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Psychological and pedagogical foundations of social and cultural activities. Socio-cultural activities

Since socio-cultural activity belongs to relatively young, growing industries scientific knowledge, insofar as 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 lack of the latest modern technological developments in the production of high-quality cultural products and services, is also experiencing a shortage of fresh scientific ideas, often elementary common sense, lack of modern professional knowledge, skills and abilities. 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.

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 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 the totality humanitarian disciplines- philosophy, sociology, pedagogy, psychology, cultural studies, which constitute the methodological basis of the 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 developmental 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 kinds both professional and amateur socio-cultural activities.

There is a wide system 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

Socio-cultural activities

Lecture No. 13. Psychological and pedagogical foundations

The theory of social and cultural activity is organically linked with pedagogy and psychology as sciences about man, about the development of personality. There are close relationships between psychology as a scientific discipline, pedagogy and socio-cultural activities, since the subject of study of socio-cultural activities is the patterns of spiritual and creative development personality by including it in the process of culture-forming activity. ʼʼThe initial basis for the development of the pedagogical theory of socio-cultural activity is traditionally the idea of it as social institution, as a special system of spiritual production, functioning in the sphere of free time, as a means of reproducing in new generations the level of culture achieved by societyʼʼ. Socio-cultural activity is connected with pedagogy and psychology in the sense that in its field of vision are the same processes and phenomena that are studied by pedagogy and psychology, but are considered in a certain specific aspect.

Psychology is called upon to play an important role in ensuring the humanistic direction of the development of society, in shaping the humanistic mentality of people. The basics of psychological knowledge are necessary for every person in his daily life and activities.

Psychology as a science creates the necessary scientific and informative basis for the organization of various types of SKD. The theory of socio-cultural activity includes the following psychological knowledge in its structure: general patterns of development of the psyche; psychological characteristics activities and personality of a person at each age stage; psychological mechanisms of human assimilation of social and cultural experience; psychological foundations personality formation in the process of education and upbringing; relationship between education and mental development person; study of the relationship between age and individual characteristics of people; methods and technologies psychological help and psychological correction of personality behavior. Carrying out these general and related particular tasks, modern psychology works in close contact with pedagogy, with socio-cultural activities. A number of specific branches of psychology - educational psychology and developmental psychology interact with socio-cultural activities.

General psychology. A special place among other branches of psychology is occupied by the so-called general psychology. She is not such a branch psychological science, which could be put on a par with pedagogical, legal, medical, military, comparative psychology, etc. General psychology studies the patterns of psychological formation, development and human activity. Its tasks include the development of problems in the methodology and history of psychology, the theory and methods of studying the most general laws of the emergence, development and existence of mental phenomena. General psychology studies cognitive and practical activities: general patterns sensations, perceptions, memory, imagination, thinking, psychological self-regulation, character and temperament, prevailing motives of behavior, etc. The following concepts general psychology used in socio-cultural activities: mental processes, mental states and mental properties or personality traits.

Mental processes include cognitive processes: sensations and perception, memory, imagination and thinking, emotional processes. Accordingly, the management of the general mechanism of mental activity of both a certain individual and entire social groups, for example, in a situation of a holiday, ritual, evening of rest, a theatrical game program and other forms of SKD, is built on this basis. patterns emotional reactions, perceptions and attitudes of the audience to what is happening, the mechanisms for including a socio-cultural form in the situation, etc. - all this cannot be ignored when developing a scenario for a pedagogical program of any mass form of socio-cultural activity.

Mental states include the manifestation of feelings, attention, will. The mental properties or personality traits include the qualities of the mind, thinking, stable features of the volitional sphere, ᴛ.ᴇ. enduring personality traits. Of course, the individual psychological is evaluated and taken into account by the head teacher in work with each member of a leisure, artistic and creative team or socio-cultural association. Tayuka, the development of the psychological concept of ʼʼatmosphereʼʼ (holiday, club, sports) is impossible without knowledge of the general laws of psychology. The socio-psychological atmosphere of the leisure audience is manifested in the special mental mood of its members, which is based on the attitude of the participants to what is happening, to each other and to themselves as a member of this audience.

Along with the data of general psychology, the theory and practice of social and cultural activities take into account the data of ʼʼAge Psychologyʼʼ, ʼʼPedagogical Psychologyʼʼ and other branch psychology.

Age-related psychology explores age features mental processes, age-related opportunities for acquiring knowledge, factors of personality development - all this is extremely important for the effective organization of information and educational, artistic, creative and other types of socio-cultural activities. Developmental psychology is subdivided into child psychology, adolescent psychology, youth psychology, adult psychology, and gerontopsychology. mental processes and mental qualities of a person, determined by age, it is extremely important to take into account when organizing various forms of SKD. Methods of working with various socio-demographic groups, first of all, require the knowledge of the organizer of the characteristics of the human psyche in different age periods. For example, for the normal development of a child from birth, communication is important. From birth and throughout the entire period of growing up, successively and periodically replacing each other, the leading activities and forms of communication, ultimately, ensure the development of the child's personality (role-playing game / before school age/, educational activities / primary school age /, intimate personal communication / adolescence /, educational and professional activities / early adolescence /). Of course, a targeted impact on this process in children's leisure groups should be based on knowledge of the characteristics of a child's interpersonal communication in each age period using appropriate methods of correction and management of activities and communication.

Pedagogical psychology has as its subject the study of the psychological patterns of education and upbringing of a person. Her data is used for:

a) managing the process of intellectual and creative activity in leisure groups and creative associations;

b) organizing the pedagogical process in a creative amateur team or other leisure association, creating an optimal psychological atmosphere for the development of all team members, taking into account individual psychological differences;

c) building relationships in the system: team leader, teacher ʼʼ- /subject of influence/-ʼʼ team members (object of influence) taking into account feedback;

d) managing the process of interpersonal communication in situations of large and small leisure groups (socially-oriented communication and personality-oriented communication).

In the atmosphere joint activities, for example, in an amateur choral group, in the process of learning new choral works, actively searching for solutions to the tasks put forward by the choirmaster to each participant, group of participants, choral part, male and female groups, the possibilities and abilities of each can be revealed in a new way. Activation learning activities taking into account the psychological patterns of communication and education of a person, will contribute to the implementation of the tasks of moral and aesthetic education of team members.

Social Psychology studies the psychological phenomena that arise in the process of interaction between people in various organized and unorganized groups. The structure of social psychology currently includes three circles of problems:

1. Socio-psychological phenomena in large groups (in the macrosphere).

2. Socio-psychological phenomena in small groups (in the microsphere).

3. Socio-psychological manifestations of a person's personality (social psychology of personality).

All these problems are presented in the content and structure of socio-cultural activities.

1. Socio-psychological phenomena in large groups in relation to the environment of socio-cultural activity are considered as follows. These are the mechanisms and effectiveness of the impact of mass media on various communities of people. Activity and communication of participants in the audience of mass forms of SKD (holidays, festivities, festivals, living rooms, etc.). In other words, the whole complex of phenomena associated with the interaction of people of a given community is the emotional state of the audience, its needs and interests, features of interpersonal perception, interaction and relationships.

2. Socio-psychological phenomena in small groups in a situation of socio-cultural practice can be classified as follows:

a) the problem of managing and developing joint activities and communication in a leisure association of any type;

b) problems of the group atmosphere, the position of the leader and followers in the group;

c) the perception of a person by a person in a group, value orientations, attitudes, etc.

3. Socio-psychological manifestations of the personality, their consideration in the organization of various forms of SKD make it possible, with the greatest degree of probability, to satisfy and develop the cultural needs of the individual. The personality of a person is an object of social psychology, and the theory of SKD deals with similar issues. At the same time, it is considered how much a person corresponds to social expectations in large and small groups, how he accepts the influence of these groups, how he learns the value orientations of groups, what is the dependence of a person's self-esteem on the group's assessment, etc. Also, the problems of social psychology are the basis for studying the orientation of the individual, his self-esteem, well-being and self-respect, the prospects of the individual, which manifest themselves, develop and are fixed in the behavior of the individual as a result of participation in the forms of SKD. These three circles of problems in social psychology are neither opposed nor presupposed to each other. In the structure of the SKD, they are presented in unity, due to the unity of the individual and society, the totality of relations in which the essence of the individual is determined.

Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, psychology as a science creates the base of the necessary scientific information, the base of basic scientific concepts for the development of the personality in its communication and activity in various socio-cultural situations.

If psychology studies the laws of the development of the human psyche, then pedagogy develops the laws for managing the development of the individual. Pedagogy is defined as a system of sciences about the upbringing and education of children and adults. Pedagogy is inextricably linked with socio-cultural activities, its sectoral theories are the basis for the development of methods and technologies of socio-cultural activities.

Modern scientists perceive the theory of socio-cultural activity as an independent, integral, complexly organized industry. pedagogical science. The subject of the theory of socio-cultural activity is the pedagogical process of development of the socio-cultural activity of the individual and the community in socio-pedagogical, educational, artistic and creative and other types of leisure activities. Accordingly, the subject of a theoretical study of socio-cultural activity is its various aspects, for example:

The process or individual moments of the preparation of certain forms of socio-cultural activities;

The relationship of members of any creative team, professional team, amateur association, etc., an association of people functioning in the process of socio-cultural activities;

Separate components of a holistic pedagogical process of personality development of participants in cultural and leisure, or, more broadly, socio-cultural activities;

Organizational interactions that arise between institutions of the socio-cultural sphere for the implementation of any educational tasks;

Psychological and pedagogical conditions for organizing socio-cultural activities of specific categories of the population (children, adolescents, adults, the elderly, people with handicapped movements, etc.).

This list does not exhaust all possible aspects of socio-cultural activities that can act as a subject scientific research. And each of these aspects is directly related to pedagogy and its branch theories, such as social pedagogy, pedagogy of the third age, comparative pedagogy and others.

social pedagogy contains theoretical and applied developments in the field of out-of-school education and upbringing of children and adults. Social pedagogy studies the social influence on the development of the individual. The individual becomes an object social pedagogy when its development, formation, upbringing are considered in the system of interaction with various social communities and when personality traits, qualities, forms of behavior that arise under the influence of these influences are studied. This circle includes the following problems - the development of social needs, self-awareness, social attitudes, skills and abilities of interpersonal communication. With regard to the social macrosphere, social pedagogy is interested in the problems of joint activities, intra-group and interpersonal relationships, value orientations, leadership, group reference, traditions, mood. In this capacity, it is certainly connected with socio-cultural activities, since its developments are used in organizing the activities of socio-cultural institutions, organizations and associations.

Leading institutions of the socio-cultural sphere (museums, parks, clubs, libraries, etc.) fulfill their tasks by developing activity programs based on the patterns of behavior of the individual and social communities identified by social pedagogy. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, socio-cultural activities use some theories of social pedagogy, methods and means to influence the behavior of an individual in society.

Meaning teaching profession is revealed in the activity that is commonly called pedagogical. It is a type of social activity aimed at transferring cultural experience from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society. Pedagogical activity is decisive in relation to socio-cultural activities. In the theory of socio-cultural activity, the following range of problems associated with pedagogical research is being developed:

‣‣‣ Pedagogical process, forms of its organization, methods of implementation, pedagogical technologies;

‣‣‣ Education as a pedagogical phenomenon, the essence of education and its features, general patterns and principles of education, the social space of the educational process;

‣‣‣ Principles and methods of teaching;

‣‣‣ Management of the teaching staff.

Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, socio-cultural activity is the result of the development of psychological and pedagogical knowledge, which form its basis. It is obvious that socio-cultural activity is very close in its essence to pedagogical activity, however, it is independent and has its own specifics. In order to identify its features and connection with pedagogical activity, we will consider these types of activity in comparison.

Socio-cultural activities - the concept and types. Classification and features of the category "Socio-cultural activities" 2017, 2018.

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 lack of the latest modern technological developments in the production of high-quality cultural products and services, is also experiencing a shortage of fresh scientific ideas, often elementary common sense, lack of modern professional knowledge, skills and abilities. Culture, education, art, leisure need people who can develop and offer 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.

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 constitute the methodological basis of the 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 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.

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Questions for the discipline exam

"Pedagogical foundations of socio-cultural activities"

for 1st year students of specialty 1

“Social Pedagogy. Practical psychology"

academic year

1. Genesis and development of social and cultural activities as a branch of knowledge.

2. Methodological approaches in social and cultural activities.

6. Principles and functions of socio-cultural activities.

7. The main components of socio-cultural activities.

8. The concept of socio-cultural activities, the main features of socio-cultural activities.

9. Patterns and pedagogical determinants of socio-cultural activities.

10. Subjects of social and cultural activities.

11. Features of the functioning of institutions and organizations of the socio-cultural sphere.

12. Leisure as a sphere of social and cultural activity, social and pedagogical essence of leisure.

13. Modern concepts of leisure.

15. Principles and functions of leisure.

16. Varieties of leisure, classification of leisure activities.

17. Structural components of socio-cultural activities.

18. Infrastructure of culture and leisure.

19. A differentiated approach to the organization of recreation and entertainment.

20. Socio-cultural environment and its consideration in socio-cultural activities.

21. Social technologies and methods in the field of culture and leisure.

22. The family as the original socio-cultural institution, the method of work of the social teacher with the family

23. Culture of family leisure.

24. Features of the organization of socio-cultural activities, taking into account the age and individual characteristics of the individual.

25. Organization of leisure and recreational activities, taking into account the interests and needs of various categories of the population.

26. Rehabilitation opportunities for socio-cultural activities, rehabilitation work among children with disabilities.

27. Cultural and educational work as the most important component of social and cultural activities, the main directions of cultural and educational work.

28. The concept of technology and methods of cultural and educational activities with children and adolescents.

29. Educational activities as a direction of cultural and educational work with children and adolescents.

30. Educational work with children and adolescents as the most important direction of cultural and educational activities.

31. Organization of amateur creativity.

32. Socio-pedagogical interaction of institutions of the socio-cultural sphere in the organization of meaningful recreation for children and adolescents.

33. Methods of cultural and educational work with children.

34. Methods of cultural and educational work with adolescents.

35. Cultural and educational activities with difficult teenagers.

36. Methods of cultural and educational activities at the place of residence.

37. Museums and museum complexes in social and cultural activities.

38. Library service as a direction of social and cultural activities.

39. Youth volunteer movement as a type of social and cultural activity.

40. Theatrical pedagogy and its role in the organization of social and cultural activities.

41. Game as a kind of social and cultural activity, the concept of a game program and its typology.

42. Characteristics of the forms of cultural and educational work.

43. Planning in socio-cultural activities, functions and principles of planning socio-cultural activities.

44. Planning cultural and educational activities with children and adolescents.

45. Socio-cultural design.

46. The main directions of amateur creativity and their characteristics.

47. Classification, types and genres of club and amateur associations.

48. Methodological foundations organization of collective activity.

49. Technology of collective creative activity according to I.P. Ivanov.

50. Methodology for organizing mass social and cultural activities.

51. Dramaturgy and directing mass leisure activities.

52. Methods of educational work.

53. The main methods of activating the audience, the criteria for analyzing a cultural and leisure event.

54. Stages of preparation of a cultural and leisure event, a plan for the preparation and implementation of a cultural and leisure program.

55. Fundamentals of screenwriting.

56. Requirements for the preparation and conduct of information and educational programs, analysis of the preparation and conduct of information and educational programs.

57. Socio-pedagogical aspects of the use of information and educational programs in educational and cultural institutions.

58. Technology for the preparation and conduct of discussion programs.

59. Characteristics of the main forms of discussion activity, methods of activating the audience.

60. Stages of discussion programs, their socio-pedagogical and educational potential.

61. The specifics of the organization of cultural and recreational activities, the socio-psychological essence of recreational activities.

62. Technology of modeling cultural and recreational programs.

63. Innovative complex forms organization of recreation and entertainment.

64. Holidays and rituals as specific forms of socio-cultural activities, their classification, educational and socio-pedagogical potential.

65. Characteristics of the forms of holding holidays, especially the organization of actions with various target groups.

66. Technology of preparing and holding holidays, cultural and leisure programs based on folk traditions and rituals.

67. Socio-cultural potential of folk holidays and rituals.

68. The specifics of the stage embodiment of folklore during the holidays.

69. Features of the preparation and holding of a thematic concert program using elements of folk art.

70. The main stages of the preparation of leisure programs with elements of Belarusian folk rituals.

Art. teacher _________________________ I.T. Zaitseva

1. Leaving the scenario plan of the game program

2. Drawing up a scenario plan for a thematic game program

3. Drawing up a scenario plan for a youth disco

4. Scripting for Children's Book Week

5. Drawing up a scenario plan for a game program created on the basis of folk Belarusian traditions

6. Drawing up a scenario plan for the competitive program

7. Drawing up a scenario plan for a themed evening

8. Drawing up a scenario plan for an entertainment program in a children's health camp

9. Drawing up a plan for the excursion

10. Drawing up a scenario plan for celebrating the New Year in kindergarten

11. Drawing up a scenario plan for celebrating the New Year in a boarding school

12. Drawing up a scenario plan for a week of music in a comprehensive school

13. Drawing up a scenario plan for a meeting with a famous writer

14. Drawing up a scenario plan for a festive thematic program

15. Making a plan for a week of jokes and humor in a comprehensive school

16. Drawing up a plan for a thematic day in a children's health camp

17. Drawing up a scenario plan for celebrating Defender of the Fatherland Day in a secondary school

18. Drawing up a scenario plan for celebrating International Women's Day on March 8 in a secondary school

19. Drawing up a scenario plan for holding a Health Day in a comprehensive secondary school

20. Drawing up a scenario plan for an evening of relaxation and entertainment

21. Drawing up a scenario plan for a children's sports festival

22. Drawing up a scenario plan for a folklore cultural and leisure program

23. Drawing up a scenario plan for a theater drawing room

24. Drawing up a scenario plan for a musical living room

25. Drawing up a scenario plan for a dispute

26. Drawing up a scenario plan for a school concert, dedicated to the Day teachers

27. Drawing up a scenario plan for a disco talk show program

28. Drawing up a scenario plan for a dance carnival

29. Drawing up a scenario plan for a competitive show program

30. Drawing up a scenario plan for a reader's conference

Psychological and pedagogical foundations of social and cultural activities. Socio-cultural activities

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