-based attitude towards
the profession; in the construction of subject-
subject interaction in the educational process; in
acquiring your own experience in pedagogical
animation.
The tendency of resource-oriented professional
training of teachers for pedagogical animation has
been formulated and substantiated. This trend
manifests itself in the correlation of the objective
demands of leisure practice, which are reflected in
the real demand for specialists for the field of
children's and youth leisure, and the possibilities
of providing this sphere with qualified personnel.
These trends determine the strategy for the
development of teacher professional training for
pedagogical animation, the result of which is the
formation (at various levels) of his professional
readiness.
The theoretical provisions and conclusions
contained in the study can be used for scientific
and technological support of the process of
training teachers-organizers of children's leisure
in the system of higher and postgraduate
professional pedagogical education, taking into
account regional characteristics and the processes
of its modernization in accordance with the
provisions national educational initiative (project)
“Our New School”.
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