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The article discusses the essence, functions and features of the organization of children's creative associations in our country. The authors define effective forms, means and methods of spiritual and moral education of adolescents in a children's creative association; analyzes the historical aspects of the development of extracurricular activities of children and adolescents; the internal and external conditions of spiritual and moral education of schoolchildren are revealed by means of musical and theatrical activities in the field of additional education and extracurricular activities of an educational institution. The involvement of adolescents in various forms of social and cultural activities: charitable concert programs, creative festivals, interest clubs and cultural and educational events, the impact of the artistic and creative environment and the means of musical and theatrical activities contribute to the formation of spiritual and moral values ​​among participants in children's creative associations in the educational institution.

spiritual and moral education

children's creative association

means of musical and theatrical activity

forms of socio-cultural activities

leisure sphere

artistic and creative environment

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14. Umerkaeva S.Sh. Education of artistic taste as a musical and pedagogical problem / S.Sh. Umerkaeva // Scientific and methodological electronic journal "Concept". - 2015. - No. 6. - P. 101-105.

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Modernization in the education system, adherence to new educational standards, a new version of the Federal Law "On Education in the Russian Federation" insistently require close attention of teachers to the issues of spiritual and moral education of the younger generation in institutions of general and additional education. Of particular importance in the spiritual and moral education of adolescents is the activity of children's creative associations, which create conditions for the formation of social experience in the process of creative activity and interpersonal communication, for the realization of cultural and leisure needs, interests and opportunities of the child, for the development of moral behavior skills.

The purpose of this work is to identify the specifics of the organization of children's creative associations for the spiritual and moral education of adolescents in the socio-cultural conditions of educational organizations. The study presents an analysis of the philosophical, psychological, pedagogical, methodological works of domestic authors on the problem under study, a pedagogical analysis of work experience in the system of additional education and extracurricular activities of educational organizations.

In the works of domestic scientists, various aspects of the organization of children's creative associations in educational organizations and their significance in the spiritual and moral education of adolescents are considered. O.V. Oparina in her research notes that “a children's creative association is one of the many forms of children's public associations. A children's creative association is an amateur association organized on a voluntary basis with the aim of realizing the creative abilities of an individual in the process of any artistic and creative activity. A feature of a children's creative association is openness, voluntariness, a variety of organizational forms, and emotional attractiveness. I.V. Ivanova claims that children's associations "play an important role in the self-development of students, they form the experience of free self-determination, bring up an optimistic attitude, psychologically and morally temper the personality" .

Children's associations as part of extracurricular, i.e. leisure activities have their origins in out-of-school education. Russian out-of-school education, which originated in the 19th century, in the 20th century was transformed into cultural and educational activities, organically combining the tasks of educating and educating the people, into a system of additional education for children and adults.

The historical aspects of the development of children's associations in our country are revealed by T.N. Murzinov, arguing that “on the basis of children's amateur associations, on the basis of their first experience, the first state out-of-school institutions were created. In turn, non-school institutions since the 1920s have become the center of the children's movement (palaces, houses of pioneers and schoolchildren), its scientific and methodological base. These systems of state and public education are united by the leisure space of children, pedagogically reasonably filled in the interests of their personal development.

Children's associations differ in their goals, objectives, areas of activity, in the composition and number of their members, the nature of the established connections, relationships, the level of development and impact on children and adolescents.

The subjects of the children's movement can be: international, inter-republican, all-Russian, republican, district, city children's associations and organizations.

The main activities of children's associations are: natural science, artistic and creative, physical culture and sports, sports and technical, socio-pedagogical, tourist and local history, scientific and technical, military-patriotic, ecological and biological, technical and creative, socio-economic.

Classification of children's associations

Leisure activity as a sphere of free time involves the creation and organization of children's associations. Such types of associations operate on the basis of educational institutions, centers of creativity for children and youth, houses of culture, libraries, parks, museums, zoos, etc.

Associations involve joint leisure activities of the children's and youth team and "multidirectional interaction of the individual in artistic and creative activities", contributing to the development of certain personal qualities, building relationships. I.N. Vishnyakova considers children's creative associations as an environment of "peer interaction, which, by virtue of its compatibility, plays a role in the formation of collectivism, humane relations" .

Children's creative associations have the following functions:

Axiological (orientation in the system of spiritual and moral values);

Socializing (the formation of social experience through creative activity and communication, the development of new social roles and behaviors, interpersonal relationships, providing conditions for self-expression and self-determination);

Cultural-creative (active involvement in creative activities related to the creation of artistic (stage) images);

Recreational and psychological (restoration of creative activity and psychophysical strength, implementation of cultural and leisure needs);

Vocational guidance (creation of conditions for the formation of interest and the identification of abilities for specific types of professional activity).

The activities of children's creative associations are implemented in such forms as a club, group, ensemble, circle, section, theater, studio, creative workshop, etc.

The organization of children's creative associations in the leisure sector has its own specifics. Features of the organization of children's creative associations depend on the capabilities of the institutions in which they operate. The forms of children's associations presented above carry out their activities in various socio-cultural and educational institutions, centers for children's and youth creativity, houses of culture, libraries, museums, parks, etc.

Centers for children's and youth creativity (former homes and palaces of pioneers and schoolchildren), school circles, sections and extracurricular activities in educational institutions are now part of the system of additional education. L.N. Buylova in her research considers additional education as a leisure area, where "children receive ample opportunities for positive leisure activities, arts, culture, sports, entrepreneurship, volunteering, for self-knowledge, self-realization, self-determination in various types of collective creative activity" .

In educational institutions, children's associations are organizational structures of two types: children's associations for extracurricular activities and children's associations of additional education. The work of children's associations is carried out on the basis of educational programs. In the Federal Law "On Education in the Russian Federation" additional programs are divided into "additional general developmental and additional professional" . The educational program should focus on a specific type of activity: cognitive, project, cultural and leisure, creative, gaming, etc.

Unlike extracurricular activities, additional education does not have federal state educational standards, is not a level of education, therefore, in the work of teachers, a standard program of this educational institution or the author's program of an additional education teacher is used.

Thus, in an educational institution there is a fairly branched structure of organized leisure for children and adolescents, which contributes to the development and activation of children's creativity, the involvement of children and adolescents in social and cultural activities, which is a factor in the upbringing and development of the individual. Yu.A. Streltsov notes that “with the proper organization of activities, the enrichment of the personality is carried out in an axiological sense. It is difficult to imagine an individual or group activity that does not make it possible to influence the value orientations and general orientation of a person. By itself, the assimilation of certain values, without which, in essence, none of the activities can do, involves the correlation of these values ​​with personal needs and contributes to the formation of value consciousness. When defining the concept of "children's creative association", it is necessary to clarify that creativity and the creative process combine many types of activity, this is cognitive, transformative, and artistic.

One of the most common types of children's creative associations are amateur art groups that have a different focus and cover all types of art. Various aspects of associations of amateur (amateur) creativity were studied in the works of domestic researchers T.I. Baklanova, I.N. Vishnyakova, E.I. Grigoryeva, A.V. Nesterenko, G.N. Novikova, O.V. Oparina, E.N. Tarasova and others.

Children's creative associations, "being at the same time an unregulated environment and an area of ​​active creative self-realization and self-actualization of the individual, are an area for the intensive formation of a creative personality, where personal qualities are sufficiently developed, joint creative activity is carried out with emotional involvement and a general positive attitude" .

The sociocultural sphere is the pedagogical field where the creative abilities of the individual are revealed in the process of productive creative communication. For the most effective educational impact on the personality of adolescents in the process of musical and theatrical activities in a children's creative association, in order to form their moral qualities, a number of socio-cultural conditions must be observed. Socio-cultural conditions in a children's creative association are specially created circumstances, requirements, rules. Within the framework of our study, internal and external socio-cultural conditions for the spiritual and moral education of adolescents were determined.

The internal conditions that contribute to the effective spiritual and moral education of adolescents are: an artistic and creative environment, “in which the achievements of world culture, folk traditions, national mentality, artistic creativity of professional and amateur groups in the field of culture and arts are accumulated”, an opportunity for self-realization of the personality of adolescents , the accumulation of emotional and sensory impressions, the internalization of the moral behavior of adolescents due to their active creative activity, classes in creative groups of interest allow the child to realize himself in other, non-educational areas of activity, somewhere without fail to experience a situation of success and, on this basis, increase his own self-esteem and their status in the eyes of peers, teachers and parents.

E.N. Tarasova argues that "the interaction of art and morality in the moral education of a teenager's personality is built on the inclusion of students in a variety of artistic and creative activities based on the idea of ​​conveying the experience of an emotionally valuable attitude to the world by means of highly artistic samples of culture and art" . As noted by S.Sh. Umerkaeva, "artistic and creative activity has a huge social, pedagogical, educational, cultural potential in the formation of spiritual and moral values ​​of children and adolescents" .

The purpose of the activity of the children's creative association "Gorodok" (headed by Rogacheva L.S.), organized in 2012 in the gymnasium No. 1636 "NIKA", is the spiritual and moral education of adolescents by means of musical and theatrical activities, the development of the creative potential of the individual. In the process of organizing the work of this creative team, the following pedagogical tasks are set: the upbringing of stable value orientations of the participants, the formation of an internal culture and the development of the creative abilities of adolescents in the process of musically theatrical activities. Spiritual and moral education in a theater group is a long process of influencing the inner world of adolescents by means of various types of arts, in which socio-pedagogical conditions are of great importance. The inclusion of the participants of the creative association "Gorodok" in various types of creative activity, which are the main content of the project "Magic World of Theater and Music", contributes to the formation of their moral personal qualities. The project includes blocks such as:

1. Organization of the annual festival "Theatrical Kaleidoscope" in order to generate interest in the history and traditions of Russian and foreign theater, to develop the creative potential and creative activity of children and adolescents; raising the level of stage culture and ethics of behavior;
2. The monthly holding of the musical and theatrical lecture “More than all treasures” is designed to introduce teenagers to the traditions and the best examples of world artistic culture, to raise the level of the general culture of the individual;
3. Organization of a cycle of charity theatrical concerts "From Heart to Heart" for veterans of war and labor, for pupils of orphanages and boarding schools in order to form among the participants of the children's creative association the concept of mercy, kindness, sincerity, philanthropy; consolidation and development of positive tendencies in behavior; creation of favorable conditions for the formation of spiritual and moral qualities of the individual;
4. Organization of a storytelling club for teenagers “Once upon a time”, the purpose of which is to form the spiritual and moral values ​​and attitudes of teenagers through a collective discussion of problems (social, ethical, etc.) in the stories presented by the storytellers.
5. Implementation of the general developmental program "Musical and theatrical journey", which is aimed at educating moral qualities and shaping the spiritual needs of adolescents through musical and theatrical activities.

External social and cultural conditions that contribute to the spiritual and moral education of adolescents in the children's creative musical and theater association "Gorodok" is interaction with public and social protection organizations in Moscow. Council of War and Labor Veterans of the Orekhovo-Borisovo South District (OBYu); Center for Children's Creativity (TsDT) "Young Technician", Center for the Development of Creativity for Children and Youth (TsRTDiYu) "Spring" and "Rainbow", orphanage No. 71, Center for Culture and Arts "Avangard", Central Children's Library No. 101 - these organizations are long-term partners of educational institutions in the implementation of tasks for the spiritual and moral education of schoolchildren.

Thus, the children's creative association in the framework of our study is an association of adolescents on a voluntary basis, realizing its activities outside of school hours to meet leisure needs and realize the creative potential of the individual in the process of joint musical and theatrical activities.

Leisure activities in the conditions of a children's creative association play a significant role in the life of every child, expanding the circle of his social contacts, contributing to the accumulation of spiritual experience, the development of moral principles and guidelines, and the development of creative potential. The process of personality formation, its spiritual and moral formation occurs during childhood and adolescence, therefore, the organization of leisure activities for adolescents in a children's creative association of an educational institution is today an effective means of educating and socializing schoolchildren.

Bibliographic link

Gribkova G.I., Rogacheva L.S. ORGANIZATION OF CHILDREN'S CREATIVE ASSOCIATIONS IN THE CONDITIONS OF AN EDUCATIONAL INSTITUTION: MAIN ASPECTS // Modern problems of science and education. - 2017. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=26221 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

MUNICIPAL BUDGET INSTITUTION OF ADDITIONAL EDUCATION

SHOLOKHOV CENTER FOR OUT OF SCHOOL ACTIVITIES

_________________________________________________

347022, Rostov region, Belokalitvinsky district, settlement Sholokhovskiy, st. Pushkin, house 32

tel: (8863 83) 5-40-08, E-mail:This email address is being protected from spambots. You must have JavaScript enabled to view.

Approved

By order of the director

MBU TO TsVR

L.S. Averyanov

No. ____, dated "___" May 2015

POSITION

about creative association

I.General provisions

1.1. This provision has been developed in accordance with the Federal Law "On Education in the Russian Federation", Sanitary and Epidemiological Requirements for Institutions of Additional Education for Children SanPiN 2.4.4.3172 - 14, the Charter of the MBU DO CVR (hereinafter referred to as the Center).

1.2. A creative association is a relatively stable collection of children and teachers united by a common goal (fixed in the educational program), similar interests and needs for communication and joint activities.

1.3. A creative association is a structural unit of the Center, which can carry out its educational activities on the basis of the Center or another educational organization (on the basis of concluded agreements).

1.4. A creative association is created based on the interests and needs of students.

1.5. According to the decision of the administration of the Center, in connection with the production need, the creative association of one direction can be re-profiled to another.

1.6. On the basis of a creative association, a profile group of children and adolescents, interest clubs, workshops and creative laboratories can be created in order to include each child (student) in creative activity to the best of his abilities and abilities, depending on interests.

II.Goal and tasks

2.1. Purpose: formation of a common culture of students' personality based on the assimilation of the content of additional educational programs.

2.2. Tasks of the creative association:

Mastering the volume of knowledge, skills and abilities by students, developing their creative abilities in the direction of activity.

Formation of a highly moral, educated personality with the basic competencies of a modern person.

Providing the necessary conditions for personal development, health protection and promotion, professional self-determination.

Patriotic and civic education of children and youth.

Organization of meaningful leisure for students, development of their social activity, innovative ideas and searches, approval of a healthy lifestyle.

III.The main directions and content of the activity of the creative association

3.1. The educational process in a creative association is carried out in accordance with the general educational program in various areas (artistic and aesthetic, physical culture and sports, tourism and local history, socio-pedagogical), developed by a teacher of additional education, adopted by the pedagogical council and approved by the director of the Center.

3.2. The educational activities of the creative association are carried out in the following areas:

· Artistic and aesthetic the orientation provides for the familiarization of students with various types of applied arts, art, the disclosure of their individual capabilities and creative abilities, professional orientation and adaptation to the conditions of modern life (vocal, vocal ensemble, knitting, art, floristry, beaded needlework, silk ribbon embroidery, soft toys, patchwork, embroidery, etc.);

· Physical culture and sports is aimed at fostering a healthy lifestyle and developing children's and youth sports in the territory, as well as the task of more widely attracting students, parents and teachers of an educational institution to regular classes in tabletop, physical culture and sports, the formation of a healthy lifestyle, increasing the level of their physical development .

· Socio-pedagogical leisure club, intellectual communication club, covers a wide age range:

For preschool children, it solves the problems of developing cognitive interests and creative development;

For children with disabilities solves the problem of social adaptation;

For students of primary and secondary school age, it contributes to the formation of special skills for safe behavior on the streets and roads in special conditions of the NPR;

Within the framework of cognitive and creative activity, it solves the problems of developing intellectual and creative abilities, design thinking, figurative imagination;

For students of senior school age, it is designed to provide social support for the life self-determination of students through the media, the formation of personal qualities that contribute to the self-development of individuality, social adaptation and professional orientation of adolescents.

Creative associations carry out educational and consulting work, organize creative reports, participate in the preparation and holding of municipal, city events, festivals, competitions, concerts, competitions, exhibitions, use other forms of socially useful, amateur activities.

3. Organization of the educational process

3.1. The organization of the educational process in the Center is carried out in accordance with the Charter, the curriculum.

3.2. The number of members of the creative association, the duration and frequency of classes per week are determined by the educational program, the direction of activity, the age characteristics of students, and working conditions.

3.3. Enrollment of students aged 5 to 18 years is carried out for the period provided for by the educational program.

For enrollment in the creative association of the Center, students provide the following documents:

statement of parents (legal representatives) whose children are under 14 years of age, or statements of children aged 14 years and older (Attachment 1). Parents write an application every academic year, regardless of how many years a student has been attending a creative association;

· a medical certificate from a doctor on the state of health of the child with a conclusion on the possibility of engaging in sports groups. For students, a place is retained in the children's association in case of illness, the passage of sanatorium-resort treatment, the next vacation of their parents.

Students are expelled in the following cases:

At the request of parents (legal representatives), moving to another city, district, leaving their district (Annex 2);

For gross violation of the Charter of the Center and the Rules of the order of students.

The decision to expel students is made by the Pedagogical Council of the Center, formalized by order of the Director of the Center.

3.4. The activities of students are carried out both in same-age and different-age associations of interest: a creative association, a club, a studio, a section, an ensemble, a theater, a group (hereinafter referred to as a "creative association"). Parents (legal representatives) can take part in the work of a creative association, joint mass, educational, leisure events are organized and held.

3.5. Creative associations can be of different types: single-profile, multi-profile, complex, groups of joint activities of children and parents.

3.6. Students have the right to engage in several creative associations, as well as change the direction of education. The transfer of a child from one creative association to another is carried out on the basis of an application from the parent (legal representative) of the child.

3.7. Classes in creative associations are held according to integrated, comprehensive, cross-cutting programs, in groups, subgroups, individually or by the entire composition of the association.

3.8. The mode of classes in a creative association is regulated by a schedule compiled by a teacher of additional education and approved by the director of the Center. The duration of the academic hour of the lesson is 45 minutes, 30 minutes for preschool children, younger students (choreography, classes using computer technology), with a mandatory 10-minute break between classes for children to relax and ventilate the premises. During the school holidays (autumn, winter, spring), the teacher has the right to change the schedule of classes of the creative association, to transfer to the daytime.

3.9. The academic year in the creative association begins on September 1 of the current year, two weeks are allotted to the teacher of additional education for the recruitment and completion of groups. The list of students is submitted for approval to the director at the beginning of the year no later than September 15 (Appendix 3), for the 2nd half of the year - no later than January 15. The change and movement of students in the payroll for the 1st half of the year is provided at the request of a teacher of additional education addressed to the director of the Center - January 15 (Appendix 4, 5).

3.10. The effectiveness of the assimilation of the subject in each year of study is carried out through certain criteria of the system for evaluating the activities of students (diagnostics, monitoring, control), based on the direction, purpose and content of the educational programs being implemented.

3.11. Students who complete the program in one year of study are transferred to the next year of study.

3.12. Students who do not study in the group of the first year of study, but who have successfully passed an interview or other tests, may be enrolled in the association of the second and subsequent years of study.

3.13. The mastering of general education programs in the third and more years of study ends with the final attestation of students, carried out in the manner prescribed by the Regulations on the attestation of students of the Center. On the recommendation of the teacher, the pupil is allowed and included in the final certification after achieving:

The third year of study, which involves the development of competence in this educational area, the formation of skills at the level of practical application;

The next year (4 years or more) of study, which provides for the achievement of an increased level of education in this educational activity, the ability to see problems, formulate tasks, and look for ways to solve them.

Students who successfully complete the year of study provided for by the program are issued a certificate of completion of the program.

3.14. Educational activities in a creative association are carried out by years of study, which include the preparatory year of study, the first, second, third and more years of study in accordance with additional general educational programs in the following areas:

3.14.1. Artistic and aesthetic orientation

Musical:

Ø Vocal Ensembles

Rehearsal and staging, summary classes with the whole team is 2-4 hours a week.

Ø art(painting, drawing, composition, modeling, graphics)

In the 2nd year of study, options are provided for breaking down hours to create learning conditions, taking into account the age characteristics of children.

Ø Decorative and applied art

Knitting, weaving, embroidery, macrame, floristry, soft toys, patchwork, batik, painting, fabric flowers, salt dough, natural material, designing and modeling clothes, clothes for dolls, etc.

Individual work (for children with disabilities, gifted children) is 2-3 hours per week.

The creative workshop is 2-4 hours per group.

In the 2nd year of study, options are provided for breaking down hours to create learning conditions, taking into account the age characteristics of children.

Ø Folklore ensembles

Individual work (for soloists, children with disabilities, gifted children) is 2-3 hours per week.

Rehearsal and staging, summary classes with the whole team are 2-4 hours a week.

In the 2nd year of study, options are provided for breaking down hours to create learning conditions, taking into account the age characteristics of children.

3.14.2. Physical culture and sports orientation

Ø OFP(General physical preparation)

Gymnastics, basketball, acrobatics, athletics, volleyball, mini-football, outdoor games.

In the 2nd year of study, options are provided for breaking down hours to create learning conditions, taking into account the age characteristics of children.

Ø Table tennis

For the organization and conduct of the sports section, 2-4 hours a week are provided.

Individual work (for children with disabilities, gifted children) is up to 3 hours per week.

In the 2nd year of study, options are provided for breaking down hours to create learning conditions, taking into account the age characteristics of children.

3.14.3. Tourist and local history orientation

Individual work (for children with disabilities, gifted children) is up to 3 hours per week.

Club hours are 1-2 hours per week.

3.14.4. Socio-pedagogical orientation

Ø Club of intellectual communication. Leisure activity.

Individual work (for children with disabilities, gifted children) is up to 2 hours per week.

Club hours are 1-2 hours per week.

3.15. Individual lessons (2-3 hours per week) are provided for working with soloists of choreographic and vocal groups, gifted and disabled children in all areas of activity.

3.16. Rehearsal and staging hours (2-4 hours per week) are provided for organizing consolidated rehearsals and staging work in choreography, vocals, theater. Rehearsal and staging work is a form of educational, creative work with students to develop previously acquired knowledge, skills and abilities on specific repertoire material.

3.17. For creative associations of fine arts, arts and crafts - artistic and aesthetic areas, a creative workshop (2-4 hours a week) is provided for organizing independent, research, project activities of students in collaboration with a teacher. A creative workshop is a form of educational, creative work to organize independent, research, project activities of students in collaboration with a teacher.

3.18. For creative associations of the social and pedagogical direction, club hours are provided (1-2 hours per week) in order to summarize the scientific, artistic, cognitive and other interests of students and their parents. Club - a group of students united by a common idea, interest, etc.

3.19. For creative associations of physical culture and sports orientation, 2-4 hours a week are provided for organizing and conducting a sports section.

4. Creative association management

4.1. The management of a creative association is carried out by a teacher of additional education in accordance with job descriptions.

4.2. The teacher of additional education implements the general education program and is responsible to the administration of the Center for the activities of the creative association.

4.3. The main forms of self-government in a creative association are the asset of the creative association and the parent committee.

4.4. Creative association can be encouraged in the manner established for encouraging teams and participants for certain creative achievements.

4.5. In the event of a decrease in actual attendance during the year, the groups must be merged or disbanded.

Attachment 1

Annex 2

Annex 3

« I APPROVE"

DIRECTOR MBOU DOD TsVR

L.S.Averyanova

"______" ________________ 20__

LIST

Students of the creative association

for 201___ - 201___ academic year

Creative association -

Teacher -

Year of study_ _______ Year of study ________

Group __1___					Group ___2___
Total children:					Total children:

Year of study_________

Group __3___					Individual training (OR/HIA)
					Total children:
Total children:

TOTAL:________________

Teacher's signature ___________________ ____________________________

signatureFull name teacher

Date of:_________________________

Agreed:

Methodist _______________________ / N.V. Orlova /

Appendix 4

Information

about the movement of students in a creative association

for the 1st half of the year 201____ - 201____ academic year

Creative association - ____________________________________

Teacher - ___________________________________________________

Eliminated/Date

Student's name (fully)

Year of study

Reason for leaving

middle name

Year of birth

MBOU (where he studies)

Date of:_____________

· Attach this completed table to the application for the replacement of children.

· Attach a list of students of the creative association for the 2nd half of the year to this information.

Appendix 5

Statement

I ask you to allow me to make changes to the payroll of the creative association "____________________________________________" in connection with the departure of children.

A list of students and information about the movement of students is attached.

________________ ___________________

The quality of his future largely depends on the correct organization of additional education of the child. Therefore, parents need to approach the choice of the form of additional education with all responsibility. Today we will tell you about the main forms of additional education for children and highlight the main features of each of them.

In today's society, the basic school curriculum for the full development of your child is unlikely to be enough. The more creative qualities you help him develop, the wider his horizons and communication, the higher his potential will become.

To expand the horizons of the child, as well as to "show" all his abilities, parents will help children's additional education which is aimed at the comprehensive realization of all the creative and personal abilities of children. It finds expression in many forms of work: circles, electives, sections, creative studios, etc.

The principles of organizing children's associations in the context of additional education are based on:

• voluntary basis;
• the ability to change organizations or attend the classes of several;
• conducting classes in a conditioned form (individually, in groups);
• mode of work and rest;
• individual approach.

It is important to understand that the quality of a child's future largely depends on the correct organization of additional education for a child. Therefore, parents need to approach the choice of the form of additional education with all responsibility.

Today we will tell you about the main forms of additional education for children and highlight the main features of each of them.

Forms of additional education for children

Circle

A circle (creative, subject) is an association of children according to interests and subject knowledge, which allows them to develop their creative inclinations, expand their knowledge and communicative experience. Classes in the circle are carried out according to a specially developed program, however, if necessary, the manager can make his own adjustments. Work with children is carried out on the principles of developing initiative, creativity, and an individual approach.

Features: the main goal is education, the formation of skills regarding a particular subject, thematic diversity (dance circle, quilling, origami, literature, etc.).

Ensemble

Ensemble - a creative team performing general musical and choreographic performances (song, dance).

Features: the main goal is harmonious personal development through aesthetic education, the development of artistic and creative skills, a clearly defined profile of activities, a variety of forms of classes, a combination of individual and group learning, the participation of children of different age groups.

Studio

Studio is a group of children united by common interests, tasks and activities.

Features: the main goal is the development of children's creative abilities, talents, a specific profile of activity (choreography, fine arts, theater, literature), in-depth study of the dominant subject, demonstration of achievements, search for new effective methods of working with creative children.

School

School - form of additional education, a curriculum that combines the study of several interrelated disciplines or is aimed at studying one profile.

Features: comprehensiveness, existence of the concept of the school, charter, educational program, priority is given to education, a strict system of knowledge control, a stepwise nature of education, certain conditions for admission, a school leaving certificate

Theatre

The theater is a creative team whose main goal is to reproduce the artistic action on the stage, the realization of children's creative potential (fashion theater, social theater).

Features: a variety of forms of classes, the study of theater as an art form, a clear system of conditions for recruiting participants, non-standard lesson program, the predominance of the artistic and aesthetic component in the program, extensive creative practice.

Optional

An elective is an auxiliary form of the pedagogical process aimed at satisfying the interests of the child, research activities, identifying the creative abilities of children, in-depth study of the subject, language, as well as the development of creative thinking and the preparation of gifted children for olympiads and competitions. There are electives within the framework of the general education program (they are organized on the basis of the school) and electives on a private basis.

School electives do not repeat the content of the school curriculum. In the classroom, children receive additional, deeper knowledge of the subject and reinforce the learned material by performing independent tasks. The process of testing knowledge is more educational than controlling. To interest the child in the lesson, the topics should be varied, and the methods of work should be non-standard.

Tutoring classes

Tutoring is a form of education that differs from classical classes in the classroom by the presence of a private teacher and an individual work program, taking into account priority learning moments for a particular student.

Features: private form of conducting, paid basis, symbiosis of repetition of material and learning new things, elimination of gaps in knowledge, high intensity of material presentation, group classes are possible, distance learning(thanks to specialized portals, websites, IT technologies), tutoring is aimed mainly at eliminating shortcomings in the assimilation of the general education program.

Center for Creativity and Development

Center for Creativity and Development - a multidisciplinary educational institution for additional education of children; an educational organization whose main goal is the development of the physical and creative potential of children.

Features: classes are conducted from the age of six months, a combination of different areas and types of activity (artistic, sports, military-patriotic, socio-pedagogical, tourist and local history), the possibility of specialized high school students, the established mode of classes, the practice of conducting classes and holidays with parents (even for the smallest children).

Club

A club is an association based on common interests for communication and leisure activities.

Features: the presence of children's self-government bodies, symbols and attributes (for example, a motto, a uniform, an emblem), a club charter, traditions, as well as communication between different generations of pupils.

Additional education is an integral part general education system. Due to the variety of its forms, it becomes possible from early childhood to develop in the child his creative potential and individuality.

The collection of methodological materials was compiled with the aim of providing methodological assistance to teachers of additional education in organizing training sessions in creative associations of institutions of additional education for children. The collection proposes goal-setting methods in accordance with the age of students, the principles and methods of teaching in the DL system, ways to motivate students, features of the analysis of the lesson and monitoring the educational process, games and exercises to form communication skills and maintain the health of students in the EDMS.

The collection includes diagrams, tables, materials from the scientific and pedagogical literature of individual authors, materials developed in MBOU DOD - DTDiM.

These materials are addressed to teachers of additional education; they can also be used by teachers of general education.

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DEPARTMENT OF EDUCATION

ADMINISTRATION OF THE TOPKINSKY MUNICIPAL DISTRICT

MUNICIPAL BUDGET EDUCATIONAL INSTITUTION

ADDITIONAL EDUCATION OF CHILDREN -

PALACE OF CREATIVITY OF CHILDREN AND YOUTH

"ORGANIZATION

TRAINING CLASSES IN CREATIVE ASSOCIATIONS OF UOD"

COLLECTION OF METHODOLOGICAL MATERIALS

Efimova O.A., teacher d.o.

- "Palace of Creativity for Children and Youth", Topki

The collection of methodological materials was compiled with the aim of providing methodological assistance to teachers of additional education in organizing training sessions in creative associations of institutions of additional education for children. The collection proposes goal-setting methods in accordance with the age of students, the principles and methods of teaching in the DL system, ways to motivate students, features of the analysis of the lesson and monitoring the educational process, games and exercises to form communication skills and maintain the health of students in the EDMS.

The collection includes diagrams, tables, materials from the scientific and pedagogical literature of individual authors, materials developed in MBOU DOD - DTDiM.

These materials are addressed to teachers of additional education; they can also be used by teachers of general education.

Organization of training sessions in creative associations UDOD. Collection of methodological materials:Aut.-stat. O.A. Efimova - Topki, MBOU DOD - DTDiM, 2012.

© MBOU DOD "Palace of Creativity for Children and Youth", 2012

Introduction 4

1 . The first classes in the creative association 5

Education 6

3. Methods and principles of teaching in the system of additional education 8

4. Methodology for preparing and conducting various forms of training sessions 10

5. Methodology for designing training sessions in the DO 14 system

6. Analysis of the training session in additional education 17

7. Monitoring the knowledge of students of a creative association 19

8. Motivation of students: methods and techniques 22

References 26

Applications

1. Documentation of a teacher of additional education 27

2. Sample plan - summary of an open lesson in the DO 28 system

3. Scheme of private-methodical analysis of classes in the system of additional

Children's education 30

4. Card for monitoring the knowledge of students 31

5. Games and exercises for the formation of communication skills

students 32

6. Games and exercises for the formation of the health of students (physical education minutes) 36

7. Seven "I" of the teacher of additional education 38

INTRODUCTION

At present, a new education system is being formed in Russia. This process is accompanied by significant innovative changes in the pedagogical theory and practice of the educational process, and, consequently, in the system of modern education.In solving this problem, the system of additional education of children acquires an important role, which is rightfully considered as a component of a single educational space that has developed in modern Russian society, is an innovative sphere of variable learning and teaching, education and self-education, development and self-development, maturation and socialization, contributing to the process of forming key competencies of students.

The requirements for the content and quality of education are increasing, which imposes a certain responsibility on the teacher in choosing the forms, methods, technologies of the educational process. The educational process in the system of additional education for children is a specially organized activity of teachers and students, aimed at solving the problems of education, upbringing, and personal development.An analysis of the literature and practical activities in the system of additional education for children makes it possible to identify unresolved problems that can be formulated through insufficient theoretical and methodological development of many aspects.

Today, many issues are considered and studied by scientists, educators - practitioners on the pages of scientific, popular science and periodicals, certain ways of solving actual pedagogical, psychological and social problems are proposed. Each institution of additional education for children seeks and finds its own ways of developing and improving the educational process. In this situation, it is important not to leave the teacher with a mass of unresolved issues under the powerful pressure of daily requirements and responsibilities.

This methodological manual has been compiled with the aim of providing methodological assistance to teachers of additional education in designing a training session in creative associations of institutions of additional education for children, taking into account the general requirements for organizing the educational process, the age characteristics of children and the conceptual foundations of UDO activities. The manual proposes goal-setting methods in accordance with the age of students, principles, forms and methods of teaching in the DL system, ways to motivate students, features of the analysis of the lesson and monitoring of the educational process, games and exercises to form communication skills and preserve the health of students of the educational process.

The methodological manual can serve as a reference book for a teacher of additional education. The material is presented taking into account current trends in education, contains alternative views on solving a number of topical issues, which should encourage the teacher to actively search for their own solutions and creativity.

1. FIRST LESSONS IN THE CREATIVE ASSOCIATION

Each teacher of additional education should be clearly aware of the importance of the first meetings with children, because they largely determine the success of all further work, since the emerging style of relations between all participants in the process, a positive attitude towards working together and the emerging moral climate will help to captivate the children with the upcoming activities and determine them attitude towards learning.

During the first lessons, the teacher solves a number of educational tasks:

1) create a positive attitude in children for classes in a circle, arouse their interest and desire to acquire the necessary knowledge and skills;

2) to acquaint the children with the educational program, the rules of work in the children's association and the prospects for personal development;

3) introduce children to the institution, structural unit and children's association;

4) identify the level of primary training of children in this type of activity;

5) get the necessary information about each other;

6) involve children in collective activities, start work on the formation of a children's team.

First lesson with children, you need to start by introducing the children to each other and to the teacher. For such a mass acquaintance, you can use a number of games (“Snowball”, “Tell me about yourself”, “My favorite”, etc.)

The result of this lesson:

Children know each other

The teacher is aware of the reasons that prompted each of the children to enroll in this children's institution.

The second stage of the lesson is the teacher's story about the children's association. This story should include:

Explaining to children the goals and objectives of the children's association, the content of its educational program,

Description of the content and results of the first year of studies,

Explanation of the main stages of mastery,

A story about the achievements of the children's association as a whole and its individual pupils,

Acquaintance of children with the insignia of members of the children's association and the conditions for obtaining them,

Story about the traditions of children's association.

In the course of such a conversation, it is important to draw the attention of the children to what prospects may be open to them in this field of activity (obtaining a profession, choosing a vocational educational institution).

It should also be made clear to children how the knowledge and skills gained in the classes of the children's association can be used in other areas of life - at school, in the camp, in the yard, etc.

A good accompaniment to the story of the teacher will be visual materials:

Exhibition of children's creative works;

Wall newspaper or handwritten magazine;

Album - a chronicle of the children's association;

Photos, slides and videos;

Insignia of circle members;

Awards of the children's association and its pupils;

Exhibition of books and periodicals;

Information stand.

The next stage of the lesson is to identify the level of primary training of children in this type of activity. For this you can use:

Tests or test tasks;

Contests and competitions;

educational games;

Performing practical work or creative tasks.

In children's associations of an applied nature, you can ask the children to bring their crafts from home.

The result of this stage of the lesson will subsequently be the basis for:

Making adjustments to the educational program;

Development of individual tasks;

Combining children into subgroups and links to perform collective work.

At the first lesson, it is necessary to start the main educational process:

Introduce the guys to the first stage or some tool, material.

A good end to the first lesson will be a tour of the institution of additional education and its territory.

Second training sessionchildren's association must begin with activities to form a children's team. These may include the following activities:

Discussion of the rules of interaction of all participants in the educational process;

Independent formulation or discussion of the rights and obligations of the life of the children's association;

Discussion of the rules of conduct in the institution and children's association of additional education;

Choice of children's asset;

Distribution of one-time and standing orders;

Formation of information transmission system.

The outcome of this lesson is:

Creation of an atmosphere of goodwill and mutual assistance, a positive moral and psychological climate in the children's association;

Children's understanding of mutual responsibility;

Inclusion of each child in active communication and social activities;

The beginning of work on the formation of a system of children's self-government.

The next step is the actual learning process. It is necessary to start this part of the lesson by explaining to the children the rules for organizing a training session and safety precautions. Next, the teacher proceeds to explain the first educational topic.

Theoretical trainingis one of the most important components of preparing children in a certain type of creative activity: it is in the process of studying the theory of a given academic subject that students have the opportunity to obtain maximum information that not only expands their general and special horizons, but also allows at a certain stage of learning to move from the reproductive level of work to independent activity, and then to a productive (creative) level. Undoubtedly, the theoretical training of children for a teacher of additional education is much more difficult in an organization that involves the following actions (steps):

- in the content of the subject, it is necessary to highlight the most significant material in the educational process (since an overabundance of information is also harmful to a child’s perception, like a lack):

- the selected content is then thought out "dosed" for each training session in a strict sequence of its study;

- it is necessary to “translate” the professional content of the subject being studied into information accessible to children of a given age, but without allowing primitivism (i.e., complete replacement of special terminology with other “understandable for children” words):

- you should select (or make your own) the necessary didactic aids to make the theoretical part of the lesson as meaningful, effective and productive as possible without increasing its duration;

- regular returns to the studied theoretical material in order to activate the necessary knowledge in the memory of students.

Methods of theoretical preparation.

In order to make the theoretical training of students of the children's association of additional education as effective and efficient as possible, it is necessary: ​​1) to select from a fairly large amount of theoretical knowledge available in each area of ​​creative activity, only the most necessary for teaching children (try not to "overload" the educational process with excessive "theorizing");

2) if there is a lot of theoretical material in a particular topic, then divide it into several parts for presentation in the course of several training sessions;

3) think over the process of explaining new material - choose words understandable to children of this age, draw analogies between the concepts being studied and the knowledge and life experience that children have, build a certain logic in the presentation;

4) when explaining the theory, use more visual materials (this helps to activate additional sensory analyzers in children);

5) before moving from theory to practice, offer children 1-2 tasks to consolidate the theoretical material being studied;

6) pick up practical work in such a way that children use the acquired theoretical knowledge (then they will not have an idea of ​​\u200b\u200bthe “independence” of theory and practice from each other);

7) “fix” the studied theoretical material (say the main content aspects together with the children) at the end of the lesson, and in the next 2-3 lessons, be sure to repeat what has been covered, and at the end of each topic, check what the students remember.

Practical training- the main component of the educational activities of the children's creative association, since the main principle of additional education for children is its practice-oriented orientation. But the practical training of students in a children's creative association cannot be "immense" (that is, spontaneously born in the teacher's head during the educational process), but requires a clear definition in content and organization.

The main content aspects of the practicalpreparation of children:

The main technical methods of work (after all, each type of creative activity has its own “technique” for performing it);

Acquaintance with different material (technical, genre, stylistic, etc.);

Mastering the technological process (a certain sequence of interconnected actions);

Special training and general developmental exercises;

Preparation and presentation of "products" of independent (or joint with the teacher) activities of students (products, models, dances, performances, etc.).

Methodology of practical training. In order for children to fully master the practical component of educational activities, it is necessary:

1. choose general developmental exercises (physical, intellectual, etc.) taking into account the characteristics of specific children, which will correct their shortcomings that prevent the development of this type of activity;
2. compose a set of special training tasks and exercises focused on the development of general, special and creative abilities of each student;
3. mastering the technique of this type of activity begins with the easiest techniques with further gradual complication (the teacher’s desire to teach children “everything and at once”, to achieve a quick result can lead to the opposite effect: insufficiently well-mastered practical skills will hinder further learning);
4. all the skills acquired during the preparatory work must be used in productive practical activities, or at least when performing training exercises and practical tasks;
5. each practical work started by children must be brought to a logical result - a concert or sports performance, an exhibition show, etc.;
6. choose a topic and form of practical work that is as relevant as possible in the real life of specific students;
7. does not rush to “external” demonstration of the results of practical work until the teacher is convinced that the achieved level of performance is sufficient for this (“raw” performances or exhibition works harm the pedagogical process).

3. METHODS AND PRINCIPLES OF TRAINING IN THE SYSTEM OF ADDITIONAL EDUCATION

Teaching methods representsa way of organizing joint activities of a teacher and students aimed at solving educational problems.

It is possible to classify teaching methods according to various criteria - according to the source of knowledge, according to the nature of cognitive activity, according to the didactic goal, etc. For ease of use, we single out the teaching methods traditionally used in the system of additional education for children and consider them in accordance with the main stages of education.

At the stage of studying new material, explanations, a story, a show, an illustration, a demonstration are mainly used, less often lectures.

At the stage of consolidating the studied material, a conversation, discussion, exercise, laboratory and practical work, didactic or pedagogical game are mainly used.

At the stage of repetition of the studied - observation, oral control (survey, work with cards, games), written control (testing work), testing.

At the stage of testing the acquired knowledge - a test, an exam, the implementation of control tasks, the defense of creative works, an exhibition, a concert.

The combination of methods forms methodology . Consider the most common teaching methods used in the field of additional education for children.

Differentiated learning methodology:with such an organization of the educational process, the teacher presents new material to all students in the same way, and for practical activities offers work of different levels of complexity (depending on the age, abilities and level of training of each). The method of individual learning (in the conditions of a study group): with such an organization of the educational process for each child (or better with his participation), an individual creative plan is drawn up, which is implemented at an optimal pace for him.

Problem-based learning methodology:with such an organization of the educational process, the teacher does not give the children ready-made knowledge and skills, but poses a problem for them (best of all, real and as much as possible connected with the daily life of children); and all educational activities are built as a search for a solution to this problem, during which the children themselves receive the necessary theoretical knowledge and practical skills.

Methodology of project activity:with such an organization of the educational process, the study of each topic is built as work on a thematic project, during which the children themselves form its theoretical justification at an accessible level, develop a technology for its implementation, draw up the necessary documentation, and perform practical work; Summing up is carried out in the form of project defense.

Means of educationare the sources of knowledge and skills development. The choice of teaching aids is determined by the characteristics of the educational process (goals, content, methods and conditions).

In pedagogical science there is no clear classification of teaching aids. We will try to give an idea of ​​the main ones using the classification of the Polish didactate by V. Okon:

Simple means: a) verbal - textbooks (and other texts), handouts (sets of exercises, assignments, diagrams, descriptions, etc.); b) visual - real objects, models, layouts, drawings, maps, dummies, collections, etc.;

Complex means: a) mechanical visual devices - diascope, microscope, overhead projector, etc.; b) audio - player, tape recorder, radio, audio recording; c) audiovisual - TV, VCR, video film; d) means of automating the learning process - computers, information systems, telecommunication networks, classrooms, computer programs.

Learning principles – main guiding ideas, regulatory requirements for the organization and conduct of the educational process. The principles of teaching depend on the general pedagogical concept of the activity of a children's creative association.

- principle of nurturing education- in the course of the educational process, the teacher should give the student not only knowledge, but also form his personality.

- scientific principle- only objective scientific facts, theories and laws, which also reflect the current state of science or the direction of creative activity, can be included in the content of training.

Communication principle learning with practice - the educational process must be built in such a way that children use the acquired theoretical knowledge in solving practical problems (not only in the learning process, but also in real life), and also know how to analyze and transform the surrounding reality, developing their own views.

- principle of systematic and consistent- the content of the educational process must be built in a certain logic (order, system), in accordance with the following rules: a) the studied material is divided into sections and topics, each of which has a certain method of study; b) in each topic, the semantic center, basic concepts and ideas are distinguished, the sequence of presentation is thought out; c) when studying the course as a whole, external and internal connections are established between facts, laws, theories.

- accessibility principle- the content and study of educational material should not cause intellectual, moral and physical overload in children. In order to achieve this, one more rule must be observed: in the learning process, we first include what is close and understandable to students (connected with their real life), and then what requires generalization and analysis, first we offer children easy educational tasks, and then - difficult (but always available to perform under the guidance of an adult).

- visibility principle- in the course of the educational process, it is necessary to include all the child's senses as much as possible, involve them in the perception and processing of the information received (i.e., when teaching, it is not enough just to talk about something, but you should be given the opportunity to observe, measure, touch, conduct experiments, use acquired knowledge and skills in practical activities).

- principle of consciousness and activity- learning outcomes can only be achieved when children are subjects of the learning process, i.e. understand the goals and objectives of the study, have the opportunity to independently plan and organize their activities, are able to pose problems and look for ways to solve them.

- strength principle- the knowledge gained by children should become part of their consciousness, the basis of the behavior of activities. This may happen if:

- in the process of learning, the child showed cognitive activity;

- were carried out in the required number and sequence of specially selected exercises to repeat the educational material:

- in the structure of the educational material and its content, the main thing is highlighted and logical connections between the components are established;

- systematic control (checking and evaluation) of learning outcomes is carried out.

4. METHODOLOGY FOR PREPARING AND CONDUCTING VARIOUS FORMS OF TRAINING

In the work of the children's association of additional education, various forms of training sessions can be used, which allows the teacher to make the educational process more dynamic and interesting for students. In addition, the combination of various forms of training sessions allows the teacher to use the real environment in the educational process, and creates conditions for students to independently master the society and gain solid knowledge.

Forms of training sessions, among others, can be divided into two groups:

but) lesson in the classroom:

Thematic (study or repetition of one educational topic);

Complex or integrated (studying one educational topic using 2-3 types of creative activities);

Game (study of educational material during the game);

Final or control (checking the level of preparation of children);

b) offsite classes:

Study tours;

Hiking;

Expeditions;

Practical exercises on the ground;

Field practices.

For the full development of each educational topic, the most optimal will be a combination of different forms of classes, in which each of them introduces new elements into the theoretical and practical training of children.

The most established, traditional in the system of additional education is a thematic training session, during which one educational topic is studied, consolidated or repeated.

Approximate structure of a thematic training session (in the classroom):

Stage 1 - organization;

Stage 2 - theoretical part;

Stage 3 - practical part;

Stage 4 - the end of classes.

Organization of the lesson

The first 10-15 minutes of the lesson must be devoted to a number of organizational actions:

Collection of children;

Preparing them for the lesson;

Preparation of student jobs.

The teacher should greet all children and, if possible, each of them; inquire about their affairs at school and at home. Then you need to create a working environment in the group, set up children for productive activities during the lesson. The organizational part ends with the announcement of the topic and the setting of educational tasks.

Theoretical part of the lesson

The theoretical part of the lesson includes the following elements:

Presentation of historical data on the topic of the lesson;

Oral description of the object of practical work (disclosure of its historical and practical purpose, relationship with other elements of this activity);

Explanation of special terms on the topic of the lesson;

Description and demonstration of the main technical methods for performing practical work and their sequence (performance technology);

Safety rules.

The theoretical part should not exceed 25-30 minutes, so the teacher needs to carefully consider and select the content and methods of presenting the theoretical material.

To make the theoretical part of the lesson as meaningful and interesting as possible, allow:

Use of visual and handout material;

Use of technical teaching aids;

Involvement in the preparation and presentation of the theoretical material of the pupils of the children's association themselves (starting from the second year of study);

Using game teaching methods.

Practical part of the lesson

The teacher must divide practical work into certain stages, each of which will be performed sequentially and represents a certain completed part of the work.

The next step is the selection of special literature, handouts, the selection and discussion of the most rational and technically correct methods of work.

Then the teacher, together with the children, prepares the materials and tools necessary to perform specific practical work.

When performing group work, the teacher distributes parts of the work among students and determines how they will interact with each other.

Then the children begin to perform practical work, and the teacher controls their activities, provides assistance and advice, sums up and checks the correctness of each stage of the work.

When choosing the content of practical work, the teacher must consider:

Children's age;

Calendar period of the educational process;

The theme of the academic year;

The level of preparation of children;

The latest current trends in this type of creative activity.

The following rules are very important when performing practical work:

Bringing each work started to the end;

The obligatory nature of its "external finishing" (i.e., bringing practical work to a level that allows it to be demonstrated);

Encouraging the desire of children to show the results of their creative activity.

End of class(last 15-20 minutes)

A few minutes before the end of the lesson, the teacher must warn the children about this. Completion of the course includes:

Summing up the results of practical work;

Consolidation of educational material;

Explanation of homework;

Organization of duty (if necessary).

Then the teacher says goodbye to the children and reminds them of the day and time of the next meeting.

Features of homework in the system of additional education for children:

The optionality of its presence and implementation;

Creative character;

For self-fulfillment at home, only those stages (types) of work are given that do not require constant monitoring by the teacher and possession of complex technical techniques.

The structure shown is exemplary, i.e. optional. Possible options for organizing training sessions:

a) successive change of activities, each of which includes elements of theoretical and practical training;

b) implementation of practical work with the inclusion of individual theoretical knowledge;

c) performing only practical work (on-site classes).

Preparing classes in the classroom.

preliminarypreparation of the teacher for the lesson includes:

1. definition of the topic of the lesson;
2. thinking over the general course of the lesson;
3. thinking over and selecting the content of the theoretical part of the lesson;
4. thinking over and choosing methods of theoretical training of children;
5. selection of teaching materials on the topic of the lesson;
6. implementation of practical work;
7. drawing up a lesson plan (if necessary).

Preparation of the lesson immediately before its start includes:

The arrival of the teacher to the lesson no later than 10 minutes before it starts;

Airing the study room;

Preparation of teaching materials for the lesson;

Checking and preparation of materials and tools necessary for the lesson.

Preparing and conducting an on-site lesson

The preliminary preparation of the lesson includes:

1) definition of the topic and content of the lesson;

2) determining the location of the lesson;

3) departure of the teacher to the intended place of employment to develop specific practical work of children (tasks) and determine the optimal route to the place of employment;

4) execution of a draft order of the director of an educational institution to conduct an on-site lesson.

Preliminary preparation of children for the field lesson:

Description of the location of the lesson;

Presentation of the content of training tasks

Discussion of the form of assignments;

Discussion of the form of clothing, the time of the lesson, the meeting place of the children with the teacher and the end of the lesson.

Conducting and summing up the results of the field lesson:

In the course of the lesson itself, it is necessary to try to provide children with "creative freedom", to allow them to make the most of their knowledge and skills in mastering the world;

At the next (after the field) lesson, it is necessary to check the completion of assignments in any form, discuss the impressions of the trip, discuss the topic and place of the next field lesson;

The generalized materials of the trip can be arranged together with the children in the form of a wall newspaper, an album, a page in the journal of the chronicle of the children's association, etc.

Preparing and conducting final classes.

Final lessons can be held:

At the end of the academic year;

At the end of a semester or academic quarter;

After studying a large academic topic or section.

Preparation by the teacher of children for the final lesson includes:

a) discussing with children the significance of the final lessons in the holistic educational process;

b) notifying children about the date, time and form of the final lesson (at least a week before it is held);

c) discussion with students of the form and criteria for evaluating the results of the lesson;

d) telling children questions, topics that need to be repeated for the final lesson.

In addition, you can invite children to bring their work completed during the reporting period.

The preparation of the teacher for the final lesson consists in drawing up theoretical questions, thinking through and working out practical tasks, and preparing methodological materials.

At the very final lesson, you need to create a calm working atmosphere, set up children for the effective completion of control tasks.

At the end of the lesson, you should sum up: discuss the results, give marks (in accordance with the previously discussed form and criteria).

One of the forms of results can be self-control of results (in accordance with the existing criteria) or mutual control of students, as well as collective discussion and evaluation of the results of the control tasks.

Lesson planning is an important part of the educational process at UOD. The plan is a document that reflects the theme, concept, content and results of a particular training session. Planning for each training session is desirable, especially for young professionals. When conducting an open lesson, the teacher must draw up and submit to the commission (jury, colleagues) his plan.

General Structure of the Lesson Plan

1. Introductory part:

The name of the children's association;

Date, place, time of the lesson;

Number and year of study of the study group (student);

Surname, name, patronymic (in full) of the teacher;

Lesson topic.

2. The concept of the lesson, including goals and objectives.

3. The course of the lesson:

Brief content and time of the theoretical part of the lesson;

Task (content), stages of implementation and time of the practical part of the lesson;

Summing up the lesson - methods of working with children and time.

4. Teaching aids - visual and handouts, tools and materials for practical work, literature.

5. predictable results of the lesson.

Requirements for the concept of the lesson:

In the plan, it is necessary to formulate 3 goals in terms of training, education, development.

Tasks should correspond to the goals and reflect the content of three interrelated processes carried out during the lesson: training, education and development.

Requirements for the predicted results of the lesson: they should reflect not only the “material” results of working with children, but also the degree to which the goals of the lesson are achieved. (Annex 2)

5. METHODOLOGY FOR CONSTRUCTING THE PROBLEMS OF TRAINING LESSONS IN THE SYSTEM OF DO

Teachers of additional education design the tasks of the lesson, taking into account the general requirements, age characteristics of children, and the conceptual foundations of the activity of UDO.

The ability to formulate goals and objectives is included in the scope of the teacher's professional competence and is one of the indicators of his professional skills. The triune didactic goal is a pre-planned end result of the training, development and upbringing of the student in the classroom. The goal should be diagnostic, that is, so precisely and definitely set that it is possible to unambiguously draw a conclusion about its implementation. The triune didactic goal reflects the main content of the lesson, highlighting the cognitive, educational, developmental aspects. Accordingly, three types of tasks are solved in the lesson:

1. Educational.

They are aimed at mastering the system of educational knowledge and the formation of subject skills and abilities by pupils.

1. Educational.

Aimed at the development, assimilation and appropriation of general cultural values, the formation of positive personality traits.

1. Developing.

Aimed at the development of cognitive interest, abilities and inclinations of the child.

General requirements for setting the objectives of the lesson:

1. tasks are set based on the goals and purpose of the entire education process;
2. there can be as many tasks as necessary for the implementation of the plan;
3. tasks must correspond to the content, forms, and methods of the proposed educational activity;
4. tasks should be defined specifically and clearly so that it is possible to check their implementation;
5. the formulation of tasks should be as brief as possible, but complete (deployed in time and space);
6. it is better to put tasks in a certain sequence (classify);
7. in the formulation of the task there should be a keyword, a verb that defines the main actions of the teacher and pupils (provide, work out, master, organize).

An important principle of setting tasks is to take into account the age-related characteristics of the development of pupils.

Periodization of age development according to D. B. Elkonin

(with additions by E. Erickson)

Leading activity	Junior students Teenagers Senior students (6-10 years old) (11-13 years old) (14-17 years old)
	Doctrine A new level of self-consciousness, the arbitrariness of mental processes, the presence of an internal action plan. Competence. Skill.	Communication in all areas Educational and professional activities with peers Nost
Positive mental neoplasms Negative neoplasms of age		Feeling of adulthood, a new level of self-consciousness, the need to communicate with peers, mastering the basic sciences, the formation of an individual style of mental activity. Loyalty	A new level of self-awareness, the formation of a worldview, professional self-determination. Love
	inertia	Shyness. Negativism	Exclusivity (the tendency to exclude someone, including yourself, from the circle of intimate relationships)
Development direction	Intellectual-cognitive sphere	Motivational-demanding and intellectual-cognitive spheres	Motivational-demanding and intellectual-cognitive spheres
Significant Relationship Range	neighbors, school	Peer groups	Friends, rivals, sexual partners

Examples of constructing lesson tasks, taking into account the age of children

Learning tasks

Examples of the teacher's teaching actions: introduce, teach, teach, study, repeat, consolidate, give the basics; to teach to compare, analyze, express, apply, create, systematize, freely operate with concepts, and so on.

Educational tasks

Younger age.

Bring up:

Love for a small homeland:to your home, school, family, yard, microdistrict, city.

Friendly attitude towards others:

compliance with the rules of etiquette; goodwill;

Friendliness; willingness to cooperate; politeness.

Ability to care: kindness sincerity; sensitivity; sociability; desire to help; responsiveness.

Shape:

positive self-esteem

The need for self-organization:

Accuracy; thrift; diligence;

Restraint; basics of self-control; modesty;

Independence; the ability to bring the work started to the end;

persistence; exposure.

The ability to see the beautiful; hygiene knowledge and skills;

Optimism; benevolent attitude to work; work culture

Teenage years.

Bring up:

Civic personality traits:interest in public life;desire to help;

Patriotism; active life position; criticality; optimism;

social activity; call of Duty;enterprise.

Shape:

Positive "I" concept:the ability to argue one's position;

positive self-esteem; self-criticism; optimism;

Self-confidence;leadership skills;ability to empathize.

Need for self-regulation:responsibility; self-control;prudence;

Tact; tolerance; independence;

Ability to adapt to new conditions.

The need for a healthy lifestyle:variety of interests;

Awareness of one's interests, abilities, social
values ​​associated with choosing a profession and one's place
in society.

High school students.

Shape:

Positive motivation for a culture of life:

Respect for people;social activity;

Interest in the culture and history of Russia;

The desire to benefit society;

Understanding the personal and social significance of work;

Awareness of the personal and social significance of education;

The need for self-knowledge; the ability to set goals and achieve them;

Awareness of the significance of the result.

The need for communication in the context of culture:

Ability to compromise;

Tact; tolerance; tolerance;

Ability to prove your point of view;

Ability to get out of conflict situations;

Knowledge of the ethics of family relations;

Ability to organize cultural activities.

Promote:

Personal and professional self-determination:

Formation of the need to achieve the goal
(personal and socially significant);

self-education;

The formation of the ability to correlate their individual

Features with the requirements of a particular profession;

Formation of professionally important personality traits;

Evaluation and correction of professional plans of pupils.

Development tasks

Junior school age.

develop mental processes: attention, memory, speech, perception, thinking, imagination, cognitive interest;

develop the emotional sphere;

develop creative abilities - to form reflective skills (the ability to reasonably and objectively look at oneself from the outside, analyze one's judgments and actions: why did he do this?);

develop curiosity, a sense of satisfaction with success and dissatisfaction with failure;

develop flexibility, logical thinking, evidence-based judgments;

develop aesthetic sense.

Teenage years.

develop self-awareness;

develop interest in cognitive activity;

develop the ability to express themselves, to assert themselves;

develop creative abilities;

form ways of social interaction;

develop communication skills, the ability to live in a team.

High school students.

develop cognitive and professional interests;

develop the ability to build life plans and develop moral ideals;

to form a reflective type of thinking (the ability
conduct an adequate self-assessment of their skills, qualities,
deeds);

develop self-awareness;

develop creative abilities.

Setting the triune goal of the lesson is an ideal anticipation of its final results. Using these methodological recommendations, correlating them with the content of the educational program, teachers of additional education will be able to competently design the tasks of the lesson, combine them into a triune didactic goal.

6. ANALYSIS OF THE LESSON IN ADDITIONAL EDUCATION

A competent analysis of the lesson is a condition for improving the educational activities of the children's association of additional education and the professional activities of the teacher.

The analysis of the training session should be based on the following principles:

scientific;

Unity of requirements;

Availability and optimality;

reversibility;

Objectivity and goodwill;

expediency.

The following can be distinguishedaspects on which the success of the lesson of the children's association and the assessment of the professionalism of the teacher depend:

1.organization of the lesson;

2.didactic activity of the teacher;

3. educational activities of the teacher;

4.professional - personal characteristics of the teacher;

5.characteristics of the study group (different facets of the manifestation of children in activities

The quality of the organization of the lesson in the aggregate determines:

State of the documentation of the children's association;

Correspondence of the topic of the lesson with the educational program and the work plan of the children's association for the academic year;

Compliance of the organization of the lesson with sanitary and hygienic requirements;

Accounting for the level of performance of children;

Compliance with safety and labor protection rules;

Rational use of time in the classroom;

Optimality of equipment and equipment of the office and training session;

Organization of student documentation.

The quality of the didactic activity of the teacher is determined by:

Reliance on the basic principles of didactics;

The optimality of the teaching methods used, their compliance with the logic of the lesson, the age and development of children;

The effectiveness of the teacher's control over the educational activities of students;

Objectivity of assessments of their activities;

The degree of technical equipment of the lesson;

The level of methodological support of the lesson;

Optimal use of technical means and methodological materials;

Skillful use of change of activities;

Providing feedback;

Achievement of the set didactic goal of the lesson.

The quality of the educational activity of the teacherduring the lesson determine:

The educational orientation of the content of the lesson, the presence of an ideological component in it;

Reliance on the basic principles of education;

Solving the problems of moral education;

The effectiveness of the formation of industriousness and labor skills in children;

The use by the teacher of the opportunities of employment in vocational guidance and economic education of children;

Formation of intellectual culture in children, the need for knowledge, cognitive activity;

Implementation of the tasks of physical and hygienic education of students;

Ensuring the connection of the lesson with the life of the country and the students themselves;

The degree of aesthetic impact of the content of the organization of classes on students.

Professional and personal characteristics("portrait") of the teacher are:

Knowledge of the subject, fluency in educational material;

His speech;

Pedagogical culture and tact;

The appearance of the teacher in the classroom;

The position of the teacher in relation to students;

Style of pedagogical leadership;

The degree of influence of the teacher's personality on students.

Group characteristics(different facets of the manifestation of children in activities) are:

The degree of their activity and performance in the classroom;

Interest in the topic and content of the lesson;

The development of independent work skills in children;

Fulfillment by students of the assigned educational tasks of the lesson;

Communicative activity of children;

Intellectual development of students;

Formation of skills in working with equipment and tools, teaching aids;

Organization and discipline of students in the classroom;

The style of the relationship of children to the teacher and to each other;

Appearance of children.

Self-analysis of the lesson (approximate)

I. Tasks of the lesson;

What specific tasks were set:

what part of the general pedagogical problem were solved by the assigned tasks,

whether the tasks have changed during the lesson and why (no psychological attitude).

P. Pedagogical means and methods:

1. Were the characteristics of this group and individual children taken into account, their level of mental and mental development, emotional state, readiness for employment, and how was this taken into account (the individual characteristics of each child were taken into account);
2. What was. emotional mood of the teacher to work with this group?
3. Characteristics of their level of preparation for this lesson.
4. What forms, methods and techniques were used in the lesson, how time was distributed in the lesson. Has it affected performance?

5. Were there any unexpected situations and how they were solved.
Sh. General self-assessment:

1. How children worked in general.
2. What problems are found in individual children.

1. What managed to do what was planned, and what not. Have you enjoyed working with children?

Was the reason for the failure in the wrong choice of methods and means: - psychological difficulties and how they were overcome; activity perspective (how you will consider the result of this lesson in the future).

In the work, you can focus on the particular methodological analysis of the lesson (Appendix 3)

7. MONITORING THE KNOWLEDGE OF STUDENTS OF THE CREATIVE ASSOCIATION

According to the Law of the Russian Federation "On Education", educational institutions are obliged to ensure the optimal functioning of the educational process and the qualitative achievement of educational results that meet the educational standard. Quality management is addressed primarily through the use of quality monitoring.

Monitoring - this is a constant organized monitoring of any process in order to compare the current state (more precisely, constantly replacing each other states) with the expected results, constant monitoring of the progress of any processes according to clearly defined indicators.

The whole system of tracking the quality of education is possible only as a permanent process that takes place cyclically and systematically, i.e. the conditions of pedagogical monitoring are: consistency, duration in time; comparability of results; objectivity of results; comfort of all monitored objects.

Pedagogical monitoring plays an important role in the effectiveness of management and creates the necessary information support for the educational process. This is a new, modern means of control for the purpose of diagnostics, which allows you to take a different look at the entire educational process. All participants directly involved in the real educational process, in addition to ideas about quality, have certain opinions about what needs to be changed not only in their work, but also in other participants.

Standards, as unified norms or standards (key competencies), should be subject to the educational process in all institutions of the education system. According to L.G. Loginova, the educational program as a pedagogical technology can become the standard in the additional education of children. At the same time, it is emphasized that it is not the content of the educational process that is standardized, but the multilevel, multidirectional, variability of its organization are defined as a general requirement. The result of the implementation of such a program is a positive result of the purposeful activity of the teacher or the joint activity of the teacher with children, expressed in a change in the state of the individual, his properties, attitudes or the microenvironment of their co-creation, respectively, the possession of certain competencies. It should be noted that competencies set the highest, generalized level of a student's skills and abilities, therefore the content of additional education can be determined by a four-component model (knowledge, skills, experience of creative activity and experience of a value attitude).

Recently, some experience has been gained in evaluating the effectiveness of the educational process in institutions of additional education for children. Monitoring the quality of educational activities UDOD is a mechanism for tracking the effectiveness of this activity. If the educational activity of the UDOD is the implementation of the process of education, upbringing and development of the child's personality through the creation of favorable conditions, then the monitoring of this activity should be aimed at studying the personality of the child and the conditions for its development created in the educational institution.

The purpose of this monitoring is to find out how much the educational process organized in the institution of additional education for children contributes to positive changes in the personality of the child, the formation of key competencies; to discover and solve the most acute problems of its organization in order to analyze, generalize and disseminate the positive experience of the activities of teachers.

In monitoring tracking and forecasting, there is no need to strive to collect the maximum possible amount of information, therefore, the assessment is carried out on the basis of a certain limited set of indicators, which together give a picture as a whole.

Methods used in monitoring personal achievements: pedagogical observations, analysis and study of pedagogical documentation, analysis and study of the results of productive activity, sociological questionnaires, questionnaires, psychological tests and methods, methods of mathematical statistics.

In the process of monitoring an additional education institution, the following questions are clarified: is the goal of the educational process achieved, is there a positive trend in the development of the student compared to the results of previous diagnostic studies, and others.

Diagnostic material for monitoring the quality of the educational process in a creative association is formed by a teacher of additional education, approved at the methodological council of the UDOD. Based on the results of monitoring, a monitoring card is filled in for each study group of a creative association (Appendix 4).

Forms of fixing the personal achievements of students in UODOD

The results of monitoring the quality of education determine the development of a form of fixing the personal achievements of children. Currently, there are the following forms of fixation: a map-profile of personal achievements; "Notebook of success"; “Pupil’s Achievement Portfolio”, “Case Study”, etc. These forms belong to the category of “authentic” (that is, true, closest to real assessment) individualized assessments, focused not only on the assessment process, but also on self-assessment. The main meaning is “to show everything that you are capable of”.

As a rule, they fix: the level of development of the educational program by the type of activity in which the child is engaged; features of the development of cognitive processes included in the structure of special abilities; some personal characteristics (motivation, value orientations, self-esteem); results of participation in festivals, reviews, competitions, olympiads, etc.

So, for example, the “success notebook” reflects the success of the student, the useful things that he did for himself, his relatives, friends and people around him. The use of this notebook allows you to improve the quality and effectiveness of the work of teachers of additional education (Fig. 1).

Rice. 1. Notebook of success as a form of fixing the achievements of children

At present, an innovative form, and some researchers call it a pedagogical technology, of fixing and evaluating the achievements of students in UODOD is a portfolio that significantly complements modern control and evaluation tools. An important goal of a portfolio is to present a report on the process of a child’s education, to see the “picture” of significant educational results as a whole, to track his individual progress in an educational context, to demonstrate his ability to practically apply the acquired knowledge and skills, that is, the possession of key competencies.

The portfolio is not only a modern effective form of assessment, but also helps to solve important pedagogical tasks: to maintain high educational motivation of pupils; to encourage their activity and independence, to expand opportunities for learning and self-learning; develop the skills of reflective and evaluative (self-evaluative) activities of students; to form the ability to learn - to set goals, plan and organize their own learning activities.

8. MOTIVATION OF STUDENTS OF CREATIVE ASSOCIATIONS: METHODS AND TECHNIQUES

Of greatest interest to teachers of additional education are personality-oriented technologies of education and upbringing. The focus of these technologies is a unique personality, striving to realize their capabilities and capable of making a responsible choice in various life situations.

The task of the teacher is not to “give” the material, but to arouse interest, reveal the capabilities of everyone, organize joint cognitive, creative activities of each member of the team, joint analysis of the course and result of such activities.

Motivation (from lat. movere - set in motion, push

1. motivation to action;
2. a dynamic process of a physiological plan that controls human behavior, determines its direction, organization, activity, stability;
3. man's ability to satisfy his material needs through labor.

Motivation can be external - not related to the content of a particular activity, but due to circumstances external to the subject, and internal - related not to external circumstances, but to the content of the activity itself.

Motivation Methods

Emotional methods of motivation:(Affect a person's feelings, affect such feelings and emotions as adrenaline, pleasure, fear, curiosity, trust, and others. They allow you to motivate a person to work through the unconscious.)

1. encouragement;
2. censure;
3. educational and cognitive game;
4. creation of bright visual-figurative representations;
5. creating a situation of success;
6. stimulating assessment;
7. free choice of task;
8. satisfaction of the desire to be a significant person.

Cognitive methods of motivation:(The focus of a person on selfless recognition of the new and satisfaction from the very process of mental effort)

1. reliance on life experience;
2. cognitive interest;
3. creating a problem situation;
4. encouragement to seek alternative solutions;
5. performance of creative tasks;
6. "brain attack".

Volitional methods of motivation:(The method is not the easiest, since not all children have sufficiently developed willpower, but it allows you to develop perseverance, the ability to overcome difficulties, and the ability to control yourself.)

1. presentation of educational requirements;
2. informing about mandatory learning outcomes;
3. formation of a responsible attitude to learning;
4. cognitive difficulties;
5. self-assessment of activity and correction;
6. reflection;
7. activity forecasting.

Social methods of motivation:(Each person develops in society, and let the child understand how important he is, his work, the main task of this method)

1. developing a desire to be useful;
2. urge to become a person;
3. creating a situation of mutual assistance;
4. search for contacts and cooperation;
5. interest in results;
6. mutual verification;
7. peer review.

Techniques for developing motivation in the classroom

1. Draw a line on which indicate the stages of studying the topic, forms of control. Say the most important periods that require one hundred percent dedication from the guys. This technique will allow the children to see what exactly can be the end product of studying the topic, what you need to know and be able to successfully master each subsequent topic. This exercise is especially useful for children who are easier to learn educational material from general to specific.

2. One of the options reflections on the subject:

1. One of the components of motivation isability to set a goal, determine the zone of proximal development, understand why it is necessary to study this topic. Children can be taught to set goals using some methods:

mind maps (mind maps, mind maps)is a convenient technique for presenting a thought process or structuring information in a visual form. Goals creating maps can be very different: clarifying a question for yourself, collecting information, making a decision, memorizing complex material, transferring knowledge to students or colleagues, and many others. However, in order to have a good understanding of how mind maps are created and used, it is best to start by using them to visualize the process of thinking.

It's very easy to draw them:

1. Take a sheet of paper and in the center with a picture or one or two words indicate the main action (for example, the topic of the lesson, the name of the event)
2. Circle this concept - everything will grow from it.
3. Draw branches - main related activities, issues, etc. Sign them with one or two words each;
4. Further more. Each branch is divided into several thinner branches - the development of these actions, the detailing of steps, areas of work.
5. The sheet gradually fills up, and you can see a sequence of very simple and, most importantly, feasible steps.
6. Completed tasks can be circled in different colors. Then your map "lives", you can track the progress of all stages of preparation

planning arrow

1. After you and the guys have identified title classes, its topic, you can proceed to the definition of vision.
2. Being at the next step, it is important to determine what you want, more precisely, how you want to see the result of the lesson you are just starting - that is,formulate a vision. It is necessary to describe in detail what the result will be. The most appropriate wording is a description of the situation after the end of the lesson.
3. Determination of goals upcoming work. At this stage, it is important to determine its general directions. Goals do not have to be very specific, their purpose is to describe

endpoints of the lesson.

1. Specification of the set goals. Field " tasks ” and is intended to specifically identify the actions necessary to achieve the goals set.
2. Definition of resources , that is, what we already have at our disposal. This is extremely important so as not to overdo it later. Time, information, material resources can act as resources.
3. Some aspects simply must be provided. Let's write them in the fieldscritical success factors", so that you can always keep them in sight. These are things without which the lesson will not work. Returning to the tasks, consider everything mentioned in these fields.
4. There is also a field nearby. obstacles ". Write down in it what can become an obstacle to the implementation of your plan.
5. Now, if necessary, complete the tasks, and finally, given the resources, success factors, obstacles, and all the other information we have, go to the last field " tasks ". Planning is the most important thing. It takes each task item in turn and discusses all the necessary steps to complete them. Here, for the implementation of each step, the time and the person responsible for it are assigned.
6. Arrow full! Now look back and look at the big picture.

What happens? You generally see what you need to learn and what to do in order to achieve your goal. It's all clear and simple to implement.

BIBLIOGRAPHY

1. Avdeeva, E.V., Meteleva, E.G., Novoselova N.B. Meteleva, N.B. Novoselova // Additional education. - 2006. - No. 3. - S. 28 - 31.

2. Gendina, N. I. Normative and methodological support of the educational process at the university: standards of a higher educational institution [Text] / N. I. Gendina, N. I. Kolkova. - Kemerovo, 1998. - 170 p.

3. Ilyasov, I. I. Designing a course of study in the academic discipline [Text] / I. I. Ilyasov, N. A. Galatenko. - M., 1994. - 113 p.

4. Klarin, N. V. Innovations in education [Text] / N. V. Klarin. - M., 1997. - 67 p.

5. Brief dictionary of modern concepts and terms [Text] / Comp. IN AND. Lopatko - M., 1995. - S. 342.

6. Maiorov, A. N. Tests of school achievements: design; conduct, use [Text] / A. N. Mayorov. - St. Petersburg, 1996. - 46 p.

7. Orlov, O. S. How to compose an educational program [Text] / O. S. Orlov. - M., 1997. - 39 p.

8. Skok, G. B. How to design the educational process for the course: textbook. guide for teachers [Text] / G. B. Skok, N. I. Lygina, N. I. Kolesnikova, E. V. Nizovskikh. - Novosibirsk: Publishing House of NSTU, 1999. - 83 p.

9. Tseng, N.V., Pakhomov, Yu.V. Psychotraining: games and exercises. [Text] / N.V. Tseng, Yu.V. Pakhomov: - M., Physical culture and sport, 1988 - 267 p.

10. http://www.menobr.ru/

12. http://ru.wikipedia.org/wiki/Motivation

Attachment 1

Additional Education Teacher Documentation

(teacher folder)

Surname Name Patronymic of the teacher

year of birth, education, position, focus, department, creative association.

1. Job description of a teacher of additional education
2. Additional educational program
3. Timetable of classes
4. Lists of students by groups and years of study
5. Report on the results of educational work for the year
6. Study group register
7. List of methodological developments
8. Safety Instructions
9. Plan and report on self-education for the year
10. Certification sheet
11. Certificates of completion of courses, diplomas, articles from magazines and newspapers

Annex 2

Sample plan-outline of an open lesson

in the DO system

Teacher of additional education ____________________________________

Creative association_________________________________________________

Study group ____________________, year of study ________________________

Topic:

Target:_

Tasks:

I. Educational

II. Educational

III. Educational

Class equipment:

I. Didactic material for the teacher:

II. Didactic material for pupils:

III. Material and technical equipment of the lesson:

p(teacher) d(children)	Lesson progress (words, actions of the teacher and pupils)	Time
P: D:	I stage. Organizing time	2 minutes.
P: D:	II stage. Introduction to the topic of the lesson	3 min.
P: D:	III stage. Explanation of the topic of the lesson	8 min.
P: D:	IV stage. Practical work	15 minutes.
P; D:	V stage. Phys. minute	3 min.
P: D:	VI stage. Practical work	10 min.
P: D:	VII stage. Summarizing	2 minutes.
P: D:	VIII stage. Organizational end	2 minutes.
Total:		45 min.

Date of____________________________

Teacher of additional education:

Full name ___________________________________________ Signature

Annex 3

Scheme of private - methodical analysis of classes in the system of additional education of children

No. p / p	Analysis Options	Grade levels
		tall	middle	short
	Brief description of the children's team: abilities and opportunities
	Relevance of program content to the age of children, their needs, interests and abilities
	Stages of the lesson, their clear expression and relationship
	compliance of the applied methods with the purpose of the lesson, their effectiveness
	The presence of techniques that provide intellectual -alno-cognitive activity of the child
	Educational, educational and developmental value of the lesson
	The quality of work, its focus on a specific practical result
	The saturation of the educational process with methods of controlling the concentration of attention
	Techniques for activating the independence of children, stimulating their creative thinking
	Accessibility, consistency, emotional expressiveness of the teacher's speech
	Possession of techniques for presenting a new one based on the cognitive experience that children already have
	Organization of children in the learning process, their cooperation
	Ways of individualization and differentiation
	Aesthetic richness of the lesson (way of presenting information, appearance of children, their relationships, office, etc.)
	Variety, quality, variability in the use of visual aids
	Compliance of the educational process with hygienic requirements
	Overall assessment of the results and effectiveness of the lesson

Appendix 4

Monitoring

the level of knowledge of students

According to the additional educational program _________________________________

Teacher before _______________________________________________________________

Creative association_____________________________________________________

Study group_____________________________________________________________

Year of study ______________________________________________________________

p/n	Full name of students	result on start of study of the year	result on ½ account of the year	result on end of account of the year
	Ivanov Ivan Ivanovich

Total: Δ……% Total: Δ……% Total: Δ……%

 ……%  ……%  ……%

Ο……% Ο……% Ο……%

Total: Δ……low level

 ……average level

Ο……high level

Appendix 5

Games and exercises for the formation of communication skills

students

1. Creation of conditions for uniting the children's team.

"Guess"!

Children need:

Guess by touch which of the comrades approached you.

Guess the person by the handshake.

"Clothes Tell"

We choose the things of the children and invite the children to answer the question: how, looking at the thing, we can characterize its owner.

"Help a Friend"

All children in the group play. They got into the swamp. Each has three boards (three sheets of paper). You can get out of the swamp only in pairs and only on planks.

One of the players broke and went to the bottom of two boards. So that he does not drown, he needs help - this can be done by a partner (his "couple").

Every child should play the role of victim and rescuer.

Both the willingness to help and the proposed rescue options are evaluated.

"Mirror"

One participant becomes the leader. Everyone should imagine that he came to a store where there are a lot of mirrors. He stands in the center, and other children, "mirrors", stand in a semicircle around him. The incoming one will show different movements, and the “mirrors” should immediately repeat these movements.

2. Development of auditory perception

"Deaf Phone"

With the help of a counting rhyme, a telephonist is selected. He thinks of a word and passes it on to the first player (in his ear, in a whisper), the next one down the chain, and so on. When the word reaches the last player, the telephone operator asks him what word he "received over the link." If the word is called incorrectly, the telephone operator checks each player and establishes where the connection failed.

"Chain of words"

The leader is chosen. He invents and names three to five words, then points to any player who must repeat the words in the same sequence. If the child copes with the task, he becomes the leader.

3. Development of the ability to actively listen, determine the emotional state of other people, express their feelings

"Fairy Tales Inside Out"

Puppet or table theater based on a famous fairy tale.

The teacher invites the children to come up with a version of the fairy tale where the characters of the characters are changed (for example, the bun is evil, and the fox is kind), and show with the help of the capital theater what can happen in such a fairy tale.

"ABC of Moods"

The teacher prepares six cards that convey different moods of several characters (cat, parrot, mouse, man, woman, etc.): joy, grief, fear (fear), anger (aggression), complacency (pride), lack liberty.

Children are offered to complete tasks such as "Define the mood" (by cards); “Choose a hero” (with a certain mood), tell what happened to him, and explain the reason for his emotional state.

"Pantomimic studies"

Children are offered to walk the way a little girl walks, a boy in a good mood, an old man, a child who is just learning to walk, a tired person, and others.

4. Formation of the ability to hear, understand and obey the rules

"Changeers"

The game is played in a circle. Participants choose a leader. He gets up and takes his chair out of the circle - there are one less chairs than those who play.

The teacher says: “Those who have ... (blonde hair, red socks, blue shorts, pigtails, etc.) change places.” After that, those with the named sign should quickly get up and change places: the driver at this time is trying to take the vacant seat. The player left without a chair becomes the driver.

5. Development of the ability to ask open and closed questions

"Mail"

A dialogue is started between the participants in the game and the driver.

Leading. Ding, ding, ding!

Children. Who's there?

Leading. Postman.

Children. Where?

Leading. From Ryazan.

Children. What are they doing there?

Leading. They dance (sing, laugh, swim, fly), etc. (children depict actions called the driver).

"Guess what it is?"

There is a box on the table that contains some object. One child is called, he looks into it. The rest of the children ask him questions about color, shape, quality, properties, and so on. this item until they guess what is in the box.

Rule: the leader must answer all questions only “Yes” or “No”.

6. Formation of the ability to work according to instructions

"Play out the transformation"

The leader in a circle passes objects (ball, pyramid, cube, etc.), calling them by conventional names. Children act with them as if they were objects named by adults. For example, a ball is passed around the circle. The host calls it an “apple” - the children “eat” it, “wash”, “sniff”, etc.

"Find an item"

The teacher hides a conditional object (toy), and then, using commands like “Step right, two steps forward, three steps left,” leads the player to the goal, helping him with the words “warmth”, “hot”, “cold”. When children learn to navigate in space according to the verbal instructions of an adult, a plan can be used.

7. Formation of skills to jointly plan actions, discuss them, negotiate with each other

"Unexpected Pictures"

Materials: Every child needs paper and crayons.

Children sit in one common circle. Everyone takes a piece of paper for himself, begins to draw some kind of picture (2-3 minutes.)

At the command of the teacher, they stop drawing and pass the started drawing to their neighbor on the left, who continues to draw the picture he started.

Give the children the opportunity to draw for another 2-3 minutes and ask them to pass their drawing back to the neighbor on the left.

You can enliven the game with musical accompaniment. As soon as the music stops, the children begin to exchange drawings. At the end of the exercise, each child receives the picture that he began to draw.

8. We form the ability to paraphrase what was said (keeping the main meaning)

"Say Different"

The adult says: “One boy was in a bad mood. What words can be said about him? What boy? (Sad, sad.) Yes, sad, sad - these are words that are close in meaning, words are friends. Therefore, we can say about this boy: One boy was very sad.

Next, similar tasks are given: The girl is in a hurry to go to school. (What is she like?) Mom looked at the court-washed. (What can you say about her?) Through the window you can see that it is raining heavily. (How else to say this?)”.

9. We form the ability to highlight the main idea of ​​the statement, to summarize

"Choose a proverb"

An adult calls several proverbs and asks to choose one of them that fits the plot picture (selected in advance).

proverb examples. Fear has big eyes. A cowardly bunny and a stump - a wolf. One bee does not carry much honey. As it comes around, so it will respond.

"Mirror of Movement"

One child is a “mirror”, all the rest briefly close their eyes or turn away. The teacher silently shows the “mirror” some exercise or a series of actions. Children open their eyes, and the “mirror” tells in detail what actions should be performed (reflected). If more than half of the children do not get the correct actions, a new “mirror” is chosen.

Appendix 6

Games and exercises for the formation of the health of students (physical education minutes)

Exercises for the muscles of the body

Exercise 1.

"We read"

“We were reading and we were tired. Everyone stood up quietly and quietly. They clapped their hands, one, two, three. They stamped their feet once, twice, three times. And they stomped and clapped more friendly. We sat down, got up, got up, sat down and didn’t hurt each other, we’ll rest a little and start reading again.”

Guidelines. Exercise improves lung ventilation. Keep your head straight, shoulders turned, back straight, do not hold your breath. Promotes deep breathing. While clapping, look at your hands. Performing stomps, monitor your posture.

Exercise 2.

1. I.p. - stand with legs apart, hands to shoulders. 1 - elbows to the sides, 2 - ip, 3-4 - the same, 5 - sit down, 6 - ip 1-2 times, the pace is average.
2. I.p - standing on the right, the left is bent at the knee, hands on the belt. 1-2 - light springy jumps on the right, 3-4 - the same on the left with a change in the position of the legs. 8-10 jumps, average pace.
3. I.p. - stand with legs together, hands behind the head. 1 - left forward on the heel, 2 - left back on the toe, 3-4 - in i.p. 2 floods; 5-8 - the same on the right. 4 times, average pace.

Guidelines. Performed in a light dance rhythm. In the exercise, monitor your posture, squat smoothly. Exercise 2 promotes a sense of balance. Jumps are performed gently, landing on toes, do not tilt the body forward. Exercise 3 - imitation of folk dance.

Exercise 3

1. I.p. - sitting at the desk, hands down. 1 - hands to shoulders, 2 - hands up, stretch, look at the hands - exhale; 3 - hands to the shoulders; 4 - ip, relax - exhale. 2-3 times, the pace is slow.
2. I.p. - stand legs apart, 1 - arms up, left back on the toe, 2 - ip; 3-4 - the same, but right back. 2-4 times, the pace is slow.
3. I.p. - stand legs apart, arms forward. 1 - turn to the left, left hand to the side-back, look at the fingers; 2 - i.p.; 3-4 - the same with a turn to the right. 2-4 times, the pace is medium.

Methodical instructions.Exercise promotes deep breathing, the formation of correct posture.

A complex of gymnastics for the muscles of the eyes (ophthalmic gymnastics)

1. 1st exercise - blink quickly, close your eyes and sit quietly, slowly counting to 5. Repeat 4-5 times.
2. 2nd exercise - Close your eyes tightly / counting to 3 /, open them and look into the distance / count to 5 /. Repeat 4-5 times.
3. 3rd exercise - stretch your right hand forward. Follow with your eyes, without turning your head, the slow movements of the index finger of the outstretched hand to the left and right, up and down. Repeat 4-5 times.
4. 4th exercise - look at the index finger of the outstretched hand at the expense of 1-4, then look away at the expense of 1-6. Repeat 4-5 times.
5. 5th exercise - at an average pace, do 3-4 circular movements with the eyes to the right side, the same amount to the left side. After relaxing the eye muscles, look into the distance at the expense of 1-5. Repeat 1-2 times.

Exercises to relieve fatigue from the small muscles of the hand

1. I.p. - sitting, hands raised up, 1 - clench the hands into a fist, 2 - unclench the hands. Repeat 6-8 times, then lower your arms relaxed and shake your hands. The pace is average.
2. Rotational movements with the hands inward and outward (10 times each).
3. Circular movements with the thumbs in both directions (10 times).
4. Fold your fingers into the "lock", firmly squeeze and unclench them (20 times).
5. Firmly press the fingers and palms of both hands together. Elbows at shoulder level. Without opening the fingers, it is necessary to move the palms so that the wrists and elbows move apart, return the brush to its original position (10 times).
6. Raise the hands up and down freely (20 times).

Game with "bumps" (for stretching and relaxing the muscles of the hands).

The adult offers to introduce the children that they are cubs. “Now I will throw cones at you, and you catch them.” Children are catching cones. “Now squeeze them with force in your paws.” The cones are broken into small pieces. The cubs fold their paws to the sides and drop them along the body - the paws rest. You can repeat the game several times.

Playing with "sand" (for stretching and relaxing the muscles of the hands).

Pick up imaginary sand (on inspiration). Strongly clenching your fingers into a fist, hold the sand in your hands (holding your breath). Sprinkle sand on your knees, gradually opening your fingers (as you exhale). Shake the sand off your hands, relaxing your hands and fingers. To drop powerlessly hands along the body: too lazy to move heavy hands. Repeat the game several times.

Annex 7

Seven "I" of the teacher of additional education

I'am a teacher	I am an educator	I am a Methodist	I am an organizer
Planning, conducting, analysis of training sessions This requires knowledge of the didactics of additional education (goals, objectives of education, principles of education, methods, forms, teaching aids, pedagogical techniques, modern teaching technologies, types and types of classes, the structure of the lesson, the organization of the activities of a group of heterogeneous children, etc.)	Planning a holistic educational impact included in the educational system of UDO. Organization of self-government in the children's team Organization of educational events Working with parents Work to preserve and improve the health of children Leisure organization wall print	Study of the regulatory framework. Participation and leadership of professional associations Creation of methodological products: educational and methodological complex for the program methodical development of classes, event scenarios compiling methodological reviews, annotated lists of references, bibliographic and other catalogs Mastering new methods, forms of work, new technologies.	Recruitment of children in groups Scheduling classes Control of attendance, occupancy Interaction with the external environment (schools, other institutions)
I am a student	I'm a scientist, researcher	I am a team member
Student position in partnership activities with a child self-education Participation in course preparation Education in specialized secondary, higher educational institutions, postgraduate studies Participation in conferences and seminars at various levels Passing the certification procedure	Preparation of reports for scientific conferences, seminars Work on dissertation research Creation of programs, projects Leadership or participation in the work of creative groups, VTK, experimental work Publication of scientific and practical materials Management of research work of students	Activities to solve the common tasks of the team: taking care of your own health creation and maintenance of a favorable psychological climate in the team participation in mass events, pedagogical councils, meetings, subbotniks, professional skills competitions

Children
Educational activities in the institution of additional education for children are carried out in children's associations. The grounds on which the types of children's groups are systematized in the institution of additional education for children are as follows:

• 
  level and priority of tasks;
• 
  the number of items, profiles, the degree of their integration;
• 
  priority of directions of activity;
• 
  features of the organization of the educational process (principles of recruitment and staffing, constancy of the contingent, the presence of training levels, the structure of the association, the presence of a self-government body);
• 
  system of accounting and control of knowledge, skills and abilities;
• 
  level of educational results;
• 
  provision of the educational process (regulatory, software, personnel, methodological).

The following principles for organizing the activities of children's associations in the institution of additional education for children can be distinguished:

1) The right of the child to engage in several associations at the same time and change them at his own discretion.

2) The right of a teacher to work on educational programs of one direction or on complex and integrated programs.

3) The dependence of the number of members of the association and the duration of classes on the charter of the institution.

4) The right of the teacher to choose the form of the lesson - collective or individual.

5) The right of children and parents to create a favorable regime of work and rest for children, taking into account their age and individual characteristics.

6) The right of parents to participate in the work of children's associations.

The following types of children's associations of children are distinguished: circle (group), club, studio, school, ensemble, theater, laboratory, section of the NOU, council.

Circle- one of the first associations of children of interest. Here, the child is introduced to an in-depth study of a subject, to various types of activities. This is, as a rule, the first step in securing the interest and needs of the child in a particular type of activity. The circle combines the study of the subject with the possibility of communication on interests, which makes it necessary for the teacher to develop not only the teaching, but also the educational part of the program.

Studio- a creative team of children and teachers, united by a common goal, objectives, values ​​of joint creative activity. This form of association is most often in the artistic direction of activity (theatrical, ballroom dancing, art studio, modeling and ceramics, etc.). Here, integrated training courses are usually studied, different aspects of a particular type of art. For example, a theater studio involves the study of acting, stage plasticity, the foundations of world theatrical culture, the culture of speech, etc. The studio has a team of teachers. The specificity of this children's association lies in systematic creative performances, exhibitions, concerts, festivals, where not only the achievements of the team are demonstrated, but also a kind of creative communication with similar teams takes place, which is an incentive for further development.

How a separate type of children's association stands out children's theater, which, by the specifics of its activities, is very close to the studio. It can be organized not only in the theatrical art form, but also in other areas of activity. So, fashion theaters, folklore theaters are quite widespread, where the work of creating models is closely intertwined with theatrical display of costumes.

Ensemble- a children's association, which is a single creative team, consisting of groups of performers in certain types of art. For example, a song and dance ensemble consists of a dance group, a choir, and an orchestra. The ensemble is close to the studio by the nature of its activity. They are united by an artistic orientation, the creative nature of their activities, participation in concert and festival programs, and the work of several teachers. The ensemble is often a team of different ages, which leaves an imprint on educational work, the nature of communication between teachers and children and children among themselves. The specificity of the work of the ensemble is a large rehearsal activity - a guarantee of high professional and performing skills.

Club- an association of children and teachers in order to communicate on interests related to culture, art, politics, technology, sports, leisure. For example, a club of young parliamentarians, leaders, a disco club, etc. The club's activities are based on certain principles: voluntary membership, unity of purpose, self-government, joint activities. Self-government bodies take an active part in the activities of the club. The club has its own rules, charter, activity program, external attributes (emblem, motto, uniform). It is headed by a council elected by the members. The composition of the club is not permanent. The club's activities are characterized by a combination of meetings (classes) and the organization of mass actions, events in the field of activity.

School in the structure of an additional education institution, it involves the study of several interrelated subjects or an in-depth study of any scientific discipline. For example, an early development school for preschoolers, a commercial school, etc. The school can have different levels of education: primary, basic, vocational. The school in the system of additional education for children is a system of interdependent, successive programs of one direction, allowing children to study at accessible levels. The school faces complex tasks of pre-professional or initial vocational training of children, therefore, the specificity of the school in additional education is the presence of exemplary educational programs focused on basic knowledge, skills; mandatory intermediate and final certification; issuance of a final document confirming the level of education. The school involves the work of several teachers.

Students' Scientific Society Section(KNOW)- a voluntary association of high school students, created with the aim of studying a particular branch of science, researching certain scientific problems. It implies the research activities of children under the guidance of scientists, practitioners, teachers of additional education. The NOU section combines collective and individual forms of work. The result of the work of a high school student is a scientific research, which is presented at international, Russian, regional olympiads, conferences. The scientific society of students is headed by a council - a self-governing body elected from members of the sections and branches of the NOU. The Council allows high school students to be actively involved in social work and can be considered as a serious socializing factor in the activities of the NOU.

Laboratory - a team of high school students or older teenagers engaged in the applied field of scientific knowledge or interdisciplinary research. By the nature of its activity, it is close to the NOU section. To implement the program of activities, a laboratory base and special equipment are needed.

The presented children's associations do not exhaust the whole variety of activities of the institution of additional education, but are most common in the practice of the modern system of additional education for children.

Classification of additional education programs
There are several classifications of additional education programs for children depending on their basis. According to the author's affiliation, the programs are divided as follows:

• 
  typical (exemplary), approved by the Ministry of General and Vocational Education of the Russian Federation and recommended as an exemplary one for a particular area of ​​scientific knowledge or activity;
• 
  modified or adapted, modified taking into account the peculiarities of the organization, the formation of groups of children, the mode, age, time parameters of the activity, the life, practical experience of the teacher. Such a program does not affect the foundations of the traditional structure of classes, the conceptual foundations of the educational process;
• 
  experimental, the purpose of which is to change the content, organizational and pedagogical foundations and teaching methods, offer new areas of knowledge, introduce new pedagogical technologies. Such a program can become copyrighted;
• 
  author's, developed by a teacher or a team of teachers and containing more than half of the new material (either in terms of the content of the subject, or in terms of methods, techniques, forms of implementation). The program must be tested, and its novelty and effectiveness confirmed by the conclusions of two independent experts.

According to the level of development, the programs are divided into:

• 
  general cultural, involving the development of a specific program, the satisfaction of the cognitive interest of the child, the expansion of his awareness in any educational field, the mastery of new activities;
• 
  in-depth, assuming a sufficiently high level of competence in a particular area, the formation of skills at the level of practical application;
• 
  professionally oriented, research which provide for the achievement of high levels of education in any scientific or practical field, characterized by the ability to see problems, formulate tasks, and look for means of solving them (the level of methodological literacy).

According to the target installation, the following classification can be proposed:

• 
  cognitive;
• 
  professional applied;
• 
  research orientation;
• 
  social adaptation;
• 
  sports and recreation;
• 
  artistic and aesthetic;
• 
  technical orientation;
• 
  military-patriotic;
• 
  tourist and local history;
• 
  leisure culture.

There is a classification of programs according to the form of content organization:

• 
  comprehensive program is a combination of separate areas, activities into a single whole. The basis for such a connection is the purpose of the program. Such programs include programs of schools with multi-stage education, a set of different subjects, forms of organization of activities, types of pedagogical technology; studios with versatile training for any activity or profession. This may be a separate educational program with a large-scale general pedagogical target setting;
• 
  integrated program unites a certain field of knowledge and related areas (for example, a person's personality in the unity of cognitive, activity, behavioral, communicative elements);
• 
  modular program consists of separate blocks, modules of the educational process (basic-invariant, variable, correctional, organizational and managerial, methodical).

Program of additional education for children
The program of additional education for children is an integral part of the educational program of the institution, ensures the development of the child's personality through an individual "educational route" and is considered as a technological means of achieving the results stated in it. Under programs of additional education for children, state educational standards are not established. Guided by the general requirements for educational programs and the specifics of additional education, we propose the following structure of the educational program for a teacher of additional education: explanatory note, curriculum, content, applications.
Explanatory note

1. 
   The relevance and relevance of the program, the level of novelty compared to similar programs.
2. 
   Leading scientific, general pedagogical, social ideas, which the author of the program adheres to.
3. 
   Goals and objectives of the program for all years of study.
4. 
   Characteristics of the group of children in which the program is supposed to be implemented: psychological and physiological characteristics of age, starting amount of knowledge.
5. 
   Predicted results and criteria for their evaluation.
6. 
   Forms of control and evaluation of children's knowledge.
7. 
   A brief description of the various forms of work with children: theoretical, practical, laboratory classes, excursions, trips, competitions, competitions, exhibitions, concert activities, etc.
8. 
   The funds necessary for the implementation of the program (scientific and methodological, logistics, etc.)

Educational and thematic plan

Program content

Each topic of the program, indicated in the educational and thematic plan, is disclosed separately according to the scheme: goals and objectives, knowledge, skills and abilities formed by the topic, theoretical issues, basic laws, patterns, terms, concepts, content of practical work, main practical tasks, bibliographic a list for the teacher and children, didactic material used in theoretical and practical classes.

Applications

Bibliographic list.

Plan of educational work implemented by the program.

Educational and methodological support for classes.

Diagnostic methods.

The effectiveness of the program (achievements of the children's team in competitions, competitions at various levels, the results of diagnostics, control sections, etc.).

Expert evaluation sheet of the educational program of additional education
1. Program Information Card

Program feature:

- by the nature of educational activities (educational, developmental, correctional, educational ) _______________________________________

- by the level of development (general cultural, in-depth, professionally oriented) ________________________________________________

- type of program (typical, modified or adapted, experimental, author's) ______________________________________

– educational area ________________________________________

– duration of development ______________________________________

2. Program evaluation

Availability of title page

Program structure:

– explanatory note __________________________________________

– educational and thematic plan ______________________________________

– educational and didactic support ________________________________

– applications _________________________________________________

Explanatory note:

- substantiation of the relevance, novelty and main differences of the program from others similar or related to the profile of activity;

- continuity and consistency of the program with the educational programs of the general education school;

- the relationship of goals and objectives (as far as the goal contains an indication of the intended result); implementation in them of the idea of ​​harmonious development of the child's personality, his creative powers and abilities; education of the need for self-education;

– goals defined for each year of the activity process (if the program is long-term);

– leading theoretical, pedagogical ideas, approaches, concepts; degree of scientific and practical activity;

- general pedagogical principles and specific patterns of the subject of study: scientific character, consistency, accessibility, dynamism and stability, the connection between theory and practice;

- a brief description of the main methods that, from the point of view of the author, ensure the assimilation of material by children, educating and developing the skills of their creative activity;

- the ability to record and summarize the materials of observations, research;

a brief description of various forms of work with children: excursions, trips, practical and laboratory classes, mass events, etc.;

- predicted results and criteria for their evaluation (what students will know and be able to do, where they can continue their studies in the profile of the association, what personal qualities can be developed as a result of classes and how this is determined);

- funds necessary for the implementation of the program (scientific and methodological, logistical support, etc.).

Educational and thematic plan:

- designation of the main topics of the training course and their duration by year of study;

- registration;

– an explanation of the calculation of annual hours.

- the presence of forms of independent work for children who have been studying for more than a year (reports, projects, research work, abstracts, etc.);

- compliance of the content and forms with age and individual characteristics.

Educational and methodological support:

- didactic (cards, visualization of the task);

– material and technical;

- a bibliographic list in the direction of activity for children and for teachers;

- availability of pedagogical diagnostic tools;

– results of pedagogical and psychological diagnostics

Manufacturability of the program (accessibility for use in teaching practice).

"Portfolio" in additional education

"Portfolio"- a way of fixing, accumulating and evaluating the individual achievements of a student, a teacher in a certain period of his education, professional activity.

Purpose of portfolio It consists in the fact that the child and the teacher can clearly see the results of their own activities, ensure tracking of individual progress in the educational process, and present a report on the educational process. This goal is achieved through the following tasks:

1. 
   maintaining high learning motivation;
2. 
   encouragement of activity and independence of the child
3. 
   development of reflective and evaluative skills;
4. 
   formation of the ability to set goals, plan and organize their own activities;
5. 
   promotion of individualization (personalization) of the child's education;
6. 
   creation of conditions for successful social adaptation and socialization;
7. 
   support for the processes of self-determination and self-realization.

There are several portfolio types: "portfolio" of documents, "portfolio" of works, "portfolio" of reviews. A "portfolio" of documents represents certified (documented) achievements, such as diplomas, diplomas, certificates, etc. "Portfolio" of works - a collection of various creative, design, research, other works of a child or teacher. "Portfolio" of reviews - characteristics, reviews that evaluate the activities of a child or teacher. Reviews can be given by scientists, specialists, higher institutions, public organizations, parents, etc. Each of these types of "portfolio" has its own advantages and disadvantages (Table 1)

Table 1.

Comparative characteristics of the types of "portfolio"

№	View	Portfolio content	Advantages	Restrictions
1	"Portfolio" of documents	Documented individual educational and creative achievements	Achievement rating mechanism	Does not give an idea of ​​the work process
2	"Portfolio"	Collection of design, research, creative works	Gives an idea of ​​the quality of work, dynamics, research activity	Cannot be used to determine job rating
3	"Portfolio" reviews	External characteristics quality of research work, self-analysis based on the results of work	Includes self-assessment mechanisms	The complexity of formalizing and accounting for the collected information

Given the advantages and disadvantages of each type of "portfolio", it is optimal to use complex types of "portfolio" (for example, documents and works).

Approximate portfolio structure. "Portfolio" of documents is presented in Table. 2.

Table 2.

A portfolio of work may include:

• 
  design, research, creative work indicating the topic of the work, its abstract (brief description), applications (photographic materials, electronic version of the work, etc.). Works related to technical creativity may contain photographs of layouts, models, devices, video materials demonstrating the operation of technical models and devices. Works of an artistic profile contain photo and video materials of paintings, demonstrations of art collections, performances by creative teams, a schedule of performances, concerts, etc.;
• 
  work related to sports is recorded through sports diaries (indicating the time of training, exercises performed, loads, etc.), records of participation in competitions, receiving sports categories, training videos, etc.;
• 
  participation in the work of training seminars, courses, conferences, various camps, is presented through the programs of these events, the form of participation in them (organization of an event, presentation of a report, participation as a listener, presenter, etc.). Practices (language, labor, pedagogical, social), internships are recorded using the program and diary.

The Portfolio consists of:

• 
  conclusions, reviews on the quality of the work performed;
• 
  reviews of research work (for a child), educational programs (for a teacher), articles, other types of work;
• 
  a resume with an assessment of one's own work;
• 
  letters of recommendation for participation in practice, conferences, etc.;
• 
  other forms of feedback.

The most commonly used are complex "portfolios", which include various forms of the above materials. Comprehensive "portfolios" allow you to comprehensively reflect the individual achievements of the teacher and pupil.

To compile a data bank for pupils, teachers, a map of achievements is made by the methodological service of an educational institution.

Map of individual achievements of the pupil

FULL NAME. pupil (teacher) __________________________________

Year of study _________________________________________________

No. p / p	Positions	Components	results
1	Olympics	Urban Regional Russian International	1st, 2nd, 3rd place
2		Names and level of conferences (city, regional, federal)	Diploma 1, 2, 3 degree
3	works (theme)		Diploma 1, 2, 3 degree
4	Participation in the work of training seminars, courses, conferences, various camps		practice diaries, form of participation
5	Conclusion, reviews, reviews of research, creative work
6	Letters of recommendation		To whom are addressed
7	Conclusions on other types of work	Full name, position of the author of the document	Evaluation (positive, negative)
8	Other certificates		Diplomas, certificates

Map of individual achievements of the teacher

FULL NAME. teacher ________________________________________________

The Department_________________________________________________________

Direction of activity _______________________________________

Year of work __________________________________________________________

No. p / p	Positions	Components	results
1	Competitions of professional skills	Urban Regional Russian International	1,2,3 place, nominations
2	Scientific and practical conferences	Names and level of conferences (city, regional, federal)	Degree of participation (organization, performance, other)
3	Research, creative, design works (theme)	Presentation level (city, regional, federal)	Diploma 1, 2, 3 degree
4	Participation in the work of training seminars, advanced training courses, conferences, camps	Level of seminars, courses, camps (city, regional, federal)	Programs of courses, camps, seminars, practice diaries, form of participation
5	Conclusion, reviews, reviews of educational programs	Full name, position of the author of the document	Evaluation (positive, negative)
6	Conclusion, reviews, reviews methodological materials, work experience	Full name, position of the author of the document	Evaluation (positive, negative)
7	Reviews of articles, other published materials	Full name, position of the author of the document	Evaluation (positive, negative)
8	Letters of recommendation	Issued by (person, institution)	To whom are addressed
9	Other certificates	Events, competitions, courses, training seminars, etc.	Diplomas, certificates