Students' social activity development in educational social-animation space
The article focuses on the social-animation space designing and functioning in the educational organization, which determines and actualizes the students' social activity in socially useful leisurely activities. The starting point is the understanding of social activity as actions aimed at changing and transforming social objects, and as a result, there is a change in the personality itself and the entire social situation. An algorithm for creating a social-animation space is presented, which includes the following stages. Stage 1: personal values actualization related to social activity among teachers-creators of the space; the axiological unity formation among them; Stage 2 – the socially useful leisurely activities organization of various types, in this organization process various types of pro-social orientation social activity are manifested and developed (altruistic, leisure, social-political, conventional, remonstrative, civil, Internet network, social and economic, educational and developmental, spiritual, subcultural, valeological and associated with the cultivation of the social values) to ensure the choice possibility based on the individual students' preferences; Stage 3: the transition of the teachers-organizers management in the social-animation educational space to co-management with students-activists and students' self-government. The functioning of the educational social-animation space is considered in the coordinate system: normative-regulatory, perspective-orienting, activity-stimulating, communicative-informational. The article drew attention to the peculiarities of social activity development among secondary vocational educational institution students, including those in rural areas. In an experimental study, the effectiveness of the cognitive, emotional-evaluative, motivational-volitional, behavioral, and reflexive structural development components of social activity in students of the experimental group was confirmed in comparison with the control group in the created and functioning social-animation educational space by statistical substantiation means of the presence and absence of significant differences using the nonparametric test for independent U-Mann-Whitney groups and for dependent groups by the T-Wilkoson test.