Cite this article as:

Дейч Б. А. Inter-Age Interaction as a Pedagogical Condition of Supplementary Education (Working with Children outside the Classroom) in Russia in the late 19th – early 20th Century. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2017, vol. , iss. 3, pp. 273-?. DOI: https://doi.org/10.18500/2304-9790-2017-6-3-273-277


Inter-Age Interaction as a Pedagogical Condition of Supplementary Education (Working with Children outside the Classroom) in Russia in the late 19th – early 20th Century

Abstract: 

The article presents data on theoretical analysis of the first experiment of using a mixed age interaction in out-of-school work with children in the early twentieth century. The issue of mixed age interaction was widely covered in psychological and pedagogical researches since the beginning of the last century and remains relevant today. At the same time, the interest of scientists to history and the current state of the system of additional education for children has increased. The essential difference of this research is that the study of the out-of-school work development in our country is carried out in accordance with the principles of theory and practice of using mixed age interactions, which is one of the conditions of the development of consciousness and self-consciousness of the individual, by entering the society (socialization). In conclusion, the author points out that during the entire period of the additional education system development in Russia, various forms of mixed age interaction were actively tested and used. On the one hand, out-of-school work with children carried out in specially created children’s associations outside the framework of general educational institutions provided objective conditions for this work; on the other hand, out-of-school work teachers gradually discovered the educational potential of such interaction.

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