Annotation. The concept of social cultural activities. Pedagogy as a science about the essence of the development and formation of personality. Psychology as a science about the patterns of development and functioning of the psyche as a special form of human life.
The psychological and pedagogical basis is socio-cultural activity as an integral system of interrelated components that contribute to the expedient organization of free time for all age groups.
Psychological and pedagogical factors and mechanisms of influence on participants in socio-cultural activities. Psychological and pedagogical methods.
Theory of inventive problem solving (TRIZ).
Pedagogical components of socio-cultural activities. Socio-psychological factors influencing the solution of pedagogical problems.
Socio-cultural activity, according to T. G. Kiseleva and Yu. D. Krasilnikov, is an independent subsystem of the socialization of the individual based on the inclusion of a person in the creative process of self-realization and development of cultural values in free time. This activity is based on the interaction of people. The effective organization of this human interaction, the most creative activity is impossible without the use of the achievements of such sciences as pedagogy and psychology. In the Great Modern Encyclopedia "Pedagogy and Psychology" (compiled by E. S. Rapatsevich) (2005), pedagogy is defined as the science of the essence of personality development and formation, developing on this basis theories and methods of education and training as a special organized process. Psychology is the science of the patterns of development and functioning of the psyche as a special form of human life.
The psychological and pedagogical foundations of SKD are being developed by a number of domestic scientists. The greatest contribution in this direction was made by Yu. A. Streltsov, D. M. Genkin, G. I. Frolova, E. I. Smirnova, M. A. Ariarsky, V. E. Triodin, N. N. Yaroshenko, V. Ya. Surtaev, A. D. Zharkov, G. I. Baklanova, V. S. Rusanova and others.
The modern theory of SKD is based on humanistic, human-centered psychological and pedagogical ideas. Currently, CDS scientists and practitioners pay special attention to psychological and pedagogical factors and mechanisms of influence on CDS participants, for example, the use of individual or collective technologies of amateur creativity of adults and children. With the help of psychological and pedagogical methods, didactic and educational tasks are solved, the collection and analysis of the information necessary for the organizers of the SKD is carried out. So, for example, when organizing leisure activities for children and youth, family vacations, the means of folk ethnopedagogics are actively used, especially for the revival of national cultural traditions. For example, when organizing mass holidays, such psychological and pedagogical methods as emotional infection, suggestion, demonstration, example, game are used, which contribute to the effectiveness of the socio-cultural impact on the audience.
Socio-pedagogical parameters, methods and techniques of sociometry, referentometry allow optimal interaction, for example, for members of a club association, to develop their creative abilities. To implement educational, recreational, rehabilitation and other socio-cultural technologies, it is necessary to take into account the psychological characteristics of the audience, the content of its attitudes and value orientations. For successful creative development of SKD participants, it is necessary to use psychological and pedagogical methods that determine the level of creativity. For example, they have positively proven themselves in the development creativity children in institutions of additional education technologies based on the theory of inventive problem solving (TRIZ).
The professionalism of a CDS specialist is determined by how psychologically and pedagogically competently the interaction between him and the CDS participants is built. Based on the knowledge of psychology and pedagogy, a specialist can effectively explore the cultural needs of the audience, the motivation for participating in SKD, the level of communication culture, and much more.
The most important pedagogical components of the SKD are: taking into account the patterns of training and education of participants in this process; effective application of psychological and pedagogical methods and technologies; the establishment of pedagogically justified connections and relationships among the participants of the SKD.
The emergence of new socially significant leisure interests, hobbies, needs is a powerful pedagogical potential of the SKD. The specialist creates real conditions for the realization of this potential within a specific socio-cultural institution. The solution of pedagogical problems that arise in the process of SKD depends on taking into account the following socio-pedagogical factors, which are distinguished by T. G. Kiseleva and Yu. G. Krasilnikov. This:
Inter-subject cooperation of SKD partners, taking into account the influence of the surrounding cultural environment;
The choice of effective psychological and pedagogical methods and technologies in the implementation of SKD, from planning, control and ending with the analysis of results;
Implementation of an ethical attitude towards all participants in the SKD, the development of their spiritual and moral potential;
Formation of an aesthetic environment in which SKD is implemented;
Influence on the emotional and volitional mood of participants in the SKD; increasing the level of conscious activity of the audience;
Raising the educational and general cultural level of participants in the SKD;
Creation of conditions for maximum realization of the creative potential of SKD participants.
The above provisions speak of the need for deep and versatile psychological and pedagogical training of professional organizers of the SCA, and modern socio-cultural professional education is focused on this. Thus, the psychological and pedagogical basis of the SKD can be characterized as an integral system of interrelated components that contribute to the appropriate organization of free time for all age groups. This pedagogical system of cooperation and co-creation is part of a general cultural process, contributes to familiarizing a person with the values of national and universal culture, developing the creative abilities of an individual, and his spiritual growth.
A social worker and leisure organizer is in charge of managing the behavior and activities of a person in her free time - a specific social, pedagogical, psychological impact on the leisure sphere of a family, a child or a teenager separately.
The modern middle class situation with particular acuteness has put forward the problems of a radical change in educational activities among children, adolescents, youth, profound transformations in family education, educational activities of labor, educational teams, work at the place of residence - the entire cultural and leisure sphere.
For the full inclusion of adolescents in life, for the effective and creative fulfillment by them social functions members of society, in order to prepare an individual for self-development, self-education, an aesthetically and pedagogically organized system of comprehensive social assistance to the younger generation is required. Consequently, there is a need for appropriately trained personnel.
The problem of solving this problem lies in the isolation of existing specialists, their low wages and limited functions in the SCI interaction system.
Life put forward the task of training a special category of leisure organizers- a social teacher working in the specific conditions of an open macro-social environment, specializing in helping the family, organizing versatile activities for children and adults in the field of leisure, solving educational and educational problems, correcting behavior and social rehabilitation of certain groups of children, adolescents, youth, able to provide permissible and expedient social and pedagogical intervention in the process of socialization of children and adolescents.
The process of increasing the socio-pedagogical role.
A specialist teacher and organizer of the SCS is necessary for the creation and functioning of a favorable leisure microenvironment that contributes to the socialization of the individual, its development, its “growing into human culture”, overcoming the lack of communication, emotional alienation of adults and adolescents, establishing their mutual trust.
Psychological and pedagogical systems of SKD.
P-p system ACS is a system of interrelated, complementary and interacting components, which implies the direction of the organization of individual leisure at all age stages in various areas of the macro environment and with the participation of all subjects of education.
SKD is an integral pedagogical system. It contains educational factors:
Making educational demands on yourself
Space of freedom and independence
Limit of independence
Satisfaction of socio-pedagogical needs
openness
Exposure to the influences of various public institutions
Communication
Active character.
The SKD has an endless pedagogical potential. Under pedagogical potential of the SKD is understood as the totality of its SC subjects that contribute to the emergence and development of new leisure interests and needs.
Components of pedagogical potential:
The system of individual-family choice and the design of forms and methods of spending free time
Design and implementation of traditional and alternative forms of leisure self-organization
Creation of real opportunities for the manifestation of initiative and initiative.
One of the conditions for building capacity is the creation at various levels of real conditions for the regional association of various SCIs that solve pedagogical problems.
There is a wide system of psychological methods - techniques and means by which certain didactic tasks are solved, the collection and analysis of facts and insights used for the further development of socio-cultural theory and practice. The conjugation of cultural studies and social pedagogy, as well as the approach to education as the largest and most self-sufficient area of the SKD as a whole, give grounds for highlighting the pedagogical component in it. SKD is by its very nature deeply pedagogical. Many social problems one way or another invariably acquire the status of pedagogical tasks. Psychological and pedagogical interaction and mutual influence are most prominently and deeply represented in the field of methods and technologies of SKD. The role of psychology and pedagogy is extremely important in solving such urgent problems for the sphere of culture and leisure as the professional self-determination of future specialists, professional selection and identification of their professional suitability, as well as their self-actualization and the implementation of a successful career. The concept of the pedagogical potential of the SKD as a broad set of its socially active subjects; others that contribute to the emergence and development of new leisure interests, hobbies and needs. Pedagogical organization of SKD in the region. Its diagnostic and formative stages. The need for the most complete use of the socio-pedagogical potential. Overcoming the reasons preventing its full and effective use. Basic requirements for capacity building. Study of leisure interests and needs of the population. Creation of a real opportunity for the manifestation of initiative and amateur performance, cultural and leisure activity of people.
Methods of socio-pedagogical influence on leisure:
Method of inheritance (cultivation)- an ideological, moral, aesthetic and other setting, a generally accepted norm, a rule.
suggestion method- the object's perception of information without comprehending it.
Infection method, that is, hypertrophied excitement in the mass of people of "herd feeling", complete disconnection from a personal relationship to the environment (panic, general exalted delight, etc.).
Socio-pedagogical method of persuasion- a way of conscious mastering by the object of the knowledge communicated to him, instilled feelings.
Example method- persuasive evidence.
Method of organizing behavior, exercises, training. Its essence is the conscious purposeful accumulation by the object of personal experience.
Methods of encouragement and censure. Requirements for them: validity, reliance on public opinion, efficiency, publicity, emotional design.
The study of the leisure audience. Ways of socio-pedagogical study of the audience.
Observation- included, not included, systematic, episodic, continuous, selective.
Conversation- as a method of studying the object. "Free" conversation and programming.
Interview. experimental method
. Base and control object. Other ways to study the audience: content analysis, study of documents, viewers, readers, scientific and practical, reporting and other conferences.
Recreational technologies.
Recreational (restorative) and sports and health technologies are designed to ensure and maintain human viability. They are universal in their use in the SKD process.
Modern recreational methods are based on the psychological and pedagogical patterns of entertainment and gaming, sports and recreation, artistic and entertainment activities. In the process of developing most recreational projects aimed at improving the quality of life and improving life, the main attention of specialists is focused on introducing the latest achievements in biology, physiology, psychology, and medicine into the practice of mass and specialized leisure.
A special place in recreational methods is occupied by animation SC technologies.. These technologies came to us from Western countries, primarily from France. Using various types of artistic creativity as methods of "revitalization" and "spiritualization" of relations between people, socio-cultural animation is one of the most attractive types of leisure activities based on modern principles. The purpose of animation technologies has a pronounced humanitarian focus - to prevent the alienation of the individual in the culture of society, in the structure of social relations. The main subject of SC animation is personality.
There are two types of professional animators: leaders-coordinators and specialist teachers who lead circles and studios, teach courses, engage in social and cultural activities at the place of residence, and provide psychological support in the structure of everyday social relations. The content of animation technologies includes a comprehensive assessment of a crisis situation (“good” - “bad”), assistance in determining and understanding which of the methods of action in a given situation is suitable for effectively achieving the goal, awareness of real opportunities and their choice, awareness of the likely consequences one or another decision (what happens in a changed situation).
The methods of bioenergy, rebirthing (breathing technique), shaping, art therapy, the possibility of conversational psychotherapy, bibliotherapy, psycho-gymnastics, etc. are used. the organization of recreation and entertainment carries a significant social, educational, psychological, rehabilitation burden.
In the use of recreational technologies, it is necessary to rely on the psychological and pedagogical characteristics of various age groups.
The information-developing, educational function of leisure activities aims at information and organization cognitive activity people, dissemination of a complex of diverse social and humanitarian knowledge, health education, instilling active recreation skills and physical education, acquaintance with the medical possibilities of health resorts and their most rational use.
The recreational function maximally contributes to the full rest of people, the restoration of their physical and spiritual strength, the organization of active leisure activities and entertainment, providing a variety of activities, a change of impressions, a positive emotional mood, relieving stress and fatigue.
According to its focus, the content of leisure in health resorts and tourist institutions includes: concert and entertainment and film services, library work, theatrical and sports festivals, organization of evenings of questions and answers, oral magazines, theme evenings, discos, gaming competitions, etc.
SKD as a scientific discipline is closely connected with pedagogy, and in its field of vision are processes and phenomena that are studied by pedagogy, but are considered in a certain, specific way: the pedagogical process, means, forms, methods, and other concepts. The connection with pedagogy is due to the fact that socio-cultural activities are developing in nature, capable of exerting a directed impact on the individual. This process is carried out on the basis of laws in many respects common with pedagogy.
The deepest pedagogical everything is permeated with meaning - the very act of entering the subjects of the SKD, the Teacher and his Student, into an infinitely rich storehouse of cultural values, and the very moment of interaction of these subjects, built according to the laws of pedagogy, and the very constant focus of this interaction on the free choice of occupations, on the initiation of creative efforts and abilities of subjects. Socio-cultural activity is a pedagogical system associated with other areas of human activity; it plays an active role in shaping social practice along with economics, politics, and ideology. SKD as a pedagogical subsystem, expressing the essence and methodology of pedagogical. influence, acts as a connection between the subject and the object. subject, object, goal, content, means, methods, forms, mat.-tekhn. base, financial support process. Within the framework of this system, the ACS is considered. as a pedagogical directed, shaping and developing personality.
The system, therefore, consists of the following necessary and sufficient components: Pedagogical aspect of the SKD concluding. in the regulation of the processes of socialization and individualization of a person, that is, in the social. upbringing and development, carried out in the forms of leisure activities and aimed at solving the trail. cultural and educational tasks:
Purposeful introduction of a person to the riches of culture, the formation of his value orientations and "elevation" of spiritual needs;
Stimulation of social activity, initiative and initiative of a person in the field of leisure, improving his leisure skills, that is, the ability to rationally, meaningfully and diversely organize his free time in order to maintain physical and spiritual health and self-improvement;
Creation of conditions for the identification and development of personality abilities, the realization of its creative potential and positive self-affirmation.
From the very beginning, this pedagogical paradigm (a set of theories) acquired a universal and systematic character. First, it extends both to the area of leisure proper, free time, and to the vast area of professionally employed, working time spent on highly skilled activities outside of leisure. Secondly, it defines a clear socio-pedagogical status of a huge detachment of professional specialists involved on an equal basis with non-professionals in numerous state and non-state institutions and organizations of a socio-cultural profile .. As a result, pedagogical. the paradigm becomes, in essence, the dominant, backbone element of the structure, content, the very essence of the subject of socio-cultural activity.
Since socio-cultural activity belongs to relatively young, growing branches of scientific knowledge, its methodological base is constantly in need of replenishment and qualitative enrichment. This area, like other areas of pedagogical social practice, in addition to the shortage of the latest modern technological developments in the production of high-quality cultural products and services, also experiences a shortage of fresh scientific ideas, often elementary common sense, a shortage of modern professional knowledge and skills. Culture, education, art, leisure need people who can develop and propose new ideas, take the lead in promoting innovative projects and programs, communicate with others, skillfully direct their knowledge and energy. In solving these problems, the leading place, of course, belongs to the basic scientific disciplines- Pedagogy and psychology, the purpose of which in this case is the psychological and pedagogical support of both professional and non-professional (amateur) socio-cultural activities.
The inclusion of sections of the psychological and pedagogical cycle in the course of the basics of socio-cultural activity is natural and logical. The subject of this cycle are the psychological and pedagogical factors and phenomena that determine the effectiveness of any type and level of socio-cultural activities.
characteristic feature socio-cultural activity is the organic unity and interaction of goals, objectives, principles, directions, content, means, forms and methods of people's occupations in their free time. That is why it objectively needs a scientifically substantiated interpretation.
T.G. Kiseleva, Yu.D. Krasilpikov. Socio-cultural activities
tions and, above all, in reliable, reasoned, supported by sound conclusions and recommendations, psychological and pedagogical support.
At the heart of modern concepts of socio-cultural activity is a truly humane, human-centric view of the essence and meaning of decisions and actions taken in this area. It is the personality as the highest value that is considered by a set of humanitarian disciplines - philosophy, sociology, pedagogy, psychology, cultural studies, which make up methodological framework theory, methodology and organization of socio-cultural activities.
At present, we are witnessing a consistent reversal of the content and organization of socio-cultural activities towards psychologization, since it is precisely psychological factors, conditions, mechanisms that largely determine the effectiveness and efficiency of individual and collective activities of participants in socio-cultural communities. Psychology and, in particular, social psychology, serves that ", a science that helps to achieve goals based on creativity, abilities, intelligence, professional knowledge and skills of children and adults.
Applied branches of psychology, including age and educational psychology, psychodiagnostics, ethnopsychology, labor psychology, management psychology and others, are associated with; development and description of specific methods and technologies aimed at transforming the sphere of culture and improving various types of both professional and amateur socio-cultural activities.
There is a wide system of psychological methods - techniques and means by which certain didactic tasks are solved, the collection and analysis of facts and information used for the further development of social -; cultural theory and practice.
In various socio-territorial communities, the method of inheriting cultural values has become widespread; in families and in educational and creative teams, he firmly established himself as; ideological and moral, aesthetic and other attitudes, generally accepted norm, rule. The practice of creative "resuscitation" is well known
In solving these problems, the leading place naturally belongs to the basic scientific disciplines of pedagogy and psychology, the purpose of which in this case is the psychological and pedagogical support of both professional and non-professional amateur socio-cultural activities.
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PAGE \* MERGEFORMAT 4
INTRODUCTION
1. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF SOCIAL AND CULTURAL ACTIVITIES AS A PROBLEM OF SCIENTIFIC RESEARCH
1.2. APPLICATION FEATURES
2. CURRENT STATUS, USE AND DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS IN SKD
2.2. RUSSIAN EXPERIENCE OF APPLICATION OF PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS IN SKD
CONCLUSION
INTRODUCTION
Culture, education, art, leisure need people who can develop and propose new ideas, take the lead in promoting innovative projects and programs, communicate with others, skillfully direct their knowledge and energy. In solving these problems, the leading place, of course, belongs to the basic scientific disciplines - pedagogy and psychology, the purpose of which in this case is the psychological and pedagogical support of both professional and non-professional (amateur) socio-cultural activities.
Topic term paper - Psychological and pedagogical foundations of socio-cultural activities.
The relevance of researchlies in the constant search for new solutions to socio-cultural problems. Culture, education, art, leisure need people who can develop and propose new ideas, take the lead in promoting innovative projects and programs, communicate with others, skillfully direct their knowledge and energy. In solving these problems, the leading place, of course, belongs to the basic scientific disciplines - pedagogy and psychology, the purpose of which in this case is the psychological and pedagogical support of both professional and non-professional (amateur) socio-cultural activities.
The social significance of the problemis the value of knowledge of the theory of socio-cultural activities, namely the psychological and pedagogical foundations used in the socio-cultural sphere. The reason for this is the desire to master the skills and abilities as the leader of the sociocultural process, which is impossible without knowledge of the theory of the sociocultural sphere.
The purpose of the work is the study of the psychological and pedagogical foundations of socio-cultural activities.
Object of studyare the psychological and pedagogical foundations of socio-cultural activities and the analysis of experience in the work of cultural institutions.
Subject of research is an typology and implementation of psychological and pedagogical foundations in the process of socio-cultural detail and analysis of experience in the work of cultural institutions
Research objectives:
- Consider the concept of "psychological and pedagogical foundations" of socio-cultural activities;
- To study the typology of the psychological and pedagogical foundations of socio-cultural activities;
- To discover the scope of the implementation of psychological and pedagogical foundations in the process of socio-cultural activities;
- To analyze the experience of implementing the psychological and pedagogical foundations of socio-cultural activities in the activities of cultural institutions.
Research methods:
- Search for material on a given problem;
- The study of theoretical and practical material on the psychological and pedagogical foundations of the socio-cultural sphere;
- Analysis of the studied material.
Scientific novelty of the research lies in enrichment of the theory of social and cultural activities with new results of the study of the issue of psychological and pedagogical foundations of the sociocultural sphere.
Practical significance research is the possibility of transferring the acquired knowledge about the psychological and pedagogical foundations of socio-cultural activities to practice.
The degree of development of the problemcarried out in full by specialists in the sociocultural sphere, since these theoretical foundations the whole system of social and cultural activities is being built. Every year more and more literature is published on this issue, including scientific articles. This issue was studied: Ryabkov V. M. , Kiseleva T.G., Krasilnikov Yu.D.,Shiryaev S.I. , Zharkov A. D. and others.
The structure of the course work:course work consists of an introduction, two chapters, which reveal the issue of psychological and pedagogical foundations of socio-cultural activities and analysis of their implementation, conclusion and list of sources used.
- PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF SOCIAL AND CULTURAL ACTIVITIES AS A PROBLEM OF SCIENTIFIC RESEARCH
In the first chapter, the author will consider the concept of "psychological and pedagogical foundations" of socio-cultural activities, the features of their application, touching on different points of view of specialists in socio-cultural activities, and also consider the features of their application in the process of socio-cultural activities. Worked on these questions:Ariarsky, A.I., Vasilyeva, T.G., Eroshenko, I.N., Kiseleva, T.G., Krasilnikov Yu.D. and many others.
1.1. PSYCHOLOGICAL AND PEDAGOGICAL BASES - CONCEPT, ESSENCE, CONTENT
Socio-cultural activity is a historically established pedagogically directed socially conditioned process of interaction between people in the creation, use, and dissemination of cultural values. The most important methodological categories that characterize the essence of socio-cultural processes are the principles of socio-cultural activities.
Socio-cultural activity is a social phenomenon, which is characterized as a set of relations, activities carried out by specific forms, methods, principles and means based on the interests shown by a person in cultural life, interaction and communication of people in their free time. It is considered as the experience of social activity accumulated in society, based on a combination of material and spiritual values.
A characteristic feature of socio-cultural activity is the organic unity and interaction of goals, objectives, principles, directions, content, means, forms and methods of people's occupations in their free time. That is why it objectively needs a scientifically based interpretation and, above all, a reliable, reasoned, psychological and pedagogical support supported by sound conclusions and recommendations.
At present, we are witnessing a consistent reversal of the content and organization of socio-cultural activities towards psychologization, since it is precisely psychological factors, conditions, mechanisms that largely determine the effectiveness and efficiency of individual and collective activities of participants in socio-cultural communities. Psychology and, in particular, social psychology, serves as the science that helps to achieve goals based on creativity, abilities, intelligence, professional knowledge and skills of children and adults.
No less important is the role of psychological and pedagogical foundations in organizing the leisure of the population. In modern literature, leisure is not presented as an integral object of analysis, the very concept of "leisure" is often interpreted and understood as rest, entertainment, pleasure, play, free time, non-work activities, freedom, recreation, etc.
Leisure is a necessary and integral element of the lifestyle of every person. Therefore, leisure always appears before us in the context of the realization of the interests of the individual associated with recreation, self-development, self-realization, communication, pleasure, health improvement, etc. This does not mean that leisure is synonymous with freedom, and it would be wrong to say that duties do not play any role in leisure. Although leisure includes freedom from a certain range of duties, nevertheless, like other social phenomena, it is subject to social forces.
The characteristic features of leisure, free time are its inextricable links with the content of a person’s labor, his family and living conditions, and individual characteristics.
Thus, leisure, leisure (or recreational) time is a part of the social time of an individual, group or society as a whole, which is used to preserve, restore and develop the physical and spiritual health of a person, his intellectual improvement. Children and pensioners, a very large category of the population, have the greatest amount of leisure time. This time gives them the opportunity to satisfy the need for communication and hobbies, solving economic and domestic issues, active recreation, etc.
1.2. APPLICATION FEATURES
From the point of view of psychology and pedagogy, the starting point for the human-centric approach to the socio-cultural process is the following position. Man is the main value object, without which neither the production, nor the sale, nor the consumption of cultural products and services is possible. This is not an interchangeable part, but a personality with its own character, motivation, inclinations and hobbies. In essence, a person is a source and carrier of an intellectual resource that any, even the most primary socio-cultural community, such as a family, has. The result, quality and profit in the sale of products of individual and collective socio-cultural activities ultimately depend on the person, on the ability to help him reveal himself, to support and encourage his initiative and creativity as much as possible.
At present, we are witnessing a consistent reversal of the content and organization of socio-cultural activities towards psychologization, since it is precisely psychological factors, conditions, mechanisms that largely determine the effectiveness and efficiency of individual and collective activities of participants in socio-cultural communities. Psychology and, in particular, social psychology, serves as the science that helps to achieve goals based on creativity, abilities, intelligence, professional knowledge and skills of children and adults.
Applied branches of psychology, including developmental and educational psychology, psychodiagnostics, ethnopsychology, labor psychology, management psychology, and others, are associated with the development and description of specific methods and technologies aimed at transforming the sphere of culture and improving various types of both professional and amateur socio-cultural activities.
There is a wide system of psychological methods - techniques and means by which certain didactic tasks are solved, the collection and analysis of facts and information used for the further development of socio-cultural theory and practice.
In the practice of socio-cultural activity, the role of such a psychological phenomenon as suggestion is quite tangible. V.M. Vakhterov, IP. Pavlov, K.I. Platonov and other domestic psychologists. The method of voluntary and involuntary, direct and indirect suggestion is relatively often used for health purposes as a means to achieve the effect of hyperamnesia (supermemorization) in sports, art, and pedagogy. No less well known is the effect of the method of psychological infection, hypertrophied excitement in the mass of people, especially in teenage, youth audiences, “herd feeling”, complete disconnection from a personal relationship to the environment (creating a panic atmosphere or achieving general exalted delight, etc.). At the same time, infection as a socio-cultural phenomenon can take a variety of forms - from thoughtless imitation in fashion to universal truly wild and insane frenzy. It is the method of psychological infection that implicates the aggressive nature of modern mass culture, the whole practice of promoting and establishing its "stars" and "idols". Managers, educators, and technologists employed in the socio-cultural sphere are well aware that the lack of proper organization, control and regulation of the use of infection inevitably leads to the real emergence of unhealthy excitement in the crowd, massive psychological “dislocations” and outbreaks of aggressiveness.
The effectiveness of each of the psychological methods depends on how it meets a number of requirements, namely: validity - the accuracy of measuring the result obtained, the effectiveness and degree of adequacy of the problem under study; reliability - the constancy and sustainability of the results; laboriousness, the amount of time and the level of qualification required to master this method. In the process of socio-cultural activity, such methods of psychology as the method of observation, questionnaire methods, diagnostic methods and the method of experiment have become widespread.
Socio-psychological parameters, methods and techniques of sociometry and referentometry make it possible not only to characterize the composition of the participants in socio-cultural activities, to make them capable of optimal interaction, to make their efforts effective, to develop their potential inclinations and abilities. The practical implementation of educational, recreational, rehabilitation and other socio-cultural technologies is impossible without taking into account psychological characteristics audience, the essence and content of its social attitudes and value orientations.
In the methodology for studying and taking into account the socio-psychological characteristics of children, adolescents, adults - participants in socio-cultural processes - a special place is occupied by the subsystem of individual family choice and design of forms and ways of spending free time. It, in particular, involves an individual choice, design and implementation of not only traditional, but also non-traditional, alternative forms of self-organization of one's own leisure. With the help of various types of socio-psychological tools, we also get the opportunity to track and diagnose processes associated with continuous integration, intersection, interpenetration of various areas of socio-cultural activity on the scale of a single society - a city, a village, an industrial, educational, creative, leisure team. The author decided to first turn in more detail to the socio-psychological characteristics of children.
Entering the world of culture, the child carries out indicative, research, creative, project activities associated with the analysis and synthesis of human objects, their internal relationships and components, experimenting with them, testing possible ways to transform objective situations. In cooperation with adults and other children, the child constantly overcomes the limitations of those specific tasks that are set before him by partners in cooperation, proactively puts forward new goals and problems.
Culture cannot be directly and unambiguously passed on to a child through the assimilation of socially developed norms and prescriptions. There are special forms of its fixation and methods of intergenerational transmission.
As a form of spontaneous, independent and initiative problematization by the child of the standards of social experience, such a phenomenon of children's subculture as changelings is considered. K.I. Chukovsky used this term to refer to a wide range of special verbal works in which the meaning is, as it were, turned inside out. Changelings are historically rooted in folk laughter culture (buffoonery, carnival, etc.), they permeate small folklore genres, including children. In the Eastern and Western European cultural traditions, "turning over" has long acted as a powerful means of expanding consciousness, developing the creative abilities of adults and children.
The pedagogical value of shifters K.I. Chukovsky associated with the fact that through them the child learns the true nature and purpose of things, exposes illusions in the name of the triumph of realism, in a word game tries to establish himself in a new way in the knowledge of the “norm”, and therefore “abnormality” is often experienced by him as something comical. Thanks to free experiments with the sound shell of the word, which leads to the formation of funny words, the child optimally masters the already established, historically established system of language norms.
Moving on from the socio-psychological characteristics of children, the author decided to analyze the characteristics of adults involved in the socio-cultural sphere. To characterize and classify professions that are in demand and involved in the socio-cultural sphere (in particular, in accordance with the classifier of specialties and specializations of MGUKI), the classification of professions, widely known in practical psychology and pedagogy, developed by E.A. Klimov, is applicable. Following this classification, in an exceptionally broad socio-cultural sphere, the typological basis (criterion) is the object or object of labor of professionals and amateurs as subjects of individual or collective socio-cultural activity.
As you know, one of the urgent tasks in working with participants in socio-cultural communities (studios, training courses, creative workshops, etc.) is to determine the creative potential and creative abilities of a child, teenager, adult. Here, not only the results of a special psychological examination are used, but also information obtained through questionnaires and surveys in a reference environment. The subject of study in this case is the level of creativity - the ability of a pupil, student, professional specialist to be creative, unusual and unexpected design solutions, and receptive to new creative ideas.
The definition of creativity as the ability to be surprised and the ability to find solutions in non-standard situations, introduced into psychology by P. Torrens, has a fundamentally important meaning for organizers, teachers, technologists of social and cultural activities. Relevant for them is another conclusion of P. Torrens that the level of creativity extends not only to the purely organizational activity of a specialist (management), but is most closely related to specific achievements in educational and professional creative work.
The success of each specialist in the socio-cultural sphere is due not only to the assimilation of special subject-professional knowledge and the formation of relevant skills and abilities. It is also determined by how psychologically and pedagogically competently the social context of professional behavior and communication of this specialist with colleagues is built, how effective his business interactions are, how deeply he understands himself, his possession of the technique of self-regulation in rather complex professional and creative situations.
Pedagogy occupies no less important place in socio-cultural activity than psychology. Thus, the conjugation of cultural studies and social pedagogy, as well as the approach to education as the largest and most self-sufficient area of socio-cultural activity in general, give grounds for highlighting the pedagogical component in it.
It is no coincidence that for socio-cultural activities a number of authors proposed such definitions as “pedagogy of the socio-cultural sphere”, “pedagogy of leisure”, “socio-cultural pedagogy” and others as alternatives. The subject of the pedagogical component in any of the above options has always been and remains the study of the laws of education and upbringing in a specially organized socio-cultural process, the identification of the effectiveness of the pedagogical methods and technologies used for these purposes, the establishment of pedagogically justified and reasonable connections and relationships between participants.
A large number of socially active subjects, constantly contributing to the emergence and development of new leisure interests, hobbies and needs, form an inexhaustible pedagogical potential of socio-cultural activities. The main requirement is to create real conditions for the functioning of this potential within a specific socio-cultural object (institutions, associations, organizations, studios, etc.), a separate event or action.
By building such a chain, pedagogical organization socio-cultural activity implies the need, first of all, to single out the diagnostic and formative stages, to make the fullest use of the socio-pedagogical potential, as well as to overcome the reasons that prevent its full and effective use.
Summing up, it can be noted that psychological and pedagogical interaction and mutual influence are most prominently and deeply represented in the field of methods and technologies of socio-cultural activities. It is perhaps difficult to find another such sphere of psychological and pedagogical practice, where the richest arsenal of methods and technologies would be used so systematically and effectively, including teaching and educational, general education and professional, class-lesson and alternative, academic and club, individual and group etc.
- CURRENT STATUS, USE AND DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS IN SKD
In the second chapter, the author will consider state of the art, the use and development of the psychological and pedagogical foundations of socio-cultural activities at three levels: global, Russian and regional, affecting different points of view of specialists in socio-cultural activities, and will also consider the features of application in the process of socio-cultural activities.
2.1. APPLICATION IN WORLD PRACTICE OF PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS IN SKD
Abroad, psychological and pedagogical experience is actively used in such areas of the socio-cultural sphere as social work, cultural and leisure activities, and social education. And the tone here is set by the UN, UNESCO, the Council of Europe. Thus, on a global scale, the Year of the Family, the Year of the Child, the Year and the Decade of the Disabled, the Year of the Elderly, the Year and the Decade of Culture, etc. have been declared and are being announced. It has become a tradition to announce the cultural capitals of Europe.
One of the most important provisions of the Universal Declaration of Human Rights, adopted by the UN in 1948, is: “Everyone has the right to freely participate in the cultural life of society, enjoy the arts, participate in scientific progress and enjoy its benefits” (Article 27).
Voluntary associations of children and youth and their role in social education
An important role in the social education of the younger generation in the West is played by various kinds of informal voluntary associations organized both in educational institutions, as well as beyond.
First of all, we are talking about the scouting movement.
Emerged in the late XIX - early XX centuries. in the UK, Scouting has spread throughout the world. It brings together young people from 8 to 18 years old and is divided mainly into two areas: Boy Scouts (boys) and Girl Scouts (girls).
Millions and millions of citizens of the Western world have gone through scout education schools. The main task of scout organizations is to educate a young person in the name of the common good, to instill in him the qualities of a leader and the ability to navigate in environment find a way out of difficult life situations. The Scout movement, which today unites several tens of millions of people, is, in all likelihood, experiencing not the most better times. There is a slight decrease in the interest of young people in scout organizations. This is connected, in all likelihood, with the unwillingness of a certain part of modern Western youth to fetter themselves with the strict rules of the life of scout associations. In recent years there has been a trend towards simplification of certain aspects of Scout life. So, for example, mixed scout detachments appear.
Especially popular among young people in the West are voluntary associations of interest, including volunteering. These associations are organized, as a rule, at school and higher educational institutions.
Thus, school cooperatives in France (a fifth of the students participate in them general education schools) not only create interest clubs, organize visits to museums, theaters, but are also a good school of public education. Cooperatives operate on the basis of self-government. Young cooperators get acquainted with the procedure for elections to various levels of government, take part in discussions.
The experience of club associations of US universities, analyzed by a young researcher Zh.G.Atayants, is interesting. It is club associations, for a number of reasons (a community of peers, an association of interests) that create the most favorable environment for the socialization of students, communication, manifestations creative activity and, thereby, contribute to the "soft" entry of a young person into society - both university and macro society.
On average, an American university has approximately 225 student associations. At the federal level, the extracurricular activities of American students are coordinated by such national organizations as the Council for the Advancement of Standards in Higher Education in the United States and the National Association for Student Activities.
According to the direction of activity, student associations can be classified as follows: academic, religious, national-cultural, political, mass media, groups for social interests, associations social orientation, sports and recreational, arts clubs, etc.
Particular attention in US universities is given to the volunteer, or voluntary, activities of student clubs. At the national level, volunteer activity is considered as one of the real ways of the moral development of young people, the education of humanism. At the university level, volunteering is defined as a valuable and viable alternative to other types of extracurricular activities of students.
In the process of volunteering, practical cooperation between the university and the local community in solving social problems is carried out. There are several types of this partnership: the university - the American Red Cross; university - educational agencies of the community, university - secondary school; the university is a community agency solving the problems of specific population groups; university - communities of other districts.
The main directions of volunteer activity are the following: collection of donations; service rehabilitation centers, hospitals, homes for the poor, for the elderly; mentorship in local schools; education English language emigrants; cleaning of urban microdistricts adjacent to the university; assistance to farmers; elimination of illiteracy; help troubled teenagers.
According to Zh.G.Atayants, volunteering should be considered as the highest level of students' involvement in the process of socialization. Unlike other club associations, volunteer associations solve not only the problems of student youth leisure, but a number of other problems of both the students themselves and society as a whole. This is one of those cases when social work itself merges with cultural and leisure activities and social education.
The advanced experience of organizing socio-cultural activities in a particular state is available for study by specialists from other states. In many countries of the world organized scientific schools dealing with the problems of comparative economics, comparative pedagogy, comparative leisure studies, etc. Conducting this kind of research makes it possible to identify both general and specific trends in the development of certain areas of the life of the population in various countries and regions. The best technologies of the advanced countries of the world in the field social work And social education are being introduced into national (including Russian) sociocultural spheres. The issues of organization and financing of this activity at the state, regional and local levels, as well as issues of direct work with various categories of the population, whether they are children or youth, people of the “third” age, people with disabilities or representatives of national minorities, etc. deserve attention.
In accordance with modern concept leisure, in the West, leisure is understood as a set of activities that a person can indulge in of his own free will in order to relax, have fun, develop his awareness or education, his voluntary participation in socio-cultural creativity, being free from the performance of his civic, professional or family duties.
In fact, all Western leisure models perform the following functions: physiological, psychological, cognitive, aesthetic, communicative, compensatory and creative. In this case, three most important functions are usually distinguished: recreation, entertainment, physical and spiritual development of the individual. At the same time, the leisure model of each country or group of countries has its own characteristics. We are talking about the real weight of a particular function, or their ratio.
Thus, in the American model, attention is drawn to the bias towards the entertainment function. In the European model, a more balanced ratio of functions and more attention is paid to the spiritual development of the individual. It was in European countries (Switzerland, Germany and France) that such a phenomenon as social and cultural animatorship was born and developed, the essence of which is to give a pedagogical orientation to leisure activities. The Soviet model of leisure had undeniable advantages. It was characterized by such qualities as the desire for the spiritual development of the individual, a pronounced educational aspect. The shortcomings of the Soviet model can be considered an underestimation of the recreational and entertainment elements of leisure and its excessive ideologization. The leisure model of modern Russia can be considered as a transitional one. It has absorbed a lot from both the American and European models, not yet having the material and financial resources to put them into practice. Unfortunately, the modern Russian model of leisure is inferior to the former Soviet one in a number of positions. So, for example, the educational and upbringing function has actually been reduced to nothing, the role of the creative and developmental function has decreased. And the strength of any national-regional model of leisure is, first of all, in the presence of a balance between its functions and in attention to the national-historical features of the country or region.
- . RUSSIAN EXPERIENCE OF APPLICATION OF PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS IN SKD
It should be noted that Russian scientists - teachers and psychologists, physiologists and defectologists, sociologists and culturologists rather quickly respond to the challenges of the time, carrying out relevant research.
Thus, teachers study the specifics of learning (goals, functions, principles, didactic cycle, forms and methods) in the conditions of the information educational environment.
Created a project of the Federal State natural standard general education, prepared materials for its methodological support. Procedures for diagnosing educational achievements of students have been developed.
The structure of the standard of the educational and material base of general secondary education is determined.
The necessary work has been carried out to study and generalize domestic and foreign pedagogical experience, which made it possible to isolate some trends in the development of the content of education and begin research on its design for the standards of the next generation.
The features of the diagnostic tools of international comparative studies are identified and described, which should be taken into account when creating an all-Russian system for assessing the quality of education.
Benchmarking international documents in the field of education made it possible to consider various approaches to the interpretation of fundamental concepts - educational program, educational level, etc. A study of the strategies for the development of secondary education in different countries revealed the widespread dominance of an orientation towards social justice, which implies equality of opportunity for all citizens.
The development of theoretical and methodological foundations for a comprehensive assessment of the quality of pedagogical products, functioning on the basis of information and communication technologies. A technology is being created to prevent possible negative psychological, pedagogical, medical and social consequences of using and CT in education.
A methodical system of complex, multilevel and multidisciplinary training of specialists in the field of informatization of education is being developed.
The issues of cultural and speech adaptation of migrant children to the new socio-cultural environment are considered, including the basic principles of the methodology for teaching them the Russian language.
The features of the youth upbringing crisis in modern world, the reasons for her social and emotional maladaptation.
A draft State program for the development of the upbringing and socialization of children in the Russian Federation has been prepared.
Scientific and methodological support for the development of a system of social and pedagogical support for the family is being carried out.
The typology and specifics of the activities of both pro-social and asocial children's communities are being studied.
The principles of creating a system of expertise and forecasting of socialization processes are determined.
The problems of formation of professional interests, inclinations, professional self-determination, their correspondence to psychophysiological and personal qualities young man.
Conceptual models are being created that integrate electronic technologies into auditory and visual art education. In particular, a model of productive artistic activity is being developed on the basis of computer technology, which intensifies the various stages of creating works of art. A specially developed technology of musical education based on electronic digital tools is being introduced into practice, which ensures the creative and general cultural development of a growing person.
In the field of psychological research, a special place is occupied by works on the study of the features of modernman and his development. are revealed psychological mechanisms regulation of behavior patterns of civil and professional development. Created and implemented new psychological pedagogical technologies organizing the educational environment, evaluating the results of the educational process, improving the quality and level of professional training of educational psychologists.
Developed model psychological and pedagogical support of the educational process in the context of the introduction of general education standards made it possible to determine the program content, technologies and teaching methods that ensure the formation of universal learning activities as the basis of the "ability to learn" at the primary, basic and senior levels of general education, to determine the criteria and tools for assessing their formation.
The research conducted by psychologists: reveals the features of the development of thinking of growing people by means of information technologies, including the search for ways to overcome clip thinking, when adolescents and youth have a reduced ability to analyze, and gamer thinking - the consequences of computer games that reduce creativity; the nature, structure, content, dynamics of relations in which a growing person functions are determined; new types and forms of activity are identified that allow the child, adolescent to realize and evaluate themselves, gain confidence in their own significance, adequately relating to the assessments of others; a search is being made for a solution to such complex problems as the preservation of the mental and physical health of children, the possible choice of their life path; pa s pa the scientific grounds for the formation of textbooks of a new generation, including the so-called electronic ones, are being fought; requirements are established for the formation of a system for identifying, supporting and developing gifted children; models of prevention and correction are substantiated deviant behavior in adolescence and youth in conditions educational institutions and leisure activities; the conditions and mechanisms for ensuring the psychological safety of a person are determined, primarily in extreme conditions and experiencing the consequences of emergency situations; the manifestations of anxiety, aggressiveness and frustration in childhood are studied.
Of fundamental importance for understanding the patterns of individual development of growing people and for determining new approaches to their education and upbringing is the study of the physiological systems of the body of children, the morphofunctional maturation of the brain and the formation cognitive activity on the different stages age development. On this basis, physiologists develop models and criteria for assessing the health-saving activities of educational institutions.
2.3. INTRODUCTION, APPLICATION OF THE PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF SKD AT THE REGIONAL LEVEL
In the author's opinion, the fact is that it was the pedagogy of additional education that was and is personality-oriented pedagogy from the very beginning. It is in DO that freedom of choice is actually exercised. Therefore, the author decided to consider the regional experience of applying the psychological and pedagogical foundations in the SKD, using the example of the Nizhny Tagil Palace of Creativity. The child independently chooses an area of activity that is not correlated either in content or in direction and character with subject types. learning activities schools. She constantly puts him in a position of self-determination and decision-making. As a result, the child really sees his impact on the life around him. His position of the consumer is transformed into the position of an active participant, figure, worker. Opportunities for the formation of the experience of choice in children, which the system of additional education has, differ not only more a high degree freedom of choice, but also objects of choice. Our Palace can offer students various types of practical creative activities, within which various levels of achievement are possible (relatively speaking, from Olympic records to the formation of self-service skills).
At the Palace, more than 4,000 children aged 3 to 18 attend 320 interest associations. Classes are conducted on 56 types of activity. In the structure of the institution there are 8 departments and centers, revealing the whole variety of forms and types of activities in the field of additional education.
Programs of artistic and aesthetic orientation make up the largest percentage in the Palace (39.2%).
Artistic activity is one of the main means of a child's self-expression, which is based on an individual, emotional-figurative vision, introducing children to national culture. In the process of mastering knowledge in this area of activity, pupils develop artistic and practical competencies, which imply mastering the means artistic expressiveness various types of art and skills of independent artistic activity.
Pupils also have the opportunity to choose the pace of their educational activities (more precisely, the pace of advancement in the chosen type of activity - an individual educational route), its mode (days, hours of classes) and teachers.
IN educational process innovative pedagogical technologies are being successfully introduced, developing learning models that provide an active creative position of children in the field of art and an individual approach to the child at all stages of education
Education at the Palace is based on the principle of voluntary participation in the activities of children's associations and in the events that we hold. From this point of view, this system has more favorable opportunities in comparison with the school, in which rather strict regulation of the goals, content and conditions of educational activity is inevitable.
DO provides a field for the manifestation of children's initiative and their readiness to act independently, despite the lack of experience. Mistakes and failures are not punished by marks. They are just a reason for further growth. Thus, children are deprived of punishing moments for failure (unlike at school, where a lot has to be done out of necessity, sometimes under duress).
The pedagogy of additional education has never been a system of metered actions in relation to the pupil, it is from the very beginning a pedagogy of cooperation. Hence the special position of an adult in relation to a child (according to the results of social research conducted in the city's Palace of Children's and Youth Creativity, this is one of the main reasons why children go to the Palace). A teacher of additional education is a mentor, partner, advocate of interests (who "teaches you to understand life", "you can tell him about everything and not be afraid", "he will not call his parents for not having learned a lesson", etc.). This role is very difficult: the teacher is personally responsible for each pupil. It is necessary to work in such a way as not to destroy interest, to maintain the child's high motivation for learning and creativity.
All types of children's associations, regardless of their profile, provide experience in communicating with specialists in various types of practical activities. Such an experience always acts as an experience of "contact" of the spiritual worlds of children and teachers, since teachers in the system have the opportunity to be less "functional" compared to school teachers. The atmosphere itself, the adopted style of behavior, the external environment become factors in introducing children to the values of spiritual culture.
Qualified teachers raise the bar for the quality of art education. Of the 65 teachers directly involved in the work in the artistic and aesthetic direction, 14 have the highest and 45 the first qualification category. 23% of the teaching staff have been working at the Palace for more than 20 years, 20% of the teachers are graduates of the Palace.
Among teachers, winners of All-Russian, regional, city competitions of professional skills, regional competitions of program and methodological products, personal exhibitions of teachers' works are organized in city, regional museums and exhibition halls. The creative team of GDDYuT was repeatedly awarded the Grand Prix and the I degree Diploma of the regional Festival of creativity of specialists in the education system "Edges of Talent".
The high level of pedagogical skills is confirmed by the successful performances of pupils at international, Russian and regional competitions, festivals of performing skills, exhibitions of artistic creativity. Children's creative teams of the State Children's Children's and Youth Youth Theater are laureates, prize-winners and diploma winners: In 2006-2009 pupils of the Children's Children's and Youth Youth Theater won 725 awards of the city, 60 regional, 34 federal and 14 international levels.
A special way of life reigns in the Palace, a spirit consciously developed and supported by creative teams when a special educational, developing and developing environment is built. The main means of forming a value system is education on the traditions of the Palace and the traditions of each children's team. All taken together forms the attitude of children and adolescents to certain aspects of reality, creates a situation of success.
Only in additional education is the golden rule of pedagogy realized: each child participates in the creation of a socially significant product of activity. To do this, everyone is given the opportunity to do what he could not do until now, to help the child create not a game, not an imitation, but a real product that has a price. It can be a tapestry, a painting, a composition of indoor plants, a concert number, a hand-sewn dress ...
The principles of organization and content of additional education can significantly expand the cognitive capabilities of children. The range of problems that are significant for them includes the problems of self-knowledge and self-realization of creative possibilities, including in solving socially significant problems (since the practical activity of children in the field of additional education always has a certain social motivation). Students learn new sources of educational information. These include their own experience of intellectual and creative activity, communication with competent people, interpersonal communication based on interests in the same type of activity. Cognitive excursions to museums, inventive activity in technical creativity circles, defense of research projects, staging theater performances and other forms of additional education are such sources of knowledge about life, about oneself and special areas of science and culture that cannot be replaced by lessons, or other sources of general educational knowledge.
The semantic line of education in the Palace is the sequence: result - achievement - success. At the same time, the “result” is understood as an objective characteristic of participation / non-participation in activities. "Achievement" is considered as a personally significant result. "Success" is manifested in the actualization, recognition of achievement.
Summing up the above, I would like to note that the basis of the highest achievements of Russian culture is a unique system of training creative personnel: musicians, artists, artists, choreographers, directors, conductors, sculptors, designers, cinematographers who began their careers in music and art schools, in institutions of additional education.
It is difficult to count how many graduates there were at the Palace during its 70-year history. In the last 15 years alone, there have been about 5,000 teenagers. Many well-known people in the city in artistic, scientific, technical and social creativity took their first steps in the Palace: among the graduates of the State Children's Children's and Youth Theater there are production leaders, leaders in the field of education, business, professional actors, musicians, choreographers, leading engineers and doctors.
All of them acquired early, successful and full-fledged creative experience in the collectives - the generation and implementation of their own ideas. An experience that is indispensable for the formation of self-awareness, self-awareness of a person in the world and which allowed him to become “creative” in any field of activity.
CONCLUSION
"Socio-cultural activity" relies on data from psychology - to represent the motivation and beliefs of the audience; anthropology - to understand the impact of a person's physical organization and behavior, communication in conditions of socialization; history - in order to draw lessons from the experience of organizing the leisure of people at various stages of society.
As a subject scientific research it organically includes a system of theoretical knowledge and practical skills of a wide range of related sciences, it also implies the skill and ability of specialists to effectively apply them in practice.
So, psychological conditions, and the mechanisms of socio-cultural activities determine the effectiveness and efficiency of individual and collective activities of participants in socio-cultural communities. Role social psychology serves as the science that helps to achieve the goals, based on the creativity, abilities, intelligence, professional knowledge and skills of children and adults. Socio-psychological parameters, methods and techniques of sociometry and referentometry make it possible not only to characterize the composition of the participants in socio-cultural activities, to make them capable of optimal interaction, to make their efforts effective, to develop their potential inclinations and abilities. In the methodology for studying and taking into account the socio-psychological characteristics of children, adolescents, adults - participants in socio-cultural processes - a special place is occupied by the subsystem of individual family choice and design of forms and ways of spending free time.
It can be noted that the subject of the pedagogical component has always been and remains the study of the laws of education and upbringing in the conditions of a specially organized socio-cultural process, the identification of the effectiveness of the pedagogical methods and technologies used for these purposes, the establishment of pedagogically justified and justified connections and relationships between participants. Socio-cultural activity is by its very nature deeply pedagogical. Many social problems that we encounter in the process of this activity, one way or another, invariably acquire the status of pedagogical tasks. Their solution depends on the coordinated interaction of all links in the pedagogical chain. The psychological and pedagogical context makes it possible to trace the relationship between professional requirements and individual psychological characteristics of persons involved in the production and sale of cultural products and services.
Factors influencing the choice of leisure forms are material security, cultural differences, historically established national characteristics of various strata and groups, local conditions, health status, marital status, etc.
Thus, the psychological and pedagogical components in socio-cultural activities are in constant interaction and interpenetration. The psychological and pedagogical system of this activity can be characterized as an integral set of interrelated, interacting and interdependent components, which implies a continuous pedagogically expedient organization of a person's leisure at all age stages, in various areas of the microenvironment and with the participation of all subjects of education. As an important aspect of the general cultural process, as a means of familiarizing people with the achievements of national and universal culture, social and cultural activities acquire a reliable methodological basis and methodological tools in the pedagogy of cooperation and creativity.
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| Organization and methods of studying the formation of self-consciousness in older children preschool age. Discussion and analysis of the results of the ascertaining study of self-consciousness in children of senior preschool age. Implementation of a program for the formation of self-awareness in children of senior preschool age. In accordance with the purpose of the object of the study, its tasks were determined: To conduct a theoretical analysis of scientific literature on the problem of the formation of self-awareness in children of senior preschool age. | |||
| 10055. | Psychological and pedagogical conditions for the prevention and correction of exam anxiety in high school students | 109.42KB | |
| 18198. | Psychological and pedagogical conditions for the prevention and correction of examination anxiety in high school students | 109.42KB | |
| At the same time, the UNT is accompanied by some negative phenomena, the most dangerous of which is an increase in the number of students with symptoms of school anxiety, including exam anxiety, as well as an increase in its level. Observations of educational psychologists show that the level of anxiety of schoolchildren reliably correlates with the situation of exam stress. The work of both foreign and domestic psychologists is devoted to solving problems and issues related to the study of the levels of examination anxiety. | |||
| 18113. | Psychological and Pedagogical Conditions for the Development of Creative Giftedness in Children in Primary School | 253.68KB | |
| Observations indicating that the mental capabilities of people are unequal as old as the world. It has also been observed that their differences often appear already in childhood. There is an opinion that gifted children do not need the help of adults in special attention and guidance, they will make their own way. But we should not forget that due to personal characteristics, such children are the most sensitive and vulnerable. | |||
| 18201. | Psychological and pedagogical conditions for constructive conflict resolution in a small teenage group | 123.46KB | |
| An effective impact on the incident can be provided when we are sufficiently deeply aware of the real prerequisites for the origin of the incident, we represent the patterns of formation and we own the mechanisms for resolving the conflict. The hypothesis of the study is the assumption that the process of forming the experience of constructive conflict resolution in a small adolescent group will be effective in the implementation of a set of psychological and pedagogical conditions: - creating a comfortable psychological and pedagogical climate for a small adolescent ... | |||