THE ROLE OF MUSEUM PEDAGOGY DURING THE EDUCATIONAL PROCESS AND SOCIAL REHABILITATION OF CHILDREN AND YOUTH DURING WAR

Abstract

The article highlights the results of a study on «The role of museum pedagogy in the educational process and social rehabilitation of children and youth in wartime». The purpose of the article is to find out the influence of museum pedagogy on the social rehabilitation of children and youth in wartime, as well as to justify its feasibilityi n the organization of the educational process. The research used such methods as survey, analysis and generalization of scientific literature on the research problem. Scientific novelty. The study shows the importance of combining different tools in the educational and social spheres. In particular, the use of museum pedagogy acquires a completely different meaning than 5–10 years ago. The results show that the role of museums is changing and will increase even more after the war. Museum pedagogy in the publication is considered as a tool for teachers, social workers and psychologists in the implementation of their professional activities. Aspects that are influenced by the use of museum pedagogy in the organization of the educational process and social rehabilitation are also identified. Conclusions. It is established how the role of museum pedagogy changed before the martial law and during the war. The author noted that this can help improve the socio-psychological situation of internally displaced children and youth, including those with disabilities. It is also determined that for more effective work it is necessary to create a multidisciplinary team and build activities on an interdisciplinary approach. The author sees prospects for further research in a more detailed study of the use of museum pedagogy in social work, in particular in social rehabilitation, children and youth, including those with special educational needs and internally displaced persons.