Education of rural children’s social mobility
The article updated the need for purposeful education of children’s social mobility with the use of rural society resources; study of potentials and limitations of this work; improvement of forms and methods of its organization; the need to prepare specialists for high-quality pedagogical activities to educate social mobility of children in rural society. The leading idea of the study presented in this article on the upbringing of rural children’s social mobility is based on the fact that the development of this quality is determined by the interrelated processes of pedagogical interaction in the format of fostering social mobility and its development by the young person himself on the basis of updating the reflective factor, which stimulates the processes of self-development of social mobility, as well as on the basis of updating the environmental factor that determines the upbringing of the student’s social mobility by possibilities of the educational environment. The author of the article proposes to consider the reflexive-environmental approach as basic in the education of social mobility of rural children. This approach makes it possible to intensify their reflexive position and consider the impact of the rural society environment on the development of social mobility of young people. The education of social mobility of rural children is considered as a reflective process related to the awareness by all subjects of the importance of social mobility and its manifestations, and as the environmental process focused on the dialogue of educational subjects in the environment of rural society. The results of the theoretical analysis of the interpretation of social mobility based on the reflexive-environmental approach are presented. The possibilities and restrictions of educating the social mobility of a rural child have been identified. The materials of the aerobatic study on the education of rural children’s social mobility are presented.