The main professional requirements for the teacher of additional education. Professandard teacher of additional education

In order to modernize the education in the Russian Federation by order of the Ministry of Labor and Social Protection of the Russian Federation of September 08, 2015 No. 613-H approved the professional standard for the teacher of additional education of children and adults.

Updated system objectives russian education Create new quality requirements pedagogical workers, To the level of professional pedagogical activity as a whole.

It is necessary to develop new professional qualities of supplementary educators with the standard professional activity in the field of training, upbringing and development.

Professional standard Must become a system-forming mechanism, which will increase the quality of the work of teachers of additional education, will create objective requirements for labor actions, knowledge and skills, the necessary level of vocational education.

Professandard will determine the volume and direction of training, retraining or advanced training, will allow objectively to associate the level of professionalism of the teacher of additional education, its job responsibilities and wages with the results of professional activities (effective contract). At the same time, the Professandard should act as a base for assessing the qualifications and labor of the teacher of additional education, and an effective contract as a tool for connecting the interests of the pedagogical worker and the head to solve the tasks of the educational organization.

It is necessary to state that a number of problems associated with the absence in the professional activities of pedagogical workers of the clear principles of career construction in the professional activities of pedagogical workers are introduced, including its main steps, the links between the occupation of the relevant position and the qualifications required for this (in terms of professional standard) appears. ; The lack of a clear and objective relationship between qualifications (by the professional level, the level of ownership of the competencies) of the pedagogical worker, the quality and results of its professional activities and pay.

The actualized understanding of the teachers of the Prof. requirements is a reflection of the real needs of the system of additional education of children, the mechanism for obtaining the quality of education, tool for providing professional and career growth, a personality-significant approach to their own activities.

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Specialist model -

pedagogue of additional education of children and adults

Function	Organization	leisure activities of students in the process
	sales

Labor Actions	1. Installing the preparation of leisure activities.
	2. Organization of leisure activities.
	3. The study of leisure events

purpose	Formation of cultural traditions of leisure organization (in
	accordance with the selected areas of activity).
	Expansion of cultural learning experience			and them
	parents (legal representatives) in leisure organization

Tasks	1. Determination and description of traditional events
	organization of leisure activities (in the framework of the structural
	divisions in accordance with the selected direction
	activities) (forms, frequency, expected results) and
	capabilities	their cultural	reproduction in family
	education.
	2. Determination of forms of attracting students and their parents
	(legal representatives) in the process of preparing leisure
	events.
	3. Drawing and discussion with parents (legal
	representatives) and educational plans for organizing leisure
	activities.
	4. Education of parents (legal representatives) methods
	organizations and conduct of leisure events in the process
	joint activities.
	5. Security	holding	leisure	events
	educational and their parents (legal representatives).
	6. Organization of receipt of feedback from parents of software and clothing
	events.
	7. Exercise analysis with the involvement of the parent community,
	exit to joint planning of leisure activities.
	8. Summary of experience and description of the formed traditions in
	organization of leisure activities.
Subjects	Administration educational institution
interaction
	teacher organizer,
	parents (legal representatives),
	study
	profile institutions

Resources / Conditions	1. Organization.
	2.Material - technical equipment (by profile
	activity).
	3. Premises.

Result	1. The presence of cultural traditions and systems in
	organization of leisure activities in the implementation process
	additional secondary program.
	2. Active participation of parents (legal representatives) in
	planning, preparation and conduct of leisure activities
	3. High level culture holding leisure
	events.

Criteria	1. Election of students, parents (legal
	representatives) about the system of leisure activities and traditions
	holding leisure events in the structural unit
	and in the institution as a whole.
	2. Use of developed forms, ways of activity in
	organization of leisure activities outside the institution.
	3. Distribution of experience.

Cultural traditions– social and cultural heritage,transmitted generations to generation and reproduced in certain societies and social groups for a long time. Traditions are present in all social and cultural systems and are a prerequisite for their existence.

Function	Ensuring cooperation with parents of students,
	molding additional general education
	programs, when solving learning and education tasks

Labor Actions	1. Installing interaction with parents (legitimate
	representatives) students who are developing additional
	general education program, when solving learning tasks
	and upbringing.
	2. The performance of parental meetings, individual and
	group meetings (consultations) with parents (legal
	representatives).
	3. Organization of joint activities of children and adults
	conducting classes and leisure activities.
	4. Equipment as part of its authority
	child and fulfillment by adult duties

purpose	1. Formation of the responsible active position of parents in
	issues of learning and raising a child in the system
	additional education.
	2. Formation of uniform requirements for the organization
	pedagogical process from parents (legal
	representatives)	pedagogical team		(Pedagogues
	additional education)

Tasks	1. Informing parents (legal representatives)
	implemented	Tsdod	"Satellite R.P. Lineovo "	programs
	additional education and pedagogical composition.
	2. Increasing parents' requests for additional services
	education.
	3. Organization of a set in groups, taking into account the request of parents and
	children.
	4. Development of the system of interaction with parents, including
	forms of work and feedback systems.
	5. Planning and organizing cooperation situations with
	parents, provision and opportunity actively
	participate in the developing process.

Subjects	Administration of institutions
interaction
	teacher- organizer,
	parents

Resources / Conditions	1. Move to organize work.

		Professionally - personal resources.
		Methodical support (if necessary).

Result	1. Formed community of parents of students in
	MCudo cdod "satellite".
	2. Effective interaction of teachers and parents
	(legal representatives) on issues related to the development
	educational programs of additional education.
	3. Availability of unity of requirements in issues of organization
	educational process
Criteria	1. Active participation of parents (legal representatives) in
	events organized in the Moscow CDD "Satellite",
	various molds, cooperation with
	pedagogical team.
		Absence conflict situations with parents (legal
	representatives) caused by the difference of requirements for
	pedagogical process and interaction with learning

Specialist model - teacher of additional education of children and adults

Function	Organization of student activities						aimed at mastering
	additional secondary program

Labor Actions	1. Natural on training on an additional overall
	program.
	2.OTbor.	for		learning			by	additional
	prefest program.
	3.terect	control		and help			students B.		correction
	activities and behavior in classes.
	4. Development of activities for the modernization of equipment
	training	premises		formation				his	subject
	spatial		environments		providing				learning
	educational program.

purpose	1. Creating conditions for effective making children
	ways of activity in the selected direction in accordance
	with potential abilities in the development process
	additional secondary program

Tasks	1. Conducting events for a set of students for training
	according to the additional general education program (based on
	study of parents' requests including).
	2. Reception		pedagogical			process aimed at
	development by the child of the program of additional education.
	3. Education current monitoring and							giving help
	students in the correction of activities and behavior in classes.
	4. Creating conditions, motivating parents to secure
	children gained zunov and forming								Uud, I.
	expansion of cultural experience of children in the selected direction.
	5. Formation of the subject and spatial environment in
	institution that ensures the development of educational
	programs.
	6. Ensuring the ability to participate students
	events aimed at presenting results
	learning (competitions, exhibitions, competitions, etc.)

Subjects	Administration,
	additional education teachers,
	parents,
	other subjects of social infrastructure,							related by

	additional secondary program


Resources / Conditions	1. A lifting for organizing classes.
	2. Materially - technical resources.
	3. Information - methodical resources.
	4. Professionally - personal resources of the teacher.
	5.Wurses	social infrastructure			by	direction
	activities.

Result	1. Effective care for children
	general education and methods of activity in
	selected direction in accordance with potential
	opportunities.
	2. The presence of a situation of creative success at students.

Criteria	1. High	results		mastering	additional
	general education program students based on results
	control and diagnostic procedures (individually, in
	accordance with the potential features of the child).
	2. Result		participation	teaching		mass
	events.
	3. High motivation of students to classes on the selected
	direction.

Specialist model - teacher of additional education of children and adults

Function	Pedagogical		control and assessment of extracting additional
	secondary program

Labor Actions	1. Control and evaluation of additional
	general education programs, including within
	established forms of certification (if available).
	2. Analysis and interpretation of the results of the pedagogical
	control and evaluation.
	3. Installation and evaluation of the dynamics of preparedness and motivation
	pupils in the process of exploring additional
	general education program.

purpose	Creature	conditions		for	timely			correction
	educational		route of students on			based		fixation
	intermediate			total	results	development of children


Tasks	1. Heating professional literature on the topic "Evaluation
	procedures ", visiting thematic classes on this
	question, advanced training, self-education under this
	topic.
	2. Development of estimated procedures for the implemented program
	additional education and blanks for fixation
	the results obtained.
	3.Reography		estimates		procedures		according to
	perspective work plan.
	4. Installing the results of intermediate and final diagnostics
	in developed and approved forms.
	5. Correction of educational				route students			based
	data received.
Subjects	Additional education teachers,
interaction	study
	methodist,
	parents (legal representatives) of students (if necessary)

Resources / Conditions	1.Professional-feline.
	2. Meeting-diagnostic.
	3. Material-technical (depending on the direction
	activity).
					2. Upgrade the correction of the educational route
	pupils based on fixing intermediate and final
	development results of the program content.
	2. Effective development of the children's adder program
	education.

Criteria	1. Discretion of the final materials according to the results of the
	estimated procedures.
	2. Changes and additions in Extra and RDOP based on
	conducting evaluation procedures (if necessary).
	3. Towance of the scheduled results on the development
	educational Additional General Education
	programs.

Specialist model - teacher of additional education of children and adults

Function	Development of software and methodological support
	additional secondary program

Labor Actions	1. Development of additional general education programs
	(training courses, disciplines (modules)) and educational
	methodological materials for their implementation.
	2. Determination of pedagogical purposes and tasks, planning
	classes and / or cycles of classes aimed at mastering
	selected type of activity (additional area
	education).
	3. Determination of pedagogical purposes and tasks, planning
	leisure activities, development of plans (scenarios)
	leisure events.
	4. Development of the assessment system for achieving planned

	5. Entering documentation providing implementation
	additional secondary program (Programs
	training course, discipline (module))
purpose	Creating a modern relevant base program
	methodological support for additional education.
	Formation of an educational environment (conditions, including
	methodical support), relevant for modern
	dPO systems

Tasks	1. Research the needs of recipients educational services on the
	specific programs of additional education.
	2. Development of projects program methodical complexes by
	chosen activity.
	3. Determination of the conditions for the effective implementation of the program
	additional education, taking into account the needs of participants
	educational	relationship	(parents	(legal
	representatives)	study	pedagogical	worker,
	studying), including training processes and			organizations
	leisure activities
	4. Coordination and approval of programs and methodical
	materials.
	5. Development of an assessment system for achieving planned
	results of mastering the general education program.
	6. Registration and submission of documentation providing
	implementing additional general education			programs
	(training courses, discipline (module))
Subjects	Additional education teachers,
interaction	methodists,
	specialists of education management bodies
	expert Community (according to the profile of general education

Result	1. The accuracy of the actual base software -metric
	providing additional education for the implementing
	institution directions for additional education.

Criteria	1. Compliance with software and methodical support
	modern requirements.
	2.Freed assessment of relevance and efficiency
	developed implemented and planned to implement
	software and methodological complexes.

additional education

The teacher of additional education exercises additional education of children, develops their diverse creative activities. Complies with the composition of the participants of the circle, section, studios, club and other children's association, for which responds and takes measures to preserve them during the term of study.

The teacher also participates in the development and implementation of educational programs, is responsible for the quality of their implementation, life and health of pupils.

The peculiarity of the teacher of additional education is also to identify the creative abilities of students, supporting their development, the formation of sustainable professional interests and inconsistencies. Responsibility for massive, cultural organizations are also often relied on the teacher of additional education.

Among other things, the teacher is responsible for compliance with safety, participates in methodological conferences. As we see the duties of the teacher of additional education are quite extensive. In addition to conventional pedagogical tasks, it is also intended to develop the creative side of the child's personality, to promote the spiritual growth and the in-depth process of knowledge.

Accordingly, the image of the teacher of additional education in the consciousness of students has a wide range of features.

Centers of additional education - the phenomenon in pedagogical practice is not new. Significant distribution it obtained in the so-called microdistrict schools, which, with the development of the variable education system, collided with the outflow of the student contingent. The creation of independent centers with their personnel infrastructure was allowed to expand the choice of educational, recreational programs, introduce programs attractive for different categories of students, including students with problems. The capabilities of additional education centers in achieving new results consist in their orientation on solving the problems of the whole school, students, regardless of age, performance of academic performance. In addition, the centers of additional education of children who work directly on the basis of schools, in essence, are the rapid response centers to the requests of students who have problems.

Regardless of age, gender and academic performance, adolescents pay attention to such characteristics of the teacher as: a lot knows - 76%; sensitive and attentive - 74%; hardworking - 73%; kind, fair - 72%; Interestingly, the soul explains - 69%; When explaining, he sees who does not understand, and in a hurry to assist - 61%; with a fun character - 61%; Do not complain to parents - 58%; During changes with us - 38%.

High school students have evaluation requirements for the teacher above. They pay more attention to the moral qualities and intellectual abilities of the teacher, its ability to fully interact.

The teacher of additional education is more often perceived as more competent, enthusiastic work. It is understood that it can creatively approach education and tries to identify the ability of a child, to support him, compensate for insufficient attention from subject teachers and parents. His psychological image complements the features of the assistant, parent and friend. Although there are also negative images of a teacher, as a person of passive and disliked, which can be explained by negative personal experience Pupils.

The image of an additional education teacher is similar to the manner of the teacher as a whole, but has its own structure and features of the content.

Teenagers first of all pay attention to the culture, the erudition of the teacher, the level of its practical skills. Also in the form of students immediately arise such components as the principle, the demanding of the educator, the attitude of the teacher to its work. Moral qualities in the form of a teacher are important: its sensitivity, attention, tact.

Structure and image content

On the basis of this, estimated characteristics are formed in the design structure: respect and sympathy, the approval of the teacher's activities, which are completed by the complex of emotional perception of this person.

Teenager perceptions are more focused, systematic and organized than perception junior schoolchild. Sometimes it differs with subtlety and depth, and sometimes strikes with its superficiality.

The attention of students of Middle school age Specifically, selectively: Interesting lessons or affairs are interested in students, and they can concentrate for a long time on one material or phenomenon. But easy excitement, interest in unusual often becomes the reason for switching attention. In this regard, the teacher's ability to pass his skills and knowledge for a teenager.

Thinking B. adolescence It becomes more systematic, consistent, mature. The ability to abstract thinking is improved, the relationship between the specifically-shaped and abstract in favor of the latter changes. A teenager begins to analyze the identity of the teacher and the motives of his actions, the created image acquires critical features.

Refers to the category of specialists.
For the position teacher of additional education A person who has a secondary vocational education is appointed (without presentation of work on experience; experience of pedagogical work: from 2 to 5 years; from 5 to 10 years; over 10 years) or higher vocational education (without presentation of work experience; : from 2 to 5 years; from 5 to 10 years; over 10 years) or qualifying category.
3. Appointment for office teacher of additional education And the exemption from it is made by the order of the Director of the Institution for Representation.
Teacher of additional education must know:

1. Constitution of the Russian Federation.

2. The laws of the Russian Federation, the Decree and Solutions of the Government of the Russian Federation and the Education Organs on Education.
3. Convention on the Rights of the Child.
4. Age and special pedagogy and psychology, physiology, hygiene.
5. The specifics of developing the interests and needs of students (pupils), the basis of their creative activity.
6. Method of searching and supporting talents.
7. Content, methodology and organization of scientific and technical, aesthetic, tourist-local lore, health and sports, leisure activities, recreation and entertainment.
8. Circuits, sections, studios, club associations.
9. Fundamentals of children's teams, organizations and associations.
10. Norms and rules for labor protection, safety and fire protection.

Teacher of additional education Submits directly to the director of the institution or an inquiry person.
For no time teacher of additional education (vacation, illness, pr.) His duties fulfills the person appointed by the order of the director of the institution. This person acquires relevant rights and is responsible for the qualitative and timely execution of duties assigned to it.

Teacher of additional education:

1. Exercises additional education of students (pupils), develops their diverse creative activities.

2. Complies with the composition of students (pupils) Mug, sections, studios, club and other children's association and takes measures to preserve them during the term of study.
3. Provides a pedagogically substantiated choice of forms, means and methods of work (learning) based on psychophysiological feasibility.
4. Provides compliance with rights and freedoms of students (pupils).
5. Participates in the development and implementation of educational programs, is responsible for the quality of their implementation, life and health of students (pupils).
6. Makes plans and classes programs, ensures their execution.
7. Reseign creative skills Student (pupils) contributes to their development, formation of sustainable professional interests and inconsistencies.
8. Supports gifted and talented learning (pupils), incl. Children who have deviations in development.
9. Organizes the participation of students (pupils) in mass events.
10. Provides consultative assistance to parents (persons replace them), as well as pedagogical workers within their competence.
11. Provides when conducting classes, compliance with the rules and norms of labor protection, safety and fire protection techniques.
12. Participates in the activities of methodological associations and other forms of methodical work.
13. Enhances their professional qualifications.

Teacher of additional education entitled:
1. Get acquainted with the draft decisions of the institution's management regarding its activities.
2. On issues in its competence, to submit a proposal to the management of a proposal to improve the activities of the institution and improving methods of work; comments on the activities of employees of the institution; Eliments of the elimination of disadvantages available in the activities.
3. To request personally or on behalf of the management of the institution from structural divisions and other specialists, the information and documents necessary to fulfill it official duties.
4. Attract specialists of all (individual) structural units to solve the tasks assigned to it (if it is provided for by the provisions on the structural divisions, if not, then with the permission of the head of the institution).
5. Require from the leadership of the institution to assist in fulfilling his official duties and rights.

Rights

Additional education teacher has the right to:

Participate in the management of the Center in the manner defined by the Charter of the Center;

To protect professional honor and dignity;

Get acquainted with complaints and other documents containing an assessment of his work, give explanations on them;

Protect their interests on their own and / or through a representative, including a lawyer, in the event of a disciplinary investigation or a service investigation associated with a violation of the teacher of the norms of professional ethics;

On the confidentiality of a disciplinary (service) investigation, except for the cases provided for by law;

Freely choose and use learning and education techniques, tutorials and materials, textbooks, methods for assessing knowledge of students;

Improve qualifications;

Certified on a voluntary basis on the relevant qualification category and get it in the event of a successful certification passage;

Committed during classes and changes are obligatory orders related to the organization of occupations and observance of discipline, attract students to disciplinary responsibility in cases and procedure established by the Charter and Rules on the promotions and recovery of students of the UDO.

A responsibility:

The teacher of additional education is responsible for the legislation of the Russian Federation for the quality of the implementation of educational programs, the life and health of students during classes, violation of their rights and freedoms.

For non-fulfillment or improper performance without valid reasons for the Charter and the rules of the internal labor regulations, the legitimate regulations of the Director of Public and other local regulations, duties,

The teacher of additional education carries disciplinary responsibility in the manner defined by labor legislation.

For use, including single, methods of education associated with physical and (or) psychic violence on the identity of the student, as well as the commission of another immoral misconduct, the teacher of additional education can be released from the position in accordance with the labor legislation and the law of the Russian Federation " Education ". Luckiness for such a misconduct is not a measure of disciplinary responsibility.

For the guilty causing benefits or participants in the educational process of damage due to the execution (non-execution) of their official duties, the teacher of additional education is carried out financial responsibilities in the manner and within the limits established by labor and (or) civil law. Relationship. Communication by position

Pedagogue of additional education:

It works in the implementation mode of the volume of the training load installed on it in accordance with the schedule of training sessions, participation in mandatory planning community-wide activities and self-plasiveness of mandatory activities on which the production standards are not established;

Independently plans its work for each academic year and every studio quarter. The work plan is approved by the Deputy Director of the UDO on Educational Work;

Represents the Deputy Director of the EDO on Educational Work A written report on its activities at the end of each school fourth;

Receives information of the regulatory and organizational and methodological information from the director of the Udo and his deputies, acquainted on receipt with the relevant documents;

It works closely with teachers, parents of students (by persons replace them); Systematically exchanges information on issues included in its competence, with the administration and pedagogical workers of the school, go into the methodological association of teachers of additional education of the corresponding profile ..

Methods of organizing the work of the teacher of additional education

Description of "Differentiation of training" in pedagogy

Differentiation translated from Latin "difference" means separation, bundle of a whole on various parts, shapes, steps.

In pedagogical literature Training Differentiation - this is:

the form of the organization of the educational process, in which the teacher works with a group of students compiled, taking into account the availability of any significant qualities for their educational process (homogeneous group);
part of the general didactic system, which ensures the specialization of the educational process for various groups of students. (School technologies, 2005, p. 288)

Training Differentiation (Differentiated learning approach) is:

creating a variety of training conditions for various schools, classes, groups for accounting for the features of their contingent;
a complex of methodological, psychological and pedagogical and organizational and managerial activities that provide training in homogeneous groups.

Principle of learning differentiation - The position according to which the pedagogical process is built as differentiated. One of the main types of differentiation (separation) is individual training.

Technology of differentiated learning It is a combination of organizational solutions, funds and methods of differentiated learning, covering a certain part of the educational process.

By characteristic individually psychological featureschildren constituting the basis for the formation of homogeneous groups distinguish between:

In the age composition (school classes, age parallels, multi-age groups);

On the floor (men's, female, mixed classes, teams, schools);

In terms of interest (humanitarian, physico-mathematical, biological and chemical and other groups, directions, branches, schools);

In terms of mental development (level of achievements);

According to personal psychological types (type of thinking, character accentuation, temperament, etc.);

In terms of health (physical groups, groups of weakened vision, hearing, hospital classes).

In any learning system, a differentiated approach is present in one way or another, and more or less branched differentiation is carried out. Therefore, the technology of differentiated learning, as applying a variety methodological means differentiation, is included, penetrating technology.

However, in some training models, the differentiation of the educational process is the main distinctive feature, the system-forming factor, and therefore they may be called "differentiated learning technologies."

Differentiation by the level of development of abilities

Classification parameters of differentiation technologies for the level of development of abilities

Methodological approach: Differentiated, individual.

Leading factors of development: Sociogenic with biogenic assumptions (everyone can not be learned to one level).

Scientific concept of exploration: adaptable.

Orientation on personal spheres and structures: information, knowledge, skills and skills.

Type of socio-pedagogical activity: psychological-pedagogical, compensating.

Type of management of the educational process: a system of small groups + tutor.

Prevailing methods: Explanatory-illustrative with programming elements.

Organizational forms: all forms.

Prevailing means: programmed + electronic.

Approach to the child and the nature of educational interactions: all types.

Target orientations:

Training of each at the level of its capabilities and abilities;

Device (adaptation) learning to the level and features of the development of various groups of students.

Differentiation features by level

Differentiation in terms of mental development does not receive in modern pedagogy An unequivocal assessment: there are in it along with positive and some negative aspects.

Positive aspects	Negative aspects
Unnecessary and inexpedient equalization and averaging children are excluded.	Decision of children in the level of development Inhuman
The teacher appears the possibility of a weak student, to pay attention to the strong	Socio-economic inequality is highlighted
The absence in the class lagging removes the need to reduce general level Teaching	Weak are listened to the possibilities for stronger, receive help from them, compete with them.
It is possible to work more effectively with difficult students who do not adapt to public standards.	Translation into weak groups is perceived by children as humiliation of their dignity
The desire for strong students is being implemented faster and deeper to advance in education	Imperfection of diagnostics leads sometimes to the fact that extraordinary children are in the category of weak
The level of the I-Concept increases: strong are approved in their abilities, weak get the opportunity to experience curriculum, get rid of the complex of inferiority	The level of the i-concept falls, in elite groups there is an illusion of exclusivity, the egoistic complex; In weak groups, the level of self-esteem is reduced, an installation on the fatality of its weakness appears
The level of motivation of exercise in strong groups increases	Lowering the level of motivation in weak groups
In the group where the same children are collected, the child is easier to learn	Recoligation destroys the class teams

According to the peculiarities of the organization of homogeneous groups, allocate:

a) Foreign differentiation:

Regional - by type of schools (special schools, gymnasiums, lyceums, colleges, private schools, complexes);

Intraschool (levels, profiles, separation, deepening, slopes, streams);

In parallels (groups and classes of various levels: gymnasic, compensatory learning classes, etc.);

Inter-class (optional, free, multi-time groups);

b) internal differentiation: intracerene or intrepresentative (groups in class).

In the modern world there are various models of learning differentiation. (Attachment 1). Each model has its own characteristics, the subject of learning, but unites them in one thing: all the differentiated learning models are aimed at the generation of the schoolchild's defective complex in relation to the teaching, stimulate the child to work and get the result. In order to organize the right model of differentiated learning, the teacher should know which models exist and which model is suitable for its class. But first of all, we consider what training is, the process, the learning process of the Russian language.

Training - a managed process of interaction between teachers and students, aimed at mastering knowledge, skills and skills, formation of the worldview, the development of mental forces and potential ability to teach, develop and securing self-education skills in accordance with the goals set.

Process - consistent change of phenomena, states in the development of something, the course of development of something; A combination of cognitive actions aimed at achieving certain results.

Learning process- Joint activities of the teacher and students on the transfer and learning of new knowledge and mastering skills within a certain time.

Strategy modern learning - His focus is not easy to form certain knowledge, skills and skills, but on the upbringing and development of the child's personality, its theoretical thinking, language intuition, interest, careful and thoughtful attitude to the case, to its purpose and in general, to knowledge, on the formation of the most important schoolboy training skills - to study.

Training activities - a system of such training conditions that make it possible to develop a younger schoolboy: the appearance of his ability to self-implant.

The objectives of the training is one of the categories of the methodology that characterizes the learning subject in terms of the reason for its inclusion in syllabus. Russian as a learning object solves two groups of tasks: special (they follow from its features) and obcommeal (they are implemented by all school disciplines). The combination and solving these tasks can be facilitated by the organization of differentiated learning.

Thus, differentiated training is considered as a form of training, a part of the general didactic system, the creation of a variety of training conditions, a complex of methodological and psychological and pedagogical measures.

The development of the system of additional education of children is impossible without a serious conceptual software and methodological support of the educational process. This is a serious task requiring a constant and painstaking work under the guidance of the most qualified teachers or methodologies of institutions of additional education of children, teachers of IPCs, researchers.

Additional educational programs implemented in general education institutions must, on the one hand, compensate for the shortcomings of standardized education, and on the other, to take into account its advantages. Therefore, teachers of additional education in the development of copyright programs should be found with the content of those learning items that can mostly be associated with the content of the additional program. This can be a good basis for joint creative work with subject teachers.

The development of an additional education system of children becomes truly effective if additional programs Corresponds to the interests and needs of students, take into account the real possibilities of their satisfaction in a particular institution, help the child to form their own value and effective position, stimulate its self-education and self-development.

The development of additional educational programs of the new generation implies a number of principles:

orientation on a wide humanitarian content, which makes it harmoniously combine national and universal values;
the formation of the schoolchildren of the holistic and emotionally-shaped perception of the world;
appeal to those problems, topics, educational areas, which are personally significant for children of one or another age and which are not sufficiently represented in the main formation;
the development of the cognitive, social, creative activity of the child, its moral qualities;
support for main education;
implementation of the unity of the educational process.

Additional educational programs of the new generation should contain different levels of complexity and allow the teacher to find the best way to work with a particular group of children or with a separate child. They should also be an open type, i.e., the expansion-oriented, a certain change, taking into account specific pedagogical problems, differ in content, variability, flexibility of use. On their basis, it is possible to build work that will meet the socio-cultural features of a particular region, the traditions and conditions of a particular educational institution, the possibilities and interests of various groups of students, their parents, teachers.
Requirements for additional education programschildren. In the system of additional education, children distinguish the following types of programs:

approximate;
modified or adapted;
experimental;
author's.

You can highlight the levels of development of additional education programs for children on the basis of "general professional":

general coating;
specialized;
professional oriented.

Additional education programs of children differ in learning goals:

cognitive (informational and educational);
research;

social adaptation;
professional applied;
sports and wellness;
developing artistic gifts;
leisure.

In the form of the organization of the content and process of pedagogical activities, the program is:

comprehensive;
integrated;
modular;
through.

Additional educational programs must be decorated in the form of a regulatory document.

Title sheet with necessary details: higher education authorities; educational institution implementing the program; responsible worker of the institution who approved the program; number of the protocol of the Pedagogical Council approved by the program; the name of the program; the age of children on which the program is calculated; program implementation period; program author; Data on reviewers.

Program sections:

Introduction
The main directions and content of activity.
Terms of implementation of the program.
The mechanism for estimating the resulting results.
Thematic planning (number of hours for each topic for years of study).
Contents of the program sections ( summary Moreover, indicating the forms and methods of organizing educational programs).
List of references used (author, book name, place and year of publication).
The presence of reviews: internal (Methodical advice of the establishment of additional education of children) and external (third-party organizations and educational institutions).

Features of the pedagogical activity of the teacher of additional education concern its tasks, character, funds, the ratio of pedagogical leadership and independence of children, the position of the teacher in relationships with adolescents. These features in unity with common-breeding patterns are specific features of pedagogy of additional education. The decision of creative tasks in collaboration with the teacher changes the psychological structure of the educational process as a whole, since the system of internal stimulation of the widest spectrum of interactions, relationships, communication between all participants is created (like being with everyone, is increasing the common cause, it is satisfied with ambition, pride is proud of yourself, etc.). The system of internal motives arising from the above interaction will reorient, in turn, the motives and the process of solving pedagogical problems through the creation of a holistic semantic field in the space of creative interactions (13)

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To the teacher of additional education of children

V.P. Golovanov believes thatpedagogue of additional education is a specialist organizing educational process in direct contact with children in the field of free time,and allocates the following tasks of its activities:

the implementation of additional education of children and adolescents, the organization of their diverse creative activities;
completion of the composition of students of the study group, section, studios, club and other children's association and the application of measures to preserve a contingent during the term of study;
ensuring pedagogically substantiated forms, means and methods of work (upbringing and learning), based on psychophysiological feasibility;
ensuring compliance with the rights and freedoms of children; participation in the development and implementation of educational programs, the responsibility for the quality of their implementation, the life and health of pupils;
drawing up a plan and program of classes. Ensuring their implementation;
identifying the creative abilities of children, promoting their development, formation of sustainable professional interests and inconsistencies;
support for gifted and talented pupils, as well as children who have deviations in development;
organization of participation of pupils in mass events;
providing advisory assistance to parents (persons replacing them), as well as pedagogical workers within their competence;
when conducting classes to ensure compliance with the rules and norms of labor protection, safety and fire protection;
participation in the activities of methodological associations and other forms of methodical work, increasing their professional qualifications (3).

The main and ultimate result of the professional activity of the teacher of additional education is the pupil itself, the development of his personality, abilities and competence. At the same time, using the materials of the above-mentioned author, the professional activities of the teacher of additional education can be represented as the following structure.

Diagnostic activitywhich is necessary for studying children, their abilities, level of development, interests and needs, as well as relationships in the children's community. But, in addition, diagnostic activity is needed and so that the teacher of additional education on the basis of objective data can subsequently appreciate the effectiveness of its work. It should be noted here that systematic diagnostic activities with fixing and analysis of its results in teachers practitioners can be found quite rarely. The reasons for this is the lack of necessary knowledge and motivation to this type of activity.

Orientation-prognostic activity. The essence of this type of activity is forecasting end result. However, as is known, it is the purpose that is a reference point for the final result. Therefore, this type of activity is primarily expressed in the formulation of the goal and tasks of pedagogical activity. Reality and literacy of the purpose of the goal depends not only on life and pedagogical experience, not only from professional pedagogical knowledge and skills, but also on how correctly diagnostic activities were carried out. For the teacher of additional education that has sufficient experience, the basis for predictive activities should be the analysis of previous experience, based, again, on the data obtained during the course diagnostic activity.

Constructive design activities. The design of the results of this type of activity should be a program of additional education of children created by a teacher. This activity involves thinking and designing the upcoming pedagogical process, its conceptual foundations, forms, methods, technologies and maintenance. The basis of this type of activity is the results of the two previous ones, because, designing future activities, the teacher of additional education should clearly represent the target and task facing them, take into account the interests, needs and ability of pupils.

Information and explanatory activities. This type of activity is associated with the transfer of specific knowledge and skills to pupils, forming on their basis certain personal qualities and value reference points. This is a direct purpose of the teacher. Of course, the content, technology and methods of information and explanatory activities are in relationships with previous components of the professional activities of the teacher of additional education.

Organizational activities. This type of activity allows you to organize a pedagogical process, send it to solving current tasks and achieving the goal. It is associated with the ability to interact with pupils, mobilize them on this or that type of activity. Components of this type of activity are pedagogical management and pedagogical guide. The first is to set up tasks, the organization of their decision, in controlling the process and evaluation of the results by each member of the Group. Pedagogical guide is also the provision, the support of the desire to solve the task, to participate in the SS decision, seek and respond for the result.

Communicative-stimulating activity. The basis of the activities of the teacher of additional education lies, as mentioned above, communication.Professional pedagogical communication is a system of organic social and psychological interaction of the teacher and pupils, the content of which is the exchange of information, educational interaction, organization of relationships with the help of communicative means. It includes the ability to create the necessary atmosphere to interact with children, maintain contact with them at the level of cooperation and creation, as well as solve pedagogical tasks with communicative means. Properly organized communicative-stimulating activity can act as a means of solving educational tasks, as a socio-psychological support of the educational process and as a way of organizing the relationship between the educator and children, guaranteeing the success of training and education.

Analytics and evaluation activities. This type of activity is associated with the need to regular correction of the pedagogical process. The basis of it is the analysis of the results of diagnostic activities, pedagogical reflection and based on them real self-esteem Achievements of the teacher of additional education, problem places, successful and unsuccessful techniques. In the analysis and evaluation, the technologies, forms and methods of interaction with children are needed, their effectiveness, as well as the degree of solution of the tasks and goals. The result of analytical and valuation activities may be partial or even complete changes on all of the above stages of activity.

Research - creative activity. Creative activities of the teacher of additional education is a necessary component for obtaining new, higher results of pedagogical labor.Creativity is defined as an activity that generates a qualitatively new, never previously existed. Is there a place for creativity in pedagogical work? There is an opinion that pedagogical activity is one of the types of art, that is, creativity. And today these two concepts are used, characterizing the pedagogical process.Pedagogical art is the perfect possession of the teacher with the whole set of psychological and pedagogical knowledge, skills and skills connected to professional passionism, developed pedagogical thinking and intuition. Essential side of pedagogical art, according to V. P. Golovanov, isthe creativity of the teacher, which is represented as the highest form of active activities of the teacher to transform the "pedagogical" reality, in the center of which is a child.

Feed and awareness of features pedagogical interaction When organizing educational and educational work with children in additional education institutions makes it possible to more effectively carry out pedagogical activities. Such peculiarities include the following (6.1):

Voluntaryness and mass participation of children in extracurricular work. In additional education institutions, the child voluntarily chooses a manager and a children's community in which he feels most comfortable. Voluntary in institutions of additional education is manifested in the fact that the child can change the circle at any time or leave the institution at all. For his holding, teachers of additional education can not use that arsenal of disciplinary receptions, which has a school teacher. Only the attractiveness of the activity, forms and methods of its organization, a comfortable atmosphere in the middle-aged children's community and, finally, the bright individuality, sincerity and goodwill of the teacher contribute to the fact that the child spends his leisure time in the establishment of additional education. Therefore, the study of the interests and requests of children, their speakers in the conditions of a changing sociocultural situation are one of the most important tasks of additional education institutions. It is its decision that it may contribute to overcoming the main objective contradiction in the activities of additional education institutions - between the understanding of the children of his free time as the recreation and activities of an out-of-school institution as the Institute of Social Education, which decisive appropriate pedagogical tasks.

Differentiation of students in interests and focus on a certain type of activity.On satisfaction of interest (at different stages of its formation - from curiosity to theoretical interest), the motivation is based that the child attends classes in an additional education institution for a long period. The teacher of additional education in contrast to the school teacher is in a more winning position. This is due to the fact that in extracurricular institutions there is differentiation of children in interests, which has already been mentioned above, becomes motivation not only to select the direction of activity, but also contributes to the interest of the child in obtaining those knowledge, skills and skills that the teacher conveys him. And the approach of the results of activity to the original goal becomes another incentive to such activities. The positive point of differentiation is that the child satisfies his cognitive and communicative needs in the community of like-minded people, i.e., people (both children and teachers), for whom the same interests, goals, and in many respects and value. This contributes to the creation of a friendly friendly atmosphere, improving the creative activity of children, the development of their initiative and independence.

The ability to adjust the classes, taking into account individual interests, abilities and the level of child's preparedness. Increasing the status of additional education institutions has led to an increase in the quality of educational services offered by these institutions. Additional educational programs, the authors and developers of which are the teachers of additional education themselves, are the result of creative integration of understanding and analyzing scientific and methodical literature and their own practical experience. The programs are based on a paradigm of interaction, which implies the possibility of a certain correction of their correction, taking into account the individual abilities and the level of children's preparedness. The implementation of such programs in practice leads to the fact that in the process of pedagogical interaction, the compliance of the specific case and personal capabilities of children is taken into account, conditions are created for the advanced development of more trained and gifted children, the individual pace of material transfer is provided for children who have difficulty assimilation. An important condition for their effectiveness is the accounting of priority activities of children in various age groups and other psychophysical features of age.

A feature of additional education of children, as mentioned above, is that it is provided to children in their free time and is carried out as a result of free choice, voluntary participation, selectivity of the student of its educational path, regime, level and final result. This specificity is expressed in the need to design in the program of additional education of a special methodology for creative cooperation, the activities of the teacher and the child, the teacher and the children's association, the techniques of active and intensive learning. The specificity of pedagogical interaction in an additional education institution makes it possible to more fully use the potential of an individual approach in working with children, since there is no such tough in the field of additional education as in school, attachment to federal state educational standards, and the number of children with whom the teacher is simultaneously engaged in, initially less than in school class. All this contributes to the disclosure of individual abilities of the personality, its self-realization and self-determination in the new conditions of the sphere of free time.

The public and socially useful nature of children with practical and personally significant tasks for each pupil. M. B. Kowal allocates various types of such activities. This, firstly, mass and group types of objective and practical activities that contribute to the involvement of adolescents to the union requires a manifestation of certain skills and in good faith in business. These include exhibitions, competitions, holidays, contests, festivals.

The second category includes mugs, studios, sections and other creative associations of children who want to do systematic activities in accordance with their interests and opportunities. These organizational forms ensure equality of opportunities to participate all those who want schoolchildren, regardless of their abilities and preparedness. It can also be noted, the activities of children in such communities are regular and long-term nature, and the forms described above are used periodically and act as a kind of creative final report on the activities of a circle, club or studio in certain period time.

In addition, there are shapes and types of work for the most trained children and adolescents. These include scientific societies of students, children's scientific conferences, Summer field camps and expeditions. Participation in them allows children to expand their theoretical knowledge and test them in practical activities.

An important factor in the motivation of children to classes in an additional education institution is the practical oriented nature of the proposed activities and the ability to see the results of this activity in the dynamics. In addition, the practical activity of additional education is also expressed in the fact that the child is trying to independently solve vital problems for himself, which, of course, affects its development.

A variety of communications spheres, the possibility of informal communication of the head with children. Communication is one of the most important means of pedagogical interaction. Joint creative passion for the teacher and children leads to informality of communication, which has high attractiveness in the eyes of children, since it contributes not only to establish a benevolent atmosphere, but also an increase in the self-esteem of children, the feelings of social significance and adulthood. Such communication creates genuine democratic and humanistic relations, withdraws the child to the level of active participant (subject) of cooperation, strengthens the possibilities of establishing additional education in organizing cognitive leisure children, in expanding and deepening their knowledge, teaching them a specific case, in the development of individual inclinations and self-determination of the individual .

Creative and friendly atmosphere, the ability to change their status in the team of peers. The atmosphere arising in various children's communities of additional education institutions thanks to the features listed above gives a real chance for a child to change (increase) its social status among peers. In addition, in extracurricular institutions, children's communities often carry a multi-time character. This contributes to the fact that the elder child, even the low social status in the simultial school team, can realize its leadership ambitions, using higher intellectual and physical developmentthan younger pupils. The specifics of pedagogical activities in additional education institutions contributes to compensation for lack of attention and participation, which is experiencing a certain part of children in school and family, it is largely aimed at resolving the problems of pedagogically launched and even deviant children through the creation of conditions for satisfying and interesting work. Their status in the children's community.

Thus, it can be noted that the features of the pedagogical activity of the teacher of additional education concern its tasks, character, funds, the ratio of pedagogical leadership and independence of children, the position of the teacher in relationships with adolescents. These features in unity with common-breeding patterns are specific features of pedagogy of additional education. The decision of creative tasks in collaboration with the teacher changes the psychological structure of the educational process as a whole, since the system of internal stimulation of the widest spectrum of interactions, relationships, communication between all participants is created (like being with everyone, is increasing the common cause, it is satisfied with ambition, pride is proud of yourself, etc.). The system of internal motives arising from the above interaction will reorient, in turn, the motives and the process of solving pedagogical problems through the creation of a holistic semantic field in the space of creative interactions (13)

Bibliography

Büilova L.N., Kochneva S.V. Organization of the methodological service of institutions of additional education of children: educational and methodical manual. - M.: Humanitarian and Methodical Center Vlados, 2001.-160c.
Builova L.N., Klenova N.V. How to organize additional education in school? Practical manual. - M.: Arcta, 2005.-s. 7-9.
Golovanov V.P. Methodology and technology of the teacher of additional education. -M.: Vlados. 2004.
Dayach B. A., Kucherevskaya M. O. Additional education of children as professional exercise. - Novosibirsk: Publishing House of NGPU. 2014.
Evladva E. B .. L. L.G. L. L. Mikhailova N. N. Additional education of children. - M: Vlados, 2002.
Kuznetsova N.A., Yakovlev D.E. Managing methodical work in additional education institutions: a manual for managers and teachers / under the general edition of N.K. Bespalova. - M.: Iris-Press, 2003.-96c.

6.1. Koval M.B. Pedagogy out-of-school institution. - Orenburg, 1993.

Novichkov VB The role and place of additional education in the education of a young Muscovite. / Education of the young Muscovite in the system of additional education. - M.: Miros, 1997.-s. 31-35.
Pedagogy of additional education: monitoring the quality of the educational process in the establishment of additional education of children: Methodical recommendations / Sost. A.M.Tarasova, M.M.Loboda; under total. ed. N.N. Rybakova. - Omsk: Bow DPO "IROOO", 2009.
Savchenko A.V. Organization of methodical activities of the establishment of additional education of children: Methodical recommendations. - Orenburg.: TsDT of the industrial area, 2017, 75 p.
Typical Regulations on the educational institution of additional education of children (7.03.1995 No. 233)
Requirements to minimize the content and level of graduate training but the specialty 0317 "Pedagogy of additional education" // Forecker. - 1999. - № 3. - p. 5.
Fomina A.B., Kochneva S.V. Organization of methodical work in institutions of additional education of children. Recommendations. - M.: TsRSdod Ministry of Education of Russia, 1999. - 24 p.
https://studme.org/125775/pedagogika/pedagog_dopolnitelnogo_obrazovaniya_osobennosti_organizatsii_pedagogicheskoy_deyatelnosti Pedagogue of additional education: Features of the organization of pedagogical activities
http://dopedu.ru/articles/151-2012-05-23-19-02-32.html Builova L.N. Fixed assets and forms of methodological assistance to the teacher of additional education.
19. ddt.bip31.ru/dokumenti/metod_kopilka/metod_kopilka/9.pdf. Methodological service of the educational institution.

EKD 2018.. Revision of April 9, 2018 (including changes to the entry. By force 01.07.2018)
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Pedagogue of additional education (including senior)

Official duties. Exercises additional education of students, pupils in accordance with their educational program, develops their diverse creative activities. Comprehensive composition of students, pupils Mug, sections, studios, club and other children's association and takes measures to preserve the contingent of students, pupils during the term of study. Provides a pedagogically reasonable choice of forms, means and methods of work (learning) based on psycho-physiological and pedagogical expediency, using modern educational technologies, including information, as well as digital educational resources. Conducts training sessions, based on achievements in the field of methodical, pedagogical and psychological Sciences, age psychology and school hygiene, as well as modern information technologies. Ensures respect for the rights and freedoms of students, pupils. Participates in the development and implementation of educational programs. Makes plans and programs of classes, ensures their execution. Recalls the creative abilities of students, pupils, contributes to their development, formation of sustainable professional interests and inconsistencies. Organizes various activities of students, pupils, focusing on their personality, develops the motivation of their cognitive interests, abilities. Organizes independent activities of students, pupils, including research, includes educational process Problem learning, communicates learning with practice, discusses actual events of our time with students, pupils. Provides and analyzes the achievements of students, pupils. Evaluates the effectiveness of training, given the mastering of the skills, the development of experience of creative activity, cognitive interest, using computer technologies, incl. Text editors and spreadsheets in their activities. It provides special support for gifted and talented learning, pupils, as well as students, pupils that have deviations in development. Organizes the participation of students, pupils in mass events. Participates in the work of pedagogical, methodological advice, associations, other forms of methodical work, in the work on parental meetings, health, educational and other activities provided for by the educational program, in organizing and conducting methodical and advisory assistance to parents or persons replacing them as well as Pedagogical workers within their competence. Provides the protection of the life and health of students, pupils during the educational process. Provides when conducting classes, observance of labor protection and fire safety rules. When performing the duties of the senior teacher of additional education, along with the fulfillment of the duties provided for by the Pedagogue of Additional Education, coordinates the activities of teachers of additional education, other pedagogical workers in the design of the educational institution's developing educational environment. Provides methodological assistance to educators of additional education, contributes to the generalization of the advanced pedagogical experience and advanced training, the development of their creative initiatives.

Must know: Priority directions of development educational system Russian Federation, laws and other regulatory legal acts regulating educational activities, the Convention on the Rights of the Child, Age and Special Pedagogy and Psychology, Physiology, Hygiene, the specifics of the development of interests and needs of students, pupils, the basis of their creative activity, the methodology for finding and supporting young talents , Content curriculum, methods and organization of additional education of children, scientific and technical, aesthetic, tourist-local lore, wellness and sports, leisure activities, programs of occupations of circles, sections, studios, club associations, activities of children's teams, organizations and associations, methods of development of skills, modern pedagogical technologies of productive, differentiated, developing learning, the implementation of the competence approach, methods of belief, the arguments of their position, establish contact with students, pupils, children of different ages, their parents, persons who are replaced by colleagues on work, technology diagnostic causes of conflict situations, their prevention and permits, technologies of pedagogical diagnostics, the basis of working with a personal computer (text editors, spreadsheets), e-mail and browsers, multimedia equipment, the rules of the internal labor regulation of the educational institution, the rules for Oh Wound and fire safety.

Requirements for qualifications. Higher professional education or secondary vocational education in the area corresponding to the profile of a circle, section, studios, club and other children's association without the presentation of work experience, or higher professional education or secondary vocational education and additional vocational education in the direction of "Education and Pedagogy" without Consumption of work experience.

For the senior teacher of additional education - higher professional education and experience of pedagogical work for at least 2 years.

Jobs For the post of teacher of additional education (including senior) at the All-Russian Base of vacancies

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The senior teacher of additional education in order to ensure the coordination of the activities of teachers of additional education and to provide methodical assistance in additionally performs the functions described in generalized labor functions in "Organizational and methodological support for additional general education programs" and with "organizational and pedagogical provision of additional general education programs" of this Professional standard.

The name of the position is used in the implementation of additional prefest educational programs in the field of physical culture and sports.

The senior teacher coach in order to ensure the coordination of teacher coaches and the provision of methodological assistance additionally performs the functions described in generalized labor functions in "Organizational and methodological support for additional general education programs" and with "organizational and pedagogical support for the implementation of additional general education programs" of the present professional Standard.

The name of the position is used in the Organizations of additional education in the implementation of additional prefecting and general wealthy educational programs in the field of arts (children's art schools by art).

Articles 331, 351.1 of the Labor Code of the Russian Federation of December 30, 2001 N 197-FZ (Meeting of the Legislation of the Russian Federation, 2002, N 1, Article.308, 2010, N 52, Article 7002, 2013, N 27, Article 3477 , 2014, N 52, Article 7554,2015, N 1, Article 42).

Order of the Ministry of Health and Social Development of Russia dated April 12, 2011 N 302N "On approval of lists of harmful and (or) hazardous industrial factors and works, when performing mandatory preliminary and periodic medical examinations (surveys), and the procedure for conducting mandatory preliminary and periodic medical examinations ( surveys) workers employed in hard work and on work with harmful and (or) dangerous conditions Labor "(registered by the Ministry of Justice of Russia October 21, 2011, registration No. 22111), with changes made by the orders of the Ministry of Health of Russia of May 15, 2013 N 296N (registered by the Ministry of Justice of Russia July 3, 2013, registration N 28970) and on December 5, 2014 N 801N (registered by the Ministry of Justice of Russia on February 3, 2015, registration N 35848), Order of the Ministry of Labor of Russia, Ministry of Health of Russia of February 6, 2018 N 62N / 49N (registered by the Ministry of Justice of Russia March 2, 2018, registration N 50237) ; Article 48 of the Federal Law of December 29, 2012 N 273-F3 "On Education in the Russian Federation" (meeting of the legislation of the Russian Federation, 2012, N 53, Article.7598); Articles 69, 213 of the Labor Code of the Russian Federation of December 30, 2001 G. N 197-FZ (Meeting of the legislation of the Russian Federation, 2002, N 1, Article 3; 2004, N 35, Article 3607; 2006, N 27, Article 2878; 2008, N 30, Article 3616; 2011, N 49, Article 7031; 2013, N 48, Article 6165, N 52, Article.6986).

additional characteristics