Signs of a children's public organization. Children's public associations
Alternative scouting organizations were and are the product of groups of enthusiasts. It is difficult to define features that are equally inherent in all of them. If in the 1920s they did not receive mass support in society due to the rejection of the dominant churches, the joint upbringing of boys and girls (which was not very welcome in English society), participation in the activities of political parties, today alternative movements and organizations mainly advocate the preservation of the old (“conservative ”) traditions, against modernism, excessive socialization of the scouting movement. Although, of course, this is not inherent in all groups (especially newfangled ones). Today it is difficult to say unequivocally that this “innovation” will definitely win. But in conditions when new liberal ideas are gaining more and more supporters (and not only in the USA), scouting will either have to change once again or sharply and radically split organizationally. One way or another, then and now, not a single children's and adolescent movement could resist the mass spread of scouting. All these groups were not and are not any serious alternative to Scouting, existing on the principles of WOSM or WAGGGS.
PEO is a voluntary association of children and adolescents, fixed by formal membership, built on the principles of self-government, amateur performance and organizational independence.
The activities of the children's public organization are regulated by the following state regulations: Civil Code of the Russian Federation; Law of the Russian Federation “On non-commercial organizations”; RF Law “On Public Associations”; Law of the Russian Federation “On state support of youth and children's public associations”.
According to its legal status, a children's public organization has the following most important features: the presence of a voluntary, formalized membership. participation of members of the organization in managing its affairs: elections of governing bodies, control over their activities, development of programs for the activities of the organization, etc. participation in ensuring the property basis of the organization and organizational and structural independence.
The purpose of the PEO activity can be considered in 2 aspects. On the one hand, as a goal set by children who have united in an organization, on the other hand, as a purely educational goal set by adults who created this organization for children.
Children's public organization Sverdlovsk region Sobolyata has been operating in the Sverdlovsk region for 2.5 years. The main goal of the organization is to help young residents of the Sverdlovsk region in their civil development. Thanks to her activities, the Sverdlovsk region should receive socially useful things for children today, and independent and active adult citizens tomorrow.
The daily activities of the “sable” detachment are planned in such a way that children have the opportunity to acquire the knowledge they need in various specialties, not only theoretically, but also through the participation and organization of various events, actions, holidays, gatherings, trips, etc.
Each detachment (territorial organization "Sobolyata") submits a plan of its activities, adopted by the council of the detachment (organization) to the regional council of the children's public organization of the Sverdlovsk region "Sobolyata", once every three months. In addition, an information report on the work of the detachment (organization) for the previous three months is attached to the plan.
Having studied the values of children and adolescents as the basis for the effective functioning of children's public associations, using the example of the Sobolyata kindergarten, we came to the following conclusions:
־Most members of the primary organization with the ideals of their
־association considers Truth and Goodness;
־ bases the laws of activity of the primary organization and its participation in it primarily on Friendship;
־sees the realization of his rights in the existence of Equality and Justice;
־of all the duties and deeds of the members of the association, he most appreciates the Cause;
־ considers voluntariness and creativity to be the main norms of association;
־principles of activity of the primary organization - Spirituality and Humanism;
־ guidelines for activity - Mercy and Peacemaking;
־concerns for their affairs and reflections - Family and Society;
־The organizational structure and activity of the primary organization of the Belarusian Republican Youth Union is built, in the opinion of its members, primarily on the principle of Cooperation.
Participation in the activities of children's associations gives children and young people a rich and unique experience of communication, romance, adventure, and also forms an active citizenship, responsibility, initiative and purposefulness, introduces them to democratic and legal norms. Volunteering for the benefit of other people, nature forms in the activists of the children's movement moral values, humane qualities. Such children and young people can bring many benefits to society and their country.
List of used sources and literature
2. Federal Law “On Basic Guarantees of the Rights of the Child in Russian Federation"(July 24, 1998. No. 124-FZ) Law of the Russian Federation on Education (05.12. 1995)
4. Law of the Russian Federation “On state support of youth and children's public associations” (June 28, 1995 No. 98-FZ).
5. Actual problems of modern childhood: Sat. scientific works. Issue. 4.
6. Bogomolova L.V., Golubeva T.L. Teenage culture. On the way to dialogue. - M., 1992.
7. Borisova L.A. Children's movement in modern society: the concept of development and educational opportunities // Folk School. 1995. No. 6.
8. Bykov A.K. // Social Technologies, Research, №2, 2005. - With. 58-63
9. Children's movement. Issue 4Under the direction of T.A.Vasilyeva.Comp. and editor: T.V. Trukhachev - M., 2004
10. Vishnevsky Yu.R., Shapko V.T. Sociology of youth. - N. Tagil, 1995.
11. Moscow Children's Movement Development resources. Materials of sociological research. Collection of articles / edited by M.E. Kulpedinova. - M.: ISPS RAO, 2005.
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13. Dymovska M., Kolodzeychik U., Limanovska B., Sekutowicz K., Stawicka B. How to work effectively in an organization - Warsaw: Center Inf. Female Ob-in OSKA, 1999. -164 p.
14. Ilyinsky I.M. Youth and youth policy. - M.: Voice, 2001.
15. Kabush V. T. Moral values of the children's association. / Problems of survival. 2003. No. 6.- P.73-83.
16. Kon I.S. Child and society (historical and ethnographic perspective). - M., Nauka, 1988.
17. Krupskaya N.K. RKSM and Boy Scouting // Leader. 1990. No. 1-2.
18. Kudinov V.T. Social movement and organizations of children and youth in Russia in the XX century: Abstract of the thesis ... Dr. ped. Sciences. -SPb., 1994.
19. Kulpedinova M.E. Children's public associations as a subject of education. - M., 2002
20. Lebedev D.N. Training of young organizers. - M., 1993.
21. Maksimova I.A., Fedorova M.I. What do schoolchildren want from children's public organizations. Education of schoolchildren. 2004, No. 6.
22. Maltseva E.A. Children's public organization as a space for the social education of adolescents. Monograph. - Izhevsk: GOUVPO "UdGU", 2005. - 352 p.
23. Maltseva E.A., Kostina N.M. Development of social partnership in the children's social movement // Dependence, responsibility, trust: in search of subjectivity: Materials of the International scientific and practical conference June 24-26, 2004: In 2 books. Book. 1. Yearbook of the Russian Psychological Society / Ed. ed. N.I. Leonov, S.F. Sirotkin. M.-Izhevsk, 2004. S. 139-144 (50%)
24. Maltseva E.A. Children's public organization and social education // Social initiatives and children's movement. Materials of the international scientific-practical conference December 1-4, 2005 / Ed. ed. E.A. Maltseva, O.A. Fiofanov. Izhevsk: UdGU, 2005.
25. Maltseva E.A. Laws of children's associations and organizations. TIM, 5th edition. - M.: "Press Solo", 1999. S. 72-74.
26. Maltseva E.A. etc. Principles of activity of children's public associations. TIM, 5th edition. - M.: "Press Solo", 1999. S. 77-78.
27. Maltseva E.A. The purpose of the children's association. TIM, 5th issue. - M.: "Press Solo", 1999. S. 83-84.
28. Maltseva E.A., Kostina N.M. Children's public organizations as an object and subject of social work. Social and pedagogical support for children in difficult life situation. Materials of the interregional scientific-practical conference December 16-17, 2004 / Ed. Vostroknutova T.F., Suntsova A.S. Izhevsk: Publishing House of the Ministry of Social Protection, 2005. S. 15-20.
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Children's organizations modern Russia
Children's organizations of modern Russia- a set of various public organizations, associations and informal communities of citizens of the Russian Federation under the age of 18 years.
Description
Modern children's organizations are different in form, structure, degree of coordination, goals, content and activities. Children's organizations can be conditionally divided into public and informal.
Children's public organizations often involve a complex structure and documentation, the development of a charter, the creation of a system of governing bodies. Public organizations include associations, federations, unions, leagues, foundations, etc. Informal organizations are called spontaneously emerging groups of children. As a rule, but not always, they stand aloof from social problems, often based on amateur interests or interest groups, entertainment preferences. There are also anti-social informal organizations, such as criminal groups, hooligan gangs, etc.
The boundaries of the concepts of "children", "teenager" and "youthful" are defined differently. In modern pedagogy and developmental psychology, researchers most often distinguish childhood (earlier, preschool, junior school) - the age from 1 year to 10-12 years, adolescence from 11-12 to 15-16 years and early adolescence from 15 to 18 years of age. However, the UN Convention on the Rights of the Child and the constitution of the Russian Federation consider children of all citizens from birth to 18 years old - it is at 18 years old that civil adulthood begins. Since children's organizations belong to the sphere of public activity, they are subject to the legal definition of children's age - up to 18 years.
Before the revolution
At the end of the 19th century, the first children's out-of-school associations began to appear in Russia. Representatives of the intelligentsia created circles, clubs, sports grounds and summer health camps for children from poor families, many of whom did not attend school, but worked in production. By 1917 there were 17 significant children's organizations in Russia.
May Unions
At the turn of the 19th and 20th centuries, the May Unions for the Protection of Birds and Animals were active in foreign Europe, the idea of \u200b\u200bcreating which was proposed by the Finnish storyteller Zakhary Topelius ( Zacharias Topelius). In Russia proper, the first May Union was organized in May 1898 in the village of Elisavetino, Pskov province, by landowner E. E. Vaganova, who had returned from the Grand Duchy of Finland.
Thanks to publications in children's magazines, a year later May Unions began to be created on the basis of many Russian schools and unite children 9-11 years old. The emblem of the union was a flying swallow. The movement of children's May unions for the protection and protection of birds after the October Revolution ceased, but the idea of protecting birds was picked up by organizations of "young naturalists" (young naturalists).
Settlements
In the early 1900s, an international movement of Settlements spread in Moscow, St. Petersburg, Tomsk and other cities, settlements of cultured people among the poor (from Englishsettlement), which originated in England in the 1860s. In Moscow, the Settlement Society was organized in 1906 by teacher Stanislav Shatsky.
In 1908, the society was closed by the police for promoting socialism among children, and in 1909 it resumed work under the name "Children's Labor and Recreation". The society was engaged in the organization of additional education, children's clubs and workshops, a suburban summer labor colony "Cheerful Life".
Scouts
However, April 30, 1909 is considered to be the official founding date of the children's movement in Russia. On this day, in Pavlovsk near St. Petersburg, guards officer Oleg Pantyukhov organized the first Russian scout detachment. The Scouting movement was founded in Great Britain in 1907 by Robert Baden-Powell ( Robert Baden Powell). His scouting textbook "Young Scout" ( English « Scouting for boys» ) was published in Russia in 1908.
The scout movement became the first mass children's movement in Russia. It developed most intensively during the First World War. In the autumn of 1917, there were 50 thousand scouts in 143 cities of Russia. In 1910, Baden-Powell came to Russia and talked about the prospects of scouting with Emperor Nicholas II. The Tsarevich-heir Alexei was also a scout. In 1926, however, the Scout organizations were officially banned - they were replaced by the pioneers.
In order to educate proletarian children in the first days after the revolution of 1917, children's clubs began to be created in various cities of the country. A system of out-of-school education was born. Children's art and sports schools, stations for young naturalists and young technicians were opened. Children became active participants in many socio-political phenomena.
The emergence of the pioneers
In the autumn of 1918, the children's organization of young communists (YUK) was created, but a year later it was disbanded. In November 1921, a decision was made to create an all-Russian children's organization. Children's groups operated in Moscow for several months, during the experiment pioneer symbols and attributes were developed, the name of the new organization was adopted - detachments of young pioneers named after Spartak. On May 7, 1922, the first pioneer bonfire was held in the Sokolnichesky forest in Moscow.
On May 19, 1922, the II All-Russian Conference of the Russian Communist Youth Union (RKSM) decided to extend this experience to the whole country. This day became the birthday of the pioneer organization. In the spring of 1923 in Moscow, and in the summer-autumn and in other regions of the country, groups of younger children began to appear at the pioneer detachments - October. On January 21, 1924, the pioneer organization received the name of Vladimir Lenin, and from March 1926 it became an all-Union organization. From August 18 to 25, 1929, the first all-Union rally of pioneers took place in Moscow.
Publications
Children's public organizations: invariant and variability
Edition: Nar. education.– 2007.– No. 7.– P. 207–214
The essence of children's public organizations
It is advisable to consider the essence of children's public organizations in four planes: age, socio-pedagogical, public, organized.
The age characteristics of public organizations of adolescents are associated with belonging to the same generation and age. They are determined by the attributes of everyday life, general orientations, moods and expectations. The difference between the world of adults and the world of children is determined by the difference in the degree of social maturity, the difference in the level of full participation in the system social relations. The space of manifestation of the features of the children's world culture, law and social interaction. The culture of adults is dominant, while the culture of children (teenagers) is a subculture. In legal terms, adults are capable, and children are not capable, so children's public organizations are associations of groups of the population that are discriminated against in legal terms. In the social sense, an adult is focused in his activities on productivity, rationalism, and for a child, the process, the emotional state, is primarily important.
The social and pedagogical component in children's and adolescent public organizations is significantly limited in the legal aspect. Legal status leader may not be higher than that of adolescents members of the community. A characteristic feature of children's public organizations is their autonomy in relation to the state education system.
In the public aspect, children's public organizations are amateur, they are free to change their composition, ideology, forms and methods of work, they are an example of non-profit organizations. They can potentially become a social partner of public authorities and businesses. IN modern conditions public organizations for children and teenagers are forced to engage in “financing” search for financial resources for the implementation of social projects. Sponsors can be state authorities, local governments, commercial structures.
In organizational terms, a children's and teenage public association has the features of any social organization. The presence of corporate values and symbols that regulate the behavior of group members is essential.
Characteristic features of children's public organizations
As the first characteristic feature of children's public organizations, one should consider the voluntary entry of students into them. It is associated with the need for communication, a new social status, self-realization and self-affirmation, the desire to benefit society. The children's public organization offers him written and unwritten rules governing the behavior of adolescents and adults.
Second characteristic the appointment of children's public organizations, which can be considered as a goal that children set for themselves and as educational tasks that the adult community solves. These tasks are the components of the spiritual and value orientation towards: self-organization of voluntary joint activities, transformation of the surrounding reality, self-improvement, implementation of moral values in social interaction.
The third characteristic feature is the mediation of education through collective activity, a system of business interaction, and corporate culture.
The fourth characteristic feature is connected with the specifics of the subjects of education in children's public organizations. On the one hand, the whole organization acts as a subject, on the other hand, an adult, a participant in a children's public organization, plays a significant role. The process of organizing activities in the community becomes an object of joint creativity of adolescents and adults. It is advisable to focus the activities of counselors on coaching, which means: counseling adolescents, the use of technology for developing abilities, an adult's refusal from an expert position, creating conditions for a teenager to make decisions.
Variability of forms of children's public organizations
Forms of children's organizations (associations), which are most common:
"society of amateurs" (a group of people gathered to realize similar interests); "detachment" (military formation, well organized group, united by a romantic game); “volunteers (a group focused on serving the community); "commune" (association for solving urgent problems at the place of residence, work or study).
The key word for understanding the core of the activities of the "society of amateurs"
is a hobby. Public organization becomes a condition for successful pursuit of one's favorite business. Business relationship in society are liberal in nature, characterized by a high degree of freedom and independence.
The second common form of children's public organizations is the “volunteer group”. Volunteers, or volunteers, are people who volunteer to help those in need. The main task of such associations is deeply internal, personal. Due to the solidarity and sense of responsibility of its members, it achieves very high results in the sphere of the declared tasks. The main thing in this group is its "spirit". "Missionaries" appreciate decency, reliability. Business relations are built on the ideological authority of leaders.
This form reflects the public children's organization "League of Young Journalists". Representatives of the League participate in festivals and competitions of film and television programs, competitions for children's and youth radio, the press, and information forums. An example of such a form of associations is All-Russian organization"Children and Youth Initiatives" (DIMSI). The ideology of the organization is based on volunteer service of youth in civil society.
The third form of organization includes the activities of the All-Russian children's and youth public movement "School of Security" and the Interregional Children's and Youth Organization for the Promotion of Military Sports and Patriotic Education "Association of Knights". In such associations, for a significant number of adolescents, joining the detachment is a test of oneself, self-affirmation and self-realization. The leading mode of existence of the detachment is initiation a specific form of advancement in social status. Members of the association are included in such spheres of life as games, sports, knowledge. Hence and specific forms interaction organization: ruler, memory watch, forced march.
An analysis of the program documents of numerous scout organizations allows us to attribute them to the third form as well.
The fourth form of the children's and teenage public organization "commune" is characterized by a method of joint decision actual problems in the arrangement of the surrounding life. The fundamental element of the life of the commune is social design. The organization is dominated by a democratic style of interpersonal relations, adults play the role of consultants or managers of individual projects.
IN pure form forms of children's public organizations are rare, but in each of them one can find dominants characteristic of one form or another, associations.
§ 4. Children's public associations in the educational system of the school
Children's public associations as an institution of education.
The school cannot but take into account the influence of various social institutions on the upbringing of children. Among them, a special place is occupied by various children's public associations. Previous experience proves that children's associations should have their own social niche. For them, global goals, the assignment of the functions of other public or state institutions are destructive. The long-term goals of children's public associations are to help children find the application of their strengths and capabilities, fill the vacuum in the implementation of children's interests, while maintaining their own face, their approaches.
The All-Union Pioneer Organization - a single, monopoly, mass organization - was replaced by many forms and structures of the children's movement. The International Federation of Children's Organizations (SPO-FDO) was created, which includes 65 subjects of the Russian Federation and the CIS - republican, regional, city children's structures. The Federation of Children's Organizations "Young Russia" unites 72 children's public associations of different levels (from primary associations to unions, associations).
Simultaneously with the formalized ones, informal, spontaneous children's and youth associations are created and operate, which are preferred by up to 30 percent of young people. Particularly attractive today are associations - "hanging out" of various orientations: social, sports, cultural (musical), national. There are also associations of asocial orientation. "Tusovki" are an independent and weakly amenable to external regulation instrument of influencing children and youth.
Today, the children's movement appears as a complex socio-pedagogical reality, which manifests itself in the voluntary activity of the children themselves according to their requests, needs, needs, and their initiatives, as a kind of response to the events of their life. Their main feature is amateur activity aimed at the realization by the child of his natural needs - individual self-determination and social development.
Children's movement becomes an educational tool when special conditions, ways of its organization, allowing to positively influence the child through the efforts of the children themselves, their communities, gently manage his development as a person, complementing the school, out-of-school institutions, and the family. One of the conditions is a pedagogically organized, socially and personally significant activity of a children's public association - the main form of the children's movement.
A children's public association is, first of all, a self-organizing, self-governing community created on a voluntary basis (desires of children and adults), on initiatives, the desire of participants to achieve certain goals that express the needs, needs, needs of children. A children's public association with a positive social orientation is an open, democratic structure, without a rigid "official hierarchy". It is not a structure of a state institution (schools, institutions of additional education, universities, enterprises), but can be created and operate on the basis of the latter with direct personnel, financial and logistical support. Such an association can be considered a children's association, in which at least 2/3 of the citizens have not reached the age of 18. The leadership of adults (mandatory members or members of the association) is voluntary, public in nature. The relative independence of the children's public association is its characteristic feature.
Unlike a children's association, a children's public organization as a form of children's movement is an association with a clearly defined social and ideological orientation, created, as a rule, by adult communities and state structures. This is a relatively closed, multi-level structure with subordination of subordinates to superiors, fixed membership, duties and rights of each member, self-government body, official. At the heart of the organization is a system of small primary children's structures through which the purpose, tasks of the organization, its laws, rights and obligations are realized. The activities of the organization, its program are determined by the prospects of both the organization and each member (ranks, degrees, titles, positions). A classic example of a children's organization is a pioneer, scout.
The current situation of depoliticization of the children's movement, its focus on humanistic principles, the disclosure of the creative personal potential of the child, his natural data determine the preference for more democratic, open forms of social children's movement. Thus, children's public associations received the right to be independent legal entities and to define their relations with various state structures as equal partners on the principles of interaction, cooperation, on a contractual basis.
Another one important feature modern children's public structures - their right to choose adult leaders. Today there is no specific leader, a representative of the youth, adult social structure, there is no single pedagogical leadership in the person of professionals. The curator (head, leader) of a children's association can be almost any adult without age, gender, nationality, education, party affiliation, acting within the framework of the Declaration on the Rights of the Child and the laws of the Russian Federation.
There are no restrictions on the location of children's public associations. They can be created and operate on the basis of public and private institutions, public structures, at the place of residence.
The influence of children's associations on the functioning and development of the educational system of the school. Their influence is determined by a variety of factors: the specifics of the state institution and the public children's structure; educational traditions of the school and the target orientation of the association; the staffing potential of the school; features of the surrounding society; the personality of the head of the association, etc. In each case, the mutual influence will be diverse. However, it is important that the end result - a positive impact on the child, teacher (subjects of the educational system) be significant.
The purpose of the activity of any children's public association can be considered in two aspects: on the one hand, as a goal set by children, on the other hand, as a purely educational goal set by adults participating in the work of children's associations.
In the first case, the voluntary association of children is possible only when they see in it the prospect of an interesting life, the possibility of satisfying their needs. It is important that the association raises the social significance of their activities, makes them more "adult". This aspect, which does not contradict the "children's" goal, involves the creation in the organization of such conditions under which the socialization of the child is more successfully carried out, resulting in the desire and readiness of children to perform social functions in society.
Children's public association is an important factor in influencing the child, influencing in two ways: on the one hand, it creates conditions for meeting the needs, interests, goals of the child, the formation of new aspirations; on the other hand, it determines the selection of the internal capabilities of the individual through self-restraint and collective choice, adjustments with social norms, values, and social programs.
The children's public association also performs protective functions, defending and protecting the interests, rights, dignity, and uniqueness of the child.
The process of socialization in a children's association is effective when there is a common interest, joint activities of children and adults. At the same time, children should have the right to choose the forms of life of the association, to freely move from one group, one micro-collective to others, the opportunity to create associations for the implementation of their own programs.
Types of children's public associations. Associations of children differ in the content of their activities, in the duration of their existence, and in the form of management.
According to the content of their activities, children's associations can be labor, leisure, socio-political, religious, patriotic, educational, etc. Labor associations of children implement the tasks of organizing their labor activity. These are student cooperatives, most often created for joint activities of children to solve personal economic problems.
Leisure, socio-political, patriotic and other associations involve solving the problems of developing the abilities and inclinations of children, the problems of providing them with opportunities for communication, self-expression and self-affirmation. Due to the fact that the child enters these groups voluntarily, here he does not have to put up with the position that he is forced to occupy in the classroom.
According to the duration of their existence, children's public associations can be permanent, which, as a rule, arise on the basis of a school, institutions of additional education, at the place of residence of children. Typical temporary associations of children are children's summer centers, tourist groups, etc. Situational associations include children's associations created to solve some problem that does not require much time (participants in a help action, rally, etc.).
By the nature of management among children's public associations, one can single out informal associations of children, club associations, and children's organizations.
L. V. Aliyeva presents the experience of interaction between the school and children's public associations in the following typical versions.
The first option - the school as a state educational institution and children's public associations (more often these are organizations with a clear program, purpose, rights and obligations of members of federal, regional, city significance, having an independent legal status) build relationships as equal partners on a contractual basis in accordance with the law "On support of children's, youth public associations", each voluntarily taking on specific responsibilities.
With such cooperation, real opportunities for interaction are created for two independent educational subjects. At the same time, the school voluntarily chooses a partner in the face of a children's public structure, based on the principles of democratization and humanization of the educational process. The interaction of equal educational subjects can be implemented in various forms, primarily on the basis of the implementation of common programs (social, cultural, educational, etc.). The subjects of SPO-FDO and schools, as experience shows, successfully interact on the basis of developed socially oriented programs ("Game is a serious matter", "Order of Mercy", "School of Democratic Culture", etc.). Programs, projects of FDO "Young Russia", focused on civic education, individual development, social adaptation child ("Renaissance", "School of Social Success"), for the upbringing and development of younger students ("Four Plus Three", "Little Prince of the Earth"), are successfully used in updating the educational systems of schools.
On the basis of the school, "outposts", primary structures (teams, detachments, clubs) of a district, city, regional children's organization, the members of which are students of this school, can be created and operate. By their social activities, the position of a member of an organization, association, such children influence certain aspects of the educational system of the school or contribute to its creation (they create press centers, organize clubs, conduct expeditions).
The positive impact on the educational system of the school of relations of equal partners is largely determined by the dynamism, democracy, autonomy of children's public associations, their clearly defined specifics, as well as the ability of the school to have several partners, without tying itself rigidly and for a long time to one public association, organization, building relationships according to principle of expediency. The option of interaction of equal partners makes it possible to bring the educational system of the school beyond its walls, to make it more open, socially significant, and effective. The new position of students - members of the children's public association has a positive effect on their educational activities, making adjustments to its content, organization, humanizing the "adult-child" relationship. Experience convinces us that children's social structures are indirectly capable of leading the educational systems of schools out of a state of crisis and chaos.
So far, in mass practice, relations between schools and children's public associations as equal partners are just emerging.
The second option is more common. Its essence lies in the fact that the relationship between the state educational institution and the children's public structure is built as the interaction of the subjects of the educational system of the school, giving it the features of a self-governing, democratic, state-public.
Children's association in this case is an important component of the system, which is in close relationship with its main structures. In other words, the interaction of these two subjects is carried out within the educational system at the level of state and public (amateur) structures (management and self-government, class - children's association, state educational programs and programs of children's associations during extracurricular time, etc.).
As a rule, the initiators of the creation of children's public structures in schools are adults - teachers, leaders, less often - the children themselves, their parents. Teachers-initiators and voluntarily become curators, leaders, leaders of children's associations, their active participants. It is this group of teachers and children's activists, united in voluntary communities at the call of the soul, that often act as generators of new ideas, the implementation of which can become the initial stage in the formation of an educational system or an impulse for its development. Such an influence of children's public associations on the educational system of the school is observed in last years on practice.
The school is increasingly aware of the importance of the children's movement in the educational system due to its diverse manifestations, amateur performances, and children's creativity. At present, there is the most diverse experience of creating public children's structures in schools (organizations, clubs, councils, unions, children's parliaments, etc.), organically included in their educational systems.
So, children's public structures in the educational systems of schools are represented by:
Various forms, bodies of student self-government (councils of high school students, school committees, dumas, veche, etc.);
School (student) organizations; children's public associations, organizations operating in the system of additional education of the school;
Temporary children's associations - councils, headquarters for the preparation and conduct of collective creative affairs, games, labor operations, sports, tourist and local history competitions;
Profile children's amateur associations (to expand, deepen knowledge in specific areas).
Each of these children's public structures has its own specifics and is capable, with competent pedagogical instrumentation, of influencing the state of the educational system of the school. Thus, the place of student organizations in the educational system of the school is quite specific. They are allies of the teaching staff of the school in solving its main tasks determined by the state; defenders of the rights of the student, initiators of school competitions, competitions, reviews, subject weeks, creative exhibitions held together with teachers. The main object of their activity is the school, the student, the "teacher-student" relationship, learning activities. The role and place of the student organization in the school, its authority in the eyes of children, teachers, parents is one of the indicators of the effectiveness of the educational system of the school.
Children's public associations, as evidenced by the experience of recent years, often serve as incentives for the birth of something new in the work of the school, and at the same time, the best traditions of the school are preserved and enriched in their activities. We can say that they are able to give the educational system of the school stability, solidity, modernity.
The main meaning of the interaction between the school and children's public structures is the creation of a truly humanistic educational system in which the goal and result is the child as a person, creator, creator.
Questions and tasks
1. Define the educational system.
2. What is the structure of the educational system?
3. What is the essence of the driving forces behind the development of the educational system?
4. Expand the content of the main stages in the development of the educational system.
5. What are the criteria for the effectiveness of the educational system?
6. Give a description of the main foreign and Russian educational systems.
7. What are the functions, rights and obligations of the class teacher?
8. What are the main forms of work of the class teacher with students.
9. What is the role and place of the class teacher in the functioning and development of the educational system?
10. Name the main features and types of children's public associations.
11. Describe the main options for interaction between the school and children's public associations and their impact on the functioning and development of the educational system.
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Along with informal youth movements, today there are a number of children's and youth organizations and movements in the country, usually led by adults. Among the institutions of socialization, children's organizations, whose work is built primarily taking into account the interests of children and involves their initiative and social activity, occupy a special place.
Children's movement is an objective phenomenon, a product of public life. At a certain age, from about 9 to 15 years old, adolescents develop a need for a significant expansion of contacts and joint activities. Children strive for social activities along with adults and together with them. A kind of legislative confirmation of the existence of this phenomenon was the UN Convention on the Rights of the Child (1989), which proclaimed freedom of association and peaceful assembly as a norm for children (Article 15.1).
Scientists note that the social activity of children and adolescents has been increasing in recent years, and the forms of its manifestation are becoming more diverse. Children and adolescents need such associations where everyone will be helped to satisfy their interests, develop their abilities, where an atmosphere of trust and respect for the personality of the child is created. All researchers note that the majority of adolescents wish to be in a children's organization, while almost 70% of them prefer to be members of an organization of interest; 47% say that an organization is needed in order to have an interesting way of spending free time; more than 30% - to better prepare for adulthood.
In Russia, children, due to the collapse of mass pioneer and Komsomol organizations found themselves in a social vacuum. Meanwhile, children's organizations are an integral part of society in all modern countries, they are a real variety of social movements. In addition to meeting the needs of children and adolescents in communication, joint activities of interest, these organizations also perform other social functions. They include adolescents in the life of society, serve as a means of developing social skills, protecting the interests and rights of children. Participation in children's organizations allows you to gain social experience, contributes to the formation of civic qualities necessary for life in a democratic society. It is difficult to overestimate the role of children's and adolescent public organizations in the socialization of the child's personality.
Legislative base development of children's public associations are the Laws of the Russian Federation "On public associations" and "On state support of youth and children's public organizations" (1995). The Law of the Russian Federation "On Public Associations" (Article 7) determines that the forms of children's public associations can be children's organization, children's movement, children's fund, children's public institution*.
The most common form today is children's public organization - an amateur, self-governing association created for the implementation of any social idea(goals), having norms and rules governing its activities, fixed in its charter or other constituent document, a pronounced structure and a fixed membership.
There are more than 200 youth public organizations and associations in Russia (sports, scouting, creative, etc.). Some of them are called associations, leagues, unions 2 . Modern stage The development of the children's movement is characterized by a transition from one children's organization in the past to a variety (in terms of goals, content, forms and methods of activity, degree of involvement in social practice) of social formations that are distinguished by dynamism, a certain independence from state and public structures and personal orientation. They reflect all those innovative processes and phenomena,
1 Law of the Russian Federation "On public associations", 1995 // Leader of the century. 2001. No. 1.
2 Children's and youth public associations in Russia: a Handbook. M.,
1995; Theory, history, methods of children's movement. Issue. 4. M., 1998.
that take place in the life of our society. But, being a social phenomenon, the children's movement acts as a factor in the development of the individual, as a pedagogical tool.
In the children's movement, certain principles have developed on the basis of experience that determine its influence on young people. Among them, it should be noted the principle of self-organization, which determines the peculiarity of children's formations - their creation and formation on the initiative "from below", their activities are based on the will of the members, the programs are exploratory in nature, reflecting the results of amateur performances and collective creativity.
The leading direction, the goal of the children's public association is the development of the individual through inclusion in activities that contribute to the entry, adaptation, integration of the individual into the social environment. This defines the main functions, tasks children's organization:
Broad versatile inclusion of the individual in the system of social relations, in social life;
Organization of life activity that satisfies the needs for development, meets the emotional and moral state and age characteristics;
Protection of the rights and freedoms of the individual from the negative influences of the social environment;
Correction of various influences on the personality, its consciousness and behavior (the formation of social and moral ideals, values, needs).
The special socio-pedagogical possibilities of a children's public association are due to the openness and voluntary membership, the emotional and moral atmosphere, the presence of broader social rights (compared to the role of a student, a child in a family), the ability to choose different types and forms of activity. The specifics of the educational potential are determined by the essence and structure of the children's association. It is open, democratic, not government agency, created voluntarily, can use the financial, personnel, technical support of various government agencies.
There are no rigid frameworks in the management of an amateur children's association, the governing bodies are determined by the members themselves, they are mobile, adults and children cooperate closely, and if possible, all members of the association are included in the management from time to time.
At the same time, children's organizations can be created that have a more rigid structure: governing bodies, subordination, primary teams, sources of funding - everything that is determined by the law on public organizations.
A relatively new phenomenon in the contemporary children's movement is the membership of adults in children's public associations. The status of an adult implies its pedagogical, educational, protective function (creation of conditions for the development of the individual and association, protection of rights and interests, health and safety) and organizational function. An adult leading an organization acts as a source of children's social experience, their knowledge and subject-practical, communicative,
social skills, he is a model of a person, a citizen, a helper and a friend.
In essence, the union of adults and children, their joint and free activity, is a powerful socio-pedagogical means of education and has a long history. As early as the beginning of the 20th century. S. T. Shatsky and his friends organized a children's colony, a semi-formal association of older and younger children for the education and development of the latter. At the same time, a scouting movement was emerging in England, which spread throughout the world. In Russia, it also existed, but after 1917 it ceased to exist, instead of it a pioneer movement arose.
Here's what the experts say about it. In 1906, Colonel R. Badey Paul, the founder of the scouting movement in England, published the book "Young Scout", which was translated into Russian. Society has decided that such forms of education are acceptable for Russian youth.
Before the appearance of this book, there were similar children's associations in our country. As one of the first scouts A. M. Vyazmitinov recalls, teenagers in the cities united in groups, went out of town to the most remote places, built huts, sang songs, discussed mysterious stories, looked for treasures, and helped those in need. It was the desire of young people for a pure, truthful life in the bosom of nature, the desire for the noble. “Even before,” writes Vyazmitinov, “truly, gropingly and uncertainly, we followed the same path.”
In 1909, staff captain Oleg Ivanovich Pantyukhov organized the first scout unit in the Tsarskoye Selo area, which soon grew into a detachment. On the emblem of the detachment were written the words that became the motto of the entire movement: "Faith in God, Loyalty to the King, Help to the Neighbor" and further - "Be ready."
Saint George the Victorious, depicted on the banner, was chosen as the patron saint of Russian scouts. Campaigns outside the city were called "reconnaissance"; in order not to lose a minute, even on the march there were “conversations” about the lives of great people, about events from Russian history.
The leader of the detachment - the “scoutmaster” - could be a person well prepared enough to have the right to say to the children: “Look at me. Do as I do. Follow me". During the hike, scouts were encouraged to be the first to see some inconspicuous objects, plants or birds, or a person in need of help. Every day a scout had to help someone. The detachment also organized Christmas parties for children from poor families.
Scouts called themselves "scouts", wore a khaki sports uniform, a "Boer" type hat, and had a staff. Newcomers who joined the detachment, younger in age, were called "wolf cubs". The form of leadership in the detachments was "orders". For example, "Order No. 150. A conversation about Suvorov", "Order No. 149. A conversation about courage and truthfulness." The leaders of the detachments were called leaders.
From the first years of the emergence of scout detachments, their poems and songs appeared. One of the songs, and the most beloved, was "Potato". In 1910 Vasily Grigoryevich Yanchevsky, a teacher of Latin at the 1st St. Petersburg Gymnasium, organized a large detachment of scouts. About Petrograd-
The senior scout master K. A. Per-tsov recalled the scout squad in 1915. The detachment under the command of an ensign consisted of young men aged 16-18 and was divided into 10 people. Each wore a different color of tie.
During the Christmas holidays of 1915 and 1916. congresses were held (in 1917 “ summer camp”) scouts from all over Russia. Scouts went out for summer agricultural work. Loans were allocated for the purchase of equipment for these works. A detachment of up to 200 people went out. Petrograd detachments went to the south of Russia, to the Kherson province.
Scout detachments arose in Moscow in 1911-1912. In 1915, they were under the patronage of the Grand Duchess Elizabeth Feodorovna and Admiral I. I. Tchaikovsky (the composer's brother). The Society for Assistance to the Organization of Young Scouts of the City of Moscow was organized. In 1917, several detachments united into a squad. In August 1921, the scout squads of Moscow were defeated by the Komsomol. Scouts were beaten, their apartments and camps were smashed, they were arrested, and scoutmasters were expelled 1 .
Scout squads were in many cities of Russia: Kyiv, Anapa, Astrakhan, Arkhangelsk, Voronezh, Gomel, Evpatoria, Yerevan, Kerch, Kislovodsk, etc.
N. K. Krupskaya, creating a pioneer organization, had a precedent in front of her, a standard - the scout movement, the educational value of which she appreciated very highly.
Typology of children's associations currently possible according to the direction and content of the activity, according to the forms of organization, according to the duration of existence. So, there are associations of cognitive, labor, socio-political, aesthetic and other orientations: interest clubs, military-patriotic, military-sports, tourist, local history, Junkor, economic, associations to help the elderly and work with kids, peacekeeping and others. specialized children's associations.
There are also organizations and associations working on the basis of various values: religious children's associations, national children's organizations, scout organizations and associations, communal groups (pioneer organizations and associations).
The largest children's association is Union of Pioneer Organizations- Federation of Children's Organizations (SPO - FDO). It is an independent international voluntary formation, which includes amateur public associations, associations, organizations with the participation of children or in their interests.
The structure of SPO - FDO includes regional, territorial organizations in the status of republican, territorial, regional, children's associations of interest, specialized organizations and associations. Among them are the Federation of Children's Organizations "Young Russia", children's organizations of the CIS countries, regional children's organizations and associations - the children's organization of Moscow "Rainbow", the Voronezh regional organization, the children's and youth organization "Iskra", etc.; organizations of the republics of Russia - children
1 Vasilkova Yu. V., Vasilkova T. A. Social Pedagogy. M., 1999. S. 194-195.
Kaya public organization "Pioneers of Bashkiria", children's public organization of Udmurtia "Rodniki", etc.; specialized organizations of various levels - the Youth Maritime League, the Union of Young Aviators, the Small Press League, the Children's Order of Mercy, the Golden Needle Association of Children's Creative Associations, etc. 1
The goals of SPO - FDO are quite pedagogical in nature:
Help your child learn and improve the world, develop their abilities, become a worthy citizen of their country and the world democratic community;
To provide comprehensive assistance and support to organizations - members of the Federation, to develop a children's movement of a humanistic orientation in the interests of children and society, to strengthen interethnic and international ties.
The main principles of SPO - FDO are:
Priority of the interests of the child, concern for his development and observance of his rights;
Respect for religious beliefs and national identity of children;
A combination of activities to achieve common goals and recognition of the rights of member organizations to carry out independent activities based on their own positions;
Openness for cooperation in the name of children.
The supreme body of the SPO - FDO is the Assembly. SPO - FDO - a prototype of a single humanitarian space, which is so difficult for adults to create in the CIS. Its programs testify to the nature of the activities of the SPO - FDO. Let's name just a few of them: "Children's Order of Mercy", "Golden Needle", "I want to do my own thing" (beginner manager), "Tree of Life", "Own voice", "Game is a serious matter", "The world is saved by beauty" , " Scarlet Sails”, “From Culture and Sports to a Healthy Lifestyle”, “School of Democratic Culture” (movement of young parliamentarians), “Vacations”, “Ecology and Children”, “Leader”, etc. More than 20 programs in total 2 . Scout organizations operate in a number of regions of the country.
Children's associations by duration of existence may be permanent or temporary. Typical temporary associations of children are children's summer centers, tourist groups, expedition teams, associations for holding some kind of action, etc. Temporary associations have special restorative capabilities: they are created real conditions for dynamic and intensive communication of the child with peers, a variety of opportunities for creative activity are provided. The intensity of communication and specially assigned activities allow the child to change his ideas, stereotypes, views on himself, peers, adults. In a temporary nursery
1 Children's public organizations, associations, movements. Issue. 1. M., 1991;
Issue. 2. M., 1993.
2 Let's work together!: Children's and youth activity programs
organizations. M., 1996.
In the association, adolescents try to independently organize their life and activities, while taking a position from a timid observer to an active organizer of the life of the association. If the process of communication and activities in the association take place in a friendly environment, attention is paid to each child, then this helps him create a positive model of behavior, contributes to emotional and psychological rehabilitation.
The school and children's public associations can and should act in concert. In life, various options for the interaction of the school with children's public associations have developed. The first option: school and children's association interact as two independent subjects, finding common interests and opportunities to satisfy them. Option two assumes that the children's organization is part of the educational system of the school, having a certain amount of autonomy.
Taking into account the special importance of children's and youth associations for raising children, the Ministry of Education of the Russian Federation has developed guidelines for the heads of educational institutions and institutions of additional education on the need for extensive interaction with them (children's youth associations). "It is recommended to create coordinated joint programs, projects, to form a positive public opinion on the activities of children's and youth associations, to involve the pedagogical and parent community in this. In state educational institution or institutions of additional education should provide for the rate of the curator of children's organizations (teacher-organizer, senior counselor, etc.); to allocate premises for the work of these associations after school hours; create conditions for conducting classes and various events (gatherings, meetings, etc.); provide for joint actions, projects, activities in terms of educational work of an educational institution. All this gives the child the opportunity to choose associations of interest, move from one association to another, participate in educational programs and projects that are consonant with him, which contributes to the competitiveness of the programs of children's and youth associations and improve their quality.
It is advisable to annually discuss the results of the activities of public associations at the pedagogical councils of the school with the participation of interested parties. Such work requires appropriate qualifications, teaching staff, methodological services working in children's associations and in the education system, teachers-organizers, class teachers, educators, etc.
4. Institutions of additional education for young people
IN country, in addition to compulsory education for all, there is a system of out-of-school institutions, which, in accordance with the Law of the Russian Fe-
"About children's and youth associations: Guidelines Ministry of Education of the Russian Federation // public education. 2000. № 4-5.
The division “On Education” is called the system of additional education. There is also a draft separate law on additional education. The system of additional education is made up of a variety of children's and youth educational institutions and public organizations:
Houses, centers of children's and youth creativity;
Specialized schools and studios (music, art, sports and tourism, etc.);
Multidisciplinary clubs at the place of residence;
Creative associations of children and youth at museums, theaters;
Scientific societies of schoolchildren;
Tourist, local history, ecological, cultural and other expeditions;
Leisure non-core associations.
Additional education institutions also include summer and vacation camps. different type: work and rest, health-improving, young mathematicians, geologists, sports, etc.
An institution of additional education is a type of educational institution, the main purpose of which is to develop the motivation of an individual for knowledge and creativity, the implementation of additional educational programs and services in the interests of the individual, society, and the state.
According to the Model Regulations on institutions of additional education, children's and youth public associations and organizations can be created in them, acting in accordance with their charters and regulations. The administration of the institution assists in the work of such associations and organizations.
The activities of extracurricular institutions are primarily related to the leisure and free time of schoolchildren, this mainly determines their goal and objectives. aim institutions of additional education is to create conditions for self-realization, development of the creative individuality of young people in their chosen field of activity based on their interests and needs. Main tasks are the following:
Identification of interests, inclinations, abilities of young people for various activities;
Formation of a system of knowledge, skills and abilities in the chosen area of activity and creation of conditions for their implementation (reporting concerts, reviews, competitions, exhibitions, conferences, etc.);
Help in general social development, solving communication and other problems in a child's life, providing psychological support, psychotherapeutic assistance;
Solving issues of professional self-determination of schoolchildren, assistance in choosing a profession and obtaining initial knowledge in the profession;
Development creativity, scientific interests of children, their adaptation to life in society, the formation of a common culture, the organization of meaningful leisure.
The work of institutions of additional education in some respects has advantageous differences from compulsory education. state program. It is distinguished by:
Voluntariness in the choice of activities, content and forms of organization;
Free, creative nature of the activities of teachers and children;
Multidisciplinary (in one institution, work of different form and content allows a teenager to choose classes according to interests, move on to other activities, communicate with different people);
Lack of mandatory monitoring and evaluation;
Experience of informal communication, interaction, cooperation with creative people, peers,
The experience of the community of generations.
In the practice of additional education, there are curricula and forms of organization of education and communication with children that are very different in terms of goals and content. Here is an example of one of the educational programs of an additional education institution Children's park "Manor Trubetskoy in Khamovniki"- The program "The World of the Russian Manor", a course on additional education. This program is propaedeutic to the courses developed in the children's park: "History of Russia and the Russian Estate", "Famous Trubetskoy", "Great Estate Literature", "Musical Culture of the Russian Estate", "The Estate is the Cradle of Russian Art", "Architecture of the Russian Estate" , "The capital and the estate", "Gardening", "The menagerie in the Russian estate", "The world of flowers", "The greenhouse in the Russian estate", "Organization of holidays and fun", "Practical environmental education", "Ecology of the city", "Ballroom dances and a Russian estate”, “Horse riding”, “Russian culture and the French language”, etc. The list shows that children can not only receive information on issues of interest to them, but have the opportunity to engage in historical and cultural, environmental activities, during which they get a chance for harmonious perception and construction own life in harmony with nature and culture 1 .
Institutions of additional education and secondary schools can interact in different ways. Additional education may be an integral part educational system schools. More often, their relations are built as partnerships between two subjects of educational activity: joint actions, projects, events are held. There may also be an option when comprehensive school operates as part of an additional education institution. An example of this is the Anichkov Lyceum secondary school, which teaches children inclined towards scientific, creative activity, which is part of the St. Petersburg Palace of Youth Creativity. It can be said that the appearance of such a school in the structure of the House of Children's Creativity is, to a certain extent, a natural phenomenon: in order not to go to two different institutions that they equally need, the children began to study and engage in depth in their interests in one house. This required the development of substantive and organizational issues. Today the lyceum has educational programs that meet the most serious requirements 2 .
1 Additional education for children / Ed. O. E. Lebedeva. M., 2000. S. 104.
2 Ibid. pp. 78-83.
So, we see that the upbringing of young people is carried out under the influence of many factors that affect children differently, sometimes inconsistently and contradictoryly, which complicates and at the same time enriches the possibilities of the educational system of society. This circumstance imposes responsibility on professional educators in the first place. However, the responsibility for the growing generation lies with all social institutions, with every citizen of the country.
Questions for self-control
1. Describe the youth environment and its influence on the formation of a teenager.
2. Describe the character deviant behavior adolescents and methods of working with them.
3. What is the problem of interethnic communication among young people and what are the ways to solve it?
4. What is the role of children's public associations in the education of schoolchildren?
5. Expand the role of institutions of additional education in the formation of youth.
Main literature
1. Gasanov 3. T. Pedagogy of international communication. M., 1999.
2. Rozhkov M. I., Volokhov A. B. Children's organizations: a choice. M., 1996.
3. Tolstykh A.V. Teen in informal group. M., 1991.
additional literature
1. Volokhov A. V., Rozhkov M. I. The concept of socialization of the child's personality in the conditions of the activities of the children's organization. M., 1991.
2. The colorful world of childhood: Children's public organizations: Proc. allowance. M., 1999.
3. Schneckendorf 3. K. Education of students in the spirit of a culture of peace, mutual understanding, human rights // Pedagogy. 1997. No. 2.
4. Zapesotsky A., Fain A. This incomprehensible youth. Problems of informal youth associations. M., 1990.
5. Additional education of children: Proc. allowance / Ed. O. E. Lebedeva. M., 2000.
Chapter 12
People brought up without parental affection are often crippled people. A. S. Makarenko
1. Influence of the atmosphere family life on the process and result of personality education.
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