ESSENTIAL CHARACTERISTICS OF EXTRACURRICULAR ACTIVITIES: AMERICAN CONTEXT
DOI:
https://doi.org/10.31110/2616-650X-vol13i5-014Keywords:
after-school education, extracurricular activity, essential characteristics, extracurricular programs, classification of extracurricular programs, elements of extracurricular activity, USAAbstract
The article analyzes the essential characteristics of extracurricular activity in the American context. It highlights the absence of a universally accepted definition of the term “extracurricular activity.” Based on the analysis of scholarly literature, it was found that the meaning of the term “extracurricular” is generally treated as intuitively understood and/or explained through descriptive features, either in terms of specific types of activities or their inherent characteristics. The article presents summary tables from foreign academic studies that provide descriptive characteristics of extracurricular activities, as well as definitions/descriptions from online sources. These sources indicate a considerable variability in both the nature and scope of extracurricular activities, and suggest that such activities take place outside the classroom or regular curriculum, may be either academic or non-academic, and are voluntary or optional in nature. A working definition of “extracurricular activity” is proposed as follows: academic or non-academic activities that take place outside of school or under the auspices of the school, but occur outside of regular class time, are not part of the formal curriculum, do not involve grading or academic credit, and are voluntary for the student. The article also provides a classification of high-quality extracurricular programs in the U.S., which groups all extracurricular programs into three main categories, regardless of whether the program is aimed at academic improvement or youth development/safety: academic, recreational, and cultural. Based on the analysis, synthesis, and generalization of existing data on extracurricular activities and programs in the U.S., three key dimensions within the structure of extracurricular programs are identified: 1) infrastructure – program resources, personnel management practices, and program administration; 2) partnership – collaboration with schools, families, and communities; 3) Program/Practice – quality components, strategies, and activities of the program.
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