European International Journal of Pedagogics
72
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
72-76
DOI
3
OPEN ACCESS
SUBMITED
09 March 2025
ACCEPTED
05 April 2025
PUBLISHED
08 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Pedagogical Foundations
of Sociocorrection of
Adolescents' Moral Image
Tukboeva Dilshoda Zaynievna
Navoi State University, Senior Lecturer of the Department of Psychology,
Uzbekistan
Abstract:
The article explores the pedagogical
foundations of the sociocorrection of adolescents'
moral image as one of the priority areas of modern
educational work. The author emphasizes the
importance of developing spiritual and moral qualities
in adolescents within the context of social interaction.
Effective pedagogical methods and approaches aimed
at correcting and shaping the moral consciousness of
students are discussed. Special attention is given to the
role of educational institutions and teachers in the
sociocorrection process.
Keywords:
Adolescents, moral image, sociocorrection,
pedagogy, upbringing, spiritual and moral development,
social interaction.
Introduction:
Modern children's public associations are
socio-cultural communities of children, adolescents and
adults who are united by common values, guidelines,
goals, traditions, rituals and symbols. Children's
associations perform the functions of education,
socialization, training and development of their
members. One of the main goals of their activities is to
promote the formation of moral value orientations of
the participants. To achieve this goal, it is necessary to
define and implement in the children's public
association the pedagogical conditions for the
formation of moral value orientations of their members.
Value orientations are effectively formed in
adolescence, when a new level of self-awareness and
the self-concept of the individual are formed, expressed
in the desire to understand oneself, one's capabilities
and characteristics. At this age, independent thinking
develops, a worldview, moral self-awareness, social
interest and activity of the individual are formed.
Children's associations have significant educational
potential for the formation of moral value orientations
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European International Journal of Pedagogics
of adolescents, providing them with opportunities for
mastering, assimilating and appropriating moral values
in the process of interpersonal (organized and
informal) communication, interaction, collective
creative activity, in the system of relations.
METHODS
The analysis of theoretical sources, the results of the
study of value foundations and conditions for the
functioning of children's public associations made it
possible to identify a number of pedagogical
conditions, the implementation of which ensures the
formation of moral value orientations of adolescents in
a children's public association.
First condition. The goals and content of the activities
of a children's public association must correspond to
the system of its moral values in the unity of its
components. Since we consider a children's public
association as a social and educational system, the
component of this system - the goals expressed in the
original concept, represent a set of value ideas for the
implementation of which the system is created. In
humanistic education systems, goal setting is carried
out taking into account that goals are derived from
values, values determine goals. This means that the
system of moral values substantiates the goals of the
functioning of the children's public association at all its
stages.
The content of the activities of the children's public
association should be based on moral values and
contribute to the formation and actualization of these
values at the personal and collective levels.
Moral values increase the effectiveness of the activities
of
the
children's
public
association,
the
implementation of its educational functions to form
moral value orientations: moral values unite teenagers
into a socio-cultural community; form a subculture of
the children's public association; transform socio-
cultural moral values into collective and personal ones;
give the pedagogical activity of the leader (organizer) a
humanistic value-orientation character; change the
position of the personality of the member of the
children's association (he becomes a subject);
contribute to the formation of moral value
orientations; establish a democratic style of
relationships; include teenagers in self-government
and co-government. The given list of functions of moral
values shows that in the social and educational system
of a children's public association they should be a
system-forming factor and be used as an integrative,
multifunctional educational tool.
To determine the goals and content of the activities of
a children's public association, it is advisable to use
dialogues, games, interactive methods, the target
settings of which are: the acquisition of moral values by
adolescents, their subsequent awareness, assessment
and choice; humanistic attitude towards people;
patriotism and citizenship; caring attitude towards
nature; the moral position of a member of a children's
association in relation to his comrades, to his
organization, to himself as a comrade of other people;
development of collective relations; development of
amateur activity, self-government, cooperation of
members of a children's association; the formation of
abilities for self-education, self-training, moral self-
improvement. With this approach, each member of a
children's public association acts as a subject of a socio-
cultural community, an integral social and educational
system. Based on the provisions of the socio-cultural
approach,
the
integrity
of
the
community
predetermines the assimilation of parts (subjects,
components), imparts to them properties characteristic
of the whole. The socio-cultural principle of
anthroposocial conformity assumes the compatibility of
the personal and behavioral characteristics of the
participant and the social characteristics of the
community of the children's public association. Moral
values of the community are fixed in the consciousness
and behavior of its member by means of moral value
orientations. Consequently, in the process of goal-
setting and development of content it is necessary to
take into account that the personal development of a
member of a children's public association should be
proportionate to the group development of the entire
community.
Second condition. Consideration of social, cultural and
educational factors of the functioning of a children's
public association. This means that when developing the
content of the activities of a children's public
association, it is necessary to take into account the
social, cultural and educational environments in society.
The social environment allows, on the one hand, to
expand and complicate the contacts of members of a
children's public association with their peers, with
adults, to realize their needs for communication and
self-affirmation, and on the other hand, to acquire
knowledge about the moral values of society in the
process of joint socially significant activities, allowing
members of a children's association to evaluate their
behavior and activities, the behavior and activities of
"others" from the position of these values, to act in
accordance with them.
Socially significant events and collective creative
activities (CCA) "Different - Equal" (providing support to
children with special psychophysical developmental
needs), "Valor, Courage and Honor", "Our Concern -
Veterans" (patronage of veterans), "Children to
Children", "Mercy" (patronage of orphans, children
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European International Journal of Pedagogics
from disadvantaged and low-income families), "Our
Yard", "Clean Forest" (improvement of the territory of
a microdistrict, forest zone), "For a Healthy Lifestyle!"
(development of healthy lifestyle skills), etc. contribute
to the awareness of members of the children's
association of such moral values as kindness,
compassion, mercy, duty, conscience, honor.
Taking into account the cultural environment involves
the development of moral values of culture by
teenagers, their involvement in the collective creation
of subcultural values of the community of children's
public association. In order for members of children's
public associations to develop moral values of culture,
it is necessary to study the cultural and historical
heritage of the people, and carry out local history
activities. For example, the cultural and historical
cultural unions "Our Land", "Heirs", "History of the
City", "Along the Places of Military Glory" contribute to
the development of national values and traditions of
the people. In order to involve members of a children's
public association in the collective creation of
subcultural values of the community, the study of the
value foundations of children's associations is of
priority importance. This provides material for
understanding the values of teenagers: the importance
of a special perception of the world - brightness,
emotionality, spontaneity; the importance of
communication with peers, adults; the importance of
play, romance. At the same time, this implies the
awareness that social values are manifested in the
subculture of a children's association (social interest,
social activity and socially significant activity,
democratic principles). Collective creation of moral
values of a children's association is carried out, as
practice shows, in the process of collective rule-
making, creation of a moral code regulating the
activities, communication, and relationships of
participants.
Taking into account the cultural environment involves
using the cultural environment of a children's public
association (museums, theaters, cinemas, exhibitions,
sports facilities, etc.), involving employees of cultural
and sports institutions, and representatives of creative
professions in the activities of the children's
association.
Educational environment is a set of social and cultural
value factors that influence personal development and
the formation of a team of members of a children's
public association. The educational environment is
created within a children's association, integrating its
social and cultural properties, characteristics, and
functions. A sign of the educational environment in a
children's association is the openness of its social and
educational system, which is determined by the
following criteria: the level of interaction between
structures, substructures, and individual participants to
achieve common goals; the effectiveness of using the
means of the social and cultural environment; freedom
of interaction with social groups, state and public
organizations; pedagogical support for socially
significant activities and initiatives.
The open nature of the social and educational system
presupposes a high level of interaction (cooperation, co-
creation) of members of the children's association,
which is achieved by distributing responsibilities,
powers, and involving everyone in solving collective
problems. In the children's association, conditions are
created for the diverse activities of the participants, for
their manifestation of initiative. Coordination of
activities is carried out with the help of collective self-
government bodies on the basis of collectively planned
programs. The basis of activity, communication, and
relationships are empathy, dialogue, cooperation,
mutual support, and respect for the rights of each
participant.
In a children's public association, conditions are created
for the intellectual development of adolescents,
enrichment of emotional and behavioral experience,
the social value of which is enormous for their entire
subsequent life. Self-knowledge and self-realization of
adolescents occur in the process of collective creative
activity, interpersonal communication. Expeditions,
hiking trips, concerts, performances, games are such
sources of knowledge about life, about culture, about
oneself that cannot be replaced by either lessons or
other sources of knowledge.
Thus, a children's public association is a socio-cultural
community functioning in the conditions of social,
cultural and educational environments, interconnected
by values and information links that influence it.
Third condition. Pedagogical support of a children's
public association provides for educational, educational,
ideological, managerial, organizational, methodological
support for the process of functioning of a children's
association, which is carried out by the teaching staff
and a specific teacher - the leader, organizer. Teachers
initiate the creation and reorganization of a children's
public association, ensure its stability and progressive
development, act as an ideal, a role model, which
teenagers are guided by in the process of interaction. A
teacher is a leader if he ensures the viability of a
children's public association, being its member, sharing
its values, i.e. his influence on the group is internal. A
teacher acts as an organizer if he organizes activities and
manages them, but he himself takes a detached,
administrative position, i.e. his influence on the group is
external.
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A distinctive feature of pedagogical support for a
children's association is its flexibility and variability.
Focusing on the needs and interests of teenagers,
teachers look for methods and forms of pedagogical
support that are relevant and effective. The teacher
should contribute to the construction of a democratic
style of relationships between members of a children's
association.
Results and Discussion. As a result of the study
conducted by the author, the qualities necessary for a
teacher - a leader and organizer were identified.
Respondents (teenagers, adults - members of
children's public associations) identified the following
qualities: responsibility - 97%; courage - 97%; charm -
96%; generosity - 95.2%; kindness - 93.9%; patience -
92.4%, sincerity - 90.9%, honesty - 89.4%; wisdom -
88%; hard work - 87%; persistence - 75.8%;
competence - 75.2%; purposefulness - 74%; integrity -
64.2%. However, only 44% of respondents believe that
real leaders of children's associations possess these
qualities.
For 71.4% of teacher-leaders and organizers of
children's public associations, an orientation towards
altruism is characteristic, and for 28.6% - an
orientation towards egoism. The altruistic orientation
of teachers indicates that they take an ethical position
in interaction with teenagers, care about them, strive
to protect their rights and interests, sometimes
sacrificing their own interests. For 64.3% of teachers,
the focus is on the result - achieving goals, and for
45.7% - the focus is on the process of activity itself.
High performance is not only an important motivation
for teachers, but also a necessary condition for work.
The results of the study show that teachers encourage
members of the children's association to: improve
knowledge, skills, and abilities - 82%; show initiative -
74%; achieve individual results - 71%; accurately fulfill
duties - 66% of respondents.
Important characteristics of a leader, organizer of a
children's public association are organizational and
communicative inclinations. According to the results of
the study, most teachers - leaders, organizers have an
average (46%) and high (41%) level of organizational
inclinations. Only 13% of teachers have a low level of
organizational inclinations. The average level of
communicative inclinations was found in 47% of
teachers, a high level - in 35%, a low level - in 18%.
These characteristics indicate the ability of teachers to
engage in organizational work and constructively
communicate with members of a children's public
association.
Based on the results of the study, we can come to the
following conclusions. Most teachers - leaders and
organizers of children's public associations are guided
by moral values, take an ethical position in the process
of interaction with teenagers. Teachers care about the
participants, promote the improvement of their
knowledge, skills, manifestation of initiative, realization
of personal potential. They are also focused on
achieving
results
of
activities
and
effective
management. In real practice, there are problems that
reduce the effectiveness of the activities of both the
teacher and the children's public association. The
democratic style of building relationships between
teenagers, between them and adults has not yet
become the norm for all children's associations. Firstly,
the administrative position of the teacher, who
considers the teenage group as a field of self-realization,
assertion of power, acting with the help of orders,
instructions, interferes, and secondly, the "protest" of
teenagers, manifested
in
negativism,
self-will,
opposition to adults. Pedagogical support of a children's
public association will be effective if the teacher has a
high level of professional culture and systematically
improves his/her professional competence.
The characteristics of the professional culture of a
modern teacher - leader and organizer of a children's
public association are:
- ethical position - the main cultural standard of the
teacher's activity, implying the teacher's making moral
choices that preserve the well-being of others, as well
as compliance with ethical rules [1, pp. 154-155];
- the culture of managing the activities of a children's
public association, which implies the teacher's ability to
use effective management mechanisms, apply general
scientific,
pedagogical,
psychological
methods,
techniques,
technologies
in
the
process
of
organizational activity;
- the culture of dialogue, including communicative
inclinations and skills in using dialogue as a way of
interaction and decision-making;
- a democratic leadership style based on respect for the
rights of members of a children's public association,
including the teacher's knowledge and skills in using
democratic norms and procedures in the management
process;
- the teacher's thinking culture, which will allow him to
analyze problems in the activities of the children's
association and creatively solve them in accordance
with social and cultural conditions;
- methodological culture, implying the teacher's
possession
of
interdisciplinary
methodological
knowledge [2, p. 147].
CONCLUSION
Thus, in order to provide pedagogical support to a
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children's public association, the teacher must have a
high level of moral and professional culture, he must
have a formed moral position in relation to the
participants (teenagers) and their socio-cultural
community. The teacher must understand the values
of the members of the children's association and direct
their activity to socially and personally significant
goals.
The implementation of pedagogical conditions for the
formation of moral value orientations of the
participants contributes to the effective functioning
and progressive development of the children's public
association as a socio-cultural community, an open
social and educational system.
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