(CZ) Úkoly družin v současné etapě přestavby našeho školství
(EN) Some Basic Tasks of Day Boarding Institutions for Schoolchildren in the Present Reform of our School System
Autor / Author: Linhartová, V.
Klíčová slova / Key words:
The first part of the article contains an analysis of the reasons why, at the present stage of the process of completing the construction of a Socialist society, the Day Boarding Institutions for Schoolchildren (DBIS) are acquiring a new significance in the out-of-school education and in the whole educational system. Our society is assuming an ever-increasing responsibility for the education of the children and the youth and is striving for this education to have ever more pronounced collective forms. Besides, the DBIS make a contribution to increasing the number of women entering employment.
At the present stage of the reform of our school the DBIS have two main tasks: a) to look after the children of employed parents when school is over and thereby enable women not only to enter employment, but also to live cultural lives, b) In addition, the active educational function of the DBIS is becoming more and more important and thus the DBIS are becoming an embryo of the future all-round care of society for the upbringing of children.
The content, forms and methods of work in the existing DBIS are dependent on the state of the entire out-of-school education, and the trends of development that can be observed in them are the same as the trends that characterize the whole of the presentday educational system.
The work of the DBIS can best be characterized on the basis of three successive stages according to the children’s age. The work of the DBIS in the first stage will require a more detailed elaboration of questions connected with the age characteristics of junior schoolchildren, especially with regard to their transition from Nursery Schools to E lementary Schools. In the second stage greater co-ordination is necessary between the work of the DBIS and the interests of the classroom work at school. The conception of work at the third-stage DBIS is still the least clarified of all; further development here is likely to tend to the establishment of Pioneer Clubs attached to schools. These clubs fire going to lead to the removal of the isolation of DBIS work from the work of other educational Institutions and organizations (schools, the Pioneer Organization, the CzechoslovakUnion of Youth, and the like).
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