Terminology field of study of the problem of leisure activities of children with special educational needs in institutions of extracurricular education

Abstract

Article Abstract. The article examines the problem of formation of the terminology field of research of leisure activities of children with special educational needs in institutions of extracurricular education. The essence of the scientific discussion on the content and the same concepts of "free time" and "leisure" has been revealed. The views of the main foreign and domestic scientific schools on the concepts of "free time" and "leisure" are analyzed. In ancient times philosophers counted leisure exceptionally by the privilege of the freely-born people, underlined his meaningfulness for education and development of rising generation. The classic "theory of leisure class" examines the question of class nature of leisure, differentiation of leisure as to the display of social inequality. The most productive time for the study of concept of leisure is considered the middle of XX century. These times were signified by creation of scientific schools in the different countries of the world on questions leisure: French, American, Canadian, British, German and other schools, that resulted in development of innovative conceptions of "society of leisure", "civilization of leisure", "serious leisure". For the domestic scientific school is characterized by the definition of free time as a component of social time, free from work and domestic affairs. Leisure is considered as a set of activities. The difference between the term "leisure" and the term "free time" is shown. The article emphasizes the rational use of free time by children with special educational needs through the guidance of family members and teachers-organizers of the extracurricular educational system. The importance of social institutions' control of children's leisure activities in out-of-school time is emphasized. The essence of the concept of "leisure activity" is considered. The definition of leisure activities of children with special educational needs as a threefold category is given. First, it is a process of educational influence, which includes a set of different activities that fill the leisure. Secondly, it is a serious activity of children, during which they acquire spiritual, creative, cultural, cognitive, developmental, physical, communicative, social competencies. Third, such activities must be filled with the rational content that extracurricular education institutions can provide.