(В)нешкольная среда дополнительного образования: как кружки и секции отличаются от школы

Мир психологии. Научно-методический журнал. 2025. № 3. С. 211–232.

Azyrkin P.

The article deals with the characteristics of the educational environment of extracurricular activities in comparison with school. The author identifies its main components (socio-psychological structure of the team and psychological and pedagogical strategies of teachers) and shows their interrelation. The study (n=1698) used an adaptation of Roland and Gallaway's questionnaire. It was found that children in extracurricular activities concentrate better on tasks, consider them more important, and are more enthusiastic to follow teacher's instructions than in school. Respondents believe that teachers who conduct extracurricular activities show more attention and flexibility, take into account the interests of pupils. Informal relationships do not differ meaningfully in the two environments. The author concludes that the voluntary format and flexible after-school programmes create a positive environment for learning, increase engagement and strengthen positive relationships in the children's group.

Keywords: коллектив, environment, дополнительное образование, образовательная среда, additional education, educational environment, extracurricular activities, среда, after-school activities, small groups, клубы, classroom management, clubs, педагогические стратегии, внешкольные занятия, кружки, peer culture, управление классом