Technological foundations of socio-cultural activities. Pedagogical foundations of social and cultural activities in the Armed Forces of the Russian Federation Pedagogical potential of social and cultural activities

Approved at a meeting of the Department of Pedagogy

2010, Protocol No. ___

Head department _________________ F.V. Cadol

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 age and individual characteristics personality.

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. Methodical bases of the 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 integrated forms of 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 Teacher's Day

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

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 the "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 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 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 is to 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 based interpretation and, above all, a reliable, reasoned, psychological and pedagogical support supported by sound conclusions and recommendations.

At the core modern concepts socio-cultural activity is based on 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 basis 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 the goals, based on the 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 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 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 is carried out.

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 an ideological, moral, aesthetic and other attitudes, a generally accepted norm, a rule. The practice of creative "resuscitation" of folk traditions and customs in modern mass leisure (the revival of the original holiday calendar, etc.) is well known. Most of the national ethno-cultural technologies are based on strict observance of a custom, a variant of "mechanical" behavior dictated by tradition in stereotypical situations.

The centuries-old experience of folk culture has confirmed the stability of the impact of traditions and customs on the stabilization of human relationships, on the education of young people. At the same time, it is impossible not to take into account the negative properties of individual traditions, the manifestation of a certain amount of conservatism in them.

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 on the method of psychological infection that the aggressive nature of modern mass culture, the whole practice of promoting and asserting its "stars" and "idols". Managers, educators, and technologists involved in the socio-cultural sphere are well aware that the absence of proper organization, control and regulation of infection when using infection inevitably leads to a real occurrence in<охэлпе» нездорового ажиотажа, массовых психологических «вывихов» и вспышек агрессивности.

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 experimental method have become widespread (see more about the characteristics of each of them in the section "Socio-cultural technologies").

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 the psychological characteristics of the audience, the essence and content of its social attitudes and value orientations.

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.

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.

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.

Historically, the creative potential of the genus is embodied not in the finished products of human activity in themselves - things and ideas, but in the problems generated by it, the subject carriers of which are these products. Thanks to this, through the content of sociocultural experience, both already realized and unmanifested and even redundant opportunities (plans, projects) of activities are transmitted from generation to generation. Entering the world of culture, the child carries out indicative, research, creative, design activities related to 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. It occupies a special place in the life of a modern preschool child. Children relatively early begin to independently construct shifters, starting on their basis a kind of "mental games" with an adult.

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.

Consequently, 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 appropriate 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 deep his understanding of himself is, his possession of the technique of self-regulation in rather complex professional and creative situations.

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 1 , 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.

Depending on what or to whom this active, transformative activity is directed, all professions, specialties, specializations that have their own specific object (subject) of labor in an unusually wide socio-cultural sphere are divided into the following typological groups: “man - nature » (environmental, nature-oriented, conservation); "man-technique" (film and photography, computer, camera, engineering, etc.); "man - man" (history of culture, sociology, social pedagogy, management and marketing, law, public relations, psychology, directing cultural and leisure programs, etc.); "human sign" (informatics, journalism, design, programming, etc.); “a person is an artistic image” (directing, acting, musical performance, folk art, design, decorative and applied art, choreography, etc.).

For each of the typological professional groups of specialists in the socio-cultural sphere, psychologists have developed appropriate matrices of professional suitability. For example, for pedagogically oriented specialties such as "person-to-person" - social educators, sociologists, public relations managers, lawyers, etc. - the ability to actively interact with people, communicate, and navigate well in that production area is put forward as the initial professional requirements for a specialist. in which the work is carried out, be prepared for effective business communication with people; for professions related to artistic and creative performance, in addition to special knowledge, skills and abilities, natural talent, the presence of creative inclinations and abilities are required.

The data presented confirm the conclusion that an extensive system of psychological sciences can be involved in the practice of socio-cultural activities. If we take into account that recently a new direction has appeared in psychology every 4-6 years, then in the complex of developing psychological disciplines that are directly or indirectly related to the socio-cultural sphere, it is necessary to single out fundamental (basic, theoretical) and applied (practical) disciplines. .

Fundamental branches, united in such a direction as general psychology, are methodologically important for understanding and explaining socio-psychological phenomena, behavioral characteristics and actions of people in specific socio-cultural processes and situations. Regarding individual or group socio-cultural activities, general psychology helps to explore many issues related to the activity of a single individual or group of people, their motivation, abilities, communication, and interaction with the environment.

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.

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. These include:

Intersubject cooperation of partners, taking into account the influence of the environment and upbringing factors, choosing the most effective pedagogical methods and technologies, identifying their social orientation, pedagogically thought-out organization of activities from planning to monitoring and evaluating its results;

The presence of sensory qualities (abundance and sharpness of sensations and perceptions, stability of attention, curiosity, craving for novelty), memory, recognition ability, extraversion - introversion;

The presence of character as a set of distinctive mental characteristics (features) acquired by a person in the process of its formation; the main characterological features are intellectuality (rationality - irrationality); development of logical thinking, intuition, associative thinking, fantasy, imagination; speech proficiency;

Ethical attitudes towards oneself (selfishness, altruism, conscience, sense of duty, pride, ambition); to other people (goodwill, collectivism, sympathies, antipathies, distrust, suspicion, frankness);

Aesthetic relations: artistic taste, sense of harmony, experience of beauty;

The presence or absence of will - the ability and willingness to consciously control one's behavior (purposefulness, determination, endurance, courage, the ability to volitionally influence others and qualities opposite to those listed);

Education (culture) - knowledge, skills, beliefs (beliefs), ideals gleaned as a result of socialization (reproductive activity) and developed independently (productive creative activity of an individualizing personality). Education affects character traits, clothing them in cultural forms, and itself depends on natural data (memory, perception) and the character of a person;

Spirituality; the degree of development and harmony of spiritual needs, the idea of the meaning of life, the answers to "eternal questions" developed by the individual independently as a result of self-knowledge and speculative contemplation.

Building such a chain, the pedagogical organization of socio-cultural activities implies the need, first of all, to single out the diagnostic and formative stages, to make the most complete use of the socio-pedagogical potential, as well as to overcome the reasons that prevent its full and effective use.

Due to its multi-sphere, multi-subject nature, an unusually wide range of areas and technologies, socio-cultural activity relies on the theoretical and methodological arsenal of a whole constellation of independent pedagogical disciplines: general pedagogy, social pedagogy, psychopedagogy, history of pedagogy, preschool and school pedagogy, defectology (sign language, typhlo- and oligophrenopedagogy), military pedagogy, etc. In each specific case, significant links and relationships are established between the theory and practice of socio-cultural activity, on the one hand, and the listed scientific disciplines, on the other. They apply to the processes of psychological and pedagogical influences, various social, professional, ethnic, confessional environments, internal processes of development of thinking, emotional-volitional sphere, creative abilities in different age groups and a single individual.

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 area of pedagogical practice, where the richest arsenal of pedagogical 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 and etc.

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. When choosing a profession, in the course of vocational training and in the process of further becoming a specialist, both individual and group socio-cultural activities of a person are constantly affected by two groups of factors - objective and subjective.

Objective factors are professional requirements, norms and restrictions put forward in the process of socio-cultural activity to its participants (both professionals and amateurs); This is the presence of each of them with the necessary professional knowledge, skills, professionally significant qualities. But no less significant is the role of subjective factors, to which psychologists and educators include the inclinations and abilities of a particular person (professional, amateur), individual psychological properties and characteristics, motivation and level of claims of his participation in socio-cultural activities, the degree of his self-esteem and psychological security in case of possible mistakes and failures.

Many years of experience accumulated in various areas of socio-cultural social practice demonstrates many options for the coincidence and divergence of objective professional requirements with the subjective capabilities and abilities of people employed in various areas of the socio-cultural sphere - businessmen and teachers, directors and artists.

It is known that a person engaged in one or another type of socio-cultural activity (whether a professional or an amateur) in the course of training or practical participation, as it were, constantly “adjusts” to professional requirements, persistently changing and developing himself.

There is another situation that is common in modern stage, theatrical or circus art, in cinema, the fashion industry, advertising, television, and journalism. A beginner, by no means, at first glance, does not correspond to the norms and rules generally accepted among his colleagues, has not been accepted in the professional community for a long time, after some time becomes a “star”, a recognized master. Demonstrating fundamentally new professional samples, he himself becomes a natural "trendsetter", setting new professional requirements. So, the master, showing genuine innovation in his work, rebuilding the existing professional canons to fit his personality, opens a new direction, and even a new specialization in his profession.

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.

In the practice of many institutions of the socio-cultural sphere - when working with applicants at entrance exams, during competitions for filling vacancies and certifications in institutions of culture and art, when applying for postgraduate and master's programs, etc. - professional selection and selection is widely used.

The concepts of "selection" and "selection" are based on the same system of special procedures (medical, physiological, psychological and pedagogical) aimed at studying and assessing the professional suitability of a person, his "compliance - inconsistency" with the type of activity he has chosen or proposed to him. However, these terms differ in their meaning. In the first case, a person is selected for a certain profession (professional selection), in the second case, professions are selected, “try on” for a person (professional selection).

There are pedagogical and psychological types of professional selection (selection). If the first of them reveals and evaluates the formation of the applicant's special knowledge, skills and abilities necessary for the successful performance of professional duties, then the object of the second, respectively, are the inclinations and abilities of a person, his professional orientation, value orientations, motivations, interests and preferences.

In both cases, the selection is made using a set of methodological tools - interviews, verbal and projective tests, questionnaires, a "battery" of diagnostic instrumental techniques, creative tasks and exercises.

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.

Annotation. The concept of socio-cultural activity. 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 the successful creative development of SKD participants, it is necessary to use psychological and pedagogical methods that determine the level of creativity. For example, technologies based on the theory of inventive problem solving (TRIZ) have positively proven themselves in the development of children's creative abilities in institutions of additional education.

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 the 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;

selection 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;

impact 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 participants in the SKD.

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.

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.

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.