Keyword: «organizational and pedagogical conditions»

The article discusses the theoretical aspects of managing extracurricular activities in primary schools, its types-intra-school and integrative, and analyzes regulatory documents. A variety of directions and forms of extracurricular activities that contribute to the personal development of students, allowing them to apply their knowledge in various life situations. According to the author, effective organization of extracurricular activities is possible through the creation of organizational and pedagogical conditions, including mentoring, professional development, provision of scientific literature, internships, trainings, seminars, etc.

The article examines the factors contributing to the education of a culture of behavior and tolerance to peers with disabilities in a modern school, presents the results of an experiment in the preschool department. The formation of a culture of behavior in society is a long and far from simple process. The formation of a person's personality begins in early childhood, in this regard, it is necessary to purposefully educate children in moral qualities, thanks to which the child understands the value of other people, will be able to regulate their actions, and in the future become a highly spiritual member of our society. To achieve these goals, the school administration and teachers need to create psychological and pedagogical conditions through the content of educational subjects and adequate technologies and techniques.

The article deals with the problem of managing and supporting gifted and talented children in an educational organization. The process of managing the process of identifying and supporting gifted and talented children is regarded by the author as a decisive factor in creating optimal conditions for the formation and development of organizational culture in an educational organization, which involves the "meeting of personal meanings" of talented children, their teachers and parents.

The article considers the model of managing the organization of extracurricular activities on the basis of additional education in primary school, which is called "School-city House of culture-College of culture". Key points of the mechanism of organizing extracurricular activities: goal setting, regulatory framework, methodological, information and organizational support, human and financial resources, material and technical base, performance diagnostics.

The development of entrepreneurial activity of the population is the key to sustainable economic development of the country in the current socio-economic conditions. One of the significant priorities of the modern Russian state is the development of entrepreneurship among young people. The Russian economy more than ever needs active young professionals with an entrepreneurial mindset, focused on creating their own business, creating new jobs and introducing innovations. The relevance of the study is due to the need to find an answer to the question of what factors can stimulate the development of entrepreneurial activity of students during their studies at the university. The purpose of the article is to analyze the organizational and pedagogical conditions for the formation of university students' readiness for entrepreneurship, which ensure the transition from entrepreneurial intentions to the implementation of entrepreneurial activities. The leading approaches to the study were: systemic, competency-based and environmental approaches. Their application makes it possible to deeply and comprehensively analyze the problems of formation of readiness for entrepreneurship among university students and to systematize the organizational and pedagogical conditions that influence it. The article presents the results of a theoretical analysis of domestic and foreign sources on the problem of stimulating the entrepreneurial activity of students of higher educational institutions, as well as the results of a sociological survey of university students to identify factors that affect their readiness for entrepreneurship. The theoretical significance of the study lies in the fact that its results will supplement and deepen the scientific understanding of the influence of organizational and pedagogical conditions on the formation of students' readiness for entrepreneurship. The practical significance of the study lies in the fact that recommendations based on its results can be implemented in the work of university departments responsible for developing students' entrepreneurial competences and stimulating their entrepreneurial activity and will optimize the activities of higher education institutions in the context of the formation and development university entrepreneurial ecosystem.