Additional educational program for the “Press Center” circle. Educational program for additional education for children

INDuring the learning process, students gain knowledge about the simplest laws of the structure of form, about linear and aerial perspective, color science, composition, decorative stylization of forms, the rules of modeling, drawing, appliqué, as well as about the most outstanding masters of the fine arts, the beauty of nature and human feelings.

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Explanatory note

The “Rainbow” circle program is a program of artistic and creative orientation, it assumes a circle level of mastering knowledge and practical skills, in terms of functional purpose it is educational and cognitive, in terms of implementation time it is long-term (4 years of study).

The program is aimed at introducing children to creativity through work and art. A number of special tasks for observation, comparison, conjecture, and fantasy serve to achieve this.

Novelty of the programis that in the learning process students gain knowledge about the simplest patterns of the structure of form, about linear and aerial perspective, color science, composition, decorative stylization of forms, the rules of sculpting, drawing, appliqué, as well as about the most outstanding masters of fine art, the beauty of nature and human feelings.

Relevance of the programin that it is aimed at developing the child’s aesthetic qualities; This activity interests him in the field of art and develops his creative abilities.

Also, the relevance of the program is due to the fact that there is a convergence of the content of the program with the requirements of life. Currently, there is a need for new approaches to teaching aesthetic arts that are capable of solving modern problems of creative perception and personality development as a whole.

In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world contributes to the cultivation of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, fosters determination, perseverance, a sense of mutual assistance, and provides the opportunity for creative self-realization of the individual.

Fine arts classes are effective means introducing children to the study of folk traditions. Pupils demonstrate their knowledge, skills and abilities to their peers by exhibiting their work.

The Rainbow club program is intended and developed for primary school children (grades 1-4) from 7 to 11 years old. This program can be used by children with different levels artistic abilities.

The circle program involves a large amount of creative activity associated with observing the life around us. Practicing artistic, practical, decorative and applied activities, and getting to know works of art solve not only specific problems of artistic education, but also more global ones - they develop the intellectual and creative potential of the child. The child’s practical activity is aimed at reflecting his vision of the world around him using artistic means accessible to his age.

The main activities of students in these classes are: artistic perception, information awareness, visual activity, artistic communication (reasoning about what he saw, selecting literary works, performing poetic works thematically related to the material being studied, listening and performing musical works), i.e. using the entire volume of artistic and creative experience of a junior schoolchild in Russian language lessons, literary reading, fine arts and artistic work, music, and further accumulation of this experience.

In the classes, types of artistic activities are actively used: sketches, illustrations, sketches of ornaments, selection of colors and decoration elements are performed.

On the eve of each holiday there is an exhibition of children's works: New Year's cards, carnival masks, drawings. The exhibition is constantly updated, which allows students to experience joy and a sense of success from the work done.

The program lasts 128 hours:

• 1 year – 28 hours (1 hour per week);
• 2nd year – 33 hours (1 hour per week);
• 3 year - 33 hours (1 hour per week);
• 4 year - 33 hours (1 hour per week).

Duration of 1 lesson – 1 hour.

Target: Unlocking the child’s creative potential through artistic, visual and decorative means.

Tasks:

• Develop imagination, fantasy, artistic taste;
• expand methods of understanding the surrounding reality;
• to form the child’s personality culture in all its manifestations;
• to cultivate moral and aesthetic feelings, an emotional and value-based positive attitude towards oneself and the world around us.
• to introduce children to the observation of the surrounding reality through types of decorative and applied arts and design, to develop the most important abilities.
• Help schoolchildren see the artist’s activities in the house, on the street, in public places.
• Learn to work individually and in a team.

Principle of program construction

Classes include activities that create conditions for creative development pupils at different age stages and a differentiated approach is taken into account, depending on the degree of giftedness and age of the pupils. Program stages:

• introductory – 1 year of study for students 6–7 years old;
• developmental – 2 years of study for students 8–10 years old;
• Research – 1 year of study for students aged 10–11 years.

The main didactic principles of the program: accessibility and clarity, consistency and systematicity of training and education, taking into account the age and individual characteristics of children. For example, in the first-year group, children perform creative tasks, in the second-year group, too, but at a more complex creative and technical level, honing their skills and correcting mistakes. While studying according to the program, children go from simple to complex, taking into account the return to the material covered at a new, more complex creative level.

Forms of classes

One of the main conditions for the success of learning and the development of students’ creativity is an individual approach to each child. The principle of training and education in a team is also important. It involves a combination of collective, group, and individual forms of organization in the classroom. Collective tasks are introduced into the program with the aim of creating communication experience and a sense of teamwork. The results of students’ collective artistic work are used in the design of classrooms, events, and corridors. In addition, art works completed in class are used as gifts for family and friends. The social status of the results of schoolchildren’s artistic activities is of great importance in the educational process.

Methods

For the qualitative development of creative activity of young artists, the program provides:

Students are given the opportunity to choose an artistic form, artistic means expressiveness. They gain experience in artistic activities in graphics and painting. In any case you need " golden mean" If you develop only a child’s imagination or teach him only to copy, without connecting these tasks with competent performance of work, it means, in the end, that the student will be driven into a dead end. Therefore, the rules of drawing are traditionally combined with elements of fantasy.

Theoretical knowledge in all sections of the program is given in the very first lessons, and then consolidated in practical work.

Practical classes and the development of artistic perception are presented in the program in their substantive unity. The following methods are used: reproductive (reproducing); illustrative (the explanation is accompanied by a demonstration of visual material); problematic (the teacher poses a problem and, together with the children, looks for ways to solve it); heuristic (the problem is formulated by children, and they propose ways to solve it).

Among the methods are such as conversation, explanation, lecture, game, competitions, exhibitions, holidays, experiments, as well as group, combined, purely practical classes. Some classes take place in the form independent work, where independent creativity is stimulated. Independent work also includes final work based on the results of each block, half-year and year. At the beginning of each lesson, several minutes are devoted to theoretical conversation, the lesson ends with viewing of works and their discussion.

	Sections	Number of hours	List of universal actions for students
	Introduction		Know safety precautions; Get children interested.
	“Imagine and develop.” Main part		Be able to cut accurately and evenly with scissors; be able to correctly hold a brush, pencil-dash, scissors in your hands; be able to create a simple pattern from geometric shapes; know various modeling techniques (bas-relief, flat and volumetric modeling); know folk crafts (matryoshka);
	Conclusion		be able to work in a team; development of finger motor skills; development of the child’s imagination and fantasy.

Educational and thematic plan(1 year of study)

Additional educational program

work mug

"Press Center"

Age of children for whom the program is designed: 10-17 years

Duration of the program: one year of study with a load of 1 hour per week

Program implementation point: MKOU Secondary School No. 3, Kambulat village, Turkmen district, Stavropol Territory

Year of program development: 2015

Introduction.

The educational potential of the information space of an educational institution can hardly be overestimated: being the most accessible to the child, adapted to his age characteristics, conveyed by people authoritative for the child , emotionally colored, formed with the participation of the child himself and his friends, the information environment of an educational institution becomes a kind of “filter” of those immense information flows that a child encounters in modern society. This means that the information provided to a child in an educational institution may determine one or another interpretation of events in the surrounding life; form his evaluative position based on the priority value systems of the educational process; to form the child’s ability to self-determination in the modern information space.

In solving these problems, the child’s own experience of participating in the formation of the information environment of an educational institution is of particular importance. In the process of his own analytical and information activity, the child develops ideas about the modern information space, sources and main content blocks of information circulating in it, conditions and degree of its reliability, goals, social significance, evaluation criteria.

The organizer of information activities for children in an educational institution is the press center - a specialized amateur children's association.

Involving children in publishing contributes to self-realization, development of communication, and creative abilities of children.

The “Press Center” circle consists of a group of young correspondents and the Council of the Editorial Board of the school newspaper “Pyatnashka”.

The activity of the “Press Center” circle is the editorial office of a school-wide newspaper, where all responsible positions are distributed according to the wishes of teenagers and their abilities for a particular job (editor, artist, proofreader, typesetter, etc.). During the creation of a newspaper, the theoretical knowledge gained is well strengthened by practice. In addition, notes, interviews and other correspondence of circle members are sent to the regional newspaper “Rassvet” of the administration of the Turkmen district of the Stavropol Territory and published on the website of the press center of the MKOU secondary school No. 3 “School World” (gribanova-ir.narod.ru). The collection of material by young correspondents occurs during various school events, sports competitions, excursions, hikes, etc.

Explanatory note

This program aims to determine the main tasks, types and forms, content and organization of the work of the children's press center.

Purpose of the course: expansion of the school’s information space

The main objectives of the course are:

organization of a children's association (press center) in an educational institution, as a necessary condition for the formation of a social position, the formation of positive moral qualities, the inner spiritual world and spiritual culture, the realization of the creative abilities of students by introducing them to the basics of journalistic skills;

creation of additional space (unification of students based on their interests), in order to actualize the social significance of children's student self-government at school, its development through the school press;

systematic preparation and publication of the information newspaper “Pyatnashka”.

The main tasks of training and education listed above, in turn, determine the content and forms of the circle’s work.

The program is focused on additional education for children aged 10-17 years and is designed for one year of study with a load of 1 hour per week.

The program is aimed at creating conditions for developing the ability to practically identify Everyday life event, collect interesting information, quickly dispose of it in the newspaper genre chosen for presenting the material, work with a computer, necessary programs

Operating principles of the press center:

the principle of democratic communication;

the principle of objective and correct reporting of information;

the principle of a creative approach to the design of newspaper issues;

principle of efficiency;

principle of independence.

During classes under this program, members of the circle will gain the following knowledge and skills.

Knowledge:

main press genres;

the specifics of creating notes and articles of different genres;

laws for constructing an issue of a school newspaper;

principles of organizing a column in a newspaper;

features of the speech organization of the school newspaper.

Skills:

present the material logically;

create notes and articles of various genres;

conduct surveys, survey students, monitor activities;

conduct interviews and process them;

be able to create series of articles on a specific topic;

construct the text correctly.

Methods of training and education:

Verbal (story, conversation, explanation, persuasion, encouragement)

Visual (demonstration of font samples, notes, wall newspaper design).

Practical (collecting material, preparing articles, newspapers)

Analytical (observation, comparison, self-control, introspection).

Means of training and education:

Material (posters, tables)

Technical (computer, printer, scanner, camera).

Types of student activities:

theoretical classes

creative workshop

working with the press

working with reference books

survey

sociological survey

excursions

meetings with journalists

participation in school, city, republican, all-Russian competitions

release of the school newspaper "Pyatnashka"

Organizational structure of the press center
Supreme body management of the press center activities is general meeting its members.
The exclusive powers of the meeting include:
- adoption of the Charter, amendments and additions to it,
- election of the (chief) editor of the newspaper and assistant (chief) editor,
- determining the main areas of activity, generating ideas for the next issue of the newspaper and leaflets, working with the website of the School World press center (gribanova-ir.narod.ru)

The decision of the meeting is made by a simple majority of votes present by open or closed voting.

The school press center is an open structure.

Thematic blocks classes involve training members of the press center in the following areas:

♦ journalism ( various styles forms and methods of collecting and presenting information);

♦ the art of design and modeling in print and computer design capabilities;

♦ selection and editing of materials;

♦ photo correspondence;

♦ study public opinion(sociology).

Thematic work plan and main content of the circle program

	Lesson topic		Main content		watch
					theory			practice
Journalism as an activity and profession
	Profession journalist.		The concept of different types of press. An initial idea of ​​the professional ethics of a journalist. Rights and responsibilities of a journalist when collecting and disseminating information. Acquaintance with children's and youth publications.
			Analysis of types of information. Funds analysis mass media.
	Image of a journalist		Journalist behavior culture. Appearance. Manners. Pose. Gestures. Development of rules and a code of honor for members of the school Press Center.
Main genres of journalism, school press
	What kind of school newspaper is there?		School press: advantages and disadvantages. Contents of the school newspaper. Information sources. Discussion of the features of a wall newspaper. Discussion and collection of materials for the future wall newspaper.
	What is a wall newspaper?		Making a wall newspaper
	Basic genres of journalism.		A story with an unusual structure. Humorous story. Feuilleton. Discussion and compilation of a humorous section. Discussion of the created material.
	What is an interview?		Rules for preparing and conducting interviews. Drawing up and discussing questions for the upcoming interview. Preparation of interviews.
	Issue of the newspaper "Pyatnashka"		Selection of topics for a school newspaper. Processing of the received material and design.
	Journalist's assistants.	Acquaintance with technology that helps journalists in creative activities. Recording information by hand. Workshop on working with a computer, printer, copier, camera.
	Practice.	Practical skills of a journalist - computer skills (text editor Microsoft Office Word, Microsoft Office Publisher: typing, formatting, placing text in publications of various formats)
	Issue of the newspaper "Pyatnashka"	Selection of topics for a school newspaper.
The art of design and modeling in print and the possibilities of computer design
		Placing material in a newspaper. Typing text in different fonts (highlighting the main idea). Selection of illustrations for the article. Presentation of the results obtained for the school newspaper.
Main genres of journalism
	"Journalist survey"	The concept of a journalistic survey and the rules for conducting it. Preparation and discussion of questions for the upcoming journalistic survey “Our School”.
	"Secrets of the profession"	How to win people over. Methods of collecting information. Games and exercises for acquaintance and unity.
	"What? Where? When?"	Methods of collecting information. Own observations, documents, interviews. Sources of information and links to them in the text. Collection of information for journalistic publication. Creation of journalistic text.
School press
	Issue of the newspaper "Pyatnashka"	The concept of the features of a school small-circulation newspaper. Discussion and collection of possible materials for the future issue of the school newspaper.
	The art of decoration	Format and volume of publication. The name and its design. Dividing a newspaper page into columns. Placement of headings. Choosing fonts. Means of highlighting in text.
	Practice.	Prepare your own article for the school newspaper.
	"On the hunt for news"	Learn to find main and secondary facts. Learn to navigate the collected information and correctly build a text based on it.
Public opinion research/sociology
	Practice	Preparation of material for the newspaper based on observation and work with documentation. Preparation of questions for interviews, conversations, surveys. Search and analysis of questionnaires and their results in periodicals. Drawing up a questionnaire with subsequent questioning of classmates.
	Issue of the newspaper "Pyatnashka"	Processing the results. Presentation of the results for the school newspaper.
Photo correspondencein the school press
	"Newspaper design"	The concept of some features of the design of a newspaper in general and its headings in particular. The role and functions of photographic illustrations and drawings. Drawings in the newspaper. Drawing and discussing pictures for the school newspaper.
	Practice	Analysis of notes, reports, periodicals. Photo report, its features. Compiling your own note or report. Photo report on a given topic. Presentation of the results obtained for the newspaper.

School press
	Issue of the newspaper "Pyatnashka"	Discussion and collection of materials for the future issue of the school newspaper.
	Practice	Collecting information on a given topic (of the student’s choice). Information processing, article design.
Results

Expected Result

be able to collect, process, analyze information and create journalistic works of different genres (interviews; reports, notes);

master initial skills in handling available technical equipment;

get acquainted with the basics of computer literacy, gain typing skills on a computer, and work with office applications;

plan, edit, correct, layout newspaper issues;

be creative-oriented in any type of journalistic activity and be able to organize and conduct business and role-playing games;

know the specifics of the journalist’s profession, ethical behavior, rights and responsibilities;

know the types of information, methods of collecting information (observations, working with documents, interviews, conversations, surveys, questionnaires);

be able to draw up questions for a conversation, survey, questionnaire; write a newspaper article, report;

make a photo report.

At the end of the training, each student will prepare at least 2 educational materials for each genre, and act as an organizer for collecting or preparing material in one of the selected areas.

Development prospects

Participation of circle members in promoting the work of the press center and its website.

Organizing regular publication of a school newspaper.

Systematic work with the School World press center website

Transfer of accumulated experience to children who wish to take part in the work of the press center.

Creation of a school chronicle.

Coverage of the work of the press center in the media.

Dissemination of experience among schools in the district and region.

Participation in creative competitions of digital design and computer graphics.

Calendar-thematic plan "Press Center"

	Lesson topic
	Profession journalist.
	Practice.
	Image of a journalist
	What kind of school newspaper is there?
	What is a wall newspaper? (practice)
	Basic genres of journalism.
	What is an interview?
	Issue of the newspaper "Pyatnashka"
	Practice
	Journalist's assistants.
	Practice.
	Practice.
	Issue of the newspaper "Pyatnashka"
	Newspaper design and modeling
	"Journalist survey"
	"Secrets of the profession"
	"What? Where? When?"
	Issue of the newspaper "Pyatnashka"
	The art of decoration
	The art of decoration
	Practice
	Practice
	Practice
	"On the hunt for news"
	Practice
	Practice
	Practice (preparing material for a newspaper)
	Practice (search and analysis of questionnaires)
	Drawing up a questionnaire with subsequent questioning of classmates.
	Issue of the newspaper "Pyatnashka"
	Practice
	"Newspaper design"
	Issue of the newspaper "Pyatnashka"
	Practice
	Results of the work done. Approximate work planning for the next year.

School newspaper release schedule"Fifteen"

Newspaper no.
	Thematic issue dedicated to the beginning of the school year.	September
	School news
	Thematic issue dedicated to the Day of the Elderly and Teacher's Day
	School news
	Thematic issue dedicated to Constitution Day, the decade of philology and art at school
	School news
	Thematic issue dedicated to the New Year holidays
	School news
	Thematic issue dedicated to Defender of the Fatherland Day
	Thematic issue dedicated to International Women's Day
	School news
	Issue dedicated to the end of the school year and preparation for exams
	Thematic issue dedicated to Victory Day
	School news

Press center interconnection diagram

Website of the School World press center

and the school newspaper "Pyatnashka"

Parents, community of the village

Rural library

Governing Council of MKOU "Kambulatskaya Secondary School"

Press center

Administration, teachers, school specialists

Press centers of district schools

Regional newspaper "Rassvet"

Information sources

Tsvetkova I.V. School of social success: Development of education in the system of additional education. Methodological manual for specialists of additional education institutions. - M.: State Research Institute of Family and Education, 2002. -84 p.

Prutchenkov A.S. We teach and learn by playing (Game technology for economic education of schoolchildren). -M.: MPA. 1997. -320 p.

Professional ethics of a journalist: Documents and reference materials. - M.: Galeria, 2002.- 472 p.

Russian media system: Tutorial for universities / Ed. Ya. N. Zasursky. - M.: Aspect Press, 2001. - 159 p.

Tertychny A.A. Genres of periodicals: Textbook. - M.: Aspect Press, 2000. - 312 p.

Elena Vovk. “School wall newspaper and publishing technologies at school / Insert in “BS” No. 13, 15, 16. 2004

Korkonosenko S.G. Fundamentals of journalism. Moscow. 2002.

Prokhorov E.P. Introduction to the theory of journalism: Textbook. M.: Moscow State University Publishing House, 1995.

Gorokhov V. Fundamentals of journalistic skills. M., 1989.

Tsvik V. L. Introduction to journalism. Tutorial

Fedotov M.A. Legal basis journalism. - M.

M. Miroshnichenko. ABC of journalism.

Social and pedagogical program of the basic youth association of the “New Day” program. Authors Kosarev A.N., Chernyaeva V.I. Samara. 1999

Pre-professional training program for Lepilkina O.I., Umnova E.Yu. etc. “The ABCs of Journalism”

Rukhlenko N.M. Organization of the work of the circle of young correspondents.//Practice of administrative work at school. No. 6. 2005

Internet resources

SagmanS. Microsoft Office 2000. - M.: DMKPress, 2002. - 672 pp.: ill. (Self-teacher series).

Municipal budgetary educational institution gymnasium of Zernograd

AGREED APPROVED

deputy director by order

according to BP dated “___”_______ 20___No.__

Director of the gymnasium

A.M.Savchenko, Zernograd

__________________

N.I. Mokrushina

PROGRAM

ADDITIONAL EDUCATION

circle

"Designer"

FOR STUDENTS 11-13 YEARS OLD

PROGRAM IMPLEMENTATION DURATION – 1 YEAR

Head: teacher

visual arts

highest qualification

Orlova O.F.

Time spending:

Saturday – 14.00

Zernograd

2014-2015 academic year

EXPLANATORY NOTE

Federal component state standard general education educational field“Art” is aimed at achieving the main educational goal: “cultivating artistic culture as the ability to experience the moral and aesthetic content of works of fine art and embody it in one’s own artistic activity.” But one’s own artistic activity, that is, children’s creativity, must be based on cognitive interest, the development of which the teacher is obliged to develop.

The educational program of the “Designer” circle represents the content, organizational conditions, stages of educational activity of the system of basic general and additional education for the successful implementation of the individual abilities of each child. The variety of forms and methods of such connection provides students with a wider range of opportunities to realize their educational needs, and teachers with new opportunities to realize their creative potential. The program consistently arranges classes in a certain methodological sequence, taking into account the knowledge, skills and abilities of students.

Documents and materials based on which the program was compiled:

Law of the Russian Federation “On Education in the Russian Federation”.

Federal component of the state standard educational field “Art”.

UN Convention on the Rights of the Child.

Charter of the gymnasium.

Safety instructions.

The program of the “Designer” circle is artistic and aesthetic in its content and thematic focus, in its functional purpose it is leisure, educational and cognitive, in its form of organization it is studio, group, and in its implementation time it is annual.

The “Designer” program is intended for students in primary school, as well as those interested in the subject, gifted students and is aimed at providing additional theoretical and practical training in the fine arts.

The content of the program is aimed at creating a culture creative personality, to introduce students to universal human values ​​through their own creativity and mastering the experience of the past. The content of the program expands students' understanding of the types, genres of fine art, styles, introduces them to techniques and design activities (graphic design), and develops a sense of harmony and aesthetic taste. The relevance of this program is also due to its practical significance. Children can apply the acquired knowledge and practical experience when working on the design of a classroom, school, and participate in the making of postcards, souvenirs, and crafts. The offered classes focus on arts and crafts work with various materials, including natural ones, as well as an expanded acquaintance with various painting and graphic techniques using the basics of program material, its deepening, and practical consolidation in the creation of various works.

A combination of different approaches to structuring the content of additional education can provide a variety of options for the educational process, its curricula and programs in line with modern images, trends, taking into account regional traditions, the individual needs of children and their parents:

Students enrolled in this educational program are guaranteed a complete education that meets the state standard.

All interested children can take advantage of the opportunity to study in this educational program by agreement with their parents.

The formation of the ability to design activities is based on two main types of student activity: creative practice and the study of theory. The value of the knowledge necessary for creativity is determined, first of all, by its systematic nature. The program of the “Designer” circle promotes the development of the child, taking into account his individual abilities, motives, interests, value orientations due to the fact that additional education can only be carried out in the form of voluntary associations, is less regulated (unlike basic education) and is aimed at developing the special abilities of each child of his choice. This quality of additional education contributes to the formation of dialogical relationships, during which, in a search mode, the mutual development of educational, professional, and cultural values ​​is carried out by the teacher and the child. This gave birth to an educational program.

In accordance with the curriculum concept adopted at the gymnasium, the course program is designed for 35 hours per year, 1 hour per week.

The purpose of this program is: Development of the individuality of each child through the interaction of various forms of basic and additional education in an enriched environment educational environment with multiple choice.

Main tasks are:

Teaching students theoretical and practical knowledge; skills and abilities in the field decorative design. Creating conditions for the manifestation of educational and creative needs and interests of children.

Develop a desire to deepen knowledge.

To develop interest in artistic and aesthetic activities.

Development of imaginative thinking and creative activity of students.

Create a sense of collectivism.

Expanding the educational space by including in the educational process new forms of interaction between the main and additional ones within the educational program and interaction with other educational programs (developmental education, regional component).

7. Mastery of the figurative language of fine art through the formation of artistic knowledge, skills and abilities. To educate children’s moral qualities (mutual assistance, honesty, conscientiousness, independence).

8.Create a comfortable environment during classes and events.

9.Develop active activities.

10.Develop neatness and neatness.

The structure of the program consists of 10 educational blocks (theory, practice). All educational blocks provide not only the acquisition of theoretical knowledge, but also the formation of activity and practical experience. Practical knowledge contributes to the development of children's creative abilities, the ability to realize their fantasies and the ability to express their thoughts. Children aged 11-13 are capable of completing the proposed tasks on an emotional-imaginative level. The learning outcomes of this course are achieved in each educational block.

1. Varieties.

variety of forms and contents of additional education;

variety of activities available to students in the educational space;

diversity of participants in the educational process with their values, goals, views, preferences, etc.;

Diversity is necessary to create conditions for students to choose the type of activity and attitude towards this activity, as a source of their development.

2. Openness.

The educational program is open system, i.e. perceives the influences of the external environment and responds to them with its changes, constantly incorporating new elements into its structure: new students, new activities, new relationships, new content of education, interacting with other educational programs. It is openness that allows the educational program to develop, become more complex, and exchange information.

The use of these principles in the design of an educational program creates conditions for:

1. The child’s free choice of types and areas of activity.

2. The teacher’s orientation towards the child’s personal interests, needs, and abilities.

3. Opportunities for free self-determination and self-realization in the educational process of both the child and the teacher.

4. Unity of training, education, development in the process of program implementation.

5. The practical-activity basis of the educational process, built on the voluntary choice of activities.

Club activities are intended for students in grades 5-6.

Forms and mode of classes, expected results and methods of verification.

Work with students in the circle is carried out once a week:

Saturday – 14.00

Forms of classes:

conversations;

practical lessons;

creation of projects;

individual and group lessons;

teamwork;

excursions.

As a result of working under the “Designer” program, students must know:

understand graphics as a form of art, a means of expressiveness in graphics.

master the basics of fine arts techniques (gouache in monotype, grattage, collage) and decorative and applied work (paper plastic, beadwork, isothread technique, font) and on this basis the formation of labor skills and abilities;

stylization of natural forms of living and inanimate nature and on this basis the development of analytical abilities, visual memory, spatial concepts, creative imagination;

and study specialized literature in order to gain new knowledge in areas of art that interest them not only in our country, but also different countries peace;

must be able to:

the ability to bring work to completion, through which a work culture is instilled;

see, analyze and convey the beauty of the environment;

realize your fantasies as well as the ability to express your thoughts;

create font combinations, compositions, patterns;

use intuition in search of color harmony, symmetry, asymmetry, rhythm in solving work;

skills in working with paper (paper plastic);

skills in design activities;

basic pen and ink skills;

registration of works.

Expected results

Calendar-thematic plan.

Chapter

Topic of classes

Total amount

According to plan

Recruitment of children in a circle

Recruitment of children in a circle

06.09

13.09

Introductory lesson

1. Workplace. 2. Varieties of decorative and design works. 3. Materials, tools, devices. 4. Practical instructions and advice on the technique of decorative design work.

20.09

27.09

04.10

Design activities

1. Congratulatory telegram, postcard, wall newspaper for the holiday “Teacher’s Day”. 2. “Our Don region is a speck of Russia...” (Regional component).

11.10

18.10

25.10

15.11

22.11

Illustration

1. Rules, techniques and means of composition. 2. Fairytale theme in fine art. 3. Illustrations for the fairy tales “The Little Humpbacked Horse”, “The Scarlet Flower”.

29.11

06.12

13.12

1. Postcards. 2. Crafts “Celebrating the New Year and Christmas.” 3. Paper angels. 4. Christmas tree decorations.

20.12

27.12

Font.

1. A brief outline of the history of the development of the font. 2. Types of font. 3. Classification of fonts: a) advertising fonts; b) stylized as writing; c) sans serif fonts.

Print design.

1. Variety of species. 2. From a business card to a book. 3. Connecting text and image. 4. Font composition of the text: a) Book cover. b) Title page. c) Initial letter. d) Ending.

Poster.

1. Types of posters. 2. Poster. 3. Invitation card. 4. Emblem.

Ornament.

1. Brief historical information. 2. Types of ornament. 3. Construction of the ornament.

1. Stylization of natural forms. 2. Working with natural materials. 3. Decorative and design work in the gymnasium.

Total:

35h.

Summary educational topics.

Chapter

Theoretical description

Practical

Recruitment of children in a circle

Recruitment of children in a circle

Introductory lesson

Organize properly workplace. The table with all the fixtures and tools should be positioned so that the light falls on the work from the left side. Very important correct position student at work, because Improper posture leads to stooping, curvature of the spine, and myopia.

Goals and objectives. Specifics of the work of a graphic designer.

Practical instructions and advice on the technique of decorative design works.

Design activities

Synthesis of words and images. Stylistics of images and methods of their compositional arrangement.

Participation in the design of the exhibition for Teacher's Day.

Illustration

Conversation. Illustration as a form of relationship between a word and an image. Leaf composition. Expressive properties of line, primary and composite colors. Studying the properties of color. Images of positive heroes in fairy tales.

Making illustrations for the fairy tales “The Little Humpbacked Horse” and “The Scarlet Flower”.

Artistic design

Common and different customs New Year's holiday. choosing a plot for a New Year's composition. Conveying the mood, colorfulness, and unusualness of actions. Using artistic expression appropriate to the holiday - bold lines, multi-colored strokes, spots. Paper construction.

1. Sketches of the attributes of the New Year's carnival, New Year's costumes, masks. 2.Sketches of Christmas tree decorations, souvenirs, gifts. 3. Designing crafts. 4. Teamwork.

Font.

The letter as a figurative and semantic symbol of sound. Letter and type art, type "architecture", typefaces. Font and text content. understanding of the printed word, typographic line as elements of a planar composition. Letter graphics. font modification.

Tasks: 1. Create a composition from an arbitrary number of letters. 2. Creating a composition from a line of text. 3. Draw several sketches of the letters touching each other. 4. Draw the word you have chosen so that each letter bears semantic load just a word. 5. Draw the word so that only one letter is objectified.

Print design.

Book graphics, its connection with images and plots. The first handwritten books. Unity of sign, word and decor in design. Ornaments for headpieces and endings of text.

1. Performing a creative composition “Antique Books”. 2. Practical work“I am a graphic designer, illustrator.” Creation of a book (cover, title, initial letter, ending).

Poster.

Types of printed products. Poster as a type of graphics. Pictorial and decorative means in the poster image. Specifics of the artistic language of the poster. Connection artistic image with color. Stylish unity of font graphics and decor in the invitation.

1. Making sketches of posters. Example: “Take care of nature”, “Let the birds sing”, etc. 2. Development of an invitation sketch. 3. Development of a school or class logo.

Ornament.

Variety of forms and motifs of ornament. Floral, zoomorphic elements of the ornament. work according to plan.

1. Sketching motives. 2.Layout - variation of ribbon, closed ornaments. 3. Design of objects with the image of an ornament.

Nature, children, creativity and design.

Traditions of organizing and decorating a festive environment. harvesting leaves. colors. stones scraps and other waste material. Reveal the tasks of creating compositions from waste material. Reading encyclopedic material on the topic of design.

Teamwork from natural material. Execution of site design projects.

Methodological support of the educational program.

Methodological support for the educational program of additional education is carried out through the development of teaching aids, programs, instructions, recommendations prepared by the head and master specialists.

The teacher demonstrates the use and effectiveness of modern educational technologies in the process of teaching the subject and in the process of education. Classes in this program consist of theoretical and practical parts, with the practical part taking up more time.

Methods and forms of work

Methods and forms (conversations, quizzes, intellectual games, tests) on each topic contribute to maintaining an atmosphere of creativity, artistic knowledge, awareness of the value and uniqueness of national culture and the development of artistic skills.

Are used:

Exhibitions;

competitions;

excursions;

excursions with elements of practical training;

watching videos, multimedia discs;

meetings and conversations with folk craftsmen,

practical lessons ( individual work student),

collective visual work on a single concept (frontal, complex, collective production forms).

An important condition for making learning problematic is the selection of material for study. Each subsequent stage includes some new, more complex topics and tasks. Methodological techniques such as “looking ahead” and “returning to what has been covered” add volume to the consistent presentation of the material in a given program, which contributes to its better assimilation.

In order for classes to give the desired result, it is important to organize classes correctly, alternate conversation with demonstration, drawing with conversation, help children organize workspaces, clearly set goals and objectives for students, aim to perform work consistently and accurately, conduct comparative analysis works of professional and folk art.

The student must not only competently and convincingly solve each of the creative problems that arise in the course of his work, but also understand the very logic of their implementation. Therefore, an important method of teaching artistic activity is to explain to the child the sequence of actions and operations. For example, as a result of studying fonts, schoolchildren develop an aesthetic perception and appreciation of things and phenomena. Thanks to the semantic content, a conscious attitude to problems is formed today. Font plays an important role in the process of popularizing cultural values. He has the ability to form consciousness, cultivate understanding and comprehension of aesthetic information. A well-designed poster and tastefully designed elegant packaging play a more effective role in the formation of visual culture than a whole series of popular science lectures. The child’s method of explaining his own actions, as well as the method of joint discussion of issues that arise during the work, with the teacher or other children, help expand ideas about the means, methods, and possibilities of this creative activity and thereby contribute to the development of imagination and thinking.

Among the methods aimed at stimulating creative activity, one can highlight methods related directly to the content of this activity, as well as methods that influence it from the outside by creating an environment in the classroom that is conducive to creativity: selection of creative tasks that are exciting and feasible for the child, a variety of forms of activity, creation of a friendly psychological climate in the classroom, attentive and caring attitude towards children's creativity, individual approach.

You can significantly enliven the activity and give it the character of a creative competition by introducing game situations. For example: a puzzle game on the theme "Art". The game is based on a puzzle - an entertaining task, in which the mental load is disguised by an entertaining external plot, external data, and an unusual form of presenting the task. Hint - the word on the right is a subject composition made of colored glass or other material that transmits light. Goals:

consolidation of previously acquired theoretical knowledge;

development of fantasy, thinking, visual-figurative memory;

the formation of a sustainable interest in fine arts.

To a large extent, interest is formed under the influence of various aesthetic and artistic impressions. Therefore, an important task of the teacher remains to advise the child, assist in familiarization with the works of artists, in visiting theaters, art exhibitions, and in organizing excursions that help broaden their horizons.

It is necessary to encourage in every possible way the activity of students, their participation in various competitions and exhibitions.

Current control schedule

Chapter

Class form

Visual material. Visibility

Technical equipment of classes

Summing up form

Recruitment of children in a circle

Conversation.

Introductory lesson.

Lecture, conversation

Illustrations, pencil, paper, paints.

Record player

Design activities

Conversation. Practical Individual, collective (frontal) work, dialogues about the art of the Don region.

Painting materials of students' choice. Methodological drawings.

Multimedia presentation “My region of Donskoy”

ExcursionExhibition.

Illustration

Individual, collective (frontal, complex)

Artistic drawings and illustrations, children's works, materials of the student's choice.

Record player

Multimedia presentation “Genres of Fine Art”

Competition, quiz. test.

Artistic design

Individual, collective

Applique, collage, paper-plastic, glue, scissors, papers

Watching a video

Exhibition

Font

Individual, collective (frontal)

A simple pencil-dash, paper, black ink, gel pen.

Multimedia presentation “Font”

Graphic project. test.

Print design

Graphic materials of students' choice.

Multimedia presentation

Exhibition

Poster

Individual, collective

Graphic pencil, pen, brush, ink.

Record player

Contest

Ornament

Individual, collective

Painting materials of students' choice.

Watching the video “Folk Art”

Exhibition, meeting and conversation with folk craftsmen, test.

Nature. child, creativity and design

Individual, collective (collective-production).

Natural material, various types paper

Multimed tape recorder. educational technology (Encyclopedic).

Report, intellectual game

Great importance is attached to the results of children's creative work and therefore students take part in exhibitions in the fine arts classroom, in school, district and regional competitions.

Expected results

Unlocking the creative potential of schoolchildren, increasing the level of spirituality.

The ability to embody one’s own impressions in painting and plastic works.

Create beauty with your own hands. Appreciate your work and respect others. Be able to apply theoretical knowledge in practice. Know how to use art materials

Performance: high cognitive effect of classes. Children use the acquired knowledge in other lessons: history, literature, music. Children's communication abilities have increased significantly, and their aesthetic taste is developing.

Organizational conditions that make it possible to implement the content of the training course require the presence of a special training room. Didactic support requires the presence of multi-level tasks, individual cards, tests, crosswords, etc.

Conditions for program execution.

For classes in the “Designer” program, the following tools and materials are required: pencil, gel pen, felt-tip pens, ink, pens, gouache and watercolor paints, audio, video recordings, reproductions of artists’ works, illustrations, equipment, albums, tables, posters, videos and etc.

Forms for summing up the implementation of the educational program “Designer”.

The teacher, creating conditions for the realization of the child’s creative potential, uses new forms of relationships together with the child, building the path of his development in the educational space and in the chosen educational field.

As a result of this activity, the following appeared:

creative works(Exhibitions);

participation in competitions, olympiads;

Participation in educational and research conferences

Thus, the activitychosen by the child himself , even started in traditional forms, generates the creativity of the children themselves, increases motivation to master new subject areas, create their own projects that can actively influence the life around them. Changes in planning are possible throughout the year depending on various circumstances: announcements of competitions, assistance to clubs, participation in a school subject week, creative inspiration, passion for a found non-standard idea.

Literature for teachers.

E.M. Allekova. Painting. – M.: Slovo, 2008

G. Trouble. Painting and its visual means. – M., 2009

A.L. Guptill. Work with pen and ink. – Minsk: Potpouri, 2007.

N.A. Goryaeva. Decorative and applied arts in human life. – M.: Education, 2008.

N.I. Eremenko Additional education in an educational institution. – Volgograd: ITD “Corypheus”, 2007.

V.P. Koptsev Teaching children to feel and create beauty: Fundamentals of volumetric design / Yaroslavl: Academy of Development:: Academy Holding, 2001.

S.V. Kulnevich. “Not quite an ordinary lesson”, Publishing house. program “Pedagogy of new times”, "Voronezh", 2007.

Collection regulatory documents educational field "Art". – M.: Bustard, 2007

A.A. Pavlova, E.I. Korzinova. Graphics in high school. Methodological manual for teachers. – M.: VLADOS, 2007

10. Program for secondary schools, gymnasiums, lyceums

“Fine arts: 4th ed., M.: Bustard, 2010.

11. V.V. Yachmeneva Classes and game exercises on artistic creativity with children 7-14 years old. – M.: Humanite. Ed. Vlados Center, 2007

Literature for students.

1. I.D. Ageeva. "Entertaining materials on fine arts." M.: Creative Center, 2006.

2. A.L. Guptill. Work with pen and ink. – Minsk: Potpouri, 2001.

3. S.S. Konstantinov “Techniques of fine arts”, Rostov-on-Don, “Phoenix”, 2004.

4. N.K. Kosterin “Educational drawing” M.: Education, 2004.

5. T.M. Logunova Workbook on the basics of design “First Design Lessons”, M.: “Mosaic - Synthesis”, 2004.

6. N.M. Sokolnikova “Fundamentals of drawing”, “Fundamentals of painting”, “Fundamentals of composition” 5 – 8 grades. Obninsk, “Title”, 2002.

General characteristics. The program “Young cyclist (integrated course)” is intended for students in grades 1–4.Main idea of ​​the course - formation of ideas about traffic rules and safe behavior skills on streets and roads.

As a basis For the development of this program the following were taken:

program for the study of traffic rules and the prevention of road traffic injuries, authors - compilers: head of the department of physical education and health protection R.S. Koibaev; Senior Lecturer of the Department of Physical Culture and Health Protection M.S. Sidorenko, methodologist of the methodological department Skipkro N.V., 2011

The program is designed for 64 hours of training for children aged 7-14 years. The peculiarity of the program is to create conditions for the formation of a safe educational space when interacting with traffic police officers. The implementation of the program is designed for 3 years.

According to the Federal Law “On Road Safety”basic principles ensuring road safety are: the priority of the life and health of citizens participating in road traffic over the economic results of economic activity; the priority of the state's responsibility for ensuring road safety over the responsibility of citizens participating in road traffic; respecting the interests of citizens, society and the state.

A sharp increase in last years Motorization of large cities gives rise to many problems, among which road traffic injuries are increasingly acquiring the character of a “national catastrophe.” This definition was given at a meeting of the working group on children's health under the Government Commission on Citizens' Health.

The main causes of road accidents caused by children are the indiscipline of students, their ignorance or non-compliance with traffic rules.

The main task of adults is to teach the child to behave safely and navigate correctly in traffic situations, to be able to instantly analyze the situation on the road, and to correctly apply the acquired knowledge.

The social severity of the problem dictates the need to intensify the development and implementation of preventive programs to prevent an increase in the number of road accidents involving children.

The goal is the formation of a mandatory minimum of knowledge and skills that will ensure the development of new social roles of a primary school student as a participant in traffic, a culture of behavior on the roads and streets. In the future, children will be able to consciously behave in traffic conditions, which will lead to a reduction in the number of road accidents in which primary schoolchildren become participants.

Program objectives:

To develop in students the need to study traffic rules and a conscious attitude towards them.

Develop sustainable skills in observing and implementing traffic rules.

Teach self-help and first aid methods;

To increase schoolchildren's interest in cycling.

To develop students’ ability to navigate traffic situations.

Foster a sense of responsibility and a culture of safe behavior on the roads and streets.

To develop a culture of behavior in transport and road ethics among students.

Place in the curriculum. The program is structured in such a way that it allows you to start training from any year in conditions where it is not possible to consistently provide a four-year course. In addition, training can be carried out in an educational institution of any type, and can also be offered for family education.

The course program is built by topic; their sequence can be changed depending on the conditions of study (year of study, level of readiness of children to master knowledge, availability of educational and methodological aids, etc.).

Based on the operating conditions of the educational institution, the implementation of the program is possible as part of extracurricular activities for students in grades 1–4.

Features of the content. The program is built taking into account the following principles:

- accessibility of knowledge, its decoding and specification, taking into account the characteristics of the cognitive activity of children 6–10 years old;

- personality-oriented orientation of the course - updating knowledge and skills, motivation of all proposed educational situations from the point of view of the real needs of a child of a given age;

- linear-concentric arrangement of educational material, which allows you to consistently form ideas based on existing ones, gradually deepening and complicating them;

- the activity basis of the learning process, its practice-oriented orientation, satisfying children’s needs for play activities and emotional and visual support for cognitive activity.

During the implementation of the program, the following interdisciplinary connections are involved: literature, history, life safety, technology, mathematics, medicine, computer science.

Development of personal qualities that are significant for this activity:

independence in making the right decisions;

conviction and activity in promoting the conscientious implementation of traffic rules, as a necessary element of preserving one’s life;

attentiveness and politeness in relationships between road users;

healthy lifestyle and the skill of independent physical perfection.

Taking into account these principles, the following sections are highlighted in the program.

Required knowledge - a list of didactic units necessary for a junior schoolchild to master, expressed in formulations accessible to each student. The mandatory minimum training content provides opportunities for the development of motivated independent activity in educational and real-life situations.

Orientation in concepts - a nomenclature of basic concepts that a junior student can master and consciously use to solve various educational problems in practical, intellectual and creative activities.

Personal, meta-subject and subject results of mastering the program.

Personal results can be formulated through the formation of the following skills:

evaluate life situations (actions, phenomena, events) from the point of view of compliance with traffic rules;

explain your attitude to actions from the position of universal moral values;

make a choice: what to do in the proposed situations, based on knowledge of traffic rules;

be aware of a responsible attitude towards own health, to personal safety and the safety of others.

Meta-subject results is the formation of the following universal educational actions (hereinafter - UUD):

1. Regulatory UUD:

determine the purpose of the activity;

detect and formulate problems in solving traffic situations;

establish cause-and-effect relationships;

develop skills of control and self-assessment of behavior in road transport situations.

2. Cognitive UUD:

gain new knowledge: find answers to questions about solving road traffic situations, using different sources of information, your life experience;

process the information received: draw conclusions as a result of joint activities.

3. Communicative UUD:

express your thoughts orally and in writing, taking into account the speech situation;

express and justify your point of view about the behavior of yourself and others in road transport situations;

listen and hear others, trying to accept a different point of view, be ready to adjust your point of view;

negotiate and come to general decision in joint activities;

ask questions and find answers together with others;

the ability to analyze, evaluate, compare, and reason;

developing the ability to evaluate one’s behavior from the outside;

formation of reflexive skills;

foresight possible dangers in a real situation;

developing the ability to plan and evaluate the results of one’s behavior.

Subject results students in primary school are detailed by grade of formation of the following universal educational actions:

First year of study

1. Orientation and behavior in environment: determine the shape of objects in the surrounding world (triangle, circle, square); compare the color of objects, group them by color shades; determine the spatial positions and relationships of objects in the surrounding world (close - far; nearby, near; behind, in front; closer - further, etc.); compare objects located in different spatial positions; explain your path from home to school; determine your position on the ground in relation to important objects (close - far from home, school, next to school, home, not far from...).

2. Skills that determine safe behavior in traffic conditions: identify a vehicle from a variety of objects; identify traffic signs (studied) among environmental objects, recognize them, know their purpose (answer the question “what does this sign mean?”); distinguish the color and shape of prohibition signs; distinguish and explain traffic light signals, act in accordance with them; find crossing points using road signs (underground, overground crossings); distinguish between traffic lights and explain their meaning; group vehicles by type: ground, underground, water, air.

Second year of study

1. Orientation and behavior in the environment: compare objects according to their position in space;

determine the direction of movement of an object and its spatial position in relation to it; correlate the speed of movement with the position of the object in space (far - slowly; close - fast); distinguish the speed of movement of different objects, answer the question: “Who (what) is faster (slower)?”; independently build and rearrange (in game and educational situations) the spatial relationships of objects (close - far, closer - further, nearby, near, etc.); distinguish, compare, group public and private transport.

2. Skills that determine safe behavior in traffic conditions: determine the geometric shape of traffic signs, group signs by color and geometric shape (prohibitory, mandatory signs); navigate the speed of an approaching vehicle (fast, slow); identify among environmental objects the traffic signs (studied) necessary for correct orientation on the road and street; name them, explain their purpose and relate them to the characteristics of your behavior; distinguish the color and shape of warning and prohibition signs (studied); in educational situations, assess the presence of danger, collectively determine the cause of its occurrence; choose safe routes (based on drawings and personal observations); answer the question “Is this situation dangerous or not dangerous, are its participants doing the right thing?”; explain the meaning of a specific sign (in a meaning close to that established in the Road Traffic Rules3 (hereinafter - SDA); distinguish between vehicles that are standing, moving, and giving turn signals; assess the condition of the road (asphalt, soil) and the time that can be spent crossing the road; group vehicles according to their belonging to the “public” and “private” groups.

Third year of study

1. Orientation and behavior in the environment: determine “by eye” the distance to an object (close, far, nearby, a few meters, a few steps); determine “by eye” the features of movement and the speed of movement of an object (moves calmly, quickly, slowly, uncertainly, slows down, stops, picks up speed).

2. Skills that determine safe behavior in traffic conditions: identify traffic signs in the environment, briefly characterize them, relate them to in different forms behavior; determine the direction of its movement (left, right, back) by the light signals for turning the vehicle; find parts of the road in drawings and diagrams; build a graphic model of the road, mark its parts; find and correct errors in the graphical representation of the traffic situation; explain the rules of movement in accordance with traffic signs; carry out the learned rules of movement on roads and streets (in game and educational situations, as well as in real life); independently choose safe routes from home to school

To increase cognitive activity, game elements are included in classes with students, developing their imagination, small excursions and trips outside the classroom and school are used.

This approach makes it possible to implement the requirements of the federal state educational standard for primary general education.

The main methods used to implement the circle program:

In training : practical, visual, verbal, working with a book, video method.

In education (according to G.I. Shchukina): methods of forming the consciousness of the individual, methods of organizing activities and forming the experience of social behavior, methods of stimulating behavior and activity.

When organizing extracurricular activities to create a culture of safe behavior for children and adolescents, it is important to take into account the basic provisions for organizing extracurricular activities in accordance with the Federal State Educational Standard for general education. The activities of the entire educational institution should be aimed at integrating the content of the following areas of personal development in extracurricular activities in accordance with the Federal State Educational Standard for primary general education: social, general cultural, sports and recreational.

The “Young Cyclist” club program refers tosocial and pedagogical orientation : conditions are created for the child’s social practice in his real life, the accumulation of moral and practical experience.

The main directions of studying the rules of cyclist safety and the prevention of child road traffic injuries are:

1. Familiarization with the surrounding world (yard, street, village, city), vehicles (bicycle, moped, motorcycle, car).

2. Formation of knowledge, abilities, skills and habits of safe behavior (attention and observation, discipline, knowledge of the Rules of the Road for pedestrians, passengers, cyclists, the ability to navigate the road environment, the ability to comply with the Rules of the Road, development of coordination of movement and reaction, etc.) d.).

3. Instilling discipline, based both on the requirements of the safety of the road transport environment and on the requirements of the norms of public morality and morality.

Continuous preparation of children for safe participation in road traffic is carried out:

at school: extracurricular work (competitions, quizzes, competitions, excursions, etc.);

joint work of schools, institutions of additional education for children, traffic police authorities, etc.: participation in all joint preventive measures for road safety;

in the family: individual educational work with the child (raising a law-abiding road user by personal example);

media: explanation of traffic rules, promotion of safe behavior on the streets and roads.

Upon completion of familiarization with each topic of the program, students’ knowledge on this topic is monitored in various forms: oral questioning, test, game, quiz, etc.

In extracurricular activities to prevent child road traffic injuries, one must be guided by the principles of cognition and the persuasiveness of the activities carried out. Work on studying traffic rules is based on the age-related psychophysiological characteristics of children. By studying the rules of the road, practicing what they have learned in practice, children and adolescents realize the importance of studying and observing road safety rules. They must firmly understand that compliance with traffic rules is a necessary condition for preserving the life and health of both the students themselves and the people around them.

The distinctive features of pedagogy in the aspect of education are:

a variety of activities that satisfy a variety of interests, inclinations and needs of schoolchildren;

creating conditions for each student to freely choose the direction and type of productive activity;

systemic and activity-based nature of the content of extracurricular activities;

a person-oriented approach to schoolchildren, creating a “situation of success” for everyone;

recognition of the student's right to trial and error in decisions, choices, and the right to review opportunities in self-determination;

the use of such means of determining the effectiveness of a child’s progress within the boundaries of his chosen types of activities, areas of knowledge that would help him see the stages of his own development and would stimulate this development without infringing on the dignity of the child’s personality;

taking into account the characteristics, specifics and conditions of the educational organization and educational environment.

When organizing activities to create a culture of safe behavior for children and adolescents, the capabilities of other educational organizations are used: preschool institutions, institutions of additional education for children and adolescents, cultural and sports organizations.

Forms of teaching traffic rules to junior schoolchildren:

thematic classes

gaming lessons

practical training in “safety cities”

contests, competitions, quizzes for better knowledge of traffic rules

board, didactic and outdoor games, conversations

Preparation of route sheets “School – home”;

Drawing and wall newspaper competitions

Competitions of propaganda teams on traffic rules

Game "Safe Wheel";

Initiation of first-graders into pedestrians

Conducting lessons on traffic rules

Collaboration with the traffic police department

Meeting of traffic police officers with students during class hours.

Meeting of traffic police officers with parents of students.

Joint planning of activities with the traffic police.

Organization of the work of the YID detachment

Working with parents

Conducting parent meetings on traffic rules topics

Drawing up and distributing reminders about children and the road

Involving specialists from among parents to conduct informational events

Joint holidays, competitions

Basic requirements for knowledge, skills and abilities of students

Know:

all safe places to cross the roadway in the school district;

rules for driving on country roads;

all types of intersections and rules for crossing the roadway at them;

all traffic light signals and their meaning;

rules for crossing the roadway;

rules for boarding and disembarking from buses and trolleybuses.

Be able to:

apply in practice the basic rules for crossing the roadway;

cross the street, a one-way road;

choose the safest route to a friend, to a store, to a sports ground.

Forms for summing up the program implementation:

Exhibitions

holidays

theatrical performances

competitions

competitions

propaganda teams

Program content

1 class

In connection with the introduction of federal government educational standards general education, a system of measures to create a culture of safe behavior for children and adolescents on the roads is also included in plans for extracurricular activities. Extracurricular activities are primarily aimed at achieving personal and meta-subject results. As part of this activity, students not only and not so much gain new knowledge about traffic rules, but learn to analyze, act, and make decisions in traffic situations.

This activity goes beyond educational process and differs significantly from lesson forms, but at the same time the requirements for integrating the content and forms of classroom and extracurricular activities of students on issues of safe behavior are met. You can alternate academic and extracurricular activities as part of the implementation of the main educational program of primary general education.

The shape of objects in the surrounding world (triangle, circle, square). Color (color shades) of objects (comparison, naming, classification). Spatial positions and relationships of objects in the surrounding world (near-far; nearby, near; behind; in front; closer-further). Shape and color of traffic signs (white triangle with a red stripe along the edges; blue square; white circle with a red stripe along the edge; blue circle with a white stripe along the edge, etc.). Color and shape of prohibition signs: “pedestrian traffic is prohibited”, “cycling is prohibited”. Address of residence, names of the nearest streets and their features. The road from home to school (cinema, park, store, etc.). Transport. Ground, underground, air, water (recognition, naming, discrimination). Vehicle. Road users: driver, passenger, pedestrian (recognition, naming, behavioral characteristics).

№ p/p

Lesson block

Goals and objectives

Minimum content

Number of hours

Theory

Practice

The city, area in which we live.

• Repeat the traffic rules you have learned.

To develop skills in following the basic rules of behavior for students on the street and road, in order to prevent child traffic injuries.

Zero slice of knowledge.

Dangers on the streets and roads.

The carriageway.

Surprising streets without heavy traffic.

We're going to school

• Teach students to choose a safe route to school.

  Teach how to cross the roadway on this section of the road.

Pedestrian, driver, passenger.

• To form students’ ideas about the variety of types of public transport;

  On the rules for using public transport.

Rules of behavior on the sidewalk, footpath, roadside;

Overhead Ped Crossing. Traffic light.

• Reinforce the learned rules about crossing streets and roads.

  To encourage primary schoolchildren to acquire knowledge of pedestrian traffic lights and traffic controller signals.

Rules for crossing the street;

Crossroads, types of intersections;

Crosswalk;

Signs and their designation

• Introduce students to the meaning of some of the road signs and signs that are often found in the school district and at their place of residence, as well as other signs and signs necessary for a pedestrian.

  Talk about service signs.

Reading fiction on the topic.

Going out onto a busy street to study road signs.

Drawing road signs.

We learn to follow traffic rules

• Repeat the rules for pedestrians on streets and roads familiar to schoolchildren

  To form the ideas of younger schoolchildren about the safe crossing of streets and roads.

  Reinforce the learned rules about crossing streets and roads.

Basic traffic rules. A story about the peculiarities of the movement of vehicles and pedestrians on a wet and slippery street.

General lesson (board games)

• To consolidate the knowledge and ideas of younger schoolchildren about safe behavior on the streets and roads.

  Monitor and summarize children’s knowledge, skills and abilities on the basic rules of the road.

• Consolidation of knowledge and skills on all topics of the program with the help of vehicle models, layouts of control devices, street and road maps, board games according to the rules of the road, outdoor games and competitions in the hall or on a special site.

Games on the topic.

Consolidating knowledge of traffic rules on mock-ups

TOTAL:

64

2nd grade

Orientation in the surrounding world

Objects and their position in space: definition, comparison, explanation of relationships using appropriate terminology (close-close, far-far, next to, in front of, behind, etc.). The speed of the object (fast, slow, very fast). Features of the spatial position of an object (vehicle) at different speeds in relation to other objects and road users (far-close; slow-fast, nearby, near). Vehicles standing, moving, giving turn signals. Personal and public transport (difference, classification). Mechanical vehicles. Route vehicle (bus, trolleybus, tram). Route (definition in pictures, modeling). Horse-drawn transport. Locality as an area built up with houses: city, village, town, hamlet. Knowing your area as a condition for safe movement. Road. Road condition (asphalt, soil). Practical determination of the time that can be spent crossing the road. Danger and safety on the roads. Causes of dangers. Safe traffic routes (establishment, determination from drawings and personal observations). Spatial positions of vehicles in various traffic situations different types(several lanes, regulated and unregulated sections of the road, one-way traffic, etc.).Assessing traffic situations: distance to approaching transport and its speed (rushing, rapidly approaching, driving at a low speed)speed, slow, gives turn or stop signals). Analysis of the features of the road and the terrain through which it passes (straight, visible in both directions, there are “closed” sections, turns, ascents, descents). Vehicle signals when starting to move and changing direction (turn, reverse), rules of pedestrian behavior in accordance with them.

№ p/p

Lesson block

Goals and objectives

Minimum content

Number of hours

Theory

Practice

Road ethics. Traffic and rules of safe behavior on the streets and roads. Children's road traffic injuries.

(zero knowledge slice)

Repeat the traffic rules you have learned.

Practicing safe behavior skills in groups and columns.

Causes of road accidents. Rules for pedestrians. Rules of conduct for road users. Discipline of pedestrians, passengers, drivers and cyclists is a necessary condition for road safety. Traffic rules are the law for all road users. Rules for pedestrians. Where and how to cross the street. Rules for the movement of pedestrians on country roads and in the city. Rules for the movement of groups of children and columns of pedestrians. Designation of columns of pedestrians when moving in the light and dark.

The history of the appearance of the car and traffic rules.

Getting to know different types of transport.

Drawing up a route from school to home. Dramatization of the episodes “On the Street”, “Tell me the Way”. Competition for the best drawing on the topic

Types of vehicles. Responsibilities of passengers.Car stopping distance.

Introduce students to the main types of vehicles moving along streets and roads, explain the responsibilities of transport passengers.

What makes up the stopping distance of a car? Driver reaction time. Braking distance of a car. Calculation of stopping distance. Factors influencing the stopping distance. The influence of weather conditions on road safety.

I'm walking down the street

To deepen students' knowledge of the rules of behavior on the street.

Problematic traffic situations: distraction, obstructed view, “deserted street”, pedestrian standing on the roadway, in a stop zone, on an unregulated pedestrian crossing, at the corner of the intersection, near the house, a pedestrian walks along the roadway. Recommendations for safe behavior rules.

We are cyclists

Learning the rules of bicycle drivers.

Familiarization with the structure of a bicycle, its equipment and maintenance.

Maneuvering skills training.

Types of bicycles (road, sports). Bicycle device. Checking the bike's equipment and technical condition. How to disassemble and reassemble a bicycle. Trouble-shooting. Rules for maneuvering a bicycle: actions at an intersection, turning left, right, stopping.

Cycling rodeo. The game is a competition on the site according to the rules of movement on bicycles

Practical consolidation of knowledge and skills to ride a bicycle, know the rules of the road for a cyclist

Practicing maneuvering elements. Figure driving: snake, slalom, figure eight, chute, board corridor, swing. Assembling and disassembling a bicycle: installing wheels and chains, securing the hand brake, securing the fenders, troubleshooting). Practicing turn and stop signals with your hand when riding a bicycle.

General lesson (practical testing in a motor city)

Strengthen knowledge and skills of safe cycling

Consolidating students' knowledge of traffic rules using tabletop models and games.

Final lesson on the material covered

Control testing

TOTAL:

64

3rd grade

Weather conditions, features of the braking distance of vehicles under different road conditions. Variety of vehicles. Brief information about the history of the creation of various vehicles. Transport of the future.

№ p/p

Lesson block

Goals and objectives

Minimum content

Number of hours

Theory

Practice

Our way to school. New routes (zero knowledge slice)

Repeat the traffic rules you have learned.

analysis of the safest routes to school, store and other places for children to take.

Causes of road accidents

Explain to students why accidents occur on streets and roads.

Teach schoolchildren to cross an unregulated intersection.

Strengthen safe movement skills.

Conversation about the causes of accidents. Analysis of an accident by a traffic police inspector

Practicing skills on training models and on city streets

3.

Movement of students in groups and in columns

Familiarize schoolchildren with the rules for driving on streets and roads in groups

Theoretical and practical lessons of crossing streets, boarding transport

5

8

4.

Driver's work

Introduce students to the work of a driver

Conversation with the driver (car, bus, tram)) .

Studying the rules of transportation in transport

5

2

5.

A ride on the bicycle. Movement of groups of cyclists

Introduce students to the rules of bicycle drivers

Study road signs for cyclists.

Review the rules for transporting passengers on motorcycles

. Road signs and rules for cyclists

Getting to know additional requirements to the movement of cyclists. Consolidation of what has been learned

10

6

6.

Transportation of students by trucks

Studye rules of behavior when using trucks

Consolidation of knowledge on the rules of using vehicles

Familiarity with the purpose of license plates, identification marks and inscriptions on vehicles. City tour to consolidate acquired knowledge

4

4

7.

Equipping cars and motorcycles with special signals

Study the rules of conduct for students on streets and roads when passing cars and motorcycles equipped with a siren signal.».

Familiarization with transportation rules and traffic controller signals

2

1

8.

Final lesson on the material covered: Practical training at a special site

Testing the knowledge, skills and abilities of the material studied over the year

Control testing

1

TOTAL:

64

3. Levels of educational results.

First level educational results - the acquisition of social knowledge about social norms– traffic rules, socially approved and disapproved forms of behavior on the streets and roads in society, etc., a primary understanding of social reality and everyday life (for example, situations and causes of children’s traffic accidents). To achieve this level of results, the interaction of the student with his teachers as significant carriers of positive social knowledge - traffic rules and everyday experience of safe behavior - is of particular importance.

Second level results involve students gaining experience in safe behavior on the roads and in transport, and developing a positive attitude towards the basic social values ​​of road user safety. To achieve this level of results, of particular importance is the interaction of participants among themselves, as well as their interaction with other children of preschool, primary school and adolescence in educational institutions, i.e., among pupils in which the confirmation of acquired social knowledge took place through information, propaganda, patronage activities of the YID detachment (or non-confirmation), the first practical assessment (or rejection).

Third level educational results involve students acquiring experience of independent social action - presenting information, promoting safe behavior on the roads among other children, adolescents and adults, norms of social behavior, socially acceptable models of behavior in road transport situations. Only in independent social action does a person truly become responsible for his own safety and the safety of other people, a social figure, a free person. To achieve this level of results, the interaction of the student with representatives of various social entities outside the educational organization, in an open educational environment, is of particular importance.

4. Recommendations for conducting excursions around the city.

Targeted educational walking tours around the city can begin in 2nd grade. Before this, it is advisable to take children on excursions on chartered buses. This is due to the fact that urban first-graders still have virtually no experience of moving around the city streets in groups. In the first grade, the teacher organizes training exercises only on special training grounds.

The more often the teacher organizes walking excursions to theaters, parks, etc., the more opportunities there will be to develop the habit of not only following the rules of traffic on the streets, but also evaluating their actions, the actions of other pedestrians, and drivers. The child will learn to be attentive on the road. It is important that children are given specific observation tasks before such excursions.

City tour in 1st grade.

Target: practical consolidation of knowledge and skills of crossing a controlled intersection.

Equipment: two red flags.

Excursion plan. (The excursion plan is drawn up in approximately the same way every year, so I will only dwell on it in detail once.)

1. Excursion route (route diagram with the name and designation of dangerous places).

2. List of places to visit along the excursion route:

a) intersections with low traffic (indicate the intersection of which streets);

b) controlled intersections (indicate which streets are crossed and by what means the traffic is regulated).

3. The sequence of visiting objects, indicating the time of travel along the route and allotted for visiting the object.

4. Introductory conversation:

a) tell students that the purpose of the excursion is practical familiarization with the rules for crossing controlled intersections;

b) recall the rules for crossing signalized intersections.

5. Observations:

a) see by what means traffic is regulated at the intersection;

b) see how the traffic moves at the intersection;

c) monitor the movement of pedestrians at the intersection;

d) record violations of rules by pedestrians.

6. Current conversation:

a) explanation when visiting each intersection;

b) control questions after explanation.

7. Practical exercises during site visits: crossing streets at a controlled intersection.

8. Final conversation. Analysis of errors, summing up the results of the excursion.

9.Last name, first name, patronymic of those accompanying the excursion. What kind of work is performed by the attendants?

Control questions. (Discussions after the tour.)

1. What cars did you see on the street?

2. What is an intersection?

3. Which intersection is called controlled?

4. How should you cross a controlled intersection?

5. Where does the transport go?

6. Why don’t cars driving towards each other collide?

City tour in 2nd grade.

Target: practical consolidation of knowledge and skills in crossing an unregulated intersection.

Progress of the lesson. See the excursion plan above. This plan should include familiarizing students with the main and secondary streets of the area. Accompaniment must include two adults, not including the teacher.

Control questions.

1. On which streets did you and I cross uncontrolled intersections?

2.How did we do it?

3.Have we encountered a traffic light with a flashing yellow signal? What did this signal mean?

4. Why was it impossible to cross the street?

5. How did cars move along such streets? Other pedestrians?

6.What road signs did we meet along the way? Who and what did they warn about?

7. How did we determine the location of the trolleybus stop?

8.What rules did you follow in city transport?

City tour in 3rd grade.

Target: monitoring road traffic and issuing warning signals by drivers. Familiarization with road signs installed along the excursion route.

Progress of the lesson. See the excursion plan above. Students on the excursion are accompanied by a team of young traffic inspectors and parents. Excursion times should not be chosen during peak transport hours.

Before the excursion, the teacher reminds the order of the group. In conclusion, he asks questions and evaluates how the students independently perceived what they saw during the excursion.

Control questions.

1.What vehicles did you see on the street?

2.What road signs did you meet on your way?

3. Why can’t you cross the roadway in front of nearby traffic?

4.What warning signals does the driver give before turning at an intersection?

5.Why can’t you play on the roadway?

6.Why do all pedestrians walk on the sidewalk?

7.Where should a group of students move when crossing the street?

8. Why should students walk in pairs in a column?

9.What measures should be taken when groups of students cross the street?

5.Organization of lessons to control students’ knowledge.

There is no need to specially organize traffic control lessons. At each lesson, the teacher asks the children a series of control questions. In grades 2 and 3, students can answer these questions in writing, and then evaluate themselves through peer review. At the end of the school year, the last lesson is conducted as a training session on a specially marked area. During such classes, you can offer children control questions in the form of a quiz, team competition, etc. I offer several such quizzes.

Quiz on the topics: “Traffic signals and traffic controllers”, “Road signs”, “Transport on the street”.

Sources used:

Kovalko V.I. Game modular course on traffic rules or a schoolchild went outside: 1st – 4th grades. – M.: VAKO, 2009 – 192 p. – (Teacher's Workshop)

Syunkov V.Ya. Methods of teaching the course “Fundamentals of Life Safety”: grades 1-4: Book. for the teacher. - M.: Education, 2009.

Sosunova E.M., Forshtat M.L. Learn to be a pedestrian. Textbook for elementary school students. 2 parts. St. Petersburg: Publishing House "MiM", 2010.

Zhulnev N.Ya. Rules and road safety for grades 1 – 4. – M.: ed. "Livre", 2010.

"Safety on the streets and roads." 1st, 2nd, 3rd grades, A.M. Yakupov.

"Safety on the streets and roads." N.N. Avdeeva, O.L. Knyazeva, R.B. Stryapkina, M.D. Makhaneva.

Children and traffic (teacher's manual). Compiled by K.V. Agadyunova. - M.: Education, 2009.

Road alphabet. - M., 1974.

Methodological manual for school teachers on road safety. Compiled by: O. Morozov, V. Falyakhova. Kazan, 2010.

Materials from the newspaper “Good Road of Childhood”.

Traffic Laws. – M., NIP2012.

"Uncle Styopa's Advice." 3-4 grades, R.P. Babina.

Encyclopedia "Everything about everything."

Encyclopedia “What? Where? When?".

Voronova E.A. Red. Yellow. Green. Traffic rules in extracurricular activities / E.A. Voronova. – Rostov n/a: Phoenix, 2010.

Orlov Yu.B. Traffic rules: Textbook. allowance for 4-6 grades. – M.: Education, 1991.

Rublyakh V.E., Ovcharenko L.N. Learning traffic rules at school: A manual for teachers. – M.: Education, 1981.

Modeling from clay, designing ships, in-depth study of English - it’s hard to imagine today child development without various circles and sections. Some parents try to find a tutor for their child, but additional education for schoolchildren can cope with this. It is carried out both at the schools themselves and in various educational centers.

It's no secret that chess player Anatoly Kasparov, actor Sergei Nikonenko, director Rolan Bykov and many other talented people came from additional education institutions. Unlike school lessons, which every student is forced to attend, regardless of his own aspirations, desires and abilities, a child can choose additional education courses independently. They will help him find and develop his talents.

Today, more and more elite educational institutions, be it schools or universities, require an impressive portfolio, which cannot be compiled without taking courses for schoolchildren. Maybe your child has an excellent ear for music and sings well? Or does he like to collect model airplanes? Or wants to become an ecologist? Additional education will help you identify and develop your child’s talents, as well as find friends with similar interests.

Why do schoolchildren need additional education?

In circles and sections
children learn to communicate
and often find themselves
friends with similar interests

The ability to draw beautifully, win chess tournaments, play the violin, run fast - your child will be able to acquire these and many other abilities in institutions of additional education for schoolchildren. In addition, various clubs and sections can also be an excellent help for studying many school disciplines. Additional education can give a child a lot in terms of upbringing, socialization and development.

• Identification and development of abilities. Does your daughter spend a lot of time drawing, but your son constantly disappears on the football field? Or maybe the student doesn’t know what to do with his time? Activities will help your child find himself and develop his own talent. , art schools, science courses - thanks to the wide range of additional education institutions offered today, a student will be able to choose a club in almost any direction.
• Socialization. What could be more fun and interesting than doing something in the company of like-minded people?! Mugs are not only favorite hobby, but also communication with children who are passionate about the same thing. Discussing films in a film club, playing basketball and cheering for your team, singing in a choir - additional education courses will help your child make new acquaintances, make friends and interact in society. Often, it is in institutions of additional education that schoolchildren find friends with similar interests, with whom they remain friends for the rest of their lives.
• Self-discipline. There is no strict control in clubs, clubs and courses for schoolchildren; the child chooses them based on his abilities and aspirations. So the student himself is interested in his successes and achievements, therefore additional education develops self-control, self-discipline and self-development, which will be useful to him both in regular lessons at school and in other areas of life.
• Career guidance. Whether your child plays tennis or loves to craft with clay, any hobby can develop into a profession. Classes at school, as a rule, are limited to a range of certain disciplines, which do not allow everyone to fully reveal their talents. But this allows schoolchildren additional education. Is your child seriously interested in sculpture or playing chess? Perhaps this is a future sculptor or chess player.
• Deepening and expanding knowledge in basic and elective disciplines. Continuing education courses help not only to express yourself and your talents, but also to improve knowledge in those subjects that students have in their major school curriculum. For example, classes in the law and economics club will help in social studies lessons, and the robotics club will be an excellent assistant in studying physics. A child's tutor can handle the same task. Some courses take .

Directions of additional education

The directions and programs of additional education are completely different, and every child can find something to their liking. According to their specificity, all clubs and courses of additional education are divided into several groups:

• Artistic and aesthetic direction(creative studios, music and art schools, dance, literary, theater clubs, etc.);
• Cultural direction(book clubs, museology, art and library circles, historical and cultural centers, etc.);
• Scientific and technical direction(computer courses, stations for young technicians, clubs for robotics, designing aircraft, ships, etc.);
• Natural science direction(geographical, physical, chemical circles, courses in astronomy, medicine, etc.);
• Ecological and biological direction(stations young naturalists, courses in ecology and local history, etc.);
• Military-patriotic direction(military - sport sections, historical and patriotic circles, search work etc.);
• Physical education and sports direction(sports sections, physical therapy, orienteering and tourism clubs, classes in gyms, etc.);
• Social and pedagogical direction(circles dedicated to a healthy lifestyle, charitable organizations, social youth movements, etc.);
• Economic and legal direction(courses in economics, political science and law).

Mugs make a child
more independent and vaccinate
discipline

Additional education organizations and tutors

Additional education courses can be conducted at the school where the child is studying or in other educational organizations. At the same time, attending courses at school after school will be much more convenient for the child himself. But, unfortunately, in schools the choice of clubs is limited, and they may not have the required course.

A good option would be an educational center with various clubs that have a common focus. For example, your child is interested in natural sciences. Wouldn't it be great if the chemistry and biology clubs were located in the same place?! The same applies to various art schools, where a child can learn to play musical instrument, sing and dance.

Tutoring plays a special role in the additional education of schoolchildren. This is especially true in high school when preparing for the State Examination and the Unified State Exam. Tutoring can also help struggling students. When choosing a tutor, pay attention to the teacher's track record and his recommendations. Often school teachers also provide tutoring. Read how to find a good one on our website.

Watch out, time!

When choosing a tutor
need to pay attention
on his work experience
and manner of communication

Of course, clubs and sections are great: in them, the child can do something interesting to him, develop useful skills and find new friends. Therefore, the desire of many parents to send their child to a club is completely justified. However, today various courses for schoolchildren have turned into fashion trend, and therefore some parents try to send their child to as many clubs as possible.

With all its advantages, a lot of clubs will not benefit the child at all, because he will have no free time left at all. Classes in most clubs are held twice a week, while children who are seriously involved in sports train almost every day. And do not forget that the child needs to devote time homework, walks and relaxation.

If you want to send your child to a club, be sure to pay attention to the correct allocation of time. A student shouldn’t have a busy week! It is better to limit yourself to one or two circles or sections. If your child is very active, for comprehensive development, teachers recommend choosing three different courses: scientific, creative and sports. A larger number of circles is fraught with overwork.

It is also necessary to keep in mind that the child must choose the direction of additional education independently, otherwise he will quickly abandon his endeavor.

Additional education for schoolchildren

Continuing education courses will become a place where your child will definitely meet new friends and like-minded people. Such training will be personally meaningful and will increase the student’s motivation and self-organization. An interesting circle can become not only a place of work, but also of relaxation, because it is impossible to get tired of your favorite activities.

Designing airplanes, playing the flute or figure skating - additional education for schoolchildren will not only be an interesting pastime, but also an opportunity to realize their talents and dreams. Perhaps your child will turn his childhood hobby of photography or wood carving into a profession in which he will achieve great success.