Parenting with add

Parenting When You Have ADHD

Written by Matt McMillen

In this Article

  • Make Sure Your ADHD Is Well Managed
  • Schedule Time With Your Kids
  • Use Timers to Focus Your Attention
  • Stay Consistent
  • Take a Time-Out
  • Divide the Duties
  • Talk With Your Therapist
  • Learn and Learn Again

About 1 in 25 adults has ADHD, and many of them are parents. Adult ADHD symptoms like inattention, impulsivity, and trouble staying organized make the already tough job of parenting even more challenging. To make things more complicated, ADHD runs in families. As many as half of kids with the condition have parents who share their diagnosis.

What can you do? Let’s look at some strategies.

Make Sure Your ADHD Is Well Managed

Treatments like medications and behavioral therapy can help your parenting skills shine, and that means less stress for everyone. The right treatment should help you stick to daily routines, like prepping for the school day, getting homework done, and the many small tasks that must be completed before bedtime. This kind of consistency and structure makes things easier for your kids and for you.

Parents with ADHD may have trouble managing their emotional reactions when their children misbehave. And it’s sometimes harder for them to pay attention to their kids’ positive behaviors, which should be acknowledged and praised. Treatment can help with these issues as well.

If you have one or more children who also have ADHD, getting treatment for yourself should help you help them. When your own symptoms are under control, you’re likely to do a better job of keeping track of their ADHD medications and appointments.

If your child gets behavioral therapy for their ADHD, it’s important for you to be involved. Treatment could help you do that more effectively. One study found that parents with ADHD had trouble paying attention during therapy and remembering to practice behavior strategies at home.

Schedule Time With Your Kids

Because you’re prone to distraction, you may not realize that you’re not giving your kids the one-on-one time with you that they need.

Pencil in some “kid time” each day, even if it’s just a short session. Write them down on your planner or set reminders on your phone to help you keep your commitment.

Use Timers to Focus Your Attention

When you’re in charge of the kids, your mind may wander when you’re supposed to be keeping an eye on them. And unmonitored kids are more likely to injure themselves, particularly if they also have ADHD.

Don’t rely on willpower to stay focused. Set a timer to remind you to check on them at reasonable intervals, say every 15 to 30 minutes, depending on how old they are.

Stay Consistent

People with ADHD often act and speak impulsively. That can mean you respond to your child’s behavior differently each time. That’s confusing for children, and it’s ineffective when you’re trying to manage a child’s behavior problems.

Try this: Develop a list of family rules along with how you’ll respond when they’re broken (do this together with your spouse, partner, or ex if you co-parent). Post the list somewhere you’ll see it often. Refer to it as needed to keep you from going off-message.

Take a Time-Out

If your kids have you feeling stressed or overwhelmed, find a way to take a break. In fact, you should plan regular alone time to unwind. Do you have a hobby? A favorite activity? A club? Schedule time to do these things each week.

Every parent needs to get away from the kids sometimes. But that’s especially true for parents with ADHD, who have more trouble regulating their emotions. Have a plan in place to de-stress when you need to. If you feel like you’re about to overreact, find a quiet room and put yourself in a time-out.

Divide the Duties

As a parent with ADHD, you need to recognize your strengths and weaknesses and how they affect your parenting skills. If you parent with a spouse, partner, or ex, talk to them about this. If you have a friend or relative who can help, loop them in. Work together to devise an effective division of labor:

  • If you struggle with time management and punctuality, hand off responsibility for things that are time-sensitive, like doctor appointments or school projects with a deadline.
  • Help with homework may not be a good fit for you, especially if your ADHD isn’t treated.
  • If you have trouble focusing when you’re behind the wheel of a car, have your partner or spouse shuttle your kids to school and elsewhere.

That’s a lot to add to someone else’s plate. So in return, take on more chores, especially those that don’t need to be done by a specific time. Think things like laundry, yard work, and home maintenance.

Talk With Your Therapist

ADHD symptoms vary a lot. Each person may have more or less trouble attending to particular responsibilities, including parenting. Discuss this with your spouse or partner, of course, but you should also talk to your therapist.

Together, you can go over what you consider your parenting strengths and discuss where your shortcomings lie. This can help your therapist tailor a treatment program that addresses the areas where you need the most help.

For example, you may have trouble getting motivated to stick with necessary tasks, like toilet training, when other things compete for your attention. Your therapist can help you develop skills to stay on task.

Learn and Learn Again

If one or more of your kids has ADHD, classes can help you learn to manage their behavior. You might try behavioral parenting training, or BPT. These classes address things like house rules and routine, how to give clear instructions, praising good behavior, and more.

Normally, BPT is done over 8-12 hours with a therapist. But parents with ADHD may benefit from a stronger dose.

Research has shown that 12 2-hour BPT sessions may provide better results for parents who have ADHD. That’s because it’s important for adults with ADHD to make the skills they learn automatic. That way, you don’t have to rely on your perhaps less-than-adequate management abilities. Your best bet is a flexible program that gives you time to practice each new skill before you move on to learning the next one.

Parenting & Attention Deficit Disorder: Moms with ADHD

Being a mom is a hard job, whether you’re a stay-at-home parent or a busy professional trying to balance a career, kids and everything else. It’s doubly hard when you’re a mom with attention deficit disorder (ADHD or ADD).

If you have a child with ADHD, there’s a 60 percent chance that either you or your mate also qualifies for diagnosis. And it’s not always Dad. Doctors have found that in families that have two children with ADHD, there was an equal chance that either the mother or the father had ADHD.

Surprised? Just because ADHD is often missed in women doesn’t mean that it isn’t there. On the contrary, overlooking ADHD in women only creates more problems. To make things even more entertaining, many women who have ADHD also have depression, anxiety or some other condition along with it. Treating depression might make them feel better, but it won’t take care of their ADHD symptoms.

Medications that make it through the day at the office may not hold long enough for the “second shift” that most mothers face once they get home. We may like to think that we live in an enlightened, egalitarian society, but the reality is that women are still the primary caregivers. After an exhausting day at work, moms with ADHD are expected to make meals, organize activities, motivate others, pay bills and do other household chores — none of which is very ADHD-friendly.

“ADHD must be addressed as a family issue rather than a child issue when the mother also has ADHD,” says Patricia Quinn, M.D., a developmental pediatrician and the director of the National Center for Girls and Women with ADHD. Quinn points out that a mother will often go to any length to find help for her child with ADHD, and yet leave her own ADHD needs unmet. “Supporting the mother’s needs becomes an integral part of helping a child with ADHD,” says Quinn.

[Self-Test: ADHD Symptoms in Women]

Unfortunately, few of these women get the support they need. There are few support groups that focus on the unique needs of women with ADHD. Husbands may not understand what they could be doing to help their wives and may have unrealistic expectations of the relationship and responsibilities. In-laws and other family members may criticize the way the house looks or other obvious signs of ADHD problems. “We need to remedy this situation by becoming more aware of and providing more support and understanding for women with ADHD,” says Quinn.

Stop Being SuperMom!

Terry Matlen offered survival tips for women with ADD in her presentation at a recent conference sponsored by the Attention Deficit Disorder Association. Her first tip: Accept that you have ADHD.

“As women, we’re so used to tending to the needs of others that we tend to overlook our own needs,” says Terry. “It’s hard to admit that you aren’t perfect, that you can’t do it all, and that you need help. Accept your ADHD and go with it.”

Terry encourages moms to simplify their lives by enlisting the help of other family members. This helps you and teaches responsibility at the same time. This delegation also includes solving problems together. Families work best when they work as a team. Choose tasks that you enjoy and trade with others in your family. For example, you do laundry and your husband cooks. Don’t hesitate to get outside help for chores that create tension in your relationship. Consider hiring a maid if neither of you is good at cleaning up.

[Free Guide: When You Have ADHD, Too]

Having ADHD doesn’t make you a bad mother! On the contrary, having ADHD gives you the ability to empathize with your children, come up with creative solutions for problems, and create a loving, nurturing and exciting home for you and your family. Learn to appreciate the gifts and minimize the weaknesses of ADHD.

In the long run, your kids won’t remember that your floors weren’t always perfectly waxed. But they will remember that you loved them.

Here are more tips of Terry’s tips for moms with ADHD.

  • Explain ADHD symptoms to your family.
  • Solve problems together — no finger pointing: “This is the problem — how should we solve it?”
  • Learn communication strategies.
  • Keep a calendar, and use different colored inks for schedules.
  • Have down time to re-energize.
  • Take time to cool down before getting into a family argument.
  • Use a sitter when you’re working on something at home.
  • Have family meetings.
  • Get professional help with managing kids who have ADHD, too.
  • Work as a team.
  • Get outside help for chores that create tension in relationships.
  • Don’t fight with picky eaters — use vitamins and frequent healthy snacks.
  • Pick your battles.
  • Establish quiet time/zones (no TV while eating).
  • Establish routines. Write them down, but be flexible.
  • Keep explanations short.
  • Enlist the ‘no interruptions rule” at dinner table or use passing stick method.
  • Be consistent — even if it’s difficult.
  • Get partner to take over when you feel you’re losing it.
  • Problem solve ahead of time. If your child can’t handle crowds, shop off-hours or leave him home.
  • Do as much the night before to avoid morning chaos: packed lunches, backpacks and briefcase near door, clothes laid out, and so on.
  • Use humor.
  • Take time away together with spouse.

Visit Terry’s website at for other helpful ideas.

[13 Survival Strategies for Moms with ADHD]

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Educational potential of additional education for children About income 0 Comments upbringing, educational potential, additional education of children, concept, socialization

Additional education is an educational practice, the educational potential of which is subject to understanding in different contexts. The article discusses the conditions, the presence of which determines the degree of achievement of the goals of education at the present stage of the political, economic, social development of the Russian Federation; the available knowledge about the mechanism for implementing the concepts of education is summarized. nine0014

This article was prepared based on materials created by the author in 2004 (from unpublished).
Dedicated to the memory of D . P . Budanova

Budanova G.P.,
Candidate of Pedagogical Sciences, Professor cannot be overestimated. Today, only the overly lazy do not turn their eyes to education as a panacea for the troubles that have fallen on Russia in recent years and devalue the positive potential of the ongoing changes. At all levels of government, the need for education is not only and not so much noted, but multi-level programs are being adopted to improve the efficiency and quality of this process. nine0011

This is a fact that is pointless to dispute. Recognizing it, one can either fix that at the two necessary levels — theoretical and practical — the prerequisites have been created to ensure a fundamental change in the situation in the upbringing of Russian children, or admit that the measures taken are not enough to solve this problem.

At the same time, it is extremely important to understand that getting out of the state of a consistently deepening crisis of childhood is a problem that should long ago be classified as issues state security . It is necessary to radically change the situation today or, at least, tomorrow, because the day after tomorrow it will be too late, the country will be overwhelmed by child terrorism, no less dangerous than international, and possibly even organized by it.

Correlating the process of education with the processes of socialization of a person in modern society, it is necessary to realize that all measures are developed and implemented in conditions of insufficient state assistance.

The state today not only does not offer and, apparently, is unable to offer a strategy justified by the interests of different segments of the contingent of the population of the Russian Federation to stop the growth of social deviations in the children's environment, but also does not prevent the formation of a counter-social project. nine0011

Measures to restore weakened ties between generations and work with the moral principles of society are not being developed and, accordingly, are not being implemented. Enthusiastic cultivation of consumption standards that are inaccessible to most continues, flagrant violations of laws remain unpunished. The younger generation is brought under protest reactions, manifested in riots for any reason.

Today it is too late to hope that education can cope with the situation. The genie is released. And only if the society realizes the danger of the threat of child terror, and understands that the status of upbringing as an integral part of education, provided for by the Law of the Russian Federation, along with training, does not actually “form” anything, if the main educational activity remains and the gap between the “word ” and “deed”, then it will become clear that the educational process, in fact, is not carried out. nine0011

We often see the terms "upbringing" and "additional education" side by side: upbringing through additional education; upbringing by means of additional education; upbringing and additional education.

At first glance, complete well-being. But what do we see behind these words? What are the relationships between these concepts? And is it possible to put the union “And” between them, implying their equality? An elementary analysis of the situation shows that this is still the same serious theoretical problem about the relationship between the terms "education", "training" and "upbringing". And this is no coincidence, since the function of additional education for children (educational) "takes root" and finds development, but according to tradition, Palaces and Centers of Creativity often continue to be perceived as educational organizations even by those practices that are directly located in them. nine0011

The review of modern (appeared in recent years) concepts of upbringing allows us to state that the prerequisites for a conscious redesign of the upbringing process have been created. They can and should be used wisely. But for some reason, for some reason, this does not happen.

Fixing the variety of approaches to defining the content of the concept of “education” that has appeared in recent years, it must be taken into account that the need to figure out how to understand education in the context of educational standards (not only general, but also professional at all levels, and special) is far from is obvious both to the executive and legislative authorities, and to the media. nine0011

The seeming clarity leads to the fact that it becomes inconvenient to bring this issue up for discussion. In response, you can immediately get a remark: “Well, yesterday we knew what education was, but today we don’t know anymore.”

Analyzing what we knew yesterday is an important task, but it is equally important to understand what we know and what we do not know today. Today we know, and we have already noted that the crisis of childhood, manifested in the growth of social deviations in the children's environment, despite the measures taken, cannot yet be stopped. nine0011

In accordance with the concept of A.V. Mudrik, education seems to be a historically established stable form of joint activity of members of society to use the material, financial, spiritual, human resources of society for the systematic creation of conditions for satisfying the most important social need - the development of members of society.

In accordance with the concept of N.E. Shchurkova, upbringing is understood as the ascent of a child to the culture of his contemporary society organized by a professional teacher, his entry with the help of a teacher into the context of culture and the development of the ability to live in modern society, consciously build his life worthy of a Human. nine0011

In the context of this concept, teachers are called upon to nurture the spiritual world of a person, to help him acquire the ability for intellectual and moral enrichment, development, rise above circumstances, overcome the contradictions that tear apart the life and soul of a child.

The search for clear and precise answers to the question of how to resolve such contradictions is not, at the same time, it is the main content of the process, which can be defined as educational work.

The origins of the contradictions in the organization of education lie in the contradictions of life, if, of course, we consider the educational process to be located in life itself, or, more precisely, consider that it is nothing but the organized life of the child. nine0011

Liimets H.J. He believes that education is the management of the process of personal development. If “management” is understood as ensuring the effectiveness of any process, then upbringing is the provision of the most effective, most complete development of the personality that takes place in the context of real activity, in communication, in the relationship of the child with the outside world.

Defining education as the management of the process of personal development through the creation of conditions favorable for this, the target setting of the developed program can be recognized as the formation of a single educational space that allows the child to be included in the educational process in a subjective position. nine0011

A unified educational space arises as a result of a sustainable, long-term, purposefully organized process of communication between specialists, which ensures not only the creation of conditions favorable for the normal development of children, but also their inclusion in the organization of their own life activities in various areas.

The effectiveness of actions to create a unified educational space depends on the level of interaction between subjects that implement educational functions in accordance with a model worked out in detail and calculated in the aftermath. This model is based on the original concept, the content of which is in a permanent state of renewal, additions and adjustments during the development of multi-level organizational and management projects that take into account the characteristics of the city, district, district, educational institution, the capabilities of social institutions operating on its territory, their readiness for interaction for the upbringing of children. nine0011

The educational space built on a systematic basis is ideally a social infrastructure for children , provided for by the Federal Law of the Russian Federation "On the Basic Guarantees of the Rights of the Child in the Russian Federation" (July 24, 1998, No. 124 FZ, with the latest editions taken into account).

At the center of the educational process is a specific child with specific problems, needs, interests, contradictions. Their accounting, analysis, generalization and classification should be carried out by special services: psychological and pedagogical, medical and social, functioning in the structure of a single educational space. nine0011

Personalized consideration of children's problems can make it possible to develop and implement targeted programs, thereby ensuring a timely response to the prerequisites for the emergence of social deviations in the children's environment.

The upbringing of children is carried out by several departments. Their functions should be differentiated, responsibilities distributed, actions coordinated. Education cannot (meaninglessly) be reduced to carrying out activities called educational. Such activities do not always provide the expected results. nine0011

When summarizing materials about upbringing, it is advisable to build a logic for obtaining positive results, having previously established by what criteria they can be evaluated.

It should be assumed that one of the priority areas of education should be recognized as the creation of conditions for the development of the following positions:

  • mastering social skills and roles by children;
  • development of a culture of social behavior of citizens, taking into account the rapid informatization of society, the growth of the dynamics of socio-economic changes; nine0106
  • consistent formation of communicative child-friendly environments.

Such conditions must be modeled, designed and created. At the present stage of development of Russian society, it is extremely important to comprehend education as a problem, the solution of which is a process that is permanent in nature, a long process. The organizers of this process will have to decide on the main thing: whether they allow ideological dictatorship and forceful imposition of value-semantic attitudes on a person, or whether they are supposed to create real (favorable) conditions for its socially positive socialization. nine0011

The modernization of education planned at the state level cannot but affect all aspects of the functioning of the educational system and, therefore, is subject to reflection by all those involved in education.


  • Liimets, H.J. Organization of training as a factor of education // Liimets H.J. How does the learning process nurture? - M. - S.86-95. - S. M., 1982
  • Mudrik A. V. Social Pedagogy: Proc. for stud. ped. universities / Ed. V.A. Slastenin. - 3rd ed., Rev. and additional - M .: Publishing Center "Academy", 2000. - 200 p. nine0106
  • Mudrik A. V. On the upbringing of high school students: a book for class teachers. — 2nd edition, supplemented and revised. - Moscow: Education, 1981. - 176 p.
  • SHCHURKOVA N.E. School education program. Moscow: Pedagogical Society of Russia, 1998.

Additional education for children - the potential of upbringing

Each child is talented and unique in his own way, only it is necessary to notice, support and develop the sprouts of children's creative talent in the process of education. It is known that approximately 70% of children do not have pronounced inclinations to any activity. In this situation, parents, teachers, teachers of additional education can and should help the child to “open up”, show their best qualities, maximize their potential. And for this it is necessary to create a “success situation” for each child (L.S. Vygotsky). nine0011

Education takes place only when creative activity is carried out. On the one hand, this statement is somewhat categorical - education by word, deed, example, etc. On the other hand, it deserves the closest attention, since the effectiveness of education through creative activity, co-creation of an adult and a child can hardly be overestimated. Most children really feel a great need for active creative activity, they want to participate in interest associations, clubs and circles, master the basics of their future profession, strive for independence, develop their abilities, self-determination. In the process of communicating with other people, the child constantly finds himself in situations that require him to make a certain choice, make a specific decision, reassess values, which actively influences his upbringing, formation, and self-determination. And in many ways it depends on us, adults, whether we can help him with this at each of the age stages of life or not. nine0011

It is clear that this task cannot be carried out by the school system alone. A huge role in its solution, along with the family, environment, the media, is played by the additional education of children - a purposeful continuous process of education, training, development.

Distinctive features of the pedagogy of additional education for children are:

Creation of conditions for each child to freely choose the educational area (direction and type of activity), the profile of the program and the time of its development, the teacher; nine0011

Variety of activities that meet the most diverse interests, inclinations and needs of the child;

· personal-activity nature of the educational process, which contributes to the development of a person's motivation for knowledge and creativity, self-realization and self-determination;

· Person-centered approach to the child, creating a "success situation" for everyone. At the center of the additional educational process is a specific child, the self-development of his personality and individuality. To do this, the teacher of additional education seeks to obtain detailed information about the individual characteristics, needs, interests, inclinations of each child, his level of intellectual, emotional and value, labor and physical training; psychophysiological qualities of the personality, as well as the microenvironment of peers, where the child rotates, his family, etc.; nine0011

Creation of conditions for self-realization, self-knowledge, self-determination of personality;

recognition of the child's right to trial and error in choice, the right to review possibilities in self-determination;

· The use of such means of determining the effectiveness of the child's progress within the boundaries of the additional educational program chosen by him (type of activity, field of knowledge), which would help him see the stages of his own development and stimulate this development without infringing on the dignity of the child's personality [3, p. 79].

A child's abilities are formed by mastering the content of material and spiritual culture, technology, science, and art in the process of upbringing and education. The initial prerequisite for the development of abilities are innate inclinations. As a result of an individual life path, a child develops, on the basis of inclinations, an individually peculiar warehouse of abilities, which also requires an individualized approach to each specific personality. It is this principle that is fundamental in the system of additional education for children. nine0011

Traditionally, the concept of "additional" comes from the semantics of the word. So, in the Dictionary of the Russian Language S.I. Ozhegov, the concept of “additional” is defined as an addition to something, “to supplement” means to make it more complete by adding to something, to fill in the missing something. Unfortunately, in Russian education for many years the concept of “additional” was associated exclusively with additional training sessions at school as one of the means of helping lagging behind and underachieving students. Along with additional training sessions with lagging behind from 1918 there was extracurricular work - educational and educational activities with children, which was carried out by out-of-school children's and cultural and educational institutions, public education authorities, pioneer, Komsomol, trade union and other public organizations.

In 1992, in accordance with the Law of the Russian Federation "On Education", this form of education was included in a wider area - additional education for children as a variable part of general education, a purposeful process of education and training through the implementation of additional educational programs. Moreover, it should be borne in mind that along with the additional education of children in the educational space, there is still extracurricular work (the work of the class teacher in organizing the educational process within the framework of the team of his class), extracurricular work (organization of the educational process within the school), extracurricular work (organization educational process with the team of the class or school outside the school). nine0011

Additional education rightfully belongs to the areas most favored for the development of each child, it is really "one's own", personal - by choice, by character, "to one's liking". Personality is formed in constant activity, overcoming oneself, in experiences of grief and joy, in participation in communication, in a great real cause. Meanwhile, many children in the development of their creative abilities, self-realization in school years are hindered by certain difficulties in communication (low level of communication), lack of perseverance, and difficulties in learning. In this situation, there are two ways to solve the problem: either give up on such a student by putting an appropriate label on him: (“difficult child”, “underachieving”, etc.), or try to captivate him with an interesting thing, taking into account his desires, opportunities , needs. And through this passion to help the child gain the respect of others, self-esteem, develop his motivation for knowledge, active creative activity. Let's just give one example. At one time, the famous teacher S.A. Shmakov told a real story from the life of a teenager who haunted teachers with his behavior and attitude to learning. Everything changed by chance. The school was preparing a performance for the holiday. All roles were distributed, except for one - no one wanted to play the "ass of a cow. " The head of the drama circle somehow managed to convince the boy that he would cope with this role better than others. The teenager decided to try and during the rehearsals he got so carried away, invested so much indefatigable energy, comedy and hitherto hidden acting talent in this role that he woke up famous the next morning. His game so shocked the audience - teachers, parents, students, that for some time he became the hero of the school. They suddenly saw a personality in him - a bright, talented one, forgetting about his grades and behavior. This moment turned out to be a turning point in the life of a teenager - having once experienced the joy of success and recognition, the boy wanted to consolidate it. After a certain time, no one even remembered the problems with the once “difficult” teenager, since they were solved by themselves [5, p. 274]. nine0011

Apparently, one should not think that attempts to involve a child in socially useful activities, rationally organize his free time, find something to his liking always give such a positive effect. Of course not. But striving to have objective information about the child with the help of questionnaires, the method of participant observation, testing, diagnostics, which are carried out by psychologists, social teachers, class teachers in order to provide him with timely assistance and support, is undoubtedly necessary. In recent years, in a number of schools, for each child, they began to create a "Map of the student's personal growth", where, throughout the years of study, information is entered not so much about the academic performance as about the socially useful activities of the child, his creative success in additional education, distinctive features, development character, etc. It seems that this form of work will allow teachers, together with parents, to make timely adjustments in the upbringing of the child, his civic development. Undoubtedly, it also matters what knowledge and grades the students will receive, but much more - what kind of person each of the graduates of the school will become, what values ​​he will bring to his environment, society as a whole, how ready he is to enter adulthood. nine0011

It is very important to treat a child as a subject of life and one's own development. The system of additional education for children is not a ready-made socio-cultural environment offered to the child, but a variable socio-cultural environment created by him, based on his own reflective capabilities. Additional education of children at the present stage is carried out both in institutions specially created for this purpose, and in educational institutions of other types (kindergartens, schools, institutions of primary and secondary vocational education). nine0011

The modern system of additional education is ready to offer the child a wide range of educational programs for various types of creative activity. One of the most massive and popular among children and parents is additional artistic education. Art, artistic creativity allow children to betray the spiritual experience of humanity, contributing to the restoration of ties between generations. Institutions of additional education for children with an artistic orientation (music schools, creative workshops, studios, art schools, etc. ) contribute to the education of a creative personality, help develop communicative qualities, and the ability to express oneself. nine0011

The organization of scientific and technical creativity introduces the child to painstaking independent creative work related to scientific and technological progress, invention. As a rule, guys who dream of becoming pilots and astronauts, sailors and motorists, inventors and radio operators, etc. come to the station of young technicians. Classes in technical creativity develop the intellect, bring up in the child such qualities as perseverance, discipline, interest in the exact sciences. nine0011

Ecological and biological additional education for children is aimed at developing a child's interest in studying biology, geography, ecology and other Earth sciences. Studying the world of flora and fauna, exploring the environment, the child learns the art of feeling like a part of nature, to be responsible for everything that happens around.

Sports and recreational and mass sports work in the system of additional education for children is focused on the physical improvement of the child, the formation of a healthy lifestyle. And this task is a priority for both the school and the family. The development of youth sports should be carried out not only by increasing the number of sports schools, but also through the development of other forms of extra-curricular and out-of-school work with children, the creation of sports and fitness and sports sections and clubs in educational institutions, at the place of residence. nine0011

One of the main directions in the system of additional education for children is the development of children's tourism and local history. Over a million children and teenagers participate in the implementation of the target program of the local history movement of students "Fatherland". History and culture, feats of arms and the fate of compatriots, family genealogies and folk art - all this and much more becomes the subject of children's knowledge, the source of their social, personal and spiritual development, the upbringing of patriots of their homeland. In recent years, the number of “survival schools” has noticeably increased, where children acquire the necessary knowledge and practical skills of behavior in extreme situations [1, p. 28]. nine0011

In the course of the modernization of Russian education, the role of additional education in solving the problems of specialized education of students has intensified. Studies have shown that girls tend to get an art education to a greater extent, they are especially attracted to music and vocals (50.9%), choreography (30.9%), applied arts (29.1%), in second place is sports (25 ,five%). Among boys, the most popular activities are technical creativity (33.3%), sports, music and computer science. Taking into account the fact that in addition to specialists with a professional pedagogical education, professionals from other areas work in the system of additional education for children - directors and artists, trainers and engineers, musicians and craftsmen, etc., children receive thorough pre-professional training, well orientate themselves in the world of professions, adapt to the labor market more easily and quickly after graduation. Among the professions that children would like to acquire in the future, in the first place are a lawyer, doctor, journalist, musician (regardless of gender). Among boys, preference is given to such professions as a programmer, pilot, driver, manager and businessman. Among the girls are an economist, an accountant, a psychologist, a translator, an actress, a hairdresser, a fashion model, a banker and a diplomat. As it turned out, the children consider the most important thing in their chosen profession is that it will allow them to be a professional, a master in their field, get job satisfaction, give them the opportunity to communicate with people, help people and bring them joy. nine0011

In addition, additional education has a significant impact on the process of self-determination of the child. Self-determination is most significant in adolescence and senior school age, since the presence of age-related characteristics leads to the fact that children are especially acutely experiencing a conflict between their desires and the ability to satisfy them, which is characterized by the manifestation of typical personal reactions: active protest, the desire to imitate the chosen model, persistent desire to achieve success precisely in the area where he does not feel confident, the desire to free himself from guardianship, control from the elders. These manifestations are normal age-related features, which, however, under unfavorable conditions (both external and internal) can develop into character accentuation and intensify up to mental disorders with improper upbringing, leading to various forms of deviant behavior. One of the reasons that give rise to such a situation is the current social situation in the development of children, when they are sometimes deprived of the opportunity to discuss issues that are of great concern to them, related to the characteristics and needs of their age; often they do not have access to information on how to overcome stress, conflict, crisis, etc. [2, p. 104]. nine0011

More than 70% of children, in their understanding, correlate self-determination at this stage mainly with the choice of profession. Among the main stages on the way to their professional dream, they distinguish such as “finish school well”, “go to college”, “get additional education in parallel”, “master your favorite profession”. Nevertheless, a school-age child, especially in an institution of additional education for children, is quite often in the process of self-determination in a variety of life situations. So, basically, the children themselves determined the choice of one or another type of activity. Parents and friends significantly influence the choice of the child. In turn, the decision of parents to bring their child to an institution of additional education for children was influenced by the high professional level of teachers of additional education and the interests of the child. nine0011

Research data show that half of the boys associate their future profession with their chosen type of activity in the system of additional education. Girls are mostly engaged in a creative association "for the soul", and only a third of them assume that their future profession is related to their favorite occupation in the association. This is a very important indicator, since professional self-determination is undoubtedly very important, but nevertheless not the only component of a person's self-determination. According to the children, their life choice is most fully facilitated by the family, additional education and the system of relations in general, the atmosphere that prevails in the institution of additional education for children, in a specific creative association and, of course, friends who mean a lot in the life of the child. nine0011

The majority of children involved in additional education consider themselves independent, they feel more confident in any society, they know their worth, they have an adequate assessment of themselves and those around them. Most of all, in relationships with others, they value benevolence, justice, attention, help and support, manifestations of love, the ability and desire to forgive shortcomings. All of the above allows us to state:

The longer the child is engaged in the system of additional education for children, the higher his cognitive interests are expressed, the more confident he is in the correctness of his own choice of the sphere of application of creative activity; nine0011

· The wider and more varied the interests of the child, the more altruistic and ready to benefit society;

· The more a child is family-oriented, and family members are a role model for him, the wider the child presents his opportunities in the development of creative abilities and self-determination;

The more children are busy outside of school, the more independent they are, the more optimistic they look to their future, the more they are focused on their own success and the higher the percentage of children who at this stage have determined the choice of both their future profession and life path in general. nine0011

The essence of pedagogical support in this case is to create an educational environment in which the development of the creative personality of the child takes place, to ensure the personality-activity and practice-oriented orientation of additional education for children, which is a kind of mechanism for equalizing the opportunities for receiving personalized education. The effectiveness of pedagogical support for students to a greater extent depends on how the programs of additional education for children implemented by the teacher are adequate to the needs, goals and values ​​of students, taking into account their potential; how much they help the child to determine their own value and effective position, stimulate self-education, self-development, self-education in accordance with the personal resources available to the child. nine0011

Using the results of diagnostics, the teacher is called upon to help determine the pace of progress in the assimilation of knowledge, individual and, importantly, optimal for each child. Thus, the teacher contributes to the fact that each student learns to identify and compare personal interests, inclinations with their creative abilities and capabilities, as well as with social needs. The unity of activity, cognition and communication is a necessary condition for the upbringing of a child. “The work of the educator achieves its goal only then,” emphasized V.V. Davydov - when he competently directs the child's own activity as an active participant and subject of the educational process. nine0011

What are the personality traits of a teacher of additional education that play an important role in the upbringing, creative development of the child and the process of his self-determination? He is distinguished by the desire to combine professional knowledge with a high level of culture and a specific orientation of the individual. Such a teacher can be considered as a subject of developmental activity, and his psychological and pedagogical competence and empathy - as a unity of personal and professional components of pedagogical activity. nine0011

In addition to high professionalism, he must have freedom from stereotypes and pedagogical dogmas, the ability to be creative, broad erudition, a high level of psychological and pedagogical training, high culture and humane attitudes towards people, especially children. One of the main distinguishing features of such a teacher is the desire to understand and accept the child as he is, to know and take into account his age and individual characteristics in the implementation of the pedagogical process, to teach based on the strengths of each child. nine0011

Professionally significant psychological characteristics of a teacher's personality as a subject of developing activity have been established. These are: the degree of involvement in the developing pedagogical space, the focus on the success of the child, the tendency to notice the good in people, the ability to implement subject-subject relations.

In the work of a teacher of additional education, three necessary factors can be distinguished that have a significant impact on the process of education, creative development of the child's personality and his self-determination: educational environment - speech, behavioral, visual, etc. ; activities of an educative nature, imbued with a deep moral content; social and personally-significant relations that a person enters into in the process of his participation in the activity. nine0011

Basic principles of interaction between a teacher and a student:

- to support the child's dignity and a positive image of "I";

- talk about the situation, the act and its consequences, and not about the personality and character of the child himself;

- note changes in personal growth by comparing the child with himself, and not with other children;

- not to impose ways of activity and behavior on a child against his will;

- accept and approve all products of the child's creative activity, regardless of content, form, quality [4, p. 61]. nine0011

Influencing the child in this way, the teacher shares with him the responsibility for the creative development of his personality, for changes in his inner world (in thoughts, feelings, desires, experiences, actions, etc.

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