Yevhselenko A. The education of younger teenagers for responsibility in extracurricular activity at general boarding schools

Theoretical analysis of the philosophical, ethical, psychological and pedagogical literature are allowed to clarify the essence of the concept of responsibility as an integrative moral qualities of the person, which is characterized by the voluntary execution of obligations, conscious of their actions and the implementation of actions to stimulate the conscious self-regulation and self-education. The structure includes of cognitive, emotional, behavioral and evaluative activity-related components. Identified the following features of education responsibility for younger teenagers in extracurricular activities in generally boarding schools: the specificity of the contingent (presence of deprivation syndrome, deprivation type of experience for age crisis, problems in the field of communication and interaction with others: the phenomenon of the group that depending on the orientation of behavior in the stepwise control by teachers; consumer attitude toward the state and society, the lack of assimilation of the positive experience of parents, strict regulation and limited social contacts, lack of trust, aggressiveness, emotional incontinence, unwillingness to take responsibility, especially organizational and pedagogical functioning of the generally boarding school (forced adaptation to a large number of peers; regulation on the group rather than the individual orientation of upbrining influences; children are in closed corporate teams; excessive overorganization for pupil's life, prevalence of authoritarian pedagogy). Determined the criteria (understanding of the essence of responsibility and its importance in human life, responsible attitude, responsible behavior), indicators and levels (high, medium, low) of education for responsibility in younger teenagers at generally boarding schools. Theoretically substantiated and experimentally tested pedagogical conditions of education of responsibility in young teenagers in extracurricular activity in general boarding schools: improving the readiness of teachers from general boarding schools for training of responsibility in young teenagers; meaning and methodological support of the process of education for responsibility in young teenagers in extracurricular activity in general boarding schools; attracting younger teenagers from general boarding schools for different kinds of socially significant activities that aimed at identifying responsibilities. The experimental study is founded the conclusion that theoretically grounded and experimentally tested pedagogical conditions contributed to the effectiveness of education of responsibility for younger teenagers in extracurricular activity at general boarding schools.