In todays highly competitive world, students have to endure a lot of mental stress and possess to get involved in so many things in order to obtain knowledge. This is where co-curricular activities play an extremely significant role. They help us get mental snooze and also help us stay physically fit and healthy. Being only brilliant in academics doesn't help students become a liable citizen of that country. Students also needs to be similarly talented in other areas and even if not, they need to at least pay some desire for them. It is because being both academically and co-curricularly talented helps students to face the earth. This also helps in producing his/her personality. There is absolutely no question that academics will be the top priority in a student's life but it would be very wrong to say that co-curricular activities are some sort of hindrance to educational excellence. But students can only just value these activities when they get a supportive environment off their parents. Thus, present review targeted its attention on the frame of mind and perceptions which parents of supplementary college child have about Co-curricular activities and factors which have an impact on their attitude. Quite simply, study made an effort to find out those key factors on which parents build their attitude and perception for co-curricular activities at extra level because it's the top of the student's adolescent era and after this they choose for their future strategies.
Key Conditions: attitude, conception, co-curricular activities
INTRODUCTION:
Education is not merely worried about a basically of the 3 R's. It really is worried about the integrated development of the personality of a person; his physical, social, aesthetic, sociable, mental and mental aspects. Extra Education Fee (1954)"We wish the school to see if it can offer a richly assorted style of activities to focus on the development of children's complete personality. "
It is incredibly difficult to highlight sufficiently the incredible importance of the co- curricular activities for the introduction of the whole man. Changes in the philosophical and psychological ideas have finally given a new direction to the institution curriculum.
Philosophical ideas have caused a big change in die goals of education. The crying need of the hour is the training for democracy, and hence education must purpose at producing those individuals who can intelligently and amicably participate in the many activities of life. Traditional curriculum has didn't meet the requirements of the changing concept of education. The co-curricular programme is a convenient tool by which an inadequate curriculum may be changed.
Secondly, a consideration of mental health factors reminds us of the necessity of giving increasingly more attention to understand die individual differences of the children and of providing proper stores for the stream of the energies of the kids. These activities are extremely helpful in this regard.
'Learning by Doing', 'learning by Living' and 'Learning without Tears' are the key characteristics of new education. Education appropriately sometimes appears in terms of 7 R's i. e. , Reading, Writing, Arithmetic, Privileges, Responsibilities, Entertainment and Associations.
But the 'Fine art of living' is a lot more comprehensive principle than the acquisition of knowledge, however intelligently organized. It includes trained in the habit and graces of interpersonal life and the capability for cooperative group work. It calls for persistence, good temper, sincerity, fellow and discipline. These objectives can only just maintain the context of the social life and the countless curricular activities must find an established place in university.
Meaning of co-curricular activities:
Activities which supplement but are not part of the conventional academics curriculum are known as co-curricular activities. This means that Co-curricular activities are those activities which show up outside the regular academics curriculum yet these are an integral part of schooling or collegiate life. They are observed in tandem with an institute's curriculum and have a yearly plan. Most of the educational organizations in a variety of various areas of the globe facilitate these activities for institution and college students. Faculty is mainly involved in managing and directing these activities in colleges while it can be self-employed from faculty in colleges or universities. Today these activities have become more profound than previously. Co-curricular activities form the primary of students' life.
The Source of Co-curricular Activities:
These activities are as old as education itself though sphere was not as vast as it is today. Keep an eye on stem was one of the important organizations of the ancient Indian system of education. The Gurukulas of were personal corporations providing opportunities communal contacts on a huge level. In Athens and Sparta pursuits like athletics, music, and learner participation internment were very common. Plenty of educationists before have also mirrored these activities are inseparable part of any university curriculum and hence very very important to students.
Rousseau's revolutionary assertions such as '' to reside in is the trade I want to educate him (Emil) the thing is never to give him knowledge but the flavor and capacity of acquiring it, and the technique is that of personal finding 'and ''now the youngsters is usually to be educated fir the life and is to be in social romantic relationship. 'Spencer (1820-1903) arrived vigorously in his advocacy of co-curricular activities along with his clarion call' to prepare us for complete living is the function which education has to discharge. 'and for making this goal in most cases he advocates activities concerned with family life and rearing of the children social and politics activities, free time pursuits like music arts; crafts etc.
The great educational philosopher Dewey provided the great impetus to co-curricular activities in education, who advocated the philosophy of pragmatism. 'Education is not planning, of life put life itself 'with the assertion Dewey shook those who was simply emphasizing bookish education for making one's future life and profession meaningful and fruitful. His recommendation for implementing 'job method' in education, are straight through co-curricular activities at par with the intellectual things in the institution Curriculum.
Thus we see that the global style of 'too much bookish education' that rose and placed sway from 13th to 19th centuries is the majority of the school and colleagues was greatly checked and corrected by these intensifying educational thinkers in the later half the previous century and in the first of this 20th century.
Co-curricular Activities as an Integral Part of Education:
In the past, these activities were mainly organized after school time therefore were 'extra curricular But now "they are really as integral an integral part of the activities of the school as its curricular work and their business needs just as much care and then for might. " The Secondary Education Commission marks, "Given a clean, nice and well-maintained building, we would like the school to see if it provides a richly assorted, structure of activities to serve charge development of their children's whole personality has to formulate a structure of interests, occupations id tasks that will appeal to, and draw out the power 'children of differing temperaments and aptitudes'.
National Insurance policy of Education (1986) has stated about "sports and physical education and also rendering of cultural service by students while learning, are an inseparable part of the learning process". Further they recommended that "at upper primary level, while involvement in activities relating to physical education and activities should be the primary theme, some elements of textual materials could be presented also. At least one period per day should be dedicated for physical education and sports at this time. "
Similarly Programme of Action (1992) has emphasized these activities (CCA) should advantage students and youngsters in several ways, including personality building, co-operative undertaking and stamina. These activities will also greatly help students create a sense of self-confidence and self-esteem, and can help then in their future professions. Because of this physical education and yoga should be introduce for at least 45 minutes per day, preferably just after assembly. And game titles should be included in the institution time-table for at least two periods in weekly.
In Country wide Curriculum Platform (2005) skill as a topic at all levels is recommended which includes music, dance, visible arts and theater. In addition, it emphasized on work which is linked with learning from pre most important knowledge into experience, as well as physical activity so the child's success depends upon well planned physical activities.
Thus, having understood that co-curricular activities are essential part of student's life, investigator made an extremely serious attempt to discover the attitude and perception of parents because they are the most influential element in selecting curriculum and activities for students at supplementary level.
STATEMENT OF THE PROBLEM:
A STUDY IN THE ATTITUDE AND Conception OF PARENTS TOWARDS CO-CURRICULAR ACTIVITIES IN SCHOOL
OPERATIONAL Description OF TERMS:
Attitude: A predisposition or a trend to respond positively or negatively towards a certain idea, object, person, or situation. Frame of mind influences an individual's choice of action, and reactions to challenges, bonuses, and rewards (along called stimuli). Four major components of attitude are (1) Affective: thoughts or feelings. (2) Cognitive: notion or opinions held consciously. (3) Conative: inclination for action. (4) Evaluative: positive or negative response to stimuli. In short, the way a person views something or will act towards it, often in an evaluative way.
Perception: The procedure, take action, or faculty of perceiving. Conception means just how do children understand co-curricular activities in today's study? Could it be negative or positive?
Co-curricular activities: These activities may be defined as the activities undertaken to fortify the classroom learning as well as other activities both outside and inside the classroom to build up the personality of the kid.
OBJECTIVES OF THE STUDY:
To study the frame of mind of parents towards co-curricular activities.
To study the understanding of parents towards co-curricular activities.
To research the factors influencing the attitude of students and parents towards co-curricular activities.
METHODOLOGY:
To study the condition 'Descriptive survey method' has been used.
POPULATION:
The human population for today's study comprised parents of the students of school IX and X of Sarvodaya Institutions, Directorate of Education, Delhi Govt.
SAMPLE:
Sample for today's study comprised 100 parents of the students of category IX and X randomly chosen from Sarvodaya Academic institutions of Region- South-West of Delhi, Directorate of Education, and Delhi Govt.
TOOLS/TECHNIQUES USED FOR DATA COLLECTION:
In today's review the investigator has used Questionnaire and Interview Timetable as tools to accumulate the data.
Questionnaire for the decided on parents.
Interview Program for the selected parents.
FINDINGS OF THE ANALYSIS:
Present research was began with some preplanned goals and now, it's the time for you to look back again at the goals of the analysis again.
First goal was to study the frame of mind of parents towards co-curricular activities. It was found by the researcher that 1 / 2 of the parents (47%) are not ready to let their child to take part in the co-curricular activities (CCA) as they responded that is an important phase of student's life when they need to look forward to their future rather than squandering their time on these activities. On the other hand, there are parents (45%) who support the youngster to participate in CCA as they assume that these activities supply the children with great opportunities to build up their self confidence and keep their children toned and healthy. These parents provide proper advice and encouragement to their children and organize all the materials necessary for it. These parents are and only similar balance between academics and co-curricular activities.
No. of parents who want their children to participate in CCA
It can be quite easily concluded from the Fig. 1 that almost 1 / 2 of the parents have good attitude towards the participation in co-curricular activities. These parents encourage their children on every step to provide moral support and they take keen affinity for their performance as well. They can be found to start to see the growth and beauty of the expertise and assurance of the youngster. On the other hand, 47% of the parents are highly against the participation of their children in the co-curricular activities as they think that children of supplementary level are of adolescent time which is the crucial period where they have to plan for the near future career and make a decision their future goals for better life therefore the children shouldn't spend their time on these activities, instead they must utilize the time for their study. Parents consider that the academics curriculum is a lot more important and should be given more status in colleges than the co-curriculum. Regarding to them, educational institutes are only designed to deliver education and awarding identified qualifications. In addition they view higher education of a greater importance than the co-curricular when being decided on by employers. There is also a view based on logic that there surely is more dependence on super proficient individuals and therefore institutes should make customized individuals in their preferred fields. Most modern occupations require expert knowledge and skills, which may take years to acquire. Co-curricular activities distract students from expanding skills in whatever selected field they have chosen to specialize in. 8% of the parents occasionally encourage their children to participate to get their feeling fresh as well as for having fun and pleasure.
Thus, the negative and positive frame of mind of parents towards co-curricular activities is dependant on their own assumptions which automatically gets inculcated in their children too.
Second goal was to review the belief of parents towards co-curricular activities. Through this target an attempt was designed to understand and examine the understanding of parents i. e. just how do they perceive co-curricular activities? Are co-curricular activities important for the child all round development? It was found by the researcher that most the parents find out about co-curricular activities and 52% of the parents (Fig. 2) arranged that involvement in co-curricular activities did build-up the confidence degree of child. The reactions indicated that contribution works as catalyst and the skill sets off up. The students get vulnerability and gratitude. It encourages and motivates him/her for further participation. Participation gives the sense of satisfaction and achievement, the self strategy becomes high.
No. of parents who arranged that CCA builds self-confidence of the child
Fig. 2 also reveals that we now have 33% parents who believe co-curricular activities are not in any way important as they distract the students from academics. They think that the educational curriculum is very much more important and must continue being given more position in universities than the co-curriculum. Students are meant to be acquiring an education and gaining acknowledged qualifications. Co-curricular activities are nice, however they have never been proven to actually play a vital role in a student's life. And if they distract students from focusing on their academic skills, they could be actually hazardous. So, these parents have total negative understanding about CCA. 15% of the parents accepted that CCA has very little effect on student's personality and their locus of control is more towards academics nevertheless they wanted the youngster to participate in CCA to be effective, alert as well as for refreshing their ambiance.
It was also discovered by the investigator that majority of the parents are aware of the need and advantages of co-curricular activities but half the parents aren't prepared to give CCA an important and required place in the lives of the youngster as they are not able to understand that the kid can have another career in virtually any of the actions.
No. of parents who concur that CCA helps in the all round development of the child
Fig. 3 implies that 80% of the parents arranged that CCA assists with the all round development of the kid which means physical, mental, public, emotional, psychological, religious and moral development. These parents also established that co-curricular activities determined the hidden talent of their child. The responses revealed that majority of the parents found that CCA is important in today's life as: Child becomes competent enough and self dependent; discovers to fight his inhibition; child becomes interactive; healthy and fresh brain to pursue future purpose and CCA in school is right stage, right platform, and right opportunity to enrich skills. Only responses of 16% parents shown that CCA doesn't play any role in the all round development of the kid.
No. of parents who want CCA to be a part of Curriculum:
Fig. 4 represents that majority of the parents are and only CCA as they need that it should be a fundamental element of regular curriculum while 17% of the parents aren't and only including CCA in the curriculum because academics sorts an important part in their viewpoint. 25% of the parents want that CCA should be a part of the academics sometimes for providing a change to the students.
Third goal was to review the factors influencing the attitude of parents towards co-curricular activities. It had been discovered by the scholar that interpersonal pressures, emerging trends, interest of the child are some of the key deciding factors for the frame of mind and the notion of parents. These factors form the positive attitude and belief about co-curricular activities which positive notion are directly reflected in the belief of the youngster.
It is a favorite fact that wide range of experiences make students better for future years, especially in the current uncertain world. Wide-ranging education provides better preparation forever in a society where an individual may need to change career many times in their life. University student minds aren't mature enough to see what's good and what's harmful to them? Their decisions may be affected by peer pressure etc. but at the same time these activities should not be pressured. Co-curricular activities have to be more refined, numerous and interesting so as to be widely accepted and successful. An effective co-curriculum develops links between your institution and the wider community, delivering local enthusiasts directly into work with students, and sending students out to focus on community tasks. Many children have abilities in all types of different areas, which is wrong to pressure them to concentrate too early. A profession is not the only real part of an adults life institution needs to make certain they have interests and skills that will assist them in their family and leisure lives too. Through similar balancing of academics and co-curriculum, the students have the opportunity to exercise their rights and the opportunity to be multi-talented.
CONCLUSION:
Thus, it could be concluded from the conclusions of the study that parents understand the worthiness and need of the co-curricular activities but half of the parents do not encourage the youngster to take part in these activities as they respect it as wastage of the time and academics becomes a lot more important in their live. These parents feel that children can only achieve success when they'll spend additional time on academics. Gleam view predicated on logic that there is more need for super accomplished individuals and therefore institutes should make customized individuals in their preferred fields. Modern professions require expert knowledge and skills, which can take years to acquire. Co-curricular activities distract students from expanding skills in whatever preferred field they have chosen to focus on.
On the other palm, there are parents who arranged that children should positively participate in these activities as it helps in figuring out the hidden skill in the kid and develop self-confidence. These activities give a rich experience to the kids which help those to maintain in this uncertain world and make them multi-skilled. Involvement in these activities builds up many skills such as management skills, taking initiatives, team-spirit etc. Thus, it could be figured these activities are really important as they have a potential of growing the intellect of a student which is definitely not possible with theoretic methods. For this co-curricular activities need to be effective so that they can supply the right contact with your brain. When effective these activities provide a practical hands-on method of the students which provide similar experience that they will face in the exterior world. Such experiences go a long way in producing multi-faceted personalities which, in credited course of time may bring honour to the united states as well.
