Children's team plays an important role in the upbringing of the child. The self-esteem of the student, his life position largely depends on how relations develop in the class. It is good if the guys are friends with each other, if their leisure is filled with games, competitions, socially useful work, if everyone has the opportunity for self-realization. Effective ways of developing schoolchildren are various types of collective creative activity (KTD).
Definition
This term originated in the 60s of the last century. The creator of the methodology is considered to be Doctor of Pedagogical Sciences I. P. Ivanov. He was a follower of A. S. Makarenko, scrupulously studied his legacy and concluded that it was the “pedagogics of cooperation” that helped to avoid such distortions in education as excessive guardianship, the teacher’s authoritarianism, or, conversely, permissiveness.
CTD technologies are widely used in primary school, among adolescents and youth. The name itself contains a transcript:
- Case - i.e. activities designed to improve the lives of the class or those around them.
- Collective, because the whole class is involved in it. Children and adults work together to create, plan, prepare and run an event.
- Creative, because schoolchildren do not act according to a template, but independently look for ways to solve a problem, make "discoveries", generate ideas.
Goals
It is assumed that the children themselves choose the types of KTD that interest them, come up with the course of the event, assign roles, design and organize. At the same time, there is a task for each child. Someone generates ideas, others distribute tasks, others carry them out. The teacher becomes an equal partner for schoolchildren, helps to realize their plans, but at the same time does not press with their authority.
During this activity:
- children learn to interact with each other, work for a common result;
- meets their need for companionship;
- there is an opportunity for creative self-realization, both individual and collective;
- developing the personality of each child, revealing new talents and abilities.
Types of KTD
I. P. Ivanov proposed the following classification:
- Informative things that develop the inquisitiveness of the mind, awakening interest in solving secrets, riddles. These include expert tournaments,quizzes, evenings of entertaining problems, game trips, defense of self-developed projects.
- Labor affairs. They encourage schoolchildren to take care of other people, to improve the surrounding reality. Labor landings, surprises, workshops, etc. are widely used.
- Artistic deeds. They develop aesthetic taste, allow children to join the art. At the same time, schoolchildren participate in art competitions, put on puppet shows, and prepare for concerts.
- Sports develop the physical qualities of children, as well as perseverance and discipline. This includes sports days, He alth Days, tournaments.
- Public affairs are usually timed to coincide with holidays (New Year, May 9, February 23, etc.). They expand children's ideas about the history and culture of their country.
- Environmental affairs bring up love for the native nature, the desire to take care of it. Schoolchildren make expeditions around the region, clean up garbage in parks, save streams, study birds, plants, arrange an exhibition of forest gifts.
- Leisure activities allow you to make the life of the team bright, joyful. This includes balls, discos, all kinds of games, carnivals, competitions, holidays, birthdays and tea parties.
Preparation steps
Participation in KTD makes students independent. Events are prepared jointly, taking into account children's interests, which significantly increases motivation. The following stages of the organization of the KTD can be distinguished:
- Preliminary work. To startintent is needed. Children share their ideas, defend them, brainstorm. The teacher can give examples of CTD from his practice, but you should not impose them. The children must understand why or for whom the event is being held, what will change in the world or class after it is held. The teacher sets pedagogical goals, determines ways to implement them.
- Collective planning. At this stage, the form and content of the common cause are determined, responsibilities are distributed, and specific deadlines are set. Children exchange their opinions in microgroups, then bring them up for a general discussion. As a result, the final decision is made on how best to organize everything. An initiative group is selected, on whose shoulders lies the development of the scenario and the delegation of responsibilities.
- Collective preparation. The initiative group distributes assignments to other students. Each child or microgroup is responsible for their own episode. Costumes, props are prepared, music is selected, rehearsals are organized. Often at this stage, some participants give up, faced with difficulties, someone does not want to take part in the common cause, the organizers do not cope with their duties. The teacher should act as a senior, experienced comrade who helps to avoid conflicts. Students should be supported, but not dictated to them.
Conducting KTD
The class looks forward to this event with joy and excitement. It is important that everyone is aware of their contribution. Of course, mistakes are possible along the way. Children are nothave the organizational experience that an adult has. Try to make them learn from mistakes, draw conclusions. It is equally important to notice successes, even the smallest ones, to rejoice in them.
There are many types of KTD, and after each, the results are summed up at the general meeting. It is necessary to teach schoolchildren to analyze the acquired experience, to draw conclusions from it. Sometimes anonymous surveys are conducted, which allows you to take into account the opinion of each child. When organizing the next collective case, all the mistakes made must be taken into account.
CTD in elementary school
In their work, teachers take into account the age characteristics of pupils. So, younger students are not yet able to organize an event on their own. The teacher assumes the role of leader or coordinator, giving children more and more autonomy over time. It is important to take into account their opinions, to encourage the initiative. Sometimes it's good to give leadership to parents or high school students.
After developing the scenario, the class is divided into microgroups, each is given a task. It is important that children learn to do their part of the work on their own, with minimal help from adults. When holding sports and art competitions, provide for a large number of nominations so as not to offend anyone.
KTD in middle and high school
The older the children, the more independent they become. When it comes to teenagers, the teacher can safely take on the role of an observer. This should:
- Intervene promptly in case of conflict.
- Re-form micro-groups for the activity each time so that the children enter into new types of relationships.
- Provide a change of activities for each pupil, conduct different types of KTD.
- Engage inactive students by trying to find something they like.
There are many successful examples of QTD, they are described by IP Ivanov and his followers. The main thing is not to act according to a pattern, so that the joint business becomes an improvisation, a flight of the soul and fantasy.
