Extracurricular work of the teacher. Educational work as a pedagogical phenomenon. List of used literature

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The problem of extracurricular work with students has always been relevant for any teacher and educator, as it successfully performs the triune function of teaching, educating and developing the individual in any educational institution.

In the context of reform Russian education the task of improving social education and developing the creative abilities of children and adolescents is one of the priorities. social education should achieve two goals: the success of the socialization of the younger generations in modern conditions and self-development of a person as a subject of activity and as a person.

Skillfully organized in an educational institution, extracurricular work forms and develops the personality of the child, increases the motivation for learning this or that subject, develops independence and provides an opportunity for self-realization of the individual.

To manage the educational process means not only to develop and improve the mental and physical abilities inherent in a person, to correct undesirable social deviations in his behavior and consciousness, but also to form in him a need for constant self-development, self-realization of physical, mental and spiritual potential.

The problems of interaction between extracurricular activities and the educational and educational process are widely covered in the works of well-known domestic scientists and practitioners, such as A.G. Kharchev, P.N. Malkovskaya, V.G. Nemirovsky, T.N. Kalechits, L.E. Nikitina and others.

These authors single out the general principles of organizing extracurricular activities. Most general principle, in their opinion, is voluntariness in the choice of forms and directions of extracurricular activities. But at the same time, the principle of diversity of educational services provided in an educational institution also works: interest groups and clubs, sports sections and socially significant forms of extracurricular activities.

To identify the range of interests of students, you can use a questionnaire on the topic of what the children would like to do after class. It is important that any type of activity in which adolescents are involved should have a social or socially significant orientation. Under such conditions, a teenager or a young person develops a motivation for activity, an awareness of precisely his role in its given form, involvement in the common cause of the school (lyceum, gymnasium) or group of peers. It is also very important to rely on the initiative and self-activity of students. It is impossible to underestimate the degree of independence, initiative, novelty and originality of thinking of children in organizing forms of extracurricular activities or actions. In this case, the teacher can only act as a senior mentor or professional consultant.

Success after school educational work the clear organization of both the entire system of extracurricular activities in an educational institution, and the work of specific circles, sports sections or clubs of interest contributes. The implementation of an integrated approach to education requires that when organizing all events, not only one profile, but also several other educational tasks should be solved.

When choosing the content, organizational forms of activity, it is also necessary to observe the principle of taking into account the age and individual characteristics of students. An important condition for the effectiveness of all types of educational work is to ensure their unity, continuity and interaction.

According to the majority of scientists and practitioners, the most common forms of extracurricular work can be individual, circle, uniting and mass.

Individual work is an independent activity of individual students aimed at self-education, for example, preparing a report or amateur art performances, collecting a herbarium. But at the same time, it is important for the teacher to determine the role and place of the specific individual work of the child or adolescent in a common socially significant matter. This activity requires educators to know the individual characteristics of students, achieved through conversations, questionnaires, and the study of their interests.

Circle extracurricular work contributes to the identification and development of interests and creativity in a certain field of science, art, sports. At the same time, its most common forms are circles and sections (subject, technical, sports, artistic). Various types of classes are held in circles: preparation and discussion of reports, defense of small projects; design or modeling activity; organization of excursions, production of visual aids; conducting laboratory classes (research), meetings with interesting people, etc. The report of the work of the circle for the year is carried out in the form of an evening, a conference, an exhibition, a review.

The unifying forms of work include children's and teenage clubs, school museums, and societies. They operate on the principles of self-government, have their own names and statutes. The work of clubs is most often built in sections. Currently in educational institutions specialized clubs are widespread (literary, historical, local history, young physicist, chemist, mathematician). Unfortunately, a less common form is the activity of the school museum.

Forms of mass work, as a rule, are most common in educational institutions. They are designed to simultaneously cover many students, they are characterized by colorfulness, solemnity, brightness, a great emotional impact on children and adolescents. Mass work contains great opportunities for activating students. So, for example, a competition, an olympiad, a competition, an exhibition, a game require the direct activity of each participant in this type of activity. When conducting conversations, evenings, matinees, only a part of the schoolchildren act as organizers and performers.

Such mass forms of extracurricular activities as contests, olympiads, reviews remain relevant. They stimulate children's activity, develop initiative and creativity. A characteristic feature is their most complete implementation of the principle of mutual learning, when older, more experienced students pass on their experience to younger ones. This is one of the effective ways to implement the educational functions of the team.

Thus, at present, the following problems are actualized in general educational institutions:

1. Creation of unified comprehensive educational systems that are in line with not only humanistic, but also social paradigms.

2. Harmonization of the social field of life of the child and adolescent, pedagogical development of the environment within the radius of the educational institution.

3. Modernization of club and leisure activities, support and creation of new youth public associations, encouragement of democratic principles in management, including children's self-government.

4. Introduction of educational and developmental programs additional education and early profiling in order to create favorable conditions for conscious professional self-determination graduates.

5. Strengthening the social and protective function of the general educational institutions, increasing the effectiveness of measures to protect the life, physical, mental and mental health of children and adolescents.

Taking into account these provisions, the teaching staff develops its own unique system of extra-curricular and out-of-school work, and the administration educational institutions provides methodological assistance and monitors the organization, conduct and quality of work.

Activities for the upbringing and development of the individual are carried out in different ways. An important role belongs to such types of it as out-of-class and out-of-school educational work.

Extracurricular educational work- this is the organization by the teacher of various types of activities that provide the necessary conditions for the socialization of the individual during extracurricular time. It is an independent area of the teacher's educational work, carried out in conjunction with educational work in the classroom. Extra-curricular work, as a rule, is carried out by subject teachers, employees of sponsoring enterprises, parents, as well as an active group of students.

Out-of-school educational work is an integral part of the system of education and upbringing of children, adolescents and young students. It is carried out in free time from study with the aim of developing the interests and abilities of the individual, satisfying her needs for knowledge, communication, practical activities, recuperation and health promotion. Out-of-school work is closely connected with the educational process at school, educational work at the place of residence and is carried out mainly by out-of-school institutions.

Out-of-class and out-of-school educational work are specific in their goals, objectives, content and methodology. There are a number of pedagogical principles conducting extracurricular and extracurricular educational work.

Principle voluntariness extra-curricular and out-of-school work is ensured by the fact that students themselves choose the form of classes that interests them. This applies to extracurricular activities, circles, sections and other forms of extracurricular work, as well as to enrollment in out-of-school educational institutions.

Principle public orientation assumes that the content of the work of circles, clubs, associations and other forms of educational activities will be of a socially significant nature, meet the current tasks of the country's development, will be associated with the achievements modern science, technology, culture, art.

Principle initiatives and initiatives requires that in the course of educational work, the wishes of the schoolchildren themselves, their initiative proposals and actions are fully taken into account, so that when conducting extracurricular and extracurricular activities, each student performs a certain type of activity.

Principle use game forms activities, romantic symbolism, entertainment and emotional situations is of particular importance in working with children of primary and secondary school age where the need for playing techniques is highest.

Principle taking into account age and individual characteristics participants is reflected in the content, forms, methods of extracurricular and extracurricular activities, in the nature of the relationship between educators and pupils.

Among the variety of forms of organization of extracurricular and extracurricular educational activities, the following are most often used:

Circles where children mainly gain knowledge in any one subject and form the corresponding skills and abilities;

Club associations of children of interest, distinctive features which are the presence of self-government bodies, their symbols and paraphernalia, collective creative activity, communication of club members of different generations, etc.

Complex forms of children's educational associations - studios, workshops, laboratories, schools, which allow you to identify early creative talent, develop children's abilities, provide in-depth study of one or more subjects, high quality creative product of children.

The main methods of activity in extracurricular and extracurricular educational work include: a) methods of informing (lectures, stories, conversations, discussions, round tables, etc.); b) methods of visual illustrations and demonstrations (showing posters, visual aids, films, paintings, drawings, etc.); c) methods of practical activity (fulfillment of labor tasks, tasks for the manufacture of models, devices); d) methods of stimulating creative activity (encouraging, creating situations of success, blaming shortcomings, etc.); e) methods of monitoring the effectiveness of raising children (observations, conducting control conversations, questionnaires, essays based on the results of their activities in the circle).

The following requirements are imposed on extracurricular and extracurricular educational work:

- organic connection with the educational activities of the school;

- coordination of actions with the educational work of the school, family, community;

- mass coverage of children, subject to the voluntariness of enrollment in circles and sections;

- children's free choice of the nature of creative activity;

- a combination of mass, group and individual forms of educational work;

- a combination of methods of education, organization of children's activities, stimulation of active creative activity and control over the effectiveness of educational work.

12.2. Methods of conducting extracurricular educational work

Extracurricular educational work is characterized by the following peculiarities: a) the absence of strict regulation, the ability to rely as fully as possible on the initiative of the children themselves, the freedom to choose the content, forms, means and methods of conducting educational work; b) the great responsibility of the teacher, manifested in the need to independently develop areas of educational activity and form its content without relying on basic plans and programs; c) the lack of control over the results of work, which, on the one hand, makes it difficult to evaluate activities, and on the other hand, allows you to create a more natural environment and promotes informality of communication; d) holding outside school hours (during breaks, on holidays and weekends, on vacation); e) a wide range of opportunities to involve the social experience of parents and other adults.

The specificity of extracurricular educational work is manifested at the level of the following tasks:

Formation in the child of a positive "I-concept" as a combination of three factors: confidence in the benevolent attitude of other people towards him, conviction in the successful mastery of one or another type of activity, a sense of self-worth;

Formation in children of skills of cooperation and collective interaction;

Formation in children of the need for productive, socially approved activities through acquaintance with its various types, interest in this activity in accordance with the individuality of the child, as well as the necessary skills and abilities;

Formation of the moral, emotional, volitional components of the worldview of children;

Development cognitive interest.

These tasks determine main directions extracurricular activities, which should be determined in accordance with the characteristics of the class, the capabilities, abilities and desires of the teacher, the traditions of school-wide extracurricular activities, etc.

Forms of extracurricular work can be selected in accordance with the directions of education, which is clearly shown in Table. 3.

12.3. Out-of-school educational work and institutions of additional education

IN late XIX- the beginning of the XX century. in Russia, significant experience in extracurricular work has been accumulated extracurricular institutions: children's clubs, sports grounds, summer health camps. The most famous out-of-school institutions were the children's club "Settlement" (established in 1906 by S. T. Shatsky and A. U. Zelenko), the society "Children's Labor and Rest" (1909) and the colony "Cheerful Life" (1911), organized S. T. Shatsky. Teachers (S. T. Shatsky, A. U Zelenko, A. A. Fortunatov, L. K. Schleger, P. F. Lesgaft, L. D. Azarevich, etc.) considered the main task of out-of-school institutions to be the development of the child’s personality, the desire help him choose an occupation to his liking, creating conditions for his reasonable leisure. According to S. T. Shatsky, everything that “is crushed in children by life” should manifest itself in the club.

Table 3
mental education
Forms of extracurricular educational work: Quiz, knowledge auction, “What? Where? When? ”, meeting of the club of the curious, project competition, erudite competition, business games, a review of knowledge, scientific conferences of students, a competition of inventors and dreamers, a tournament of speakers, various forms of working with a book (readers' conferences, etc.), an oral journal, etc.

Directions of educational work: Moral education and self-education
Forms of extracurricular educational work: “Round table”, press conferences, debates, evenings of questions and answers, conversations on ethical topics, literature review on various issues, literary and musical compositions, practical classes such as “Culture of communication”, “Unity of rights and duties ”, correspondence trips, charity events, search activities, etc.

Directions of educational work: Labor education and career guidance
Forms of extra-curricular educational work: "Santa Claus' Workshop", "Skillful Hands" circle, "Knizhkina Hospital", class repair workshop, patronage work; meetings with representatives of different professions, a tour of the production, etc.

Directions of educational work: Aesthetic education
Forms of extracurricular educational work: Literary and musical evenings and matinees, "Hour of Poetry", excursions to museums and exhibitions, walks in nature, talks about music and painting, cool disco evening, art festivals, release of handwritten almanacs, etc.

Directions of educational work: Physical education
Forms of extra-curricular educational work: "Fun Starts", small Olympic Games, hiking trips and relay races, meetings with representatives of various sports, sports evenings and matinees, conversations about hygiene, health, physical culture, etc.

After establishing Soviet power extracurricular activities were carried out mainly by clubs. In small clubs, circles, reading rooms, and playgrounds worked under the guidance of social activists. Children's clubs were centers of social and political education of schoolchildren. Out-of-school unions and fraternities were created on the basis of clubs. Out-of-school work was also carried out by cooperatives, rural educational societies and circles and their territorial unions. In 1919, the First All-Russian Congress on Out-of-School Education recognized that the most important task of out-of-school institutions was to raise the cultural and political level of the working people in the interests of strengthening Soviet power. In accordance with this, extracurricular institutions were oriented towards educational and ideological and political propaganda. People's houses and clubs were given the role of centers of social life and socialist culture.

By the mid 1930s. a network of specialized out-of-school institutions has developed (stations for young naturalists and agricultural experts, technicians, tourists; children's sports schools, etc.). Among extracurricular institutions, complex centers stood out - houses of pioneers and schoolchildren, which arose as children's political clubs and generalized the experience of ideological education of students. By the end of the 1930s. in the content of the activities of the houses of pioneers and schoolchildren, three independent directions were determined: educational circles, methodological, mass work, which later became established as the main functions of all children's out-of-school institutions.

In the 1950s-1960s. the houses of pioneers and schoolchildren were entrusted with the functions of coordinating and evaluating the activities of pioneer groups, training the pioneer-Komsomol activists and leaders, by decision of the Komsomol bodies in agreement with the public education authorities. Their duties included methodological assistance to pioneer squads and school Komsomol organizations.

In the 1960s the revival of extracurricular work was facilitated by the communal methodology, developed and tested in extracurricular institutions in Leningrad. Until the mid 1980s. houses of pioneers and schoolchildren continued to play the role of methodological centers of the pioneer organization. The crisis in pioneer work caused a critical reassessment by many educators of the role and place of out-of-school institutions in the system of education and upbringing, and of their pedagogical effectiveness. But even under these conditions, interesting work was carried out by enthusiasts in many institutions.

In the second half of the 1980s. With the development of the concept of lifelong education, upbringing and educational activities have taken a priority position in the system of work of out-of-school institutions. The most common were the following historically established types of extracurricular institutions.

Houses (palaces) of pioneers and schoolchildren(since the 1990s - the home of pioneers and students). One of the first was the House of Pioneers in the Khamovniki district of Moscow (1923), which arose on the basis of the children's club "Labor Commune". The first Palace of Pioneers appeared in Kharkov (1935). Since the late 1980s many of these organizations have been converted into leisure centers (centers of creativity, aesthetic education) for students and youth, etc.

Stations of young naturalists. In 1918, the Station of Nature Lovers (Bio Station) was opened, which became the first out-of-school institution in the country. Since 1919, a summer colony and a school-colony operated under it.

Stations of young technicians. The first Central Children's Technical Station was opened in 1926. In the 1920s. stations became centers for the development of technical creativity of students, in the 1930s-1940s. they contributed to the school movement of invention and innovation, and since the 1960s. in their activities, the scientific side of technical creativity was strengthened and experimental work expanded.

Stations of young tourists. The first out-of-school institution of this profile was the Bureau of School Trips (1918). Children's tourist-excursion stations were created in 1934. Over the years, they participated in all-Union tourist and local history expeditions, rallies, and competitions.

Children's and youth sports schools. In 1934 they appeared in Moscow and Tbilisi as children's sports schools, since 1953 they became known as children's and youth schools (DYUSSH). For the preparation of the so-called Olympic reserve, there are specialized schools (SDYUSHOR). Groups of initial training, training and sports improvement groups are organized in schools. Youth sports schools are designed to create conditions for physical education and sports for all students who wish.

After the adoption of the Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education", the process began transformation of out-of-school institutions into centers of additional education. In these institutions, there has been a tendency to combine general, special and additional education. They began to organize lyceums, gymnasiums, craft schools, etc.

Today the following kinds institutions of additional education (UDO): centers, palaces, houses, clubs, children's studios, stations (young naturalists, technical creativity, children's and youth tourism and excursions, etc.), children's parks, schools (in different areas of science and technology, types arts or sports), museums, children's recreational and educational camps, etc. Creative unions, sports committees and other departments, scientific institutions began to participate in the work of these institutions.

Additional education institutions provide children and young people with a wide range of different activities (technical, artistic, physical culture, sports, tourism, local history, etc.), strive for this activity to be feasible, specific and at the same time quite complex (in content and technology), requiring intellectual, physical, emotional stress. Many institutions are becoming centers of economic education for children. The work is focused on the manifestation of independence, including the choice of ways to achieve the goal, on the satisfaction of the individual's need for self-affirmation, self-manifestation and self-actualization. These institutions create teams of the same age and different ages (sections, studios, ensembles, etc.). For the productive work of schoolchildren, workshops, small factories of toys and souvenirs, and cooperatives are organized. UDOs can independently sell their products. Particular attention is paid to social creativity.

Out-of-school educational work in UDO is carried out according to various, including individual, author's, profile, complex and other programs. It is based on a differentiated, individual and personal approach to children, taking into account their age characteristics. Extracurricular work expands the interpersonal connections of schoolchildren, contributes to the enrichment of their life experience. Councils of out-of-school institutions, which include pupils, teachers, and members of the public, have broad powers. At the initiative of students, children's and youth public associations can be created in out-of-school institutions.

Main activity goals parole:

Development of the interests and abilities of the individual,

Satisfying the needs of children in knowledge, communication, practical activities,

Restoring strength and strengthening the health of children.

Interaction schools and UDO is carried out on the basis of common activities and contributes to the creation in the surrounding society of new centers of upbringing and education of various content orientations that meet the needs and hobbies of children. Some centers operate on the basis of schools, others on the basis of parole, and others are created by joint efforts at the place of residence at museums, stadiums, and enterprises. The creation of such centers expands the sphere of influence of the educational systems of educational institutions, reveals new prospects for their development.

In practice, the following forms of interaction between the school and UDO are most often used:

- participation of school teachers in the work of UDO (as leaders of children's associations, methodologists, consultants, participants in conferences, reviews, competitions, etc.);

– participation of teachers of additional education in the work of schools (as instructors, heads of additional education programs, etc.);

- creation of joint children's associations of a certain profile orientation;

– organization on the basis of schools of branches of UDO;

– preparation and holding of mass events with children; joint participation in the celebration of significant events and dates;

- conducting summer trips, expeditions, creating labor and recreation camps;

- joint experimental work on specific problems of upbringing and education;

- preparation of methodological and didactic manuals, programs for existing educational systems;

– holding joint seminars, training courses for educators;

- improving the pedagogical skills of employees of institutions;

- joint socially useful deeds to improve the surrounding life (city, district, streets, etc.).

Activities for the upbringing and development of the individual are carried out in different ways. An important role belongs to such types of it as out-of-class and out-of-school educational work.

Extracurricular educational work - this is the organization by the teacher of various types of activities that provide the necessary conditions for the socialization of the individual during extracurricular time. It is an independent area of the teacher's educational work, carried out in conjunction with educational work in the classroom. Extra-curricular work, as a rule, is carried out by subject teachers, employees of sponsoring enterprises, parents, as well as an active group of students.

Out-of-school educational work is an integral part of the system of education and upbringing of children. It is carried out in free time from study with the aim of developing the interests and abilities of the individual, meeting her needs for knowledge, communication, practical activities, recuperation and health promotion.

Out-of-school work is closely connected with the educational process at school, educational work at the place of residence and is carried out mainly by out-of-school institutions.

Out-of-class and out-of-school educational work are specific in their goals, objectives, content and methodology.

There are a number of pedagogical principles conducting extracurricular and extracurricular educational work.

Principle public orientation assumes that the content of the work of circles, clubs, associations will be of a socially significant nature, will be associated with the achievements of modern science, technology, culture, and art.

Principle initiatives and initiatives requires that in the course of educational work, the wishes of the schoolchildren themselves be fully taken into account, so that when conducting extracurricular and extracurricular activities, each student performs a certain type of activity.

Principle use of game forms of activity, romantic symbolism, entertainment and emotional situations is of particular importance in working with children of primary and secondary school age, where the need for playing techniques is highest.

Principle taking into account age and individual characteristics.

Among the diversity forms of organization of out-of-class and out-of-school educational The most commonly used activities are:

 circles, where children mainly gain knowledge in any one subject and form the corresponding skills and abilities;

 club associations of children on interests, the distinctive features of which are the presence of self-government bodies, their own symbols and paraphernalia, collective creative activity, communication of club members of different generations, etc.;

 complex forms of children's educational associations - studios, workshops, laboratories, schools, which allow to identify early creative talent, develop children's abilities, provide in-depth study of one or more subjects, high quality of children's creative product.

To the main methods of activity in out-of-school and out-of-class educational work includes: a) methods of informing (lectures, stories, conversations, discussions, round tables, etc.); b) methods of visual illustrations and demonstrations (showing posters, visual aids, films, paintings, drawings, etc.); c) methods of practical activity (fulfillment of labor tasks, tasks for the manufacture of models, devices); d) methods of stimulating creative activity (encouraging, creating situations of success, blaming shortcomings, etc.);

e) methods of monitoring the effectiveness of raising children (observations, conducting control conversations, questionnaires, essays based on the results of their activities in the circle).

One of the areas of activity of a social pedagogue is the organization of leisure activities for pupils. Must have training in accordance with the program of the Institute of Culture or the qualification of a teacher of additional education.

The object of social activity ped-ga - leisure organizer are students of a certain group of classes (parallel, primary, senior), separate groups of schoolchildren by interests, parents, teachers of the school.

There are several interpretations of the concept "leisure":

The time that a person manages at his own discretion, not associated with any duties, obligations;

Free from work, study time that can be used to meet personal needs and aspirations;

Part of a person's living environment, intended for rest, overcoming fatigue, exhaustion, restoration of physical and mental health.

In terms of content leisure structure includes: communication; sports and recreation activities; games; rest at nature; walks; intellectual and cognitive activity of an active (reading, studying in circles, attending electives, etc.) and passive nature (watching TV, listening to music); amateur activities of an applied nature (sewing, photography, etc.); social activity.

The child's leisure is a bridge to the big world, it provides additional education, development, self-education. The essence of leisure is to support the child as a person and an actor. Leisure for children - always self-realization And self-rehabilitation. These are its very important functions. Competently organized leisure time for children is a school for the prevention of lack of spirituality, emotional poverty, intellectual narrowness, practical limitations, and not just the prevention of offenses. Leisure is a school of support, encouragement for any child, and even more so for a weak, “difficult” one.

Basic socio-pedagogical children's leisure potentials:

In leisure activities, children themselves impose on themselves all the educational requirements of adults, which makes leisure a sphere of self-education;

Leisure is that personal space where the natural needs for freedom and independence are most fully and vividly revealed;

Leisure provides students with “limits of independence and difficulties”, they overcome them, which means they grow;

Leisure satisfies many socio-psychological needs in the realization of interests, self-examination of strength, self-affirmation among peers, recognition of one's own personality;

Leisure is a "zone" of satisfaction of the claims of communication, subordination of relations with those who are older or younger, and these relations are reasonably indulgent.

First associated with the function of restoring various forces of the child (walks in the air, sports, evenings of rest, games, fun, entertainment, etc.).

Second- with an increase in erudition, the consumption of spiritual values (reading, watching movies and TV shows, visiting exhibitions, museums, traveling, traveling, etc.).

Third- with the development of spiritual forces and abilities, with active creative activity (labor, technical, sports and gaming, artistic and theatrical, research, applied).

Fourth realizes the need for communication (club, circle work, creative associations, evening meetings, discos, holidays, debates, dances, parties, etc.).

Fifth the group is associated with the purposeful creative educational activities of children (field camps, reviews, competitions, vacation associations, hiking trips, asset schools, etc.).

Leisure inflames children with insight, anticipation of their personal discoveries, conjectures, or, as S.A. Amonashvili,"personal eureka".

One of the most common forms of organizing children's leisure is club activities. According to C .T. Shatsky(1878-1934), one of the first organizers of club associations, in order to compete with the street, the club must create an environment in which it would be interesting for children ; club employees must have imagination, be able to diversify the forms of work.

Institutions of additional education are such out-of-school institutions that organize leisure activities for children and adolescents, help the family and school to carry out the harmonious development of the individual, taking into account abilities, interests and talents. The purpose of the institution of additional education on present stage- the correct and effective organization of the free time of the younger generation.

There are the following functions of institutions of additional education and I:

social function aims to satisfy:

a) social demand (requirements of society);

b) parental demand,

c) children's demand. Children's demand is dynamic, as it changes in the course of the development of the child, and also depending on age and the type of leading activity corresponding to it;

d) economic demand (the possibility of earning (basic, additional, part-time, etc. - for adults and pre-professional training - for children);

e) law enforcement demand (prevention of deviant and asocial, including illegal, behavior of children).

Psychological function:

a) developing (creation of an educational environment that provides conditions for physical and mental development children: realization of children's interests, acquisition of skills and abilities.);

b) compensatory (psychological compensation for failures in the family, at school);

c) relaxation (the opportunity to take a break from the strict regulation of behavior in the family and at school);

d) consulting (for teachers, parents and children).

educational function:

a) education in additional subjects, i.e. subjects that are additional to the standard list of subjects of general education institutions. For example, ship and aircraft modeling, sports sections, choreography, etc.

b) propaedeutics of vocational education (for example, a design studio or a children's television studio);

c) professional self-determination;

d) learning that satisfies cognitive interest this child,

e) socializing (communication with peers, self-affirmation, self-determination, including the opportunity to try to find oneself in different types of activities, enrichment with social experience, the development of a child as a person, acquiring the opportunity and ability to be not only an object, but also a subject of social influences and interactions .

Extracurricular educational work is the organization by the teacher of various types of activities for schoolchildren during extracurricular time, providing the necessary conditions for the socialization of the child's personality.

First of all, it is necessary to determine the place of extracurricular educational work in the pedagogical process of the school.

Extra-curricular educational work is a combination of various activities and has a wide range of educational impact on the child.

Let's consider these possibilities.

Firstly, a variety of extracurricular activities contributes to a more versatile disclosure of the child's individual abilities, which are not always possible to consider in the classroom.

Secondly, inclusion in various types of extracurricular activities enriches the child's personal experience, his knowledge of the diversity of human activity, the child acquires the necessary practical skills.

For example, in the "secret workshop" after school, second-graders together with the teacher make various souvenirs from "kinder surprises", plastic bottles, and at the general class lesson "We're going to visit" they learn to give gifts, take care of others, etc.

Thirdly, a variety of extracurricular educational work contributes to the development of children's interest in various types of activities, the desire to actively participate in productive, socially approved activities. If a child has a stable interest in work, combined with certain practical skills that ensure his success in completing tasks, then he will be able to independently organize his own activities. This is especially true now, when children do not know how to occupy themselves in their free time.

time, resulting in growing juvenile delinquency, prostitution, drug addiction and alcoholism.

It has been noticed that in schools where a variety of extra-curricular educational work is well organized, there are fewer "difficult" children and the level of adaptation, "growing" into society is higher.

Fourth, in various forms of extracurricular work, children not only show their individual characteristics, but also learn to live in a team, i.e. cooperate with each other, take care of their comrades, put themselves in the place of another person, etc. Moreover, each species is outside learning activities- creative, cognitive, sports, labor, game - enriches the experience of collective interaction of schoolchildren in a certain aspect, which together gives a great educational effect.

For example, when children put on a play, they learn one communication experience - the experience of interaction, to a greater extent at the level of emotions. With the collective cleaning of the class, they gain experience in the distribution of responsibilities, the ability to negotiate with each other. In sports activities, children understand what "one for all, all for one", "feeling of the elbow" is. In KVN, belonging to a team will be perceived differently, therefore, the experience of collective interaction will be different.

Thus, extracurricular work is an independent sphere of the teacher's educational work, carried out in conjunction with educational work in the classroom.

Since extracurricular work is an integral part of educational work at school, it is aimed at achieving the general goal of education - the child's assimilation of the social experience necessary for life in society and the formation of a value system accepted by society.

The specificity of extracurricular educational work is manifested at the level of the following tasks:

1. The formation of a positive "I-concept" in the child, which is characterized by three factors: a) confidence in the benevolent attitude of other people towards him; b) confidence in the successful mastery of one or another type of activity; c) a sense of self-importance. A positive "I-concept" characterizes the child's positive attitude towards himself and the objectivity of his self-esteem. It is the basis for the further development of the individuality of the child. "Difficult" children tend to have negative self-image. The teacher can either reinforce these ideas, or change them to a positive perception of himself and his abilities. In educational activities, for many reasons (its complexity for the child, a large number of children in the class, insufficient professionalism of the teacher, etc.), it is not always possible to form a positive "I-concept" in each child. Extra-curricular work provides an opportunity to overcome the limitations of the educational process and form a positive perception of the child himself.

2. Formation in children of skills of cooperation, collective interaction. For a speedy social adaptation The child should have a positive attitude not only to himself, but also to other people. If a child, in the presence of a positive "I-concept", has formed the ability to negotiate with comrades, distribute responsibilities, take into account the interests and desires of other people, perform joint actions, provide the necessary assistance, positively resolve conflicts, respect the opinion of another, etc. , then his adult labor activity will be successful. A completely positive "I-concept" is formed only in collective interaction.

3. Formation in children of the need for productive, socially approved activities through direct acquaintance with various types of activities, the formation of interest in them in accordance with the individuality of the child, the necessary skills and abilities. In other words, in extracurricular activities the child must learn to engage in useful activities, he must be able to engage in such activities and independently organize them.

4. Formation of the moral, emotional, volitional components of the worldview of children. In extracurricular activities, children learn moral standards behavior through the mastery of moral concepts. The emotional sphere is formed through aesthetic representations in creative activity.

5. Development of cognitive interest. This task of extracurricular work reflects the continuity in educational and extracurricular activities, since extracurricular work is associated with educational work in the classroom and is ultimately aimed at improving the efficiency of the educational process. The development of cognitive interest in children as a direction of extracurricular activities, on the one hand, "works" for studying proccess On the other hand, it enhances the educational impact on the child.

The listed tasks determine the main directions of extracurricular work in achieving its main goal and are in the nature of general provisions. In real educational work, they should be concretized in accordance with the characteristics of the class, the teacher himself, with school-wide extracurricular work, etc.

The purpose and objectives of extracurricular educational work give a specific character to the functions of a holistic pedagogical process - teaching, educating and developing.

The learning function, for example, does not have the same priority as in learning activities. In extracurricular work, it plays the role of an auxiliary for more effective implementation of educational and developmental functions. Teaching function extracurricular work is not in the formation of a system of scientific knowledge, educational skills and abilities, but in teaching children certain behavioral skills, collective life, communication skills etc.

Of great importance in extracurricular work is developmental function. It consists in development mental processes schoolboy.

The developmental function of educational work is also development of individual abilities of schoolchildren by incorporating them into relevant activities. For example, a child with artistic abilities can be involved in a performance, a holiday, KVN, etc. A child with mathematical abilities can be invited to participate in a mathematical Olympiad, calculate the most interesting and safe route for walking around the city in a certain time. In individual work with this child, the teacher may offer to create examples, tasks for children, etc.

The developing function of extracurricular work is to reveal hidden abilities, develop inclinations, and interests of the child. Noticing that the child is interested in something, the teacher can provide additional interesting information on this issue, offer literature, give instructions that lie in the student's interests, create conditions in which the student receives the approval of the children's team for his competence on this issue, t i.e. the teacher opens up new opportunities for the child and thereby strengthens his interests.

How can information about the functions of extracurricular activities be used in the preparation of a specific activity? In order to get positive results, it is necessary to formulate a goal. Let's say you want to have a conversation with the children about the rules of behavior at a party. You set a goal: to inform children about the rules of behavior. This goal is aimed at the implementation of the learning function and is not a priority in extracurricular activities. Therefore, you need to formulate the goal of your conversation with children so that it reflects priority functions in accordance with the tasks of extracurricular work, and communicating new knowledge about the rules of behavior at a party will be one of the tasks of this conversation. It can be: to form in children a desire to adhere to certain rules when visiting; develop interest in the rules of etiquette; to form the ethical concept of "norm of behavior", to correct the existing ideas of children about the rules of behavior at a party, etc. The purpose, tasks, functions of extracurricular work influence the selection of its content.

Firstly, the predominance of the emotional aspect over the informative one (for an effective educational impact, an appeal to the child's feelings, his experiences, and not to the mind, or rather, to the mind through emotions) is required;

Secondly, in the content of extracurricular work, the practical side of knowledge is of decisive importance, i.e. the content of extracurricular activities is aimed at improving a variety of skills and abilities. In extracurricular work, learning skills are improved ("Entertaining alphabet", "Funny mathematics", etc.), skills are developed independent work when searching for information, organizing various extracurricular activities ("Evening of fairy tales", quiz "My favorite city"), communicative ("communal") skills, ability to cooperate (teamwork, KVN, sports, role-playing trips, games); the ability to comply with ethical standards (everyday communication, "Etiquette and us", "Journey to the country of road signs", etc.). Since the practical aspect prevails over the theoretical in the content of extracurricular work, it is more reasonable to consider the content from the position of children's activities through which they master this or that area of social experience.

cognitive activity children in extracurricular activities is designed to form their cognitive interest, positive motivation in learning, improving learning skills. It is a continuation of educational activities using other forms. It can be the "Club of Whys", "Tournament of the Curious", "What? Where? When?", excursions to the Polytechnic Museum, to production, visiting various exhibitions, etc.

Leisure. (recreational) activities necessary for organizing a good rest for children, creating positive emotions, a warm, friendly atmosphere in the team, nervous tension. Such forms as "Igrograd", "Spark", "Humorina", "Day of Jam", discos, etc. are effective. Very often these two aspects are combined in extracurricular work - cognitive and entertaining. For example, "Field of Miracles", "Entertaining ... (mathematics, history, geography, etc.)", a fantasy contest, quizzes, "Evening of riddles", etc. In order to determine which of the aspects prevails, you need to analyze goals, objectives, priority function, implemented by the teacher in a specific form.

Health-improving and sports activities for children in extracurricular work is necessary for their full development, since at primary school age, on the one hand, there is a high need for movement, and on the other hand, the nature of changes in the work of the body depends on the state of health of the younger student. adolescence. Sports and recreational activities are carried out in excursions to nature, in sports, outdoor games, sports days, hiking, etc.

Labor activity in extracurricular work reflects the content of various types of labor: household, manual, socially useful, serving. For the teacher, the organization of labor activity in extracurricular work presents certain difficulties, but his efforts are worth the educational result that the diverse systematic labor activity of schoolchildren gives.

This result manifests itself in the formed need for work, in the ability to occupy oneself. Diligence, labor skills and abilities are formed in the workshop of Santa Claus, circles "Needle and Thread", "Spuntik and Cog", "Book Hospital", a repair workshop of the class, with the regular Day of Cleanliness. In extracurricular work, you can organize the production of visual aids for the lesson, games, patronage work, work to ennoble your city, etc.

Creative activity involves the development of inclinations, interests of children, the disclosure of their creative potential. Creative activity is reflected in such forms as concerts, competitions of songs, readers, drawings, etc., theater, design club.

Before the above activities, as one of the tasks, there is the task of forming the moral, emotional and volitional components of the worldview of schoolchildren.

The moral sphere is formed through the acquaintance and acceptance of moral concepts and the development of norms of behavior: in conversations, debates, gaming activities and other forms.

The most important components of the worldview of schoolchildren are economic, environmental views and beliefs. They are formed using such forms as "The Economic School of Scrooge McDuck", the conversation "What is the economy?", "Operation "Tree in the City"", the ecological expedition "Visiting an old man-forester", the conversation "Our Pets" , visiting theaters, discussing movies, cartoons, etc.

1. Traditions and features of the school. For example, if teaching is a priority at school, then the cognitive aspect may prevail in extracurricular educational work. In a school under the patronage of a religious denomination, extracurricular activities will contain relevant spiritual and moral concepts. environmental education will become a priority in the school of the corresponding profile, etc.

2. Features of age, class, individuality of children.

3. Features of the teacher himself, his interests, inclinations, attitudes. If the teacher strives to achieve high results in teaching children, then in extracurricular activities he will select the content that contributes to the achievement of this goal, i.e. organize cognitive activity. For another teacher, it is important to form the personality of the student in the learning process, therefore, in extracurricular work, he will give priority to labor and creative activities; A teacher who loves sports will influence schoolchildren through the organization of health-improving and sports activities.

Forms of extracurricular work These are the conditions under which its content is realized. There are many forms of extracurricular activities. This diversity creates difficulties in their classification, so there is no single classification. Classifications are proposed according to the object of influence (individual, group, mass forms) and according to the directions, tasks of education (aesthetic, physical, moral, mental, labor, environmental, economic).

A feature of some forms of extracurricular work at school is that popular forms in the children's environment are used, which came from literature - "Timurov's patronage work", or from television: KVN, "What? Where? When?", "Guess the melody", "Field of Miracles", "Spark", etc.

However, the ill-conceived transfer of television games and competitions to extracurricular activities can reduce the quality of educational work. For example, the game "Love at first sight" is built on sexual interest in a partner and can contribute to the premature development of sexuality in children. A similar danger lurks in "Miss..." beauty contests, where appearance acts as a prestigious package, so such contests can cause an inferiority complex in some children and negatively affect the formation of a positive "I-concept".

When choosing a form of extracurricular work, one should evaluate its educational value from the standpoint of its goals, objectives, and functions.

Methods and means extracurricular work are methods and means of education (see the relevant sections of the textbook), the choice of which is determined by the content and form of extracurricular work. For example, having chosen a class-wide lesson "Man and Space", aimed at developing cognitive interest, developing the horizons of children, the teacher can use the following methods: talking with children in order to find out their interest, awareness on this issue; instructing children to prepare messages (a kind of storytelling method); the game method will be used in various ways: an element of a plot-role-playing game, when with the help of special game attributes (space "helmet", "rocket") one of the children is sent to "space" and asked to describe what he sees; drawing up a "flight plan", when children must list the types of work that astronauts perform; decipher the mysterious letters left on a distant planet (the method of accustoming in this form is aimed at accustoming children to work in a group through a clear distribution of responsibilities), etc.

The means for this general class lesson are: class design (star map, portraits of astronauts, photographs from space); musical arrangement("space music", recordings of cosmonauts' conversations, launching a spaceship), game attributes, a diagram of the solar system, video materials, "a message from an alien planet", books about space recommended for children.

So, having considered the essence of extracurricular educational work through its capabilities, goals, objectives, content, forms, methods and means, we can determine its features:

1. Extra-curricular work is a combination of various types of children's activities, the organization of which, in conjunction with the educational impact carried out in the course of education, forms the personal qualities of the child.

2. Delay in time. Extracurricular work is, first of all, a set of large and small cases, the results of which are delayed in time, not always observed by the teacher.

3. Lack of strict regulation. The teacher has more freedom to choose the content, forms, means, methods of extracurricular educational work than when conducting a lesson. On the one hand, this makes it possible to act in accordance with one's own views and beliefs. On the other hand, the personal responsibility of the teacher for the choice made increases. In addition, the absence of strict regulations requires the teacher to take the initiative.

4. Lack of control over the results of extracurricular activities. If a mandatory element of the lesson is control over the process of mastering students educational material, then there is no such control in extracurricular work. It cannot exist due to the delayed results. The results of educational work are determined empirically through observation of students in various situations. A school psychologist can more objectively evaluate the results of this work with the help of special tools.

As a rule, the overall results, the level of development of individual qualities are evaluated. It is very difficult and sometimes impossible to determine the effectiveness of a particular form. This feature gives the teacher advantages: a more natural environment, informality of communication and the absence of tension among students associated with the evaluation of results.

5. Extra-curricular educational work is carried out during breaks, after school, on holidays, weekends, vacations, that is, during extracurricular time.

6. Extra-curricular educational work has a wide range of opportunities to involve the social experience of parents and other adults.

Requirements for extracurricular activities. Based on the characteristics of extracurricular educational work, we will name the defining requirements for it.

1. When organizing and conducting extracurricular activities, goal setting is mandatory. The absence of a goal gives rise to formalism, which destroys the relationship between the teacher and children, as a result, the effectiveness of education can be equal to zero or have negative results.

2. Before starting, you need to define the expected results. This helps to formulate tasks in such a way that they contribute to the achievement of a common goal - the assimilation of social experience by the child and the formation of a positive system of values.

3. In educational extracurricular work, an optimistic approach is needed, relying on the best in each child. Since the results in educational work are delayed, the teacher always has a chance to achieve a positive overall result.

This becomes possible if the child, with the help of a teacher, believes in himself and wants to become better.

4. The teacher-organizer must have high personal qualities. In extracurricular work, the role of the teacher's contact with children is great, the establishment of which is impossible without certain personal qualities teacher. In extracurricular work, children evaluate the teacher primarily as a person and never forgive falsehood, double morality, lack of disinterested interest in people.

5. When organizing out-of-class educational work, the teacher must be in constant creative search, selecting and creating new forms that meet the current situation in the class. Creativity of the teacher is a necessary condition for effective extracurricular work.

Organization of extracurricular educational work. In order for these requirements to be implemented in practice, we propose a certain sequence of organization of extracurricular activities. It can be used for both individual and group work.

1. Studying and setting educational tasks. This stage is aimed at studying the characteristics of schoolchildren and the class team for effective educational impact and determining the most relevant educational tasks for the situations that have developed in the class.

The purpose of the stage is an objective assessment of pedagogical reality, which consists in determining its positive aspects(the best in the child, the team), and what needs to be adjusted, formed and selected the most important tasks.

The study is carried out using already known methods of pedagogical research, the leading among which at this stage is observation. With the help of observation, the teacher collects information about the child and the team. An informative method is a conversation, not only with the child and the class, but also with parents, teachers working in the class; Of particular importance is a conversation with a school psychologist, who will not only expand the teacher's ideas, but also give professional recommendations.

In individual work great importance has a study of the products of the child's activity: drawings, crafts, poems, stories, etc.

In the study of the collective, the method of sociometry is informative, with the help of which the teacher learns about the most popular and unpopular children, the presence of small groups, the nature of the relationship between them.

2. Modeling future extracurricular educational work lies in the fact that the teacher creates in his imagination an image of a certain form. In this case, the goal should be used as a guide, general tasks, functions of extracurricular activities.

For example, there is a boy in the class who is very reserved, not making contact with the teacher and children. The overall goal is the formation of sociability, the leading function is formative in conjunction with developing. Suppose a study of the personality of this boy showed that he has very low self-esteem and high anxiety, specific goals are to increase self-esteem, relieve anxiety, that is, the formation of a positive "I-concept". Children in the 1st grade are friendly, affectionate, but not inquisitive, with practically no horizons. The general goal of extracurricular work is the development of cognitive interest, the leading function is developing, the specific goal is to expand the horizons of children, the formation of cognitive activity.

In accordance with the purpose, objectives, priority functions of extracurricular activities and the results of the study, specific content, forms, methods, and means are selected.

For example, regarding the aforementioned withdrawn boy, the teacher noticed that the child's tension subsides in drawing lessons, he draws with pleasure, and is more willing to make contact with teachers. Having chosen creative activity as the content, the teacher at the first stage of working with the child organizes a general class lesson in which children create a collective panel "Butterflies and Flowers", paint stencils of butterflies and attach them to flowers. In this work, quality is not decisive and the child is "doomed" to success. The teacher uses the method of encouragement, admiring the overall result, highlights the work of this child, notes the importance of his work for the overall result.

In the case of a class where children have low cognitive activity, the teacher chooses the cognitive developmental activities of children as the content, the form - an excursion to the Polytechnic Museum on the topic "Watches".

And in this and in another case, he carefully thinks over the upcoming work, the more detailed the image, the more nuances he can take into account in advance.

3. Practical implementation of the model is aimed at the implementation of the planned educational work in the real pedagogical process.

4. Analysis of the work carried out is aimed at comparing the model with the real implementation, identifying successful and problematic moments, their causes and consequences. The element of setting the task for further educational work is very important. This stage is very important for adjusting educational tasks, content, forms and planning further extracurricular activities.

test questions:

1. 1. What is meant by the educational system of the school?

2. What is the structure of the educational system of the school?

3. What are the characteristics of the stages of development of the educational system?

4. What components of the scheme of characteristics of the educational system of the school are distinguished?

5. Define extracurricular educational work

6. Describe the goals and objectives of extracurricular educational work

7. Expand the content of the teaching, educating and developing functions of educational work

8. What are the requirements for extracurricular activities?

9. What is the peculiarity of the selection of methods and means of extracurricular educational work

Sufiyanova N.O., student of the 4th group, Yuryev-Pol Industrial and Humanitarian College, specialty "Teaching in primary school"

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Extracurricular educational work at school

The essence of extracurricular educational work

First of all, it is necessary to determine the place of extracurricular educational work in the pedagogical process of the school.

Extra-curricular educational work is a combination of various activities and has a wide range of educational impact on the child.

Firstly, a variety of extracurricular activities contributes to a more versatile disclosure of the child's individual abilities, which are not always possible to consider in the classroom.

Secondly, involvement in various types of extracurricular activities enriches the child's personal experience, his knowledge of the diversity of human activity, the child acquires the necessary practical skills and abilities.

Thirdly, a variety of extracurricular educational work contributes to the development of children's interest in various types of activities, the desire to actively participate in productive, socially approved activities. It has been noticed that in schools where a variety of extra-curricular educational work is well organized, there are fewer "difficult" children and the level of adaptation, "growing" into society is higher.

Fourthly, in various forms of extracurricular work, children not only show their individual characteristics, but also learn to live in a team, i.e. cooperate with each other, take care of their comrades, put oneself in the place of another person, etc. Moreover, each type of extracurricular activity - creative, cognitive, sports, labor, play - enriches the experience of collective interaction of schoolchildren in a certain aspect, which together gives a great educational effect.

In this way, extracurricular work is an independent area of the teacher's educational work, carried out in conjunction with educational work in the classroom.

Goals and objectives of extracurricular educational work

The specificity of extracurricular educational work is manifested at the level of the following tasks:

2. Formation in children of skills of cooperation, collective interaction. For speedy social adaptation, the child should have a positive attitude not only to himself, but also to other people.

4. Formation of the moral, emotional, volitional components of the worldview of children.

5. Development of cognitive interest.

The listed tasks determine the main directions (cognitive, leisure, health-improving and sports, labor, creative activity; the formation of the moral, emotional and volitional components of the worldview of schoolchildren) of extracurricular work in achieving its main goal and are in the nature of general provisions. In real educational work, they should be concretized in accordance with the characteristics of the class, the teacher himself, with school-wide extracurricular work, etc.

Functions of extracurricular educational work. The purpose and objectives of extracurricular educational work give a specific character to the functions of a holistic pedagogical process - teaching, educating and developing.

The purpose, tasks, functions of extracurricular work influence the selection of its content.

The specifics of the content of educational extracurricular work is characterized by:

1. - firstly, the predominance of the emotional aspect over the informative one (for effective educational impact, an appeal to the child's feelings, his experiences, and not to the mind, or rather, to the mind through emotions);

2. - secondly, in the content of extracurricular work, the practical side of knowledge is of decisive importance, i.e. the content of extracurricular activities is aimed at improving a variety of skills and abilities.

1. Traditions and features of the school. For example, if teaching is a priority at school, then the cognitive aspect may prevail in extracurricular educational work. In a school under the patronage of a religious denomination, extracurricular activities will contain relevant spiritual and moral concepts. Environmental education will become a priority in the school of the corresponding profile, etc.

2. Features of age, class, individuality of children.

3. Features of the teacher himself, his interests, inclinations, attitudes. If the teacher strives to achieve high results in teaching children, then in extracurricular activities he will select the content that contributes to the achievement of this goal, i.e. organize educational activities. For another teacher, it is important to form the personality of the student in the learning process, therefore, in extracurricular work, he will give priority to labor and creative activities; A teacher who loves sports will influence schoolchildren through the organization of health-improving and sports activities.

Forms of extracurricular work

The forms of extracurricular work are the conditions in which its content is realized. There are many forms of extracurricular activities. This diversity creates difficulties in their classification, so there is no single classification. Classifications are proposed according to the object of influence (individual, group, mass forms) and according to the directions, tasks of education (aesthetic, physical, moral, mental, labor, environmental, economic).

Methods and means of extracurricular work are methods and means of education, the choice of which is determined by the content and form of extracurricular work. As a means to act: the design of the class; musical, game attributes, schemes, video materials, books, etc.

So, having considered the essence of extracurricular educational work through its capabilities, goals, objectives, content, forms, methods and means, we can determine its features:

1. Extra-curricular work is a combination of various types of children's activities, the organization of which, together with the educational impact carried out during extracurricular time, forms the child's personal qualities.

2. Delay in time. Extracurricular work is, first of all, a set of large and small cases, the results of which are delayed in time, not always observed by the teacher.

3. Lack of strict regulation. The teacher has the freedom to choose the content, forms, means, methods of extracurricular educational work than when conducting a lesson.

4. Lack of control over the results of extracurricular activities. The results of educational work are determined empirically through observation of students in various situations. A school psychologist can more objectively evaluate the results of this work with the help of special tools.

5. Extra-curricular educational work is carried out during breaks, after school, on holidays, weekends, vacations, that is, during extracurricular time.

6. Extra-curricular educational work has a wide range of opportunities to involve the social experience of parents and other adults.

Requirements for extracurricular activities.

Based on the characteristics of extracurricular educational work, we will name the defining requirements for it.

1. When organizing and conducting extracurricular activities, goal setting is mandatory.

2. Before starting the activity, it is necessary to define the expected results. This helps to formulate tasks that contribute to the achievement of a common goal - the assimilation of social experience by the child and the formation of a positive system of values.

3. In educational extracurricular work, an optimistic approach is needed, relying on the best in each child.

4. In extracurricular work, the role of the teacher's contact with children is great, the establishment of which is impossible without certain personal qualities of the teacher.

5. Teacher creativity is essentialcondition for effective extracurricular activities.

Literature:

New in the educational work of the school / Comp. NOT. Shurkova, V.N. Shnyreva. - M., 1991
Pedagogy / Ed. P.I. piddly. - M., 1995. - S. 429-442
Pedagogical Dictionary / Ed. G. M. Kodzhaspirova. - M., 2003
The essence of extracurricular educational work http://bibl.tikva.ru/
Theory and methodology of education: Tutorial/ Ed. L. I. Malenkova. - M., 2002

The message was prepared by a student of group 4-A Sufiyanova N.O.,

Specialty "Teaching in primary school"

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