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"Extracurricular" vuelve a dirigir aquí. Para la serie de televisión de Corea del Sur, consulte Extracurricular (serie de televisión) . Para películas croatas, consulte Extracurricular (película) .

Una actividad extracurricular (ECA) o actividad extra académica ( EAA ) es una actividad, realizada por estudiantes , que cae fuera del ámbito del plan de estudios normal de la educación escolar, universitaria o universitaria . Estas actividades son generalmente voluntarias (en oposición a obligatorias), sociales , filantrópicas y, a menudo, involucran a otras personas de la misma edad. Los estudiantes y el personal dirigen estas actividades bajo la facultadpatrocinio, aunque las iniciativas dirigidas por estudiantes, como los periódicos independientes, son muy comunes. Sin embargo, a veces los directores de escuela y los maestros también traen estas actividades a la escuela entre los estudiantes.

Beneficios de la participación [ editar ]

Un estudio grupal realizado por una encuesta a estudiantes en edad escolar en el Estudio Longitudinal Nacional de Salud de los Adolescentes reveló que el 70% de los adolescentes en los EE. UU. Están involucrados en alguna forma de actividades extracurriculares. [1]

Otros estudios han demostrado que participar en actividades extracurriculares reduce la probabilidad de abandonar la escuela, la probabilidad de cometer un delito y conduce a una mayor retención educativa y éxito y logros en el trabajo escolar, [2] sin mencionar que la mayor ventaja de La participación en al menos una de estas actividades es la disminución de los comportamientos antisociales y el crecimiento de los estudiantes para tener más éxito en la comunicación y las relaciones. [3] ..

La participación en clubes extracurriculares y actividades extracurriculares es beneficiosa en una variedad de formas para la población K-12. Por ejemplo, los clubes escolares pueden ofrecer un lugar para formar relaciones y fomentar el aprendizaje, y esto se demostró con múltiples grupos. Las investigaciones que incluyen a estudiantes con discapacidades que participan en actividades extracurriculares muestran que era más probable que tuvieran amigos que aquellos que no participaban. [4] Hallazgos similares con minorías raciales y étnicas y adolescentes inmigrantes mostraron que los adolescentes de minorías, primera y segunda generación eran menos propensos que sus contrapartes a tener amigos y entablar relaciones, sin embargo, las actividades extracurriculares facilitaron la socialización. [5] Thus, being involved in activities outside of school increases student’s chances of creating friendships. Also, extracurricular activities can provide families with a safe environment for their children while they are at work. [6] This gives the parents an opportunity to get all the work time possible and allows the child to participate in educational or athletic activities. Furthermore, extracurricular activities increase positive self-development, regardless of where the activities take place (at school or away from school) [7] Likewise, female adolescents involved in school based extracurricular activities had higher self-esteem than those not involved.[8] The overall findings demonstrate that involvement in activities, whether it be sports, clubs, or school-based programs, have a positive impact on the participant’s life.

Importance of diversity[edit]

Diversity in clubs and extracurricular activities plays an important role in adolescent lives and futures. Exposure to diverse groups can help promote adolescents to become socially intelligent and responsible adults. However, being immersed in diverse populations is not enough, as it is only beneficial if members engage with each other.[9] More meaningful interactions with a diverse range of peers allows people to acquire traits such as more socially responsible leadership skills.[10] Furthermore, participating in ethnic clubs allowed minority groups to feel more connected to their cultures and allowed others to gain knowledge and understanding of other cultures.[11][12] This has two key benefits: first, minority groups have a safe place to feel a sense of belonging to their cultural roots and background, and second, people of differing ethnic backgrounds have an opportunity to learn more about other cultures, thus becoming more culturally competent. Correlational studies showed positive relationships with involvement in ethnic/cultural clubs and intellectual and psychosocial development, multicultural competence, interpersonal skills, and leadership.[13][14] Additionally, in school settings, interracial friendships positively impacted the individuals involved and the school culture as a whole.[15] This demonstrates the importance of implementing multiculturalism into school environments, both academically and in extracurricular activities. It is important to continue research on incorporating multiculturalism and ethnic/cultural clubs into schools. Creating a multicultural competent environment for diverse student populations allows them to engage with others, openly discuss possible biases and stereotypes, and form meaningful intergroup relationships. If this is implemented at a young age, it is more likely to carry into adulthood, thus molding a more socially and culturally competent adult.[16]

Extracurricular Management Systems[edit]

An Extracurricular Management System (EMS) is a management information system for education establishments to manage extracurricular data and processes. The primary function of an EMS is to handle administrative tasks associated with the operation of an extracurricular program so that staff can focus on delivering great extracurricular activities and outcomes for students. Automating the basic administration tasks associated with extracurricular management saves educational institutions money and time, while also improving control and visibility.[17] Extracurricular activities form an important part of the student experience, so managing them accurately and efficiently is of paramount importance in achieving positive outcomes for students.[18]

Key responsibilities[edit]

  • Managing the extracurricular calendar
  • Reporting on student outcomes in extracurricular activities
  • Managing extracurricular staff
  • Collecting, reporting and visualising extracurricular data in real-time
  • Facilitating two-way integration with the Student Information System
  • Being highly accessible via mobile devices
  • Communicating personalised extracurricular information to students and parents

An EMS is not responsible for academic or classroom processes, including student class timetables.

Examples[edit]

Specific events[edit]

  • United States Academic Decathlon
  • Model United Nations
  • UNICEF Clubs
  • World Scholar's Cup
  • Moot court
  • Model Crime Investigations
  • Competitions such as the National History Day program & Quiz Bowl
  • Political science organizations that moot court, or the publication of a law review
  • Internships and other school sponsored work programs
  • School journalism
  • 4-H

Generic activities[edit]

  • Topic-specific clubs such as math club, Philanthropy Key Club
  • Art
  • Band
  • Choir
  • Debate
  • Drama
  • English society
  • Entrepreneurship
  • Fan clubs
  • Model United Nations
  • Moot Court
  • Orchestra
  • Reading
  • Robotics
  • Student government
  • Sports
  • Tutoring
  • University societies
  • Yearbook

See also[edit]

  • After-school activity
  • Co-curricular activity (Singapore)

References[edit]

Citations
  1. ^ Feldman, Amy (2005). "The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions". Review of Educational Research. 75 (2): 159–210. doi:10.3102/00346543075002159. S2CID 145684535.
  2. ^ Eccles, Jacquelynne; Barber, Bonnie; Stone, Margaret; Hunt, James (2003). "Extracurricular Activities and Adolescent Development". Journal of Social Issues. 59 (4): 865–889. doi:10.1046/j.0022-4537.2003.00095.x.
  3. ^ Mahoney, Joseph (2000). "School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns" (PDF). Child Development. 71 (2): 502–516. doi:10.1111/1467-8624.00160. PMID 10834480. Retrieved 27 April 2016.
  4. ^ Pence, A. R., & Dymond, S. K. (2015). Extracurricular School Clubs: A Time for Fun and Learning. Teaching Exceptional Children, 47(5), 281-288. doi:10.1177/0040059915580029
  5. ^ Cherng, H. S., Turney, K., & Kao, G. (2014). Less Socially Engaged? Participation in Friendship and Extracurricular Activities Among Racial/Ethnic Minority and Immigrant Adolescents. Teachers College Record, 116(3), 1-28.
  6. ^ "Benefits for Youth, Families, & Communities | Youth.gov". youth.gov. Retrieved 2020-04-15.
  7. ^ Guèvremont, A., Findlay, L., & Kohen, D. (2014). Organized Extracurricular Activities: Are In-School and Out-of-School Activities Associated With Different Outcomes for Canadian Youth?. Journal of School Health, 84(5), 317-325. doi:10.1111/josh.12154.
  8. ^ Kort-Butler, L., & Hagewen, K. J. (2011). School-based extracurricular activity involvement and adolescent self-esteem: A growth-curve analysis. Journal of Youth and Adolescence, 40(5), 568-81.
  9. ^ Park, J. p., & Chang, S. H. (2015). Understanding Students' Precollege Experiences With Racial Diversity: The High School as Microsystem. Journal of College Student Development, 56(4), 349-362.
  10. ^ Parker, E. I., & Pascarella, E. T. (2013). Effects of diversity experiences on socially responsible leadership over four years of college. Journal of Diversity in Higher Education, 6(4), 219-230. doi:10.1037/a0035130
  11. ^ Inkelas, K. K. (2004). Does Participation in Ethnic Cocurricular Activities Facilitate a Sense of Ethnic Awareness and Understanding? A Study of Asian Pacific American Undergraduates. Journal of College Student Development, 45(3), 285-302. doi:10.1353/csd.2004.0037
  12. ^ Luo, J., & Jamieson-Drake, D. (2013). Examining the Educational Benefits of Interacting with International Students. Journal of International Students, 3(2), 85-101.
  13. ^ Inkelas, K. K. (2004). Does Participation in Ethnic Cocurricular Activities Facilitate a Sense of Ethnic Awareness and Understanding? A Study of Asian Pacific American Undergraduates. Journal of College Student Development, 45(3), 285-302. doi:10.1353/csd.2004.0037
  14. ^ Luo, J., & Jamieson-Drake, D. (2013). Examining the Educational Benefits of Interacting with International Students. Journal of International Students, 3(2), 85-101.
  15. ^ Pica-Smith, C. and Poynton, T. (2014). Supporting interethnic and interracial friendships among youth to reduce prejudice and racism in schools: the role of the school counselor. Professional School Counseling: 2014-2015, Vol. 18, No. 1, pp. 82-89. doi: doi:10.5330/prsc.18.1.u80765360j5825l0
  16. ^ Pica-Smith, C. and Poynton, T. (2014). Supporting interethnic and interracial friendships among youth to reduce prejudice and racism in schools: the role of the school counselor. Professional School Counseling: 2014-2015, Vol. 18, No. 1, pp. 82-89. doi: doi:10.5330/prsc.18.1.u80765360j5825l0
  17. ^ Devitt, Dave (November 21, 2017). "11 Benefits of Automating Manual Processes". Sydcon.
  18. ^ Darling, Nancy; Caldwell, Linda; Smith, Robert (2005). "Participation in School-Based Extracurricular Activities and Adolescent Adjustment". Journal of Leisure Research. 37: 51–76. doi:10.1080/00222216.2005.11950040. S2CID 33133694.

External links[edit]

  • doi:10.1002/hrm.10053 Using extracurricular activity as an indicator of interpersonal skill: prudent evaluation or recruiting malpractice, Human Resource Management, Rubin, R.S., Bommer, W.H. & Baldwin, T.T. (2002).
  • Extra Curricular Network Australia (ECNA) promotes Extra curricular programs for tertiary students in Australia.
  • Extra-Curricular Activities After School Programs for Kids in Houston
  • International Research Network Extended Education