Extracurricular activities students are united by all types of school activities (except educational activities and in the classroom), in which it is possible and appropriate to solve the problems of their education and socialization.
According to the Federal Basic Curriculum for educational institutions Russian Federation organization of classes in areas extracurricular activities It is an integral part educational process At school.
Types and directions of extracurricular activities.
The following types of extracurricular activities are available for implementation at school:
- play activities;
- cognitive activity;
- problem-value communication;
- leisure and entertainment activities (leisure communication);
- artistic creativity;
- social creativity (socially transformative volunteer activity);
- labor (production) activity;
- sports and recreational activities;
- tourism and local history activities;
1. Extracurricular cognitive activity schoolchildren can be organized in the form of electives, educational circles, a scientific society of students, intellectual clubs (like “What? Where? When?”), library evenings, didactic theaters, educational excursions, Olympiads, quizzes.
At first glance, it may seem that all these forms in themselves make it possible to achieve first level results(schoolchildren’s acquisition of social knowledge, understanding of social reality and Everyday life).
However, this is not entirely true. This level of results can only be achieved if the object cognitive activity children will become the social world itself, that is, knowledge of the life of people and society: its structure and principles of existence, norms of ethics and morality, basic social values of monuments of the world and national culture, features of interethnic and interfaith relations.
Moreover, not only and not so much fundamental knowledge will be important, but rather that which a person needs to fully live everyday life and successfully socialize in society: how to behave with a person in a wheelchair, what can and cannot be done in church, how to search and find the necessary information, what rights does a person admitted to hospital have, how to dispose of household waste in a safe manner for nature, and how to pay utility bills correctly. The lack of basic social knowledge can make the life of a person and his immediate environment very difficult.
Within the framework of extracurricular cognitive activities of schoolchildren, it is also possible to achieve second-level results (formation of a positive attitude of children towards the basic values of society). To do this, a value component must be introduced into the content of cognitive activity.
In this regard, teachers are recommended to initiate and organize schoolchildren’s work with educational information, inviting them to discuss it, express their opinions, and develop their position in relation to it. This can be information about health and bad habits, moral and immoral actions of people, heroism and cowardice, war and ecology.
As an example, let’s name several potentially controversial topics from different fields of knowledge:
For primary school
Nature pollution: can life in the city be like this?
as pleasant as in the country or in the village?
Is it difficult for a person in a wheelchair to live in our society?
My appearance: a personal matter or respect for the people around you?
2. Problem-based communication.
Problematic- value communication, unlike leisure communication, affects not only the emotional world of the child, but also his perception of life, its values, and meaning. Problem-value communication among schoolchildren can be organized in the form of ethical conversations, debates, thematic debates, problem-value discussions.
For achievement first level results– schoolchildren’s acquisition of social knowledge, understanding of the social reality of everyday life is the optimal form of ethical conversation.
An ethical conversation is not a lecture by a teacher on moral issues. This is a detailed personal statement addressed to the listeners by the initiator of the conversation, imbued with genuine emotions and experiences and necessarily aimed at receiving feedback from the listeners (in the form of questions, answers, remarks).
A well-organized conversation is always a flexible combination of programming and improvisation.
Within the framework of an ethical conversation, the main channel of communication is the Teacher - Children. This form does not imply active communication between schoolchildren (the maximum permissible is the exchange of short remarks between children). And without defending your opinion in front of another, especially a peer (he is equal to me, so in case of failure it is difficult to attribute everything to superiority in age, experience, knowledge), it is not easy to understand whether the child is ready to be seriously responsible for his words. In other words, whether he values what he claims or not.
You can understand this by participating in debates.
This educational form is capable of correct use ensure achievement second level results- formation of positive attitudes of the student to the basic values of our society and to social reality in general.
Debates are organized according to the role principle: a participant can defend before the judges a point of view that in reality he does not share.
The task of transition to practical action initially faces the participants in the problem-value discussion. The discussion is structured in such a way that a person faces a choice: to act or not? It is this educational form that is designed to help achieve third level results-- for schoolchildren to gain independent experience social action.
3. Leisure and entertainment activities
(leisure communication).
It is possible to achieve educational results of the first level in the leisure and entertainment activities of schoolchildren (the acquisition by schoolchildren of social knowledge, a primary understanding of social reality and everyday life) within the framework of such a well-known form as a cultural trip to a theater, museum, concert hall, gallery.
However, the cultural campaign and the cultural campaign are different.
For example, a school class usually visits a museum
goes according to the following scheme:
a museum ticket distributor comes to school;
The class teacher chooses at his own discretion
the topic and informs students about it;
Schoolchildren voluntarily and compulsorily take
teacher or responsible classmate money for
the class goes to the museum;
discussion, if it occurs, is
spontaneous character.
Transforming a cultural trip to a museum from a formal event into an educational event, the teacher will have to organize it in a fundamentally different way, in particular:
meet with the distributor together with students
museum tickets;
organize the preparation of a greeting card by schoolchildren
appeals to the museum;
agree with the museum employees that one of them
will meet the guys, introduce them to
museum space;
After viewing the exhibits, organize a meeting with
museum workers;
invite interested schoolchildren to perform creative
works and donate them to the museum.
Forms such as a concert, dramatization, and festive “light” are aimed at achieving educational results of the second level in children’s leisure and entertainment activities (the formation of a positive attitude of the student towards the basic values of our society and towards social reality as a whole). schoolchildren.
In order for the leisure and entertainment activities of schoolchildren to begin to ensure the achievement of educational results of the third level (children gaining experience of independent social action), it must be transferred to public space. In other words, start building leisure time for other people who do not fall into the category of close ones. For example, you can organize a fair in the school area.
The fair's algorithm includes:
general collection, which may be accompanied by a ruler,
carnival procession;
free movement of participants around the space;
free choice of attraction and participation in it;
final collection, with or without auction.
4.Game activity.
In the variety of definitions of game, we will cite the following as a reference: a game is an action that takes place within a certain framework of place, time, meaning in a visible manner and according to voluntarily accepted rules, outside the sphere of material benefit and necessity; accompanied by mood and feelings of uplift and tension, detachment and delight (J. Huizinga)
Firstly, the game expands the scope pedagogical activity, enriches the professional position of the teacher with the so-called game position.
The game position of the teacher, according to S.D. Polyakov, follows from two main characteristics of the game - two-dimensionality and role.
Two-dimensionality is the deployment of play behavior in two spaces at once: in real circumstances and in a conditional space, where the owners are not the tasks of real communication activities, but imaginary conditions abstracted from reality.
Participants in game communication, play activity to one degree or another, they are aware of the role-based nature of their behavior.
Game communication turns out to be a powerful educational tool, because it helps the teacher make various maneuvers in the field of business and personal communication.
5. Social creativity (socially transformative volunteer activity).
Today there is no longer any need to prove that there is a special type of educational outcomes associated with the socialization of students. However, the task of socialization can be interpreted in different ways. The most fundamental difference relates to the understanding of socialization. The most fundamental difference is associated with the understanding of socialization either as adaptation to existing social conditions, or as adaptation to existing social conditions, or as ensuring the possibility of effective transformative activity in a changing society.
The main content of the second understanding of socialization is the transfer of a child or teenager to the position of an active member of civil society, capable of self-determination on the basis of values, developing their own understanding and goals, developing projects for transforming society and its individual institutions, and implementing these projects. In other words, we are talking about the formation of a young subject of social creativity.
Social creativity is the highest form social activities: creative process; aimed at transforming and creating qualitatively new forms social relations and social life.
Social creativity of schoolchildren is the voluntary, feasible participation of children in improving, perfecting social relations, transforming the situation in the society around them.
Such activities are always associated with the student’s personal initiative, his search for non-standard solutions, the risk of choice, and personal responsibility to a group of peers, a teacher, and the public.
6. Artistic creativity.
The relevance and pedagogical feasibility of the program of extracurricular activities in the field artistic creativity teenagers is driven by the need to resolve real
contradictions that have arisen in the theory and practice of education in new sociocultural conditions, in particular, the limitations of the strategy of “familiarization with culture” in the conditions of expansion of mass culture.
7.Labor (production) activity.
The traditional definition of work as a conscious, energy-consuming, generally accepted purposeful activity that requires a person to apply effort and carry out work also includes educational activities.
However, the principle “good study is real work”, which rightly elevates the teaching, has recently begun to be used, unfortunately, and as a cover for the disappearance of other, non-academic forms of work activity of children from school life. That is why, when speaking about the work activities of schoolchildren, we introduce a clarification - “production”. We are talking about work in which boys and girls at least produce a product (thing, service, information, etc.), which is significant not only for them, but also for other people.
Achieving educational results of the first level in the work activities of schoolchildren (acquisition by schoolchildren of social knowledge, a primary understanding of social reality and everyday life) is possible within the framework of such well-known educational forms as club classes in technical creativity (aircraft modeling, ship modeling, etc.), home crafts , folk crafts. It is here that the child’s understanding of the culture of work, the ethics of labor relations, the contribution of work to the meaningfulness of everyday existence is laid, the sense of productive independence, the feeling and awareness of involvement in the world of working adults grows.
For modern junior schoolchildren Technical creativity classes with Lego constructors turn out to be surprisingly interesting and useful.
For achievements in work educational results of the second level(formation of positive attitudes of the schoolchild to the basic values of our society and to social reality as a whole) such forms as collective work games, children's production teams under the guidance of an adult are aimed. Here, in addition to productivity, special production communication becomes an educational factor.
The wonderful collective work games “Mail” and “Factory” are described by I. P. Ivanov in his book “Encyclopedia of Collective Creative Affairs”.
Children's and adult educational production necessarily enters the economic market and begins to produce socially useful products.
And it is precisely because of this that it is an educational
form that ensures achievement in work activity
educational results of the third level– receipt by children
experience of independent social action.
8. Sports and recreational activities.
A special paper has been prepared on the topic of educational opportunities for extracurricular sports and recreational activities. educational program, which presents educational results and effects, cultural forms and content of activities.
Our school conducts 2 hours of extracurricular activities: “The ABCs of keeping animals”, “Rhetoric”.
The course “The ABCs of Animal Keeping” is designed for 33 hours.
The purpose of the course is to develop in children a culture of communication with animals as part of environmental culture and humane attitude
to animals, mastering scientifically based ways of interacting with animals, as well as the need for active personal support for events and actions aimed at caring for animals. Communication with animals contains a unique developmental potential, and the course program makes it possible to use it.
During classes, children are happy to talk about their favorite pets, draw, and sculpt animal figures.
They also obtain information from additional literature.
We take a lot of information from the periodical magazine “My Zoomir”.
The work program on “Rhetoric” is compiled in accordance with the requirements of the Federal State educational standard primary general education and the author's program T.A. Ladyzhenskaya, N.V. Ladyzhenskaya.
The relevance of the choice is determined by the following factors:
Based on diagnostic indicators, students have poor communication skills;
33 hours per year are allocated for study (1 hour per week). The topics of the classes are formulated according to the author's methodological recommendations.
The goals and objectives of rhetoric as a subject of the philological cycle are to teach speech, develop communication skills, teach younger schoolchildren to communicate effectively in different situations, and solve various communicative tasks that life itself sets for students.
Extracurricular activities are an important, integral part of the education process for young children school age. This is the activity of children outside of class, determined mainly by their interests and needs, ensuring the development, education and socialization of the primary school student. The school’s interest in solving the problem of extracurricular activities is explained not only by its inclusion in syllabus 1-4 grades, but also with a new look at educational results. Extracurricular activities are part of basic education, which is aimed at helping the teacher and the child in mastering a new type of educational activity, forming learning motivation, extracurricular activities contribute to the expansion of the educational space, create additional conditions for the development of students, a network is being built that provides children with accompaniment, support at the stages of adaptation, and the ability to consciously apply basic knowledge in situations other than educational ones.
Revealing the content and structure of communication skills, one should pay attention to the essential and distinctive features that characterize the concepts of “abilities” and “skills”. An elementary skill is an action that is formed consciously on the basis of knowledge. The structure of the action is not varied by the subject. The action is not sufficiently practiced and is performed slowly. As a result of repetition, this action can be developed into a skill.
A skill is an action that is performed by the subject quickly, easily, confidently, out of habit, without thinking. It is carried out with the absence or minimal expenditure of mental and volitional efforts.
A complex skill is an action that includes elementary skills; the overall structure of the action varies. This action is not associated with the acquisition of the properties of a skill; it is improved towards mastery and creativity.
Communication skills are conscious communicative actions students (based on knowledge of the structural components of skills and communicative activities) and their ability to correctly structure their behavior and manage it in accordance with the objectives of communication.
Communication skills by their structure are complex, high-level skills; they include the simplest (elementary) skills. In terms of their content, communication skills combine information-communicative, regulatory-communicative and affective-communicative groups of skills.
The existing experience of using gaming techniques in domestic and foreign schools proves that it is advisable to develop communication skills in the process of extracurricular activities, and in particular role-playing game as the most accurate and accessible model of communication for younger schoolchildren. The basis of such a game is the process of role-playing communication between students in accordance with the roles distributed among them and the presence of a communicative game situation that combines the game material.
The group of information and communication skills consists of the following skills:
engage in the communication process (express a request, greeting, congratulation, invitation, polite address);
navigate partners and communication situations (start talking with an acquaintance and stranger; observe the rules of communication culture in relationships with comrades, teachers, adults; understand the situation in which partners are placed, intentions, motives for communication);
correlate the means of verbal and non-verbal communication (use words and signs of politeness; express your thoughts emotionally and meaningfully using gestures, facial expressions, symbols; use drawings, tables, diagrams, group the material contained in them.
The group of regulatory and communicative skills consists of the following skills:
Coordinate your actions, opinions, attitudes with the needs of your communication comrades (carrying out self- and mutual control of educational and work activities, justifying jointly performed tasks and operations in a certain logical sequence, determining the order and rational ways of performing joint educational tasks);
Trust, help and support those with whom you communicate (help those who need help, give in, be honest, do not shy away from answers, communicate your intentions, give advice and trust the advice of others, trust both the information you receive and your friend on communication, adults, teacher);
Apply individual skills when solving joint problems (use speech, mathematical symbols, music, movement, graphic information to complete tasks with a common goal, to record and formalize the results of their observations, targeted use of fiction, popular science, reference literature, and a dictionary in a textbook) ;
Evaluate the results of joint communication (critically evaluate yourself and others, take into account everyone’s personal contribution to communication, make the right decisions, express agreement (disagreement), approval (disapproval), evaluate the correspondence of verbal behavior to nonverbal behavior).
The group of affective-communicative skills is based on the ability to share one’s feelings, interests, and moods with communication partners; show sensitivity, responsiveness, empathy, and care for communication partners; evaluate each other's emotional behavior.
The development of communication skills during role-playing communication of students is carried out by the teacher in stages and consists of the following:
Disclosure to students of the importance of communication skills;
Familiarizing students with the content and structure of skills when assigning roles;
Involving students in joint activities game tasks on mastering communication skills;
Improving the communication skills acquired by schoolchildren in their creative activities.
Let us give an example of the gradual development of such a complex communication skill as the ability to listen carefully to your interlocutor. The following reminder may be offered to help the teacher.
1. Explain to younger schoolchildren the need to master the ability to listen carefully to an interlocutor and answer questions politely.
2. Clearly and clearly formulate the rules that must be followed. For example: “The best conversationalist is not the one who knows how to speak well, but the one who knows how to listen carefully”; "People will listen to you only after you have listened to them."
3. Show with examples how actions to master this skill are performed. For example:
1) while talking with your interlocutor, do not think about something of your own, otherwise you will miss something important from the story;
2) try to understand the essence of the conversation, and not hear only what you want;
3) don’t try to seem smarter than your communication partner, listen to everything he has to say;
4) show the greatest attention when talking with people close to you, since freedom in communication with loved ones entails inattention towards them;
5) learn not only to listen, but also to hear.
Do not try to develop several skills or personality traits at once. Determine which qualities are organically combined with each other - for example, the ability to listen carefully to your interlocutor and politely respond to questions; correlate your actions, opinions, habits with the interests of your communication partners; express agreement (disagreement), approval (disapproval).
Organization of extracurricular activities for schoolchildren (by type).
Organization of cognitive activity of schoolchildren. Extracurricular educational activities of schoolchildren should be organized in the form of electives, educational circles, a scientific society of students, intellectual clubs (like clubs “What? Where? When?”), library evenings, didactic theaters, educational excursions, Olympiads, quizzes, etc. .
At first glance, it may seem that all these forms in themselves allow one to achieve first level results(acquisition by schoolchildren of social knowledge, understanding of social reality and everyday life). However, this is not entirely true. This level of results will be achieved only when the social world itself becomes the object of children’s cognitive activity.
Posted on ref.rf
That is, a large place here will be given to understanding people’s lives, understanding society: its structure and principles of existence, norms of ethics and morality, basic social values, monuments of world and domestic culture, features of interethnic and interfaith relations.
Moreover, what is important here will be not only and not so much fundamental knowledge, but rather that which a person needs to fully live his daily life, for his successful socialization in society. How to behave with a person in a wheelchair, what can and cannot be done in a church, how to search and find the necessary information, what rights does a person admitted to hospital have, how to dispose of household waste in a safe manner for nature, how to pay utility bills correctly, etc. .P. The absence of even this basic social knowledge can make the life of a person and his immediate environment very difficult.
Within the framework of extracurricular cognitive activities of schoolchildren, it is possible to achieve second level results(formation of positive attitudes of children towards the basic values of society). To do this, a value component must be introduced into the content of schoolchildren’s cognitive activity.
In this regard, teachers are recommended to initiate and organize schoolchildren’s work with educational information, inviting them to discuss it, express their opinion on it, and develop their own position in relation to it. This should be information about health and bad habits, about moral and immoral actions of people, about heroism and cowardice, about war and ecology, about classical and popular culture, about other economic, political or social problems our society. Finding and presenting this information to schoolchildren should not make it difficult for a teacher, because it can be found in a variety of subject areas of knowledge.
It is recommended to initiate and maintain intra-group discussions when discussing this type of information. Οʜᴎ allow a teenager to correlate his own attitude to the issue under discussion with the attitudes of other children and can contribute to the correction of these relations - after all, the opinion of peers, which is significant for adolescents, often becomes a source of change in their views on the world.
Posted on ref.rf
At the same time, thanks to discussions, schoolchildren will gain experience in dealing with a diversity of views, will learn to respect other points of view, and relate them to their own.
As an example, let’s name several potentially controversial topics from different fields of knowledge:
- Using animals for experiments: scientifically extremely important or human cruelty? (biology)
-Can science be immoral? (physics)
- Is economic growth in the world an unconditional benefit for people? (economy)
- Should small nations strive to preserve their language and culture? (geography)
- Do you agree with the words of I. Karamazov “If there is no God, then everything is permitted”? (literature)
- The reforms of Peter I – a step towards a civilized society or violence against the country? (story)
- Is aggression in cinema and television dangerous for society? (art), etc.
A value component will be introduced into the content of schoolchildren’s cognitive activity even when the teacher focuses children’s attention on moral problems associated with discoveries and inventions in any field of knowledge. For example, you can draw the attention of schoolchildren who are interested in physics to the dual significance for humanity of the discovery of a method of splitting atomic nucleus. With students interested in biology, you can touch on the issue of genetic engineering and consider the ethical aspect of cloning. You can also focus schoolchildren’s attention on the environmental consequences of the discovery of cheap methods for producing synthetic materials, on the humanitarian consequences of the Great Geographical Discoveries for the peoples of the New World, etc. What are the new ones leading to? scientific discoveries: to improve human living conditions or to more and more victims? Teachers are encouraged to raise and discuss these types of problems with students.
A student’s positive attitude towards knowledge itself as a social value will be developed in him when knowledge becomes an object of emotional experience. The most successful forms here may be, for example: the school intellectual club ʼʼWhat? Where? When?ʼʼ (here knowledge and the ability to use it become the highest value for the participants of this game, unique in its influence on mental education), didactic theater (in which knowledge from a variety of fields is played out on stage, and therefore becomes emotionally experienced and personally colored ), scientific society of students (within the framework of non-governmental educational institutions research activities schoolchildren, search and construction of new knowledge - knowledge of one’s own, sought after, gained through suffering).
Achievement third level results(the student’s gaining experience of independent social action) will be possible provided that the student’s interaction with social actors is organized in an open social environment.
This can happen most effectively when children and teachers conduct certain socially oriented actions.
For example, some meetings of a circle of literature lovers can become a factor in schoolchildren acquiring experience in social action if, for example, they are held from time to time for pupils of orphanages or residents of nursing homes.
As part of the work of a book club or family reading evenings, socially oriented campaigns can be held to collect books, for example, for the library of a rural school located somewhere in the outback.
As part of subject clubs, schoolchildren can produce visual aids or handouts for educational activities at school and donate them to teachers and students.
The activities of subject electives can become socially oriented if its members take individual patronage over underperforming students in lower grades.
In this regard, it is recommended that the activities of members of the scientific society of students be focused on the study of the microsociety surrounding them, its pressing problems and ways to solve them.
- ʼʼHow to improve quality drinking water At school,
- “Endangered biological species of our region: rescue strategies”,
- “Ways to resolve conflicts and overcome aggression in school and family”,
- ʼʼ Chemical composition popular children's drinks and health problemsʼʼ,
- “Methods of energy saving at school and forms of energy-saving behavior of students and teachers,”
- “Attitude towards the elderly among the residents of our microdistrict”...
Such topics could become the topics of student research projects, and their results could be disseminated and discussed in the community surrounding the school.
Organization of problem-value communication among schoolchildren. Problem-based communication, in contrast to leisure communication, affects not only the emotional world of the child, but also his perception life problems, his values and meanings of life, confronts him with the values and meanings of other people.
Problem-value communication among schoolchildren should be organized in the form of ethical conversations, debates, thematic debates, problem-value discussions.
For achievement first level results(acquisition by schoolchildren of social knowledge, understanding of social reality and everyday life) the optimal form ethical conversation.
An ethical conversation is not a lecture from a teacher on moral issues. This is a detailed personal statement addressed to the listeners by the initiator of the conversation, imbued with genuine emotions and experiences and necessarily aimed at receiving feedback from the listeners (in the form of questions, answers, remarks). The subject of communication here is moral conflicts presented in real life situations and literary texts.
A well-organized conversation is always a flexible combination of programming and improvisation. The teacher must have a clear understanding and ability to maintain the main thread of the conversation, and at the same time, different scenarios for the development of communication.
For example, when discussing with students the topic “Does the end justify the means?”, citing historical and literary examples of different answers to this complex question, the teacher should lead schoolchildren to “try on” this question to myself. In particular, at a certain moment in the conversation, he can introduce a collision addressed to one of the participants in the conversation: “This is the situation: you have an idea that is very dear to you and which you dream of realizing.” But there are people who do not share this idea and oppose its implementation. If they continue to persist, you will fail. What will you do with these people?ʼʼ
After listening to the answer of a child (possibly several children), the teacher can offer him (them) several scenarios of behavior, for example: a) force these people to obey your will, without wasting time on empty, unnecessary chatter; b) try to convince them, and if that doesn’t work, do everything your own way; c) try to find a “weak spot” in each of the opponents and act through it; d) listen to the objections of your opponents, try to come to a common opinion with them, and if that doesn’t work, then postpone the implementation of your idea.
And then the teacher must be prepared for different scenarios of continuing communication with active participants in the conversation in front of the rest of the audience. So, if one of the schoolchildren chooses the options ʼʼаʼʼ or ʼʼвʼʼ, it is extremely important to try to bring the child to the consequences decision taken. When choosing the answer “b”, it is extremely important to show the student that his decision is just a postponement of action. At the same time, the teacher must understand that such a choice is a sign of a certain struggle between the desires to implement the idea and avoid negative consequences for others, and this is worth grasping and helping the child to deepen his thoughts. If the student chose the “g” option, then you can ask him to give a detailed justification for his choice in order to understand how meaningful and sincere this choice is.
Within the framework of an ethical conversation, the main channel of communication is Teacher-Children. This form does not imply active communication between schoolchildren (the maximum permissible is the exchange of short remarks between children). And without defending my opinion in front of another, especially a peer (he is equal to me, in this regard, in case of failure it is difficult to attribute it to superiority in age, experience, knowledge), it is not easy to understand whether I am ready to seriously answer for my words? In other words, whether I value what I claim or not.
This can be understood, for example, by participating in debates. This educational form can, if used correctly, ensure achievement second level results– formation of positive attitudes of the student to the basic values of our society and to social reality in general.
Educational technology“Debate” is very popular today and has been described many times in pedagogical literature. For this reason, let's focus on the main thing. The debate involves two sides: the affirmative (the team that defends the topic of communication) and the denier (the team that refutes the topic). The topic of communication is formulated as a statement. The goal of the parties is to convince the judges (experts) that your arguments are better than those of your opponent.
Debates are organized according to the role principle: a participant can defend before the judges a point of view that in reality he does not share. It is here that the powerful educational potential of this form lies: by selecting evidence in favor of a point of view that is not initially close to me, by listening and analyzing the opponent’s arguments, one can come to such serious doubts in one’s own attitudes that one will come face to face with the extremely important importance of value self-determination . At the same time, there is a main catch in the playful nature of communication: the debate participants are not faced with the task of moving to practical action, and a certain frivolity of what is happening is felt by almost everyone.
The task of transition to practical action is initially faced by the participants problem-value discussion. The entire discussion is structured in such a way that a person faces a choice: to act or not? It is this educational form that is designed to help achieve third level results– for schoolchildren to gain experience of independent social action.
The goal of a problem-value discussion is to launch a teenager’s social self-determination and prepare him for independent social action. The subject of consideration in such a discussion are fragments and situations of social reality. Obviously, self-determination will be more successful the more specific, relatable and interesting these fragments and situations are for teenagers.
At first glance, for a young person there is no closer and more intuitive social context than the context of urban (rural, village) life. And at the same time, special places and spaces where a teenager could deepen his understanding of life ʼʼ small homeland No. It turns out that this social context, being the closest, is perceived by adolescents very superficially. It is in this regard that the key topic of problem-value discussions should be “Youth participation in the life of the city (village, town)”.
In preparation for the problem-value discussion, it is extremely important to conduct local sociological research, identifying the social topics that most interest schoolchildren. For example, in one of the schools ᴦ. Moscow, the following list of topics was formed:
1. Realization of the interests and needs of young people in the field of leisure, culture and sports in Moscow.
2. Adequacy of the structure of the urban environment (architectural appearance, street landscapes, recreational areas) to the needs and aspirations of the younger generation.
3. Productive employment and employment of youth in Moscow.
4. Relationships between youth groups in Moscow.
5. Transport problems of the city: the role and place of the younger generation in solving them.
6. The role and place of youth in the information space of the city.
7. Availability quality education for the youth of the capital.
8. The position of young Muscovites in the matter of conservation cultural heritage capital Cities.
9. Ecology of Moscow and the position of youth.
In order to pose such topics in a problematic way and make them open for understanding and discussion, it is extremely important to prepare a package of texts related to the life of the city (village, town), which would problematize the perception of these topics by teenagers.
Problem-value discussion is a group form of work. In this form, the teacher organizes the group’s work as a sequence of steps.
First step - organizing a “meeting” of a child with a social situation as problematic.
If the social situation is not framed as problematic, then it may become not so much an object of understanding as an object of cognition for the child, perceived by him as a learning task. Then there will be no inclusion of understanding how universal method exploration of the world by man, in which, along with theoretical knowledge, direct experience plays a significant role, various shapes practices and forms of aesthetic comprehension.
A universal means of constructing a situation that meets the requirements of semantic content, intelligibility, problematic nature, and value is text (in our case, a text describing a social situation).
At the same time, as practice shows, the very fact of “meeting” schoolchildren with a text does not always and not for all of them develop into a situation of understanding the meaning of the text. Someone was able to “read” the text, extract the main meaning and connotations; someone saw the text from one point of view, extracted the main meaning and did not discover additional ones; someone did not understand the meaning of the text at all.
In such contradictory conditions, the teacher is required to take a new step towards enhancing the child’s understanding of the text. The means to ensure this step is problematization as a special work of the teacher to identify contradictions in the content of messages, methods of work and goals demonstrated by the child.
First of all, after an understanding “reading” of the text by teenagers, you can invite one of them to express their understanding or misunderstanding, thereby putting the others in a situation of choice - to agree or disagree with what was said. Next, you can ask schoolchildren to express their attitude to the position expressed.
Secondly, the teacher can, in addition to the already manifested understanding (misunderstanding), ask questions about his “doubt”.
Thirdly, the teacher can demonstrate and act out a misunderstanding of the opinion expressed by the student, encouraging him to clarify and deeper substantiate the position.
Fourthly, the teacher may agree with the point of view expressed, and then draw absurd conclusions from it (here it is extremely important to avoid statements that could offend the teenager).
Fifthly, in the absence of any statements, the teacher can provoke them by presenting on his own behalf a rather radical understanding of the situation (here one cannot cross the ethical line).
The problematization carried out by the teacher should lead schoolchildren to realize the “weak points” of their point of view and to attract new means of understanding. At the same time, it is extremely important to maintain the situation of problematization until a meaningful conflict arises between positions, into which a significant number of participants will be drawn. At this moment, the teacher must transfer his activities from the problematization plan to the organization of communication.
Communication here is special – positional. Unlike classical discussion, where the subject is focused mainly on expressing his opinion and convincing others of its truth, in positional communication the subject seeks the place of his position among others: he determines positions with which it is possible to cooperate, with which it is extremely important to conflict, and those with whom you cannot interact under any circumstances. And all this is “weighed” on the scales of the upcoming social action.
The teacher is also included in positional communication. At the same time, there is a real danger that his position will be dominant in the system of children's positions (for example, due to high authority). To avoid this, the teacher must form his own personal and professional position as an organizer of positional communication. In personal projection, this is a position Adult, in professional projection, this is a position reflective manager.
The Adult ego state, together with two other ego states - Parent and Child - forms, according to E. Berne, the personal matrix of a person. Unlike the Parent and the Child, who are turned to the past, to experience, to memories, the Adult makes decisions based on the situation that is present now, at the moment, here-and-now.
The position of a reflexive manager is alternative to the position of a manipulator. Its essence is the organization of reflection among schoolchildren and “maintaining” a situation of self-determination and independent thinking about their problems. Manipulation will be “picking up”, reflexive “shaping” and using the activity of others for one’s own purposes.
The main goal of positional communication among schoolchildren is to “break through” them into a different context of understanding the meaning: not only I - Text, as in the first stage of work, but I - Others - Text. In the process of communication with each other and the teacher, they, in fact, for the first time clearly discover that their own understanding is not only not the only one, but also insufficient, that it must be enriched by other understandings and, in turn, enrich others. Awareness of this can serve as the basis for schoolchildren’s desire to consider different positions in order to fully understand the meaning of the social situation and move on to independent social action. It is within the power of the teacher to promote the deepening of such awareness, which requires organizing reflection by teenagers on the results of the discussion.
The organizing role of the teacher here includes providing students with a choice of any form of fixation of a reflective position (answers to questions, continuation of unfinished sentences, interviews, etc.) and its expression (oral, written, artistic, figurative, symbolic), and also maintaining the dynamics of reflexive processes. It is great if the teacher manages to involve external experts in the discussion (and especially in reflection) - representatives of the society that the schoolchildren are discussing. Their presence and opinions are a powerful factor in increasing the social significance of what is happening.
The reflection stage completes the process of interaction between the teacher and schoolchildren in a problem-value discussion. At the same time, in its ideal representation, this interaction does not stop, but continues in the minds of the participants. According to Yu.V. Gromyko, “by leaving the community, the individual takes with him an attempt to independently reproduce the community.” Leaving the real process of interaction with the teacher and peers, the student takes with him an attempt to independently reproduce it in other circumstances of his own life. Now he is capable of social self-determination, because he has mastered its most important components - understanding, problematization, communication, reflection.
Organization of tourism and local history activities for schoolchildren. Tourism and local history activities of schoolchildren should be organized by teachers both in the form regular club, extracurricular or museum classes, and in the form irregular local history excursions, weekend hikes, multi-day recreational hikes, sports category hikes, local history expeditions, field camps, rallies, competitions and preparations for them, local history Olympiads and quizzes, meetings and correspondence with interesting people, work in libraries, archives, etc.
Within the framework of any of the above forms it is possible to achieve first level results(the student’s acquisition of social knowledge, understanding of social reality and everyday life).
The child receives elementary social knowledge already when he just begins to master tourism and local history activities: he gets acquainted with the rules of human behavior in the forest, in the mountains, on the river, learns about the specifics of camp life in a team, comprehends the ethics of behavior in a museum, archive, reading room, expands the idea of oneself as a resident of this or that region...
But the process of mastering social knowledge will be especially effective when schoolchildren begin to get acquainted in the field with the social world around them, with the life of the people of their native land: their norms and values, victories and problems, ethnic and religious characteristics. The acquisition of this knowledge by a schoolchild occurs on a hike in a completely different way than in school lessons or at home. It’s one thing, for example, to learn from textbooks, movies or stories from adults about the significance of the Victory in the Great Patriotic War for our society. Patriotic War, about the norms of attitude towards veterans, about the extreme importance of honoring the memory of the dead, and it’s a completely different thing to understand all this when you yourself walked a hundred kilometers to the battlefields, met with people who survived the horrors of the fascist occupation, cleared away rubbish abandoned mass graves, etc. In this regard, it is recommended that the routes of excursions, hikes, and expeditions be laid out so that schoolchildren can visit monasteries, temples, monuments, ancient noble estates, museums, and places of important historical events.
Teachers are also recommended to initiate the organization of children’s meetings with eyewitnesses of significant historical events, old-timers, local historians, curators of school museums, members of search teams, and simply interesting people. Such meetings and conversations cannot be compared with museum excursions or stories from guests invited to the school. The schoolchildren listen with interest and emotion to their interlocutors, because it took them many days to get to them, they themselves found them, they themselves arranged a meeting in simple conditions: in a local school, on the threshold of a village house, etc. No less interesting for schoolchildren may be informal meetings with fellow travelers, with people who dropped by for a camping trip or who sheltered the children for the night at home.
Achievement second level results– the formation of a student’s positive relationship with the basic values of our society and with social reality as a whole is carried out through the inclusion of other pedagogical mechanisms.
1. Introduction by the teacher and maintenance by senior and authoritative members of the tourist team of special unwritten rules regarding tourist traditions and specific forms of behavior. Eg:
An item placed in a backpack ceases to be absolute private property for the duration of the hike. Sharing of property and the ability to give your last dry shirt to a friend are encouraged.
On a hike, everything belongs to everyone and everything is shared equally. “Individual home rations” or “internships” are condemned.
It is not advisable to make individual purchases in populated areas along the way. First of all, not everyone may have pocket money with them, and wealth inequality in a tourist group is extremely undesirable. Secondly, this contradicts the principle of autonomy of tourist travel.
Girls' backpacks should be an order of magnitude lighter than boys' ones. The male part of the group should take on the main load of public equipment. Helping girls in lightening their backpacks, overcoming difficult sections of the path, as well as moral support is welcomed. The same applies to helping younger members of the tourist group.
The improvement and maintenance of cleanliness of all natural and cultural sites visited by tourists is encouraged. It would be good not only to monitor your own cleanliness, but also, if possible, to destroy other people's garbage.
The cutting down of living trees for tourist needs is excluded - only brushwood and dead wood can be used. Care should be taken to build a campfire so as not to damage the roots and branches of nearby trees and shrubs.
Beautiful and correct speech is encouraged during the campaign. Swearing, rudeness, vulgarity, prison jargon are extremely undesirable. Get into conflict with local residents, responding to rudeness with rudeness, and behaving provocatively is prohibited.
These tourist rules embody important social values: Earth, Fatherland, Culture, Man. Behind each of these rules there is one or another socially approved attitude: a tourist - to nature, an interlocutor - to an interlocutor, an older friend - to a younger one, a boy - to a girl. Presenting these unwritten rules to novice tourists is of particular importance in education. Sooner or later they will become a tradition that the schoolchildren themselves will support. These rules become ingrained or even ritualized within the group. “Old men” (experienced, experienced, knowledgeable tourists) will begin to present these rules to beginners. And those, in turn, wanting to identify themselves with schoolchildren who are more mature and authoritative in their eyes, will naturally begin to reproduce the rules in their own behavior.
2. Encouraging children to observe the basic routine aspects of the life of a tourist group and getting used to this routine - so that, like the norms described above, it becomes part of the daily life of a tourist. First of all, here you should take care of the student’s attitude towards work and his free time. Getting ready, hygiene procedures, setting up and dismantling tents, packing backpacks, cleaning the bivouac area, making a fire, cooking, etc. must be carried out clearly and not take up unnecessary time from the student. In order not to delay time, it is important to introduce a simple rule in the tourist group - “I’m looking for a job.” Let this phrase form the basis of the young tourist’s attitude towards his free time. There is always enough current work on a hike, expedition or tent camp - and the guys should not wait idlely for this work to be completed by those to whom it is entrusted and who is responsible for it by position. In any case, the task must be completed accurately and on time. This is important for the entire team, and much more important than the strict fulfillment of their individual duties. For this reason, children who are currently unoccupied should offer themselves as assistants and look for work themselves. This should become a rule of good manners in a tourist group.
3. Perhaps the greatest potential in the formation value relations The schoolchild's attitude towards the world around him, towards other people and, most importantly, towards himself, is due to the situations of increased physical, moral and emotional stress that the child experiences during multi-day hikes. The difficulties of camping life - obstacles encountered along the way, unfavorable weather conditions, many kilometers of daytime (and sometimes night) marches, lack of familiar living conditions, constant hard physical labor - all this requires concentration of strength, will, and patience from teenagers. Will they be able not to break, not to fall into the soft grass with the words “carry this backpack yourself”? With tens of kilometers and tens of kilograms behind them, will they be able to continue to fulfill their job responsibilities? Will they also be able to help others - girls, kids, more tired peers? Will they be able to take someone else's burden on their shoulders? In the pouring rain, will they be able to overcome their desire to sit in a tent and go to help those on duty collect firewood, make a fire, and cook food? Will they be able to resist the craven desire to shorten the route or use passing transport? Will they be able, tired, to grit their teeth and keep going? The child needs to learn to endure all these natural trials, and not strive to evade them, choosing an easier road, more favorable weather, a more comfortable life. The teacher’s task is to help children meet these trials with dignity, go through them, maintaining faith in themselves and loyalty to others.
In such testing situations, a teenager finds answers to questions that are relevant to himself: ʼʼWhat am I really?ʼʼ, ʼʼWhat do I have that I have not yet discovered in myself?ʼʼ, ʼʼWhat am I capable of, what can I do? ?ʼʼIt is in extreme situations that a schoolchild has the opportunity to test himself, show himself, prove to himself that he can do something in this life and is worth something. These tests give him the opportunity to believe that his own actions are subordinated not to natural extreme importance (to which his instincts push), but to his free will to be and remain a person who is able to rise above his weaknesses, whims, and fears.
For this reason, when planning a route, it is recommended not to make it convenient for passage. Let it come across along the way sufficient quantity difficult areas to navigate. Let the hike not be an easy walk for the guys. Let it become a real school of testing, a school of physical and moral hardening.
Tourism and local history activities open up wide opportunities for schoolchildren to gain experience in independent social action (this third level of results).
A young tourist-local historian can gain experience in social action by joining the system of shift positions traditional for many tourist groups. Teachers are recommended to create such systems more often in children's associations and involve as many schoolchildren as possible in them. The system of shift positions is, in fact, a system of child-adult self-government that operates during the preparation and conduct of a tour. The practice of introducing a system of shift positions is common among many tourist groups, since it greatly facilitates their work on the route and is a good school for developing tourist skills. All (or almost all) participants in the campaign take turns occupying certain positions during the day. Positions are, for example, like this.
- Navigators. The task of the two navigators is to guide the group along the intended route using a compass and map. Positioned in front of the group, they choose the most convenient road for everyone, and if it is extremely important, they reconnaissance it. Naturally, navigator mistakes can seriously complicate the life of travelers, and in this regard, it is extremely important for an adult leader to constantly monitor these errors. But you shouldn’t immediately rush to correct them - it’s more important to let children feel what it means to be a person on whom other people depend.
- Timekeeper. His task is to record in a special notebook the main sections of the route, the time and speed of their passage, the distances between them, the obstacles overcome and the degree of their difficulty. Punctuality, efficiency, and the ability to work in unfavorable conditions are the qualities required of a student performing these duties. The results of the timekeeper's work may be needed for a report on the trip to the route qualification commission.
- Attendants. By occupying this position, schoolchildren acquire basic self-service labor skills. Fire, firewood, dishes, breakfast, lunch and dinner - these are the objects of care for those on duty. And also - places of rest and overnight stays, which after the group leaves should become cleaner than they were before its arrival.
- Commander. This person is responsible for everything and everyone - he (except for the adult leader, who is responsible for the safety of schoolchildren) organizes the normal functioning of the tourist group. Therefore, only he has the right to interfere in the work of others and demand the quality of its results. The object of his special concern is girls and younger boys. The commander needs to distribute the load among the backpacks in such a way and choose such a pace of movement that the group can walk smoothly, without being stretched by those in a hurry and lagging behind, but
Organization of extracurricular activities for schoolchildren (by type). - concept and types. Classification and features of the category "Organization of extracurricular activities of schoolchildren (by type)." 2017, 2018.
Development
communication skills
junior
schoolchildren.
December 2007
Introduction........................................................ ........................................................ .... 4
1. Psychological and pedagogical foundations for the development of communication skills of primary schoolchildren.................................................... ........................................................ ......... 7
1. 2. Peculiarities of communication among younger schoolchildren.................................... 17
1. 3. Extracurricular activities and their impact on the development of communication among younger schoolchildren.................................................... ................................................... 28
1. 4. Tools for learning communication skills
junior schoolchildren........................................................ .................... 36
2. Organization of work to develop communication skills………….37
2.1.Diagnostics to determine communication skills…………….37
2.2. Formative work of communication skills……………………42
The table does not present all, but only the main mental states of schoolchildren, noted as the most common. When processing the results, you must also take into account the features of the image. The presence of strong shading, small sizes of the picture often indicate unfavorable physical condition child, tension, stiffness, etc., while large sizes indicate the opposite. The survey was conducted in 1st grade. During the study, it was found that, in general, the emotional background in the class is positive, the main, most common mental states are friendliness, goodwill, joy, daydreaming, fantasizing. Children are focused on communication in a team, communicative interaction with each other.
2.2. Formative work of communication skills.
The ability to communicate, or communicative abilities, is defined by psychologists as individual psychological characteristics of a person that ensure the effectiveness of his communication and compatibility with other people. Communication ability includes:
1) the desire to make contact with others (“I want”);
2) knowledge of the norms and rules that must be followed when communicating with others (“I know”);
3) the ability to organize communication (“I know how”).
Therefore, the teacher’s task is to teach children to communicate, interact with each other, and develop the necessary skills and communication skills.
The formation of the first aspect of communicative abilities - “I want to communicate” is associated with some difficulties that arise in almost every child at certain points in his life. This includes slowness, stubbornness, imbalance, aggressiveness, self-doubt, fears, lies, etc. There are many reasons for this: dysfunctional relationships in the family, which manifest themselves in the inconsistency and contradictions of upbringing; type nervous system, influencing the characteristics of temperament; psychophysiological disorders and hereditary diseases.
Cut out.
U. What do you guys think happened next? Let's try to continue the story. What did the boys do now?
Zarina L. After such an insult, the boy went home and never became friends or spoke with them again.
StasikTO . The boy wiped away his tears and told his dad that he had been wronged, and they began to decide together what to do next.
Zhenya TO. The next day the boys felt ashamed that they had offended the little one, and the boys began to build a tower together, which turned out to be very beautiful, everyone was happy.
U. Well done, they came up with interesting stories. Now listen to what the continuation of the author’s story was:
The next day the boys saw him in the same place. He again built his clay house and, dipping his red hands into the tin, carefully erected the second floor.
This story, I think, taught you a lot, made you think about your actions: you can’t laugh at the mistakes of others, you need to help. I suggest you draw a continuation of the story with the boy. Now we will have a book with pictures, that is, your drawings. You are already big and know what to do. And in the fall, children will come to our school who do not yet know many of the rules of behavior. We will show them this book, and from it they will learn to live together in the classroom.
The teacher can also conduct a game exercise with the children “Let's role-play the situation.”
The child is offered a situation in which he must portray himself. Situations can be varied. Parents and teachers can come up with them themselves, or they can take real ones. Example situations:
Your friend asked at you your favorite toy and returned it broken.
You found a weak, frozen kitten on the street.
In the yard, unfamiliar children are playing an interesting game. .
After playing games and play exercises, it is very important to analyze with the children the actions and actions of each child, discuss various options for getting out of current situations so that children gain the necessary experience of interacting with people around them, expand their ideas about ethical and moral standards.
Observing the behavior of children in real life we can say that it is not always easy for them to act according to the rule, to overcome their reluctance to act in accordance with moral standards. A child must be able to organize communication, therefore the formation of the 3rd component - “I can” is associated primarily with the development of his emotional-volitional sphere. Thanks to moral and intellectual growth, children develop the ability to gradually overcome the impulsiveness of their behavior.
The main requirements for voluntary behavior are presented in a situation of moral choice, where there is a struggle of motives, ending in the victory of one of them.
One of the conditions influencing a child’s decision, according to most researchers, is the presence of other people, significant adults or peers, their assessment, as well as the inclusion of the “I-Image” in this process.
Therefore, for the development of volitional efforts, it is very important to organize the practical activities of children, constantly training them in performing certain actions, as a result of which they have the opportunity to “learn” from their mistakes. The experience acquired in this way creates the opportunity to foresee some of the consequences of one’s actions and deliberately inhibits the child’s desires that interfere with the fulfillment of the rules of behavior.
To implement the above tasks, it is advisable to use the method of creating problem situations.
By solving semantic problems, the child not only discovers the emotional experience he has, but also develops it, facing the need to understand its personal meaning, his own motives and attitudes. Only a conscious decision by the subject of situations of moral, ethical, personal choice allows, according to the researcher, to come closer to understanding what the values of the individual are.
In the classroom, you can specifically create a problem situation in order for children to gain practical experience in following the rules of behavior, taking into account the interests and conditions of their peers.
Finding himself in a situation of moral choice, the child needs to independently organize his behavior, taking into account the interests and emotional state of his peers, apply an adequate rule and demonstrate the necessary volitional efforts.
So, the teacher organized an interesting outdoor game, which the children played with great pleasure and interest, at this time the second teacher came in and “accidentally” scattered pencils from the box.
The children's reaction was mixed. Some tried to immediately help the teacher, while others did not immediately get involved in this process. Two guys didn’t come up at all; they continued to play, not noticing what was happening. However, two of the most active children gave up this activity and ran to the playing children as soon as they saw that the “passive children” continued to play.
Teacher. What really responsive and well-mannered guys we have, they immediately helped me collect the pencils, noticed in time and did not remain indifferent. Marina, why did you help me?
Marina L. I’m good, I always help everyone, and yesterday I helped Irinka untie her hat.
U. And you, Lena?
Lena V. Because we know that if someone needs your help, you need to help right away, this is how cultured children behave.
U. Ilyusha, Olya, why did you stay to play and not help me?
Ilya P. Ya I thought that the weight would be removed without me.
OlyaL. I wanted to play, it was very interesting.
U. Dima, you wanted to help at first. Why did you run away?
Dima A. Yes, everyone has almost gathered, so there’s no point in pushing.
U. Guys, I am happy for those children who, despite the fact that they really wanted to play, helped me. They acted like well-mannered, responsive people who are always ready to help, everyone should do the same, and then life will be much better and easier for us.
Cut out.
To purchase full version work follow the link
Sasha. Dima, where are you going?!
1st bully. Stay calm, bro, he will come.
High school student. Sashok, what are you looking for?!
Sasha. Yes, a wallet.
High school student. For what?!
Sasha. Buy a bun with compote...
High school student. No need, they'll bring it now.
Sasha. No need, I'll do it myself! (The first bully brings diarrhea with three glasses of compote and buns, offers to Sasha.)
Sasha. Thanks, but I can buy it myself...
High school student. Come on, come on, Sanya, play up. (Sasha embarrassedly begins to eat, at this time the 2nd bully appears.)
2nd bully. Wow, now let's refresh ourselves! Didn't understand! Where is my bun, where is my compote?1
1st hooligan (Sachet). Both on!
High school student (feigningly). Yes, what are we...
Sasha. Sorry, it's yours, but I'll buy it now... (He begins to feel his pockets.)
High school student. Have you lost something?
Sasha. Well, yes, the wallet, it was here, but now for some reason it’s not there.
High school student. But we can’t leave him hungry.
1st bully. You want to eat, right?!
2nd bully. It hurts my teeth!
Sasha. I understand, but there's nothing I can do right now.
High school student. Sashulya, the debt is clear in payment.
Sasha. But understand, I have no money now... (A kid from primary school walks by, holding breakfast in his hands.)
High school student (to the baby). Stop/ (Sachet) Here's a bun, here's a compote.
Sasha. What are you talking about?! I can't take it from the younger one.
1st bully. Try it! (To the kid, showing his fist behind Sasha’s back.) This is your bun! This is your compote!
Baby. (Sniffling.) Take it, I don't want...
Sasha. You really don't want to? (The kid, having cried, gives everything to Sasha and runs away. Confused Sasha hands breakfast to the 2nd hooligan.)
2nd bully(laughing). I don't want to!
Sasha. Why don't you want to?! Because of you, I took the baby’s bun with compote. (A musical accent sounds. Sasha, as if enchanted, freezes.)
1st bully. Haha. Down and Out trouble started!
High school student. Pay attention, Sanya, we have things to do, don’t be bored, we will meet often now. (Sasha is left alone, Dima returns. He touches his friend on the shoulder, and he seems to wake up.)
Dima. Well, have you left?
Sasha. Gone.
Dima. I don't like them for some reason. This one said that the director was calling, I stood like a fool in the reception area until the secretary said that he wasn’t there at all... Why, it’s unclear.
Sasha. Yes, normal guys, just joking. Here's a bun, here's a compote, I'm off.
Dima. Sasha, wait, we were going to help the wall newspaper draw.
Sasha. Haha. You need it, you can draw it, but I’ll go. (Leaves.)
Dima. As if they had replaced it... No, something is wrong here.
Scene4.
Dull background music. Sasha returns home and carelessly throws his clothes around.
Sasha. The weather is disgusting, the weight of my legs got wet. (The cat meows.) Well, come on, you'll still get confused here. (Throws a slipper at the cat, then a briefcase.) I have to do my homework... I don’t want to... I can’t... I’m falling asleep. (Collapses on the bed and falls asleep. The musical theme of Evil sounds, and it itself appears, but already in an ominous regal robe.)
Hush, Little Baby, Do not Say a Word,
Listen, Sasha, my song -
Boy, you are unkind now.
My servant is now humble!
Hurray, my army has arrived, now I’ll raise another slob and loafer.
Sasha (jumping out of bed). Who are you?!
Evil. Who, who?! Grandfather Pikhto!
Sasha. Get out of my apartment now!
3 l o. No, you won't get rid of me now.
Sasha. What?! Yes, I will throw you out by force! (Makes a decisive impulse towards Evil, but Evil, holding out his hand, seems to have erected an invisible wall that stops the boy.)
Evil. Well, you're already angry! Charming! (Lowers his hand, Sasha falls, having lost invisible support.)
Sasha. Who are you, after all?
3 l o. Your evil.
Sasha. But there is no evil in me.
3 l o. But what about a little boy, whom you left hungry by taking away his breakfast? What about the wall newspaper you promised to make? And this is just the beginning.
Sasha. Ah-ah-ah! Yes, I dream about you! And if you are evil, then why are you not scary?!
Evil. Naive. This is deceit - doing bad things with a good face! (Crying is heard in the room; on the opposite side of Evil, a modestly dressed girl is visible, wiping away her tears.)
Sasha. Who else are you?
Good. You will not recognise me?
Sasha. No.
Good. I am your good...
Evil. Ooo! An old friend of mine has let loose!
Good. I say goodbye to you, Sasha, where Evil has settled, there is no place for me.
Evil. That's right, honey, get out of here.
Good. Sasha, why are you silent?!
Sasha(laughing). What about me?! Two girls: I hope you won’t fight, although you can, what a joke!
Good. Goodbye Sasha.
Evil. Well done! How I blew it.
Sasha. Well no, that's enough, it's time to wake up! (Shakes his head, trying to shake off the dream. Light and sound effects. Good and Evil disappear, and on the bed behind Sasha sits the cat Murzik in human form. Sasha opens his eyes, looks around, not finding his interlocutors.)
Sasha. Disappeared, apparently I woke up.
Murzik. Yes, you, in general, did not sleep!
Sasha. Who else are you?
Murzik. I? Murzik.
Sasha. That's my cat's name.
Murzik. And I am your cat, which you threw your slipper at today. (Sasha tries to pinch herself and screams in pain.) You'll only cause bruises in vain, I told you - you're not sleeping. You've gotten yourself into trouble, master.
Sasha. What, where?
Murzik. You allowed Evil to take over you and said goodbye to Good.
Sasha. Why are you chasing me, Murzila, you’ll keep loading me with fairy tales, when I wake up, I’ll tell you a trick.
Murzik. Wow, Sasha, your illness is progressing. Did you understand what you said?
Sasha (as if having seen the light). And really, what are these words? (Twitching, as if something had switched inside him.) What's the difference! Well, get out of here!
Murzik. Whatever you say, master, just call him soon.
Sasha. Shoot, I said! No, no, this is a nightmare, you need to wake up! Away, away! (The lights go out, a musical accent sounds.)
Scene 5.
The noise of the school, a mise-en-scène similar to the 1st. Dima is waiting for his friend. Sasha enters, he walks past.
Cut out.
To purchase the full version of the work, follow the link
Let us write our own laws - the rules of life in our class. Let’s think together and decide what laws are important to follow every day, so that all of us in the class feel comfortable and pleasant, so that no one’s mood is spoiled. Let's write down rules to help everyone be friends. To do this, take a close look at the table. Let's think about which of the laws written on the board are not suitable for people's lives, for life in our class. (Participants in the game take turns expressing their opinions. As a result, the word-laws located on the left side of the table are erased from the board.)
Teacher. So we have drawn up rules (laws) for every day. These rules, I hope, will help us to be friends, to live together, in peace and harmony. Let's read the rules again all together in chorus. (The teacher and children read the laws in chorus.) As you can see, these are very simple, but very important rules. Let's be guided by these rules in the life of our class.
5. Homecoming.
Teacher. This is where our journey ends. Don't you feel anything? But it seems to me that we have changed a little - we have become a little kinder. Is not it so?! Now let's go back to class. To do this, you need to perform a farewell ritual - a handshake in a circle (Children depict a ray of sunshine that goes in a circle, with a gesture, a smile, etc.).
6. Reflection.
Teacher. Guys, please share your impressions and answer the questions:
What did you enjoy most while playing?
What can you tell us about the travel game at home?
What was the most important and why?
What do you remember that was important and interesting for you?
What will be useful to you in life?
What can you thank your classmates for (one, several, all?)
(Students answer one or more questions as desired.)
7. Ethical charge of kindness.
The teacher expresses to the children his confidence that they will always be friendly, attentive, compliant, and will try not to offend each other so that conflict situations do not arise in the class.
As practice shows, lessons culturecommunication for younger schoolchildren - one of the most favorite. They help relieve the fear of speaking out on your own; instill the skill of analyzing their actions and passing events; children recognize themselves as a communication partner, discover the most diverse sides of their personality (those that help establish contact with others and those that prevent this from happening).
Bibliography
1. Rybalko perception of space in children. - M., 1984.
2. Aseev psychology: Tutorial. - Irkutsk, 1989. Developmental and educational psychology / Ed. and others - M., 1984.
3. Bozovic and its formation in childhood. - M., 1989.
4. Age and pedagogical psychology/ Ed. Rovsky - M., 2006.
5. Davydov of developmental education. - M., 1986.
6. Dubina L. Development of communication abilities in children. // Primary school, 2005. - No. 10. P. 7.
7. Kalmykov’s thinking as the basis of learning ability. - M., 1981.
8. Klyanchenko children communicate. // Primary school, 2006. - No. 6. P. 63-68.
9. Leites and giftedness in childhood. - M., 1984.
10. Maksimova communicative abilities of younger schoolchildren. // Primary school plus before and after, 2005. - No. 1. P. 3-7.
11. World of childhood: junior schoolchild. - M., 1988.
12. Obukhova Jean Piaget: pros and cons. - M., 1981.
13. Ozerova communicative culture of children. // Primary school, 2004. - No. 11. P. 65-70.
14. The pattern of theoretical thinking in younger schoolchildren. - M., 1984.
15. Study of the development of cognitive activity. - M., 1971. Pencil representations in children: A textbook. -M., 2005.
16. Kazartseva OM. Culture of speech communication: Textbook. village for pedagogical students uch. establishments. - M.: Nauka, 1998.
17. Leontiev communication. -2nd ed., rev. and additional - M.: Smysl, 1997.
18. Leontiev, consciousness, personality. - M., 1975.
19. Methods of teaching communication culture in secondary school /, etc. Voronezh, 1995.
20. Mudrik as a factor in the education of schoolchildren. - M.: Prsveshchenie, 1984.
21. Mukhina of the genesis of personality: Textbook. manual for the special course. - M., 2001.
22. Nikiforov man. - L., 1989
23. Rutter M. Helping difficult children. - M., 1987.
24. Rogov book of a practical psychologist: Teaching. village in 2 books. - 3rd ed. - Book 2: Psychologist’s work with adults. Corrective techniques and exercises. - Humanitarian edition. VLA-DOS center, 2001.
25. Rubinstein, questions of psychology and the problem of personality // Problems general psychology. - M., 1998.
26. Smirnov psychological works: In 2 volumes - M., 1987.
27. Jacobson life of a schoolboy. - M., 1998.
28. Sternin’s behavior and national culture of the people // Philological notes. - 1993. No. 3. p. 182.
29. Learning to communicate with a child: A guide for primary school teachers /, etc. - M.: Education, 1993.
30. Freud 3. Sadness and melancholy // Basic psychological theories in psychoanalysis. - M., 1978.
31. Freud A. Psychology of the Self and defense mechanisms: Trans. from English - M., 1993.
32., About children's independence // Questions of psychology. - 1990. - No. 6. - P. 37 - 44.
33. Elkonin teaching primary schoolchildren. - M., 1984.
A junior schoolchild is a person who is actively mastering communication skills. During this period, active establishment of friendly contacts occurs. Acquiring skills for social interaction with a peer group and the ability to make friends is one of the important developmental tasks at this age stage.
Junior school age (from 6-7 to 9-10 years) is determined by an important circumstance in the child’s life - entering school.
A child who enters school automatically takes a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Relatives, adults, the teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether freely or under compulsion) to study, like all children of his age. (A.A. . Radugina. Psychology and pedagogy. M. Pedagog, 2004.)
By the end preschool age the child is, in a certain sense, a person. He is aware of what place he occupies among people, and what place he will have to take in the near future. In a word, he discovers a new place for himself in the social space human relations. By this moment, he has already achieved a lot in interpersonal relationships: he is oriented in family and kinship relationships and knows how to take the desired place among his family and friends that corresponds to his social status. He knows how to build relationships with adults and peers. He already understands that the assessment of his actions and motives is determined not so much by his own attitude towards himself, but primarily by how his actions look in the eyes of the people around him.
During the period of preschool childhood, in the ups and downs of relationships with adults and peers, the child learns to reflect on other people. At school, in new living conditions, these acquired reflective abilities provide the child with a good service in solving problematic situations in relationships with the teacher and classmates.
The new social situation introduces the child into a strictly standardized world of relationships and requires from him organized arbitrariness, responsible for discipline, for the development of performing actions associated with acquiring skills in educational activities, as well as for mental development. Thus, the new social situation tightens the living conditions of a child entering school, and mental tension increases. This affects not only physical health, but also on the child’s behavior.
A child of preschool age lives in the conditions of his family, where the demands addressed to him consciously or unconsciously correlate with his individual characteristics: the family usually correlates its requirements for the child’s behavior with his capabilities.
Another thing is school. Many people come to class and the teacher must work with everyone. This determines the strictness of the teacher’s demands and increases the child’s mental tension. Before school individual characteristics the child could not be disturbed natural development, since these features were accepted and taken into account by loved ones. At school, the child’s living conditions are standardized; as a result, many deviations from the intended path of development are revealed: hyperexcitability, hyperdynamia, severe inhibition. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. the child will have to overcome the trials that have befallen him.
During the first school years, children gradually move away from their parents, although they still feel the need for guidance from adults. Relationships with parents, family structure and relationships between parents have the most important influence on students, but increased contact with the outside world social environment leads to the fact that they are increasingly influenced by other adults.
Communication of a junior schoolchild with people around him outside of school also has its own characteristics, determined by his new social role. He strives to clearly define his rights and responsibilities and expects the trust of his elders in his new skills. It is very important that the child knows: I can and can do this and that, but this is what I can do and can do better than anyone else.
The ability to do something better than anyone else is fundamentally important for younger students. Out-of-school and extracurricular activities. The child’s need for attention, respect, and empathy is fundamental at this age. It is important that every child feels his own value and uniqueness. And academic performance here is no longer the determining criterion, since children gradually begin to see and appreciate qualities in themselves and others that are not directly related to their studies. The task of adults is to help each child realize their potential, to reveal the value of each child’s skills for other children.
Educational activity becomes the leading activity at primary school age. Within the framework of educational activities, psychological new formations are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage.
The main neoplasms of primary school age are:
· a qualitatively new level of voluntary regulation of behavior and activity
· reflection, analysis, internal action plan
· development of a new cognitive attitude to reality
Peer group orientation