EntranceA children's association of the supplementary education system is being created. Creation of a creative team
Job title: Methodist
Educational institution: MU DO "Krasnoarmeysky Center" additional education children"
Locality: Miasskoe village, Chelyabinsk region
Name of material: article
Subject:"Forms of children's associations in institutions of additional education"
Publication date: 07.11.2017
Chapter: additional education
Koksharova Svetlana Vladimirovna
MU DO "Krasnoarmeisky Center for Additional Education of Children"
Methodist
“Forms of children's associations in institutions
additional education"
The main way to organize children in any association is their
inclusion in study groups and cooperative learning according to the unified educational
program for a certain period of time. Every child can participate
in the work of one or more groups.
In the Model Regulations on an Additional Educational Institution
For children's education, the following forms of children's associations are offered:
interests (creative associations) - club, studio, ensemble, group, section,
club, theater, etc.
What is a group?
A group is a formal association. Just like in school with objects
management are classes and in institutions of additional education
control objects are groups or relatively stable
uniting children and teachers on the basis of a common goal (declared and
enshrined in educational program), similar interests, needs for
communication and joint activities.
Study groups are divided into the following types:
1.Single-profile;
2.Double-profile;
3.Complex (multidisciplinary);
4.Variable composition;
5.Through;
6. Joint activities between children and parents;
7. Educational and research.
Let's consider the above types of groups.
1. Single-profile groups
Students in these groups are taught one type of activity. The lesson is taught by
one teacher.
For example, a group of the first (second, third or more) year of study of the association
"Kanzashi".
2.Dual-profile training groups
Students are trained simultaneously in two types of activities, where the second
is an addition to the main one.
Classes in such groups can be conducted by:
a) two teachers, each in their own area of activity;
b) one teacher who is a specialist in two types of activities.
If classes are taught by 2 teachers, then joint development of educational training is necessary.
programs and plans, scheduling classes, mutual attendance at classes,
analysis of the results of joint work.
3.Comprehensive training groups
In such groups, students are taught simultaneously three or more types of
activities.
Classes are taught by several teachers, so joint collaboration is required.
programming and summarizing educational process.
Complex groups can be single-disciplinary or multi-disciplinary.
For example, single-disciplinary groups in fine arts: painting,
graphics, fabric painting, sculpture. And multidisciplinary groups:
pre-school education: speech development, mathematics, movement to music,
arts and crafts, etc.
The work of an integrated training group can be organized as follows:
a) classes are held 3 times a week, each on one type of activity;
b) Complex classes are held 2 times a week: 1st part – one type at a time
activities; 2nd part - according to the second; Part 3 – according to the third. Break between
in parts of 10-15 minutes.
4. Study groups of variable composition
They are organized not for the entire academic year, but for shorter periods: academic
a quarter, for one month, for a week.
The purpose of creating such groups is to provide initial training for students,
their acquisition of initial knowledge and skills in any type
activities; conducting mass training of schoolchildren in any skills;
organization of useful and educational leisure.
For example, creative groups during school holidays (autumn, winter,
spring), groups of summer health camps, groups based on children's
hospital departments, etc.
5. Cross-curricular groups
In them, along with the main students, pupils are trained
other teams of the institution.
The purpose of creating such groups is to promote deeper and stronger
mastering knowledge and skills in the main type of activity.
Classes in such groups can be conducted either one-time or with
at a certain frequency (1-2 times a month).
For example, DPI groups attend classes in fine art groups; students
Tourist Association – classes on ecology.
6. Groups of joint activities for children and parents
Parents take part in study groups without inclusion in
payroll, in agreement with the teacher.
The purpose of creating groups is to strengthen the family, form common interests of children and
parents, organization of family leisure; development of children requiring
increased attention, individual assistance from parents in learning.
For example, the associations “Clothing Design”, “Knitting”, “Sports”
family", "Tourist family", "Russian folklore".
7. Educational and research groups
Can be created on the basis of an agreement with educational and research institutions
institutions, enterprises, creative organizations. Students perform
search, research, experimental and experimental work.
The activities of such groups are carried out under the guidance of scientific
managers (consultants). The groups consist of middle and older teenagers .
The purpose of creating such groups is an in-depth study of various fields of science,
technology, art, physical culture; attracting children to inventive
activities; professional self-determination students.
Let's consider the forms (types) of children's associations in preschool education
Form- an established set of properties, traits, indicators, external
distinctive features, the order of their arrangement as a whole; established
system having specific properties; established sample of something
The main forms of children's associations are:
association, club, studio, ensemble, theater, workshop, school, laboratory,
class, section, orchestra.
An association
Association is the most common, traditional, basic
form of voluntary association of children in an additional institution
education.
Features:
1. Priority of subject-specific and practical tasks aimed at developing
knowledge, skills and abilities in a specific profile of activity (educational
subject). The leading ones are reproductive methods of work and priority
teacher activity.
2. The main activity is training. Although this does not mean absence
3. Training is conducted in one subject and by one teacher.
4. The results of the work of the circle are most often knowledge, skills, abilities
children in the subject, corresponding to the program requirements of the teacher.
Club
Children's association solving the whole complex pedagogical tasks:
Organization of children's leisure;
Development of communication skills;
Development of self-management and independence skills;
Mastering the content of a particular subject area.
Features:
1. Availability of children's self-government bodies.
2. Creative relationships in the club team.
3. Symbols and attributes.
4. Availability of the Charter or Regulations of the club.
5. “Steps of growth” for club members.
6. Special conditions for admission to the club.
7. Associations of children of different ages within the club (units, teams,
crews, councils, etc.)
Possible approaches to classifying clubs
1. Educational, leisure.
2. Subject, specialized, multidisciplinary.
3. Age, different ages.
4. Temporary, permanent.
5. With a constant and variable composition of students.
Studio
A children's association whose activities are related to a certain type of art,
It's called a studio.
From Latin “studio” - “working hard, studying”, and translated from Italian
- “study, study room.”
It could be a theater studio, a film studio, a music and choreographic studio, etc.
Features:
1.The main goal is the development of artistic and creativity
children, identification of early creative talent, its support.
2. In-depth study of the content of education. At the core is dominant
an object around which “adjacent” ones associated with it are built.
3.Combination of experimental and practical pedagogical tasks and
forms of work.
4. System of activities to demonstrate children's practical achievements.
5. Special conditions for enrolling children in the studio.
6.High quality of the creative “product” of children.
7. Availability of stages of training, complete in content and time.
8. The presence of a public body of the studio for assessing the quality of creative works
achievements (art. advice).
Possible approaches to classifying studios
1. Single-subject and multi-subject.
2. Primary collective and structural unit of the parole.
Ensemble
Ensemble (from French word"together") - a small group of performers
individual works of art(musical, choreographic),
performing together as a single creative performing group.
Children's association associated with the performance of one repertoire . In educational
The process combines group and individual forms of work.
For example, a song and dance ensemble, folk instruments, sports dance,
vocal and instrumental ensemble.
Theater
Creative team, where the division of labor, roles, activities
determined by individual abilities and a common desire to achieve
success in performing a complex collaborative artistic action on stage .
Theater is an association that can organize its activities in
complex of the most diverse different forms, types of employment, development methods
creative potential personality and its actualization.
For example, there is the “Pop Song Theatre”, “Folklore Theatre”, “Theatre
fashion" etc.
Workshop
Form of children's educational association having affiliation
crafts, arts and applied skills and achievement oriented
level of mastery in mastering a certain type of activity, in mastering
special technologies.
The workshop involves a composition of students studying with one artist -
teachers who develop creative methods in their art.
Main feature pedagogical technologies it is not considered a message and
assimilation of information, and the transfer of methods of work, the result of mastery
which gives children “creative skills that shape their personality.
Features:
1. Practical tasks predominate, focus on achieving high
level of skill in a certain direction.
2. Based on arr. process - making something, shaping and
honing applied skills, mastering special skills. technologies.
3. Having your own premises.
4. D-ti system for demonstrating children's practical achievements.
Possible approaches to classifying workshops
1. A specific teacher.
2. Profile.
For example, a pottery workshop, a choreography workshop, Alla’s workshop
School
A form of educational association that combines the study
several interrelated subjects or in-depth study of one
profile with a stable step-by-step training system.
Features:
1. Complexity, complexity, scale of ped. goals and objectives.
2.Complex educational subjects(at least 3).
3. Availability of ped. team.
4.Stepwise-successive nature of training.
5.Ped system control, analysis and evaluation of results.
6.Clear conditions for enrollment and training at the school.
7. Presentation of a certificate upon completion of school.
8. Availability of a license to conduct educational activities.
Possible approaches to school classification
1. Core, non-core and multi-profile.
2. Educational, general orientation, educational nature,
social orientation.
3. For gifted children, for children with poor health.
4. Primary collective and structural unit of the parole.
Laboratory
The goal of the laboratory is to develop mental and inventive abilities
teenagers
Features:
1. Search, inventive component, experimental work
students.
2.The activity is based on a specific area scientific knowledge or problem
interdisciplinary nature.
3. Maximum independence of children, teacher - consultant, assistant,
research coordinator.
4. The group consists of older teenagers.
Possible approaches to classification of laboratories
1. Temporary and permanent.
2. Thematic, problematic, problem-thematic.
Class
A group of students (usually the same age) studying under the guidance of
a specific teacher for one educational program, or educational
a group studying a particular subject.
For example, vocal, piano, ballet, painting, composition, economics classes
Section
A children's association with a sports specialization.
For example, a chess section, a swimming section, a rhythmic gymnastics section.
Orchestra
A group of musicians learning to perform music together
works on various instruments.
For example, a children's brass band, a spoon orchestra, a folk orchestra
tools
Options for choosing the form of a children's association
1. Innovative design: choosing form, then choosing content
and pedagogical technologies in accordance with the requirements of
2. Traditional design: searching for the required shape based on
analysis of the state of the educational process in preschools, taking into account working conditions and
teacher's capabilities.
The forms of children's associations are characterized by:
1) determination of mandatory characteristics of associations, according to
by which they differ from one another;
2) highlighting the essential features of the forms of educational associations, which
will help streamline the processes of form creation in the institution.
Basis for differentiation of various forms:
Level and priority of tasks;
Number of items, profiles; the degree of their integrativity;
Priority of areas of activity;
Features of the organization of the educational process: principles of recruitment and
staffing, permanent contingent (conditions for admission during
year), the presence of levels of education, the structure of the association, the presence of a body
self-government;
System of accounting and control of knowledge, skills, abilities;
Level of educational results;
Ensuring the educational process: normative,
software, personnel, methodological, etc.
Approximate regulations on children's association of additional education
General provisions
1.1Full name of the association, its status.
1.2 Its purpose.
1.3 Goals and objectives of the activity.
2. Organizational basis of activity
2.1Rules for admission to the association.
2.2 Terms and stages of training.
2.3 Number of teaching hours per week (main and additional), others
forms of educational work.
2.4 Requirements for the form and equipment of the child during the lesson.
2.5 Rules for students and parents.
2.6 Issues of material (financial) support for activities.
2.7 Rules for issuing a certificate upon completion of training.
3. Organization of the educational process
3.1 Educational activities:
3.2 Basic forms of training;
3.3 Forms and timing of final classes.
3.4 Educational activities:
main approaches to content (what is given priority);
3.5 Main forms of mass educational and developmental events.
MUNICIPAL BUDGETARY INSTITUTION OF ADDITIONAL EDUCATION
SHOLOKHOV CENTER FOR EXTRASCHOOL ACTIVITIES
_________________________________________________
347022, Rostov region, Belokalitvinsky district, Sholokhovsky settlement, st. Pushkina, house 32
tel: (8863 83) 5-40-08, E-mail:This email address is being protected from spambots. You must have JavaScript enabled to view it.
Approved
By order of the director
MBU TO TsVR
L.S. Averyanova
No. ____, dated “___” May 2015
POSITION
about creative association
I.General provisions
1.1. This provision has been developed in accordance with the Federal Law “On Education in the Russian Federation”, Sanitary and Epidemiological Requirements for Institutions of Additional Education for Children SanPiN 2.4.4.3172 - 14, and the Charter of the MBU DO TsVR (hereinafter referred to as the Center).
1.2. A creative association is a relatively stable group of children and teachers united by a common goal (enshrined in the educational program), similar interests and needs for communication and joint activities.
1.3. The creative association is a structural unit of the Center, which can carry out its educational activities on the basis of the Center or another educational organization (based on concluded agreements).
1.4. A creative association is created based on the interests and needs of students.
1.5. By decision of the Center administration, due to production needs, a creative association of one direction can be repurposed into another.
1.6. On the basis of a creative association, the following can be created: a specialized group of children and adolescents, interest clubs, workshops and creative laboratories in order to include each child (student) in creative activities to the best of his abilities and abilities, depending on his interests.
II.Goal and tasks
2.1. Goal: formation of a general personal culture of students based on mastering the content of additional educational programs.
2.2. Objectives of the creative association:
Students mastering the volume of knowledge, skills and abilities, developing their creative abilities in the area of activity.
Formation of a highly moral, educated personality with the basic competencies of a modern person.
Security necessary conditions For personal development, protection and promotion of health, professional self-determination.
Patriotic and civic education of children and youth.
Organizing meaningful leisure time for students, developing their social activity, innovative ideas and searches, promoting a healthy lifestyle.
III.The main directions and content of the activities of the creative association
3.1.The educational process in the creative association is carried out in accordance with the general educational program in various areas (artistic and aesthetic, physical education and sports, tourism and local history, social and pedagogical), developed by a teacher of additional education, adopted by the pedagogical council and approved by the director of the Center.
3.2.The educational activities of the creative association are carried out in the following areas:
· Artistic and aesthetic orientation involves introducing students to various types of applied creativity, art, revealing their individual capabilities and creative abilities, professional guidance and adaptation to conditions modern life(vocals, vocal ensemble, knitting, fine arts, floristry, beaded needlework, silk ribbon embroidery, soft toy, patchwork, embroidery, etc.);
· Physical education and sports is aimed at promoting a healthy lifestyle and the development of children's and youth sports in the territory, as well as the task of wider involvement of students, parents and teaching staff educational institution to regular board lessons, physical culture and sports, the formation of a healthy lifestyle, increasing the level of their physical development.
· Social and pedagogical leisure club, intellectual communication club, covers a wide age range:
For children preschool age solves problems of developing cognitive interests and creative development;
For children with disabilities health solves the problems of social adaptation;
For students of primary and secondary school age, it promotes the formation of special skills for safe behavior on the streets and roads in special conditions of CPD;
Within the framework of cognitive and creative activity, solves the problems of developing intellectual and creative abilities, design thinking, imaginative imagination;
For students of senior school age it is intended to provide social support life self-determination of students through the media, the formation of personal qualities that contribute to the self-development of individuality, social adaptation and professional guidance of adolescents.
Creative associations carry out educational and consulting work, organize creative reports, participate in the preparation and holding of municipal and city events, festivals, competitions, concerts, competitions, exhibitions, and use other forms of socially useful and amateur activities.
3. Organization of the educational process
3.1. The organization of the educational process at the Center is carried out in accordance with the Charter and curriculum.
3.2. The numerical composition of the creative association, the duration and frequency of classes per week are determined by the educational program, the direction of activity, the age characteristics of students, and working conditions.
3.3. Enrollment of students aged 5 to 18 years is carried out for the period provided for by the educational program.
· To enroll in the creative association of the Center, students provide the following documents:
· application from parents (legal representatives) whose children are under 14 years of age, or application from children aged 14 years and older (Annex 1). Parents write an application every academic year, regardless of how many years the student has been attending the creative association;
· a medical certificate from a doctor about the child’s health status with a conclusion about the opportunity to engage in sports groups. Students retain a place in the children's association in case of illness, sanatorium-resort treatment, or parents' next vacation.
· Students are expelled in the following cases:
According to the application of parents (legal representatives), moving to another city, district, leaving their area (Appendix 2);
For a gross violation of the Center's Charter and the Rules of Procedure for students.
The decision to expel students is made by the Center’s pedagogical council and is formalized by order of the Center’s director.
3.4. The activities of students are carried out both in same-age and different-age interest associations: creative association, club, studio, section, ensemble, theater, group (hereinafter referred to as “creative association”). Parents (legal representatives) can take part in the work of the creative association; joint mass, educational, and leisure events are organized and held.
3.5. Creative associations can be of different types: single-disciplinary, multidisciplinary, complex, groups of joint activities of children and parents.
3.6. Students have the right to study in several creative associations, as well as change the direction of study. The transfer of a child from one creative association to another is carried out on the basis of an application from the child’s parent (legal representative).
3.7. Classes in creative associations are conducted according to integrated, complex, cross-cutting programs, in groups, subgroups, individually or with the entire composition of the association.
3.8. The schedule of classes in the creative association is regulated by the schedule drawn up by the additional education teacher and approved by the director of the Center. The duration of an academic hour is 45 minutes, 30 minutes for preschool children, junior schoolchildren(choreography, classes using computer technology), with a mandatory 10-minute break between classes for children to rest and ventilation of the premises. During school holidays (autumn, winter, spring), the teacher has the right to change the schedule of classes of the creative association and move it to daytime.
3.9. Academic year in a creative association begins on September 1 of the current year, two weeks are allocated to the additional education teacher to recruit and staff groups. The list of students is submitted for approval to the director at the beginning of the year no later than September 15 (Appendix 3), for the 2nd half of the year - no later than January 15. Changes and movements of students in the payroll for the 1st half of the year are provided upon application from a teacher of additional education addressed to the director of the Center - January 15 (Appendix 4, 5).
3.10. The effectiveness of mastering the subject in each year of study is carried out through certain criteria of the student activity assessment system (diagnosis, monitoring, control), based on the focus, purpose and content of the educational programs being implemented.
3.11. Students who have completed one year of study are transferred to next year training.
3.12. Students who are not enrolled in the group of the first year of study, but have successfully passed an interview or other tests, can be enrolled in the association of the second and subsequent years of study.
3.13. Mastering general education programs in the third or more years of study ends with the final certification of students, carried out in the manner established by the Regulations on the certification of students of the Center. Upon the recommendation of the teacher, the student is admitted and included in the final certification after achieving:
Third year of study, which involves the development of competence in a given educational field, the formation of skills at the level of practical application;
The next year (4 years or more) of study, which involves achieving an increased level of education in this educational activity, the ability to see problems, formulate tasks, and look for means to solve them.
Students who successfully complete the year of study prescribed by the program are issued a certificate of completion of the program.
3.14. Educational activities in the creative association are carried out according to the years of study, which include the preparatory year of study, the first, second, third and more years of study in accordance with additional general education programs in the following areas:
3.14.1. Artistic and aesthetic orientation
Musical:
Ø Vocal ensembles
Rehearsal, production, summary classes with the entire team is 2-4 hours a week.
Ø art(painting, drawing, composition, modeling, graphics)
In the 2nd year of study, options for dividing hours are provided to create learning conditions taking into account the age characteristics of children.
Ø Arts and crafts
Knitting, weaving, embroidery, macrame, floristry, soft toy, patchwork, batik, painting, fabric flowers, salt dough, natural material, designing and modeling clothes, clothes for dolls, etc.
Individual work (for children with disabilities, gifted children) is 2-3 hours per week.
The creative workshop is 2-4 hours per group.
In the 2nd year of study, options for dividing hours are provided to create learning conditions taking into account the age characteristics of children.
Ø Folklore ensembles
Individual work (for soloists, children with disabilities, gifted children) is 2-3 hours per week.
Rehearsal, production, and summary classes with the entire team are 2-4 hours a week.
In the 2nd year of study, options for dividing hours are provided to create learning conditions taking into account the age characteristics of children.
3.14.2. Physical education and sports orientation
Ø general physical training(General physical preparation)
Gymnastics, basketball, acrobatics, athletics, volleyball, mini-football, outdoor games.
In the 2nd year of study, options for dividing hours are provided to create learning conditions taking into account the age characteristics of children.
Ø Table tennis
To organize and conduct a sports section, 2-4 hours per week are provided.
Individual work (for children with disabilities, gifted children) is up to 3 hours per week.
In the 2nd year of study, options for dividing hours are provided to create learning conditions taking into account the age characteristics of children.
3.14.3. Tourist and local history orientation
Individual work (for children with disabilities, gifted children) is up to 3 hours per week.
Club hours are 1-2 hours per week.
3.14.4. Social and pedagogical orientation
Ø Club of intellectual communication. Leisure activities.
Individual work (for children with disabilities, gifted children) is up to 2 hours per week.
Club hours are 1-2 hours per week.
3.15. Individual sessions(2-3 hours per week) are provided for working with soloists of choreographic and vocal groups, gifted children and disabled children in all areas of activity.
3.16. Rehearsal and production hours (2-4 hours per week) are provided for organizing consolidated rehearsals and conducting production work in choreography, vocals, theater. Rehearsal and production work is a form of educational, creative work with students to practice previously acquired knowledge, skills and abilities on specific repertoire material.
3.17. For creative associations of fine, decorative and applied creativity - artistic and aesthetic orientations, a creative workshop (2-4 hours per week) is provided for organizing independent, research, and project activities of students in co-creation with a teacher. A creative workshop is a form of educational, creative work on organizing independent, research, and project activities of students in collaboration with a teacher.
3.18. For creative associations in the socio-pedagogical direction, club hours are provided (1-2 hours per week) in order to generalize the scientific, artistic, educational and other interests of students and their parents. A club is a group of students united by a common idea, interest, etc.
3.19. For creative associations of physical education and sports, 2-4 hours a week are provided for organizing and conducting a sports section.
4. Creative association management
4.1. The management of the creative association is carried out by a teacher of additional education in accordance with job descriptions.
4.2. The additional education teacher implements general education program and is responsible to the administration of the Center for the activities of the creative association.
4.3. The main forms of self-government in a creative association are the active members of the creative association and the parent committee.
4.4. A creative association can be encouraged in the manner established to reward teams and participants for certain creative successes.
4.5. If actual attendance declines during the year, groups must be merged or disbanded.
Annex 1
Appendix 2
Appendix 3
« I APPROVED"
DIRECTOR MBOU DOD TsVR
L.S.Averyanova
"______" ________________ 20__
LIST
Students of the creative association
for 201___ – 201___ academic year
Creative association -
Teacher –
Year of study_ _______ Year of study ________
|
Group __1___ |
Group ___2___ |
||||||||
|
Total children: |
Total children: |
||||||||
Year of study_________
|
Group __3___ |
Individual training (OR/OVZ) |
||||||||
|
Total children: |
|||||||||
|
Total children: |
|||||||||
TOTAL:________________
Teacher’s signature ___________________ ____________________________
signatureF.I.O. teacher
Date of:_________________________
Agreed:
Methodist _______________________ /N.V. Orlova/
Appendix 4
Information
about the movement of students in a creative association
for the 1st half of the 201____- 201____ academic year
Creative association - ____________________________________
Teacher - ___________________________________________________
|
Dropped out/Date |
Student's name (fully) |
Year of study |
Reason for leaving |
Surname |
Year of birth |
MBOU (where he studies) |
||||||
Date of:_____________
· This completed table must be attached to the application for replacement of children.
· Attach to this information a list of students of the creative association for the 2nd half of the year.
Appendix 5
Statement
I ask for permission to make changes to the roster of the creative association “___________________________________________” in connection with the departure of children.
A list of students and student movement information is attached.
________________ ___________________
The collection of methodological materials was compiled with the aim of providing methodological assistance to teachers of additional education in organizing training sessions in creative associations of institutions of additional education for children. The collection offers methods of goal setting in accordance with the age of students, principles and methods of teaching in the DL system, methods of motivating students, features of analysis training session and monitoring the educational process, games and exercises to develop communication skills and preserve the health of UPEC students.
The collection includes diagrams, tables, materials from the scientific and pedagogical literature of individual authors, and includes materials developed at the MBOU DOD - DTDiM.
These materials are addressed to teachers of additional education; they can also be used by teachers of general education.
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DEPARTMENT OF EDUCATION
ADMINISTRATION OF TOPKINSKY MUNICIPAL DISTRICT
MUNICIPAL BUDGET EDUCATIONAL INSTITUTION
ADDITIONAL CHILDREN'S EDUCATION –
PALACE OF CREATIVITY FOR CHILDREN AND YOUTH
"ORGANIZATION
TRAINING CLASSES IN CREATIVE ASSOCIATIONS UDO"
COLLECTION OF METHODOLOGICAL MATERIALS
Efimova O.A., teacher do.
– “Palace of Children and Youth Creativity” in Topki
The collection of methodological materials was compiled with the aim of providing methodological assistance to teachers of additional education in organizing training sessions in creative associations of institutions of additional education for children. The collection offers methods of goal setting in accordance with the age of students, principles and methods of teaching in the preschool education system, methods of motivating students, features of analyzing a training session and monitoring the educational process, games and exercises to develop communication skills and preserve the health of preschool education students.
The collection includes diagrams, tables, materials from the scientific and pedagogical literature of individual authors, and includes materials developed at the MBOU DOD - DTDiM.
These materials are addressed to teachers of additional education; they can also be used by teachers of general education.
Organization of training sessions in creative associations of UDOD. Collection of teaching materials:Auto-stat. O.A. Efimova - Fireboxes, MBOU DOD - DTDiM, 2012.
© MBOU DOD “Palace of Children and Youth Creativity”, 2012
Introduction 4
1 . First classes in creative association 5
Education 6
3. Methods and principles of teaching in the system of additional education 8
4. Methodology for preparing and conducting various forms of training sessions 10
5. Methodology for designing training sessions in the DO 14 system
6. Analysis of a training session in additional education 17
7. Monitoring the knowledge of students of the creative association 19
8. Motivating students: methods and techniques 22
References 26
Applications
1. Documentation of the additional education teacher 27
2. Sample plan - outline open class in the system DO 28
3. Private scheme methodological analysis classes in the supplementary
Children's education 30
4. Student knowledge monitoring card 31
5.Games and exercises to develop communication skills
students 32
6. Games and exercises to develop the health of students (physical education) 36
7. Seven “I” of a teacher of additional education 38
INTRODUCTION
Currently in Russia there is a development new system education. This process is accompanied by significant innovative changes in pedagogical theory and the practice of the educational process, and consequently, in the modern education system.In solving this problem, an important role is played by the system of additional education for children, which is rightfully considered as a component of a single educational space that has developed in modern Russian society, represents an innovative sphere of variable teaching and learning, education and self-education, development and self-development, maturation and socialization, promoting the process of developing key competencies of students.
Requirements for the content and quality of education are increasing, this imposes a certain responsibility on the teacher in choosing the forms, methods, and technologies of the educational process. The educational process in the system of additional education for children is a specially organized activity of teachers and students, aimed at solving the problems of teaching, upbringing, and personal development.Analysis of literature and practical activities in the system of additional education for children allows us to identify unresolved problems that can be formulated through insufficient theoretical and methodological development of many aspects.
Today, many issues are considered and studied by scientists, teachers and practitioners on the pages of scientific, popular science and periodicals, and certain ways to solve current pedagogical, psychological and social problems. Each institution of additional education for children seeks and finds its own ways to develop and improve the educational process. In this situation, it is important not to leave the teacher with a lot of unresolved issues under the powerful pressure of daily demands and responsibilities.
Given Toolkit compiled with the aim of providing methodological assistance to teachers of additional education in designing an educational lesson in creative associations of institutions of additional education for children, taking into account the general requirements for the organization of the educational process, the age characteristics of children and the conceptual foundations of the activities of early learning institutions. The manual proposes methods of goal setting in accordance with the age of students, principles, forms and methods of teaching in the CE system, methods of motivating students, features of analysis of a training session and monitoring the educational process, games and exercises to develop communication skills and preserve the health of CE students.
The methodological manual can serve as a reference book for additional education teachers. The material is presented taking into account modern trends in education, contains alternative views on solving a number of pressing issues, which should encourage the teacher to active search own decisions and creativity.
1. FIRST CLASSES IN THE CREATIVE ASSOCIATION
Every additional education teacher should clearly understand the importance of first meetings with children, because they largely determine the success of all further work, since the emerging style of relations between all participants in the process, a positive attitude towards joint work and the emerging moral climate will help to captivate the children with the upcoming activity and determines their attitude towards learning activities.
During the first lessons, the teacher solves a number of educational tasks:
1) create a positive attitude in children for activities in the circle, arouse their interest and desire to master the necessary knowledge and skills;
2) introduce the children to the educational program, rules of work in the children's association and prospects for personal development;
3) introduce children to the institution, structural unit and children's association;
4) identify the level of primary training of children in this type of activity;
5) obtain the necessary information about each other;
6) involve children in collective activities, begin work on forming a children's team.
First lesson With children, you need to start by introducing the children to each other and to the teacher. For such mass acquaintance, you can use a number of games (“Snowball”, “Tell me about yourself”, “My favorite”, etc.)
Result of this lesson:
Children know each other
The teacher is aware of the reasons that prompted each of the children to enroll in this child care institution.
The second stage of the lesson is the teacher’s story about the children’s association. This story must include:
Explaining to children the goals and objectives of the children's association, the content of its educational program,
Description of the content and results of the first year of classes,
Explanation of the main stages of mastery,
A story about the achievements of the children's association as a whole and its individual pupils,
Introducing children to the insignia of members of a children's association and the conditions for receiving them,
A story about the traditions of a children's association.
During such a conversation, it is important to draw the children’s attention to what prospects may be open to them in this field of activity (obtaining a profession, choosing a vocational educational institution).
You should also make it clear to children how the knowledge and skills acquired in the classes of the children's association can be used in other areas of life - at school, in camp, in the yard, etc.
A good accompaniment to the teacher’s story will be visual materials:
Exhibition of children's creative works;
Wall newspaper or handwritten journal;
The album is a chronicle of the children's association;
Photos, slides and videos;
Insignia of the circle members;
Awards for the children's association and its pupils;
Exhibition of books and periodicals;
Information stand.
The next stage of the lesson is to identify the level of primary training of children in this type of activity. For this you can use:
Tests or test tasks;
Competitions and competitions;
Educational games;
Performance practical work or creative assignment.
In children's associations of an applied nature, you can ask the children to bring their crafts from home.
The result of this stage of classes will subsequently become the basis for:
Making adjustments to the educational program;
Development of individual tasks;
Uniting children into subgroups and units to perform collective work.
At the first lesson, it is necessary to begin the main educational process:
Introduce the children to the first stage or any tool or material.
A good end to the first lesson will be a tour of the additional education institution and its territory.
Second training sessiona children's association must begin with activities to form a children's team. These could be the following activities:
Discussion of the rules of interaction of all participants in the educational process;
Independent formulation or discussion of the rights and responsibilities of the life of a children's association;
Discussion of rules of conduct in institutions and children's associations of additional education;
Choosing a children's asset;
Distribution of one-time and regular orders;
Formation of an information transmission system.
The result of this lesson is:
Creating an atmosphere of goodwill and mutual assistance, a positive moral and psychological climate in the children's association;
Children's understanding of mutual responsibility;
Inclusion of each child in active communication and social activities;
Start of work on the formation of a system of children's self-government.
The next stage of classes is the actual educational process. It is necessary to start this part of the lesson by explaining to the children the rules for organizing a training session and safety precautions. Next, the teacher proceeds to explain the first educational topic.
Theoretical preparationis one of the most important components of preparing children in a certain type of creative activity: it is in the process of studying the theory of a given academic subject that students have the opportunity to receive maximum information that not only expands their general and special horizons, but also allows them, at a certain stage of training, to move from the reproductive level of work to independent activity, and then - to a productive (creative) level. Undoubtedly, the theoretical preparation of children for a teacher of additional education is much more difficult in an organization that involves the following actions (steps):
- in the content of an academic subject, it is necessary to highlight the most significant material in the educational process (since an overabundance of information is as harmful to a child’s perception as a lack):
- the selected content is then thoughtfully “dosed” for each educational lesson in a strict sequence of its study;
- it is necessary to “translate” the professional content of the subject being studied into information accessible to children of a given age, but without allowing primitivism (i.e. complete replacement of special terminology with other “child-friendly” words):
- you should select (or make yourself) the necessary didactic aids, allowing you to make the theoretical part of the lesson as meaningful, effective and efficient as possible without increasing its duration;
- regular returns to the studied theoretical material in order to activate the necessary knowledge in the students’ memory.
Methodology of theoretical training.
In order to make the theoretical training of students of a children's association of additional education as effective and efficient as possible, it is necessary: 1) to select from a sufficiently large amount of theoretical knowledge available in each area of creative activity, only what is most necessary for teaching children (try not to “overload” the educational process with unnecessary "theorizing");
2) if there is a lot of theoretical material on a particular topic, then divide it into several parts for presentation during several training sessions;
3) think through the process of explaining new material - select words that children of a given age understand, draw analogies between the concepts being studied and the children’s knowledge and life experience, build a certain logic in the presentation;
4) when explaining the theory, use more visual materials (this helps to activate additional sensory analyzers in children);
5) before moving from theory to practice, offer children 1-2 tasks to consolidate the theoretical material being studied;
6) select practical work in such a way that children use the acquired theoretical knowledge (then they will not have the idea of “independence” of theory and practice from each other);
7) “consolidate” the studied theoretical material (talk through the main content aspects together with the children) at the end of the lesson, and in the next 2-3 lessons, be sure to repeat what has been covered, and at the end of studying each topic, check what the students remember.
Practical training- the main component of the educational activities of a children's creative association, since the main principle of additional education for children is its practice-oriented orientation. But the practical training of students in a children's creative association cannot be “immense” (that is, spontaneously born in the teacher’s head during the educational process), but requires clear definition in content and organization.
Main content aspects of practicalpreparation of children:
Basic technical methods of work (after all, each type of creative activity has its own “technique” of implementation);
Familiarity with different materials (technical, genre, stylistic, etc.);
Mastering the technological process (a certain sequence of interconnected actions);
Special training and general developmental exercises;
Preparation and presentation of “products” of students’ independent (or joint with the teacher) activities (products, models, dances, performances, etc.).
Practical training methodology. In order for children to fully master the practical component of educational activities, it is necessary:
- select general developmental exercises (physical, intellectual, etc.) taking into account the characteristics of specific children, which will allow them to correct their deficiencies that hinder the development of this type of activity;
- create a set of special training tasks and exercises aimed at developing the general, special and creative abilities of each student;
- mastering the technique of this type of activity should begin with the easiest techniques with further gradual complication (the teacher’s desire to teach children “everything at once” and achieve a quick result can lead to the opposite effect: insufficiently mastered practical skills will hinder further learning);
- all skills acquired during the preparatory work must be used in productive practical activities or at least when performing training exercises and practical tasks;
- Every practical work started by children must be brought to its logical result - a concert or sports performance, exhibition, etc.;
- choose a topic and form of practical work that is most relevant in the real life of specific students;
- is in no hurry to “externally” demonstrate the results of practical work until the teacher is convinced that the achieved level of implementation is sufficient for this (“raw” performances or exhibition works are harmful to the pedagogical process).
3. METHODS AND PRINCIPLES OF TRAINING IN THE SYSTEM OF ADDITIONAL EDUCATION
Teaching methods representsa way of organizing joint activities of a teacher and students aimed at solving educational problems.
Teaching methods can be classified according to various criteria - by the source of knowledge, by the nature cognitive activity, for didactic purposes, etc. For ease of use, we will highlight the teaching methods traditionally used in the system of additional education for children and consider them in accordance with the main stages of education.
At the stage of learning new material, explanations, stories, demonstrations, illustrations, demonstrations, and less often lectures are mainly used.
At the stage of consolidating the studied material, conversation, discussions, exercises, laboratory and practical work, didactic or pedagogical games are mainly used.
At the stage of repeating what has been learned - observation, oral control (survey, work with cards, games), written control (test work), testing.
At the stage of testing the acquired knowledge - test, exam, completion test assignments, protection of creative works, exhibition, concert.
The combination of methods forms methodology . Let's look at the most common teaching methods used in the field of additional education for children.
Methodology of differentiated learning:with such an organization of the educational process, the teacher sets out new material all students are the same, and for practical activities it offers work of varying levels of complexity (depending on the age, abilities and level of training of each). Methodology of individual learning (in a study group): with this organization of the educational process, an individual creative plan is drawn up for each child (or better with his participation), which is implemented at an optimal pace for him.
Methodology of problem-based learning:with such an organization of the educational process, the teacher does not give children ready-made knowledge and skills, but sets before them a problem (best of all, a real one and maximally related to everyday life children); and all educational activities are structured as a search for a solution to this problem, during which children themselves acquire the necessary theoretical knowledge and practical skills.
Methodology of project activities:with such an organization of the educational process, the study of each topic is structured as work on a thematic project, during which the children themselves form its theoretical basis at a level accessible to them, develop the technology for its implementation, draw up the necessary documentation, and perform practical work; summing up is carried out in the form of defending the project.
Means of education– these are sources of acquiring knowledge and developing skills. The choice of teaching aids is determined by the characteristics of the educational process (goals, content, methods and conditions).
IN pedagogical science There is no clear classification of teaching aids. We will try to give an idea of the main ones using the classification of the Polish didactat by V. Okon:
Simple means: a) verbal - textbooks (and other texts), handouts (sets of exercises, assignments, diagrams, descriptions, etc.); b) visual – real objects, models, models, drawings, maps, dummies, collections, etc.;
Complex means: a) mechanical visual instruments - diascope, microscope, overhead projector, etc.; b) auditory – player, tape recorder, radio, audio recording; c) audiovisual – TV, VCR, video film; d) means of automating the learning process - computers, information systems, telecommunication networks, training classrooms, computer programs.
Principles of training – basic guiding ideas, regulatory requirements for the organization and conduct of the educational process. The principles of teaching depend on the general pedagogical concept of the activities of the children's creative association.
- principle of educational teaching– during the educational process, the teacher must give the student not only knowledge, but also form his personality.
- scientific principle– only objective ones can be included in the training content scientific facts, theories and laws, which also reflect current state science or direction of creative activity.
Communication principle learning with practice - the educational process must be structured so that children use the acquired theoretical knowledge in solving practical problems (not only in the learning process, but also in real life), and also be able to analyze and transform the surrounding reality, developing their own views.
- principle of systematicity and consistency– the content of the educational process must be built in a certain logic (order, system), in accordance with the following rules: a) the material being studied is divided into sections and topics, each of which has a specific study methodology; b) in each topic, the semantic center, basic concepts and ideas are highlighted, the sequence of presentation is thought out; c) when studying the curriculum as a whole, external and internal connections are established between facts, laws, and theories.
- accessibility principle– the content and study of educational material should not cause intellectual, moral and physical overload in children. In order to achieve this, one more rule must be observed: in the learning process we first include what is close and understandable to students (related to their real life), and then - what requires generalization and analysis, first we offer children easy learning tasks, and then difficult ones (but definitely accessible to complete under the guidance of an adult).
- principle of visibility– during the educational process, it is necessary to include all the child’s senses as much as possible, to involve them in the perception and processing of the information received (i.e., when teaching, it is not enough to just talk about something, but should be given the opportunity to observe, measure, touch, conduct experiments, use acquired knowledge and skills in practical activities).
- principle of consciousness and activity– learning results can be achieved only when children are subjects of the learning process, i.e. understand the goals and objectives of the study, have the ability to independently plan and organize their activities, are able to pose problems and look for ways to solve them.
- principle of strength– the knowledge acquired by children should become part of their consciousness, the basis of behavior and activity. This may happen if:
- during the learning process, the child showed cognitive activity;
- Specially selected exercises were carried out in the required quantity and sequence to repeat the educational material:
- in the structure of the educational material and its content, the main thing is highlighted and logical connections between the components are established;
- systematic monitoring (checking and evaluation) of learning results is carried out.
4. METHODS OF PREPARATION AND CONDUCTING VARIOUS FORMS OF TRAINING CLASSES
In the work of a children's association of additional education, various forms of educational activities can be used, which allows the teacher to make the educational process more dynamic and interesting for students. In addition, the combination of various forms of educational activities allows the teacher to use educational process real environment, and creates conditions for students to independently master society and gain solid knowledge.
The forms of training sessions, among others, can be divided into two groups:
A) lesson in the classroom:
Thematic (study or repetition of one educational topic);
Complex or integrated (studying one academic topic using 2-3 types of creative activities);
Gaming (learning educational material while playing);
Final or control tests (checking the level of preparation of children);
b) away classes:
Educational excursions;
Hiking;
Expeditions;
Practical exercises on site;
Field practices.
To fully master each educational topic, the most optimal would be a combination of different forms of classes, in which each of them introduces new elements into the theoretical and practical training of children.
The most established, traditional in the system of additional education is thematic training session, during which one educational topic is studied, reinforced or repeated.
Approximate structure of a thematic training session (in the classroom):
Stage 1 – organization;
Stage 2 – theoretical part;
Stage 3 – practical part;
Stage 4 – end of classes.
Organization of the lesson
The first 10–15 minutes of the lesson should be devoted to performing a number of organizational actions:
Collection of children;
Preparing them for the lesson;
Preparing student jobs.
The teacher should greet all children and, if possible, each of them; take an interest in their affairs at school and at home. Then you need to create a working environment in the group and set the children up for productive activities during class. The organizational part ends with the announcement of the topic and the setting of educational objectives.
Theoretical part of the lesson
The theoretical part of the lesson includes the following elements:
Presentation of historical data on the topic of the lesson;
Oral description of the object of practical work (disclosure of its historical and practical purpose, relationship with other elements of this activity);
Explanation of special terms on the topic of the lesson;
Description and demonstration of the basic technical techniques for performing practical work and their sequence (technique of implementation);
Safety regulations.
The theoretical part should not exceed 25-30 minutes, so the teacher needs to carefully consider and select the content and methods of presenting theoretical material.
To make the theoretical part of the lesson as meaningful and interesting as possible:
Use of visual and handout materials;
Use of technical teaching aids;
Involving the students of the children's association in the preparation and presentation of theoretical material (starting from the second year of study);
Using game teaching methods.
Practical part of the lesson
The teacher must divide practical work into certain stages, each of which will be performed sequentially and represents a certain completed part of the work.
The next step is the selection of specialized literature, handouts, selection and discussion of the most rational and technically correct working methods.
Then the teacher, together with the children, prepares the materials and tools necessary to perform specific practical work.
When performing group work, the teacher distributes parts of the work among students and determines how they will interact with each other.
Next, the children begin to perform practical work, and the teacher monitors their activities, provides assistance and advice, sums up the results and checks the correctness of each stage of the work.
When choosing the content of practical work, the teacher must consider:
Children's age;
Calendar period of the educational process;
Theme of the school year;
Level of preparation of children;
Latest current trends in this type of creative activity.
The following rules are very important when performing practical work:
Bringing every job started to completion;
The obligatory nature of its “external finishing” (i.e., bringing practical work to a level that allows it to be demonstrated);
Encouraging children's desire to show the results of their creative activities.
End of class(last 15-20 minutes)
A few minutes before the end of the lesson, the teacher needs to warn the children about this. Completion of the lesson includes:
Summing up the results of practical work;
Consolidation of educational material;
Explanation homework;
Organization of duty (if necessary).
Then the teacher says goodbye to the children and reminds them of the day and time of the next meeting.
Features of homework in the system of additional education for children:
The optionality of its presence and implementation;
Creative character;
For independent completion at home, only those stages (types) of work are given that do not require constant supervision from the teacher and mastery of complex technical techniques.
The presented structure is approximate, i.e. optional. Possible options for organizing training sessions:
a) a sequential change of activities, each of which includes elements of theoretical and practical training;
b) performing practical work with the inclusion of certain theoretical knowledge;
c) performing only practical work (on-site classes).
Preparing a lesson in the classroom.
Preliminaryteacher preparation for the lesson includes:
- determining the topic of the lesson;
- thinking through the general course of the lesson;
- thinking through and selecting the content of the theoretical part of the lesson;
- thinking through and choosing methods for theoretical training of children;
- selection of teaching materials on the topic of the lesson;
- performing practical work;
- drawing up a lesson plan (if necessary).
Preparation for the lesson immediately before it starts includes:
The teacher arrives for class no later than 10 minutes before it starts;
Ventilation of the classroom;
Preparation of teaching materials for the lesson;
Checking and preparing materials and tools necessary for conducting the lesson.
Preparing and conducting an on-site lesson
Preliminary preparation for the lesson includes:
1) definition of the topic and content of the lesson;
2) determining the location of the lesson;
3) the teacher’s visit to the proposed place of the lesson to develop specific practical work for children (tasks) and determine the optimal route to the place of the lesson;
4) registration of a draft order from the director of an educational institution to conduct an on-site lesson.
Preliminary preparation of children for an away lesson:
A story about the location of the lesson;
Statement of the content of educational tasks
Discussion of the form of completing tasks;
Discussion of clothing, class time, meeting place for children with the teacher and end of class.
Conducting and summarizing the results of the field lesson:
During the lesson itself, it is necessary to try to provide children with “creative freedom”, to allow them to make maximum use of the acquired knowledge and skills in mastering the world;
At the next (after the on-site) lesson, it is necessary to check the children’s assignments in any form, discuss their impressions of the trip, discuss the topic and place of the next off-site lesson;
The generalized materials of the trip can be prepared together with the children in the form of a wall newspaper, an album, a page in the chronicle magazine of the children's association, etc.
Preparation and conduct of final classes.
Final classes can be conducted:
At the end of the academic year;
At the end of the semester or academic quarter;
After studying a large educational topic or section.
Teacher preparation of children for the final lesson includes:
a) discussion with children of the significance of final classes in the holistic educational process;
b) notifying children about the date, time and form of the final lesson (at least a week before it takes place);
c) discussion with students of the form and criteria for assessing the results of the lesson;
d) telling children questions and topics that need to be repeated for the final lesson.
In addition, you can invite children to bring their work completed during the reporting period.
The teacher’s preparation for the final lesson consists of drawing up theoretical questions, thinking through and practicing practical tasks, and preparing teaching materials.
At the final lesson itself, you need to create a calm working atmosphere and set up children to effectively complete test tasks.
At the end of the lesson, you should summarize: discuss the results, give grades (in accordance with the previously discussed form and criteria).
One of the forms of results can be self-monitoring of results (in accordance with existing criteria) or mutual monitoring of students, as well as collective discussion and evaluation of the results of control tasks.
Planning a lesson is an important part of the educational process in UPEC. The plan is a document that reflects the topic, concept, content and results of a specific training session. Planning for each training session is advisable, especially for young professionals. When conducting an open lesson, the teacher must draw up and present a plan to the commission (jury, colleagues).
General structure of a lesson plan
- Introductory part:
Name of the children's association;
Date, place, time of the lesson;
Number and year of study of the study group (student);
Last name, first name, patronymic (in full) of the teacher;
Topic of the lesson.
2. Concept of the lesson, including goals and objectives.
3. Progress of the lesson:
Brief content and time of the theoretical part of the lesson;
Task (content), stages of implementation and time of the practical part of the lesson;
Summing up the lesson - techniques for working with children and time.
4. Teaching aids – visuals and handouts, tools and materials for practical work, literature.
5. predicted results of the lesson.
Requirements for the lesson concept:
The plan must formulate 3 goals in terms of training, education, and development.
Objectives must correspond to the goals and reflect the content of three interrelated processes carried out during the lesson: training, education and development.
Requirements for the predicted results of the lesson: they must reflect not only the “material” results of working with children, but also the degree to which the set goals of the lesson have been achieved. (Appendix 2)
5. METHODOLOGY FOR CONSTRUCTION OF TASKS FOR TRAINING LESSONS IN THE SYSTEM TO
Additional education teachers design the objectives of the educational session taking into account the general requirements, age characteristics of children, and the conceptual foundations of the activities of the UDL.
The ability to formulate goals and objectives is within the scope of a teacher’s professional competence and is one of the indicators of his professional skills. The triune didactic goal is a pre-planned final result of the training, development and education of the student in the lesson. The goal must be diagnostic, that is, set so precisely and definitely that one can unambiguously draw a conclusion about its implementation. The triune didactic goal reflects the main content of the educational lesson, highlighting cognitive, educational, and developmental aspects. Accordingly, three types of problems are solved in the lesson:
- Educational.
Aimed at students mastering the system of educational knowledge and developing subject skills.
- Educational.
Aimed at the development, assimilation and appropriation of general cultural values, the formation positive qualities personality.
- Developmental.
Aimed at developing the child’s cognitive interest, abilities and inclinations.
General requirements for setting lesson objectives:
- tasks are set based on the goals and purpose of the entire educational process;
- there can be as many tasks as necessary to implement the plan;
- tasks must correspond to the content, forms, and methods of the intended educational activity;
- tasks must be defined specifically and clearly so that it is possible to verify their implementation;
- the formulation of tasks should be as brief as possible, but complete (expanded in time and space);
- It is better to put tasks in a certain sequence (classify them);
- the problem statement should include keyword, a verb that defines the main actions of the teacher and students (provide, work out, master, organize).
An important principle of setting goals is to take into account the age-related characteristics of the development of students.
Periodization age development according to D. B. Elkonin
(with additions according to E. Erickson)
Leading activity | Junior schoolchildren Teenagers High school students (6-10 years old) (11-13 years old) (14-17 years old) | ||
Teaching A new level of self-awareness, arbitrariness of mental processes, the presence of an internal plan of action. Competence. Skill. | Communication in all areas Educational and professional activities with peers Nost | ||
Positive mental neoplasms Negative neoplasms of age | A sense of adulthood, a new level of self-consciousness, the need to communicate with peers, mastery of basic sciences, the formation of an individual style of mental activity. Loyalty | A new level of self-awareness, the formation of a worldview, professional self-determination. Love |
|
Inertia | Shyness. Negativism | Exclusivity (the tendency to exclude someone, including oneself, from the circle of intimate relationships) |
|
Development direction | Intellectual-cognitive sphere | Motivational-need and intellectual-cognitive spheres | Motivational-need and intellectual-cognitive spheres |
Radius of significant relationships | Neighbors, school | Peer groups | Friends, rivals, sexual partners |
Examples of designing lesson objectives taking into account the age of children
Training tasks
Examples of teaching actions of a teacher: introduce, teach, teach, study, repeat, consolidate, give the basics; teach to compare, analyze, express, apply, create, systematize, freely operate with concepts, and so on.
Educational tasks
Younger age.
Bring up:
Love for the small homeland:to your home, school, family, yard, neighborhood, city.
Friendly attitude towards others:
compliance with the rules of etiquette; goodwill;
Friendliness; willingness to cooperate; politeness.
Ability to care: kindness; sincerity; sensitivity; sociability; desire to help; responsiveness.
Shape:
Positive self-esteem
Need for self-organization:
Accuracy; thrift; hard work;
Restraint; basics of self-control; modesty;
Independence; the ability to finish a job;
Persistence; endurance.
The ability to see beauty; hygienic knowledge and skills;
Optimism; friendly attitude towards work; work culture
Adolescence.
Bring up:
Civil personality qualities:interest in social life;desire to help;
Patriotism; active life position; criticality; optimism;
Social activity; call of Duty;enterprise.
Shape:
Positive "I" concept:the ability to argue your position;
Positive self-esteem; self-criticism; optimism;
Self confidence;leadership skills;the ability to empathize.
Need for self-regulation:responsibility; self-control;prudence;
Tact; tolerance; independence;
Ability to adapt to new conditions.
Need in healthy way life:diversity of interests;
Awareness of your interests, abilities, social
values associated with the choice of profession and place
in society.
High school students.
Shape:
Positive motivation for a culture of life:
Respectful attitude towards people;social activity;
Interest in the culture and history of Russia;
The desire to benefit society;
Understanding the personal and social significance of work;
Awareness of personal and public importance education;
The need for self-knowledge; the ability to set goals and implement them;
Awareness of the significance of the result.
The need for communication in the context of culture:
Ability to compromise;
Tact; tolerance; tolerance;
Ability to prove your point of view;
Ability to resolve conflict situations;
Knowledge of family ethics;
Ability to organize cultural leisure.
Contribute:
Personal and professional self-determination:
Formation of the need to achieve the goal
(personal and socially significant);
Self-education;
Formation of the ability to correlate one’s individual
Features with the requirements of a specific profession;
Formation of professionally important personality qualities;
Assessment and correction of students’ professional plans.
Developmental tasks
Junior school age.
develop mental processes: attention, memory, speech, perception, thinking, imagination, cognitive interest;
develop the emotional sphere;
develop creative abilities - form reflective skills (the ability to intelligently and objectively look at oneself from the outside, analyze one’s judgments and actions: why did he do this?);
develop curiosity, a sense of satisfaction with success and dissatisfaction with failure;
develop flexibility, logical thinking, evidence of judgment;
develop aesthetic feelings.
Adolescence.
develop self-awareness;
develop interest in cognitive activity;
develop the skills of self-expression and self-affirmation;
develop creative abilities;
form ways of social interaction;
develop communication skills, the ability to live in a team.
High school students.
develop cognitive and professional interests;
develop the ability to make life plans and develop moral ideals;
to form a reflexive type of thinking (the ability
conduct an adequate self-analysis of your skills, qualities,
actions);
develop self-awareness;
develop creative abilities.
Setting a triune goal for a lesson is an ideal anticipation of its final results. Using these methodological recommendations and correlating them with the content of the educational program, additional education teachers will be able to competently construct the objectives of the educational lesson and combine them into a triune didactic goal.
6. ANALYSIS OF LEARNING ACTIVITY IN ADDITIONAL EDUCATION
A competent analysis of the lesson is a condition for improving the educational activities of the children's association of additional education and professional activity teacher
The analysis of the training session should be based on the following principles:
Scientific;
Unity of requirements;
Availability and optimality;
Reversibility;
Objectivity and goodwill;
Expediency.
The following can be distinguishedaspects on which the success of conducting a lesson in a children’s association and assessing the professionalism of the teacher depend:
1.organization of the lesson;
2.didactic activity of the teacher;
3. educational activities of the teacher;
4.professional - personal characteristics of the teacher;
5.characteristics of the study group (different facets of children’s manifestation in activities
The quality of the lesson organization is collectively determined by:
The state of documentation of the children's association;
Compliance of the topic of the lesson with the educational program and the work plan of the children's association for the academic year;
Compliance of the organization of classes with sanitary and hygienic requirements;
Taking into account the level of performance of children;
Compliance with occupational safety and health regulations;
Rational use of time in class;
Optimal equipment and facilities for the classroom and training session;
Organization of student documentation.
The quality of a teacher’s didactic activity is determined by:
Reliance on the basic principles of didactics;
The optimality of the teaching methods used, their compliance with the logic of the lesson, the age and development of the children;
The effectiveness of teacher control over students’ learning activities;
Objectivity of assessments of their activities;
Degree of technical equipment of the lesson;
Level of methodological support for the lesson;
Optimal use of technical means and teaching materials;
Skillful use of changing activities;
Providing feedback;
Achieving the set didactic goal of the lesson.
The quality of the teacher’s educational activitiesduring the lesson they determine:
The educational orientation of the content of the lesson, the presence of an ideological component in it;
Reliance on the basic principles of education;
Solving problems of moral education;
The effectiveness of developing diligence and work skills in children;
The teacher’s use of educational opportunities in the vocational guidance and economic education of children;
Formation of intellectual culture, need for knowledge, and cognitive activity in children;
Implementation of the tasks of physical and hygienic education of students;
Ensuring that classes are connected with the life of the country and the students themselves;
The degree of aesthetic impact of the content of the lesson organization on students.
Professional and personal characteristics(“portrait”) of a teacher are:
Knowledge of the academic subject, fluency in educational material;
His speech;
Pedagogical culture and tact;
Appearance of the teacher during the lesson;
The position of the teacher in relation to students;
Pedagogical leadership style;
The degree of influence of the teacher’s personality on students.
Characteristics of the group(different facets of children’s manifestation in activities) are:
The degree of their activity and performance in class;
Interest in the topic and content of the lesson;
Development of independent work skills in children;
Students’ fulfillment of the assigned educational objectives of the lesson;
Communicative activity of children;
Intellectual development of students;
Development of skills in working with equipment and tools, teaching aids;
Organization and discipline of students in class;
The style of children’s relationship to the teacher and to each other;
Children's appearance.
Self-analysis of the lesson (approximate)
I. Objectives of the lesson;
What specific tasks were set:
What part of the general pedagogical problem were the tasks solved?
did the tasks change during the lesson and why (no psychological mood).
P. Pedagogical means and methods:
- Were the characteristics of this group and individual children taken into account, their level of mental and mental development, emotional state, readiness for class, and how this was taken into account (the individual characteristics of each child were taken into account);
- What was it like? What is the teacher’s emotional attitude towards working with this group?
- Characteristics of your level of preparation for this lesson.
- What forms, methods and techniques were used in the lesson, how time was distributed in the lesson. Did this affect performance?
5. Were there any unexpected situations and how were they resolved?
Sh. General self-esteem:
- How did the children work in general?
- What problems are found in individual children.
- What We managed to do what was planned and what we didn’t. Did you enjoy working with children?
Was the reason for the failure in the wrong choice of methods and means: - psychological difficulties and how they were overcome; activity prospects (how you will take into account the results of this activity in the future).
In your work, you can focus on a particular methodological analysis of the training session (Appendix 3)
7. MONITORING THE KNOWLEDGE OF STUDENTS OF THE CREATIVE ASSOCIATION
According to the Law of the Russian Federation “On Education”, educational institutions are obliged to ensure the optimal functioning of the educational process and the high-quality achievement of educational results that meet the educational standard. Quality management is addressed primarily through the use of quality monitoring.
Monitoring - this is a constant organized observation of any process in order to compare the current state (more precisely, constantly changing states) with the expected results, constant monitoring of the progress of any processes according to clearly defined indicators.
The entire system of monitoring the quality of education is possible only as a constant process that takes place cyclically and systematically, i.e. the conditions for pedagogical monitoring are: consistency, duration; comparability of results; objectivity of results; comfort of all monitoring objects.
Pedagogical monitoring plays an important role in the effectiveness of management and creates the necessary Information Support educational process. This is a new, modern means of monitoring for diagnostic purposes, which allows you to take a different look at the entire educational process. All participants directly involved in the real educational process, in addition to ideas about quality, have certain opinions about what needs to be changed not only in their work, but also in other participants.
Standards, as unified norms or standards (key competencies), must be subject to the educational process in all institutions of the education system. According to L.G. Loginova, an educational program as a pedagogical technology can become a standard in additional education for children. At the same time, it is emphasized that it is not the content of the educational process that is standardized, but multi-level, multi-directional, and variable organization of its organization is defined as a general requirement. The result of the implementation of such a program is a positive result of the purposeful activity of the teacher or the joint activity of the teacher with children, expressed in a change in the state of the individual, his properties, attitudes or the microenvironment of their co-creation, respectively, the possession of certain competencies. It should be noted that competencies set the highest, generalized level of a student’s skills and abilities, therefore the content of additional education can be determined by a four-component model (knowledge, skills, experience of creative activity and experience of value attitudes).
Behind Lately Some experience has been accumulated in assessing the effectiveness of the educational process in institutions of additional education for children. Monitoring the quality of educational activities of UPEC is a mechanism for tracking the effectiveness of these activities. If the educational activity of UPEC is the implementation of the process of teaching, upbringing and development of the child’s personality through the creation of favorable conditions, then monitoring of this activity should be aimed at studying the child’s personality and the conditions for its development created in the educational institution.
The purpose of this monitoring is to find out to what extent the educational process organized in an institution of additional education for children contributes to positive changes in the child’s personality and the formation of key competencies; discover and solve the most pressing problems of its organization in order to analyze, generalize and disseminate the positive experience of teachers.
In monitoring tracking and forecasting, there is no need to strive to collect the maximum possible amount of information, so the assessment is carried out on the basis of a certain limited set of indicators, which together give the overall picture.
Methods used in monitoring personal achievements: pedagogical observations, analysis and study of pedagogical documentation, analysis and study of results productive activity, sociological questionnaires, questionnaires, psychological tests and techniques, methods of mathematical statistics.
In the process of monitoring an additional education institution, the following questions are clarified: whether the goal of the educational process is being achieved, whether there is a positive trend in the development of the student in comparison with the results of previous diagnostic studies, and others.
Diagnostic material for monitoring the quality of the teaching and educational process in a creative association is compiled by a teacher of additional education and approved by the methodological council of UDOD. Based on the results of monitoring, a monitoring card for each educational group of the creative association is filled out (Appendix 4).
Forms for recording personal achievements of students in UDOD
The results of monitoring the quality of education determine the development of a form for recording children’s personal achievements. Currently, the following forms of recording exist: a profile card of personal achievements; "Notebook of success"; “Portfolio of student achievements”, “Case study”, etc. These forms belong to the category of “authentic” (that is, true, closest to real assessment) individualized assessments, focused not only on the assessment process, but also on self-assessment. The main meaning is “show everything you are capable of.”
As a rule, they record: the level of mastery of the educational program by type of activity in which the child is engaged; developmental features cognitive processes included in the structure of special abilities; some personal characteristics (motivation, value orientations, self-esteem); results of participation in festivals, shows, competitions, olympiads, etc.
For example, the “success notebook” reflects the student’s successes, the useful things he has done for himself, his family, friends and people around him. The use of this notebook allows you to improve the quality and effectiveness of the work of additional education teachers (Fig. 1).
Rice. 1. A success notebook as a form of recording children’s achievements
Currently innovative form, and some researchers call it pedagogical technology, recording and assessing student achievements in UPEC is a portfolio that significantly complements modern control and assessment tools. An important goal of a portfolio is to present a report on the child’s educational process, to see the “picture” of significant educational results as a whole, to ensure tracking of his individual progress in the educational context, to demonstrate his ability to practically apply acquired knowledge and skills, that is, mastery of key competencies.
A portfolio is not only a modern, effective form of assessment, but also helps solve important pedagogical problems: maintaining high educational motivation of students; encourage their activity and independence, expand opportunities for learning and self-education; develop the skills of reflective and evaluative (self-evaluation) activities of students; develop the ability to learn – set goals, plan and organize your own learning activities.
8. MOTIVATION OF LEARNING CREATIVE ASSOCIATIONS: METHODS AND TECHNIQUES
Of greatest interest to teachers of additional education are personality-oriented technologies of training and education. The focus of these technologies is on a unique individual who strives to realize his capabilities and is capable of making responsible choices in a variety of life situations.
The teacher’s task is not to “give” material, but to awaken interest, reveal the capabilities of everyone, organize joint cognitive, creative activity of each member of the team, joint analysis of the progress and result of such activity.
Motivation (from Latin movere - set in motion, push):
- encouragement to action;
- a dynamic physiological process that controls human behavior, determining its direction, organization, activity, stability;
- a person’s ability to satisfy his material needs through work.
Motivation can be external – not related to content certain activities, but conditioned by circumstances external to the subject, and internal - connected not with external circumstances, but with the very content of the activity.
Motivation methods
Emotional methods of motivation:(They affect a person’s feelings, influence such feelings and emotions as adrenaline, pleasure, fear, curiosity, trust and others. They allow you to motivate a person to activity, through the unconscious.)
- encouragement;
- censure;
- educational and cognitive game;
- creating vivid visual and figurative representations;
- creating a situation of success;
- incentive assessment;
- free choice of task;
- satisfaction of the desire to be a significant person.
Cognitive methods of motivation:(A person’s focus on unselfishly learning new things and satisfaction from the process of mental effort itself)
- reliance on life experience;
- cognitive interest;
- creating a problematic situation;
- encouragement to search for alternative solutions;
- performing creative tasks;
- "brain attack".
Volitional methods of motivation:(The method is not the simplest, since not all children have sufficiently developed willpower, but it allows you to develop perseverance, the ability to overcome difficulties, and the ability to control yourself.)
- presentation of educational requirements;
- informing about mandatory learning outcomes;
- formation of a responsible attitude towards learning;
- cognitive difficulties;
- self-assessment of activity and correction;
- reflection;
- activity forecasting.
Social methods of motivation:(Every person develops in society, and letting the child understand how important he and his work are is the main task of this method)
- developing a desire to be useful;
- motivation to become an individual;
- creating a situation of mutual assistance;
- searching for contacts and cooperation;
- interest in results;
- peer review;
- peer review.
Techniques for developing motivation in the classroom
- Draw a line on which you indicate the stages of studying the topic and forms of control. Talk through the most important periods that require one hundred percent dedication from the guys. This technique will allow children to see what exactly can be the final product of studying a topic, what they need to know and be able to successfully master each subsequent topic. This exercise is especially useful for children who learn more easily educational material From general to specific.
2. One of the options reflections on the subject:
- One of the components of motivation isability to set a goal, determine the zone of proximal development, understand why studying this topic is necessary. Children can be taught to set goals using some methods:
Mind Maps (mind maps, mind maps)is a convenient technique for representing the thinking process or structuring information in a visual form. Goals creating maps can be very different: clarifying a question for yourself, collecting information, making a decision, memorizing complex material, transferring knowledge to students or colleagues, and many others. However, in order to gain a good understanding of how mind maps are created and used, it is best to start by using them to visually represent the thinking process.
It's very easy to draw them:
- Take a sheet of paper and in the center, with a picture or one or two words, indicate the main action (for example, the topic of the lesson, the name of the event)
- Circle this concept - everything will grow from it.
- Draw the branches - the main related actions, problems, etc. Label them with one or two words each;
- Further more. Each branch is divided into several thinner branches - the development of these actions, the detailing of steps, directions of work.
- The sheet is gradually filled in, and you can see a sequence of very simple and, most importantly, feasible steps.
- Completed tasks can be outlined in different colors. Then your card “lives”, you can track the progress of all stages of preparation
Planning arrow
- After you and the guys have determined Name classes, its topic, you can move on to defining the vision.
- Being at the next stage, it is important to determine what you want, more precisely, what you want to see as the result of the activity you are just starting - that is,articulate a vision. It is necessary to describe in all details what the outcome will be. The most appropriate formulation is a description of the situation after the end of the lesson.
- Setting goals upcoming work. At this stage it is important to determine its general directions. Goals should not be very specific, their task is to describe
“end points” of the lesson.
- Specification of the set goals. Field " tasks ” and is intended to specifically identify the actions necessary to achieve the goals.
- Defining Resources , that is, what we already have at our disposal. This is extremely important so as not to do too much later. Resources can be time, information, and material resources.
- Some aspects simply must be provided. Let's write them down in the fields "critical success factors"so that you can always keep them in sight. These are the things without which the activity will not work. When you return to your tasks, consider everything mentioned in these fields.
- There is also a field nearby " obstacles " Write down in it what may become an obstacle to the implementation of your plans.
- Now, if necessary, add to the tasks and finally, taking into account the resources, success factors, obstacles and all the other information we have, move to the last field " tasks " Planning is the most important thing. It takes each task item in turn and discusses all the necessary steps to complete them. Here, a time and a person responsible for it are assigned to complete each step.
- The arrow is full! Now look back and look at the full picture.
What happens? You generally see what needs to be learned and what to do to achieve your goal. It's all clear and easy to implement.
BIBLIOGRAPHY
1. Avdeeva, E.V., Meteleva, E.G., Novoselova N.B. Design of educational tasks [Text] / E.V. Avdeeva, E.G. Meteleva, N.B. Novoselova // Additional education. – 2006. - No. 3. – P. 28 – 31.
2. Gendina, N. I. Normative and methodological support of the educational process at a university: standards of a higher educational institution [Text] / N. I. Gendina, N. I. Kolkova. - Kemerovo, 1998. - 170 p.
3. Ilyasov, I. I. Design of a training course in academic discipline[Text] / I. I. Ilyasov, N. A. Galatenko. - M., 1994. - 113 p.
4. Clarin, N.V. Innovations in teaching [Text] / N.V. Clarin. - M., 1997. - 67 p.
5. Brief dictionary modern concepts and terms [Text] / Comp. IN AND. Lopatko - M., 1995. - P. 342.
6. Mayorov, A. N. School achievement tests: design; implementation, use [Text] / A. N. Mayorov. - St. Petersburg, 1996. - 46 p.
7. Orlov, O. S. How to create an educational program [Text] / O. S. Orlov. - M., 1997. - 39 p.
8. Skok, G. B. How to design the educational process according to the course: textbook. manual for teachers [Text] / G. B. Skok, N. I. Lygina, N. I. Kolesnikova, E. V. Nizovskikh. - Novosibirsk: NSTU Publishing House, 1999. - 83 p.
9. Tseng, N.V., Pakhomov, Yu.V. Psychotraining: games and exercises. [Text] / N.V. Zeng, Yu.W. Pakhomov: - M., Physical education and sport, 1988 – 267 p.
10. http://www.menobr.ru/
12. http://ru.wikipedia.org/wiki/Motivation
Annex 1
Additional education teacher documentation
(teacher's folder)
Last name First name Middle name of teacher
year of birth, education, position, focus, department, creative association.
- Job description of a teacher of additional education
- Additional educational program
- Timetable of classes
- Lists of students by groups and years of study
- Results report educational work in a year
- Journal of study groups
- List of methodological developments
- Safety Instructions
- Self-education plan and report for the year
- Attestation sheet
- Certificates of completion of courses, diplomas, articles from magazines and newspapers
Appendix 2
Sample outline of an open lesson
in the DO system
Additional education teacher__________________________________________
Creative association_________________________________________________
Study group____________________, year of study________________________
Subject:
Target:_
Tasks:
I. Educational
II. Developmental
III. Educational
Lesson equipment:
I. Didactic material for the teacher:
II. Didactic material for students:
III. Material and technical equipment of the lesson:
p(teacher) d(children) | Progress of the lesson (words, actions of the teacher and students) | Time |
P: D: | Stage I. Organizing time | 2 minutes. |
P: D: | Stage II. Introduction to the topic of the lesson | 3 min. |
P: D: | Stage III. Explanation of the topic of the lesson | 8 min. |
P: D: | Stage IV. Practical work | 15 minutes. |
P; D: | V stage. Phys. just a minute | 3 min. |
P: D: | Stage VI. Practical work | 10 min. |
P: D: | VII stage. Summarizing | 2 minutes. |
P: D: | VIII stage. Organizational end | 2 minutes. |
Total: | 45 min. |
Date of____________________________
Additional education teacher:
Full name___________________________________________ Signature
Appendix 3
Scheme of private methodological analysis of classes in the system of additional education for children
No. | Analysis Options | Grade levels | ||
high | average | short |
||
Brief description of the children's team: abilities and capabilities | ||||
Compliance of program content with the age of children, their needs, interests and capabilities | ||||
Stages of the lesson, their clear expression and relationship | ||||
compliance of the methods used with the purpose of the lesson, their effectiveness | ||||
The presence of techniques that ensure the child’s intellectual and cognitive activity | ||||
Educational, educational and developmental significance of the lesson | ||||
Quality of work, its focus on a specific practical result | ||||
The saturation of the educational process with techniques for managing concentration of attention | ||||
Techniques for enhancing children’s independence and stimulating their creative thinking | ||||
Accessibility, logic, emotional expressiveness of the teacher’s speech | ||||
Mastery of techniques for introducing new things based on children’s existing cognitive experience | ||||
Children’s organization in the learning process, their cooperation | ||||
Methods of individualization and differentiation | ||||
Aesthetic richness of the lesson (way of presenting information, appearance children, their relationships, office, etc.) | ||||
Variety, quality, variability in the use of visual aids | ||||
Compliance of the educational process with hygienic requirements | ||||
General assessment of the results and effectiveness of the lesson |
Appendix 4
Monitoring
students' knowledge level
According to the additional educational program_________________________________
Preschool teacher ______________________________________________________________
Creative association_____________________________________________________
Study group_____________________________________________________________
Year of study ______________________________________________________________
p/p | Full name of students | result on start of school of the year | result on ½ lesson of the year | result on end of school of the year |
Ivanov Ivan Ivanovich | ||||
Total: Δ……% Total: Δ……% Total: Δ……%
……% ……% ……%
Ο……% Ο……% Ο……%
Total: Δ……low level
……average level
Ο……high level
Appendix 5
Games and exercises to develop communication skills
Students
1.Creating conditions for uniting the children's team.
"Guess"!
Children need:
Guess by touch which of your comrades approached you.
Guess a person by their handshake.
"Clothes Tell"
We select children's things and invite the children to answer the question: how, looking at a thing, can we characterize its owner.
"Help a Friend"
All the children in the group play. They found themselves in a swamp. Each person has three boards (three sheets of paper). You can only get out of the swamp in pairs and only along planks.
One of the players broke two boards and sank to the bottom. To prevent him from drowning, he needs to be helped - this can be done by his partner (his “couple”).
Every child should play the role of a victim and a rescuer.
Both the willingness to help and the proposed rescue options are assessed.
"Mirror"
One participant becomes the driver. Everyone should imagine that he came to a store where there are many mirrors. He stands in the center, and other children, “mirrors,” stand in a semicircle around him. The person entering will show different movements, and the “mirrors” should immediately repeat these movements.
2.Development of auditory perception
"Deaf Phone"
Using a counting rhyme, a telephone operator is selected. He thinks up a word and passes it on to the first player (in his ear, in a whisper), who then passes it along the chain to the next one, etc. When the word reaches the last player, the telephone operator asks him which word he “received through the connection.” If the word is named incorrectly, the telephone operator checks each player and determines where the connection broke down.
"Chain of Words"
The driver is selected. He comes up with and names three to five words, then points to any player who must repeat the words in the same sequence. If the child copes with the task, he becomes a driver.
3.Development of the ability to actively listen, determine the emotional state of other people, and express one’s feelings
"Tales from the Inside Out"
Puppet or tabletop theater based on a famous fairy tale.
The teacher invites the children to come up with a version of a fairy tale where the characters' characters are changed (for example, the bun is evil and the fox is kind), and show with the help of the capital theater what can happen in such a fairy tale.
"The ABC of Moods"
The teacher prepares six cards that convey different moods of several characters (cat, parrot, mouse, man, woman, etc.): joy, grief, fear (fear), anger (aggression), complacency (pride), lack liberty.
Children are asked to complete tasks such as “Determine the mood” (using cards); “Choose a hero” (with a certain mood), tell what happened to him, and explain the reason for his emotional state.
"Pantomime Sketches"
Children are asked to walk the way a little girl, a boy in a good mood, an old man, a child just learning to walk, a tired person, and others walk.
4. Formation of the ability to hear, understand and obey the rules
"Changers"
The game is played in a circle. Participants choose a driver. He gets up and takes his chair out of the circle - there are one fewer chairs than there are players.
The teacher says: “Those who have... (blond hair, red socks, blue shorts, braids, etc.) change places.” After this, those who have the named sign must quickly get up and change places: the driver at this time tries to take the vacated place. The player left without a chair becomes the leader.
5.Developing the ability to ask open and closed questions
"Mail"
A dialogue begins between the participants in the game and the driver.
Driver. Ding, ding, ding!
Children. Who's there?
Driver. Postman.
Children. Where?
Driver. From Ryazan.
Children. What are they doing there?
Driver. They dance (sing, laugh, swim, fly), etc. (children depict actions called the driver).
"Guess what it is?"
There is a box on the table containing some object. They call one child, he looks into it. The rest of the children ask him questions about color, shape, quality, properties, etc. this item until they guess what is in the box.
Rule: the presenter must answer only “Yes” or “No” to all questions.
6.Developing the ability to work according to instructions
"Beat the transformation"
The leader passes objects around the circle (ball, pyramid, cube, etc.), calling them by conventional names. Children act with them as if they were objects named by adults. For example, a ball is passed around in a circle. The presenter calls it “apple” - the children “eat” it, “wash” it, “sniff” it, etc.
"Find the object"
The teacher hides a conventional object (toy), and then, using commands like “Step right, two steps forward, three left,” leads the player to the goal, helping him with the words “warm,” “hot,” “cold.” When children learn to navigate in space according to verbal instructions from an adult, they can use a plan diagram.
7. Formation of skills to jointly plan actions, discuss them, and negotiate with each other
"Unexpected Pictures"
Materials: Every child needs paper and wax crayons.
Children sit in one common circle. Everyone takes a sheet of paper and begins to draw a picture (2-3 minutes.)
At the teacher’s command, they stop drawing and pass the started drawing to their neighbor on the left, who continues to draw the picture he started.
Give the children the opportunity to draw for another 2-3 minutes and ask them to pass their drawing to the person on their left again.
You can spice up the game with music. As soon as the music stops, the children begin to exchange drawings. At the end of the exercise, each child receives the picture that he began to draw.
8. We develop the ability to paraphrase what was said (while maintaining the main meaning)
"Say it differently"
An adult says: “One boy had Bad mood. What words can you use to describe him? What boy? (Sad, sad.) Yes, sad, sad - these are words close in meaning, words-friends. Therefore, we can say about this boy: One boy was very sad.”
Further similar tasks are given: The girl is in a hurry to go to school. (What is she like?) Mom looked at her, washed up in court. (What can you say about her?) Through the window you can see that it is raining heavily. (How can I say this differently?).”
9. We develop the ability to highlight the main idea of a statement and summarize
"Pick up a proverb"
An adult names several proverbs and asks them to choose one of them that matches the plot picture (selected in advance).
Examples of proverbs. Fear has big eyes. A wolf is a stump for a cowardly bunny. One bee does not carry much honey. As it comes back, so will it respond.
"Mirror of Movements"
One child is a “mirror”; all the rest close their eyes for a short time or turn away. The teacher silently shows the “mirror” some exercise or series of actions. Children open their eyes, and the “mirror” tells in detail what actions should be performed (reflected). If more than half of the children fail to perform the correct actions, a new “mirror” is chosen.
Appendix 6
Games and exercises to improve the health of students (physical education)
Exercises for body muscles
Exercise 1.
"We read"
“We read and were tired. Everyone stood up in unison and quietly. They clapped their hands, one-two-three. They stamped their feet once, twice, three times. And they stomped and clapped more friendly. We sat down, stood up, stood up, sat down and didn’t hurt each other, we’ll rest a little and start reading again.”
Guidelines. Exercise improves lung ventilation. Keep your head straight, shoulders back, back straight, don’t hold your breath. Promotes deep breathing. While clapping, look at your hands. When performing footsteps, watch your posture.
Exercise 2.
- I.p. – stand with your legs apart, hands to your shoulders. 1 – elbows to the sides, 2 – i.p., 3-4 – the same, 5 – squat, 6 – i.p. 1-2 times, average pace.
- I.p - standing on the right, the left is bent at the knee, hands on the waist. 1-2 – light springy jumps on the right, 3-4 – the same on the left with a change in the position of the legs. 8-10 jumps, average pace.
- I.p. – stand with your feet together, hands behind your head. 1 – left forward on the heel, 2 – left back on the toe, 3-4 – in the i.p. 2 floods; 5-8 – the same with the right. 4 times, average pace.
Guidelines. Performed in a light dance rhythm. During the exercise, watch your posture and squat smoothly. Exercise 2 helps develop a sense of balance. Jumps are performed softly, landing on your toes, without tilting your torso forward. Exercise 3 – imitation of folk dance.
Exercise 3.
- I.p. – sitting at a desk, hands down. 1 – hands to shoulders, 2 – arms up, stretch, look at hands – exhale; 3 – hands to shoulders; 4 – IP, relax – exhale. 2-3 times, slow pace.
- I.p. – stand with your legs apart, 1 – arms up, left back on your toes, 2 – i.p.; 3-4 - the same, but right back. 2-4 times, slow pace.
- I.p. – stand with legs apart, arms forward. 1 – turn left, left hand to the side and back, look at the fingers; 2 – i.p.; 3-4 – the same with a right turn. 2-4 times, average pace.
Methodical instructions.The exercise promotes deep breathing and the formation of correct posture.
Gymnastics complex for the eye muscles (ophthalmogymnastics)
- 1st exercise – blink quickly, close your eyes and sit quietly, slowly counting to 5. Repeat 4-5 times.
- 2nd exercise – Close your eyes tightly /counting to 3/, open them and look into the distance /counting to 5/. Repeat 4-5 times.
- 3rd exercise – extend your right arm forward. Follow with your eyes, without turning your head, the slow movements of the index finger of your outstretched hand to the left and right, up and down. Repeat 4-5 times.
- 4th exercise – look at the index finger of an outstretched hand for the count of 1-4, then move your gaze into the distance for the count of 1-6. Repeat 4-5 times.
- 5th exercise - at an average pace, make 3-4 circular movements with your eyes to the right side, the same amount to the left side. Having relaxed your eye muscles, look into the distance while counting 1-5. Repeat 1-2 times.
Exercises to relieve fatigue from small muscles of the hand
- I.p. – sitting, arms raised up, 1 – clench your hands into a fist, 2 – unclench your hands. Repeat 6-8 times, then lower your relaxed arms down and shake your hands. The pace is average.
- Rotational movements of the hands inwards and outwards (10 times each).
- Circular movements with your thumbs in both directions (10 times).
- Place your fingers in a “lock” and squeeze and unclench them tightly (20 times).
- Press the fingers and palms of both hands tightly together. Elbows at shoulder level. Without unclenching your fingers, you need to move your palms away so that your wrists and elbows move apart, and return the hand to its original position (10 times).
- Raise your hands up and lower them freely (20 times).
Playing with “bumps” (to stretch and relax the arm muscles).
The adult suggests imagining that the children are bear cubs. “Now I will throw cones to you, and you will catch them.” Children catch cones. “Now squeeze them forcefully in your paws.” The cones are broken into small pieces. The cubs throw their paws to the sides and drop them along the body - the paws rest. You can repeat the game several times.
Playing with “sand” (to stretch and relax the arm muscles).
Pick up imaginary sand in your hands (as you inhale). Clenching your fingers tightly into a fist, hold the sand in your hands (hold your breath). Sprinkle sand on your knees, gradually opening your fingers (as you exhale). Shake sand from your hands, relaxing your hands and fingers. Let your arms fall powerlessly along your body: too lazy to move your heavy arms. Repeat the game several times.
Appendix 7
Seven “I”s of an additional education teacher
I'am a teacher | I am a teacher | I am a methodologist | I am the organizer |
Planning, conducting, analyzing training sessions This requires knowledge of the didactics of additional education (goals, objectives of training, principles of teaching, methods, forms, teaching aids, teaching techniques, modern technologies training, types and types of classes, structure of classes, organization of activities of a group of heterogeneous composition of children, etc.) |
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I am a pupil | I'm a scientist, researcher | I am a member of the team |
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| Activities to solve common team problems:
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1
The article examines the essence, functions and features of the organization of children's creative associations in our country. The authors determine effective forms, means and methods of spiritual and moral education of adolescents in children's creative associations; historical aspects of the development of extracurricular activities of children and adolescents are analyzed; internal and external conditions for the spiritual and moral education of schoolchildren are identified through musical and theatrical activities in the field of additional education and extracurricular activities educational institution. Involving teenagers in various shapes socio-cultural activities: charity concert programs, creative festivals, interest clubs and cultural and educational events, the impact of the artistic and creative environment and means of musical and theatrical activities contribute to the formation of spiritual and moral values among participants in children's creative associations in an educational institution.
spiritual and moral education
children's creative association
means of musical and theatrical activities
forms of socio-cultural activities
leisure sphere
artistic and creative environment
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Modernization in the education system, adherence to new educational standards, the new edition of the Federal Law “On Education in the Russian Federation” persistently require close attention of teaching staff to the issues of spiritual and moral education of the younger generation in institutions of general and additional education. Special meaning in the spiritual and moral education of adolescents is the activity of children's creative associations that create conditions for the formation social experience in the process of creative activity and interpersonal communication, to realize the cultural and leisure needs, interests and capabilities of the child, to develop skills of moral behavior.
The purpose of this work is to identify the specifics of organizing children's creative associations for the spiritual and moral education of adolescents in the socio-cultural conditions of educational organizations. The study presents an analysis of philosophical, psychological, pedagogical, methodological works domestic authors on the problem under study, pedagogical analysis experience in the system of additional education and extracurricular activities of educational organizations.
The works of domestic scientists examine various aspects of organizing children's creative associations in educational organizations and their importance in the spiritual and moral education of adolescents. O.V. Oparina notes in her research that “a children’s creative association is one of the many forms of children’s public associations. A children's creative association is an amateur association organized on a voluntary basis with the aim of realizing the creative abilities of an individual in the process of any artistic and creative activity. The peculiarity of children's creative associations is openness, voluntariness, diversity of organizational forms, and emotional appeal." I.V. Ivanova argues that children's associations “play an important role in the self-development of students, they form the experience of free self-determination, foster an optimistic outlook, and psychologically and morally strengthen the personality.”
Children's associations as part of extracurricular activities, i.e. leisure activities take their origins in out-of-school education. Russian out-of-school education, which originated in the 19th century, in the 20th century was transformed into cultural and educational activities, organically combining the tasks of enlightening and educating the people, into a system of additional education for children and adults.
Historical aspects of the development of children's associations in our country are revealed by T.N. Murzinova, arguing that “on the basis of children’s amateur associations, on the basis of their first experience, the first state out-of-school institutions were created. In turn, since the 1920s, out-of-school institutions have become the center of the children's movement (palaces, houses of pioneers and schoolchildren), its scientific and methodological base. These systems of state and public education are united by the leisure space of children, pedagogically reasonably filled in the interests of their personal development.”
Children's associations differ in their goals, objectives, areas of activity, in the composition and number of their members, the nature of the connections established, relationships, level of development and impact on children and adolescents.
Subjects of the children's movement can be: international, inter-republican, all-Russian, republican, district, city children's associations and organizations.
The main areas of activity of children's associations are: natural science, artistic and creative, physical education and sports, sports and technical, socio-pedagogical, tourism and local history, scientific and technical, military-patriotic, environmental and biological, technical and creative, socio-economic.
Classification of children's associations
Leisure activities as an area of free time involve the creation and organization of children's associations. Similar types of associations operate on the basis of educational institutions, creativity centers for children and youth, cultural centers, libraries, parks, museums, zoos, etc.
Associations involve joint leisure activities of children and youth groups and “multi-directional interaction of individuals in artistic and creative activities” that contribute to the development of certain personal qualities and building relationships. I.N. Vishnyakova considers children's creative associations as a medium of “peer interaction, which, due to its jointness, plays a role in the formation of collectivism and humane relations.”
Children's creative associations have the following functions:
Axiological (orientation in the system of spiritual and moral values);
Socializing (formation of social experience through creative activity and communication, mastering new social roles and behavior patterns, interpersonal relationships, providing conditions for self-expression and self-determination);
Cultural creativity (active involvement in creative activities related to the creation of artistic (stage) images);
Recreational-psychological (restoration of creative activity and psychophysical strength, implementation of cultural and leisure needs);
Career guidance (creating conditions for developing interest and identifying abilities for specific types of professional activities).
The activities of children's creative associations are implemented in such forms as a club, group, ensemble, circle, section, theater, studio, creative workshop, etc.
The organization of children's creative associations in the leisure sphere has its own specifics. Features of the organization of children's creative associations depend on the capabilities of the institutions in which they operate. The forms of children's associations presented above carry out their activities in various socio-cultural and educational institutions, centers of children's and youth creativity, houses of culture, libraries, museums, parks, etc.
Centers for children and youth creativity ( former houses and palaces of pioneers and schoolchildren), school clubs, sections and extracurricular activities in educational institutions currently belong to the system of additional education. L.N. Builova, in her research, considers additional education as a leisure sphere, where “children receive ample opportunities for positive leisure activities, arts, culture, sports, entrepreneurship, volunteering, for self-knowledge, self-realization, self-determination in different types collective creative activity".
In educational institutions, children's associations are organizational structures two types: children's associations for extracurricular activities and children's associations of additional education. The work of children's associations is carried out on the basis of educational programs. IN Federal law“On Education in the Russian Federation” additional programs are divided into “additional general developmental and additional professional”. The educational program should focus on a specific type of activity: cognitive, project, cultural and leisure, creative, gaming, etc.
Unlike extracurricular activities, additional education does not have federal state educational standards and is not a level of education, therefore, in the work of teachers, the standard program of a given educational institution or the author’s program of an additional education teacher is used.
Thus, in an educational institution there is a fairly extensive structure of organized leisure for children and adolescents, which contributes to the development and activation of children's creativity, the involvement of children and adolescents in socio-cultural activities, which is a factor in the education and development of the individual. Yu.A. Streltsov notes that “with the correct organization of activity, the personality is enriched in an axiological sense. It is difficult to imagine individual or group lesson, which does not make it possible to influence the value orientations and general orientation of a person. The mere assimilation of certain values, without which essentially none of the activities can be done, presupposes the correlation of these values with personal needs and contributes to the formation of value consciousness.” When defining the concept of “children’s creative association,” it is necessary to clarify that creativity and the creative process combines many types of activities, this is cognitive, transformative, and artistic.
One of the most common types of children's creative associations are amateur art groups that have different directions and cover all types of art. Various aspects of associations of amateur (amateur) creativity were studied in the works of domestic researchers T.I. Baklanova, I.N. Vishnyakova, E.I. Grigorieva, A.V. Nesterenko, G.N. Novikova, O.V. Oparina, E.N. Tarasova and others.
Children's creative associations, “being at the same time an unregulated environment and an area of active creative self-realization and self-actualization of the individual, are an area for the intensive formation of a creative personality, where personal qualities are sufficiently developed, joint creative activity is carried out with emotional involvement and general positive attitude» .
The sociocultural sphere is the pedagogical field where the creative abilities of an individual are revealed in the process of productive creative communication. For the most effective educational impact on the personality of adolescents in the process of musical and theatrical activities in a children's creative association in order to form their moral qualities, it is necessary to comply with a number of socio-cultural conditions. Socio-cultural conditions in a children's creative association are specially created circumstances, requirements, and rules. As part of our study, the internal and external socio-cultural conditions of the spiritual and moral education of adolescents were determined.
The internal conditions that contribute to the effective spiritual and moral education of adolescents are: an artistic and creative environment, “in which the achievements of world culture, folk traditions, national mentality are accumulated, artistic creativity professional and amateur groups in the field of culture and the arts”, the opportunity for self-realization of the personality of adolescents, the accumulation of emotional and sensory impressions, the internalization of the moral behavior of adolescents thanks to their active creative activity, classes in creative groups of interests allow the child to realize himself in other, non-educational areas of activity , somewhere you will certainly experience a situation of success and on this basis increase your own self-esteem and your status in the eyes of peers, teachers and parents.
E.N. Tarasova argues that “the interaction of art and morality in the moral education of a teenager’s personality is based on the inclusion of students in a variety of artistic and creative activities, based on the idea of transmitting the experience of an emotional and value-based attitude towards the world through highly artistic examples of culture and art.” As noted by S.Sh. Umerkaeva, “artistic and creative activity has enormous social, pedagogical, educational, and cultural potential in the formation of spiritual and moral values of children and adolescents.”
The goal of the children's creative association "Gorodok" (headed by Rogacheva L.S.), organized in 2012 at gymnasium No. 1636 "NIKA", is the spiritual and moral education of adolescents through musical and theatrical activities, the development of the creative potential of the individual. In the process of organizing the work of this creative team, the following pedagogical tasks are set: education of sustainable value guidelines participants, the formation of internal culture and the development of creative abilities of adolescents in the process of musical and theatrical activities. Spiritual and moral education in a theater group is a long process of influencing the inner world of adolescents through various types of arts, in which social and pedagogical conditions are of great importance. Inclusion of participants of the creative association "Gorodok" in different kinds creative activities that constitute the main content of the project “ Magic world theater and music”, contributes to the formation of their moral personal qualities. The project includes the following blocks:
- Organization of the annual festival “Theater Kaleidoscope” with the aim of creating interest in the history and traditions of Russian and foreign theater, developing the creative potential and creative activity of children and adolescents; increasing the level of stage culture and ethical behavior;
- The monthly musical and theatrical lecture “Dearer than All Treasures” is designed to introduce teenagers to the traditions and best examples of world artistic culture, to increase the level of general personal culture;
- Organization of a series of charitable theatrical concerts “From Heart to Heart” for war and labor veterans, for pupils of orphanages and boarding schools in order to form among the participants of the children's creative association the concept of mercy, kindness, sincerity, and philanthropy; consolidation and development of positive tendencies in behavior; creation of favorable conditions for the formation of spiritual and moral qualities of the individual;
- Organization of a storytelling club for teenagers “Once upon a time,” the goal of which is to form the spiritual and moral values and life attitudes of teenagers through collective discussion of problems (social, ethical, etc.) in stories presented by storytellers.
- Implementation of the general developmental program “Musical and theatrical journey”, which is aimed at nurturing moral qualities and shaping the spiritual needs of adolescents through musical and theatrical activities.
External socio-cultural conditions that contribute to the spiritual and moral education of adolescents in the children's creative music and theater association "Gorodok" are interaction with public and social welfare organizations in Moscow. Council of War and Labor Veterans of the Orekhovo-Borisovo South District (OBYU); Center for Children's Creativity (CDT) "Young Technician", Center for the Development of Creativity of Children and Youth (CDC&Y) "Rodnik" and "Rainbow", Orphanage No. 71, Center for Culture and Arts "Avangard", Central Children's Library No. 101 - these organizations are long-term partners of educational institutions in implementing the tasks of spiritual and moral education of schoolchildren.
Thus, the children's creative association in the framework of our study is an association of teenagers on a voluntary basis, implementing its activities during extracurricular time to satisfy leisure needs and realize the creative potential of the individual in the process of joint musical and theatrical activities.
Leisure activities in the context of a children's creative association play a significant role in the life of every child, expanding the circle of his social contacts, contributing to the accumulation of spiritual experience, the development of moral foundations and guidelines, and the development of creative potential. The process of personality formation, its spiritual and moral development occurs during childhood and adolescence, therefore, the organization of leisure activities for adolescents in a children's creative association of an educational institution is today an effective means of educating and socializing schoolchildren.
Bibliographic link
Gribkova G.I., Rogacheva L.S. ORGANIZATION OF CHILDREN'S CREATIVE ASSOCIATIONS IN AN EDUCATIONAL INSTITUTION: MAIN ASPECTS // Contemporary issues science and education. – 2017. – No. 2.;URL: http://science-education.ru/ru/article/view?id=26221 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
The Standard Regulations on an educational institution of additional education for children propose the following forms of children's associations of interests (creative associations) - club, studio, ensemble, group, section, circle, theater, etc. The main way to organize children in any association is their inclusion in educational groups and joint education according to a single educational program for a certain time. Each child can participate in one or more groups.
A circle is the most common, traditional, basic form of voluntary association of children in an additional education institution. Distinctive features: 1. Priority of subject-specific and practical tasks aimed at developing knowledge, skills and abilities in a specific profile of activity (academic subject). The leading ones are reproductive methods of work and the priority of teacher activity. 2. The main activity is training. Although this does not mean the absence of educational tasks. 3. Training is conducted in one subject and by one teacher. 4. The results of the work of the circle are most often the knowledge, skills, and abilities of children in the subject that meet the program requirements of the teacher.
Club Children's association that solves a whole range of pedagogical tasks: - organizing children's leisure; - development of communication skills; - development of self-management and independence skills; - mastering the content of a particular subject area. Distinctive features: 1. 1.Presence of children's self-government bodies. 2. Creative relationships in the club team. 3. Symbols and attributes. 4. Availability of the Charter or Regulations of the club5. “Steps of growth” for club members. 6. Special conditions for admission to the club. 6. Special conditions for admission to the club. 7. Associations of children of different ages within the club (units, teams, crews, councils, etc.) Studio A children's association whose activities are related to a certain type of art. It could be a theater studio, a film studio, a music and choreographic studio, etc.
Studio Distinctive features: 1. The main goal is to develop the artistic and creative abilities of children, identify early creative talent, and support it. 2. In-depth study of the content of education. At the core is a dominant object, around which “adjacent” objects associated with it are built. 3.Combination of experimental and practical pedagogy. tasks and forms of work. 4. System of activities to demonstrate children's practical achievements. 5. Special conditions for enrolling children in the studio. 6.High quality of the creative “product” of children. 6.High quality of the creative “product” of children. 7. Availability of stages of training, complete in content and time. 8. The presence of a public body of the studio for assessing the quality of creative achievements (arts council).
An ensemble (from the French word “together”) is a small group of performers of individual artistic works (musical, choreographic), performing together as a single creative performing group. A children's association bound by the performance of one repertoire. The educational process combines group and individual forms of work. For example, a song and dance ensemble, folk instruments, sports dance, vocal and instrumental ensemble.
Theater A creative team where the division of labor, roles, and activities is determined by individual abilities and a common desire to achieve success in the performance of a complex joint artistic action on stage. Theater is an association that can organize its activities in a complex of a wide variety of forms, types of employment, methods for developing the creative potential of the individual and its actualization. For example, there is the “Pop Song Theatre”, “Folklore Theatre”, “Fashion Theatre”, etc.
Workshop A form of children's educational association, which has the content of the activity belonging to a certain type of applied creativity, craft, art and focused on applied skills and achieving a level of mastery in mastering a certain type of activity, in mastering special technologies. The workshop involves a composition of students studying with one artist-teacher, developing his creative methods in their art. The main feature of pedagogical technologies is considered not to be the communication and assimilation of information, but the transfer of methods of work, the result of mastering which gives children “creative skills that shape the personality.
School A form of educational association that combines the study of several interrelated subjects or in-depth study of one profile with a stable step-by-step education system.
School Distinctive features: 1.Complexity, complexity, scale of pedagogy. goals and objectives. 2. A set of educational subjects (at least 3). 3. Availability of ped. team. 4.Stepwise-successive nature of training. 5.Ped system control, analysis and evaluation of results. 6. Clear conditions for recruitment and training at the school 7. Awarding a certificate upon completion of school. 8. Availability of a license to conduct educational activities.
Methods and forms of interaction between additional education institutions and parents: parent meetings, conferences, open days, concerts, competitions, open lessons, question and answer evenings, etc.
The system of additional education for children is one of the components of the education sector, which determines the need for additional education teachers not only to take into account in their professional activities the influence of all factors that determine the development of personality, but also, if possible, to create conditions for their meaningful partnership.
The leading methods of interaction can be:
Methods of forming the consciousness of the individual (formation of beliefs, views, ideals): conversations, lectures, personal example adults;
Methods of organizing activities and shaping social behavior: public opinion, assignment, exercise, creation of educational situations;
Methods of stimulating behavior and activity: competition, encouragement, gratitude, approval;
Methods of self-control and self-assessment: pedagogical observation, analysis of performance results, psychological questionnaires;
Method based on the degree of independent thinking of children (partially search).
Great importance V modern conditions given the choice of various forms of work with parents:
A parent meeting is one of the main forms of working with parents. It discusses the problems of the life of the association and parent groups. The teacher directs the activities of parents in the process of preparation. This is a mutual exchange of opinions, ideas, and a joint search. The topics of meetings can be varied: “We are one family”; “About kindness and mercy”; “Learning to communicate”, “Psychological climate in the team” “The role of the father in raising children”, etc. Many educational institutions take into account modern requirements significantly diversified the very form of conducting parent meeting. It can take the form of " round table”, a thematic discussion of the parents themselves with the invitation of specialists in whom the family is interested, consultations with specialists, etc.
Thematic conferences on sharing experiences in raising children (at all levels). This form arouses well-deserved interest and attracts the attention of the parent and pedagogical community, scientists and cultural figures, and representatives of public organizations.
Presentations of family education experience in the media.
Question and answer evenings are held with the participation of psychologists, lawyers, doctors and other specialists; Parents are invited to attend, taking into account the age characteristics of the children.
Organization of joint activities of parents and children
Forms of cognitive activity: public knowledge forums, creative reports, days open lessons, holidays of knowledge and creativity, tournaments of experts, joint Olympiads, publication of subject newspapers, meetings, reports of scientific societies of pupils, etc. Parents can help in the design, preparation of incentive prizes, evaluation of results, directly participate in events, creating their own or mixed teams . These could be competitions: “Family-erudite”, “Family Hobby”; reading conferences “Family Reading Circle”, etc.
Forms of labor activity: decorating classrooms, landscaping and landscaping the school yard, planting alleys, creating a library; fair and sale of family crafts, exhibitions “The World of Our Hobbies”, etc.
Forms of leisure: joint holidays, preparation of concerts, performances, viewing and discussion of films, performances, competitions, contests, KVNs, tourist trips and rallies, excursion trips.
Are becoming widespread family holidays and festivals: Mother's Day, Father's Day, Grandparents' Day, My Child's Day, Mutual Thanksgiving Day; gaming family competitions: Sports family, Musical family, family album competition, housewife competition, “Men in Test” competition (competitions between fathers and sons), etc. Joint activities in creative associations of various directions, museums, etc.
The effectiveness of the educational system of an educational institution is characterized, along with other factors, by interaction with the family, the affirmation of parents as subjects of an integral educational process together with teachers and children.