Peculiarities of formation of social activity of university students

With the students who reached the stage of creativity, a volunteer club «Beam of Kindness» was created. The organization of the work of this club was carried out with the active participation of students themselves, in particular, which exhibit social, organizational and communicative abilities. In addition, with their help, other students of the specialty «Social Pedagogy» were involved in the activities of the club. Students of the volunteer club took an active part, for example, in such events as: information actions on the Day of Mental Health, the World Tuberculosis Day, Human Rights Day; preventive actions for the International Day Against Drug Abuse substances and drug trafficking, the Day of understanding with HIVpositive people, as well as participation in social projects dedicated to the International Day of Family, the International Day of Disabled, requiem to the day of liberation. The Victory Day, celebration of the anniversary of Bukovinsky Veche.

The leadership of the volunteer activity in the educational institution and assistance in its implementation (planning, training, analysis) were assigned to the teachers of the Department of Social Pedagogy and Psychology. The curator of the volunteer club fulfilled the following

functions: providing consulting and methodological assistance in organizing and implementing both the general club work and the directions; in case of necessity, carried out scientific guidance of volunteer research work.

Assessing students participate in volunteer activities, it should be stressed that it contributed to the formation of important personal qualities needed for future careers of students - future social workers as kindness, tolerance, empathy, sociability, activity. Of course, this is a socially significant work, and further branching and an increase in the number of volunteers, not only from student collectives, but also from children's organizations, allowed to attract more children and young people to it.

Development and implementation by students of social and pedagogical projects. It is rather difficult for the organization, but at the same time quite useful both for the development of research and social skills, designing, communicative, organizational skills, as well as for the students' self-actualization, the following form of development of social activity, especially cognitive, as social and pedagogical design, turned out to be. Thus, within the framework of its realization, an experimental «Circle of Pedagogical Creativity» was created. Its participants, first of all, mastered the foundations of socio-pedagogical design and scientific creativity, and then worked on their own tasks. This happened according to the following scheme: the student received a specific task for independent work on a scientific project for the academic year (the form of work was either individual or co-operative), which he performed with the help of a specially appointed curator, and at the end of the year all the students of the circle officially made their experts public.

Results at the interdisciplinary colloquium. Quite interesting were the projects such as «Children of the street: ways to overcome problems», performed by Chuzhuk Natalia, «Social and pedagogical support of gifted children in the educational process of secondary schools», performed by Cyril Kateryna, who, moreover, being a 4th year student, organized and held the «Week of Social Pedagogy» at the Pedagogical Faculty of the Izmail State Humanitarian University.

Student-researchers on the vocation was focused on the project «Scientific change». First and foremost, special training sessions were organized for them, organized by experienced teachers from different specialties. During this training young scientific acquaintance met: with social requirements to the main directions of development of national and international research; with methodological principles, research methods and methods of obtaining new knowledge in problem areas; with scientists and scientific schools, with modern requirements for young scientists in relevant problem areas. In the future, strengthened knowledge in the course of socio-pedagogical practice. The highest rates of students showed in the ability to draft programs that are implemented in socio-pedagogical activities with children and young people. Some of the projects developed by the students were actually implemented during volunteering. In particular, the project «Help yourself», drawn up during the practice by student Terticheskaya Tatiana (girl - disabled group 3), laid the foundation for the work of the «Student» of the university and the student social service. The results of the program more than successful: working with students in the dormitory intensified the livelihoods of students, updated content and forms of social and educational activities.

Involvement of student youth in activities in art collectives. An important direction that contributed to the development of social activity of student youth and the humanization of the educational space of an educational institution was the revitalization of the students' creative potential, raising their cultural level. Here an important role played by university cultural centers, whose mission was to bring students to culture, to develop them as active participants in the artistic and socio-cultural process.

Practice has shown that attracting student youth to activities in artistic groups, gives them the maximum opportunities to realize their creative abilities, as well as to develop aesthetics of everyday life. This was facilitated by the presence of stable, artistic groups working for several years, which successfully represented educational institutions at university, city and all-

Ukrainian festivals and contests. For example, students who have organizational and various kinds of artistic abilities are quite actively involved in such forms of activities as: performances of the theatrical circle «In the circle of friends» and the vocal ensemble «Charivnytsia», the choreographic ensemble «Triumph», disco parties with an entertaining program, Participation in the festival of students in Kyiv «Colors of the autumn - 2017», living concert programs - New Year's Ball at the Rector, Music concerts, concert dedicated to the International Women's Day March 8th, etc.; solemn academy on the occasion of dedication of freshmen to students, «Student / student of the year - 2018», competition of performers of folk and pop songs «Zhivitsa» dedicated to the 60th anniversary of the birthday of famous singer Nazariy Yaremchuk, «Christmas meetings», competition for the best artistic group amateur activities.

The wide possibilities of personal self-realization and maximum relaxation provided unconditional and participation in the club of fun and smart. An important factor was his bulk and the availability of participation. From a pedagogical point of view, this form of socioeducational work allows us to use practically all methods of pedagogical action on the student. In this case, the teacher remained in the position of a friend, an active participant in the creative process. The process of the club's fun and savvy contributes to communication, creative search, the collision of characters, emotions, interests, which determined its powerful social potential. As it is advisable to note in this regard, Shashenko S. (2013), in itself, the artistic event does not have any pedagogical value, but finds it in the case when the student participates in its preparation, and is not a passive observer. The creation of such relationships in the system of interaction between students and the surrounding society assumed spatial socialization, the leading factor which was the interest in the results, which is based on a person-oriented approach to students from all objects of the educational process.

Thus, it can be stated that, by engaging in creative activity, students realized the need to evaluate their activities, in confirmation of its correctness, social significance. A positive assessment of their activities caused a sense of satisfaction, a desire to work better, raised the need for the implementation of actions that deserve the approval of the team, comply with its principles and rules. With this approach, each «played role» - whether this participation in the team of the club of funny and savvy, in the work of the volunteer squad, dance team - has become a factor in personal development, increasing social activity and the condition for the success of the process of socialization.

To verify the effectiveness of the introduction of forms and methods of social and pedagogical work on the development of social activity of university students, the results of control tests were analyzed in two groups of students of the Izmail State Humanitarian University (Izmail, Ukraine): an experimental, in which classes were conducted using these techniques, and control, which worked under the usual plan of educational work.

The monitoring of the manifestations of social activity by student youth at the control stage of the experiment proved the effectiveness of the experimental research work carried out in the framework of educational and educational work in parallel in four areas: work in the bodies of student self-government, inclusion of students in volunteering activities, development and implementation of youth social and pedagogical projects, involvement of student youth in activities in art collectives.

Conclusions. In today's Ukraine, the actual problem is the lack of gifted, creative and socially active workers - high level specialists in various fields. This poses a problem for educators to find practical ways of organizing the successful socialization of student youth, creating the appropriate conditions for self-actualization, and the formation of social activity. Creative self-realization of personality is impossible without its social activity in important spheres of life. That is why the formation of social activity of youth is one of the most important tasks of social pedagogy, including social education and social education in general. To

quantitative indicators of social activity of students can be attributed: their high overall activity, high performance, the presence of motivation to succeed in the activity, high level of claims and adequate self-esteem. All of them were diagnosed with appropriate techniques.

It is established that the development of social activity of young people promotes their attraction to socially significant activities, namely: work in the organs of student selfgovernment; volunteer activity; socio-pedagogical design; activity in artistic groups, club of fun and smart.

1. Antoni, M.A. (2010). Interaktivnye metody obucheniya kak potencial lichnostnogo razvitiya studentov [Interactive methods of teaching as a potential for personal development of students]. Psihologiya obucheniya - Psychology of teaching, 12, 53-63.

2. Antonova, O. (2016). Teoretychni ta metodychni zasady navchannia pedahohichno obdarovanykh studentiv [Theoretical and methodological principles of teaching pedagogically gifted students]. Zhytomyr : Vydavnytstvo ZhDU im. I. Franka.

3. Boekaerts M, Zeidner M, Printich PR (2000). Handbook of selfregulated learning. Oxford, UK: Academic Press.

4. Feldhusen J. (2007). Educating teachers for work with talented youth. In N. Colangelo and G. A. Davis (Eds.), Handbook of gifted education (2 ed.). Boston Allyn & Bacon.

5. Guilford, J.P. (1996). A psychometric approach to creativity. University of Southern California.

6. Hnatko, M. (2015). Struktura obdarovanosti ta zasadni pryntsypy roboty z obdarovanymy ditmy [The structure of giftedness and the basic principles of working with gifted children]. Obdarovana dytyna - A gifted child, 4, 4-5.

7. Nokelainen P, Tirri K, Merenti-Valimaki HL (2007). Investigating the influence of attribution styles on the development of mathematical talent. Gifted Child Q. 51(1):64-81.

8. Pajares F, Valiante G (2002). Students' self-efficacy in their selfregulated learning strategies: A developmental perspective. Psychologia 45:211-221.

9. Perels F, Dignatth C, Schmitz B (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evalutaion of an intervention in regular math classes. Eur. J. Psychol. Educ. 24(1):17-31.

10. Peterson C, Barret L. (1987). Explantory style and academic performance among university freshmen. J. Personality Soc. psychol. 53:603-607.

11. Plotnikov, P. (2014). Osnovy sotsializatsii molodi promyslovoho rehionu (Sotsialno- pedahohichnyi analiz) [Fundamentals of Socialization of Youth in the Industrial Region (SocioPedagogical Analysis)]. Donetsk : DonNu.

12. Robinson A (2008). Teacher characteristics. In J. A. Plucker and C. M. Callahan (Eds.), Critical issues and practices in gifted education: what the research says Texas: Prufrock pp. 669681.

13. Roblyer, M. (2009). Integrating educational technology into teaching. San-Diego, CA : Resiliency in Action, inc.

14. Rose C. (2013). Trade Secrets: Young British talents talk business. London: Thames & Hudson Cop.

15. Shashenko, S. (2013). Sotsialne stanovlennia studentskoi molodi u pozaaudytornyi chas u vyshchykh navchalnykh zakladakh [Social formation of student youth in extra-curricular time in higher educational institutions]. Kyiv: Dyvo.

16. Stoeger H (2013). Learning as a creative process. In: A. Tan (Ed.), Creativity, talent and excellence Singapore: Springer. pp. 3-13.

17. Schulman P (1995). Explanatory style and achievement in school and work. In G. M. Buchanan and M. E. Seligman (Eds.), Explanatory style Hillside, NJ: Erlbaum. pp. 159-171.

18. VanTassel-Baska J., Johnsen S. (2007). Teacher educaton standarts for the field of gifted education: a vision of coherence for personnel preparation in the 21st century. Gifted Child Q. 51:182-205.

19. Weiner B (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educ. Psychol. Rev. 12(1):1-13.

20. Zimmerman BJ (2000). Attaining self-regulatin: A social cognitive perspective. In: M. Boekaerts, M. Zeidner and P. Pintrich (Eds.), Handbook of self-regulation. Oxford, UK: Academic Press.

21. Zvyeryeva, I. (2012). Ency'klopediya dlya faxivciv social'noyi sfery' [Encyclopedia for professionals in the social sphere]. Kyiv: Universum.

Размещено на Allbest.ru