Digital Environment Supplementary Education Establishment for Schoolchildren: Information Design Technologies and Psychological and Pedagogical Conditions for its Implementation

   Introduction. The article presents the theoretical and methodological background for designing the digital environment of supplementary education establishment for schoolchildren. There is a gap in theory and practice regarding the resolution of contradictions. It gives rise to problems of a theoretical and applied nature, between the requirements of society
to increase the efficiency of this area and the insufficient development of theories for providing quality out-of-school education in a digital economy.

   Purpose. Develop directions for improving the system of supplementary education for schoolchildren through the introduction of digital technologies and the argumentation of psychological and pedagogical conditions for its implementation.

   Theoretical Justification. The role of additional education of schoolchildren is affirmed as a component of the education system of national importance. The conditions for ensuring the digital environment of the institution as an open socio-pedagogical system are scientifically substantiated. The effects, goals and objectives of the digitalization of the All-Russian Children’s Center “Ocean” are highlighted. The concept of forming its digital environment through the introduction of an automated information data system is proposed. The complexes of tasks and the effects of its implementation are identified. A structural model of the system “Integrated activity management” for the All-Russian Children’s Center “Ocean” has been developed.

   Discussion and Conclusion. Proposals have been drawn for the digitalization of supplementary education establishments for schoolchildren. The article is of particular value for the subjects of the system of out-of-school education. For the first time it is proposed to consider modern institutions as an intellectually and creatively developed community of subjects in the form of integrity, characterized by purposefulness, composition of different ages, formal and informal structures and relationships, autonomy of existence, cyclical functioning, diversity and freedom of opinions, views, beliefs and actions, freedom of choice of forms of out-of-school education, types of activities, as well as the possibility of acquiring socially significant experience.

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