Development Of Children’s Personality Through Nonformal Education. Teachers’ Perceptions

Abstract

Nonformal education has a planned and finite character. This is accomplished through out-of-school and/or extracurricular instructive-educative activities, as long as the embedded actions are characterised by great thematic variety and a high level of flexibility in organisation. The formative feature of nonformal education stands in the transcultural horizon it promotes, the variety of information/knowledge, of interest areas it covers, favouring the development of specific skills and satisfying particular interests. Educating children via such actions may substantially contribute to shaping harmonious and desirable personalities at the level of knowledge society, digitalised and tech society at the same time. The study aims to identify teachers’ perceptions regarding nonformal activities from the point of view of efficiency and their influence upon the development of a pupil’s personality. The conclusions emphasize the fact that both teachers and students express their option for such activities, but the extent to which these options are expressed may differ, meaning that learners choose such nonformal activities to a higher degree than teacher would. The study confirms the positive effects that nonformal education has upon students from the perspective of completing their knowledge, diversification of experience, multiplication of knowledge opportunities, facilitating social interactions and interactions with objects, things, various phenomena, which leads to the development and harmonisation of learners’ personality.