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The article presents the factors that help to improve the accessibility and quality of supplementary education of rural schoolchildren, defines the objectives of supplementary education and describes the pedagogic means of solving the most topical problems. Special attention is paid to the ways of satisfying individual interests and wants of children, to the analysis of the results of supplementary education of rural children, to the usage of the rural community resources and to the social partnership development. The article shows the social environment potential and social partnership resources in creating the supplementary education municipal network. The authors suggest the variants of the interaction of the school with other rural subjects, the content and forms of participation of the organisations and local people in children's supplementary education (CSE). The article emphasises the role of parents (legal representatives) in the CSE, proposes the ways of informing parents of supplementary education and their involvement in organising the CSE.

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The definition is given, upbringing possibilities of theatre activities are identified; their main form is children's association. Theatre association is seen as an upbringing environment where pedagogues and children solve a set of tasks of children’s upbringing and socialising in the process of theatrical activity. Particular attention is paid to the fact that, when organising theatrical activities, one should take into account the peculiarities of the region, the societas and the specifics of rural school. Rural school often assumes the functions of additional education for children and adults; it is the centre of cultural and leisure activities for the whole population. Problems when organising theatre activities for rural children are considered; it is also noted that setting up a theatre group in a school helps to overcome the socialisation difficulties of rural children. A number of favourable factors, positively influencing the organisation and development of children’s theatrical activity, their socialisation, include close ties of school and societas, closeness of children to nature, development of interaction of children with parents, with fellow villagers, rural spiritual and moral environment, development of integrative connections. It is noted that theatrical activity in a number of rural schools is a system-forming one, i.e. it unites the activities of all actors, it contributes to the integration of general education and additional education of rural schoolchildren. Peculiarities of the content, forms, methods and technologies that can be used when organising theatrical activity of rural schoolchildren are considered.