An integral analysis of the problem of social upbringing of children in out-of-school educational institutions of Ukraine in the 20–50’s of the 20th century has been made in the dissertation.
The theoretical foundations of social upbringing of children in out-of-school educational institutions in Ukraine are revealed, in particular: social upbringing of the person in the field of leisure is considered in pedagogical retrospection. The state of scientific development of the problem of social upbringing of children in out-of-school educational institutions in Ukraine in the 20 and 50's of the 20th century has been highlighted; the discourse of the research has been substantiated.
It has been established that the social and economic consequences of revolutionary events and civil war, the spread of the phenomenon of child homelessness, changes in the ideological concept of the state, the development of a fundamentally new system of education, the emergence and spread of out-of-school upbringing as an innovative pedagogical phenomenon, etc. have been the preconditions of the development of social upbringing of children in out-of-school educational institutions in Ukraine in the 20–50’s of the 20th century. It has been proved that in the 20 and 50’s of the 20th century in Ukraine the attention to the process of social upbringing of children took a prominent place in the general education system.
Based on these criteria (the state of socio-economic development of Ukrainian society, the analysis of the leading ideas about social upbringing and leisure, the availability and content of legal documents, the intensity of the establishment of institutions for children’s leisure time as well as the development of the system of institutions for extracurricular education), the stages of social upbringing of children in out-of-school educational institutions in the 20 and 50’s of the 20th century have been scientifically substantiated: the first stage (1920–1935) – innovative – is connected with the substantiation of the concept of social upbringing of children in out-of-school educational institutions; the second stage (1936–1945) – extensive – revision of the concept of social upbringing of children in out-of-school educational institutions in an aggravation of the ideological crisis within the totalitarian Soviet state, which included Ukraine at that time, and external military confrontation; the third stage (1946–1959) – intensive – establishment of the concept of social upbringing of children in out-of-school educational institutions in the conditions of post-war reconstruction, intensification and strengthening of the state regulation of socio-economic, educational and cultural life.
According to the study of archival sources, scientific literature and periodicals, the experience of social upbringing of children in out-of-school educational institutions at various stages has been generalized. It has been established that pedagogically valuable forms of social work were lectures, concerts, contests, meetings, festivals, competitions, discussion clubs, youth associations, quizzes and games, disputes, preparation of special radio and television programs. Yard clubs, which organized creative games for teens, used brigade forms of work, and also organized leisure clubs and clubs of different directions, used to function.
It has been defined that massive forms of work played a major role in the social upbringing of children. They are: holidays, amateur performances, songs and children's fine arts, the organization of folk games and the work of choirs. Rather widespread in the study period were part-time forms of out-of-school work – absentee clubs, competitions, outreach workshops, consultations.
The possibilities of extrapolation of positive historical and pedagogical experience in the activity of modern out-of-school institutions have been revealed. In particular, the progressive ideas of the experience of social upbringing of children and adolescents in the out-of-school education system of Ukraine of the study period that deserve to be realized in the context of their implementation into out-of-school institutions of Ukraine in modern conditions include: the development of the regulatory framework and the creation of a ramified infrastructure for out-of-school institutions and creative unions; state financial support; coordination and establishment of interconnections of out-of-school institutions with state, private and public organizations; organization of leisure activities for children and young people taking into account their interests, needs and requests; introduction of innovative technologies of leisure organization of the growing generation; formation of culture of leisure by student youth; involvement of out-of-school institutions in the development and implementation of long-term socio-cultural projects and programs; raising the status of socially valuable leisure activities; regulation and improvement of th
