ACTIVATING THE PROFESSIONAL SELF-IDENTIFICATION OF STUDENTS IN EXTRA-CURRICULAR ACTIVITIES

Olga Ivanova¹, Tatyana Astankova², Maria Serebryakova³, Ludmila Kurochkina⁴* and Nadezhda Glizerina^5
1Assist. Prof. Dr, Mari State University, Russia, olga_ivanova1977@mail.ru
²Prof. Dr, Mari State University, Russia, t.astankova@yandex.ru, corresponding author
³Prof. Dr, Mari State University, Russia, mserebryakova80@mail.ru, corresponding author
⁴Assist. Prof. Dr., Mari State University, Russia, curochkinaludmila@yandex.ru,
⁵Assist. Prof. Dr., Mari State University, Russia, glizerina77@gmail.com
*Corresponding author

Abstract
Self-identification occupies an important place in a person's life. School years determine the choice of a future profession. Practice shows that school leavers often choose a profession under the influence of random factors. To avoid this mistake, it is advisable to start work on activating the professional self-identification of students at the moment when they show their first professional interests - at the age of 7-11.

During this period the foundations for professional self-identification are laid, such as the development of the intellectual and emotional-volitional sphere, the formation of ideas about the world of professions, the development of self -reflection and self-understanding skills, which serve as the basis for the development of an idea about oneself. The purpose of activating the professional self-identification of students is to broaden the understanding of the world of professions and foster respect for work and diligence by involving students in practical activities. In this regard, it is necessary to use all the possibilities of the educational process.

The research methods used in this article, such as studying the literature on the problem and the experience of school teachers, questioning, analyzing and synthesizing, allow us to say that the professional orientation of students is a propaedeutic stage of professional self-identification.

The optimal condition for activating the professional self-identification of students is the organization of extra-curricular activities. Systemic extra-curricular work in the form of thematic form periods, extra-curricular activities on school subjects, excursions to enterprises, joint project activity of students and their parents, students’ participation in additional education - all this provides conditions for their self-knowledge, self-realization and self-identification. The most effective methods of education in students’ extra-curricular activities are playing games, doing exercises, conversations, and encouragement. In the course of extra-curricular activities, schoolchildren show cognitive, creative, sports and social activity and through fantasy and experiments they learn to reflect on their future.

Keywords: professional self-identification, extra-curricular activities, students, activating the professional self-identification.