Examples of extracurricular activities in primary school. Extracurricular activities in primary school in the context of the implementation of fgos noo

Exchange of experience on the topic "Extracurricular activities as a leading way of developing the creative giftedness of primary school children in the context of the implementation of the Federal State Educational Standard"

“Genius can only be a passing chance.
Only work and will can give her life and turn her to glory. "
Camus A.
Currently, changes in all areas of life are taking place at an unprecedented rate. In order to successfully live and act in the modern world, you need to be constantly ready for changes, while maintaining your uniqueness.In society, there is an increasing need for people who are extraordinary thinking, active, able to solve tasks set outside the box and formulate new, promising goals; people who know how to think creatively. Therefore, one of the priority tasks of elementary school is to create conditions for the development of creative giftedness of students, presented by the Federal State Educational Standard of the LEO.
Based on the foregoing, we can assume that the development of the unique creative potential and creative endowments of each student is an urgent problem facing the primary school.
Take a look at your children and pupils. Look into their eyes. Maybe they are the geniuses? Perhaps these guys are talented? Or gifted?
How to organize the educational process so that the child is interested in learning and communicating with the teacher and with peers, so that he can reveal his creative potential?
Creative giftedness is a special phenomenon that is impossible without productive activity. Within the framework of creative activity, a general ability is formed to seek and find new solutions, unusual ways to achieve the required result, new approaches to considering the proposed situation. This is facilitated by various forms of work, successfully implemented by the teacher in extracurricular activities in the context of the implementation of the Federal State Educational Standard of the LEO.
I want to dwell on the main directions in my work on the development of the creative giftedness of primary schoolchildren through extracurricular activities, working on programs:
1) "Umka" (general intellectual direction);
2) "Speech development" (general intellectual direction);
3) "Theatrical studio fantasy" (general cultural direction);
4) an individual and creative approach to the organization of children's activities.

As part of the Umka circle, I organize the development and implementation of projects by children, research, participation in circles, olympiads, competitions, intellectual games, maintaining a portfolio of personal achievements, creative interaction with peers and adults. The theory of inventive problem solving also helps to teach creativity. For example, the methods of "brainstorming", "trial and error", "resolution of contradictions", which help children to highlight a problem, find a contradiction, set a research goal, plan their creative activity, achieve a result. The greatest effect in the development of creative abilities is provided the following forms of work:
daily inclusion of creative tasks and exercises;
involving students in creative interaction with peers and adults by connecting the student's family;
didactic and plot - role-playing games;
excursions, observations;
creative workshops;
trainings.
Younger school age is a favorable period for the emergence of the need for public recognition, awareness of one's own individuality comes and the search for ways of self-expression begins. Creativity is already perceived as a socially significant phenomenon. Therefore, I pay great attention to the participation of children in intellectual competitions, marathons, olympiads, in which they become winners and awardees at various levels (see slide).
It is known that literature, music and painting have the strongest emotional impact on a child. In order to promote the development of the creative talent of students in their class, in the framework of extracurricular activities, I conduct circles: "Speech development" and the theater studio "Fantasy". We use all of these arts in our classes. Studying in these circles, children write literary works, participate in various competitions, draw, invent and stage dances. As part of this work, I try to use a variety of forms of classes: an excursion lesson, a fairy tale lesson, a competition lesson, a travel lesson, a game lesson.
The participation of children in the theatrical circle "Fantasy" creates conditions for the disclosure of the inner qualities of the personality and its self-realization, the ability to interact in a team and reflect, contributes to the development of artistic creativity, aesthetic taste and the desire to master new experience, the formation of self-awareness, that is, for the development of creative giftedness.
By creating a theater group in my class, I was able to unite the children, offer communication. By participating in the process of creating a play, the child learns to work collectively on the idea of a future play, exchange information, make characters, decoration elements. In addition, students learn to coordinate actions, which contributes to the creation of community between children and adults, interaction and their cooperation. As a result, students have a great social experience.
The performance has a huge educational potential. This is not about preparing for a professional acting career, but about "testing by action" of many interpersonal interactions: me and my comrades, me and the other, me and my parents. Children gain the experience of public speaking, learn to control their bodies and not be ashamed of it. It has long been noticed that talents are everywhere and always, where and when there are conditions favorable for their development.
As noted by the famous teacher Sh.A. Amonashvili: “Here it is - teaching with enthusiasm, comprehending the world of human relations and characters through play, acting, helping us to populate our unique spiritual kingdom with a magnificent image of human creation, sowing those seeds of lofty ideas, from which will grow then convictions, worldview, moral principles. "
The activities of the theatrical circle have great opportunities in the implementation of the socio-cultural education of students (the formation of artistic taste, moral values of the individual, basic communication skills, ways of working in a team, self-education, organization and responsibility). Classes in the theatrical circle develop speech, facial expressions, help to overcome difficulties in communication. As a result of classes in the circle, the classroom team becomes more united. Creative cooperation between students and parents is actively developing. A situation of success is created for the socialization of students in society. The result of this activity is theatrical holiday programs both inside the classroom and performances at school-wide events, the protection of creative projects, victories in music festivals and competitions of the artistic word. (see slide)
The next direction in the development of creative talent is careful work with the text. Therefore, from the first days of my studies, I have been conducting purposeful systematic work on the development of students' speech. In the circle "Development of speech" and the theater studio "Fantasy" I teach children to present their work orally and in writing, set cognitive tasks and put forward hypotheses, ask questions about the observed phenomena, have the skills to work with various sources of information, independently create oral and written works on development of speech: stories, mini-essays, essays, fairy tales, poems.
Children really like classes under the program “Speech development. They are happy to do creative work, try to arrange them in a colorful and original way, keep special notebooks for creative work. We send the best works to competitions, present them at holidays. This indicates that the development of speech forms communicative competence in children, that is, internal readiness and ability to verbal communication. As a result of the work organized in this way, the development of oral and written speech of primary schoolchildren takes place, taste is formed, the reader's horizons expand, and the child's creative potential develops. Of course, this is a painstaking process, but exciting not only for the child, but also for the teacher. One of the indicators of the effectiveness of such work is the active participation of the children of our class in contests of artistic words, projects, and creative works. (see slide)
Thus, in the work on the development of the creative giftedness of students in our class, the following principles have developed: the maximum variety of opportunities provided, freedom of choice, the increasing role of extracurricular activities, individualization and differentiation, cooperation between children and parents.
Creative giftedness- This is the ability to self-realization in various areas of life. Such giftedness is based on creativity - unrealized opportunities available to every person. To do this, it is necessary to develop the unique creative potential of each primary school student, using an individually creative approach to organizing children's activities.
1) A systematic appeal to the emotional sphere is the main condition for the development of creative giftedness in schoolchildren. To do this, I try to create such conditions in which the child lives, understands and expresses various emotional states. I believe that the main principle of the development of creative potential is the principle of transforming cognitive content into emotional content. This principle means that for the development of the creative giftedness of children, it is necessary to systematically turn them to their own emotional experiences.
2) Another necessary condition for the development of creative giftedness in schoolchildren is adherence to the principles of humanistic psychology - valuelessness, acceptance, safety, support. These principles must be respected in the interaction between children and adults. In practice, this means that all the student's answers are positively reinforced and approved. Unlike conventional teaching, in which mistakes are corrected, in the development of creative giftedness, the child is given "the right to make mistakes." This effectively means that there are no errors at all. Whatever emotional attitude the child expresses, it cannot be mistaken, because it is his own emotional attitude, demonstrating his individual reaction to what is happening.
3) The third necessary condition for the development of creative giftedness of schoolchildren is the observance of the principles of developmental education - problematic, dialogical and individualized.
4) Transformation of the emotional state into creative content.
I believe that using a personal approach, creating a situation of success for everyone in the class, constant concern for the state of interpersonal relations in a team, creating a favorable psychological climate, make it possible to build children's relationships on mutual trust, respect and openness and bring up creatively gifted individuals. Therefore, the students in my class are active, have a good creative potential. The psychological climate of the class is characterized by openness. The emotional mood of the team is positive, there is a feeling of benevolence and empathy.
I am proud of my children. In their achievements, my joy and satisfaction from work. When you see the happy eyes of children, kind and naive, who look with love and respect, new strength and inspiration appear, you want to work even better.
“There are invisible strings in the soul of every child.
If you touch them with a skillful hand, they will sound beautiful. "
V. A. Sukhomlinsky

The problem of using the free time of junior schoolchildren has always been urgent for society. The upbringing of children takes place at any moment of their activity. However, it is most productive to carry out upbringing in their free time from training.

In accordance with the federal state educational standard of primary general education (FSES NOE), the main educational program of primary general education is implemented by an educational institution, including through extracurricular activities.

Extracurricular activities within the framework of the implementation of the Federal State Educational Standard of NEE should be understood as educational activities carried out in forms other than classroom activities, and aimed at achieving the planned results of mastering the basic educational program of primary general education.

Extracurricular activities in the context of the introduction of the Federal State Educational Standard acquire a new relevance, because it was the standards that secured the obligation of its organization.

The goal of the project: to carry out the most productive upbringing in their free time from learning, using extracurricular activities as a resource that allows the school to achieve a new quality of education

Project objectives: to stimulate the child to choose a range of interests, develop personal abilities.

Main part

Extracurricular activities in accordance with the Federal State Educational Standard are included in the main educational program, namely in the part that is formed by the participants in the educational process. At the present stage, extracurricular work is an excellent expansion of the school's infrastructure. There are also obvious advantages in the use of extracurricular activities to consolidate and practical use of certain aspects of the content of curriculum subjects.

Extracurricular activities in elementary school allow you to solve a number of important problems. Ensure a favorable adaptation of the child at school.

Optimize the teaching load of students.
Take into account the individual characteristics of students.
Formation of communication skills.
The development of a positive attitude towards basic social values (person, family, nature, peace, knowledge, culture, work) - for the formation of a healthy lifestyle.
Development of creative and intellectual abilities.
Learning the rules and forms of collaboration.

The practical implementation of extracurricular activities is based on the following principles:

Involvement of students in active activities.
Accessibility and visibility.
Connection of theory with practice.
Taking into account age characteristics.
Combination of individual and collective forms of activity.
Purposefulness and consistency of activities (from simple to complex).

In accordance with the requirements of the standard, extracurricular activities are organized in the areas of personality development:

Sports and fitness.
General cultural direction.
Social direction.
General intellectual direction.
Spiritual and moral direction.

We implement the sports and recreational direction in the programs "Rhythm", "Swimming", "Dynamic pause".

Increased physical activity is the biological need of a younger student, on the degree of which his health and general development depend

The main focus of this area is on health promotion, development of motor abilities, obtaining theoretical and practical knowledge about a healthy lifestyle.

The general cultural direction is represented by the programs "Verbal Fun", "Conversation about proper nutrition". The purpose of which is to reveal new abilities of students in the field of creativity, to develop the ability to see life through the eyes of a creative person. In this area, teachers carry out their work in the form of games, mini-performances, competitions, exhibitions.

The general intellectual direction is being implemented by the RTS program.

The leading idea of the programs is to find ways of organizing the educational process in such a way that the mastering of the mechanism of independent search and processing of new knowledge will take place, even in everyday practice of interacting with the world. The forms of organizing the work of the circles are varied. These are conversations, games, observations.

The social direction is represented by the program "Psychological ABC", "SDA". Classes began from the preparatory stage - the adaptation of the first graders, the continuation of the work is being carried out on the formation of the personality. The work is carried out in the form of games, tests, entertaining tasks, messages, watching videos.

Spiritual and moral direction - the implementation of this program will be implemented from the 2nd grade. Presented by the program "ABC of Morality"

The educational results of schoolchildren's extracurricular activities are distributed over three levels.

1st level - the student knows and understands social life.

The acquisition of social knowledge by schoolchildren about social norms, the structure of society, about socially approved and disapproved forms of behavior in society.

2nd level - the student appreciates social life.

A student gaining experience of an experienced and positive attitude to the basic values of society (person, family, nature, peace, knowledge, etc.)

3rd level - the student acts independently in public life.

A student gaining experience of independent social action.

Extracurricular activities are closely related to basic education and are its logical continuation and an integral part of the learning system created at school.

When organizing extracurricular activities of junior schoolchildren, it is necessary to take into account that, having entered the 1st grade, children are especially susceptible to new social knowledge, they strive to understand the school reality that is new for them.

To assess the effectiveness of classes, you can use the following indicators:

the degree of assistance the teacher provides to students in completing assignments;
the behavior of children in the classroom: liveliness, activity, interest provide positive results;
an indirect indicator of the effectiveness of classes can be an increase in the quality of academic performance in mathematics, the Russian language, the world around us, literary reading, etc.

Conclusion

School after lessons is a world of creativity, manifestation and disclosure by each child of his interests, his hobbies, his “I”. A child, making a choice, freely expresses his will, reveals himself as a person. It is important to interest him in his activities after school, so that school becomes a second home for him, which will make it possible to turn extracurricular activities into a full-fledged space for upbringing and education.

within the framework of the FSES of the second generation in the MOU "KSOSH No. 2"
for the 2011-2012 academic year
Introduction

For the first time, the requirements of the market economy and the information society called the development of the student's personality the meaning and purpose of education, and the strategic task of educational policy was to stimulate his activity. To implement the set goals and objectives, a framework of federal state educational standards (FSES) has been developed. A distinctive feature of the second generation standards is the requirement to organize extracurricular activities of students as an integral part of the educational process at school. The extracurricular activities of schoolchildren combine all types of activity (except for the lesson), in which it is possible and expedient to solve the problems of their development, education and socialization.

The new FSES concretizes the relationship between education and upbringing: upbringing is viewed as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: educational (within the boundaries of different educational disciplines) and extracurricular activities.

Based on this, the school has planned activities to create a system of extracurricular activities that support the learning process:

changing the primary school curriculum;
development of the Regulation on extracurricular activities;
drawing up a list of extracurricular activities programs;
selection of personnel for extracurricular activities;
development of the Regulations on the programs;
development of work programs for extracurricular activities;
material and technical equipment for extracurricular activities;
informing parents about the system of extracurricular activities;
drawing up a schedule of extracurricular activities of grade 1 students.

The main idea of the model: creation of pedagogical conditions for a developing environment for the upbringing and socialization of younger students in extracurricular activities.
Target: development of mechanisms for organizing extracurricular activities of junior schoolchildren.
Main goals:

identification of interests, inclinations, abilities, opportunities of students for various types of activities;
assistance in finding "myself";
creating conditions for the individual development of the child in the chosen area of extracurricular activities;
formation of a system of knowledge, abilities, skills in the chosen direction of activity;
development of experience of creative activity, creative abilities;
creation of conditions for the implementation of the acquired knowledge, abilities and skills;
development of experience of informal communication, interaction, cooperation;
providing assistance in mastering the position of a student through inclusion in various educational communities, both in the system of school additional education, and in the conditions of creative teams of institutions of additional education for children;
expanding the framework of communication with society.

Model Description

The section of the variable part "Extracurricular activities" allows you to fully implement the requirements of federal state educational standards of general education. At the expense of hours for extracurricular activities, a general educational institution implements additional educational programs, a student socialization program, and educational programs. Classes are held in the form of excursions, circles, sections, round tables, conferences, disputes, KVNs, school scientific societies, Olympiads, competitions, search and scientific research, etc. The organization of extracurricular activities is allocated 10 hours per week in each class.

For the effective organization of extracurricular activities of junior schoolchildren, a survey of parents was organized to STUDY THE REQUESTS AND EDUCATIONAL NEEDS OF STUDENTS OF THE ELEMENTARY STAGE OF GENERAL EDUCATION.
As a result of the analysis of the questionnaires, it was decided to organize the extracurricular activities of students in the "full-time school" mode. The work of the school in full-time conditions will make it possible to use such an effective educational tool as a regime with the help of which the life and activities of students will be streamlined both in class and after school hours. At the same time, the cognitive needs of children will be taken into account, as well as the age characteristics of younger students: eating, walking in the fresh air. To work in full-time school mode, a single schedule has been drawn up, both in the first and in the second half of the day.
In the MOU "KSOSH No. 2" extracurricular activities are represented by the following directions and forms of work:

sports and recreation (mini-football, health-improving aerobics);
artistic and aesthetic (fine arts circle, theater studio, beadwork circle, choir "Musical Notes");
scientific and educational (computer club, entertaining mathematics circle, lego club);
project activity;
spiritual and moral (Fundamentals of Orthodox culture).

Extracurricular activities
direction
Sports and recreation	Mini football
Sports and recreation	Wellness aerobics
Spiritual and moral	Fundamentals of Orthodox Culture
Artistic and aesthetic	Choir "Musical Notes"
	Beading
	Theater Studio "Stage Art"
	Iso - studio
Scientific and educational	Entertaining math
	Lego club
	Computer Club
Project activities

Regime moments

	activity
	Training sessions
	Walk

	Optional games
	Self-preparation
	Extracurricular activities

The types and directions of extracurricular activities are closely related to each other.
When organizing extracurricular activities of students, their own resources were used - primary school teachers, subject teachers - music, physical education, and also teachers of additional education were involved.
MOU "KSOSH No. 2" seeks to create such an infrastructure of useful employment of students in the afternoon, which would help to ensure that their personal needs are met. Children go to classes of their choice, depending on their interests. A special educational space is created for the child, which allows him to develop his own interests, successfully undergo socialization at a new stage of life, and master cultural norms and values.
The educational institution works in the mode of the first shift, therefore the extracurricular activities of students are organized in the form of circles, clubs, excursions, studios in the afternoon.

Extracurricular activities at the educational institution include:

1. Sports and recreational direction.
It is represented by sections on sports (mini-football) and health-improving aerobics classes. The purpose of this course is the formation of the foundations of a healthy lifestyle among students, the development of creative independence through the development of motor activity. Classes are held in the form of sports, games, fun starts.

2... Artistic and aesthetic direction
represented by art circles, "Musical Notes", the theatrical studio "Art of the Stage", the "Beading" circle with the aim of revealing new abilities of students in the field of creativity, aesthetic education of participants, creating an atmosphere of joy and children's creativity. Teachers carry out their work in the form of group, play activities, conversations, excursions, competitions, exhibitions.

3... Scientific and educational direction
implemented in the classroom "Entertaining Mathematics", "Lego Club", "Computer Club"
in order to ensure the numerical and computer literacy of students, to strengthen the development of logical thinking, to form the initial elements of design thinking. Various forms of occupation: conversation, practical work with constant individual counseling of students, group and pair lessons game, contests, quizzes, exhibitions, etc.

4. Spiritual and moral direction

presented by the subject "Foundations of Orthodox Culture", which sets itself the goal of forming value orientations, the development of the traditions of the Russian people and other peoples, which is of an educational and developmental nature. The program provides for extracurricular activities, work of children in groups, pairs, individual work, work with the involvement of parents.

5. Project activities.

The goals that we have set for ourselves are to develop the creative and communication skills of the child. To develop the skills of interaction and mutual assistance in a group in solving common problems. To instill the initial ability to collect information from various sources, comprehend it and use it to complete the project. The program provides for excursions, contests, conversations, disputes, etc., the work of children in groups, couples, individual work, work with the involvement of parents.

Expected results:

development of the individuality of each child in the process of self-determination in the system of extracurricular activities;
the acquisition of social knowledge by the student (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), understanding of social reality and everyday life;
the formation of positive attitudes of the student to the basic values of society (man, family, Fatherland, nature, peace, knowledge, work, culture), value attitude to social reality as a whole;
fostering a respectful attitude towards your city, school;
the student gaining experience of independent social action;
formation of communicative, ethical, social, civic competence of schoolchildren;
the formation of socio-cultural identity in children: country (Russian), ethnic, cultural, etc.
an increase in the number of children involved in organized leisure activities;
educating children of tolerance, healthy lifestyle skills;
the formation of a sense of citizenship and patriotism, legal culture, a conscious attitude to professional self-determination;

Ultimately, the implementation of the main goal of the program is the achievement by students of the social experience necessary for life in society and the formation of a system of values accepted by society in them.

With the introduction of new standards in Russian schools, the place of extracurricular activities has radically changed, since it has received the status of an almost equal member of the educational process along with the classical curriculum. In addition, it became mandatory, which underlined its importance in the new educational concept. One of the main tasks that extracurricular work at school was designed to solve was the opportunity to open access to additional forms of education for primary school children who, for various reasons, could not attend sports, music, and art schools. In addition, it is the extracurricular process that makes it possible to realize the notorious individual approach to the child, giving him the right to choose classes in terms of the content and form of conducting, taking into account his desires and interests.

Organization of extracurricular activities in accordance with the Federal State Educational Standard

A student who learns without desire is a bird without wings.

Saadi

Regulatory issues

The federal state educational standard in clause 16 considers extracurricular activities as a full-fledged part of the educational process along with the compulsory curriculum.

Extracurricular activities are all types of educational work that are not implemented in the form of a lesson.

A methodological guide indicating the goals, content and algorithm for organizing and conducting extracurricular activities is the letter of the Ministry of Education and Science of the Russian Federation dated December 14, 2015 No. 09-3564 "On extracurricular activities and the implementation of additional general educational programs."
Order of the Ministry of Education and Science of Russia of October 6, 2009 N 373 "On the approval and implementation of the federal state educational standard for primary general education" sets the total number of hours of extracurricular activities at the level of primary education in the amount of up to 1,350 hours.
Resolution of the Chief State Sanitary Doctor of the Russian Federation of November 24, 2015 No. 81 "On Amendments No. 3 to SanPiN 2.4.2.2821-10" Sanitary and Epidemiological Requirements for the Conditions and Organization of Education, Content in General Education Institutions "regulates the maximum permissible weekly workload.

We draw your attention to the fact that 10 hours is the maximum permissible level of a weekly load, unfortunately, the lower limit is not indicated, therefore, on the ground, parents may encounter a situation when an educational institution plans extracurricular activities, focusing on the maximum load level, referring to the requirements of the new standard. At the same time, the letter clearly states that the school itself determines and regulates the amount of hours allocated for extracurricular activities in accordance with the characteristics and requirements of the general education program, taking into account the interests of students and the capabilities of the educational organization, as well as the amount of funding, using both educational and vacation time.

To create optimal conditions for the harmonious development of pupils, all areas of extracurricular work should be reflected in the basic general educational program of the school, while it is important to note that the participants in educational activities, which are students, the teaching staff, and also parents as legal representatives of children, have the right to choose directions and forms of work.

Extracurricular activities are mandatory for the educational organization and are implemented in the interests of the harmonious and comprehensive development of the student's personality.

Please note that for some categories of students, an exception may be made and they can take advantage of selective or complete exemption from compulsory attendance of extracurricular activities.

In accordance with clause 7 of part 1 of article 34 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation"

Children attending institutions of additional education, for example, sports, music, art schools, in this case, in these areas, the child may not be present in extracurricular activities. The class teacher develops an individual route for the student's extracurricular activities, after which a local act is drawn up or, more simply, an agreement between the parents (legal representatives) of the child and the school administration, represented by the director.
A student's health condition that requires a special diet or control of the general educational load. In such a situation, exemption is issued at the request of the parents to the name of the school director and medical certificates confirming the child's need for a special approach to the organization of the educational process.

Sample application addressed to the school principal.

Director ________ No.
from
Statement.
I, ____________________________________________________________, parent of __________________________________________, student (s)
The class, taking into account the opinion of the child, chose the following activities as extracurricular activities for the 2016-2017 school year:
___________________________________________________________________________________________________,
Also, my child has already made his free choice of the type of extracurricular activities in accordance with the Federal State Educational Standard, and attends
___________________________________________________________________________________________________.

In accordance with parts 1 and 3 of article 44 of Federal Law N 273-FZ, parents of a minor have the priority right to education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.

Thus, the student or his parents (legal representatives) reserve the right to consider the programs offered by the school and choose directions and forms of extracurricular activities based on their requests.

If the school administration ignores the student's legal right to make a choice and insists on compulsory attendance at all extracurricular activities, that is, violates the child's legal rights and interests, parents can contact the executive authorities of the constituent entity of the Russian Federation for an explanation.

Directions and forms of extracurricular activities

Extracurricular activities are carried out by the educational organization according to the key vectors of the student's personality development:

general intellectual;
general cultural;
spiritual and moral;
social;
sports and recreation.

The forms of extracurricular work should differ from the class-lesson form of organizing the educational process. The most popular forms of extracurricular activities:

excursions;
cool hours;
electives and circle work;
round tables and scientific sections;
role-playing and business games;
Olympiads, quizzes and contests;
exhibitions and concerts;
sports competitions and "Days of Health";
holidays and theatrical performances;
visiting theater and art exhibitions;
socially useful activity;
social projects, for example, in the framework of environmental education.

According to the scale, the forms of extracurricular work are divided into:

Individual - the main goal is for the child to master the skills of self-organization and self-control, this can be the development of an individual project, the preparation of a story, a report, an amateur performance, design, etc. items.
Kruzhkovaya - visiting circles and sections of interest, disclosing and improving the intellectual and creative potential of students.
Mass traditional school events aimed at moral and civil-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).

Tasks and ways of implementing the extracurricular process in primary school

The main tasks that extracurricular activities are designed to solve:

improve the conditions for the development of the child's personality by expanding and enriching the standard range of programs and forms of work;
effectively distribute the teaching load, taking into account the individual intellectual and creative needs of students;
to promote the child's favorable passage of the stage of adaptation to school life;
provide corrective assistance to children with learning difficulties.

Ways to carry out extracurricular activities:

the variable part of the basic curriculum (20%) in the format of modules, special courses, extracurricular activities;
the system of extracurricular education of the school, based on additional programs that are developed by the teachers of the school on the basis of author's or exemplary programs recommended by the Ministry of Education and Science of the Russian Federation, and approved by order of the director;
the work of institutions of additional education, such as sports, music, art schools;
long day group activities;
activities of a teacher-organizer, teacher-psychologist, social teacher;
class leadership (community activities, excursions, competitions, projects).

The extracurricular educational process is subject to a separate work plan approved by the school management and agreed with the parents (in the form of a survey), according to which a schedule of classes is developed, evenly distributed throughout the working week or on Saturdays. Classes have a pronounced individual focus, since when choosing the forms of conduct, it is recommended to rely on modern innovative technologies, such as student project activities, research, experiment, etc.

An example of the selection of programs for extracurricular activities for 1–2 grades.

Personality development directions	Work program name	Number of hours per week		Class	Total
Sports and recreation	The ABC of Health Outdoor games Rhythmic mosaic	3 hours		Grades 1 and 2	6 o'clock
Spiritual and moral	Road of good We are patriots School etiquette Why Much Me and the world	2 hours		Grades 1 and 2	4 hours
Social	Psychology and us	1 hour.	1st and 2nd grades		2 hours
General Intellectual	Cognitive development	1 hour	1 class
	Entertaining informatics grade 2 Computer science in games	1 hour	2nd grade
	Entertaining english	1 hour	1 class
General cultural	A museum in your class From play to performance Nature and artist The magic of creativity	2 hours 1 hour 1 hour	1,2 class 2nd grade 1 class
Total					20h

Algorithm for the implementation of an individual approach in the choice of priority areas and forms of extracurricular activities of the child.

Stage 1. Parents' meeting, the purpose of which is to present programs in all areas of extracurricular activities.
Stage 2. The school psychologist conducts diagnostics (testing) of the level of intellectual and psychological readiness of students for systematic learning, as well as the individual abilities and inclinations of the child.
Stage 3. Consulting parents based on the results of the test research, providing recommendations from a psychologist, individual discussion of the optimal child development program.
Stage 4. Based on the recommendations of the psychologist and the study of programs, parents make a voluntary, conscious choice of the volume and content of extracurricular activities for their child.

In order to exclude possible overload, an individual plan of extracurricular employment is drawn up taking into account the sections and circles that the child attends outside the mainstream school. The teacher has an electronic version of the schedule of extracurricular activities for each student and can make the necessary adjustments. Parents of students also have an individual itinerary for their child, so they have complete information about the whereabouts of the child during the day.

An example of an individual route for an elementary school student.

Days of the week / directions extracurricular activities	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday
General Intellectual		My first discoveries 13.45 - 14.25
Social
General cultural	Theater-studio "Shorty" 13.45 - 14.20			Theater-studio "Shorty" 13.00 - 13.35
Spiritual and moral	Young journalist 13.00 - 13.35			Our native land 13.45 - 14.20
Sports and Wellness		FOK "Karate" 12.30		FOK "Karate" 12.30		FOK "Karate" 12.30

Parents are also given a kind of "homework", that is, recommendations for the family upbringing of a child in different directions, taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, watching children's educational programs, documentaries. Control is carried out through conversations and observation of the child.

At planned parenting meetings, the teacher conducts a questionnaire to monitor the level of parental satisfaction with the quality of teaching and the results of extracurricular work. A similar survey is carried out among children, the forms and directions of work are being clarified that arouse the greatest interest among the pupils. Based on the final findings, the teacher makes changes to the planning of extracurricular activities.

Extracurricular activities are recorded in a special journal, which contains information about the teacher, the composition of students, time, form and content of classes. If an educational organization cannot carry out extracurricular activities due to staff shortage, then it is possible to attract the help of parents, use the possibilities of sports, music or art schools. Extracurricular work can also be carried out within the school summer grounds or thematic shifts for children during the holidays, as well as be combined with the work of an extended day group, but in this case their schedule should not coincide.

Supervises the extracurricular activities carried out by the class teachers and teachers of the school, the head teacher for educational work or the head teacher for additional education, and he, in turn, is accountable to the director of the school.

Report forms:

A report that includes a teacher's work plan with an indication of the hours, topics, forms, content and results of the lessons or activities carried out; an individual itinerary for the child's extracurricular activities; extracurricular activities journal.
Report of the organizer teacher, educational psychologist, social teacher, indicating the activities and results of the work performed.
Open classes, reporting concerts, exhibitions of works, presentations of all teachers participating in the extracurricular process.

Extracurricular activities

Within the framework of the modern concept of education, sets of textbooks and additional aids for extracurricular activities on developing learning systems were developed by L.V. Zankova, D.B. Elkonin, V.V. Davydov, a set of textbooks "School of the XXI century" edited by Academician N.F. Vinogradova, a set of textbooks "Harmony". The manuals are independent textbooks for optional subjects ("Theater", "Economics in Fairy Tales", etc.), as well as additional materials for extracurricular reading and workbooks for individual work in the disciplines of the basic curriculum (a book for reading on the subject "Environment peace"). A set of manuals is optional, the teacher himself decides on the appropriateness of their use.

The team of authors proceeded from the humanistic conviction that every child can achieve success in their studies if the necessary conditions are created. The main thing is the implementation of an individual approach to the personality of the child based on his life experience. The concept of a child's life experience includes not only the peculiarities of developmental psychology, but also the worldview, which is formed under the influence of the surrounding natural and social environment. Such an environment can be a modern city with a high-speed rhythm of life and a developed information infrastructure, or maybe a village in the outback, respectively, with a calm, often patriarchal way of life in natural conditions. As conceived by the authors, each child should feel that the textbook was written personally for him, so that he could find answers to his questions in a language that he understands.

Description of several manuals for extracurricular activities for the 2nd grade (textbooks, workbooks).

Polyakova A.M. Transformations of words, Russian in crosswords and puzzles. 1-4 grade	The book contains task cards on the main topics of the Russian language course in elementary school. The game form, a variety of linguistic material, non-standard formulation of questions allow children to test themselves: their knowledge, ingenuity, attention, dedication, and the teacher - to diversify the teaching of the subject.
Benenson E.P., Volnova E.V. The world of lines. Workbook	Prepares younger students for the study of geometry in the main link of the school. This workbook introduces younger students to the lines viewed on a plane and in space. Interesting creative tasks are aimed at the development of logical thinking, the formation of initial knowledge and skills in geometry. The notebook can be used for independent work at home, as well as in the classroom.
Benenson E.P., Volnova E.V. Plane and space. Workbook.	Children get an idea of concepts such as plane and volumetric figures, learn to work with sweeps, develop spatial thinking. Interesting creative tasks are aimed at the development of logic, the formation of initial knowledge and skills in geometry.
Smirnova T.V. Anya's amazing adventures in the Land of Chills. Book to read. The world	In a fascinating fairytale form, the book tells about the amazing journey of a little girl, teaches you to overcome unforeseen life situations, not to lose heart, not to stop at difficulties, to be able to be friends ... ... The book can be used for extracurricular reading lessons in primary grades.
Tsirulik N.A., Prosnyakova T.N. Technology	Students work with different materials, the tasks of the textbook differ in the level of difficulty. The book consists of four thematic blocks - "The world of nature", "Gift with your own hands", "The world of fairy-tale heroes", "Cozy home", inside which there are the following sections: "Modeling", "Application", "Mosaic", "Origami" , "Weaving", "Modeling and design from geometric shapes", "Sewing and embroidery", "Volumetric modeling and design".
Smirnova T.V. Squirrel and company. Economics for children in fairy tales, games	The basic concepts of economics are revealed in the form of fairy tales that is accessible to children upbringing. Game tasks, riddles and tasks are used to consolidate and assimilate the material.
Generalova I.A. Theatre	The textbook for additional education for the optional course "Theater", developed within the framework of the Educational system "School 2100", is focused on the development of the child's creative abilities by introducing him to the world of theater.
Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies	The book offers interesting natural science information, fairy tales, riddles about butterflies in an entertaining way. But the main thing is that it tells and shows how children can embody their images in various techniques (applique, mosaic, modeling, weaving, origami, etc.) from a variety of materials.
Savenkov A.I. I am a researcher. Workbook	The manual is designed specifically for dialogue with a child and allows not only to teach observation and experimentation, but also contains a full range of research activities - from defining the problem to presenting and defending the results.
Prosnyakova T.N. Magic secrets. Workbook	In the course of classes, children master new techniques for working with paper: tearing, corrugating various geometric shapes, rolling paper into a ball and twisting into a bundle, learn new weaving techniques, perform compositions using the origami technique from squares and circles.

Photo gallery of benefits for extracurricular activities for the 2nd grade

Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. I.A.Generalov's workbook Theater Benenson E.P., Volnova E.V. Density and Space Benenson E.P., Volnova E.V. The world of lines Polyakov A.M. Transformations of words Smirnova T.V. Anya's Amazing Adventures in the Land of Oznobysha T.V. Smirnova Squirrel and company. Economics for Children in Fairy Tales and Games Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies

Determination of the results of extracurricular activities

Evaluation of the results of extracurricular activities is not recorded in the journal, since the result of extracurricular activities is not subject to mandatory and systematic control. The implementation of student development programs is aimed at achieving three levels, which are guided by the Federal State Educational Standard of the LEO.

The first stage provides for the acquisition by children of knowledge about the permissible norms of social behavior, the structure of society, the formation of students' understanding of everyday reality and the world around them of social relations between people. Relationship with teachers, who in the eyes of children are an authoritative source of social knowledge, is of great importance; it is important that the teacher's personality is respected by the pupils. Only in such conditions is it possible for the student to adopt the life experience of the teacher.
The second stage determines the level of understanding of the importance of basic moral and spiritual values, which are the semantic core of the life of society, such as family, the value of human life, peace and stability, love for the Fatherland, respect for labor, respect for nature, etc. at the second level, it is important to create a social environment friendly to him, built on the principles of solidarity and mutual understanding, the priority of democratic relations, and respect for the interests of the child. It is at school that the child receives the first serious experience of social adaptation, at this age his self-esteem and picture of the world are formed, therefore it is extremely important that he receives a full-fledged experience that allows him to form the qualities of a worthy personality.
The third step raises to the level of independent and responsible social action. A child goes beyond school life into a large social world, faces new challenges, learns to overcome new problems, solve problems of self-realization and self-determination, and search for his place in society.

An effective method for assessing student achievement can be the “Portfolio” technique, which provides for the creation of an individual folder with characteristics of personal character traits, indicating the interests and inclinations, and creative success of each child. Such a portfolio may include sections "My hobbies", "My projects", "Family", "Friends", "What I am", "Travel", "My achievements". A collection of works will be interesting and indicative, which will clearly demonstrate the progress of the child's skills and craftsmanship in one or another form of cognitive or artistic activity, search work and can become a source of pride and a source of inspiration. Note that the student himself takes part in the choice of materials that will compose his report, teachers and parents only help him, thus, the skills of introspection that are so necessary in adult life, objective perception of the results of their efforts and adequate self-esteem are laid.

Diagnostics is carried out at the beginning and end of the academic year in each direction and includes the following list of criteria:

The degree of personal involvement and activity in the affairs of the school.
The general level of behavioral culture, good breeding.
Assessment of the degree of adequacy of self-esteem.
The level of openness and sociability.
Assessment of the level of physical and psychomotor development.
Development of thinking, skills of mental operations of observation, synthesis and analysis, comparison, the ability to highlight the main thing.
Development of creative imagination, aesthetic perception of the world.

In the process of research, they resort to using the author's testing methods:

the technique of V.V. Sinyavsky to identify organizational skills;
A. Criulina's test for the development of interaction skills;
game methods (game "Leader");
methods of sociometry for assessing the psychological climate of the class.

Extracurricular activities programs developed in accordance with the requirements of the Federal State Educational Standard

School teachers develop programs of extracurricular activities based on copyright programs or other exemplary programs that meet the requirements of the Federal State Educational Standard, then the programs are approved by order of the school director.

The complex of programs developed by the educational and methodological center "School 2100":

“I will be a real reader” (authors EV Buneeva, OV Chindilova).
“I open knowledge” (authors EL Melnikova, IV Kuznetsova).
“Learning to evaluate myself” (authors DD Danilov, IV Kuznetsova, EV Sizova).
“I will know everything, I can do everything” (authors AV Goryachev, NI Iglina).
"Theater" (by IA Generalova).
"Rhetoric" (authors T.A. Ladyzhenskaya, N.V. Ladyzhenskaya, etc.)

Programs of the educational and methodological complex (curricula, methodological recommendations, textbooks, workbooks for independent and additional work) "Perspective primary school":

“A museum in your class” - a course in museum pedagogy, will prepare a child for the skills of independent perception and analysis of a work of painting (image as a reproduction).
Scientific Experimenting Clubs “We and the World Around” - awakening interest in research activities.
"Design Bureau" - realizes the tasks of acquaintance with the laws of the surrounding world with the help of mathematical tools (diagrams, drawings, design from different materials). "What's inside the volcanoes?", "Is there a lot of salt in the sea water?"
"Journey to the Computer Valley" - the development of modern projects based on information technology. “Who am I?”, “Family Tree”, “Funny Letters”.
"The nature of the native land" - acquaintance with the natural world of the small homeland.
"The world of ecology" - the formation of ecological consciousness, the use of intersubject connections.
"City of Masters" - a complex of creative laboratories, mastering the skill of modeling, origami, construction, study of the basics of design.

Key points:

the relationship between the lesson and non-lesson parts of the program as variable;
expansion of the baseline;
it is possible to develop other programs by the teachers of the school, but with an orientation towards the content of the teaching materials "Perspective primary school".

The City of Masters program.

	1 class	2nd grade	Grade 3	4th grade
Game Library Workshop	2	3	3	2
Modeling workshop	5	4	2	3
Floristry workshop	4	5
Father Frost's workshop	6	4	4	4
Ideas collection workshop	8	10	3	7
Origami workshop	4	4
Design workshop and modeling	4	4	3
Puppet theater workshop			5
Design workshop			11	5
Izoniti workshop			3
Soft toy workshop				4
Magic Web Workshop				5
Paper plastic workshop				4
Total:	33	34	34	34

An example of sets of manuals developed by a team of authors of the teaching and learning method "Perspective School" (R.G. Churakova, N.A. Churakova, N.M. Lavrova, O.A. Zakharova, A.G. Pautova, T.M. Ragozina, etc.) etc.)

This set of manuals can be used in the classroom of a literary or mathematical circle, for independent work of pupils of the whole class, as well as in individual work with the aim of consolidating and deepening the educational material of the general education program, preparing for olympiads, competitions.

Literary reading grade 3 Reader ed. ON. Churakova	The goal is to awaken interest in knowing the world around you through reading, to acquaint you with exotic plants and animals. Illustrations, tasks and questions to the texts contribute to the formation of a culture of meaningful reading.
Literary reading. Grade 3. Book number 1	Acquaintance with the history and genre differences of the fable, the aesthetic nature of the comic, the peculiarities of the poetic perception of the world. Studying the genre of the story, practical skills in describing the character of the main character of the tale. By selecting and demonstrating paintings, listening to music, reading stories and fairy tales, an understanding of the integrity of the world of artistic culture is laid.
Literary reading. Grade 3. Book number 2	It is included in the "Literary Reading" EMC, includes questions that develop attention, analytical thinking, the ability to draw independent conclusions, instill the skills of perceiving the text as a useful and interesting source of information, teach how to work with the text.
Maths. Grade 2. Book number 1	Trains the ability to perform addition and subtraction operations within a hundred, teaches a short method of writing a problem, introduces the arithmetic operation of multiplication. "Multiplication table".
Maths. Grade 2. Book number 2	It is intended for individual work in order to consolidate skills, develops the skill of bitwise addition and subtraction, multiplication.
Maths. Grade 2. Book number 3	It is aimed at developing practical skills in arithmetic operations of subtraction and addition, multiplication and division of single-digit numbers, gives initial geometric representations.
Maths. Grade 2. School Olympiad.	Notebook for extracurricular activities. Included are tasks for mathematical olympiads, circles, individual forms of work with gifted students.
Maths. Grade 2. Practical tasks	Notebook Teaches how to work with diagrams, tables, measurements, constructions. Recommended for work in extracurricular activities and in preparation for olympiads of various levels.

Photo gallery of teaching aids for extracurricular activities of the educational complex "Perspective School"

T.A. Baikova Russian language O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Zakharova Mathematics in Questions and Tasks O.V. Zakharova Mathematics in practical tasks R.G. Churakova Mathematics. School Olympiad O.A. Zakharova Practical problems in mathematics

Examples of classes in the areas of extracurricular activities

The game "By the Way of Good" (based on the story of the fairy tale by G. H. Andersen "The Snow Queen") - a spiritual and moral direction

Purpose: the formation of ethical ideas, awareness of the importance of the moral qualities of a person, understanding the importance of confirming kind words and wishes with kind deeds.

the formation of the ability to communicate, the development of correct perception of a real life situation, adequate assessment and reaction;
promote the manifestation of a feeling of friendly participation, support and mutual assistance, teach to value friendship and cherish warm relationships;
cultivate tolerant relationships with each other, built on respect and mercy and the desire to help others, to do good deeds;
involvement in the world of universal human values.

Event plan:

Guess the hero. The teacher describes the character of the fairy tale and asks the children to say his name.
Each team is given a set of cards with the names of the heroes that need to be characterized.
The children are invited to look at illustrations depicting scenes from life, and are asked to sort them according to the principle of good or bad and explain their decision.
The next stage of the game will require the children to connect fragments of proverbs or aphorisms about good and evil in meaning.
Children will have to write a wish on a postcard to their relatives, friends, teacher or fairytale hero.

Video: Classroom hour for the 4th grade "We are different - this is our wealth" - social direction

"Opening a children's cafe" - research direction, 2nd grade

Purpose: development of children's initiative, creative imagination and the ability to model.

the formation of the ability to set a task, plan an activity, dividing it into stages;
training in the skills of organizing teamwork in a group;
development of attention, thinking, ability to reason, compare, see the reason for what is happening;
improving intellectual, communication skills, awakening creativity, research activity.

The children received an important and interesting task to design a cafe in which children of the whole city could have fun celebrating the holidays. The teacher precedes the receipt of the assignment with a story in which the context sounds a problem that the children must independently define and formulate.
The planning stage is designed as a game of cards, which must be placed in the correct sequence (the issue of land lease, the conclusion of contracts for the right to build, building materials, equipment, a team of builders, design, advertising, etc.).
Children are handed out large sheets of Whatman paper and pictures with furniture, flowers, dishes, interiors, etc. Fun and perky under energetic music, the guys model their cafe, and then present their stage of work.

Video: Class hour on the topic "Conflict" - social direction

"Healthy food" project-presentation of the course "ABC of Health", 2nd grade - health-improving direction

Purpose: to give an idea of the principles and rules of healthy eating.

develop the skills of attentive perception of the interlocutor's speech, the ability to listen to the teacher or classmates;
promote the acquisition of experience of self-esteem and introspection, free initiative and responsible behavior;
to form the ability to conduct a correct conversation, the ability to listen, to enter into a dialogue on time, to keep the thread of the conversation, to follow the logic;
teach to plan their actions, adjust preliminary plans depending on the situation, control their behavior and emotional reactions, look for effective ways to overcome the difficulties that have arisen.

Carrying out scenario:

The teacher reads a letter from Carlson, in which he says that he is extremely ill and asks the children to help him become cheerful and cheerful again.
Determination of the causes of the literary hero's illness, discussion of the problem of malnutrition and lifestyle.
Recommendations for Carlson for a speedy recovery: daily routine, healthy diet, physical activity, hygiene, etc.
Guessing riddles, conducting a discussion about harmful and healthy cuisine.
Summing up, systematizing and generalizing the experience gained.

Video: Circle "Technical Modeling" - a general intellectual direction

"Open space and architecture" - a general cultural direction

Purpose: to give an idea of such a form of art as architecture, to master the skills of artistic technique of drawing with the help of cardboard.

explore the concept of open space and architecture;
learn to portray the nature of your home;
master search skills for working with information;
learn to express your opinion about works of art, show an emotional reaction;
analyze the reasons for success or failure in achieving the goal;
soberly assess their actions and make adjustments to the plans in time, taking into account the previously made mistakes.

Assignment: draw a picture on the theme "My favorite corner of nature."

Game scenario:

An exposition of children's works in various genres of art is being prepared.
"Who is bigger?". Children should carefully analyze the exhibited works and correctly determine their genre (natural, rural, urban, architectural landscape, open space). The title of each term is accompanied by a demonstration of the corresponding slide.
Working with explanatory dictionaries, the teacher asks to find the word architecture.
Discussion of future work, conversation around the theme of the landscape, thinking over a suitable name for your drawing.
Children start to create. Using the thickest brushes, paint over the surface of the sheet, transferring the horizon line dividing heaven and earth. The teacher suggests experimenting using cardboard as a drawing tool, for example, a wide strip of cardboard will help to depict a house with a slight movement of the hand, and narrower ones will be useful for drawing a window, doors or a fence. Finally, with thin brushes, finish drawing the details of the landscape.

Assignment at home: draw a sea or mountain landscape.

Video: Lesson of the "Little Genius" circle, solving inventive problems - general intellectual direction

Unfortunately, many parents perceive electives, class hours, play techniques and children's creative projects as a secondary and burdensome burden on the child. However, it is worth noting that it is the student's activity outside the traditional form of the lesson that liberates and opens up new horizons for knowledge and experimentation for the child, interests and captivates, instills confidence and helps him to successfully realize himself, find his own self, allows the school to get away from the routine of daily monotony monotonously replacing each other. a friend of the lessons. Let's hope that this promising innovation will still successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of the teachers, will take root in the Russian school, to the delight of children and their parents.

In accordance with the provisions of the Federal State Educational Standard, an educational institution implements not only classroom activities, but also extracurricular activities. This activity is aimed at solving the following important tasks:

adaptation of children to schooling;
optimization of the teaching load of schoolchildren;
improving the conditions for the development of the child.

It should be emphasized that extracurricular activities are also an integral part of the educational process in secondary school. It kind of expands the educational space, allowing schoolchildren not to focus only on their studies, but to use other opportunities of the school for their physical, spiritual, intellectual and cultural development. It is important to note here that the main characteristics of extracurricular activities are voluntariness and attractiveness for schoolchildren. Without these conditions, it will be ineffective or even ineffective.

There are five main areas of extracurricular activities in primary school. They are presented in the diagram.

Consider the possibilities of implementing extracurricular activities in these areas.

Sports and recreation

Traditionally, within the framework of this direction, various kinds of sports events are organized: school-wide and interschool competitions, competitions within classes, other events dedicated to various holidays, events, memorable dates, etc. In addition, this direction involves the work in the school of various sports sections.

General intellectual direction

This direction involves the organization of various kinds of activities aimed at the mental and intellectual development of schoolchildren. These can be various contests, quizzes, olympiads in various disciplines, etc. They can be conducted both within schools and between schools.

Spiritual and moral

Work in this area involves the use of various forms: conversations, class hours, discussions, disputes, seminars, etc. The main condition is their spiritual and moral themes. Topics can relate to religions, various political events and their assessment, interethnic interaction, etc. Excursions to nature play an important role in this direction, since they form a careful attitude towards it in children.

General cultural

Within the framework of this direction, various excursions can be carried out, visits to theaters, museums, exhibition halls, watching films, etc. It is also possible to use those forms that are used in the general intellectual and spiritual and moral directions.

Social

This direction involves the formation of social interaction skills in schoolchildren. The main thing here is the modeling of certain situations of interpersonal interaction. It can also be models of relationships in the field of law, municipal and other management, economics, politics, etc. Here, too, various forms of extracurricular activities can be used. It seems that the most effective of them will be socio-psychological training, since within its framework it is possible to simulate almost any situation and work out effective solutions to the problem.

Usually, the work of teachers is carried out in each of these areas separately. However, I would like to propose a form that could unite, if not all, then most of them.

A game called "yagent" can be used as such a form. It was invented back in 1986 by the Serbian teacher Janko Pavlis.

Yagent capabilities

The name of the game is deciphered as "I am a gentleman", because it not only develops physically and teaches to win, but also requires, despite the sports struggle, displays of nobility and tactful attitude towards the opponent.

In addition, yagent allows you to develop the following qualities necessary for schoolchildren:

communication skills, since it forms the ability to interact with teammates, while strengthening their psychological compatibility;
mental abilities, as it makes the players quickly and correctly assess the situation, find the right ways and ways to achieve victory;
physical: strength, speed, endurance, eye, peripheral vision, agility, etc .;
ethical: develops politeness, a noble attitude towards an opponent, a desire to follow the rules of Fair play.

Yagent rules

The yagent includes elements of volleyball, basketball, handball and various outdoor games. They play it with a volleyball. The size of the court is 9 by 18 meters, which is divided into two halves by a volleyball net. The net should be stretched so that its bottom edge touches the floor. A tape or elastic is stretched between the posts for the net at a height of 243 cm. Each of the playing teams includes 14 players, of which there must be 7 boys and girls. The playing roles are distributed as follows: each team has 10 field players (5 boys and girls who play in pairs), 3 jokers (2 boys and 1 girl), 1 queen (girl).

If the field players are located in their own half of the court, then the jokers and the queen go over to the opponent's side. There, jokers take places along the side and front lines, and the queen is located in the middle of the site in a circle with a diameter of 2 meters.

The main goal of the game is to knock out as many outfield players of the other team as possible. In this case, you can pass the ball to each other in the directions indicated by the arrows in the figure.

The game has a number of restrictions, for each violation of which the ball is passed to the other team:

the ball must not be thrown at the opponent's head, but only at the legs or torso;
if the ball hits a player after bouncing off the floor, then such a fall is not counted;
the thrower should not step on the line of the opponent's court, and the queen is prohibited from leaving the circle when throwing;
the ball can be passed to partners only in the space that is bounded by the tape at the top, by the net racks at the side, and by the top edge of the net at the bottom.

The main rule is that boys can only knock out boys, and girls can only knock out girls, so the field players are distributed among opposite-sex couples in order to be able to protect each other.

Players have the right to catch "candles", which allows them to seize the initiative and become an attacking team from a defending team.

The knocked out player is sent to the bench, but if a player of the same team, but of the opposite gender, is next to him, they again form a pair and return to the game. It turns out that the same players can drop out and return to the game several times during the game. Therefore, there is almost no downtime in it.

At the end of the game, it is calculated how many players of a particular team were knocked out per game, which allows determining the winner. In case of equality of points, the victory is awarded to the team whose players have committed the fewest violations. In this case, the most rude of them is a direct hit on an opponent of the opposite sex. For such a violation, two penalty points are awarded, for the rest - one each.

Before the start of the game, a toss is held to determine the right to start the game.

The duration of the game may vary depending on the level of physical fitness of the students and the time available.

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