Leading Pedagogical Possibilities in Children’s Public Organizations and Personality Formation

This article reveals the content of concepts: ―children's public organization‖, ―children's public association‖. Based on the above analysis of various approaches to the content of the concept of ―children's social organization‖, the main distinguishing features of this phenomenon are highlighted: amateur character, the presence of statutory documents, a composition that includes children and adults, united by a common goal, tasks and content. The analysis of the scientific works of researchers on the problem of the educational space as a pedagogically organized environment, which creates not only additional, but also new opportunities in the development of leadership qualities of adolescents, contributes to the inclusion of adolescents in a variety of activities where the adolescent gains experience of leadership behaviour. Based on the analysis of scientific works, several basic positions on the educational space are formulated: space is a developed environment adapted for solving educational problems; the concepts of ―environment‖ and ―space‖ are not identical; educational space is becoming a factor in the humanization of children's life. An important characteristic of the educational space is its activity, understood as the ability to maintain in a group a level of emotional and intellectual tension sufficient for all participants in the interaction, stimulate the child’s interrogative attitude to the world and creatively search for answers to questions that arise during his life. The active educational space is different in that it provides each child with the opportunity to meet new people, objects and phenomena, and enables each child to show his personal potential. The article also emphasizes that children's public organizations can be considered as an educational space for the development of not only the leadership qualities of adolescents, but also feelings of tolerance, selfconfidence, the ability to express themselves, and develop skills to engage in intercultural dialogue.