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 of 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. The legal status of a counselor 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, children's and teenage public organizations are forced to engage in "finraising" 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.
The second characteristic feature is the appointment of children's public organizations, which can be regarded as the goal that children set for themselves and as educational tasks that the adult community solves. These tasks are components of the spiritual and value orientation towards: self-organization of voluntary joint activity, 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 relations in society are of a liberal 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 the All-Russian Organization "Children's 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 the specific forms of organization of interaction: a ruler, a memory watch, a 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 way of jointly solving urgent problems in arranging 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 its 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.
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 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.
Basic concepts
A common cause begins with a discussion, a dialogue. In this case, most often misunderstanding of each other is due to the fact that the use of concepts by the parties is ambiguous.
Let the key concepts become a guide for the participants of the festival "Coast of Childhood" and, we hope, in the subsequent activities of the organizers of children's public associations.
CHILDREN'S PUBLIC MOVEMENT - a set of states of vital activity of social formations that ensure the entry, adaptation and integration of the individual into the social environment (I.A. Valgaeva, V.V. Kovrov, M.E. Kulpedinova, D.N. Lebedev, E.L. Rutkovskaya ).
CHILDREN'S PUBLIC ASSOCIATION - the formation of children, united on the basis of common interests to achieve the goals of self-development on the initiative and with the pedagogical management of adults (A.V. Volokhov).
SPO-FDO - International Union of Children's Public Associations "Union of Pioneer Organizations - Federation of Children's Organizations", established on October 1, 1990 by delegates of the X All-Union Meeting of Pioneers, unites legal entities - children's public organizations, unions, associations and other public associations created with the participation of children or for their benefit.
SPO-FDO - the legal successor of the All-Union Pioneer Organization - is a non-profit non-state public association, independent of any parties and political movements, and operates on the basis of the legislation of the Russian Federation, as well as in accordance with the Convention on the Rights of the Child, international law, international treaties of the Russian Federation, the laws of foreign countries where there are members of the SPO-FDO, and the Charter of the SPO-FDO.
As part of the international children's movement, SPO-FDO participates in the work of various international and all-Russian public associations and non-profit organizations.
SPO-FDO seeks to create favorable conditions for the realization of the interests and needs of children and children's projects, children's knowledge of the world around them, raising a citizen of their country and the world democratic community, protecting the rights and interests of children and children's organizations, strengthening interethnic and international relations.
SPO-FDO helps children to navigate in the conditions of economic reforms, to live in a society on a democratic basis; to combine kindness and justice, mercy and humanity with respect for each member of the organization.
The motto of SPO-FDO: "For the Motherland, Kindness and Justice!" (V.N. Kochergin)
SCIENTIFIC AND PRACTICAL CENTER SPO-FDO (SPC SPO-FDO) is a structural subdivision of the Administration of the International Union of Children's Public Associations "Union of Pioneer Organizations - Federation of Children's Organizations" (SPO-FDO), designed to:
- to form the basis for the content of the activities of SPO-FDO;
- stimulate the creation of new children's and adolescent associations as a basis for the development of SPO-FDO;
- initiate and work out the elements of the mechanism of the state youth policy;
- determine the prospects for the development of SPO-FDO;
- to develop priority directions and new models of activity of SPO-FDO;
- conduct scientific research and activities; fulfill orders and create scientific and methodological support for the activities of organizations - subjects of SPO-FDO;
- organize training and retraining of the organizers of the children's movement; establish contacts with public associations and organizations, mass media, strengthen and expand these ties.
On the basis of the Concept of socialization of the child in the activities of children's organizations, created at the SPC SPO-FDO, the programs "Children's Order of Mercy", "School of Democratic Culture", "I want to do my own thing", "Game is a serious matter", "Tree of Life", " The world will be saved by beauty”, “From culture and sport to a healthy lifestyle”, “Cooperation”, “Scarlet sails”, “Your voice”, “Vacations”, “Leader”, “Know thyself”, “Me and us”, "Ecology and Children", "Children are Children", "Growth", "Golden Needle", "Alenka" and others.
THE SOCIO-EDUCATIONAL POTENTIAL OF CHILDREN'S PUBLIC ASSOCIATIONS is an objective reserve capable of showing itself, providing a qualitatively new positive result both from the state point of view and from the standpoint of the personal growth of a young citizen (T.A. Lubova).
CHILDREN'S PUBLIC ORGANIZATION is a voluntary, amateur, self-governing, on the basis of the Charter (and other documents), an equal association of children and adults, created for joint activities to implement and protect the interests of the united (A.V. Volokhov).
FUNCTIONS OF CHILDREN'S ORGANIZATIONS are those homogeneous tasks that determine the content of the activities of children's organizations, reveal and develop the goal realized by the members of the association.
The socio-pedagogical functions of children's organizations are functions that regulate the social relations of children and contribute to the creation of conditions for their social well-being.
The socio-pedagogical functions include:
- function of social protection;
- the function of forming social literacy;
- the function of correcting social behavior and social ties;
- antisocial behavior prevention function;
- function of social rehabilitation (E.E. Chepurnykh).
PRINCIPLES OF SOCIALIZATION OF A PERSON IN A CHILDREN'S PUBLIC ASSOCIATION
Principle (Latin principium basis, beginning) - 1) the main, initial position of any theory, doctrine, etc.; guiding idea, basic rule of activity; 2) internal conviction, a look at things that determine the norm of behavior; 3) the basis of the device, the action of any mechanism, device, installation. (Dictionary of foreign words. - M., Russian language, 1985, p. 400).
Principles of personality socialization in a children's public association:
- the inclusion of children in various types of social practice based on a conscious choice of means and ways to satisfy social, pre-professional, personal inclinations, introducing children and adolescents to the richness of human experience with its use in specific social conditions;
- realization of the interests of the individual and society, their combination, interconnection, interpenetration and mutual enrichment;
- development of democratic forms of personal civic participation in public affairs on the basis of constitutional norms and laws;
- the formation of a system of social and cultural values open to young people, accompanied by the education of the need to choose value priorities for oneself, one's social group.
The core of the set of principles is the provision of social security for children and adolescents as citizens, subjects of social creativity, bearers and conductors of the diversity of human values (A.V. Volokhov).
SELF-GOVERNMENT - the independence of any organized social community in managing its own affairs (Soviet Encyclopedic Dictionary. Editor-in-Chief A.M. Prokhorov. - 4th ed., M., 1988).
Children's self-government is a democratic form of organizing a group of children, which ensures the development of their independence in making and implementing decisions to achieve goals. This definition consists of the following keywords:
- development of independence - a phased transfer of rights and obligations to children as the children's team develops and the formation of the readiness of leaders-organizers from among the children to organize the activities of groups;
- the adoption and implementation of management decisions is a sign of developing self-government, the involvement of children in managing the affairs of the team;
- group goals fill self-government with real content, contribute to the unification of children on the basis of common interests (M.I. Rozhkov).
SYMBOLS OF CHILDREN'S ASSOCIATION - a set of signs, identification signs, images that express an idea that is significant for the team, indicating belonging to any association, organization, significant event. (N.I. Volkova).
PROGRAMS OF CHILDREN'S PUBLIC ASSOCIATIONS - Documents reflecting a consistent system of actions aimed at achieving a socio-pedagogical goal.
In the recent history of the children's movement in the USSR and Russia, a powerful program boom was associated with the decisions of the IX All-Union Pioneer Meeting (1987), which canceled the unified pioneer program - the All-Union Young Leninist March.
In November 1988, a scientific and practical conference "Programs in a pioneer organization: purpose, scientific and methodological foundations for development and implementation" was held in Moscow, at which programs of practitioners from various regions of the country - Chelyabinsk, Kharkov, Krasnoarmeysk, Donetsk region, etc. The Vozhatiy magazine published a number of programs focused on the personal growth of a child in a pioneer organization: “Remember! Find out! Learn! Participate! "Go!" (author: Doctor of Pedagogy A.P. Shpona), “Are we a team? We are a team… We are a team!” (the author is Doctor of Pedagogical Sciences M.G. Kazakina), "Compass" (group of authors - G. Ivashchenko, E. Titova, E. Boyko and others).
In 1991, the SPO-FDO Scientific and Practical Center, based on a variant program approach to the activities of children's associations (author - A.V. Volokhov), created the first package of programs, such as the "Children's Order of Mercy", "School of Young Parliamentarians" (School of Democratic culture), “Holidays”, “Own voice”, “Children are children”, “Tree of life”, “From culture and sports to a healthy lifestyle”, “Game is a serious matter”, “The world will be saved by beauty”, “Scarlet sails ". 57 scientists and practitioners from 15 regions of the country took part in the development of this package of programs.
The strategy of the variable-program approach oriented the leaders of children's public associations to support various regional programs, flexibility in relation to the prospects for their development, to take into account socio-economic and political changes in the environment, to provide each child with a real opportunity to try himself in various social roles (journalist, parliamentarian, patronage nurse, leader) and choose the type of activity in accordance with their needs and experience.
Many of the programs have become the basis either for the creation of specialized children's associations, or for the development of various territorial specialized programs for a wide variety of teams, associations, and organizations.
In the activities of many children's organizations (both domestic and foreign) there is a different approach to programs. So, for scouts, they are pragmatic in nature and are aimed at obtaining a specific result - a skill, a quality. In the activities of the children's educational organization "4-N" (USA, Canada), programs are developed by university specialists at the state level, depending on the results of a sociological study of the interests and needs of children and adolescents, which is carried out every five years. Basic programs are provided with the most powerful methodological equipment. The child is considered a participant in the program (M.R. Miroshkina).
Frishman Irina Igorevna, doctor of ped. sciences, deputy director of IPPD RAO, director of SPC SPO - FDO, professor.
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 a children's public organization are regulated by the following state regulations: the 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.
The children's public organization of the Sverdlovsk region "Sobolyata" has been operating on the territory of 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 moral values and humane qualities in the activists of the children's movement. Such children and young people can bring many benefits to society and their country.
List of used sources and literature
2. Federal Law "On the Basic Guarantees of the Rights of the Child in the 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. four.
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 // People's 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.
12. Children's movement. Issue 1. Comp. T.V. Trukhachev - M., 2004
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 edition. - 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. Socio-pedagogical support for children in difficult life situations. 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.
29. Maltseva E.A. Children's public organization // Children's movement. Dictionary reference. - M., 2005. S. 54. (20%)
30. Maltseva E.A., Kostina N.M. The concept of interaction between the state and the children's public association // Children's movement. Dictionary reference. - M., 2005. S. 140.
31. Maltseva E.A. etc. Principles of activity of children's public associations // Children's movement. Dictionary reference. - M., 2005. S. 250-251. (75%)
32. Maltseva E.A. Social education in the activities of a teacher and children's public organizations // Bulletin of the Kostroma State University. N.A. Nekrasova: Humanities series: “Pedagogy. Psychology. Social work. Acmeology. Juvenology. Sociokinetics". - 2006. - T. 12. - No. 1. - S. 85-87.
33. Youth of Russia: public associations, state authorities for youth affairs. - M., 1997.
34. Nikitina A.E., Tetersky SV. Public associations of social and youth institutions: Sat. doc. and mother. - M.: ASOPiR, 1997.
35. On the work of state bodies for youth affairs with children's and youth associations: Sat. mat. and report. Issue. 1. - M., 1995.
36. The main directions of state social policy to improve the situation of children in the Russian Federation (National Plan of Action in the Interests of Children). - M.: Synergy, 1997.
37. Pyatkov A.G. Opposition in the youth movement in the 20s: myths and realities: Abstract of the thesis. dis... cand. history Sciences. - M.: Banner, 1974.
§ 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.
The children's movement becomes an educational tool under special conditions, ways of organizing it, which make it possible to positively influence the child through the efforts of the children themselves, their communities, gently manage his development as a person, complementing the school, extracurricular institutions, and 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 important feature of modern children's social structures is 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 the FDO "Young Russia", focused on civic education, individual development, social adaptation of the child ("Renaissance", "School of Social Success"), on 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 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 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.
| " |
Loading...
