Cultural and leisure activities of children. The main directions of leisure activities of a social teacher The main goal of cultural leisure activities
Read also
1.1. General provisions.
As part of the musical education of preschoolers, the development of children is carried out in music classes, in the process of cultural and leisure activities and in everyday life. A separate chapter is devoted to each type of musical activity in the "Program". The role of the teacher in each type of musical activity of children is presented in Table 1.
In their free time, children are engaged in interesting and meaningful, in their opinion, activities that cause a feeling of joy and self-confidence, expand the circle of communication with adults and peers, fill them with meaningful content, and ultimately form the foundations of a common culture. Therefore, it is necessary to teach the child to use free time correctly, to provide him with the opportunity to engage in a variety of activities of his choice. That is why in the "Program" cultural and leisure activities are highlighted in a separate section. An interesting, varied leisure activity allows children to restore physical and spiritual strength, helps to establish an atmosphere of emotional well-being. The cultural and leisure activities of the child should become the constant concern of adults. It is carried out both in a preschool institution and at home, and in specialized institutions.
Leisure activities in the "Program" are considered as priority direction of the organization of creative activity child, and is carried out in the process of entertainment, holidays, as well as independent work of the child with art materials. This should provide children with the opportunity to improve their abilities and skills in activities of a developmental nature. This approach is based on the scientific position that the thoughtful organization of a child's free time is of great importance for his aesthetic education and creative development.
1.2. Goals and objectives of cultural and leisure activities.
In each age group, cultural and leisure activities have their own goals and objectives. Many of them are the same for every age. It:
Creating an emotionally positive climate in the group and kindergarten.
Providing children with a sense of comfort, coziness and security.
Attracting children to feasible participation in games, theatrical performances, fun, entertainment and holidays.
Involving children in the process of preparing various types of entertainment, holidays.
Formation of the need for creativity.
Raising a sense of collectivism, a friendly attitude towards each other and adults.
Provide patriotic education.
Cultivate moral principles.
To attach to artistic culture, music, dance, other types of art.
Attracting children to active knowledge of the world around them, using the socio-cultural spatial and subject environment.
Based on the general goals and objectives, it is necessary to plan and implement cultural and leisure activities in each age group, adding new types of activities and forms of leisure activities in accordance with the age-related psychophysical characteristics of children. The goals and objectives of cultural and leisure activities in each age group, see tables 2 and 3.
1.3. Types of cultural and leisure activities
The types of cultural and leisure activities are diverse. They can be classified as follows:
Relaxation
Entertainment
Holidays
Independent artistic and musical activity
Creation
self-education
2. REST.
Rest is a cultural and leisure activity that relieves fatigue and stress, restores both the physical and emotional resources of the child. Therefore, it is so necessary to teach the child to distribute his forces between mental, physical labor and rest. Every child must learn to limit their desires, set a goal and achieve it, and after the effort expended - to rest. Recreation can be divided into active and passive. During passive rest tension is relieved by general muscle relaxation, looking at beautiful objects (works of art, nature, etc.), reflection, casual conversation on a topic that excites the child (usually such conversations do not require special intellectual efforts, but develop fantasy, imagination, speech and communication skills with people). If necessary, you can resort to psychological sessions. Leisure includes gymnastics,
physical education, work on the site, outdoor games, etc. At the same time, children should be more often given the opportunity to show independence, to realize their desires, and sometimes the needs that have arisen at the moment.
Types of recreation:
Self-study exercise.
Work on the territory of the kindergarten: loosening the earth, watering and weeding plants, cleaning a group room, working in a corner of wildlife.
Sports activities: sledding, skiing, cycling, sliding on ice tracks, playing badminton, etc.
Games with snow, sand and water.
Walks.
Casual conversation with an adult (when the child wants to talk).
Play activities with toys, building materials, paper, pencils, paints, and other materials.
Looking at the illustrations in the book corner
Listening at the request of the child to fairy tales, songs, dance melodies, works of vocal, instrumental, classical, folk music.
Reading books.
Viewing cartoons, children's television programs and feature films at the request of children.
ENTERTAINMENT.
3.1. Types of entertainment
Entertainment is compensatory in nature, offset the routine of everyday and monotonous environment. Entertainment should always be a colorful moment in a child's life, enriching his impressions and developing creative activity. Entertainment contributes to the comprehensive development of the child, introduces various types of art: musical, visual, theatrical, etc., awakens joyful feelings, improves mood and vitality. At such events, the child gets the opportunity to show independence, which means gaining self-confidence, faith in their abilities. Positive qualities develop: benevolence, mutual assistance, kindness, sympathy, cheerfulness, etc.
Entertainment can be a good basis for children's learning. On the one hand, they reinforce the skills and abilities acquired in the classroom, and on the other hand, in an interesting and exciting way, they evoke the need to learn new things, broaden their horizons, knowledge about the world around them, and teach joint actions and experiences. Entertainment plays a special role in the formation and development of artistic and aesthetic tastes and abilities. Getting acquainted with the best examples of artistic word and music, attending theatrical performances, children receive an incentive to their own creativity.
In order for entertainment to really contribute to the development and upbringing of children, it is necessary to carefully plan them, think over the preparation in advance, determining the degree of participation of children depending on their individual capabilities and age (who will draw, who will participate in the performance, etc.). All children of the group can take part in the preparation of entertainment. Sometimes it is advisable to combine children into subgroups or use an individual form of work.
Three types of entertainment are used in the practice of preschool institutions. They differ in the degree of active participation of children.
Children are only listeners or spectators.
Children are direct participants.
The participants of the entertainment are both adults and children.
Theatrical (puppet, shadow, table, finger, plane theaters, flannelograph, picture theater, etc., that is, all types of theaters and theatrical activities).
Cognitive: KVN, quizzes, on the themes of the life and work of composers, poets, writers and artists; customs and traditions of the native country, people; ecological.
Sports: games, relay races, outdoor games, competitions, relay races.
Musical and literary concerts.
Fun: riddles, magic tricks, jokes, charades, riddles, attractions, various surprise moments.
3.2. Time for entertainment.
When determining the time of entertainment, the time of year should be taken into account. This is due to the fact that children must definitely walk in the afternoon. And in winter, the daylight hours are shorter, and if entertainment is carried out, as is customary, after an afternoon snack, then the children will go for a walk when it is dark outside, which reduces the value of the walk. In the autumn-winter period, entertainment is best done before an afternoon snack, and in the spring-summer period, it can be done after an afternoon snack, while they can be more emotional.
The duration of daily entertainment is no more than 5-10 minutes. It can be funny fun: little surprises, jokes, jokes, nursery rhymes, riddles, tricks, improvised moments from the life of children in kindergarten, or based on literary works. These entertaining moments help relieve fatigue, help switch attention from one type of cultural and leisure activity to another. They can be worn at any time, in the morning and after sleep, when it is required to create a positive atmosphere. It is not necessary for this to collect all the children of the group. The teacher must learn to see and feel the children who need emotional release, who need to be encouraged, to help choose an activity for themselves.
Once a week, it is advisable to carry out entertainment lasting up to 35 minutes, with a greater emotional load. These can be performances, concerts, themed evenings, quizzes, sports activities, folk calendar holidays, etc.
3.3. fun
Focuses arouse a keen interest in children, something mysterious, amazing imagination is connected with them. Focuses are usually divided into two groups: based on illusions and manipulations. Professional illusionists use special equipment, rather complex devices and mechanisms to show tricks. The art of the manipulator lies in the special dexterity of the hands, the flexibility of the fingers. The tricks that teachers show to preschoolers cannot be attributed to either category. These are rather funny and instructive experiments that do not require special skills and complex equipment (you can get by with paper, scissors, a decanter of water, a brush, a string, etc.). Success largely depends on the ability of the teacher to explain and present these tricks to children in an interesting way.
Jokes. Children are always happy with them. Jokes can also be used during breaks between games, at holiday parties, entertainment. One thing must be remembered: in no case should you give jokes one after another. It is useful to learn jokes with older children in order to tell them later to the little ones. This will teach young children to understand jokes, and joke themselves, better see and understand the diversity of the world around them.
Charades. This is the guessing of words in parts (usually by syllables). Before guessing charades, you need to explain to the children the technique of guessing them. For example: the first syllable is a note (fa), the second syllable is also a note (salt), but in general it looks like peas (beans).
Puzzles. All children love to guess and solve riddles. Having found the correct answer, they rejoice that they were able to show resourcefulness and ingenuity. The educational value of riddles is also great. They broaden the horizons of children, introduce them to the world around them, develop inquisitiveness, train memory and imagination, and enrich speech. Riddles are characterized by clarity, brevity, concreteness of presentation, expressiveness and accuracy of definitions. Most often, riddles contain a list of signs characteristic of a phenomenon or object that need to be guessed. The simplicity or complexity of the riddle depends on the number of these signs and how detailed they characterize the mystery. The teacher should explain this to the children in an accessible form, analyze this or that riddle with them in detail, and then the guessing process will be more meaningful. Having guessed the riddle, do not rush the children with the answer. If no one can guess it, you should ask a few leading questions, suggest the right way to solve it. The selection of riddles depends on what the teacher wants to focus on, as well as on the age of the children. This type of entertainment can be carried out both with the whole group and with a subgroup of children.
Attractions. They give children the opportunity to compete in dexterity, courage, ingenuity. The teacher should think about how the forces of the competing (divided into teams) children are equal. Attractions are selected according to the age of the children. After the end of the competition, it is necessary to encourage the winners morally (a positive assessment of the teacher and children) and financially (a medal, a pennant for the ability to win).
Surprises. These are funny and unexpected moments that always cause a storm of emotions in children. When a surprise situation arises, preschoolers come to life, their activities are activated. Surprises create a situation of novelty that a preschool child needs. The need for new experiences develops into a cognitive need. Surprise moments can be included in classes, holidays and entertainment, in walks and in the daily life of the kindergarten.
^
3.4. theatrical activity.
The study of the practice of the kindergarten showed that the favorite form of entertainment for children is a theatrical performance. For such performances, it is necessary to have various types of theaters in the theater corner of the group. Working with children in theatrical activities is varied and interesting. There is a lot of literature on this topic in the methodological office of our preschool educational institution, which describes the methodology, long-term planning, technology for making dolls, etc. Educators in the group can do a lot of exciting work to prepare performances that can then be shown to children from another group, and parents. Each child takes part in the preparation of theatrical performances: either plays a role, or prepares invitation cards, or helps the teacher (in this case, acting as a director) in conducting the performance. The involvement of parents in organizing such performances (making costumes, puppets and scenery, playing roles by parents) unites teachers and families, makes the life of a child in kindergarten interesting and diverse.
^
3.5. Concerts of children's amateur performances.
Musical and literary concerts occupy a significant place in the organization of cultural and leisure activities. They can act as entertainment, and as a form of celebration. For example, such holidays as March 8, February 23, Victory Day, etc. can be celebrated in the form of a concert. At the same time, thematic concerts are educational in nature if they are dedicated to the work of some composer, writer, poet. As a rule, concerts are held by children. Thematic concerts are based on works familiar to children. The leader of the concert should be a teacher. He can beat every number if he sees that the children are tired or bored. The most successful form of a thematic concert is a combination of music and poetry, music and visual arts.
3.6 . Organization of entertainment..
Preparing for the organization of entertainment, the educator must choose methods and techniques that will help him solve the tasks. Receptions can be gaming, labor, educational, but at the same time they must be interconnected. Only in this case, cultural and leisure activities in the course of preparation for entertainment will be of an exciting nature.
^ When organizing entertainment, it is important not to overload the children and the teacher. Work should be evenly distributed between the teacher and the music director, preschool specialists, children and parents. The educator can prepare and conduct some forms of entertainment on their own.
The educator and the music director jointly plan entertainment - this will help to deepen and diversify the work of raising and educating children, as well as to interconnect with other types of children's activities. The plan must be done! To do this, one should take into account the real workload of the educator, music director, their participation in general kindergarten and group events. When the teacher is busy, you can plan entertainment that does not require long preparation (watching cartoons, listening to audio recordings), or include entertainment in the work plan, the main burden in the preparation of which lies with the music director or physical education instructor. And vice versa: if the music director is more busy at general garden events than the teacher, then the entertainment is organized by the teacher. It all depends on the specific situation. It is advisable to draw up an entertainment plan for a month or a quarter. Long-term planning will help teachers to manage this section of work rationally, with the least effort and time.
Of great importance is the musical accompaniment of entertainment. A well-thought-out selection of musical pieces helps to create the necessary mood, enhance impressions, and evoke an emotional response. The musical director selects the musical arrangement in accordance with the age of the children, the task and the theme of the entertainment. It is impossible to compose a musical accompaniment from only one new, unfamiliar music to a child. Familiar works must be present. The musical arrangement of entertainment is consistent with the repertoire that children go through in music classes.
3.7. Organization and conduct of entertainment by the educator.
The educator independently, with minimal assistance from the music director, can conduct the following entertainment:
Toy or picture theater
Dramatization of fairy tales, literary works
Evening of riddles
fun
Sports entertainment
Thematic literary evenings
Literary quizzes
Watching movies, TV shows
Listening to audio recordings
3.8. Organization and conduct of entertainment by the music director.
The music director on his own, with minimal help from the educator, can conduct the following entertainment:
Music games
Dramatization games
Concerts
Music quizzes
Thematic musical evenings
Listening to audio recordings
^ 3.9. Entertainment planning options:
Monday:
Cartoon display
Staging a fairy tale by a teacher (toy theater)
Watching children's TV shows
Attractions, jokes, riddles
Theme evenings, literary and musical
Display of puppet, shadow, planar and other theaters
Flannelgraph demonstration (teacher and children)
Literary or music quizzes
Little funny fun
Children's dramatization of fairy tales
Sports entertainment, theatrical activities
Concerts with guest invitations (parents, children from other groups)
Children's birthdays
Listening to audio recordings
Children's Amateur Concert
Watching children's TV shows
Listening to audio recordings
Video display
Jokes, riddles
Show tricks
attractions
SELF-EDUCATION.
CREATION.
Free time is the time of leisure, which a person has at his own discretion, does not associate with immutable duties and obligations, can use to satisfy his needs and aspirations. The most common definition of leisure is as follows: leisure is free time from work and study, remaining minus various kinds of immutable, necessary costs 1 . Within the framework of leisure, as a rule, passive and active recreation are distinguished. The main function of passive rest is relaxation (stress reduction, relaxation). For relaxation, places of rest (rest rooms, recreation areas, etc.) are specially allocated and arranged. Active
1 Philosophical Encyclopedic Dictionary. - M., 1989. - S. 572. 220
rest, unlike passive, does not involve the exclusion of loads on the body, but their redistribution between various organ systems, based on a change in activities.
In terms of content, the structure of leisure includes communication; sports and recreation activities, games and outdoor recreation; passive reproductive or recreational activities (walking, watching TV, listening to music, visiting discos, etc.); intellectual and cognitive activity of an active nature (reading, studying in circles, attending electives, etc.); artistic, technical, natural science, etc. creation; amateur activities of an applied nature (sewing, knitting, photography, etc.); socially active activities (activities within the framework of social movements, associations, organizations, charitable activities, mutual assistance), etc.
The part of a person's living environment intended for rest, overcoming fatigue and exhaustion, restoring physical and mental health, is referred to as the sphere of leisure, recreation infrastructure and recreational (restorative) environment. The characteristics of the leisure sphere provide comprehensive information about the culture of using free time: they are a sign of social maturation, the formation of a personality in childhood, reflect the level and state of upbringing and educational activities and interaction with the child in the family, school, and the nearest microsociety.
The most common form of leisure organization is club activity. It is actively used by social educators both for prevention and social rehabilitation and correction.
Club work is one of the types of social activity, the sphere of realization of interests and individual creative activity of the individual. According to V. V. Polukarov, recreational activities are predominantly of a restorative nature, leisure activities are of a restorative and creative nature, and club activities, being necessarily creative, are creative in nature 1 .
Club activities are organized on the principles of voluntary association of people with common interests, as well as amateur performance and self-government, taking into account their age and socio-cultural characteristics. You should listen to the recommendations of one of the first organizers of leisure club associations, S. T. Shatsky: in order to compete with the street, the club must be created. theory - practice. - M., 1995. - S. 118.
create an environment in which children would be interested; club employees must have imagination, be able to diversify the forms of work.
Club visits contribute to the inclusion of the child in a variety of socially valuable and personally significant activities, in humanistically oriented interpersonal relationships with peers and adults; form the experience of social behavior necessary for successful entry into the system of social relations; reveal and develop intellectual, communicative, expressive, instrumental abilities.
The attractiveness of club life for children and adolescents is determined by:
A game form of mastering future social roles;
Diverse in nature activities that allow solving the problem of professional self-determination, self-knowledge;
The ability to satisfy the need for communication. In contrast to the meaningless pastime on the street, the guys communicate in the club on the basis of common useful deeds, hobbies, interests;
Humanistically built in comparison with street interpersonal relations (ridicule, humiliation, physical reprisal against the weak, etc. are unacceptable);
Developed self-government, relative autonomy from adults.
In terms of content, club activities can be based on the principles of the T-group (free communication, joint leisure activities) or implement targeted or comprehensive programs (socio-pedagogical, correctional, educational, etc.). So, in fig. Figure 2 shows the complex programs used in the practice of clubs at the place of residence (CMJ) of the Center for Creativity of Children and Youth of the Leninsky District of Voronezh.
To conditions for the effectiveness of club activities experts include:
a) organizational and pedagogical:
Studying and identifying opportunities for organizing club activities in an institution or microenvironment;
The presence of adults who can organize certain types of club activities;
Availability and / or creation in the institution of the material base necessary for the organization of club activities in accordance with the chosen direction;
Purposeful work of teachers on the formation of a club team of students, ensuring its sufficiently long and stable functioning;
Creation of a system of interconnections between club associations and others
hymi collectives and social environment;
b) psychological and pedagogical:
Studying and identifying the interests of pupils in the field of leisure, their needs, abilities and skills that can be formed, implemented and developed in certain types of club activities;
Creating opportunities for the creative development of pupils in the process of realizing their needs, abilities, interests and skills in club activities;
Taking into account the gender and age characteristics and personal resources of pupils when choosing directions and types of club activities, when determining the ratio of reproductive, productive and creative components of its content;
Ensuring personal significance and socially valuable orientation of the content of club activities;
Stimulation of activity and formation of the subject position of pupils;
Realization by teachers and pupils of their personal resources in the process of life of the club team;
in) pedagogical:
The adequacy of the content of club activities to the interests of pupils, social conditions and the possibilities of its organization;
The complex nature of the joint activities of pupils in the club team, corresponding to its educational functions and profile;
The combination of individual, group and collective forms in the process of organizing the life of the club team;
The optimal ratio of pedagogical leadership and self-management of club activities with the self-organization of its participants;
Stimulation of self-activity of pupils, aimed at their self-organization and self-development;
Creation of subject-subject relations in the club team both between pupils and between them and teachers;
Creation, preservation and updating of traditions of activity and relations in the club team.
Currently, the process of restoring club work at the place of residence is underway. Some clubs exist as educational institutions for additional education of children, others as purely leisure institutions or as public organizations.
The goals of organizing club educational activities with children and adolescents in the microdistrict, depending on the conditions (availability of material base, network of educational institutions) can be:
Social and pedagogical protection of adolescents (prevention of interpersonal conflicts, the formation of positive relationships between people; the development of the abilities and interests of the individual, the protection of his rights; the formation and development of the personal qualities of a teenager necessary for positive life activity);
Increasing the degree of independence of children and adolescents, developing their ability to control their lives and more effectively resolve emerging problems;
Creating conditions in which children and adolescents can maximize their potential;
Adaptation or readaptation of children and adolescents in society;
Compensation for the lack of communication at school, family, in the environment
peers;
Additional education received in accordance with
life plans and interests of pupils 1 .
The basic institutions of the education system for organizing work at the place of residence are traditionally schools and institutions of additional education for children, including teenage clubs at the place of residence, centers, houses and palaces of children's and youth creativity, centers and stations for young tourists, technicians, youth sports schools and others
The normative base for the activities of teenage clubs registered as educational institutions of additional education for children is the Standard Regulation on an educational institution of additional education for children. Their attestation is carried out by the state educational authorities of the constituent entities of the Russian Federation (Order of the Ministry of Education of Russia dated March 23, 1999 No. 812).
The approximate charter and activities of such institutions are defined in the letter of the Ministry of Education of Russia, the State Committee for Youth of Russia and the State Committee for Sports of Russia dated 12.03.96 No. KSh 21 / 294-04 / 53 “On the work of teenage and youth clubs at the place of residence of citizens”.
A positive feature of recent years has been the integration of the efforts of teenage clubs and other institutions at the place of residence of various departmental subordination, the creation of associations, unions, city and district centers that unite teachers working in institutions of a socio-pedagogical orientation. This trend is manifested, for example, in the activities of clubs at the place of residence that exist within the Center for Creativity of Children and Youth of the Leninsky District of Voronezh (Fig. 3).
An analysis of the experience of recent years allows us to determine priority areas of club activities at the place of residence:
Assistance to the family in solving problems related to education, upbringing, childcare;
Helping a teenager to eliminate the causes that negatively affect his behavior, academic performance and attendance at a general education institution;
Involvement of children, parents, the public in the organization
organization and conduct of social and pedagogical events, activities
1 See: Recommendations for organizers of work with children and adolescents on
tsmiesytu pzhoitmelestva zhv istoevrelemsetnvnay; x conditions. Letter of the Ministry of Education of the Russian Federation dated November 13, 2000 No. 813/28-16 // Bulletin of Education. - 2001. - No. 6. - S. 31-40.
 |
Studying, diagnosing, resolving conflicts, problems, difficult life situations affecting the interests of the child in the early stages of development in order to prevent serious consequences;
Individual and group counseling for children, parents, teachers on issues of resolving problem situations, conflicts, stress relief, raising children in a family, etc.;
Identification of requests, needs of children and development of measures to help specific students with the involvement of specialists from relevant organizations;
Propaganda and clarification of the rights of children, families;
Solving practical issues of ensuring educational activities outside the educational process;
Organization of rehabilitation camps for maladjusted children;
Conducting summer specialized shifts (labor, creative, leisure, sports) at the place of residence of adolescents on the basis
clubs, schools and other institutions of additional education for children 1 .
Another organizational form used in socio-pedagogical activities is circle (workshops, sections, etc.) and studio (children's creative groups, amateur associations, etc.) Job. A circle is an association of lovers of a particular activity, headed by a professional teacher or a specialist in the profile of the circle. Unlike a club, a circle is always a structural subdivision of an institution (educational, additional education institution, leisure center, etc.). The studio, bringing together gifted youth, carries elements of professional training and professional activity.
When organizing leisure activities, a social educator uses traditional methods and techniques of educational work. The most widely used game methods and technologies.
The game, along with work and learning, is one of the main types of human activity. By definition, a game is a type of activity aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved. In human practice The game performs the following functions:
entertaining;
communicative (development of communication);
self-realization (game - a way to gain experience and practice);
therapeutic (overcoming various difficulties that arise in other types of life);
diagnostic (identification of deviations from normative behavior, self-knowledge);
corrections (introducing positive changes in the structure of personal indicators);
interethnic communication (the assimilation of social and cultural values that are common to all people).
There are four main features inherent in gaming activity: freedom (they play only at will, for the sake of pleasure from the very process of the game), creative character, emotional elation (competition, excitement, emotional stress), the presence of work with children and adolescents at the place of residence in modern conditions. Letter of the Ministry of Education of the Russian Federation dated November 13, 2000 No. 813/28-16 // Bulletin of Education. - 2001. - No. 6. - S. 37-38.
The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike a game in general, a pedagogical game has significant features - a clearly defined goal and specific expected results that can be substantiated, explicitly identified and characterized by an educational orientation.
Let us give as an example a description of the technology of organizing a business game.
Business games include simulation games (the activity of any organization, enterprise, any event, one or another type of work of people is simulated), operational games (specific specific operations are performed), role playing (a model-play of the situation is being developed, between d the participants are assigned roles with specific characteristics), business theater (a situation is played out, a person’s behavior in a particular setting), psychodrama and sociodrama (the ability to resolve social and psychological difficulties is practiced, to feel the situation in a team, to evaluate and change the state of another person, enter into productive contact with him).
Business game algorithm:
1. Stage of preparation. Scenario development, during which goals and problems are formulated, the sequence of actions, descriptions of the game procedure, the content of the situation and the characteristics of the actors are substantiated. Entering the game. Determining the operating mode. Search for leading experts, necessary consultations. Preliminary contacts between the participants of the game are allowed. The unspoken rules prohibit refusing to receive a role by lot, leaving the game, being passive in the game, suppressing activity, violating the rules and ethics of behavior. /
2. Stage of implementation. Game process. With the beginning of the game, none of the participants can make changes to its scenario. Only the leader has the right to correct the actions of the participants if they leave the main goal of the game. Depending on the type of business game, different types of role positions of participants are distinguished. Positions in relation to the content of the work in the group: idea generator, developer, imitator, erudite, diagnostician, analyst. Organizational positions: organizer, coordinator, integrator, controller, trainer, manipulator. Positions in relation to novelty: initiator, cautious critic, conservative. Methodological positions: methodologist, critic, methodologist, problematizer, reflective, programmer. Socio-psychological positions: leader, preferred, accepted, independent, unacceptable, rejected.
At this stage, group work on the task is carried out (work with sources, trainings, brainstorming, work with a game technician) and intergroup discussion (adoption of the rules of discussion, group presentations, protection of results, work of experts).
3. Stage of analysis and generalization - withdrawal from the game, analysis and reflex
this, assessment and self-assessment of the work, conclusions and generalizations, recommendations.
According to Yu. V. Vasilkova, the distinctive features of the methodology for organizing leisure activities for children and adolescents are:
Active use of various types of competition;
Mandatory evaluation of performance in order to encourage and stimulate activity;
The use of leadership mechanisms, with the help of which it is possible to achieve the unity of the group, to promote the establishment of collectivist relations;
Stimulation of intra-group cohesion;
Combination of group and individual work. The priority in socio-pedagogical activity is the fate of a particular child 1 .
Questions and tasks
1. What is the significance of microenvironment diagnostics in the activities of a social pedagogue?
2. Develop a map-scheme of the microdistrict of your educational institution, justify the parameters and symbols you entered. Make recommendations for the work of a specialist with this map-scheme.
3. Give a description of the SEC, show the advantages of such an organization of social and educational activities.
4. What is meant by the rehabilitation of the educational object-spatial environment? Describe the main mechanisms of this type of rehabilitation.
5. What are the advantages of the program approach in the organization of socio-pedagogical activities? Give examples of targeted programs.
6. Develop a project for holding a charity event in support of low-income families in the microdistrict.
7. What is the specificity of street work as a type of social and educational activity?
8. Highlight the main areas of activity of the social ped
gog on organizing children's leisure.
Literature
MaslovaN. F. Workbook of a social educator. - Eagle, 1 9 9 4 . - Part 1.
Management of social work: Proc. allowance / Ed. E.I. Komarova, A.I. Voitenko. - M., 2001.
Modeling of educational systems: Theory - practice / Ed. N.L. Selivanova. - M., 1995.
Sitarov V.A., Pustovoitov V.V. Social ecology. - M., 2000.
Sokolov R.V. Participation of the population in the upbringing of children and adolescents at the place of residence. - M., 1993.
1 See: Vasilkova Yu.V. Methodology and work experience of a social pedagogue. -FROM. 153-154.
CHAPTER IX
SOCIO-PVDAGOGICAL
ACTIVITY AS SOCIAL
CONTROL
Social management is the subject of study of a separate direction in management theory - social management.
Control- purposeful influence of the leader or management bodies, coordinating and uniting the joint activities of people.
The term "social" has a double meaning. In a broad sense, it is identical to the concept of "public" and is used when comparing society with nature, and in a narrow sense, it means the presence of social ties between people.
An individual, a group, an organization, social processes are objects of social control. It deals with a person taken in his social capacity (social goals, social status and roles, expectations regarding status and roles, norms and values, etc.), i.e. with the personality, as well as with the management of the processes of interaction between the social environment and the individual ^ For social management, the behavior of a person who is the object and subject of social relations (actions on the part of society and its institutions) is important. It is aimed at maintaining the balance and development of the controlled object. The methods of social management include direct management in the form of a task, an order; management through motives and needs (stimulation); management through a system of values (upbringing, education, etc.); management through the environment (for example, changing the conditions of activity), etc.
At its core, socio-pedagogical activity is a social management of the development of an individual, a group, a community, and also acts as a controlled element in the structure of a social institution. In this regard, to improve the activities of a social teacher, you can use the recommendations and developments of social management.
The main directions of leisure activities
Free time is the leisure time that a person has at his own discretion, does not associate with duties and obligations, can use to satisfy his needs and aspirations.
In terms of content, the structure of leisure includes communication; sports and recreation activities, games and outdoor recreation; passive reproductive or recreational activities (walking, watching TV, listening to music, visiting discos, etc.); intellectual and cognitive activity of an active nature (reading, studying in circles, attending electives, etc.); artistic, technical, natural science, etc. creativity; amateur activities of an applied nature (sewing, knitting, photography, etc.); socially active activities (activities within the framework of social movements, associations, organizations, charitable activities, mutual assistance), etc.
The directions of leisure activities are club activities, circle activities, game activities and studio work.
The most common form of leisure activities is club activities. It is actively used by social educators both for prevention and social rehabilitation and correction.
Club activity is one of the types of social activity, the sphere of realization of interests and individual creative activity of the individual.
An analysis of the experience of recent years makes it possible to identify priority areas of club activity at the place of residence:
Assistance to the family in solving problems related to education, upbringing, childcare;
Helping a teenager to eliminate the causes that negatively affect his behavior, academic performance and attendance at a general education institution;
Involvement of children, parents, the public in the organization and conduct of social and educational events, actions at the place of residence;
- study, diagnosis, resolution of conflicts, problems, difficult life situations affecting the interests of the child, in the early stages of development to prevent serious consequences4
Individual and group counseling of children, parents of teachers on issues of resolving problem situations, conflicts, stress relief, raising children in the family;
Identification of requests for the needs of children and the development of measures to help specific students with the involvement of specialists from relevant organizations;
Propaganda and clarification of the rights of children, families;
Solving practical issues of ensuring educational activities outside the educational process;
Organization of rehabilitation camps for maladjusted children;
Conducting summer profile shifts at the place of residence of adolescents.
A circle is an association of lovers of any activity, headed by a professional teacher or a specialist in the profile of the circle. The circle is always a structural subdivision of an institution.
The studio is organized for gifted youth and carries elements of professional training and professional activity.
Game - ϶ᴛᴏ type of activity aimed at recreating and assimilating social experience͵ in which self-management of behavior is formed and improved. Game activity has four main features: freedom, creativity, emotional elation, the presence of direct and indirect rules.
The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.
Hosted on ref.rf
Unlike a game in general, a pedagogical game has essential features - a clearly defined goal and specific expected results, which are substantiated, explicitly identified and characterized by an educational and educational orientation.
Business games include simulation games (the activity of an organization, enterprise, any event, toga or other type of work of people is simulated), operational games (specific specific operations are performed), role playing (a model-play of the situation is developed, roles with specific characteristics), business theater (a situation is played out, a person’s behavior in a specific setting), psychodrama and sociodrama (the ability to resolve socio-psychological difficulties, feel the situation in a team, evaluate and change i. the state of another person, enter with him into productive contact).
Business game algorithm:
1. Stage of preparation. Scenario development, during which goals and problems are formulated, the sequence of actions, descriptions of the game procedure, the content of the situation and the characteristics of the actors are substantiated. Entering the game. Determination of the mode of operation, leading experts, necessary consultations. Preliminary contacts between the participants of the game are allowed. The unspoken rules prohibit refusing to receive a role by lot, leaving the game, being passive in the game, suppressing activity, violating the rules and ethics of behavior.
2. Stage of implementation. Game process. With the beginning of the game, none of the participants can make changes to its scenario. Only the leader has the right to correct the actions of the participants if they leave the main goal of the game. Given the dependence on the type of business game, various types are distinguished. role positions of participants. Positions in relation to the content of the work in the group: idea generator, developer, imitator, erudite, diagnostician, analyst. Organizational positions: organizer, coordinator, integrator, controller, trainer, manipulator.
Hosted on ref.rf
Positions in relation to novelty: initiator, cautious critic, conservative.
Hosted on ref.rf
Methodological positions methodologist, critic, methodologist, problematizer, reflective, programmer. Socio-psychological positions: leader, preferred, accepted, independent, unacceptable, rejected.
At this stage, group work on the task is carried out (work with sources, trainings, brainstorming). and intergroup discussion (adoption of discussion rules, presentations by groups, defense of results, work of experts).
3. Stage of analysis and generalization - withdrawal from the game, analysis and reflection, assessment and self-assessment of work, conclusions and generalizations, recommendations
Distinctive features of the methodology for organizing leisure activities for children and adolescents are:
Active use of various types of competition;
Mandatory evaluation of performance in order to encourage and stimulate activity;
The use of leadership mechanisms, with the help of which it is possible to achieve the unity of the group, to promote the establishment of collectivist relations;
Stimulation of intra-group cohesion;
Combination of group and individual work. The priority in socio-pedagogical activity is the fate of a particular child.
The main directions of leisure activities - the concept and types. Classification and features of the category "Main directions of leisure activities" 2017, 2018.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Hosted at http://www.allbest.ru/
- Introduction
- Conclusion
Introduction
The development of cultural and leisure activities has always been inextricably linked with the development of society. Each historical epoch brought its own new requirements, forms, structures to cultural and leisure activities. The modern theory and practice of this activity summarizes all the accumulated early experience and analysis of the current state.
Cultural and leisure activities, one of the important components of the functioning of society, have a great power of semantic and emotional impact on a person. A wide variety of its forms, means and methods makes it possible to convey to people the ideas of the spiritual wealth of society. The content of cultural and leisure activities is determined by the needs of society in improving social relations, the necessary development of the versatile abilities of people by productively spending their leisure time.
Fundamentals of cultural and leisure activities is the most important of the basic courses during the training of specialists in the field of social and cultural services. Mastering its basics is necessary for specialists organizing presentations, parties and receptions.
Modern culturology considers cultural and leisure activities as a process of creating conditions for a person's motivational choice of objective activity. Moreover, this process is determined by the needs of the individual, his interests. The time has come not only to condescendingly take into account the needs of a potential or real audience, but to put them at the basis of all today's activities of cultural institutions.
With the development of market relations, cultural and leisure activities have come close to marketing technologies, which are based on the problem of finding and meeting the needs of individual citizens or social groups. The cultural and leisure activity itself is gradually transforming into the leisure industry.
The current socio-cultural situation in the country is characterized by the dynamic development and transformation of the cultural components of people's daily life. At the same time, the structure of sociocultural activity changes significantly, it is freed from overorganization, administration, superficially edifying enlightenment and acquires a humanistic universal content, makes individual originality, national identity, and the author's principle in cultural activity relevant. This situation involves a deep rethinking of the social significance of socio-cultural activities as an integral part of a single process of elevating the culture of each individual. The development of theoretical, methodological, methodological, organizational and managerial problems in this area makes it possible to overcome the crisis in socio-cultural activities. The search for new ways to study the diverse components of socio-cultural activity based on the integration of various cultural disciplines is also relevant.
Leisure time is one of the important means of shaping the personality of a young person. It directly affects his production and labor sphere of activity, because in the conditions of free time, recreational and regenerative processes take place most favorably, relieving intense physical and mental stress. The use of free time by young people is a kind of indicator of their culture, the range of spiritual needs and interests of a specific personality of a young person or social group.
cultural leisure activities free time
1. Content and essence of leisure
An integral component of the lifestyle is leisure, which in the conditions of modern Russian society attracts more and more attention of researchers, due to the fact that the social significance of this sphere of life has increased markedly in the last decade.
Leisure problems are currently being studied not only by sociology, but also by cultural studies, social philosophy and many other sciences in the field of social knowledge.
Leisure is the time free from work and study, remaining minus various kinds of immutable, necessary expenses. Within the framework of leisure, as a rule, passive and active recreation are distinguished.
The tasks being solved today in the field of leisure are so large-scale, broad and diverse in their social orientation that this allows researchers to approach leisure as a significant part of the social system that largely determines the content and nature of all other areas of social development.
The content of leisure in the Russian Federation is becoming the most important direction in the work of state and public structures at the federal, regional and municipal levels. This is evidenced by the ongoing national programs in education, health, agriculture, housing, etc.
The potential of leisure provides great opportunities for the formation of moral guidelines for both an individual and various social groups of modern society. The leisure sphere actively influences the public consciousness, forming in it the values approved by the society.
In modern leisure there are moments of creativity, when a person turns from a subject of consumption into a subject of creation. At the same time, the leisure sector is a significant part of the economic life of society, it brings significant profits and employs tens of thousands of people who are interested in clients of the leisure sector.
The simplified approach to the concept of "leisure" that existed throughout the twentieth century, its identification with recreation, stable ideas that leisure is a secondary element of the lifestyle, it is secondary in relation to work, study, that the younger generation spends leisure time in asocial companies, all this led to the fact that there was a need for a theoretical understanding of the problems of leisure and a real practical need for a sociological study of leisure as a significant sphere of life of modern Russian youth, a significant part of which lives in the provincial cities of the non-chernozem center of Russia.
Leisure creates opportunities for a person to realize the needs and aspects of his internal development, which is impossible to the full in the business sphere, in the household, against the backdrop of everyday worries. Thus, compensatory functions are realized, since freedom of action and choice is limited in utilitarian areas of practice. Here, a person is far from always able to realize his creative potential, turn to his favorite activities, experience an entertaining effect that relieves internal stress.
2. The concept and the most important areas of modern leisure activities
Cultural and leisure activities are an integral part of the educational process. The stability and integrity of the system of leisure activities in the educational, creative and educational processes in the universities of culture and art are determined by the interaction of all its elements: ideas, values and the form that contains the content of the means, that is, its carriers.
Cultural and leisure activities are the process of familiarization with culture, expressed in material and spiritual form.
Cultural and leisure activities operate in a diverse, dynamically developing natural and social environment and represent values, patterns and recognized ways of behavior, objectified in our society, fixed and transmitted to subsequent generations as a result.
In the pedagogical process, one of the main activities of cultural and leisure institutions is civic education, which forms a scientific worldview and develops the civic activity of a teenager. In civic education, you can use such forms as lectures, conversations, disputes. Approximate topics of lectures: "Fatherland at the turn of the century", "Historical past of our Motherland"; discussion topics: "What kind of a hero of our time is he", etc.
Another important area of cultural and leisure activities is labor education. The purpose of labor education is to assist in the professional orientation of adolescents. Of great importance are meetings with representatives of various professions, excursions to production sites, where children get acquainted with representatives of various professions, and technical modeling circles. The next direction of cultural and leisure activities is the formation of a personality with a high moral consciousness and behavior - moral education. The principle of moral education is the principle of education on positive examples. Therefore, one of the main aspects of cultural and leisure activities is aesthetic education. Its goal is to develop the ability to evaluate, perceive and affirm the beautiful in life and art from the universal positions of spiritual heritage.
The pedagogical task of cultural institutions is to involve teenagers in their activities through the organization of show performances, creative beauty contests ("Miss Summer", "Gentleman Show"), meetings with musicians, fashion designers, poets, visiting exhibitions and much more. other.
Thus, all these areas of cultural and leisure activities are interconnected, interdependent, the improvement (of this activity) of the individual makes this activity the most effective.
In the process of directed education of the personality of a teenager, on the one hand, spiritual and moral development takes place, on the other hand, a kind of differentiation of the abilities of a teenager takes place, various interests and needs are revealed, socialization of adolescents takes place, which has a positive orientation.
Cultural and leisure activities are a way of individual self-affirmation of the personality, understanding of one's existence in the past, present and future.
Changes in the theoretical understanding of cultural and leisure activities depend on the knowledge of its objective patterns as a process of mastering the world, on understanding the development characteristics of both the entire industry and its individual areas, on the scientific use of the results of cognition of those changes that are noted in the process of implementing a new concept of man. and a new understanding of social life.
3. Analysis of the main components of cultural and leisure activities
The most important components of cultural and leisure activities are people, social groups, organizations and firms, which are defined as its subjects.
First, let's analyze the individual and collective subjects of leisure activity involved in its implementation and organization. They determine its goals, objectives, content. Subjects are understood as both specific people (individuals with leisure needs, as well as entrepreneurs, specialists, employees of cultural institutions who help organize the leisure of other people), and aggregate subjects (company teams, organizations and institutions, representative and executive bodies of the cultural sector, etc. .).
Individual subjects of cultural and leisure activities are divided into:
1) The main subjects of leisure activities; we are talking about individuals, as well as friendly groups and collectives of workers who want to realize their needs in leisure activities. Among the main subjects we single out:
self-employed subjects. They are involved in amateur-active types of leisure (at home, in friendly companies, etc.) and do not turn to the services of professional organizers. Amateur subjects are numerous lovers of hunting, fishing, hitchhiking, hiking, etc., who independently organize their leisure activities;
subjects resorting to the help of organizers from the outside (both individual citizens and groups of workers act in their capacity). In this case, people who want to hunt, fish, go on a tourist trip, have fun, use the services of relevant companies that provide them with such opportunities;
2) Organizers participating in leisure activities on a professional basis, creating conditions and helping the main subjects of activity to realize the needs for recreation and entertainment. There are also a number of independent types of workers:
senior management of professional leisure organizers leading managers of leisure companies, directors, heads of cultural institutions working in various areas of leisure and social and cultural services in general. Representatives of this group are key figures in the design, organization and implementation of the main stages of leisure activities and the provision of services to consumers; in many cases they are responsible for the payback and profitability of the leisure area;
professional and creative composition of art workers and the media - representatives of this group make direct contact with the audience - performing artists working in various types and genres of art, concert hosts, concertmasters, conductors, journalists, radio and television program hosts, etc. . It is their creative abilities, professional skills, psychological preparation that are in the center of attention of visitors to these events with their participation;
highly qualified workers and specialists from various sectors of the production of goods and cultural products, as well as personnel of cultural institutions, service organizations (printing and publishing workers, doctors, trainers, animators of recreational centers, accommodation places, leaders of tourist groups, guides, engineers, programmers and providers communication networks, etc.). In most cases, they are involved in the implementation of the main stages of the organization and implementation of leisure, directly interacting with consumers of the cultural product;
ordinary performers and producers of services in the field of leisure - employees of cultural institutions, leisure centers and travel agencies, who do not belong to the management team, to highly qualified specialists and creative workers. These are ordinary performers, their assistants. Some of them directly interact with the consumer (restaurant waiter, hotel attendant, etc.), others may occasionally contact or not at all encounter consumers of service products;
auxiliary personnel - technical workers of cultural institutions, personnel of security firms, etc., who do not come into close contact with consumers of services. Remaining "in the shadows", these workers perform important functions: they provide invisible services related to maintaining normal working conditions for specialist organizers and leisure activities for the population. These workers ensure the safety of recreation, the availability of heat, uninterrupted supply of electricity in enclosed spaces, the reliable operation of equipment, etc.;
representatives of the executive and legislative authorities in the center and locally, as well as employees of cultural, medical and sanatorium, sports and tourism institutions, information structures and legal organizations. Employees of these institutions and organizations implement the state, regional and municipal policy in the field of recreational and cultural and leisure activities, control the implementation of legislative and legal norms in this area;
persons and structures performing entrepreneurial functions related to financing, as well as providing donor assistance to leisure organizers (producers, authorities, public funds, sponsors, philanthropists, etc.), as well as business partners (banking structures, etc.).
There are several approaches to the classification of collective leisure organizers. The most important criteria for their grouping and separation are the following.
Form of ownership of enterprises and leisure institutions (on the example of organizations of the Russian Federation):
institutions of federal property;
institutions of the constituent entities of the Russian Federation;
institutions of municipal property;
organization of private property of individuals or legal entities.
Type of activity and type of cultural and leisure product of enterprises and leisure institutions:
producing goods and products for cultural purposes (printing plants, art workshops, factories of folk crafts and souvenirs, etc.);
providing various kinds of services: material (restoration, video recording, photography, etc.), non-material (training, cultural development, information, gaming, etc.);
carrying out mainly trade in cultural goods, art objects.
Target orientation of enterprises and leisure institutions:
cultural enlightenment, artistic creativity, the development of aesthetic feelings of the leisure audience;
recreation and entertainment of the audience.
Method of economic activity of the enterprise cabbage soup of leisure institutions:
commercial type. Focus on market principles of activity, obtaining the greatest profit, achieving an economic effect - firms providing services in various areas of culture and leisure, as well as private organizations, commercial structures for the production, demonstration and trade of cultural goods.
non-commercial type. The hierarchy of goals is dominated by culturally meaningful aspects of activity: the preservation of artistic values and traditions, the aesthetic and moral education of young people, the maintenance of the cultural prestige of the nation, the development of artistic creativity, etc. - public media channels, state theaters, libraries, museums, clubs;
mixed type. Enterprises and institutions that are non-profit in their goals conduct entrepreneurial activities, and the income received from this activity is directed to their development, redistributing additional funds within their organization - in conditions of insufficient funding, part of non-profit organizations join this type.
A person is relatively easily able to formulate the goals and motives of his leisure, but it is difficult for him to talk about the functions of leisure, i.e. about its holistic purpose and place in life.
Leisure creates opportunities for a person to realize the needs and aspects of his internal development, which is impossible to the full in the business sphere, in the household, against the backdrop of everyday worries. Thus, compensatory functions are realized, since freedom of action and choice is limited in utilitarian areas of practice. Here, a person is far from always able to realize his creative potential, turn to his favorite activities, experience an entertaining effect that relieves internal stress, etc.
Special attention should be paid to the educational and educational functions of leisure. At first glance, it may seem that they are significant mainly for children and youth. Indeed, during the period of socialization and individual development of the individual, leisure acquires a great educational value. At the same time, these functions remain the most important even in a more mature age of a person. At this time, to a lesser extent, but still it is necessary for him to broaden his horizons, maintain social ties, and respond to the demands of the time.
In adults, researchers call such processes not upbringing, but secondary socialization, which, in essence, is also associated with individual development. Leisure has ample opportunities to carry out this secondary socialization of adults and the elderly with the greatest effect.
In addition, leisure activity allows a person to realize the opposite vectors of his existence. On the one hand, leisure activities create the possibility of interpersonal interaction with many strangers (during holidays, mass spectacles, travel, etc.) and thus give rise to a sense of unity, the general connection of people with each other. On the other hand, at leisure, a person often seeks to be alone, to feel the calming effect of solitude, to think about those aspects of his life that, in everyday worries, do not fall into the focus of his attention. At the same time, on vacation, a person easily makes acquaintances, interacts spontaneously and friendly with different people. But this freedom allows us to better understand the special significance of close people, to realize the role of family and kinship relations.
In general, leisure activity is capable of performing the functions of improving the psyche, developing the inner world, and expanding the individual living environment.
Thus, leisure integrates many disparate aspects of a person's life into a single whole, forming in him ideas about the fullness of his existence.
Without leisure, the life of a modern person would not only be flawed, it would lose one of its basic cores, it would become unbearable.
Conclusion
So, cultural and leisure activities in our society is an autonomous entity, at the same time, it is closely connected with other activities: domestic, religious, commercial, social, political.
Leisure is considered as a special subject of research in the overall structure of a person's activity, which has social functions, types, and can take various forms. Leisure activity is a process of creating conditions for a positively oriented motivational choice of a person of subject activity
In modern dynamic socio-cultural conditions, the study of cultural and leisure activities shows that no matter what experience comes from specific concepts that reflect the totality of political, national and economic events that embody the thoughts and aspirations of the people, they are realized in practical action - spiritually defined, culturally historically prepared and motivated.
Thanks to socialization, a young person joins social life, receives and changes his social status and social role.
Leisure goals are understood as ideas about the cumulative result that a person wants to achieve in certain leisure activities and which he perceives as preferable, desirable. The subjective goals of a person are more specifically determined than the goals of pragmatic studies.
Motivation aimed at gaining freedom in leisure and recreation, according to researchers, is one of the basic characteristics of leisure. Free time and leisure are considered by many people as the opposite of coercion, as the opposite of social and family obligations.
Leisure activities are based on the following methods:
1. The combination of recreation with various educational and educational tasks (games, contests, quizzes, etc.);
2. The variety of forms and methods of organization and voluntariness in their choice (circles, amateur associations, interest clubs, evenings of rest, mass holidays, etc.)
There are two forms of leisure organization: public and individual-personal.
In everyday life, leisure activity performs many different functions of a recreational, health-improving and therapeutic type. Without their implementation, many people inevitably develop a state of stress, increased neuroticism, mental imbalance, turning into stable diseases.
Cultural and leisure activities should be considered as a process of familiarization with culture, expressed in material and spiritual form. It functions in a diverse, dynamically developing natural and social environment and represents values, patterns and recognized ways of behavior, objectified in our society, fixed and transmitted to subsequent generations as a result.
Forms, methods and means of cultural and leisure activities are inherent in this type of social and industrial relations of society and reflect the level of a person's mastery of spiritual and material culture.
Cultural and leisure activity, which is one of the elements of the spiritual life of society, contains all the signs of cultural and creative activity. Moreover, in this case it does not matter what level of professionalism and social significance the result is achieved.
Constant change and innovation in the leisure industry will allow cultural and leisure activities to create conditions for the disclosure of the essential forces of the individual in the next millennium.
List of used literature
1. Avanesova G.A. Cultural and leisure activities. // Theory and practice of organization. - M., 2011.
2. Eroshenkov I.N. Cultural and leisure activities in modern conditions. - M.: 2009.
3. Zharkov A.D. Technology of cultural and leisure activities: Educational and methodological manual for universities of culture and art. - M.: "Profizdat". - 2005.
4. Zatsepina M.B. Organization of cultural and leisure activities of preschoolers. - M.: 2004.
5. Kiseleva T.G., Krasilnikov Yu.D. Fundamentals of socio-cultural activities: Textbook. - M.: 2010.
6. Klyusko E.M. Cultural and leisure activities of the population of Russia. - M.: 2006.
7. Cultural and leisure activities. Textbook. // Under scientific. ed. Zharkova A.D. and Chizhikov V.M. - M.: "MGUKI", 2005.
8. Petrova Z.A. Methodology and methods of sociological research of cultural and leisure activities: Textbook. - M.: 2005.
Hosted on Allbest.ru
...Similar Documents
abstract, added 03/07/2009
Consideration of subjects of cultural and leisure activities and forms of state regulation. The study of the features of the organization of cultural and leisure activities of the population in the houses of culture. Characteristics of the cultural environment of the agro-town Novye Maksimovichi.
term paper, added 10/30/2015
Cultural and leisure activities as a process of personality socialization, its main functions and subjects. Subjective goals, motives, methods and forms of cultural and educational activities. Forms of leisure organization: public and individual-personal.
abstract, added 08/26/2010
The historical and pedagogical aspect of the development of cultural and leisure activities and the characteristics of its functional diversity. The main directions and activities of cultural institutions. Directing as the main method of socio-pedagogical influence.
thesis, added 04/27/2011
Features of the development of Russian culture in the context of economic and political transformation. The concept and essence of exclusive cultural and leisure programs. Functions and value of outdoor activities. The value of individual attributes in cultural and leisure programs.
test, added 10/25/2010
Features of socio-cultural activities. Methodological support of the SKD - equipping cultural institutions with methods and recommendations for organizing creative leisure; essence of concepts. Methodical principles of the organization of cultural and leisure work.
test, added 12/02/2010
Tasks and mission of libraries serving children. Training of specialists-organizers of cultural and leisure activities for them. The status of children's libraries in the leisure services market. The problem of their competition with other institutions of the KDD.
term paper, added 05/25/2014
Socio-psychological features of cultural and leisure activities of adolescents. Formation of a culture of communication among young people. Development of the creative potential of adolescents. Formation in the younger generation of a conscious need for a healthy lifestyle.
term paper, added 10/15/2014
The study of the theoretical essence of the form of cultural and leisure activities in Russia in the 19th - early 20th centuries. Consideration of gatherings and conversations as forms of cultural and leisure activities. Analysis of the program of gatherings and conversations from the history of the enterprise under study.
term paper, added 04/18/2019
The study of the essence of cultural and leisure activities. Consideration of the features of cultural and leisure programs. Analysis of the role of artistic and documentary works in this system. Evaluation of the expressive means of theatrical dramaturgy in the program script.
Diverse types of leisure activities are disclosed in the studies of E. V. Sokolov, which are classified into groups: recreation, entertainment, holiday, self-education, creativity. Rest can be passive or include various levels and degrees of activity. Entertainment as a leisure activity has a compensatory character, plays the role of psychological relaxation, emotional relief, provides a person with a change of impressions. Recreation and entertainment are combined in the holidays. The holiday always connects the past and the present through a solemn, par excellence, transformation of reality, which serves to update value orientations at turning points in history and individual life, where a person, at least for a short time, is freed from everyday worries, anxieties, plunges into an emotionally rich atmosphere, experiencing rise, gets the opportunity to openly express feelings. Self-education as a leisure activity, according to E. V. Sokolov, is aimed at familiarizing people with the values of culture. Raising the general culture of the individual, educational activities develop the mind, abilities, cognitive interests, aesthetic and moral feelings. The highest level of leisure activity is achieved in creativity. Creativity, which, responding to the deep and universal needs of a person in self-expression, transformation of reality, search, experimentation, knowledge and change of the world around, helps to improve being, attitude towards oneself, to create something new. Creative leisure activity raises the personality to a new level - from the consumer of spiritual values to their creator. All of these types of leisure activities are closely interconnected. Some of them perform preparatory functions for human participation in others. Some perform the final functions, allowing to fully realize the socio-pedagogical potential of leisure. S. A. Shmakov distinguishes leisure activities, which he classifies according to the nature of the activities carried out by the child in his free time. In this regard, he defined the following types of leisure: passive (viewing, listening) and active (activity); organized (pedagogically expediently used free time) and spontaneous (spontaneously flowing process of using free time); controlled and uncontrolled; collective and individual; imitative and creative; leading (exploratory prospective activity) and normative (traditionally established models). All types of leisure separately and especially those used in the system are of great importance in the comprehensive development of the personality of a teenager, since he is included in the performance of various roles and manifests himself in different positions. At the same time, S. A. Shmakov notes that leisure activities are divided into a number of fundamental groups according to their content. The first group is associated with the function of restoring the various forces of the child (outdoor walks, sports activities, games, fun, evenings of rest, entertainment, etc.). The second group - with an increase in erudition, the consumption of spiritual values (reading literature, watching television, visiting exhibitions, travel museums, etc.). The third - with the development of spiritual forces and abilities, with active creative activity (labor, sports and games, artistic and theatrical, research, etc.). The fourth group realizes the teenager's need for communication (club work, club associations, holidays, discos, etc.). The fifth group is associated with purposeful creative educational activities of children (competitions, reviews, vacation associations, camping trips). Consequently, in the process of leisure activities, the needs of children and adolescents who could not be satisfied in their educational and labor activities are met.
Classification of leisure forms All forms of leisure organization differ from each other in the time of their preparation and conduct, the number of participants. According to the time of conducting, all forms can be divided into: - short-term (lasting from several minutes to several hours); - long-term (lasting from several days to several weeks); - traditional (regularly repeated). By the time of preparation, there are impromptu forms, that is, those carried out with students without including them in preliminary training, as well as forms that provide for preliminary work, the preparation of students. By type of activity - forms of educational, labor, sports, artistic activities; according to the method of influence of the teacher - direct and indirect. According to the subject of the organization, the classification of forms can be as follows: - the organizers of children are teachers, parents and other adults; – activities are organized on the basis of cooperation; - the initiative and its implementation belongs to the children. According to the result, all forms can be divided into the following groups: - the result is information exchange; - the result is the development of a common decision (opinion); - the result is a socially significant product. According to the number of participants, the forms can be: - individual (educator - pupil); - group (teacher - a group of children); - mass (educator - several groups, classes)