Baseline of the Development of Additional Education in Russia: a Psychological Perspective

Khaikin V.L.; Grigoriev D.V.

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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Psychological Science and Education
2014. Vol. 19, no. 4, 92–100
ISSN: 1814-2052 / 2311-7273 (online)

Baseline of the Development of Additional Education in Russia: a Psychological Perspective ¹⁶⁴⁷

Khaikin V.L.
Doctor of Psychology, Professor, Corresponding Member, RAE, Moscow, Russia

Grigoriev D.V.
PhD in Education, Headmaster, state school № 825, Moscow, Russia

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RUIn Russian

We analyze the main trends in the development of supplementary education as an integrator of the entire system of continuing education from the point of educational psychology, personality psychology, social psychology and the psychology of management. It is noted that the contribution of the so-called “additional education of children” into the social and personal development is caused by students’ achievements of additional educational programs, primarily by meta personal and educational results, by the formation in the individual and in society of the liability potential, reliability, ability to adapt to the unknown.

Keywords: continuing education, additional education, development, educational psychology, personality psychology, social psychology, psychology of management, meta-subjects, responsibility, adaptation to the unknown, family, community, networking, inter-departmental cooperation

Column: Educational Psychology

For Reference

Khaikin V.L., Grigoriev D.V. Baseline of the Development of Additional Education in Russia: a Psychological Perspective. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2014. Vol. 19, no. 4, pp. 92–100. (In Russ., аbstr. in Engl.)