The Historical Development of Out-of-School Education in Light of the Subculture of Childhood

Autor/inn/en	Deich, B. A.; Galeeva, N. V.
Titel	The Historical Development of Out-of-School Education in Light of the Subculture of Childhood
Quelle	In: Russian Education & Society, 60 (2018) 3, S.203-215 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1060-9393
DOI	10.1080/10609393.2018.1451199
Schlagwörter	Subcultures; Concept Formation; Children; Child Development; After School Education; Individual Development; Educational History; Childhood Attitudes; Childrens Literature; Childhood Interests; Socialization; Games; Extracurricular Activities; Foreign Countries; Russia + Suchen Sie Ihr Suchwort? Subculture; Subkultur; Concept learning; Begriffsbildung; Child; Kind; Kinder; Kindesentwicklung; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Individuelle Entwicklung; History of education; Bildungsgeschichte; 'Children''s literature'; Kinderliteratur; Socialisation; Sozialisation; Game; Spiel; Spiele; Außerunterrichtliche Aktivität; Ausland; Russland
Abstract	The article examines the relationship between the development of the subculture of childhood and the evolution of out-of-school education. It identifies the historical stages of the influence of the subculture of childhood on the nature of extracurricular learning and development. We analyze the concepts of the "subculture of childhood" and "out-of-school education" in light of how they have influenced each other. We apply modern approaches to define these concepts. We consider various views of childhood as an independent phenomenon as well as how teachers have regarded children during different historical periods. We examine the main components of the world of childhood as they have been identified by ethnographers and teachers, including the concept of children's folklore, which has come into its own as a distinct field of study, and games as the initial stage of child socialization. We consider various kinds of games. We consider the early history of how out-of-school education has been organized as a social activity that is aimed at ensuring the harmonious personal development of children by giving them the creative initiative and freedom of choice. We determine the stages and trajectories of the development of extracurricular education, which include folk learning, activities advanced by progressive public organizations and communities, and state-based offerings that are connected to the development of the subculture of childhood. [This article was translated by Kenneth Cargill.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01