SELF-CONCEPT AS A FACTOR OF PERSONAL IDENTITY

The implementation of school reform in the sphere of the educational process improvement cannot be limited only by the equipment of students with knowledge and skills. School reform, as well as all spheres of our public life, sets more comprehensive social objectives: to prepare young generations for life, to combine realistically learning and labour, to develop all-sided personality, to satisfy its cultural requirements, cognitive interests and personal habits, to identify and improve full potency of young people.

To be resolved, these challenges require not the disjointed efforts of talented and clever teachers-psychologists, circles and clubs instructors, but the purposeful work of teaching staff at schools and in out-of-school facilities. Personality development is a complex process that is facilitated by the people’s interests. It is a belonging of human factor in society. The origins of human factor are in school, out-of-school facilities, and family where the younger generations are being developed and a personality is being formed.

The development of cognitive interests of students are based on the study and generalization of values that are found in the best practices of out-of-school facilities teachers, on the one hand, and on the involvement of out-of-school facilities teaching staff into active and purposeful activity, on the other hand.