Pedagogical conditions for the implementation of the Adventure Playground model as a prospective practice for the implementation of specialized scientific education

Abstract

The article explores the Adventure Playground model as a promising practice of implementing specialized scientific education and defines the pedagogical conditions for its implementation, in particular: conducting play classes under the supervision of playworkers or playleaders, arranging a place for play, creating a safe environment, creating a place for communication. The foreign experience of implementing the Adventure Playground model was studied. A retrospective of the history of the development and implementation of the Adventure Playground model in the EU and America is presented. It was clarified that the Adventure Playgrounds model, which is a play space where children's activities consist in creating it from scratch using the provided materials, building objects, “foundations”, erecting structures, which contributes to the development of social, cultural and practical competences. The principles of implementing the pedagogical conditions for implementing the Adventure Playground model are described, namely: freedom of choice of entertainment/activities (development of authentic interests, free choice of social roles); independence of children in the course of entertainment/activities, independence in choosing means, methods, directions (acquisition of technical and social skills); the internal motivation of the participants, which contributes to the satisfaction of their own needs, shapes character and personality. It was established that the components of the Adventure Playground model are: learning and the development of social skills / learning and the development of social relationships; creativity / creation; community / community; children in the city / children in the city.