Name of areas of extracurricular activities according to federal state standards. Extracurricular activities methodological designer

This article describes the forms of extracurricular activities by area and type. All types, directions and forms of extracurricular activities of students at the level of primary general education are focused on educational results.

Forms of extracurricular activities in the conditions of the Federal State Educational Standard of NOO

In accordance with the Federal State Educational Standard for Primary General Education (FSES IEO), the main educational program of primary general education is implemented by the educational institution, including through extracurricular activities.

Extracurricular activities of students, as well as activities within lessons, are aimed at achieving results in mastering the main educational program of the school. Particular attention in the Federal State Educational Standards of the second generation of educational institutions is focused on achieving personal and meta-subject results, which determines the specifics of extracurricular activities, during which the student must not only and not so much learn, but learn to act, feel, make decisions, etc.

The purpose of organizing extracurricular activities in accordance with the Federal State Educational Standards of NEO is to create conditions for students to achieve the social experience necessary for life in society and to form a system of values ​​accepted by society, to create conditions for the multifaceted development and socialization of each student in their free time from study; creation of an educational environment that ensures the activation of social and intellectual interests of students, the development of a healthy, creatively growing personality, with formed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities.

Extracurricular activities of an educational institution are aimed at achieving educational results:

• students' acquisition of social experience;
• formation of a positive attitude towards basic social values;
• acquisition by schoolchildren of experience of independent social action.

The planned results of mastering the program of extracurricular activities include:

personal results— the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of primary school graduates, reflecting their individual personal positions, social competencies, personal qualities; the formation of the foundations of Russian civil identity;

meta-subject results— UUD mastered by students (cognitive, regulatory and communicative).

In addition, extracurricular activities in elementary schools allow the teaching staff to solve a number of very important tasks:

• ensure favorable adaptation of the child at school;
• optimize students' workload;
• improve conditions for child development;
• take into account the age and individual characteristics of children.

Structure of extracurricular activities.

Extracurricular activities in primary school are carried out through:

• educational institution curriculum;
• additional educational programs of a general education institution;
• educational programs of institutions of additional education for children;
• cool guide.

Directions, types and forms of extracurricular activities.

According to the Federal State Educational Standard of the Russian Federation, the organization of classes in areas of extracurricular activities is an integral part of the educational process at school. The hours allocated for extracurricular activities are used at the request of students and in forms other than the lesson system of education. The Federal State Educational Standard of the Russian Federation determines the main directions of extracurricular activities.

The directions, types and forms of extracurricular activities are very closely interrelated.

Areas of extracurricular activities:

1. Sports and recreation
2. Spiritual - moral
3. General intellectual
4. General cultural
5. Social

Types of extracurricular activities:

• Play activity
• Cognitive activity
• Problem-based communication
• Leisure and entertainment activities
• Artistic creativity
• Social creativity
• Labor activity
• Sports and recreational activities
• Tourism and local history activities

Forms of extracurricular activities:

• Circle
• Studio
• Section
• An association
• Elective
• Scientific society
• Conference
• Competition
• Tournament
• Meeting
• Concert
• Play
• Practice
• Excursion
• Cultural trip
• Hiking trip
• Subbotnik
• Landing

Forms of extracurricular activities in the following areas:

Sports and recreation:

• Visiting sports sections
• Organization of excursions, Health Days and other sports competitions.
• Conducting health talks.
• Use of game moments, physical education minutes, exercises before lessons in lessons.
• Dynamic breaks and walks in elementary school.
• Participation in sports competitions.
• Operation of a summer health day camp.

General cultural:

• Organization of excursions to theaters and museums, exhibitions of children's drawings, crafts and creative works of students;
• Conducting thematic classes on the aesthetics of the student’s appearance, culture of behavior and speech;
• Participation in competitions and exhibitions of children's creativity of the aesthetic cycle at the school, district, and region level.

General intellectual:

• Subject weeks;
• Library lessons;
• Competitions, excursions, Olympiads, conferences, business and role-playing;
• Project activities;
• Participation in research conferences;
• Development of projects for lessons.

Spiritual and moral:

• Meetings with WWII and labor veterans, lessons of courage, visiting the school museum.
• Exhibitions of drawings.
• Design of newspapers about the military and labor glory of Russians,
• Themed classroom hours.
• Preparation for participation in the military sports game "Zarnitsa".
• Festivals of patriotic song, parades and songs.

Social:

• Carrying out cleanup days.
• Work at the school site.
• Growing and caring for indoor plants.
• Campaign “Plant a tree”, “White flower”, “Feed the birds”, etc.

Forms of extracurricular activities by type:

1. Verbal and logical.

The main means of influence is the word (word persuasion), which evokes response emotions in children.

• Conversations on various topics
• Discussions
• Meetings
• Conferences
• Lectures

The main thing here is the exchange of information, messages from teachers, students and other adults. Discussion of problematic issues.

1. Figurative and artistic forms

• Concerts
• Performances
• Holidays

The main means of influence is a joint, predominantly aesthetic experience. The main thing here is to evoke strong, deep and ennobling collective emotions.

1. Labor forms of extracurricular activities

• Work at the school site
• Work on decorating and cleaning the office
• Caring for indoor plants
• Organization of duty during breaks and in the school canteen
• Help the school librarian
• Labor landings

In modern conditions, it is necessary to place emphasis on the personal significance of work, when the child realizes that the acquired skill will be useful to him in life, when he is interested in eventually going there.

1. Game (leisure) forms of work

• Joint holidays
• Preparation of concerts and performances
• Week of theatre, dance, vocals
• Watching and discussing films and performances
• Competitions
• Competitions
• Hiking trips
• Excursion walks to the park
• Excursion trips

The role of play in organizing leisure time occupies an important place in a child’s life, and therefore is considered by teachers as one of the main means of education. Games can be sports, educational, competitive, competitive, intellectual, etc.

1. Psychological forms

• Lectures
• Conversations
• Discussions
• Psychological exercises
• Consultations
• Trainings

In forms of this type, the main means of influence are elements of psychological training, methods of practical psychology, individual and group psychotherapy. These forms require special knowledge and skills.

Results of extracurricular activities

All types, directions and forms of extracurricular activities of students at the stage of primary general education are strictly focused on educational results.

The educational result of extracurricular activities is the direct spiritual and moral acquisition of the child through his participation in one or another type of activity.

The educational effect of extracurricular activities is the influence (consequence) of one or another spiritual and moral acquisition on the process of development of the child’s personality.

Levels of results of extracurricular activities

Achieving all three levels of extracurricular activity results will indicate the effectiveness of educational work:

• introduction of effective forms of organizing recreation, health improvement and employment for children;
• improving psychological and social comfort in a single educational space;
• strengthening the health of pupils;
• development of creative activity of each child;
• strengthening the connection between family and school.

Literature:

D.V. Grigoriev, P.V. Stepanov “Extracurricular activities of schoolchildren. Methodical designer" M.: Prosveshchenie, 2014.

The problem of using the free time of younger schoolchildren has always been pressing for society. Raising children occurs at any moment of their activity. However, it is most productive to carry out education in your free time from studying.

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

Extracurricular activities within the framework of the implementation of the Federal State Educational Standard of NEO 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 implementation of the Federal State Educational Standard acquire new relevance, because it is the standards that have established the mandatory nature of its organization.

Project goal: to carry out education most productively in free time from teaching, using extracurricular activities as a resource that allows the school to achieve a new quality of education

Project objectives: to encourage the child to choose a range of interests and develop personal abilities.

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 participants in the educational process. At the present stage, extracurricular work is an excellent extension of the school infrastructure. The advantages of using extracurricular activities to consolidate and practically use certain aspects of the content of academic subject programs are also obvious.

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

1. Optimize students' workload.
2. Take into account the individual characteristics of students.
3. Formation of communication skills.
4. Development of a positive attitude towards basic social values ​​(person, family, nature, peace, knowledge, culture, work) - for the formation of a healthy lifestyle.
5. Development of creative and intellectual abilities.
6. Training in the rules and forms of teamwork.

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

• Involving students in active activities.
• Accessibility and visibility.
• The connection between theory and practice.
• Taking into account age characteristics.
• A combination of individual and collective forms of activity.
• Purposefulness and sequence of activities (from simple to complex).

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

1. Sports and recreation.
2. General cultural direction.
3. Social direction.
4. General intellectual direction.
5. Spiritual and moral direction.

We implement sports and recreational activities in the programs “Rhythmics”, “Swimming”, “Dynamic pause”.

Increased physical activity is a biological need of a primary school student, the degree of which determines his health and overall development

The main focus of this area is on promoting health, developing motor abilities, and gaining theoretical and practical knowledge about a healthy lifestyle.

The general cultural direction is represented by the programs “Verbal Fun” and “Talk about Proper Nutrition”. The goal 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 play sessions, mini-performances, competitions, and exhibitions.

The general intellectual direction is implemented by the “RTS” program.

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

The social direction is represented by the program “Psychological ABC”, “SDA”. Classes have begun with the preparatory stage - adaptation of first-graders; work is continuing on the development of personality. The work is carried out in the form of games, tests, entertaining tasks, messages, and watching videos.

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

The educational results of schoolchildren’s extracurricular activities are distributed across three levels.

Level 1 – the student knows and understands social life.

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

Level 2 – the student values ​​social life.

The student’s experience and positive attitude towards the basic values ​​of society (person, family, nature, peace, knowledge, etc.)

Level 3 – the student acts independently in social life.

Students gain experience of independent social action.

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

When organizing extracurricular activities for younger schoolchildren, it is necessary to take into account that upon entering the 1st grade, children are especially receptive to new social knowledge and strive to understand the school reality that is new to them.

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

• the degree of assistance that the teacher provides to students in completing assignments;
• children’s behavior in class: 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 environment, literary reading, etc.

When organizing extracurricular activities for younger schoolchildren, it is necessary to take into account that upon entering the 1st grade, children are especially receptive to new social knowledge and strive to understand the school reality that is new to them.

School after school 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 and reveals himself as a person. It is important to interest him in after-school activities so that the 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.

When starting to talk about the areas of extracurricular activities according to the Federal State Educational Standard, we will first decipher this abbreviation.

Federal State Educational Standard– federal state educational standard – a document that reflects the basic requirements set by the state for educational programs of educational institutions of all types – from preschool to professional. It is mandatory for use by educational institutions throughout the Russian Federation. Thanks to the Federal State Educational Standard, continuity of the educational cycle is ensured throughout its entire duration.

Types of Federal State Educational Standards

There are different types of Federal State Educational Standards, depending on what level of educational institutions they are intended for. The state standard of general school education in the Russian Federation pays special attention not only to the study of basic school subjects in the form of lessons, but also to extracurricular activities.

The areas of extracurricular activities according to the Federal State Educational Standard are different: gaming, educational, leisure, creative, labor, sports. They are able to satisfy the interests of any student and his needs for self-realization.

Extracurricular activities are important for the normal physical, intellectual and moral development of children and adolescents, as well as for their social adaptation and instilling in them the work skills necessary in adulthood and facilitating vocational guidance in the future.

Main types of organization of extracurricular activities

Extracurricular activities at school are carried out in several ways. Many children, in addition to general education, attend so-called special schools: music, art, sports, etc. But this kind of classes can also be organized as part of the standard school curriculum. The main type of organization of extracurricular activities at school is sections and clubs. By studying there, students develop physically and intellectually, broaden their horizons, deepen their knowledge of basic school subjects, sometimes going quite far beyond the standard curriculum, and gain practical skills that may be useful to them when studying in vocational schools.

Based on the form of implementation, types of extracurricular activities can be divided into theoretical and practical.

How many main areas does extracurricular activities have?

In fact, extracurricular activities have many directions. Which of them to make the main ones is decided by each specific school and each specific teacher, based on the main goal: the education of a harmonious and versatile personality.

We list the most popular areas and types of activities in extracurricular work:

• The health and sports direction is achieved by organizing sports sections at the school for practicing various sports.
• Intellectual and cultural activities are provided by classes in artistic clubs (music, drama, fine arts), as well as by organizing school excursions to museums and theaters.
• Tourism activities contribute to the development of interest in the native land, its natural and historical attractions.
• Children can acquire professional and everyday skills in clubs for various types of technical modeling and handicrafts.
• Work in subject clubs (mathematics, biology, literature) plays an important role in the process of earlier determining abilities and inclinations related to career guidance of schoolchildren.
• Social adaptation can be facilitated by so-called role-playing games, which simulate various situations of an everyday or social nature and facilitate children’s learning of the rules of behavior in them. In elementary grades, these could be games like “We came to the store,” “Road and traffic,” “At a doctor’s appointment.” Older schoolchildren imitate with interest the work of adult institutions, acting as the director and other members of the workforce, or organize, say, an election campaign for the election of the president of the school council, simultaneously delving into all the subtleties and details of the election process as such.

As a rule, the organizer of extracurricular activities in a comprehensive school is mainly its own teaching staff, but sometimes teachers from additional education schools are also involved. Active participation in it helps to accelerate and facilitate the child’s social adaptation not only in the educational institution as such, but also in society as a whole, because school, in fact, is one of its main models.

In primary school, extracurricular activities take place mainly in the form of games, and this is natural. Younger schoolchildren are children in the full sense of the word, and due to their age, they are not yet capable of any significant stress - both physical and mental-emotional, nor of accurately defining their sphere of interests, nor of concentrating efforts in this area . But as children grow up, it gradually acquires clear and serious outlines, and work in it becomes more and more close to the forms of activity of adults. High school students are already organizing school scientific societies, becoming participants in various Olympiads - sports, technical, subject, winning prizes in them and thus raising both their own rating and the prestige of their educational institution.

Observing students in extracurricular activities, the teacher tries to identify all their talents and abilities - and, of course, every child has them - and direct the efforts of each student to the area in which these data will be revealed to the maximum, bringing deep moral satisfaction as both the student and the teacher.

Extracurricular activities of students are a condition for the implementation of the Federal State Educational Standard for primary and secondary schools - video

Extracurricular activities of schoolchildren

Methodical designer

Section 1. The essence of extracurricular activities of schoolchildren

• VD – unites all types of schoolchildren’s activities in which it is possible and advisable to solve the problems of their education and socialization.

Types and directions of extracurricular activities of schoolchildren

• Gaming
• Cognitive (not in class)
• Problem-based communication
• Leisure and entertainment
• Artistic creativity
• Socially transformative volunteerism
• Labor
• Sports and recreation
• Tourism and local history

Results and effects of VD

• Educational result of VD– direct spiritual and moral acquisition child through his participation in one activity or another.
• Educational effect of VD – influence (consequence) one or another acquisition on the process of development of the child’s personality.

• First level of results: acquisition by schoolchildren of social knowledge, primary understanding of social reality and everyday life.
• Second level of results: receipt by schoolchildren experience and positive attitude to the basic values ​​of society, the value attitude towards social reality as a whole.

Results of extracurricular activities

• Third level of results: receipt by schoolchildren experience of independent social action.
• Achievement three levels of results increases the likelihood of occurrence effects VD.
• First – achieved in relatively simple forms, second – more complex, third – the most complex forms of VD.

Correspondence of levels of results, forms and types of PD

• Forcing results and forms of VD does not ensure effectiveness! Examples:
• Social creativity – 1) social test (child’s participation in a cause, action organized by an adult) – 2) KTD – 3) social and educational project.

See table 1

methodological designer

Section 2. Forms of organization of internal affairs

• In all areas of VD, forms of work and results for three levels are presented, examples are given.

See p. 16 - 114

• Complex educational programs – achieving all three levels of results in various types of extracurricular activities.
• Thematic educational programs - obtaining results in a specific problem field (patriotic education, education of happiness, education of tolerance...).

Section 3. How to develop a VD program for schoolchildren

Types of VD educational programs:

• Programs upon achieving results of a certain level - first, first and second, second and third, are often related to the age of the children.
• Programs for specific types of air traffic – gaming, educational, etc.
• Age educational programs
• Individual educational programs.

• PEPs can be developed by the school independently or based on revised sample programs.
• Programs must be designed for a certain age: for primary schoolchildren, teenagers, etc.
• The content of the programs is selected to be pedagogically appropriate and consistent with the needs and requests of students and parents.

General rules for developing VD programs

• The VPD contains: an introduction (the purpose of the program, principles, structure, volume of hours, age group of students), a list of main sections indicating the hours for their development (thematic plan), a description of the sections and content of classes (synopses), characteristics of the main results.
• The internal action plan describes the content of the internal action, the essence and direction of the planned activities and activities.

General rules for developing VD programs

• The VPD indicates the number of hours of classroom training - no more than 50% of the total number of hours - and extracurricular (active) classes.
• PVD can be implemented both in a separate class and in creative associations of schoolchildren of the same age group (sample program for a class and sample program for older teenagers)

Section 4. Diagnostics of the effectiveness of schoolchildren’s PD

• Studying changes in the personality of a schoolchild : questionnaire of personal growth through attitude to values ​​(to oneself, to the Fatherland, etc.)
• Studying a children's group: Methodology “What kind of team do we have?” (A.N. Lutoshkin), sociometry
• Studying the professional position of a teacher: diagnostics of the professional position of a teacher as an educator

See book Studying the effectiveness of the educational process / Ed. E.N. Stepanova. – M., 2003.

Section 5. Regulatory support for schoolchildren’s daily activities

• Sample job description for Deputy Director for Internal Affairs
• Sample job description of a teacher-organizer
• Sample job description for a class teacher
• Sample job description for a teacher of additional education
• Sample job description for an afterschool teacher

• Concept for the modernization of additional education for children in the Russian Federation for the period until 2010 (draft)
• Methodological recommendations for the development of additional education for children in general education institutions (Appendix to the letter of the Ministry of Education of Russia dated June 11, 2010 No. 30-51-433/16)

Section 6. Digest of regulatory documents regulating the extracurricular sphere of the school

• On increasing the educational potential of the general educational process in a general educational institution (Letter of the Ministry of Education of Russia dated April 2, 2002 No. 13-51-28/13)
• Methodological recommendations on expanding the activities of children's and youth associations in educational institutions (Letter of the Ministry of Education of Russia dated February 11, 2000 No. 101/28-16)

Sections: School administration

Our educational institution is one of three schools in the city that began to implement the Federal State Educational Standard of Education in the 2010–2011 academic year. The main document regulating this activity is the basic educational program of primary general education developed at the school. A curriculum has been developed, consisting of a mandatory (invariant) part and a part formed by participants in the educational process.

We began by identifying one of the priority tasks of a modern school: creating the necessary and complete conditions for the personal development of each child.

The concept of extracurricular activities includes all those types of activities of schoolchildren, except for academic ones, in which it is possible and appropriate to solve the problems of their upbringing and their socialization.

In the new standard, extracurricular activities are considered in 2 plans. Firstly, as a sphere of individualization of education. An area where a child can build their educational trajectories. And secondly – ​​as the most important area of ​​education.

When drawing up the curriculum, we were faced with the question: who should teach VD classes?

1. Maybe preschool teachers. They approach this process precisely from the perspective of child development, not learning. Indeed, CE institutions have significant potential in organizing extracurricular activities, ensuring variability and the availability of a wide range of activities in each of its areas;
2. Maybe high school teachers see the subject more broadly and deeply.
3. Maybe a primary school teacher will choose one or two courses and work in this direction with all the students.
4. Maybe the class teacher will teach classes, each in his own class. We settled on this model. We believe that in 1st grade this is advisable, because this leads to successful adaptation of first-graders and a deep familiarity between the teacher and the children.

We hired a swimming instructor (using the facilities of the school swimming pool). 1st grade attends the “Macrame” club, led by a teacher at the Children's Creativity Center. This model makes scheduling easier.

Having guided a first-grader through all directions, in the second grade he will be able to make a conscious choice in favor of an activity in which he can reveal his abilities and talents and express himself to the fullest.

The basic curriculum highlights the main areas of extracurricular activities.

Airborne directions:

• Sports and recreation.
• Artistic and aesthetic.
• Scientific and educational.
• Military-patriotic.
• Socially useful activities.
• Project activities.

In our opinion, these areas are meaningful guidelines for organizing extracurricular activities. But they do not cover the entire diversity of children’s activities at school. Therefore, it is advisable, along with the areas of extracurricular activities, to highlight types of extracurricular activities.

• Gaming;
• Cognitive;
• Problem-based communication;
• Leisure and entertainment activities (leisure communication);
• Artistic creativity;
• Social creativity (socially transformative volunteer activity);
• Technical creativity;
• Labor (production) activity;
• Sports and recreational activities;
• Tourism and local history activities.

How do the types and areas of extracurricular activities correlate?

Firstly, it is obvious that a number of areas coincide with types of extracurricular activities (sports and recreational activities, cognitive activities, artistic creativity).

Secondly, such areas as military-patriotic, project activities can be implemented in any of the specified types of extracurricular activities.

Thirdly, the direction associated with socially useful activities can be objectified in such types of extracurricular activities as social creativity and labor (production) activities.

Fourthly, types of extracurricular activities that are important for the development of a child, such as games and tourism and local history, are not directly reflected in the directions, which exacerbates the risk of their disappearance from school reality.

Thus, we propose to consider the above directions extracurricular activities like content guide when constructing appropriate educational programs. And the development and implementation of specific forms extracurricular activities of schoolchildren be based on the identified ten types.

Therefore, extracurricular activities are organized in our school taking into account:
– specifics of the educational activities of the school;
– staffing capabilities to provide extracurricular activities;
– requests from parents as the main customers of educational services.

At the same time, for the full organization of VD in most educational institutions today there are limited resources: personnel, material and technical, two-shift classes. Under these conditions, there cannot be unified forms of organization of internal affairs, unified models.

Our school’s working group for the implementation of the new generation of Federal State Educational Standards at the elementary level has developed programs in recommended areas.

The program of extracurricular activities is aimed at the diversified development of students. This is possible only if the entire set of educational technologies and methods of working with children creates conditions for the child’s self-realization.

The main ideas of the programs are:
– formation of a culture of communication between students, students’ awareness of the need for positive communication with both adults and peers;
– transfer to students of knowledge, skills, social communication skills, experience of generations;
– nurturing students’ desire for useful leisure time and positive communication.

The main objective:

Creating conditions for positive communication among students at school and outside it, for the manifestation of initiative and independence, responsibility, sincerity and openness in real life situations, interest in extracurricular activities at all age stages.

The main tasks of organizing extracurricular activities for children:

• identification of interests, inclinations, abilities, capabilities of students to
• various types of activities;
• providing assistance in finding “oneself”;
• creating conditions for the individual development of the child in the chosen area of ​​extracurricular activities;
• formation of a system of knowledge, skills and abilities in the chosen area of ​​activity;
• development of experience in creative activity, creative abilities;
• creating conditions for the implementation of acquired knowledge, skills and abilities;
• development of experience in informal communication, interaction, cooperation;
• expanding the scope of communication with society.

Here are programs that provide directions for extracurricular activities. The table shows that the set of courses in each class is different.

The courses “Clever Men and Women”, “Curious People”, “Literates”, “Young Readers”, etc. help students to promote intellectual development and broaden their horizons.

Particular attention in organizing extracurricular activities is paid to the implementation of artistic and aesthetic programs. The content of their activities is aimed at developing in students the correct attitude towards the world around them and the desire to participate in a variety of creative activities. This direction is represented by the courses “Fairy Tale Workshop”, “Mosaic”, “Tsvetik-Semitsvetik”, “Following the Sun”.

It is important for customers of educational services to involve students in sports.

This area of ​​extracurricular activities for first-graders is represented by the courses: Swimming, “A Healthy Child is a Successful Child,” and “Pearls of Health.” These courses fulfill the task of developing motor activity, developing healthy lifestyle skills in children, and developing character.

The socially beneficial direction is based on the child’s proactive participation in social events, through CTD, role-playing games. These are the courses “Droplet”, “School, me, my family”, “Springs”.

First graders take their first steps in writing research projects. Here are the names of some of them: “My favorite number”, “Our clothes”, “My family”.

Mostly all classes take place in the afternoon.

Of the huge number of innovative forms, we have chosen only a few, because... We believe that the number of forms used is not of fundamental importance, but what matters is the use of forms that include students in the process of acquiring knowledge and developing thinking, which reveal children’s abilities and help them gain self-confidence.

Such forms of work with first-graders make it possible to outline a path that will ultimately lead us to the final goal reflected in the “Portrait of an Elementary School Graduate.”

In general, by analyzing the intermediate results of extracurricular activities, teachers identified factors that contribute to the achievement of planned results. This is as follows:

1. All types of extracurricular activities organized within the framework of the Federal State Educational Standard provide students with the opportunity to participate in a wide range of classes in various areas.

2. The programs being implemented are focused on educational results.

A survey of teachers on the organization of extracurricular activities showed that primary school teachers, along with the positive results of testing the new system of extracurricular activities in the conditions of the Federal State Educational Standard, also note the need to improve the level of their methodological knowledge and approaches to this activity.

We came to the conclusion that success in organizing extracurricular activities may largely depend on the level of development of the educational system in an educational institution, on the presence of social partners in the school, and, of course, on the targeted creative interaction of teachers, students and other subjects of education.

We are confident that only a variety of activities and the inclusion of the student in a system of positive relationships with the surrounding reality will be able to identify and develop the individual characteristics of each student and lead to successful socialization of the individual.

We conducted a survey of 76 parents. The results are in front of you.

This is understandable, since the problem of maintaining and strengthening health never remains urgent. And classes in the scientific and educational direction are built on extracurricular material and contribute to the development of cognitive activity and independent mental activity of students.

In general, today the parents of our first-graders are satisfied with the results of their children’s participation in extracurricular activities and note that the anxiety about physical and emotional overload, which was initially present in the parental environment, has now disappeared.

In the process of work, the main problems of extracurricular activities clearly emerge:

1. Insufficient equipment of the school with media.

2. Distance from educational institutions that provide an expanded range of opportunities for visiting museums, exhibitions, and theaters. This would make it possible to integrate educational and socializing potential based on the relationship between basic and additional education.

3. Lack of educational infrastructure necessary for organizing extracurricular activities (availability of special premises, special equipment, methodological and didactic equipment).

But, despite everything, we try to use everything that surrounds us, introduce into our extracurricular activities forms and methods generated by new times, and preserve the long-term spiritual traditions of the educational system of our school. We try to give a good emotional mood, to help the little student feel like home from the very first days of his stay at school. And the most important thing is that he feels involved in what is happening at this school. We believe that the active, active inclusion of a child in life from the first day significantly shortens the adaptation period and creates better conditions for

emergence of learning motivation. And I really want the kids to tell their parents with delight: “I want to study at this school!”

As the Hungarian mathematician George Pólya said, “There are only as many good methods as there are good teachers.” As part of the city seminar, our educational institution offered 4 extracurricular activities.

Each teacher chose his own methods.

1st lesson.

Integrated lesson on the courses “School of Ethics” and “Hour of Communication”.

“Table setting. Table culture."

During the lesson, students became acquainted with the concept of “table setting”, with the rules of serving, with serving items, with the rules of etiquette at the table; learned techniques for folding napkins and arranging dishes. On laptops, using templates, we modeled a vase with flowers to decorate the table.

2nd lesson.

Artistic and aesthetic direction.

Course “Fairytale handicrafts”.

The topic of the lesson is “Techniques for working with paper. Screen design.”

Students made flower elements to decorate the screen using techniques: quilling, origami, cutting. At the end of the lesson, the screen was donated to the preschool educational institutions, with which the educational institution implements the “Continuity” program.

3rd lesson.

Scientific and educational direction.

“Knowledge” course.

General lesson-competition “Human Rights and Responsibilities”.

(Under the Convention on the Rights of the Child.)

4th lesson.

Artistic and aesthetic direction.

Course “Following the sun.”

The topic of the lesson is “May – harness the horse. Signs of May.”

During the lesson, the children got acquainted with the signs of May; learned about the holidays of this month. The result of the lesson is children’s creative work based on the signs of May.