Children's organizations of 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.
Description
Modern children's organizations are different in form, structure, degree of coordination, goals, content and areas of activity. Children's organizations can be divided into public and informal.
Children's public organizations often require a complex structure and documentation, the development of a charter, and the creation of a system of governing bodies. Public organizations include associations, federations, unions, leagues, foundations, etc. Informal organizations are spontaneously emerging groups of children. Typically, but not always, they stand apart from public issues, often arising on the basis of amateur interests or interest groups, entertainment preferences. There are also antisocial informal organizations, for example, criminal gangs, hooligan gangs, etc.
The boundaries of the concepts “children’s”, “teenage” and “youthful” are defined differently. In modern pedagogy and developmental psychology, researchers most often distinguish childhood (previously, preschool, primary 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. However, the UN Convention on the Rights of the Child and the Constitution of the Russian Federation All citizens from birth to 18 years of age are considered children - it is at the age of 18 that civil adulthood begins. Since children's organizations belong to the sphere of public activity, the legal definition of children's age is applied to them - 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 colonies 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 creating which was proposed by the Finnish storyteller Zachary 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 returned from the Grand Duchy of Finland.
Thanks to publications in children's magazines, within a year, May Unions began to be created on the basis of many Russian schools and unite children aged 9-11 years. The emblem of the union was a flying swallow. The movement of children's May unions for the protection and protection of birds ceased after the October Revolution, but the idea of protecting birds was picked up by organizations of “young naturalists” (junnatov).
Settlements
In the early 1900s, the international settlement movement spread in Moscow, St. Petersburg, Tomsk and other cities, settlements of cultural people among the poor population (from Englishsettlement), which originated in the 1860s in England. In Moscow, the Settlement society was organized by teacher Stanislav Shatsky in 1906.
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 Leisure”. The society was engaged in organizing additional education, children's clubs and workshops, and a suburban summer labor colony "Beautiful Life".
Scouts
However, the official date of foundation of the children's movement in Russia is considered to be April 30, 1909. On this day, in Pavlovsk near St. Petersburg, guards officer Oleg Pantyukhov organized the first Russian scout troop. The Scout 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 fall 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. Tsarevich-heir Alexei was also a scout. In 1926, however, scout organizations were officially banned - they were replaced by pioneers.
To educate proletarian children, in the first days after the 1917 revolution, children's clubs began to be created in various cities of the country. The 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 fall of 1918, a children's organization of young communists (YuKov) was created, but a year later it was dissolved. 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, and the name of the new organization was adopted - the Spartak Young Pioneer Units. 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 (RCYU) decided to extend this experience to the entire country. This day became the birthday of the pioneer organization. In the spring of 1923 in Moscow, and in the summer and autumn in other regions of the country, groups of younger children - October children - began to appear under pioneer detachments. On January 21, 1924, the pioneer organization received the name of Vladimir Lenin, and in 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.
The problems of children's associations were studied by such theorists as A.V. Volokhov, L.V. Alieva, A.G. Kirpichnik, E.V. Titova, V.A. Lukov, I.N. Nikitin, R.A. Litvak, O.S. Korshunova, D.N. Lebedev, L.V. Kuznetsova, E.A. Dmitrienko, M.R. Miroshkina and others. An analysis of the definitions given by these authors allows us to identify three meaningful meanings of the concept of “children’s public association.”
From a sociological point of view, a children's public association is considered as a type of social movement. Sociologists believe that “a social movement is the joint actions of various social, demographic, ethnic groups that are united by common goals - to change their social status; common values (revolutionary or conservative, destructive or positive); a general system of norms governing and regulating the behavior of its participants; an informal leader whose role changes as the social movement develops, its institutionalization, and the leader achieves dominance and power” (T.V. Trukhacheva).
The transfer from the general concept of a social movement to a children's movement (association, organization) is made by S.K. Buldakov. Considering a children's public association as a social institution, he defines it as “a collective socio-psychological formation that disseminates in society views on the relationship between society and the individual in terms of the social functions they perform.” According to S.K. Buldakov, children's public associations, being a social institution, perform the following social functions: create conditions to satisfy the interests and needs of adolescents; regulate the actions of members of children's public associations within the framework of social relations; ensure the integration of the aspirations, actions and interests of individuals participating in children's public associations. As a social institution, the author believes, children's public associations are bound by responsibility for ensuring the interests of society in educating the younger generation, carried out through the development of an individual's ability for social communication based on the accumulation of new knowledge and social experience.
IN AND. Prigogine identifies the following features: its goals are developed from within and represent a generalization of the individual goals of the participants; regulation is ensured by a jointly adopted charter, the principle of election, i.e. dependence of management on the led; membership in them satisfies the political, social, cultural, creative, material and other interests of the participants.
E.A. Dmitrienko considers a children's public association as a special social system, which is characterized by: semantic expediency, integrity, structure and orderliness, hierarchy, multifunctional relationship between the social system and the environment; organizational plasticity and dynamism; sociality; self-regulation and self-management of life support processes and system functioning.
Thus, a children's movement (association, organization) is:
an objective manifestation of the laws of civilizational and anthropological development of human society;
the subjective social reality of the social structure, which reflects the most progressive socio-political initiative of the younger generation;
the specific historical state of the institutional organization of children and adolescents, characterized by the presence and dynamics of various types of voluntary communities, associations, organizations, formations;
an integral part of a social movement, representing the joint actions of children and adults united in order to accumulate social experience;
one of the forms of social activity of children and adolescents;
the way children master the world and influence it through collective activity among peers;
a social type of small group functioning as a social organization; a set of coordinated joint actions of a special socio-demographic group of children uniting with the help of adults in various types of formations in order to change their status and position in society in order to achieve their interests and rights, for self-development and education, for active participation in public life;
a way to realize the opportunity of children to participate in the discussion of pressing problems in their lives and the life of society, to organize actions to improve the world around them.
A children's association is considered public if it:
is created on the initiative and on the basis of the free will of children and adults and is not a direct structural unit of a state institution, but can function on its basis and with its support, including material and financial;
carries out social and creative activities;
does not set as its (statutory) goal the receipt of profit and its distribution among the members of the association.
Children's public associations may include various organizations, societies, clubs, unions, teams, detachments, other formations, as well as associations (federations, unions) of such associations.
A children's organization is an amateur, self-governing children's public association created to implement any socially valuable idea (goal), which has norms and rules governing its activities, fixed in the charter or other constituent document, a clear structure and fixed membership. If these characteristics are present, regardless of the number of members (but not less than 10 people), the children's public association is recognized as an organization.
One of the basic principles of life of children's and youth organizations is voluntariness. Voluntary association of children in an organization is possible only on the condition that they see in it the prospect of an interesting life, the opportunity to satisfy their interests.
The fundamental difference between modern children's associations is their public nature. The state provides legal protection, material and financial support, but is not the founder and does not regulate their activities. Children's and youth associations acquire independent social status.
According to the Federal Law “On State Support of Youth and Children's Public Associations” (1995), youth and children's public organizations have great social and pedagogical capabilities. Children's and youth organizations can:
create special programs to attract the attention of government bodies to their problems;
create conditions for the development of leadership and creative potential of the individual;
attract the attention of state and municipal authorities to solving problems of childhood and children's associations;
create children's self-government bodies;
organize the work of children and youth aimed at helping their peers and other people; prepare children and youth for social self-defense;
develop the legal culture of the individual;
carry out the prevention of antisocial behavior.
The desire of children to unite is determined by a combination of social, psychological and pedagogical factors.
A person as a social being outside a society of his own kind cannot develop and self-realize normally. Children are no exception. To protect their specific interests and enter the sphere of public relations, children create their own associations, different in nature and areas of activity, with less or more stability.
By uniting in various groups, companies, teams, etc., children thereby combine their strengths and capabilities to achieve a specific goal in various activities. The child sees in unification with other people a means of self-defense, self-determination as an individual, as a member of a community of similar people.
Children's and youth associations are a stepping stone for a developing personality to enter adulthood, one of the ways of socialization of the individual.
The desire for unification is also explained by a number of psychological patterns in the development of a child’s personality and his age characteristics. The main ones are: turning teenagers’ communication into an independent activity; the desire to assert oneself, to be recognized by other members of the community; the emergence of a sense of adulthood; the ability to imitate the behavior of peers and “infect” with the positive example of a significant adult; growth of self-awareness, the desire to be oneself; search for the meaning of life.
Children's associations have the following main functions:
developmental - ensures the civil, moral formation of the child’s personality, the development of his social creativity, the ability to interact with people, to put forward and achieve goals that are significant for everyone;
orientation - providing conditions for children's orientation in the system of social, moral, cultural values;
compensatory - creating conditions for the realization of needs, interests, actualization of the child’s capabilities that are not in demand in other communities of which he is a member, to eliminate the deficit of communication and participation.
A distinctive feature of the modern children's movement is variability:
organizational and legal forms (associations, organizations, movements, unions, associations, leagues, commonwealths, centers, clubs, etc.);
scales and levels;
goals and orientation of the content of the activity (patriotic, economic, environmental, pioneer, scout, political, pacifist, religious, etc.);
organizational structures, their external design.
Thus, the essence of children's and youth associations is manifested primarily in goals related to the upbringing and development of the child's personality on the basis of socially significant activities.
Publications
Children's public organizations: invariance 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, social, organized.
Age-related characteristics of adolescent social organizations 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 of social relations. The space for manifestation of the peculiarities of the children's world culture, law and social interaction. The adult culture is dominant, and the children's (teenage) culture is a subculture. In legal terms, adults are capable, and children are not capable, therefore, children's public organizations are associations that are legally discriminated against groups of the population. In the social sense, an adult is focused in his activities on productivity and rationalism, but for a child, the process and emotional state are most important.
The social and pedagogical component in children's and adolescent public organizations is significantly limited in the legal aspect. The legal status of a counselor may not be higher than that of adolescent community members. A characteristic feature of children's public organizations is their autonomy in relation to the state education system.
In the social aspect, children's public organizations are independent, they are free to change their composition, ideology, forms and methods of work, and are an example of non-profit organizations. They can potentially become a social partner of government authorities and business. In modern conditions, children's and adolescent public organizations are forced to engage in “fundraising” - searching for material resources to implement social projects. Sponsors can be state authorities, local governments, commercial structures.
In organizational terms, a children's and adolescent public association has the features of any social organization. It is essential to have corporate values and symbols that regulate the behavior of group members.
Characteristic features of children's public organizations
The first characteristic feature of children's public organizations should be considered the voluntary participation of students in them. It is associated with the need for communication, a new social status, self-realization and self-affirmation, and the desire to benefit society. A children's public organization offers him written and unwritten rules governing the behavior of adolescents and adults.
The second characteristic feature is the purpose 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 components of a spiritual-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 related to the specificity of the subjects of education in children's public organizations. On the one hand, the subject is the entire organization, on the other, an important role is played by an adult, a participant in a children's public organization. The process of organizing activities in the community becomes the object of joint creativity between adolescents and adults. It is advisable to focus the activities of counselors on coaching, which means: counseling teenagers, using technology for developing abilities, an adult refusing an expert position, creating conditions for teenagers to make decisions.
Variability of forms of children's public organizations
The most common forms of children's organizations (associations):
“society of amateurs” (a group of people gathered to pursue similar interests); “squad” (a paramilitary formation, a well-organized group united by a romantic game); “volunteers (a group focused on serving the community); “commune” (an association for solving current problems at the place of residence, work or study).
The key word for understanding the core of the activity of the “society of amateurs”
is a hobby, hobby. Social organization becomes a condition for successfully doing what you love. Business relations in society are liberal in nature and are characterized by a high degree of freedom and independence.
The second common form of children's public organizations is a “group of volunteers.” Volunteers, or volunteers, are people who voluntarily provide assistance to those in need. The main task of such associations is deeply internal and personal. Due to the cohesion and sense of responsibility of its members, it achieves very high results in the field of declared tasks. The main thing in this group is its “spirit”. “Missionaries” value decency and reliability. Business relationships are built on the ideological authority of leaders.
This form is reflected by the public children's organization "League of Young Journalists". Representatives of the League participate in festivals and competitions of film, television and video programs, competitions of children's and youth radio, the press, and information forums. An example of this form of association is the All-Russian Organization “Children and Youth Initiatives” (DIMSI). The ideology of the organization is based on volunteer service to youth in civil society.
The third form of organization includes the activities of the All-Russian children's and youth public movement "Security School" and the Interregional children's and youth organization for promoting military, sports and patriotic education "Association of Knights." In such associations, for a significant number of teenagers, joining a detachment is a test of oneself, self-affirmation and self-realization. The leading way of being of the detachment is initiation a specific form of advancement in social status. Participants of the association are included in such spheres of life as play, sports, and learning. Hence the specific forms of organizing interaction: line, memory watch, forced march.
An analysis of the program documents of numerous scouting organizations allows us to classify them also as a third form.
The fourth form of children's and adolescent public organization, the “commune,” is characterized by a way of jointly solving pressing problems in the arrangement of life around us. A fundamental element of the life of a commune is social design. A democratic style of interpersonal relations predominates in the organization; adults serve as consultants or managers of individual projects.
Pure forms of children's public organizations are rare, but in each of them one can find dominants characteristic of one form or another of associations.
§ 4. Children's public associations in the school educational system
Children's public associations as an educational institution.
The school cannot ignore the influence of various social institutions on the upbringing of children. Among them, various children's public associations occupy a special place. Previous experience proves that children's associations should have their own social niche. For them, global goals and the assignment of functions of other public or state institutions to them 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 realization of children's interests, while preserving their identity and their approaches.
The All-Union Pioneer Organization - a single, monopoly, mass - 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 constituent entities of the Russian Federation and the CIS - republican, regional, regional, and 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 and associations).
Simultaneously with the officially registered ones, informal, spontaneously emerging 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-"get-togethers" of various orientations: social, sports, cultural (musical), national. There are also associations of asocial orientation. “Parties” are an independent and weakly amenable to external regulation instrument of influence on children and youth.
Today, the children's movement appears as a complex socio-pedagogical reality, which manifests itself in the voluntary activities of children themselves according to their requests, needs, needs, their initiatives, as a unique response to the events of their lives. Their main feature is amateur activities aimed at the child’s fulfillment of his natural needs - individual self-determination and social development.
The children's movement becomes an educational means under special conditions, methods of its organization that allow a positive influence on the child through the efforts of the children themselves, their communities, to gently manage his development as an individual, complementing the school, out-of-school institutions, and family. One of the conditions is 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 (the wishes of children and adults), on the initiatives, desires of participants to achieve certain goals that express the requests, 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 (school, institution of further education, university, enterprise), but can be created and operate on the basis of the latter with direct personnel, financial and logistical support. An association in which at least 2/3 of the citizens are under 18 years of age can be considered a children's association. The leadership of adults (necessarily members or participants of the association) is voluntary and public in nature. The relative independence of a children's public association is its characteristic feature.
In contrast to 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 government structures. This is a relatively closed, multi-level structure with subordination of subordinates to higher ones, fixed membership, responsibilities and rights of each member, self-government body, and official. The organization is based on a system of small primary children's structures through which the goal, objectives of the organization, its laws, rights and responsibilities are realized. The activities of the organization and its program are determined by the prospects of both the organization and each member (categories, degrees, titles, positions). A classic example of a children's organization is 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 the social children's movement. Thus, children's public associations received the right to be independent legal entities and determine their relations with various government agencies as equal partners on the principles of interaction, cooperation, and on a contractual basis.
Another important feature of modern children's public structures is their right to choose adult leaders. Today there is no specific counselor, representative of the youth, adult social structure, there is no single pedagogical leadership represented by professionals. The curator (manager, leader) of a children's association can be almost any adult, without limitation of age, gender, nationality, education, party affiliation, acting within the framework of the Declaration of 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, and 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 public children's structure; educational traditions of the school and the target orientation of the association; human resource potential of the school; characteristics of the surrounding society; the personality of the head of the association, etc. In each specific case, the mutual influence will be diverse. However, it is important that the final result - a positive impact on the child, teacher (subjects of the educational system) - be significant.
The purpose of the activities of any children's public association can be considered in two aspects: on the one hand, as a goal that children set for themselves, on the other hand, as a purely educational goal that adults participating in the work of children's associations set for themselves.
In the first case, the voluntary association of children is possible only when they see in it the prospect of an interesting life, the opportunity to satisfy their needs. It is important that the association increases the social significance of their activities and makes them more “adult”. This aspect, which does not contradict the “children’s” goal, involves creating conditions in the organization under which the child’s socialization is more successful, resulting in the desire and readiness of children to perform social functions in society.
A children's public association is an important factor influencing the child, influencing in two ways: on the one hand, it creates conditions for meeting the needs, interests, goals of the child, and the formation of new aspirations; on the other hand, it determines the selection of the individual’s internal capabilities 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 commonality of interests and joint activities of children and adults. At the same time, children should retain the right to choose the forms of life of the association, freely move from one group, one micro-collective to others, and the opportunity to create associations to implement their own programs.
Types of children's public associations. Children's associations differ in the content of their activities, duration of existence, and form of management.
According to the content of their activities, children's associations can be labor, leisure, socio-political, religious, patriotic, educational, etc. Children's labor associations implement the tasks of organizing their work activities. These are student cooperatives, most often created for the 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 class.
Depending on the duration of their existence, children's public associations can be permanent, which, as a rule, arise on the basis of schools, institutions of additional education, or at the place of residence of children. Typical temporary associations for children are children's summer centers, tourist groups, etc. Situational ones include associations of children created to solve some problem that does not require much time (participants in a help action, rally, etc.).
Based on the nature of management among children's public associations, one can distinguish informal associations of children, club associations, and children's organizations.
L. V. Aliyeva presents the experience of interaction between schools and children's public associations in the following typical options.
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 responsibilities 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 and youth public associations", everyone 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 form of a children's social structure, based on the principles of democratization and humanization of the educational process. The interaction of equal educational subjects can be realized in various forms, primarily based on the implementation of general programs (social, cultural, educational, etc.). 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 and projects of the FDO "Young Russia", focused on civic education, individual development, social adaptation of the child ("Renaissance", "School of Social Success"), on the education and development of younger schoolchildren ("Four plus three", "Little Prince of the Earth" ), are successfully used in updating 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. Through their social activities and position as members of an organization or association, such children influence certain aspects of the school’s educational system 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 between equal partners is largely determined by the dynamism, democracy, autonomy of children's public associations, their clearly expressed specificity, 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 the principle of expediency. The option of interaction between equal partners allows us to take the educational system of the school beyond its walls, making it more open, socially significant, and effective. The new position of students - members of a children's public association has a positive impact on their educational activities, making adjustments to its content, organization, and humanizing the adult-child relationship. Experience convinces us that children's social structures are indirectly capable of bringing 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 a state educational institution and a children's social structure is built as an interaction between subjects of the school's educational system, giving it the features of a self-governing, democratic, state-public one.
The 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 takes place within the educational system at the level of state and public (amateur) structures (government and self-government, class - children's association, state educational programs and programs of children's associations during extracurricular hours, etc.).
As a rule, the initiators of the creation of children's social structures in schools are adults - teachers, administrators, and less often - the children themselves and their parents. Teachers are initiators and voluntarily become curators, managers, leaders of children's associations, and 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 of the design of the educational system or an impulse for its development. This influence of children's public associations on the educational system of the school has been observed in practice in recent years.
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 creativity of children. Currently, there is a wide variety of experience in creating public children's structures in schools (organizations, clubs, councils, unions, children's parliaments, etc.), organically included in their educational systems.
So, children's social 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 school's additional education system;
Temporary children's associations - councils, headquarters for the preparation and conduct of collective creative activities, games, labor operations, sports, tourism and local history competitions;
Profile children's amateur associations (to expand and deepen knowledge in specific areas).
Each of these children's social structures has its own specifics and, with competent pedagogical instrumentation, is capable of influencing the state of the school's educational system. Thus, the place of student organizations in the educational system of a school is quite specific. They are allies of the school’s teaching staff in solving its main tasks determined by the state; defenders of student rights, initiators of school Olympiads, competitions, shows, subject weeks, creative exhibitions held together with teachers. The main object of their activity is the school, the student, the teacher-student relationship, and educational activities. The role and place of the student organization in the school, its authority in the eyes of children, teachers, and parents is one of the indicators of the effectiveness of the school’s educational system.
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, in their activities, the best traditions of the school are preserved and enriched. We can say that they are able to give stability, solidity, and modernity to the educational system of the school.
The main meaning of the interaction between the school and children's social structures is the creation of a truly humanistic educational system, in which the goal and result are the child as an individual, a creator, a 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 for the development of the educational system?
4. Reveal the content of the main stages of 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 responsibilities of the class teacher?
8. Name 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 schools 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 in the country there are a number of children's and youth organizations and movements, led, as a rule, by adults. Among the institutions of socialization, children's organizations, whose work is based primarily on the interests of children and presupposes their initiative and social activity, occupy a special place.
The children's movement is an objective phenomenon, a product of social life. At a certain age, from approximately 9 to 15 years, adolescents develop a need for a significant expansion of contacts and joint activities. Children seek social activities alongside and with adults. A kind of legislative confirmation of the presence of this phenomenon was the UN Convention on the Rights of the Child (1989), which proclaimed freedom of association and peaceful assembly as the norm of life 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 teenagers need associations where everyone will be helped to satisfy their interests and develop their abilities, where an atmosphere of trust and respect for the child’s personality is created. All researchers note that the majority of teenagers express a desire to be a member of a children's organization, while almost 70% of them prefer to be members of an organization based on their interests; 47% claim that organization is needed to have fun in their free time; more than 30% - to better prepare for adult life.
In Russia, due to the collapse of mass pioneer and Komsomol organizations, children found themselves in a social vacuum. Meanwhile, children's organizations form an integral part of society in all modern countries; they are a real type of social movement. In addition to meeting the needs of children and adolescents for communication and joint activities based on interests, these organizations also perform other social functions. They include teenagers 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 and 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 a child's personality.
The legislative basis for the development of children's public associations is 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.
Children's movement
1. The totality of actions and activities of all children's public associations and organizations existing in the region (region) or territorial unit (city, district)
2. One of the forms of socially active activity of children and adolescents, united by common goals and programs of a certain content orientation. For example, the children's and youth movement "Young - for the revival of St. Petersburg."
Today the Russian children's movement is represented by:
International, federal, interregional, regional children's organizations, differing in forms - unions, federations, leagues, schools, associations, etc.;
Various branches, directions, types of movement - civil, professional, socially significant and personality-oriented (environmental, youth, junior, tourism and local history, charity movement, etc.);
Amateur children's club associations that satisfy the interests and requests of children, filling their leisure time;
Socially oriented children's public associations;
Initiatives of children from different regions of the country related to the celebration of significant historical dates: the 50th anniversary of the Victory, the 300th anniversary of the Russian Navy, the 850th anniversary of Moscow, etc.;
Temporary children's associations of participants in international, Russian, regional festivals, competitions, shows within the framework of programs developed by SPO-FDO, FDO, "Young Russia".
Children's Association
The form of children's movement, which is characterized by the main features and characteristics of children's movement;
A social formation in which minor citizens voluntarily unite independently or together with adults for joint activities that satisfy their social needs and interests.
Public associations that include at least 2/3 (70%) of citizens under 18 years of age from the total number of members are recognized as children's associations.
The children's public association is:
Form of social education of children;
Reasonably organized leisure time for children;
An effective means of acquiring personal life experience, independence, and communication experience;
A world of play, fantasy, freedom of creativity.
A children's organization is a voluntary, conscious, amateur association of children to meet their needs, focused on the ideals of a democratic society.
Children's public organizations (COOs) have a clearly defined structure, fixed membership, and rules and regulations governing the activities of participants.
A preschool educational institution is a voluntary association of children and adolescents, secured by formal membership, which is built on the principles of initiative and organizational independence.
The tasks of the preschool educational institution are to ensure that all work with children is adequate to new socio-economic relations; to contribute to solving the most pressing problems of childhood, achieving the social well-being of each child, interacting with other social institutions, to ensure equal opportunities in the social development of children; create conditions for personal self-realization based on an individual and differentiated approach.
Program– a document reflecting a consistent system of actions aimed at achieving a socio-pedagogical goal.
In 1991, the scientific and practical center SPO-FDO, based on a program-variable approach, created the first package of programs “Children’s Order of Mercy”, “Vacations”, “Tree of Life”, “Play is a Serious Business”, “Children are Children”, “ Revival”, “Four + Three”, “Myself”, “Little Princes of the Earth”, etc.
Law- generally accepted norms that are formed in accordance with public opinion and the will of all members of the team and are recognized as binding for everyone (for example: The Law of Good: be kind to your neighbor, and good will return to you. The Law of Care: before demanding attention to yourself, show it to surrounding people, etc.).
Leader of the organization– a person who effectively and efficiently carries out formal and informal leadership in a group (leader and supervisor are ambiguous concepts, since 1) the leader performs the functions of a regulator of interpersonal relations in the group; the leader regulates the official relations of the group with the social environment; 2) leadership is established spontaneously, management is organized; 3) the manager carries out authorized actions in accordance with his job descriptions; the leader's actions are informal).
Principles of design and operation
children's public associations
Self-realization;
Self-organization;
Self-activity;
Self management;
Social reality;
Adult participation and support function;
Increasing involvement of children in social relations.
Rituals- actions performed on special occasions in a strictly defined sequence, brightly and positively emotionally charged.
Symbolism- a set of signs, identification marks, images expressing an idea that is significant for the team, indicating membership in an association, organization, significant event (organization motto, banner, flag, tie, badges and emblems).
Traditions are rules, norms, customs that have developed in a children’s association, transmitted and preserved for a long time (traditions-norms: laws of the collective, the “Eaglet Circle”; traditions-events).
Typology of children's associations is currently possible in terms of the direction and content of activity, in terms of forms of organization, in terms of duration of existence. Thus, there are associations of educational, labor, socio-political, aesthetic and other orientations: clubs of interests, military-patriotic, military-sports, tourism, local history , junior, economic, associations for helping the elderly and working with children, peacekeeping and other specialized children's associations.
There are also organizations and associations that work on the basis of different 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 the 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 composition of SPO-FDO includes regional, territorial organizations in the status of republican, regional, regional, children's interest associations, 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 Moscow children's organization "Rainbow", the Voronezh regional organization, the children's and youth organization "Iskra", etc.; organization of the republics of Russia - children's public organization "Pioneers of Bashkiria", children's public organization of Udmurtia "Springs" and other specialized organizations of various levels - Youth Maritime League, Union of Young Aviators, League of Small Press, Children's Order of Mercy, association of children's creative associations "Golden Needle" " and etc.
The goals of SVE-FDO are quite pedagogical in nature:
To help the child learn and improve the world around him, develop his abilities, and become a worthy citizen of his 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, care for his development and respect for his rights;
Respect for children's religious beliefs and national identity;
The combination of activities to implement common goals and recognition of the rights of member organizations to carry out independent activities based on their own positions;
Openness to cooperation for the sake of children.
The highest body of the SPO - FDO is the Assembly. SPO - FDO is the prototype of a unified humanitarian space, which is so difficult to create by adults in the vastness of the CIS. The nature of the activities of SPO-FDO is evidenced by its programs. Let’s name just a few of them: “Children’s Order of Mercy”, “Golden Needle”, “I Want to Do My Business” (aspiring manager), “Tree of Life”, “Your Own Voice”, “Game is a Serious Business”, “The World Will Be Saved by Beauty” , “Scarlet Sails”, “From Culture and Sports to a Healthy Lifestyle”, “School of Democratic Culture” (movement of young parliamentarians), “Holidays”, “Ecology and Children”, “Leader”, etc. There are more than 20 programs in total. Scout organizations operate in a number of regions of the country.
Depending on the duration of their existence, children's associations can be permanent or temporary. Typical temporary associations of children are children's summer centers, tourist groups, expedition teams, associations for carrying out some kind of action, etc. Temporary associations have special restorative capabilities: they create real conditions for dynamic and intensive communication between the child and their peers, and provide a variety of opportunities for creative activity. The intensity of communication and specially assigned activities allow the child to change his ideas, stereotypes, views of himself, peers, and adults. In a temporary children's association, teenagers try to independently organize their lives and activities, while taking a position from a timid observer to an active organizer of the association's life. If the communication process 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 and promotes emotional and psychological rehabilitation.
Schools and children's public associations can and should act in concert. In life, there have been various options for interaction between schools and children's public associations. The first option: the school and the children's association interact as two independent entities, 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 and has 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 methodological recommendations addressed to the heads of educational institutions and additional education institutions on the need for broad interaction with them (children's youth associations). It is recommended to create coordinated joint programs and projects, form a positive public opinion about the activities of children's and youth associations, and involve the teaching and parent community in this. The staff of an educational institution or institution of additional education should provide for the position of a curator of children's organizations (teacher-organizer, senior counselor, etc.), allocate premises for the work of these associations outside of school hours; create conditions for conducting classes and various events (trainings, meetings, etc.); provide for joint actions, projects, events in terms of educational work of the educational institution. All this gives the child the opportunity to choose associations based on interests, 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 improves their quality.
It is advisable to annually discuss the results of the activities of public associations at the school’s pedagogical councils 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, teacher-organizers, class teachers, educators, etc.
Questions for self-control
1. Expand the meaning of the words “extracurricular educational work”, “extracurricular educational work”.
2. Describe the educational possibilities of the activity, determine the requirements for it.
3. Expand the role of additional education institutions in the upbringing of children and adolescents.
4. What is the role of children's public associations in the education of schoolchildren?
Literature:
1. Alieva L.V. Children's public associations in the educational space // Problems of school education. 1999. No. 4.
2. Andriadi I.P. Fundamentals of pedagogical skills. M., 1999. P.56-77.
3. Introduction to pedagogical activity. / A.S.Robotova, T.V.Leontyeva, I.G.Shaposhnikova and others. M., 2000. P.91-97.
4. Kan-Kalik V.A. To the teacher about pedagogical communication. M., 1987. P.96-108.
5. Pedagogy / Ed. L.P. Krivshenko. M., 2004. P.205.
6. Podlasy I.V. Pedagogy. M., 2001. Book 2.
7. Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education. /Edited by V.A. Slastenina M., 2000.
8. Smirnov S.A. Pedagogy: pedagogical systems and technologies. M., 2001.
9. Stefanovskaya T.A. Pedagogy: science and art. M., 1998.
10. The colorful world of childhood. M., 2001.
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