LABOUR EDUCATION AS A FACTOR OF SOCIALIZATION OF THE IDENTITY OF THE RURAL PUPIL (THE SECOND HALF OF THE 20TH CENTURY)

In the article examined labor education as a factor of socialization of personality of the rural student, described the main content, forms and methods of labor activities which contributed to the successful socialization of students in the second part of the twentieth century. The aim of article is to reveal the nature of labor education as a factor of socialization of personality of the rural student. The author detected the approaches to consider the most important aspects of the concept of training students to independed labor activities such as: the labor education, the labor orientation, the forming a positive attitude to work, the creative approach to work, the moral problems of training students to work. Determined that the most important task for the school must be intensive and comprehensive preparation of students for future labor activities that will provide them economic independence, which would be filled with moral and spiritual meaning of their lives, formed the readiness to solve the problems facing society. Therefore, the labor education contributed to the socialization of rural students, which included all three stages of socialization such as the adaptation, the individualization and the integration. The first stage is adaptation consist of a preliminary acquaintance of students with the purpose and objectives of their productive work in the composition of student production brigades, formation of such qualities of personality as a moral commitment to work. The second stage ? individualization was the formation of a sense of duty, which was a prerequisite for the integration of the personality in the collective and at the same time stood at the first position in the list of labor activities motives. In the third stage the main criterion of socialization can be considered the fact that the productive labor of students was organized and is perceived as a collective work for the benefit of society. In terms of student production teams the students were building their vital activity mostly in the work collective and their relationships were based on the standards of code of conduct in the team. At the same time they had the opportunity to develop their personality in accordance with personal interests and the interests of collective.