| Summary: | In the article the peculiarities of socio-cultural activities as specially organized educational process are identified. This problem is relevant as socio-cultural activities, implemented to school education, contributes to optimization of the teachers’ work and makes up new techniques for pupils’ creative and intellectual development. The aim of the article is to point out the main features of socio-cultural activities and to analyse approaches to disclosing characteristics of socio-cultural activities. Aiming to find out the concept of “social-cultural activities in primary schools”, the author analyzes several socio-pedagogical techniques and determines that the socio-cultural activity is a process that is carried out in the educational environment. Approaches to determining characteristics of socio-cultural activities at primary school are identified. The author distinguishes cultural, individual and active, humanistic, anthropological, creative and axiological approaches. Each of them is analysed in details, the impact of the approaches on the pupil’s learning skills and creative abilities in the process of socio-cultural activity is characterized. It is noticed that the essence of the cultural approach should be relied on the pedagogical consistent pattern, such as the pupils’ socialization in which the pupils acquire knowledge and develop the best cultural patterns of a nation, country, and world civilization. The individual and active approach emphasizes on the idea that the development of a personality takes place in different activities. While implementing the humanistic approach the special attention has to be paid to a human inner spiritual world. It is also found out the anthropological approach is a basis of socio-cultural activities that mean the study of a person as “a subject of education”. The creative approach is considered to give an opportunity to develop the pupils’ creative style of activity. The axiological approach helps social educators make guideline to the human, national and professional values. It is concluded that socio-cultural activities support and protect the child’s personal development and self-realization in specially organized cultural environment.
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