In the Russian pedagogical encyclopedia "extracurricular work" is defined as "an integral part of the educational process at school, one of the forms of organizing students' free time." Extracurricular activities have received constant attention from many teachers, methodologists and scientists.

There are many definitions of extracurricular work in the methodological literature. Most of the authors believe that extracurricular work is an educational process, carried out outside the curriculum and the compulsory program by a team of teachers and students or employees and students of institutions of additional education on a voluntary basis, certainly taking into account the interests of all its participants, being an integral part part of the educational process.

The essence of extracurricular work is determined by the activities of schoolchildren during extracurricular hours with the organizing and guiding role of the teacher. But this organization is carried out in such a way that the creativity and initiative of students must constantly come to the fore.

Extracurricular work on the subject plays a huge role for the modern school. In the context of the restructuring of the social and economic life of society, the role of extracurricular work in the upbringing of a new type of personality is growing strongly. This work contributes to such personality traits as initiative, activity, creativity, the ability for self-development, self-education, self-education.

Out-of-class work is, on the one hand, a pedagogical system that possesses integral qualities and regularities of functioning, and on the other, an integral part of the national education system. For this reason, one of the central problems of the methodology of extracurricular work has always been a discrepancy in the relationship between classroom and extracurricular activities as a particular version of the basic pedagogical difficulty of the integrity of the educational process.

There are many definitions of the goals of extracurricular activities for different subjects (see table 1).

Table 1:

Subject	Formulation of the goals of extracurricular activities in the subject
Biology	- deepening and expanding students' knowledge of the subject; - deepening the connection between theory and practice; - development of independence and creative activity of students.
	- instilling enthusiasm for chemistry, development and improvement of skills in chemical experiment; - development of creative activity; - preparing students for practical activities; - organization of students' recreation in combination with their aesthetic and moral education.
	- the formation of the student's personality; - development of independent and creative activity; - expansion and deepening of knowledge in physics.
Geography	- expansion and deepening of the basic knowledge and skills of schoolchildren; - development of students' cognitive enthusiasm; - introducing students to research work; - organization of social activities of students.

As can be seen from the listed goals of extracurricular work in several school subjects, the expansion and deepening of knowledge in the subject is a common goal that is significant for extracurricular work in all of the listed subjects. It can also be noted that extracurricular work sets itself a very important goal - it is the formation and development of the student's creative personality. But in the midst of the listed goals of extracurricular work, it is clearly seen that within the framework of some of the presented school subjects there are goals characteristic only for this subject.

The goals of extracurricular work on the subject require the solution of a number of problems, to which the authors include the following:

• - the formation of cognitive enthusiasm for the subject;
• - linking the school subject with life;
• - deepening and expanding the content of the studied subject;
• - development of students' abilities;
• - the embodiment of a personal approach;
• - professional organization of extracurricular activities on the subject;
• - improving the skills and abilities of using information sources.

But the final goals and objectives of extracurricular work on the subject can be specified and changed by the teacher in accordance with the specifics and capabilities of the subject. In the study of literary sources, it was possible to establish that there are general principles of extracurricular work that are characteristic of all school subjects, as well as principles that are characteristic only of this discipline. When analyzing literary sources, the general principles of extracurricular work were highlighted, which are characteristic of all school subjects - voluntariness (the principle that takes into account the desire of students to take a role in extracurricular work), taking into account the personal characteristics of students (the principle, taking into account the differences in the orientation of interests and character traits of students).

Consider the principles of extracurricular work. One of the most basic tasks of extracurricular work is to develop students' cognitive enthusiasm for the subject. Such enthusiasm cannot arise if the work is done unwillingly, under duress. Therefore, the principle of voluntariness is one of the most fundamental principles of extracurricular work. The student is obliged to express a sincere desire to accept a role in extracurricular activities in the subject, without any coercion. It is clear that in terms of the levels of general development, the focus of interests and character traits, students differ from each other. Therefore, the principle of taking into account the personal characteristics of students is fundamental when organizing extracurricular activities. It allows you to take into account the developmental levels of each student and, based on this, correct all types of work carried out with each student.

As in teaching any school subject, in extracurricular work, the content, which is selected at random, is decisive. The topic of extracurricular work is very diverse. In extracurricular work, more than in any other work, the influence of the teacher's personality, his outlook, interests, theoretical and moral baggage is manifested.

• - scientific character (establishes a certain correlation between the content of a school subject and the content of science);
• - accessibility (the content must correspond to the age characteristics of students, not go far from the school curriculum, provoke a zeal for knowledge, for working with additional literature, for research activities);
• - relevance and practical significance (connection with life);
• - entertaining (the student must be interesting during extracurricular activities).

Education and upbringing constitutes a single pedagogical process that ensures the formation and all-round development of the student's personality. Experience indicates that pedagogical tasks are successfully solved only with an organic combination of teaching and educational work during the lesson with a purposeful action on the student during extracurricular hours, therefore, extracurricular activities are rightly considered as a fundamental component of the school's work.

As is clear, extracurricular work in a subject is called such educational work that students voluntarily perform under the guidance of a teacher during extracurricular hours, in addition to the curriculum. Management by the teacher can be either direct or with the help of professionals invited for this purpose from other institutions, students, high school students.

SECTION 1. THEORETICAL BASIS OF OUT-OF-CLASS

JUNIOR SCHOOL CHILDREN WORKS

Extracurricular work as a pedagogical category

The need to improve school education determines the intensive study of the cognitive activity of schoolchildren, the search for ways to form the motives of learning.

One of the ways to create motivation is to include the student in the extracurricular activities. Taking into account the practical, educational, general educational and developmental significance of extracurricular work in teaching and educating students, each teacher knows how much extracurricular work gives, and what great potential it has.

Extracurricular work is an integral part of the educational process of the school, the main educational program, designed to solve the problems of educational and extracurricular activities in a complex, one of the forms of organizing the activities of students.

First of all, it is necessary to determine the place of extracurricular work in the pedagogical process of the school. Extracurricular work is a combination of various types of activity and has wide possibilities of educational influence 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 lesson.

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 and abilities.

Thirdly, a variety of extracurricular activities contributes to the development of children's interest in various types of activities, the desire to actively participate in productive activities approved by society. If a child has a stable interest in work, together with certain practical skills that ensure his success in completing tasks, then he will be able to independently organize his own activities.

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

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 system of values ​​accepted by society. The specificity of extracurricular educational work is manifested at the level of the following tasks:

1. 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) conviction in the successful mastery of this or that type of activity; c) a sense of self-worth. The positive "I-concept" characterizes the child's positive attitude to himself and the objectivity of his self-esteem. It is the basis for the further development of the child's individuality. In educational activities, for many reasons, it is not always possible to form a positive "I-concept" of each child. Extracurricular work provides an opportunity to overcome the limitations of the educational process and the formation of a positive perception of the child of himself.

2. Formation of skills of cooperation, collective interaction in children. For early social adaptation, the child must have a positive attitude not only towards himself, but also towards 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, then his adult work activity will be successful ... A completely positive "self-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 child's personality, the necessary skills and abilities. In other words, in extracurricular work, the child must learn to engage in useful activities, he must be able to engage in such activities and independently organize it.

4. Formation of moral, emotional, volitional components of the worldview of children. In extracurricular activities, children learn moral norms of 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 lesson and is ultimately aimed at increasing the effectiveness of the educational process. The development of cognitive interest in children as a direction of extracurricular work, on the one hand, "works" on the educational process, and on the other hand, 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 all-school extracurricular work.

The purpose and tasks of extracurricular work give a specific character to the functions of an integral pedagogical process - teaching, educating and developing.

The teaching function, for example, does not have the same priority as in the learning activity. In extracurricular work, she plays the role of an auxiliary for a more effective implementation of educational and developmental functions. The teaching function of 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, and communication skills.

The developmental function is of great importance in extracurricular work. It consists in the development of the mental processes of the student.

The developmental function of educational work is also in the development of the individual abilities of schoolchildren through their inclusion in the appropriate activity. The developmental function of extracurricular work is to identify hidden abilities, the development of inclinations, 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 area of ​​interest, create conditions in which the student receives the approval of the children's collective for their competence on this issue, i.e. That is, the teacher opens up new opportunities for the child and thereby strengthens his interests.

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

- firstly, the predominance of the emotional aspect over the informative one (for effective upbringing influence it is required to appeal to the child's feelings, his experiences, and not to the mind, or rather, to the mind through emotions);

- secondly, in the content of extracurricular activities, the practical side of knowledge is of decisive importance; the content of extracurricular work is aimed at improving a variety of skills and abilities. In extracurricular activities, educational skills are improved, the skills of independent work are being practiced in the search for information, the organization of various extracurricular activities, communication skills, the ability to cooperate; the ability to comply with ethical standards.

Since in the content of extracurricular work the practical aspect prevails over the theoretical, it is more reasonable to consider the content from the perspective of the activities of children through which they master a particular area of ​​social experience.

The cognitive activity of children in extracurricular work is designed to form their cognitive interest, positive motivation in learning, and improve educational skills. It is a continuation of educational activities using other forms.

Leisure (entertainment) activities are necessary for organizing a good rest for children, creating positive emotions, a warm, friendly atmosphere in the team, and relieving nervous tension. Very often these two aspects are combined in extracurricular work - cognitive and entertaining. In order to determine which aspect prevails, it is necessary to analyze the goals, objectives, priority function, implemented by the teacher in a specific form.

The recreational and sports activity of children in extracurricular work is necessary for their full development, since in 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 in adolescence depends on the state of health of the younger student. ... Sports and recreational activities are carried out in nature excursions, 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 various systematic labor activity of schoolchildren gives.

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

Before the above activities, one of the tasks is the formation of the moral, emotional and volitional components of the schoolchildren's worldview.

The moral sphere is formed through acquaintance and acceptance of moral concepts and the development of norms of behavior: in conversations, disputes, game activities.

1. Traditions and characteristics of the school. For example, if the priority of learning at school, then the cognitive aspect may prevail in extracurricular educational work. In a school under the patronage of a religious confession, extracurricular activities will contain appropriate spiritual and moral concepts. Environmental education will become a priority in a school of the corresponding profile.

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

3. Features of the teacher himself, his interests, inclinations, attitudes. If a 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 activities. For another teacher, it is important to form the student's personality 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.

Extracurricular activities contribute to a more versatile disclosure of the child's individual abilities, which are not always possible to consider in the lesson. Involvement in various types of extracurricular activities enriches the child's personal experience, his knowledge of the variety of human activities, the child acquires the necessary practical skills and abilities. Extracurricular activities contribute to the development of children's interest in various types of activities, the desire to actively participate in productive, community-approved activities. If a child has a stable interest in work, together 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.

Similar information.

The problem of extracurricular work with students has always been relevant for any teacher and educator, since it successfully fulfills the triune function of teaching, upbringing and personal development in any educational institution.

In the context of reforming 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 the self-development of a person as a subject of activity and as a person.

Skillfully organized extracurricular activities in an educational institution form and develop the personality of the child, increase the motivation for learning a particular subject, develop independence and provide an opportunity for self-realization of the personality.

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

The problems of interaction of extracurricular work with the educational and educational process are widely covered in the works of famous Russian scientists and practicing teachers, 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. The 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 a variety of educational services provided in an educational institution is also triggered: hobby groups and clubs, sports clubs 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 school. It is important that any type of activity in which adolescents are involved have a social or socially significant orientation. Under such conditions, a teenager or young person develops a motivation for activity, an awareness of his role in its given form, involvement in the common cause of a school (lyceum, gymnasium) or a group of peers. At the same time, it is very important to rely on the initiative and amateur performance of students. The degree of independence, initiative, novelty and eccentricity of thinking of children in organizing forms of extracurricular activities or actions should not be underestimated. In this case, the teacher can only act as a senior mentor or professional advisor.

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

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 practicing teachers, 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 performances, collecting a herbarium. But at the same time, it is important for a teacher to determine the role and place of a specific individual work of a child or adolescent in a general socially significant cause. This activity requires educators to know the individual characteristics of students, achieved through conversations, questionnaires, and the study of their interests.

Extracurricular activities contribute to the identification and development of interests and creative abilities in a particular 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 the circles: preparation and discussion of reports, defense of small projects; design or modeling activities; organization of excursions, production of visual aids; conducting laboratory studies (research), meeting with interesting people, etc. The report of the work of the circle for the year is carried out in the form of an evening, conference, exhibition, review.

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

Forms of mass work, as a rule, are the most common in educational institutions. They are designed for the simultaneous coverage of many students, they are characterized by color, solemnity, brightness, great emotional impact on children and adolescents. Bulk work contains great opportunities to energize 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 schoolchildren act as organizers and performers.

Such massive forms of extracurricular activities as contests, Olympiads, and shows remain relevant. They stimulate children's activity, develop initiative and creativity. A characteristic feature is their fullest 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 being actualized in educational institutions:

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

2. Harmonization of the social field of life of a 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 of additional education and early profiling in order to create favorable conditions for the conscious professional self-determination of graduates.

5. Strengthening the social protective function of 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 extracurricular and extracurricular work, and the administration of educational institutions provides methodological assistance and monitors the organization, conduct and quality of work.

OUT-OF-CLASS EDUCATIONAL WORK
AT SCHOOL

1. The essence of extracurricular educational work

Extracurricular educational work is the organization by a teacher of various types of activities of schoolchildren in 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.

Extracurricular educational work is a combination of various types of activity and has wide possibilities of educational influence 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 lesson.

In the first grade of one of the schools near Moscow, a few minutes before the New Year's light, it turned out that the electric garland had deteriorated. The teacher went for help. When she returned with a high school student, it turned out that the garland was already working, because it was repaired by a 1st grade student - undisciplined, sloppy, intelligent, but restless in Kiryusha's lessons. So the teacher learned about the child's hobby for electrical engineering and in the future created situations that would allow him to develop his technical abilities.

In this class, but already in the second year of study, the "almost failing student" Tanya K. surprised everyone. At work in the forestry, when planting Christmas trees, she worked so dexterously, quickly, beautifully that she overtook many children from middle and senior classes, and it became impossible look at her as a "notorious lazy".

Think of similar examples from your school experience, and you will see that extracurricular activities help overcome stereotypes in the perception of a child as a student. In addition, various types of activities contribute to the child's self-realization, increase his self-esteem, self-confidence, that is, a positive perception of himself.

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

For example, in the "secret workshop", after school, second-graders, together with the teacher, make various souvenirs from "kinder surprises", plastic bottles, and in the classroom lesson "We are going to visit" they learn to present 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 activities approved by society. If a child has a stable interest in work, together 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, as a result of which child crime, prostitution, drug addiction and alcoholism are on the rise.

It has been noticed that in schools where a variety of extracurricular 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 oneself in the place of another person, etc. Moreover, each type of outside educational activity - creative, cognitive, sports, labor, play - enriches the experience of collective interaction of schoolchildren in a certain aspect, which in its totality gives great educational effect.

For example, when children stage a play, they learn one communication experience - the experience of interaction, mostly on the level of emotions. With the collective cleaning of the class, they gain experience in the distribution of duties, the ability to negotiate with each other. In sports activities, children understand what is "one for all, all for one", "a feeling of being." 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 area of ​​the teacher's educational work, carried out in conjunction with educational work in the classroom.

2. Goals and objectives of extracurricular educational work

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 system of values ​​accepted by society.

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

1. 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) conviction in the successful mastery of this or that type of activity; c) a sense of self-worth. The positive "I-concept" characterizes the child's positive attitude to himself and the objectivity of his self-esteem. It is the basis for the further development of the child's individuality. “Difficult” children tend to have negative self-images. The educator can either reinforce these beliefs or change them.

on a positive perception of yourself and your abilities. In educational activity, due to many reasons (its complexity for the child, the large number of children in the classroom, insufficient professionalism of the teacher, etc.), it is not always possible to form a positive "I-concept" for each child. Extracurricular work provides an opportunity to overcome the limitations of the educational process and the formation of a positive perception of the child of himself.

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

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

4. Formation of moral, emotional, volitional components of the worldview of children. In extracurricular activities, children learn moral norms of 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 lesson and is ultimately aimed at increasing the effectiveness of the educational process. The development of cognitive interest in children as a direction of extracurricular work, on the one hand, "works" on the educational process, and on the other hand, 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 all-school extracurricular work, etc.

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

The teaching function, for example, does not have the same priority as in the learning activity. In extracurricular work, she plays the role of an auxiliary for a more effective implementation of educational and developmental functions. Learning function extracurricular work consists 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 the development of the mental processes of the student.

The developmental function of educational work is also development of individual abilities of schoolchildren through their inclusion in the relevant activities. For example, a child with artistic abilities can be involved in a play, holiday, KVN, etc. A child with mathematical abilities can be invited to participate in a mathematical Olympiad, calculate the most interesting and safe route around the city for a certain time. In individual work with this child, the teacher can offer to draw up examples, tasks for children, etc.

The developmental function of extracurricular work is to identify hidden abilities, the development of inclinations, 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 area of ​​interest, create conditions in which the student receives the approval of the children's collective for their competence on this issue, i.e. That is, the teacher opens up new opportunities for the child and thereby strengthens his interests.

How can you use information about the functions of extracurricular activities in the preparation of specific activities? In order to get positive results, you need to formulate a goal. Let's say you want to have a conversation with your children about the rules of behavior at a party. You set a goal: to educate children about the rules of behavior. This goal is aimed at the implementation of the teaching function and is not a priority in extracurricular activities. Therefore, you need to formulate the purpose of your conversation with children in such a way that it reflects priority functions in accordance with the tasks of extracurricular work, and the communication of new knowledge about the rules of behavior at a party will be one of the tasks

this conversation. This can be: to form in children a desire to adhere to certain rules when visiting; develop an interest in the rules of etiquette; to form the ethical concept of "norms 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 affect the selection of its content.

• - firstly, the predominance of the emotional aspect over the informative one (for effective educational influence, it is necessary to appeal to the feelings of the child, his experiences, and not to the mind, or rather, to the mind through emotions);
• - secondly, in the content of extracurricular activities, the practical side of knowledge is of decisive importance, i.e. the content of extracurricular work is aimed at improving a variety of skills and abilities. In extracurricular activities, educational skills are improved ("Entertaining alphabet", "Cheerful mathematics", etc.), skills of independent work are practiced when searching for information, organizing various extracurricular activities ("Evening of fairy tales", quiz "My favorite city"), communicative ("community") skills, the ability to cooperate (collective work, KVN, sports, role-based campaigns, games); the ability to comply with ethical standards (everyday communication, "Etiquette and we", "Travel to the country of road signs", etc.). Since in the content of extracurricular work the practical aspect prevails over the theoretical, it is more reasonable to consider the content from the perspective of the activities of children through which they master a particular area of ​​social experience.

Cognitive activity children in extracurricular work is designed to form their cognitive interest, positive motivation in learning, and improve educational skills. It is a continuation of educational activities using other forms. This can be the "Why-Check Club", "The Tournament of the Inquisitive", "What? Where? When?"

Leisure. (entertainment) activities is necessary for organizing a good rest for children, creating positive emotions, a warm, friendly atmosphere in the team,

relieving nervous tension. Such forms as "Igrograd", "Ogonyok", "Humorina", "Jam Day", discos, etc. are effective. Very often these two aspects are combined in extracurricular work - cognitive and entertaining. For example, "Field of Miracles", "Interesting ... (mathematics, history, geography, etc.)", a competition of visionaries, quizzes, "An evening of riddles", etc. In order to determine which aspect prevails, you need to analyze goals, tasks, priority function, implemented by the teacher in a specific form.

Recreational and sports activities for children in extracurricular work it is necessary for their full development, since in 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 in adolescence depends on the state of health of the younger student. Sports and recreational activities are carried out in nature excursions, in sports, outdoor games, sports days, hiking, etc.

Labor activity in extracurricular work, it reflects the content of various types of labor: domestic, 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 various systematic labor activity of schoolchildren gives.

This result is manifested 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, the circles "Needle and Thread", "Shpuntik and Screw", "Knizhka Hospital", a repair workshop of the class, with the regular holding of the Day of Cleanliness. In extracurricular work, you can organize the production of visual aids for the lesson, games, patronage work, work on ennobling 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, reciters, drawing, etc., theater, design club.

Before the above activities, one of the tasks is the formation of the moral, emotional and volitional components of the schoolchildren's worldview.

The moral sphere is formed through acquaintance and acceptance of moral concepts and the development of norms of behavior: in conversations, disputes, play 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 "Scrooge McDuck School of Economics", "What is the Economy?" visiting theaters, discussing films, cartoons, etc.

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

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

3. Features of the teacher himself, his interests, inclinations, attitudes. If a 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 activities. For another teacher, it is important to form the student's personality 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 sports activities.

Forms of extracurricular work- these are the conditions in which its content is realized. There are a huge number of forms of extracurricular work. This diversity creates difficulties in their classification, so there is no single classification. Classifications are proposed by the object of influence (individual, group, mass forms) and by directions, tasks of education (aesthetic, physical, moral, mental, labor, ecological, economic).

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

However, an ill-considered transfer of television games and competitions to forms of extracurricular work 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

the danger lurks in the beauty contests "Miss ...", where appearance acts as a prestigious package, therefore such contests can cause an inferiority complex in some children and negatively affect the formation of a positive "I-concept".

Choosing the form of extracurricular work, one should evaluate its educational value from the standpoint of its goal, task, functions.

Methods and means extracurricular activities are methods and means of education (see the corresponding sections of the textbook), the choice of which is determined by the content, form of extracurricular activities. For example, choosing a general class lesson "Man and Space", aimed at the development of cognitive interest, the development of children's horizons, the teacher can use the following methods: conversation with children in order to clarify their interest, awareness of this issue; instructing children to prepare messages (a kind of storytelling method); the method of play will be applied in various ways: an element of a role-playing game, when using special play attributes (space "helmet", "rocket") one of the children is sent into "space" and asked to describe what he sees; drawing up a "flight plan", when children have to list the types of work that astronauts perform; decipher the mysterious letters left on a distant planet (the teaching method in this form is aimed at teaching children to work in a group through a clear distribution of responsibilities), etc.

The means for this general class lesson are: class design (a map of the starry sky, portraits of astronauts, photographs from space); musical accompaniment ("space music", recordings of astronauts' talks, 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 examined the essence of extracurricular educational work through its capabilities, goals, objectives, content, forms, methods and means, one can determine its features:

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

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

3. Lack of strict regulations. The teacher has greater freedom to choose content, forms, means, methods

extracurricular educational work than during a lesson. On the one hand, it makes it possible to act in accordance with their own views and beliefs. On the other hand, the teacher's personal responsibility for the choices made increases. In addition, the absence of strict regulations requires the teacher to show initiative.

4. Lack of control over the results of extracurricular activities. If an obligatory element of the lesson is control over the process of mastering the learning material by students, 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 means.

As a rule, general results, the level of development of individual qualities are assessed. 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, informal communication and the absence of student stress associated with the assessment of results.

5. Extracurricular educational work is carried out during recess, after school, on holidays, weekends, on holidays, that is, during extracurricular hours.

6. Out-of-class educational work has a wide range of opportunities to attract the social experience of parents and other adults.

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

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

2. Before starting, it is necessary to determine the expected results. This helps to formulate tasks in such a way that they contribute to the achievement of a common goal - the child's assimilation of social experience and the formation of a positive value system.

3. In educational extracurricular work, an optimistic approach is needed, reliance on the best in every 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 of the 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 extracurricular educational work, the teacher must be in constant creative search, selecting and creating new forms that meet the current situation in the classroom. The teacher's creativity is a prerequisite for effective extracurricular work.

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

1. Study and formulation of 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 classroom.

The goal 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, the study of the products of the child's activity is of great importance: drawings, crafts, poems, stories, etc.

In studying the collective, the sociometry method 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 forthcoming extracurricular educational work is that the teacher creates in his imagination an image of a certain form. In this case, the goal, general tasks, and functions of extracurricular work should be used as guidelines.

For example, there is a boy in the class who is very reserved, who does not make contact with the teacher and children. The general goal is the formation of sociability, the leading function is formative in conjunction with the developmental. For example, the study of the personality of this boy showed that he has a very low self-esteem and high anxiety, specific goals - 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 outlook. The general goal of extracurricular work is the development of cognitive interest, the leading function is developmental, the specific goal is to expand the horizons of children, the formation of cognitive activity.

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

For example, with regard to the already mentioned introverted boy, the teacher noticed that the child's stress decreases 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 as the content the cognitively developing activity of children, the form is an excursion to the Polytechnic Museum on the topic "Clock".

And in this and in another case, he carefully thinks over the upcoming work, the more detailed the image is, 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 done is aimed at comparing the model with a real implementation, identifying successful and problematic points, 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 for further extracurricular work.

3. Forms of individual extracurricular work

In individual extracurricular educational work, the general goal - to provide pedagogical conditions for the full development of the personality - is achieved through the formation of a positive "I-concept" in the child and the development of various aspects of his personality, individual potential.

The essence of individual work lies in the socialization of the child, the formation of his need for self-improvement, self-education. The effectiveness of individual work depends not only on the exact choice of the form in accordance with the set goal, but also on the inclusion of the child in one or another type of activity.

In reality, the situation is not so uncommon when individual work is reduced to reprimands, remarks, censures.

Individual work with a child requires observation, tact, caution ("Do no harm!"), And thoughtfulness from the teacher. The fundamental condition for its effectiveness is the establishment of contact between the teacher and the child, the achievement of which is possible if the following conditions are met:

1. Full adoption of the child, that is, his feelings, experiences, desires. No childish (minor) problems. In terms of the strength of feelings, children's feelings are not inferior to those of an adult, in addition, due to age characteristics - impulsiveness, lack of personal experience, weak will, the predominance of feelings over reason - the child's experiences acquire a special acuteness and have a great influence on his future fate. Therefore, it is very important for the teacher to show that he understands and accepts the child. This does not mean at all that the teacher separates the actions and actions of the child. Accept does not mean agree.

2. freedom of choice... The teacher should not, by hook or by crook, achieve a certain result. In upbringing, the motto "The end justifies the means!" Is completely unacceptable. In no case should a teacher force a child to confess anything. Any pressure is excluded. It is good for a teacher to remember that a child has every right to make his own decision, even if from the point of view of the teacher it is unfortunate.

The task of the teacher is not to force the child to accept the solution proposed by the teacher, but to create all the conditions for the correct choice. A teacher who thinks first of all about establishing contact with a child, who wants to understand him, who admits that the child has the right to make an independent decision, has a much better chance of success than the teacher who is concerned only with the momentary result and external well-being.

3. Understanding the inner state of the child requires the teacher to be able to read non-verbal information sent by the child. Here lies the danger of attributing to the child those negative qualities that the teacher wants to see in him, but which, rather, are inherent not in the child, but in the teacher himself. This feature of a person is called a projection. To overcome projection, a teacher should develop such abilities as empathy - the ability to understand the inner world of another person, congruence - the ability to be oneself, benevolence and sincerity.

Failure to comply with these conditions leads to the emergence of psychological barriers in communication between the teacher and the child (see: Gippenreiter Yu.B. How to communicate with the child? - M., 1995). Let's consider the effect of these barriers in the following example.

Imagine that at recess, a crying seven-year-old Ira comes up to you and says: "Tanya doesn't want to be friends with me."

What are your first words, colleague? Surely, one of you will offer to ask: “What happened, why does she not want to be friends?”, Someone will offer to find another girlfriend, someone will try to distract Ira. These are the barriers in communication, because all these and other actions, which we will describe below, are aimed at stopping the crying of the child, they do not correspond to what the child actually expects from the teacher.

We offer a verbal (verbal) expression of the barrier.

Consolation in words: "Calm down, do not cry, everything will be fine."

Questioning: "Why doesn't Tanya want to be friends with you? What happened? Did you quarrel? Did you offend her?" etc.

Advice: "Stop crying, go to Tanya again and find out why she doesn't want to be friends with you, find yourself another friend," etc.

Avoiding the problem: "Let's play with you now, do it ... and so on." (ignoring the tears of the child).

Order: "Stop it now! Come on, stop crying, do you hear what I'm telling you ?!"

Lectures: "You need to play together, do not complain, good girls do not quarrel, they know how to be friends and understand their difficulties themselves, good girls never ...", etc.

Guesses: "You probably did something yourself, if Tanya doesn't want to be friends with you, maybe you offended her?"

Accusations: "It is her own fault, since she does not want to be friends with you."

Denial of the child's feelings: "Do not cry, do not be upset, do not worry about such a trifle, just think, what a grief - Tanya does not want to be friends!"

Criticism: "Of course, no one will be friends with such a crybaby-Wax."

What to do in such a situation?

To answer this question, remember a similar situation in which you experienced both pain and resentment from your loved one and came with these experiences to your other loved one. What for? What is usually expected of a person who is trusted with their experiences? Understanding.

4. What does "listen" and "hear" mean? The ability to hear is a physiological act in which an involuntary perception of sounds occurs. Hearing is a volitional act that requires a certain volitional effort from a person.

Listening is an active process, therefore in the psychology of communication there is such a concept as "active listening", which is of two types - reflexive and non-reflective.

Non-reflective listening is used when the narrator experiences a strong negative (resentment, grief, aggression, etc.) or positive (love, joy, happiness, etc.) emotion and needs an understanding listener.

An understanding listener is required to:

• 1) with all their appearance, demonstrate to the narrator that they are carefully listening and trying to understand;
• 2) do not interrupt with remarks and stories about yourself;
• 3) do not give ratings;
• 4) value judgments should be replaced by non-verbal and verbal reflection of the narrator's feelings, that is, by facial expressions, gestures and other means of non-verbal communication to convey the feelings experienced by the narrator, as if to play the role of a mirror of his feelings, or with the help of statements of this type: “Yes, you are now very ... slightly ... (depending on the degree of the experienced feeling) upset, offended, glad, happy ", etc. convey the emotional state of the narrator;
• 5) not give advice if it is not needed.

Reflexive listening is necessary when discussing production issues, in disputable situations, since it prevents conflicts, misunderstandings between people, i.e. when the very content of the conversation is of paramount importance, and not its context, when you need to find out the points of view of the interlocutors, jointly decide something, agree on something.

Reflexive listening is similar to its non-reflective attitude "I am all attention", but it differs in special techniques: clarification, clarification - "We meet ... in ...?", "What do you mean?", "I do not understand, explain more times ", paraphrasing -" In other words, you can say ... "," So, you think ... ", etc. These techniques are aimed at eliminating errors in the perception of the interlocutor and misunderstanding.

Active listening is the main way to overcome barriers in communication between a teacher and a child. Eastern wisdom says: "It is not in vain that God gave only one organ for speaking, and for listening - two."

In individual educational extracurricular work, along with the planned component, there is a spontaneous, so-called pedagogical situations, which are an indicator of the level of pedagogical professionalism.

Algorithm for solving pedagogical situations. For the purpose of effective educational influence on the personality of the child in a "contingency" situation, we propose an algorithm for solving the pedagogical situation. This is a set of sequential actions aimed, on the one hand, at achieving an educational effect, and on the other, at strengthening contact in communication between a child and an adult. The systematic application of the algorithm makes the educational process more purposeful, consistent and humane, prevents pedagogical errors and helps to better understand the child.

Applying the algorithm for solving the pedagogical situation is strongly recommended for novice teachers for better mastering of professionalism.

Let us consider the application of the algorithm using an example.

Extracurricular activity in the II grade "My favorite city". During the conversation, the teacher noticed that the boy Vasya enthusiastically carves his name on the table with a beautiful penknife.

First stage, conventionally called "stop!", is aimed at the teacher's assessment of the situation and awareness of their own emotions. This stage is necessary in order not to harm the child by hasty actions and not complicate the relationship with him. Only in cases where the situation poses a danger to the life and health of the child or those around him, you need to act quickly and decisively, for example, when a child tries to shove the same knife into an electrical outlet. But such situations do not occur so often, so in all other cases it is recommended, using a pause, to ask yourself: "What do I feel now? What do I want now? What am I doing?", After which you can proceed to the second stage.

Second phase begins with the question "why?" the teacher asks himself. The essence of this stage is to analyze the motives and reasons for the child's action. This is a very important stage, since it is the reasons that determine the means of pedagogical influence. Each reason requires a different approach.

For example, a student can cut a desk and because he is bored, and because he wants to test the knife, and because he wants recognition from others, but does not know how to realize himself, he can spoil the desk also "in spite" of the teacher and etc.

To correctly determine the motives of the child's behavior and accurately answer the question "why?", The teacher needs to master non-verbal communication.

So, if a student cut the desk "to spite" the teacher, then he would demonstrate his intentions, for example, with a direct, defiant look.

If a student ruined his desk out of boredom, he would look bored, and instead of a knife, he would most likely use a pen or pencil, with which he would draw meaningless patterns.

If he wanted to test the knife, he would do it discreetly, under a desk, pretending to be an exemplary student with hidden hands, etc.

The concentrated look of the student (tongue sticking out from zeal, did not notice the teacher's approach) indicates that the child is not demonstrating his behavior. The fact that he diligently prints out his name suggests that he lacks recognition from others and does not know how to fulfill himself. Naturally, this may not be the only reason, we only assume that in this particular case, dissatisfaction with their social position in the class is the leading motive of the student's behavior. Having answered at least in general terms the question "why"? ", You can proceed to the third stage of the algorithm.

Third stage consists in setting a pedagogical goal and is formulated as a question "what?": "What do I want to get as a result of my pedagogical influence?" When it comes to unseemly actions, every teacher wants the child to stop his unworthy occupation and never do so again. But this is only possible if the child experiences feelings of awkwardness, shame, and not fear. In ordinary practice, unfortunately, the teacher builds his pedagogical influence on the child's feeling of fear, which gives a positive, but short-lived effect, since more and more frightening measures are required to maintain it.

How can one get out of this vicious circle and cause the child not to fear, but a feeling of shame, for example? Shame will be a stimulus in the case when the pedagogical influence is directed not against the child's personality, but against his deed. If the child clearly realizes that he is good himself, but this time he did not do very well, then through a sense of shame (because he, such a good one, could allow himself an unworthy act) will really want to never do that again. Therefore, setting a pedagogical

goal, you need to think about how, in each specific case, at the same time show the child that you accept him as he is, understand him, but at the same time do not approve of his actions, since they are not worthy of such a wonderful child. Such an approach, without humiliating or belittling the child, is capable of evoking stimulating positive behavior and feelings in him.

Fourth stage consists in choosing the optimal means to achieve the set pedagogical goal and answers the question "how?": "How to achieve the desired result?" Thinking over the ways and means of achieving pedagogical influence, the teacher should leave the freedom of choice for the child, the child can do as the teacher wants, and maybe otherwise. The skill of the teacher is manifested in the ability to create such conditions so that the child can make the right choice, and not force him to do the right thing.

A professional knows that there can be several ways out of any situation. Therefore, he will offer the child several options, but the most attractive will present the best option and thereby help the child make the right choice.

The master teacher uses a wide arsenal of pedagogical tools, trying to avoid threats, punishments, ridicule, entries in the diary about bad behavior and complaints to parents, since the listed methods of pedagogical influence are ineffective and indicate a low level of professionalism. Refusal from such means from the very beginning of pedagogical activity gives tremendous opportunities for the teacher's creativity and allows you to make the process of communication with the child joyful and fruitful.

Fifth stage- the practical action of the teacher. This stage is the logical conclusion of all previous work on resolving the pedagogical situation. It is at this stage that the pedagogical goals are realized through certain means and methods in accordance with the child's motives.

The success of the teacher's practical action will depend on how correctly he was able to determine the motives and reasons for the child's action, how accurately he was able to formulate a specific pedagogical goal, based on the reasons for the action, how correctly he was able to choose the optimal ways to achieve the goal and how skillfully he was able to implement them in the real pedagogical process.

A professional teacher knows that the results of pedagogical influences, as a rule, are distant in time and ambiguous, therefore he acts as if "on growth", relying on the best in the child, even if this best has not yet manifested itself. He,

accepting any child, refers to him not as he is "today", but to such as he may be "tomorrow."

Sixth stage- the final one in the algorithm for solving the pedagogical situation, is an analysis of the pedagogical impact and allows you to evaluate the effectiveness of the teacher's communication with children. This stage cannot be neglected, since it makes it possible to compare the goal set with the results achieved, on the basis of which it is possible to objectively determine the effectiveness of the teacher's work and formulate new perspectives.

4. Forms of mass extracurricular educational work

The forms of mass extracurricular work allow the teacher to indirectly influence each child through the team. They contribute to the development in children of the ability to understand others, interact in a team, cooperate with peers and adults.

These massive forms of extracurricular work can be divided into two large groups, which differ in the nature of the activities of children.

First group- frontal forms. The activities of children are organized according to the principle of "side by side", that is, they do not interact with each other, each carries out the same activity independently. The teacher influences each child at the same time. Feedback is provided to a limited number of children. Most of the general class educational activities are organized according to the principle of "side by side".

Second group forms of organization of extracurricular activities of children is characterized by the principle of "together". To achieve a common goal, each participant fulfills his role and contributes to the overall result. The success of everyone's actions depends on the actions of each participant. In the process of such an organization, children are forced to closely interact with each other. Activities of this kind are called collective, and educational work - collective educational work. The teacher does not affect everyone individually, but the relationship between children, which contributes to better feedback between him and the students. According to the principle of "together", the activities of children can be organized in pairs, in small groups, in the classroom.

Each area has its own advantages and limitations.

The first group is distinguished by the simplicity of the organization for the teacher, but little forms the skills of collective interaction. The second group is indispensable for the development of children's skills to cooperate, help each other, take on

a responsibility. However, due to the age characteristics of junior schoolchildren (they do not see an equal person in another, do not know how to negotiate, communicate), the organization of collective forms requires a lot of time from the teacher and certain organizational skills. This is its difficulty for the teacher.

Both directions are interrelated and complement each other, therefore, below we will consider the possibilities of each approach using a specific form as an example.

An effective form of organizing extracurricular work on the principle of "together" is collective creative work (KTD), the technology of which was developed by the Leningrad scientist Doctor of Pedagogical Sciences KP Ivanov.

The technology of collective creative work becomes especially relevant in a democratic school, as it is built on humanistic foundations - on the interaction of schoolchildren in small groups. It includes 4 main stages.

On the first stage children are given a common goal, for the achievement of which they are divided into groups (from 3 to 7-9 people). Each group offers its own version, a project to achieve this goal. At this stage, the unification of children takes place on the basis of a common goal of the activity and the creation of conditions for the motivation of this activity in each child.

On the second stage during the discussion of all the options for implementation, one is selected or a summary is created. After that, a case council is elected from representatives of each group. This is a collective management body that distributes functions and responsibilities between all participants in the case. Children learn to understand the point of view of others, to negotiate.

On the third stage the case council prepares and carries out the planned project through the distribution of instructions between the groups, control over their actions in order to provide the necessary assistance. Each group makes its own independent contribution to the implementation of a common project, and the success of others depends on the activities of one group, therefore the work of groups is based not on rivalry between them, but on cooperation. At this stage, children gain experience of collective activity, learn to understand each other, take care of each other, provide assistance, receive various practical skills and abilities, develop or discover their abilities.

On the fourth stage there is a discussion of the conducted case in terms of successes and shortcomings. Each group analyzes their actions, making suggestions for the future. This stage contributes to the formation in children of the ability to analyze

their own and others' activities, to make adjustments to it, children also develop an objective positive self-esteem, since such discussions never touch upon the personal qualities of children.

KTD have a multifaceted influence on every child, enrich his personal experience, expand his circle of contacts. With the systematic application of CTD technology, each child gets the opportunity to participate in different groups and in different roles: organizer and performer.

More information about the technology of KTD can be found in the book by IP Ivanov "Encyclopedia of Collective Creative Affairs" (Moscow, 1989).

There are some similarities in the technology of KTD and the technology of organizing extracurricular educational work: both there are modeling, practical implementation and analysis of activities. Therefore, if the teacher accustom himself to build educational work according to this algorithm, it will be easier for him to include children in the CTD.

Preparation of a general class educational lesson. Suppose that the stage of studying the children's collective in accordance with the algorithm has already been completed and the teacher has chosen this form of training. First of all, the purpose of the lesson is determined, in accordance with which the topic of the lesson is selected, which is most relevant for the given class, and the idea of ​​this lesson is formulated.

The teacher should mentally ask himself: "What do I want to get as a result of my educational influence on children through the disclosure of this topic?" The purpose of the general class educational lesson should reflect the developmental, corrective, formative functions, the teaching function can act as one of the tasks. In other words, "to communicate knowledge about ..." cannot be the goal of an educational lesson, but a task - completely. The more concretely the teacher formulates the goal and objectives of the extracurricular activity, the more definite his ideas about the desired results will be. Only after that is it worth starting the selection of content, methods, means. Those teachers act unprofessionally who attach paramount importance to the topic, content, and approach the formulation of the goal formally or completely omit it. In this case, the purposefulness and systematic nature of educational work suffer.

The simulation results are reflected in the outline of the general class educational lesson, which has the following structure:

1. Name.
2. Purpose, tasks.
3. Equipment.
4. The form of the event.

The title reflects the theme of the extracurricular activity. It should not only accurately reflect the content, but also be laconic and attractive in form.

The objectives should be very specific and reflect the given content. They should not be universal: instead of the task of "fostering love for their native city", it is better to set the tasks "to develop interest in the history of the city", "to form the desire in children to make their own contribution to the preparation of the city for the anniversary", "to promote the formation of a sense of respect in children to the famous townspeople of the past ", etc.

The equipment of extracurricular activities includes various means: manuals, toys, videos, transparencies, literature, etc. You should indicate not only the name of the literary source, but also its author, place, year of publication.

The form of conducting a general class lesson can be an excursion, quiz, competition, performance, etc. In this case, in terms of the plan, the form of the lesson is combined with the name, for example: "Mathematical quiz", "Contest of dreamers", "Excursion to the zoo". If a general class lesson combines several forms of conduct, then the method of placing children is indicated: a circle, teams, etc.

The course of the lesson includes a description of the content, methods of education and can be either a detailed, sequential presentation of the lesson by the teacher in the first person, or a thesis plan with the main content on cards (depending on the personality of the teacher). When modeling the course of a lesson, you need to take into account its duration and structure. A general class educational lesson can be from 15-20 minutes for six-year-olds to 1 - 2 hours for children ten to eleven years old, if it is "Ogonyok".

For the purpose of effective practical implementation in a variety of content and methods of general class lessons, you should adhere to 4 main stages of the lesson.

1. Organizational moment(0.5-3 minutes).

Pedagogical goal: to switch children from educational activity to another type of activity, to arouse interest in this type of activity, positive emotions.

Typical mistakes: duplication of the beginning of the lesson, delay in time.

moment, i.e. the use of a riddle, problematic issue, game moment, sound recording, etc.; changing the conditions for organizing children; the transfer of children to another room (to the class of biology, physics, music, library, school museum) or simply the arrangement of children on the carpet in the classroom, around, etc. This arouses interest in the upcoming lesson, positive emotions.

2. Introductory part(from 1/5 to 1/3 of the time of the whole lesson).

Pedagogical goal: to activate children, to position them for educational influence. The teacher determines to what extent his pedagogical prognosis coincides with reality regarding the capabilities of children, their personal qualities, the level of awareness on this topic, emotional mood, level of activity, interest, etc. determine whether he needs to make adjustments in the course of the lesson and what kind of these adjustments should be. For example, the educator counted on the novelty of his message and planned the story, and the introductory conversation showed that the children were familiar with the problem. Then the teacher needs to replace the story with a conversation or a game situation, etc. Thus, the purpose of the introductory part is to "build a bridge" from the child's personal experience to the topic of the lesson.

A typical mistake is to ignore this stage due to the teacher's fear of an unexpected reaction from children, i.e., children may say or do something different from what the teacher expects. The teacher builds the introductory part not on children's activity, but on his own, excluding feedback, assigning children the role of passive listeners. The teacher does not attach importance to the emotional state of the children.

In the first case, the questions, in the second - the tasks should not only be interesting to children, but also structured in such a way as to provide information for the teacher about the readiness of students to perceive the prepared material. In the introductory part, the teacher forms the primary ideas of the children about the upcoming lesson, organizes their activities, that is, introduces them to the assessment system, reports the lesson plan, and breaks them down into teams. Under the traditional assessment system, the teacher must give clear criteria, explain the necessary rules.

When children are divided into teams, their actions need to be based not on competition, but on cooperation. For this, such a technique is effective: instead of points for the teams for correct answers

pieces of the cut picture are distributed. When summarizing in the final part, a general picture is collected from these pieces and it becomes obvious that it is not the number of points that is important, but the overall result.

In the introductory part, you can use a variety of methods and means of activating children: a problem conversation, a rebus, a crossword puzzle, a task for ingenuity, dexterity, etc.

3. Main part in time should become the longest (2/4, slightly more than 1/3 of the total time of the lesson).

Pedagogical goal: implementation of the main idea of ​​the lesson.

Typical mistakes: teacher activity with partial or complete passivity of children. The monotony of methods is just a story or a conversation. Lack of visibility and general poverty in the use of educational means. The prevalence of methods of forming consciousness over methods of forming behavior. Creation of an educational lesson atmosphere. Instructiveness, moralizing.

Methodical recommendations: the educational effect in the implementation of the developing, corrective, formative, upbringing, teaching functions is higher if the children are as active as possible in the classroom. In activating children in extracurricular activities, the creation of a special emotional atmosphere, different from the lesson, is of paramount importance. For example, children are not required to raise their hand or stand up. To maintain discipline, special rules are introduced: the one at whom the arrow pointed, falls a fant, etc. It is optimal when several children express their opinion on one issue. The creation of a warm, benevolent atmosphere is facilitated by the absence of value judgments in the teacher's speech: “right”, “wrong”, “stupid”, “well done”, and the use, instead of assessments, of benevolent, emotional, direct reactions that express the teacher's feelings: “Yes? How interesting! "," Thanks for the new version "," Wow! Wow! " - with admiration, not sarcasm, etc.

The effectiveness of the main part increases if the teacher uses in it as many methods of behavior formation as possible: an exercise that educates a situation, a game, accustoming, assignment; includes various types of activities: labor, creative, sports, etc. By uniting children in teams when organizing various types of activities, the teacher must place the children so that they can freely communicate with each other (it is unacceptable to join in rows when children sit one after another) , distribute responsibilities so that everyone feels like a part of the team, and not only speak for themselves. Giving time to complete the task, you should

set aside a few minutes for the team to discuss and ask the team representative the children will choose. Only in this case, children have a common goal of activity, different functions and motives for cooperation.

Methods of formation of consciousness should contribute to the formation of beliefs in children, effective ethical concepts. For these purposes, it is effective to modify the story method into a message, a student's report, and more often to use a discussion. In extracurricular mass forms of educational work, children should be taught the rules of discussion:

1. Remember that disputants are looking for the truth, but they see it in different ways; it is necessary to find out the general, and then the difference in views and treat it with respect.
2. The purpose of the discussion is to establish the truth, not the correctness of one of the parties.
3. Truth must be sought through facts, not accusations against the opponent's personality.
4. First, listen with respect, and then express your point of view.

4. The final part(from 1/5 - 1/4 of the time to less than 1/3).

Pedagogical goal: to set children up for the practical application of the acquired experience in their out-of-school life and to determine how much the idea of ​​the lesson was realized. Thus, the final part gives the teacher the opportunity to realize the educational influence on the child in a different environment.

Typical mistakes: this part is ignored altogether or boils down to two questions: "Did you like it?", "What did you learn new?"

Recommendations: specific test tasks in an attractive form for children: a crossword puzzle, a mini-quiz, a blitz, a game situation, etc. to determine the primary results. Various recommendations for children on the application of the acquired experience in their personal life. This can be a show of books on this issue, as well as a discussion of situations in which children can apply the skills and information received in the classroom. Tips for children to apply the experience gained: what can they tell their loved ones, what to ask about this topic; where you can go, what you need to pay attention to, what you can play, what you can do on your own, etc. In the final part, you can find out if the topic of the lesson needs further disclosure and how can this be done? The final part of the teacher can be used to develop the initiative of children in the conduct of subsequent general class activities.

Individual and mass forms of extracurricular educational work will be more effective in educational impact

for children, if parents are directly involved in their organization and conduct.

Test questions and tasks

1. Give a definition of the extracurricular educational work of a primary school teacher.
2. What do you need to know as a future teacher about extracurricular educational work in the 1st, 2nd ... stage? (Make a list based on the material in this chapter.) Justify your choice. If you think you don’t need anything, also justify your decision.
3. What are the features of extracurricular educational work?
4. What requirements for the organization of extracurricular activities would you like to remember? Why?
5. What would you use from this chapter when organizing and conducting an individual form of extracurricular educational work?
6. Make a summary of a class-wide educational activity on any topic in any class, or analyze the existing one from the perspective of the requirements outlined in this chapter.
7. Using the algorithm for solving a pedagogical situation, analyze any situation from personal experience or use the work of G.A. Zasobina et al.

Literature

• Amonashvili Sh.A. Pedagogical Symphony. - Yekaterinburg, 1993 .-- Part 2.
• Burns R. Development of "I-concept" and education. - M., 1986.
• Bogdanova O.S., Kalinina O.D, Rubtsova M.B. Ethical conversations with adolescents. - M., 1987.
• Gippenreiter Yu.B. How to communicate with the child? - M., 1995.
• Zasobina G.A., Kabylnitskaya S.L. , Savik N.V. Workshop on pedagogy. - M., 1986.
• Ivanov I.P. Encyclopedia of collective creative affairs. - M., 1989.
• V.A. Karakovsky My beloved students. - M., 1987.
• Kodzhaspirova G.M. The culture of professional self-education of a teacher. - M., 1994.
• Methodology of educational work / Ed. L.I. Ruvinsky. - M., 1989.
• New in the educational work of the school / Comp. NOT. Shurkova, V.N. Shnyreva. - M., 1991.
• Pedagogy / Ed. P.I. Perky. - M., 1995 .-- S. 429-442.
• Tsukerman G.A., Polivanova K.N. Introduction to school life. - M., 1992.
• Shilova M.I. To the teacher about the upbringing of schoolchildren. - M., 1990.

Beridze E.A.

Bryansk State University, Russia

Pedagogical principles of organizing extracurricular educational work at school

Extracurricular activities at school are of great educational and educational value. Carried out in close connection with the lesson, class work, extracurricular activities, considered as one of the phases of the learning process aimed at using the content of the educational material in the life practice of students, deepens their knowledge, expands the ways of activity, creates conditions for the realization of the individual abilities of students, for motivation they have an interest in self-education, in self-improvement. It is designed to satisfy the constantly changing interests of children and adolescents, spiritual, socio-cultural and educational needs, to create ample opportunities for schoolchildren to do what they love.

The organization of extracurricular work is based on a number of pedagogical principles (otherwise they are called the principles of education). All of them are closely interconnected and represent a whole complex. Principles give extra-curricular work a certain resilience while opening up dynamic possibilities.

We will try to identify and characterize the basic principles on the basis of which the system of extracurricular educational work with students at school is built.

But before proceeding to the consideration of the principles of the organization of extracurricular educational activities, let us clarify the essence of the concept of "principle", reveal its modern interpretation.

Unfortunately, in pedagogy there is no common understanding of the essence of the pedagogical principle, hence a different formulation follows.

So, some scientists call the principle of education "the starting position, which determines the basic requirements for education, its content, organization and methods" (10, 11).

VI Andreev writes that “the pedagogical principle is one of the pedagogical categories, which is the main normative position, which is based on the cognized pedagogical laws and characterizes the most general strategy for solving a certain class of pedagogical tasks (problems), and simultaneously serves as a system-forming factor for development pedagogical theory and a criterion for the continuous improvement of pedagogical practice in order to increase its effectiveness ”(1, C 314-315).

PI Pidkasisty designates the principle as “a general guideline that requires a sequence of actions, not in the meaning of“ succession ”, but in the meaning of“ constancy ”under various conditions and circumstances” (8, p. 112).

Nevertheless, with their different verbal interpretations, most authors of textbooks on pedagogy and the theory of education (1, 4, 7, 8, 9, 10, 11, 12, 13, 16) proceed from the fact that the pedagogical principle has a comprehensive stimulating effect on all components of the pedagogical process.

The principle is a very high degree of generalization, otherwise it cannot be realized in unique private situations, with the uniqueness of events, in unusual groups of children, with their bright individuality. The general nature allows one to be guided by the principle always and everywhere, to professionally correctly build the tactics of work.

The pedagogical principle as a theoretical generalization reflects the well-established and proven social guidelines, regular connections, the dependence of the organization of both the educational and the educational process, as well as the pedagogical guidance of the cognitive, labor, creative, play, and any other activity of children.

We can say that the principle establishes the correspondence between what the teacher plans and what is possible to achieve in a socio-psychological climate.

With the help of a set of principles, the teacher can creatively approach the construction of the pedagogical process, and therefore, creatively organize the extracurricular activities of schoolchildren.

Let's move on to considering the principles of organizing extracurricular educational activities.

There is no need to list all the principles of extracurricular work that exist in the pedagogical literature, since many of them have already lost their original and guiding principle. Consider the most used principles for organizing extracurricular activities in the context of the modern educational process.

An important principle of organizing extracurricular educational activities is principle of purposefulness ... The essence of his requirements is that the content of extracurricular activities should be subordinated to the solution of the general goal of education - the formation of a comprehensively developed personality, therefore, teachers must subordinate all their work to this goal. During off-hours, organizing the leisure of pupils, it is important to take care not only of creating conditions for their entertainment, but also of improving their physical condition, improving interpersonal relationships, and enriching them with information about different aspects of reality. There should be no aimlessly conducted activities and wasted time, and the organized activities should serve the purpose of personal improvement.

Equally important when organizing extracurricular activities is principle of public orientation, which assumes that the content of the work of studios, clubs, associations, circles, etc. will be of socially significant nature, meet the urgent tasks of the country's socio-economic development, will be associated with the achievements of modern science, technology, culture, art, etc.

Guided by this principle, the school carries out the upbringing of children not in isolation from society, but in close connection with the life of society. Schoolchildren get acquainted with the life and work of adults, participate in cultural work, in the public life of the country as a whole. At the same time, it is important to constantly update the content and organization of extracurricular educational work. By participating in the life of society, students acquire certain life experiences. By linking parenting to life, children are given the opportunity to develop their own beliefs. With such a formulation of educational work, children are included in the system of social dependence, which contributes to the formation of the personality of students.

An important requirement for the organization of extracurricular activities is orientation to values ​​and value relationships. It is necessary for the teacher to pay constant professional attention to the pupil's attitude to social and cultural values: man, nature, society, work, knowledge ... and the value foundations of a life worthy of a man - good, truth, beauty. This principle is realized due to the fact that the activity organized by the teacher takes on a philosophical character: behind the fact a phenomenon is revealed, behind the phenomenon - the regularity of life, behind the regularity - the foundations of human life. This allows you to transform every moment of joint extracurricular activities into a living of value relationships. According to this principle, all objects of the world are “humanized”. Then the whole world takes on a certain significance for the child.

Attitude orientation transforms any activity of children into their experience of relationships, forms a personal life position “to be” (15, p. 47), when it is important for a person what happens to him, and this fills his life, making up its content.

One of the fundamental principles of organizing extracurricular activities is the principle of educating the individual in a team, through a team ... It presupposes an optimal combination of collective, group and individual forms of organizing educational work. The individual becomes a person through communication and the separation associated with it. Reflecting a specifically human need in an environment of their own kind, communication is a special type of activity, the subject of which is another person. It is always accompanied by isolation, in which a person realizes the appropriation of a social essence. "Communication and isolation is a source of social wealth of the individual" (12, p. 178). It is the collective that emancipates the personality, opens up a wide scope for its all-round development. It is important to create the correct influence of the team on the individual, correct, nurturing relationships in the team. The wider and richer the communication of a person with the team, the more complete and versatile his knowledge, skills, abilities and habits that he learns in the process of collective activity. Extracurricular educational work in accordance with this principle should be aimed at organizing the joint activities of children to achieve socially significant goals, while not excluding the individual work of the teacher-educator with individual children, and, consequently, the direct influence of the teacher on the student. Working with a team, a group of children, the teacher gets the opportunity to see each child in his activities, in relations with other children more vividly, more vividly, and to organize the work of all students, as well as to pay sufficient attention to each individual student.

One of the principles of organizing extracurricular activities is the principle of continuity, consistency and systematicity, which is aimed at consolidating the previously learned skills, skills, personal qualities, their consistent development and improvement. The requirement of continuity assumes such an organization of activities in which these activities will become a logical continuation of previously carried out work, which will consolidate what has already been achieved and will raise the student to a higher level of development. Continuity presupposes the construction of a certain system and consistency in the organization of extracurricular activities, since complex tasks cannot be solved in the shortest possible time. Consistency and consistency allow you to achieve great results in less time. KD Ushinsky wrote: “Only a system, of course, reasonable, emerging from the very essence of work, gives us complete power over our knowledge” (14, p. 355). In practice, the principle of continuity, consistency and systematicity is implemented in the planning process. Each circle, association, section has its own plans for extracurricular activities, which take into account the requirements of sample programs for extracurricular activities. Plans must take into account the interests and wishes of the students themselves. Programs for extracurricular activities conducted in accordance with the school's curriculum are also exemplary. The main thing is that a certain continuity is observed in all work, a gradual complication of activities, so that extracurricular activities, while remaining accessible to students, constantly lead them forward in the development of the corresponding skills and abilities of practical activity (9, p. 296).

An equally important principle of organizing extracurricular activities is the principle of unity of requirements and respect for the personality of the pupil. Demandingness is a kind of measure of respect for the personality of the child. These two sides are interconnected as an essence and a phenomenon. Respecting a child and making demands on him means being attentive to him, knowing his strengths and weaknesses and creating the necessary conditions for his further growth and improvement. A.S. Makarenko noted: “If someone asked how I could define the essence of my pedagogical experience in a short formula, I would answer that there are as many demands on a person and as much respect for him as possible” (5, p. 148. ).

Children always have a need to have their performance appreciated. A positive assessment gives the children a feeling of satisfaction and a desire for further improvement, and a negative one, as a rule, a feeling of dissatisfaction and the need for correction. At the same time, it is important for a teacher-educator to be objective in his judgments, to be able to combine reasonable severity with benevolence, trust with reasonable control, etc. It is necessary to believe in the healthy forces of the child, rely on them, strive to develop them, overcoming negative traits and properties in the character and behavior of their pupils.

The practical implementation of the principle of respect for the individual, combined with reasonable exactingness, is closely related to the principle of reliance on the positive in a person ... In school practice, one has to deal with students of a low level of ability and good breeding. However, it was noticed that even such guys have a desire for moral self-improvement, which is easy to extinguish if you turn to them only with the help of reproaches and lectures. But it can be supported and strengthened if the teacher notices the good in the student in time, sees the ability to do something, gets the student interested and attracts the student to do some interesting work. Revealing the positive in the child and relying on it, relying on trust, the teacher, as it were, anticipates the process of the formation and elevation of the personality. If a student masters new forms of activity, achieves tangible success over himself, he experiences joy, inner satisfaction, which, in turn, strengthens self-confidence, the desire for further growth. These positive emotional experiences are intensified, causing an even greater desire for improvement, if the success in the development of the student is noticed and noted by the people around him: parents, teachers, peers.

The principle of reliance on the positive and the principle of unity of requirements and respect for the personality of the child are closely related to the unity of pedagogical influences on them. The principle of the unity of educational influences is a prerequisite for organizing extracurricular educational activities with students. Practice has irrefutably proved the need for the unity of pedagogical influences on students. The lack of this unity destroys the educational work of individuals and organizations, teaches children to consider the norms and rules of behavior as something optional, established by each person according to his own understanding.

One of the basic principles is voluntariness principle ... Its essence lies in the fact that students themselves must choose the activity that is most interesting to them, in the field of which they can show their abilities, talent, achieve certain results: someone likes music, someone likes dancing, someone is fond of history, someone literature, etc. It is important to take into account the desires of schoolchildren when organizing extracurricular activities. It is important, however, to ensure that students are not overwhelmed by this activity.

The principle of the development of initiative, amateur performance, invention, children's technical and artistic creativity demands that in the course of educational work, the wishes of the students themselves, their initiative proposals and actions, are fully taken into account, so that each student in the course of extracurricular activities would perform a certain type of activity. An action performed by a child should not be forced, not “lived through”. It should be an act of his free choice, free expression of will. The student must perform this action himself, not under pressure. It is necessary to abandon excessive regulation, administration, suppression of initiative, independence and creativity. You should rely on trust, diversify the types of assignments, etc. This principle requires teachers to skillfully assist in the development of the amateur performance of schoolchildren. The teacher needs to support useful initiatives of children, discuss their needs with them, encourage useful initiative, develop independence and creativity in a child's environment; it is important to increase the role of student activists in the collective of circles, clubs, their responsibility for public affairs, that is, according to Yu. K. Babansky, “to ensure that extracurricular work is organized on the basis of student self-government with tactful pedagogical guidance” (9, p. 294), especially since in modern conditions, when the socio-economic and political reorganization of our society is taking place, when the order for the formation of the personality of a modern person changes (the ideal is a creative, highly moral, intelligent, capable of continuous creative self-development) this principle takes on special significance.

The principles of organizing extracurricular activities include the principle of aestheticization of children's life ... The aesthetic principle is a powerful stimulus for human activity (4, p. 161). The formation of an aesthetic attitude towards reality in schoolchildren allows them to develop a high artistic and aesthetic taste, to give them the opportunity to know the true beauty of social aesthetic ideals. Great opportunities for the aestheticization of life open up for schoolchildren in the work of public organizations, in amateur performances, in the organization of productive and socially useful labor, etc. So, for example, classes in sports sections allow schoolchildren to penetrate the secrets of the beauty of the human body, teach them the skills of creating, preserving and developing this beauty. Students' visits to circles, clubs of the artistic and aesthetic cycle introduces children to the world of art. Elective classes, participation in the work of school associations of the natural and mathematical cycle help to reveal the beauty of nature to children, to foster the desire to protect and preserve it, etc. At the same time, it is important for teachers to affirm the beauty of mental work, business relationships, knowledge, mutual assistance, and joint activities.

An important requirement for extracurricular activities is taking into account age, gender and individual characteristics participants in this activity.

The implementation of this principle in education presupposes, first of all, the selection of the content of activity in accordance with the age, strength and capabilities of students in order to prevent intellectual, physical and neuro-emotional overloads that negatively affect their physical and mental health. What they do should not lead to excessive fatigue. We must not forget that each age has its own capabilities and limitations in development. So, for example, the development of thinking abilities and memory most intensively occurs in childhood and adolescence. If the possibilities of this period in the development of thinking and memory are not properly used, then in later years it is already difficult and sometimes impossible to make up for lost time. You should not oversimplify any activity, because this reduces interest, does not contribute to the development of students' abilities. At the same time, attempts to run too far ahead in influencing the physical, mental and moral development of the child, without taking into account his age characteristics, cannot give an effect, since when the inaccessible is presented, the motivational mood sharply decreases, the volitional effort weakens, the efficiency decreases, and fatigue quickly sets in. ... Taking into account the age characteristics of children, the teacher needs to select work methods, look for opportunities for their specific application.

Taking into account individual characteristics plays an equally important role. Each child and adolescent has unique features and qualities that have developed in the course of his individual development. Therefore, the teacher needs to know the sensory and emotional sphere of students, the characteristics of the type of nervous activity, cognitive activity, memory, abilities, interests, hobbies, motives of certain actions, etc. It is equally important to take into account their gender and age characteristics.

The issue of taking into account the age and individual characteristics of children was dealt with by prominent teachers of the past: L.A. Komensky, D.Zh.Lokk, J.J. Russo, and later K.D. Ushinsky, L.N. Tolstoy, etc. Moreover, some from them, they developed a pedagogical theory, proceeding from the idea of ​​conformity to nature in upbringing, that is, taking into account the natural characteristics of age-related development, although this idea was interpreted by them in different ways. Comenius, for example, put into the concept of conformity to nature the idea of ​​taking into account in the process of upbringing those laws of child development that are inherent in human nature, namely: the innate human desire for knowledge, for work, the ability for multilateral development, etc. J.J. Rousseau, and then L.N. Tolstoy interpreted this issue differently. They proceeded from the fact that a child by nature is a perfect being and that upbringing should not violate this natural perfection, but follow it, revealing and developing the best qualities of children. However, they all agreed on one thing, that you need to carefully study the personality of the child, know its features and rely on them in the process of education. Only in this case can we speak of upbringing as a purposeful, organized, controlled process.

One of the important principles of organizing extracurricular activities is the principle of the leading role of the education of schoolchildren in relation to their development. The inclinations inherent in a child by nature can be developed, transformed and turned into a wide variety of abilities in the process of organized activity, purposeful upbringing (4, p. 162). The practical pedagogical significance of this provision lies in the fact that all children are naturally considered as diverse and richly gifted natures and that the strength of the manifestation of talent and talent of each child depends on the conditions of his upbringing. The principle of the leading role of upbringing in the development of the essential forces and talents of the student requires constant attention and active attitude from the teacher both to the general development of children and to the formation of their individual inclinations and talents.

The principle of stimulating and enhancing the activities of students. For most children, mastering life experiences is a major challenge. A child becomes a socially valuable person only under conditions of overcoming external and internal obstacles, volitional stimulation, self-determination and self-restraint (4, p. 162). The question is how to make the child's work desirable and joyful. This is possible if stimuli are included in children's activities: their own will, the ability to overcome themselves, their laziness in harmonious combination with the awakening of interest. The child's interest in the case is manifested both under the influence of purely external reasons: curiosity, enthusiasm and attraction of the novelty of the case, and due to the development of an internal desire for the joy of overcoming and self-affirmation.

The principles of organizing extracurricular educational work include optimization principle , constant bringing the methods and techniques of intellectual, labor, any other activity in accordance with the goals of extracurricular educational work, the content and the real psychological situation. Upbringing methods are born in the system of concrete historical social relations. Their essence and form of manifestation depends on the nature of social relations, on the age characteristics of children. It is important to analyze the methodological heritage and include in the existing system of methods new, innovative methods and techniques that will meet the goals of educational work, its rich and varied content, as well as a specific psychological and pedagogical situation. This will make it possible to bring the methodological system in line with the real capabilities of children and will give a normal pedagogical effect: it will enrich children with knowledge and contribute to their development.

One of the principles of organizing extracurricular educational activities of schoolchildren is principle of motivation ... AN Leontiev wrote: “It is necessary to prepare the ground for the ideas introduced into the consciousness of a person to acquire a subjective personal meaning for him” (3, pp. 34-35). There should be a motive in the child's activity that encourages the fulfillment of this or that assignment, to attend a circle, section. And if this motive is absent, then the child's desire to do something also disappears. Any problem can become a motive: one's own, collective, public interest in something, etc.

Having considered the concept of "principle", outlining the basic requirements for the organization of extracurricular work, we can conclude that the principle as a pedagogical category is a very high degree of generalization, this is a position arising from the purpose and nature of education. It establishes a correspondence between what the teacher plans and what is possible to achieve in the existing conditions.

The principles of upbringing as general fundamental provisions are equivalent, there are no main and secondary ones, such that require implementation in the first place, and those whose implementation can be postponed until tomorrow. Equal attention to all principles prevents possible violations of the educational process.

The principles have a practice-oriented orientation; it is not for nothing that a number of researchers of the pedagogical principle (6, 7, 11) consider it to be a kind of bridge from theory to practice. They can and should be guided, first of all, by teachers in solving specific pedagogical problems, and also be sure to take them into account when organizing extracurricular educational work, which will help to promote a high level of educational, educational and developmental influence on students.

Literature:

1. Andreev V.I. Pedagogy of creative self-development (innovative course). Book 1 - Kazan: Kazan University Publishing House, 1996. -567 p.

2. Leontiev AN .. Round table "Formation of education and upbringing in Russia", 1997, №5.

3. Likhachev B.T. Pedagogy: Course of lectures / Textbook. manual for students. - 4th ed., rev. and additional - M., 2001. - 607s.

4. Makarenko A.S. Problems of Soviet school education. - Works, v. 5.

5. Malenkova L.I. Education in a modern school. Book for the teacher-educator. - M .: Pedagogical Society of Russia, 1999 .-- 300 p.

6. Morozova OP Pedagogical workshop: Study assignments, tasks and questions. - M., 2000. - 320 p.

7. Pedagogy / Ed. P.I. Pidkasistogo. - M., 1995.- 637s.

8. Pedagogy: Textbook. A handbook for ped students. in-tov / Yu.K. Babansky, V.A. Slastenin, N.A. Sorokin and others; Ed. YK Babanskiy.-2nd ed., Add. and revised - M., Education, 1988 .-- 479s.

9. Savin N.V. Pedagogy. Textbook. Manual for ped. schools. Ed. 2nd, add. - M., "Education", 1978. - 351 p.

10. Selivanov V.S. Fundamentals of General Pedagogy: Theory and Methods of Education. - M., 2000 .-- 312 p.

11. Slastenin V.A., Podymova L.S. Pedagogy: innovative activity. - M .: Magister, 1997 .-- 224 p.

12. Smirnov V.I. General pedagogy in theses, definitions, illustrations. - M., 1999 .-- 416 p.

13. Ushinsky K.D. Collected cit .: In 11 volumes - V.5. - M., 1950.

14. Fromm E. The Revolution of Hope. V. Kn .: Psychoanalysis and ethics. - M., 1993.

15. Kharlamov I.F. Pedagogy: A course of lectures for universities and pedagogical institutes. - Minsk: BSU Publishing House, 1979. - 462p.