Children's public associations. Children's public associations: peculiarities of creation, history and interesting facts The concept and task of association
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, social, organized.
The age characteristics of social organizations of adolescents are associated with belonging to the same generation and age; they are determined by the attributes of everyday life, general orientations, moods and expectations. The difference between the world of adults and the world of children is determined by the difference in the degree of social maturity, the difference in the level of full participation in the system social relations... The space for the manifestation of the peculiarities of the children's world is culture, law and social interaction. The culture of adults is dominant, and the culture of children (adolescents) is a subculture. In legal terms, adults are capable, and children are not capable; therefore, children's public organizations are associations of legally discriminated groups of the population. In a social sense, an adult is focused in his activities on productivity, rationalism, and for the child, the process, the emotional state is primarily important.
The socio-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 who are members of the community. 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, they are an example of non-profit organizations. They can potentially become the social partner of the organs state power and business. In modern conditions, children's and adolescent public organizations are forced to engage in "findrazing" - the search for material resources for the implementation of social projects. Sponsors can be government bodies, local governments, commercial structures.
Organizationally, a children's and adolescent public association has the features of any social organization... The presence of corporate values \u200b\u200band symbols that govern the behavior of group members is essential.
Characteristic features of children's public organizations
As the first characteristic feature of children's public organizations, the voluntary participation of students in them should be considered. It is associated with the need for communication, for a new social status, for self-realization and self-affirmation, 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 - the appointment of children's public organizations, which can be considered as the goal that children set 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 activities, transformation of the surrounding reality, self-improvement, implementation of moral values \u200b\u200bin 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 associated 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, an adult, a member of a children's social organization, plays an essential 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, using technology for developing abilities, rejecting an adult from an expert position, creating conditions for a teenager to make decisions.
Variability of forms of children's public organizations
The most common forms of children's organizations (associations) are:
"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 (community service group); "Commune" (association for solving urgent problems at the place of residence, work or study).
The key word for understanding the core of the "society of amateurs"
is a hobby, passion. A social organization becomes a condition for successful pursuit of your favorite business. Business relations in society are liberal in nature, characterized by a high degree of freedom and independence.
The second widespread form of children's public organizations is a “group of volunteers”. 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 announced tasks. The main thing in this group is its "spirit". “Missionaries” value decency and reliability. Business relations 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 for film, television and video programs, competitions for children and youth, the press, information forums. An example of this form of associations is also All-Russian organization Children's and Youth Initiatives (DIMSI). The ideology of the organization is based on the volunteer service of young people in civil society.
The third form of organization can be attributed to the activities of the All-Russian children and youth public movement "School of Security" and the Interregional Children 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 way of being a detachment is initiation - a specific form of advancement in social status. The members of the association are included in such spheres of life as play, sports, cognition. Hence the specific forms of organization of interaction: a ruler, a memory watch, a march.
Analysis of the program documents of numerous scout organizations makes it possible to classify them also in the third form.
For the fourth form of the children's and adolescent public organization "commune", a way of jointly solving urgent problems in the arrangement is characteristic the surrounding life... The fundamental element of the commune's life is social design. The organization is dominated by a democratic style of interpersonal relations, adults play the role of consultants or leaders of individual projects.
IN pure form forms of children's public organizations are rare, but in each of them one can find dominants characteristic of one form or another, association.
A children's and youth public association is a youth public formation for joint activities or a single social goal. Over time, the appearance of the children's movement in Russia takes on cardinal changes, for example, in comparison with the all-Union period, when the public observed the famous pioneer organization. The modern way dictates other priorities and views that young people aspire to.
This article will consider the modern signs of children's and youth public formations, features and directions, variations of state aid to associations.
The concept and task of unification
A children's public association is a voluntary social movement formed by a group of adults and minors for joint activities and a common goal.
Historical records mention student organizations that emerged at the beginning of the 20th century. On hearing were "May Unions", engaged in the protection of animals and birds, "Artels of workers", which organized friendly summer grounds, and many others. Even in the days of the USSR, such children's associations actively existed, but after the collapse of the union, they lost their importance in society. However, now public youth organizations are quite successful in their activities and have many directions.
Their main goal is self-development, pursuing their interests, creating public projects. Tasks are determined depending on the goals, but, in general, the organization of such a partnership helps to realize creative and organizational abilities, to develop qualities aimed at improving the environment and helping people.
- Under Tsar Alexei Mikhailovich, a special youth movement called "Amusing Troops" was created for war games. For this, in 1682, right next to the Kremlin Palace, an area was laid out, where war games were regularly held. Soon they grew into real military training, and in 1961 the "Amusing Troops" were divided into two organizations: the Preobrazhensky regiment and the Semenovsky regiment.
- Tsar Nicholas II suggested that schools use a new method of education, described in the book Scouting for boys. This idea greatly inspired the first captain of the Life Guards Rifle Regiment, which led him to the idea of \u200b\u200bforming the first detachment of Russian scouts in Russia. The first such detachment was created on April 30, 1909, was called "Beaver" and consisted of only 7 boys.
- During the war, the Moscow Pioneer Organization actively participated in hostilities. She was engaged in the construction of the tank column "Moscow Pioneer", which, by production, was transferred to the disposal of the Red Army. Later, the pioneers received the title of heroes of the Soviet Union for their feat.
- The youth association "Walking Together", which is close to our days, was founded in 2000 and existed until 2007 under the leadership of the public and statesman, as well as the ideologist of youth movements, Yakemenko V.G. The organization "Walking Together" was created to carry out mass actions, mainly of a state nature. The archives of history record a strange case when in August 2004 this organization carried out an action against Philip Kirkorov, demanding to condemn the famous singer for his unworthy behavior.
Constitution Russian Federation guarantees state support for children's and youth public associations. Some provisions on this issue are spelled out in the Convention on the Rights of the Child.
Support for children's public associations is carried out on the basis of Federal Law of August 22, 2004 N 122-FZ in accordance with the following principles:
- Legality.
- Tolerance.
- Civic engagement.
- Recognition of independence and equality of rights for state support.
- Priority of common humanistic and patriotic values.
The law does not apply to professional youth and children's commercial student unions; associations created by political parties.
State support for children's public associations is carried out under the following provisions:
- The union has the status legal entity and has existed for at least a year (from the date of official registration).
- The association that claims a program requiring funding has at least 3,000 young citizens.
State rights of associations
The organization of the activities of a children's public association has the right:
- submit reports to the Government of the Russian Federation explaining the situation of children and youth;
- make your proposals on the implementation of youth policy;
- to make proposals for the amendment of laws concerning the interests of children and youth;
- to take an active part in discussions and preparation of federal projects of state youth policy.
Types of government support
The main types of support for the activities of the children's public association:
- Providing benefits.
- Information Support.
- Conclusion of contracts for the execution of state orders.
- Training of personnel for youth and children's public associations.
- Conducting competitions for funding.
Financing
Funding for programs of children's public associations and organizations is made from the federal budget and funds of the Russian Federation. Material support is carried out on a legislative basis and is provided for by various social programs. The law provides for the allocation of funds in the form of subsidies.
Organizations such as student trade unions, religious organizations and similar associations, the support of which is not provided for by law, are not subsidized.
Union types
Children's public associations may differ in:
- focus;
- formation;
- goals;
- implementation time;
- degree of interests;
- the composition of the participants;
- public status.
Associations aimed at the development and needs of children can be realized in schools and groups. Initially, the organizations had only an educational character, but over time, creative collective associations began to form, also aimed at creative actions and benefit to the world around them.
Directions of associations
The free regime of our time allows the creation of a wide variety of children's public associations. At the moment, it is difficult to list them, since new self-expression bearing an individual idea are formed every day. Of these, the most common categories of associations can be distinguished.
- ecological;
- sports;
- tourist;
- creative;
- scouting;
- research;
- professional;
- cultural studies;
- social information, etc.
According to formal criteria:
- officially registered;
- unregistered, but founded under the influence of official structures (for example, schools);
- Informal.
According to ideological principles:
- political;
- religious;
- national;
- secular.
Classifications of associations
Organizations of collective unification of children and youth, existing at the moment, are considered a huge number. They have different names, program structure, public goals, and play different social roles. The most famous of them:
- Union Can be international, interregional, regional, regional, regional, city, district. Such organizations act within the framework of their own interests and unite into social groups of children and adults in different orientations: sports, music, education, etc.
- Federated. They act within the framework of various international and all-Russian public associations with previously agreed-upon goals and an existing representative body to represent interests at the state level.
- Association of Children's Organizations. Are engaged in the implementation public program to meet your needs. They can be school, student, play, perform at the Russian or international level.
- The League is a large-scale community based on specialized and cultural interests.
- A commune is a collective of persons united on the basis of common property and labor.
- Druzhina is an association consisting of squads. In the past, this type was attributed to pioneering. Now it can be, for example, a camp detachment with a leader or other similar groups with the participation of a leader.
- A squad is a team united in accordance with personal interests.
- Social groups that advance the interests of society or any social category, social stratum. They may differ in material condition, nationality, place of residence, criteria of the labor sphere and even in terms of health.
Examples of joins
- "Make a step".
- Scouts.
At school No. 91 in Nizhny Novgorod, a small association of adults was recorded on the initiative of the director. The goal was one - to teach children what is not spelled out in school textbooks. The idea was related to the development of certain skills in difficult living conditions. Thus, classes for survival in extreme conditions... Further, it grew into a compulsory state subject for tourist training, mountaineering, the study of martial arts and methods of defense, first aid.
- "Sea League".
Youth association of lovers of shipping, sport yachts and ship modeling. The league consisted of 137 organizations, which included young sailors and river sailors, which at one time gave the development of the popularity of this direction and reached an international level. The association led training sailing activities and carried out long-distance sea voyages.
- "Green Planet".
Children's environmental movement. One could become a member of this association from only 8 years old. The key task of the project was to unite as many young citizens as possible to solve environmental issues, call for a healthy lifestyle and adherence to standards of cleanliness and order.
Conclusion
From the point of view of the educational process, the goals of any children's public association effectively influence the aspect of the personal growth of each member of the association. In the course of his activity, he is faced with many social tasks and begins to better understand the principles of management, self-organization, respect, etc., which has a positive effect on his future. Associations increase the social significance and readiness of a person to fulfill social social needs.
§ 4. Children's public associations in the educational system of the school
Children's public associations as an educational institution.
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 are destructive, and the imposition of functions of other public or state institutions on them. The long-term goals of children's public associations are to help children find the application of their strengths and capabilities, to fill the vacuum in the realization of children's interests, while preserving their identity, their approaches.
The All-Union Pioneer Organization - a single, monopoly, mass organization - has been 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, 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 officially registered, 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-"parties" of various orientations: social, sports, cultural (musical), national. There are also associations of asocial orientation. "Tusovki" represent an independent and hardly amenable to external regulation instrument of influencing children and youth.
Today baby movement appears as a complex socio-pedagogical reality, which manifests itself in the voluntary activities of the children themselves at their requests, needs, needs, their initiatives, as a kind of response to the events of the life around them. Their main feature is self-activity aimed at the child's realization 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, allowing a positive influence on the child through the efforts of the children themselves, their communities, gently managing his development as a person, complementing the school, out-of-school institutions, and the family. One of the conditions is the pedagogically organized, socially and personally significant activity of the 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 that is created on a voluntary basis (the wishes of children and adults), on the initiative, at the request of the participants in order to achieve certain goals that express the requests, needs, needs of children. The children's public association of 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 it can be created and operate on the basis of the latter with direct personnel, financial and material and technical support. Such an association can be considered a child if it includes at least 2/3 of citizens under 18 years of age. The leadership of adults (necessarily members or participants of the association) is voluntary, public in nature. The relative independence of the 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 of a clearly expressed social, ideological orientation, created, as a rule, by adult communities and government structures. It is a relatively closed, multistage structure with subordination of subordinates to higher levels, fixed membership, duties and rights of each member, self-government body, 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 obligations are realized. The activities of the organization, its program determine the prospects for 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 social children's movement. Thus, children's public associations have acquired 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 counselor, a representative of a youth, adult social structure, there is no single pedagogical leadership represented by professionals. The curator (leader, leader) of the children's association can be practically any adult, without restrictions on age, sex, 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 basing 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.
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 social structure of children; educational traditions of the school and the target orientation of the association; the personnel potential of the school; features 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 end result - a positive impact on the child, the teacher (subjects of the educational system) was significant.
The goal of any children's public association can be viewed in two aspects: on the one hand, as a goal set by children, on the other, as a purely educational goal set by adults participating in the work of children's associations.
In the first case, voluntary unification of children is possible only when they see in it the prospect of an interesting life, an opportunity to satisfy their needs. It is important that unification increases the social significance of their activities, makes them more "mature". This aspect, which does not contradict the "child's" goal, presupposes the creation of such conditions in the organization under which the child's socialization is more successfully carried out, which results in the desire and readiness of children to perform social functions in society.
The children's public association is an important factor of influence on 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, social programs.
The children's public association also performs protective functions, defending, protecting the interests, rights, dignity, and uniqueness of the child.
The process of socialization in a children's association is effective with a community of interests, joint activities of children and adults. At the same time, children should have the right to choose the forms of life of the association, free transition from one group, one microcollective to others, the possibility of creating associations for the implementation of their own programs.
Types of children's public associations. Children's associations differ in the content of their activities, in the duration of their existence, in the form of management.
In terms of 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 collectives voluntarily, here he does not have to put up with the position that he is forced to occupy in the class.
For 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, 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 a 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 distinguish informal children's associations, club associations, children's organizations.
L. V. Alieva presents the experience of interaction between schools 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 and 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 person of the 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 through the implementation of common programs (social, cultural, educational, etc.). The subjects of SPE-FDO and schools, as experience shows, successfully interact on the basis of developed socially oriented programs ("Game is a serious matter", "Order of Mercy", "School of Democratic Culture", etc.). Programs, projects of FDO "Young Russia" focused on civic education, individual development, social adaptation of the child ("Revival", "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 (squads, detachments, clubs) of the district, city, regional children's organization can be created and operate, the members of which are the students of the school. With their social activities, the position of a member of an organization, an 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 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 variant of interaction of equal partners allows you to bring the educational system of the school beyond its walls, to make it more open, socially significant, and effective. The new position of pupils - members of a children's public association has a positive effect on their educational activity, making adjustments to its content, organization, humanizing the "adult-child" relationship. Experience convinces us that children's social structures are indirectly able to bring the educational systems of schools out of the 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 relations between the state educational institution and the children's social structure are 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.
In this case, the children's association is an important component of the system, which is closely related to 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 social structures in schools are adults - teachers, leaders, less often - the children themselves, their parents. Educators are initiators and become voluntarily curators, leaders, 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, who often act as generators of new ideas, the implementation of which can become the initial stage in 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 is observed in last years on practice.
The school is more and more aware of the importance of the children's movement in the educational system due to its diverse manifestations, amateur performance, creativity of children. At present, 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 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, tourism and local history competitions;
Profile children's amateur associations (to expand, deepen knowledge in specific areas).
Each of these children's social structures has its own specifics and is capable, with competent pedagogical instrumentation, to influence 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 student rights, initiators of school Olympiads, contests, shows, subject weeks, creative exhibitions held in conjunction with teachers. The main object of their activity is school, student, teacher-student relationship, educational activity. 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 the experience of recent years testifies, 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 social structures is the creation of a truly humanistic educational system, in which the goal and the result are the child as a person, creator, creator.
Questions and tasks
1. Give a definition to the educational system.
2. What is the structure of the educational system?
3. What is the essence of the driving forces of the development of the educational system?
4. Expand 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. Describe the main foreign and Russian educational systems.
7. What are the roles, rights and responsibilities of the homeroom 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. What are the main features and types of children's public associations.
11. Describe the main options for interaction between the school and children's public associations and their impact on the functioning and development of the educational system.
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Alternative Scouting Organizations were and are the product of a group of enthusiasts. It is difficult to identify the traits that are common to all of them. If in the 1920s. they did not receive mass support in society due to the denial of the dominant churches, the joint education of boys and girls (which was not very welcomed in English society), participation in the events of political parties, but today alternative movements and organizations mainly advocate the preservation of the old (“conservative ”) Traditions, against modernism, excessive socialization of the scout movement. Although, of course, this is not typical of all groups (especially newfangled ones). Today it is difficult to state 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 have to either change again or sharply and radically split organizationally. One way or another, both then and now, not a single child and adolescent movement could resist the massive spread of scouting. All these groups were not and are not any serious alternative to scouting, existing on the principles of WOSM or WAGGGS.
ECE center is a voluntary association of children and adolescents secured by formal membership, built on the principles of self-government, initiative and organizational independence.
The activities of a children's public organization are governed by the following state regulations: Civil Code of the Russian Federation; RF Law “On Non-Commercial Organizations”; RF Law “On Public Associations”; RF Law “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, officially registered membership. participation of members of the organization in the management of its affairs: election of governing bodies, control over their activities, development of programs for the organization's activities, etc. participation in ensuring the property basis of the organization and organizational and structural independence.
The purpose of the ECE activities can be considered in 2 aspects. On the one hand, as a goal set for themselves by children who have united in an organization, on the other hand, as a purely educational goal set by adults who created this organization for children.
Children's public organization of the Sverdlovsk region "Sobolyata" has been working 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 civil development. Thanks to its activities, the Sverdlovsk Region should receive socially useful affairs for children today, and independent and active adult citizens tomorrow.
The daily activities of the "sable" squad are planned in such a way that children have the opportunity to acquire the knowledge they need in certain specialties, not only theoretically, but also through participation and organization of various events, promotions, holidays, gatherings, trips, etc.
Each detachment (territorial organization "Sobolyata") submits a plan of its activities, adopted at 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 \u200b\u200bof children and adolescents as the basis for the effective functioning of children's public associations on the example of Sobolyata, we came to the following conclusions:
- the majority of the members of the primary organization have the ideals of their
- the association considers Truth and Good;
- the laws of the primary organization and its participation in it is primarily based on Friendship;
- sees the realization of his rights in the existence of Equality and Justice;
- Out of all the duties and actions of the members of the association, he values \u200b\u200bCases most
- considers Voluntary and Creativity to be the main norms of the association;
- the principles of the primary organization - Spirituality and Humanism;
- guidelines for activity - Mercy and Peacemaking;
- cares for their affairs and thoughts - Family and Society;
- the organizational structure and activities 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 civic position, responsibility, initiative and dedication, introduces democratic and legal norms. Volunteering for the benefit of other people and nature forms moral values \u200b\u200band 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) RF Law on Education (05.12. 1995)
4. Law of the Russian Federation "On state support of youth and children's public associations" (June 28, 1995 №98-ФЗ).
5. Actual problems modern childhood: Sat. scientific papers. Issue 4.
6. Bogomolova L.V., Golubeva T.L. Teenage culture. On the approaches to dialogue. - M., 1992.
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Along with informal youth movements, today there are a number of children's and youth organizations and movements in the country, usually led by adults. Among the institutions of socialization, children's organizations, whose work is based primarily on the interests of children and presupposes their initiative and public activity, occupy a special place.
Children's movement is an objective phenomenon, a product public life... At a certain age, approximately from 9 to 15 years, adolescents' need develops for a significant expansion of contacts and joint activities. Children strive for social activities along with and with adults. A kind of legislative confirmation of the existence of this phenomenon was the UN Convention on the Rights of the Child (1989), which proclaimed freedom of association and peaceful assembly as a norm for children (Article 15.1).
Scientists note that the social activity of children and adolescents has been increasing in recent years, and the forms of its manifestation are becoming more diverse. Children and adolescents need such associations where everyone will be helped to satisfy their interests, develop abilities, where an atmosphere of trust and respect for the child's personality is created. All researchers note that the majority of adolescents express a desire to be a member of a children's organization, while almost 70% of them prefer to be members of an organization of interest; 47% say that they need an organization to spend their free time interesting; more than 30% - to better prepare for adulthood.
In Russia, children, due to the collapse of the mass Pioneer and Komsomol organizations, found themselves in a social vacuum. Meanwhile, children's organizations are an integral part of society in all modern countries, they are a real variety of social movements. In addition to meeting the needs of children and adolescents in communication, joint activities of interest, these organizations also perform other social functions. They include adolescents in the life of society, serve as a means of developing social skills, protecting the interests and rights of children. Participation in children's organizations allows one to gain social experience, contributes to the formation of civic qualities necessary for life in a democratic society. It is difficult to overestimate the role of children's and adolescent public organizations in the socialization of the child's personality.
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 for youth and children's public organizations" (1995). The Law of the Russian Federation "On Public Associations" (Article 7) determines that the forms of children's public associations can be children's organization, children's movement, children's fund, children's public institution *.
The most common form today is children's public organization - an amateur, self-governing association created for the implementation of any social idea (goal), having norms and rules regulating its activity, fixed in its charter or other constituent document, a pronounced structure and fixed membership.
There are more than 200 youth public organizations and associations in Russia (sports, scouting, creative, etc.). Some of them are called associations, leagues, unions 2. The current stage in the development of the children's movement is characterized by the transition from a single children's organization in the past to diversity (in terms of goals, content, forms and methods of activity, degree of involvement in social practice) of social formations that are dynamic, a certain independence from state and social structures and personal orientation. They reflect all those innovative processes and phenomena,
1 RF Law "On Public Associations", 1995 // Leader of the century. 2001. No. 1.
2 Children's and youth public associations of Russia: Handbook. M.,
1995; Theory, history, methodology of children's movement. Issue 4.M., 1998.
that occur in the spheres of our society. But, being a social phenomenon, children's movement acts as a factor in the development of personality, as a pedagogical tool.
In the children's movement, on the basis of experience, some principles have been formed that determine its influence on young people. Among them, one should highlight self-organization principle,what determines the peculiarity of children's formations - their creation and formation on the initiative "from below", their activity is based on the will of the members, the programs are of a search nature, reflecting the results of amateur performance and collective creativity.
The leading direction, the goal of the children's public association is the development of personality through inclusion in activities that contribute to the entry, adaptation, integration of the individual into the social environment. This defines the main functions, taskschildren's organization:
Wide versatile inclusion of the individual in the system of social relations, in social life;
The organization of life that meets the needs for development, meets the emotional and moral state and age characteristics;
Protection of the rights and freedoms of the individual from the negative influences of the social environment;
Correction of various influences on the personality, its consciousness and behavior (the formation of social and moral ideals, values, needs).
The special socio-pedagogical capabilities of the children's public association are due to the openness and voluntariness of membership, the emotional and moral atmosphere, the presence of broader social rights (in comparison with the role of a student, a child in a family), a choice different types and forms of activity. The specificity of the educational potential is determined by the essence and structure of the children's association. It is open, democratic, it is not a state institution, it is created voluntarily, it can use financial, personnel, technical support from various state institutions.
In the management of an amateur children's association there is no rigid framework, the governing bodies are determined by the members themselves, they are mobile, adults and children closely cooperate, and, whenever possible, all members of the association are included in the management.
At the same time, children's organizations with a more rigid structure can be created: governing bodies, subordination, primary collectives, sources of funding - everything that is determined by the law on public organizations.
A relatively new phenomenon in the modern children's movement is the membership of adults in public associations of children. The status of an adult presupposes his pedagogical, educational, protective function (creation of conditions for the development of personality and association, protection of rights and interests, health and safety) and an organizational function. An adult leading an organization acts as a source of children's social experience, their knowledge and subject-matter-practical, communicative, co-
social skills, he is a model of a person, citizen, assistant and friend.
In essence, the union of adults and children, their joint and free activities are a powerful social and pedagogical means of education and have a long history. Back at the beginning of the XX century. S. T. Shatsky and his friends organized a children's colony, such a semi-formal association of older and younger people for the education and development of the latter. At the same time, a scout movement emerged in England and spread throughout the world. It also existed in Russia, but after 1917 it ceased to exist, and a pioneer movement arose in its place.
Here is what experts write about it. In 1906, Colonel R. Baday Paul, the founder of the scout movement in England, published the book "Young Intelligence Officer", which was translated into Russian. Society decided that such forms of education are acceptable for Russian youth as well.
Before the appearance of this book, there were similar children's associations in our country. As one of the first scouts A.M. Vyazmitinov recalls, teenagers in cities united in groups, went outside the city to the most remote places, built huts, sang songs, discussed mysterious stories, looked for treasures, helped those in need. It was the striving of young people for a pure, truthful life in the lap of nature, striving for the noble. Vyazmitinov writes: “We have gone the same way before,” writes Vyazmitinov.
In 1909, Staff Captain Oleg Ivanovich Pantyukhov organized the first scout unit in the Tsarskoye Selo area, which soon grew into a detachment. On the emblem of the detachment were written the words that became the motto of the entire movement: "Faith in God, Loyalty to the Tsar, Help to the Neighbor" and further - "Be ready."
Saint George the Victorious, depicted on the banner, was chosen as the patron saint of Russian scouts. Trips outside the city were called "reconnaissance"; so as not to lose a minute, even on the march there were "conversations" about the lives of great people, about events from Russian history.
The leader of the detachment - the "scoutmaster" - could be a person well prepared enough to have the right to tell the children: “Look at me. Do as I do. Follow me". During the hike, scouts were encouraged to be the first to see some subtle objects, plants or birds, or a person in need of help. Every day the scout had to help someone. The detachment also organized Christmas trees for children from poor families.
The scouts called themselves "scouts", wore a khaki sports uniform, a Boer-type hat, and had a staff. Newcomers who joined the detachment, the younger in age, were called "wolf cubs." "Orders" were the form of leadership in the detachments. For example, "Order No. 150. Conversation about Suvorov", "Order No. 149. Conversation about courage and truthfulness." The leaders of the squads were called counselors.
From the first years of the emergence of scout units, their poems and songs appeared. One of the songs, and the most beloved one, was "Potato". In 1910 Vasily Grigorievich Yanchevsky, a teacher of Latin at the 1st St. Petersburg Gymnasium, organized a large group of scouts. About Petrograd
the scout squad in 1915 was recalled by the senior scoutmaster KA Per -tsov. The detachment under the command of the ensign consisted of 16-18 years old boys and was divided into 10 people. Each wore a different tie color.
During the Christmas holidays of 1915 and 1916. there were congresses (in 1917 "summer camp") of scouts from all over Russia. The scouts went to summer agricultural work. They were given loans to purchase equipment for these works. A detachment of up to 200 people left. The Petrograd detachments went to the south of Russia, to the Kherson province.
In Moscow, scout units appeared in 1911-1912. In 1915 they were under the patronage of the Grand Duchess Elizabeth Feodorovna and Admiral I. I. Tchaikovsky (the composer's brother). The Society for the Promotion of the Organization of Young Intelligence Officers of the city of Moscow was organized In 1917, several detachments united into a squad. In August 1921 the scout squads of Moscow were defeated by the Komsomol. Scouts were beaten, their apartments and camps were smashed, arrested, scoutmasters were deported 1.
Scout squads were in many cities of Russia: Kiev, Anapa, Astrakhan, Arkhangelsk, Voronezh, Gomel, Evpatoria, Yerevan, Kerch, Kislovodsk, etc.
NK Krupskaya, creating a pioneer organization, had a precedent, a standard - the scout movement, the educational value of which she highly estimated.
Typology of children's associationscurrently possible by the direction and content of the activity, by the forms of organization, by the duration of existence.So, there are associations of cognitive, labor, socio-political, aesthetic and other orientations: interest clubs, military-patriotic, military-sports, tourist, local history, Yunkor, economic, associations for helping the elderly and working with children, peacekeeping and others specialized children's associations.
There are also organizations and associations working on the basis of various values:religious children's associations, national children's organizations, scout organizations and associations, communard groups (pioneer organizations and associations).
The largest children's association is Union of Pioneer Organizations- Federation of Children's Organizations (SPO - FDO). It is an independent international voluntary formation, which includes independent public associations, associations, organizations with the participation of children or in their interests.
SPO - FDO includes regional, territorial organizations in the status of republican, regional, regional, children's associations of interests, specialized organizations and associations. Among them are the Federation of Children's Organizations "Young Russia", children's organizations of the CIS countries, regional children's organizations and associations - the children's organization of Moscow "Raduga", the Voronezh regional organization, the children's and youth organization "Iskra", etc .; organizations of the republics of Russia - children
1 Vasilkova Yu.V., Vasilkova T.A.Social pedagogy. M., 1999.S. 194-195.
kaya public organization "Pioneers of Bashkiria", children's public organization of Udmurtia "Rodniki", etc .; specialized organizations of various levels - the Youth Sea League, the Union of Young Aviators, the League of Small Press, the Children's Order of Mercy, the Association of Children's Creative Associations "Golden Needle", etc. 1
The goals of SPE - FDO are quite pedagogical in nature:
Help your child learn and improve the world, develop their abilities, become a worthy citizen of their country and the world democratic community;
To provide comprehensive assistance and support to organizations - members of the Federation, to develop a children's movement of a humanistic orientation in the interests of children and society, to strengthen interethnic and international ties.
The main principles of SPO - FDO are:
The priority of the child's interests, care for his development and respect for his rights;
Respect for children's religious beliefs and national identity;
The combination of activities to achieve common goals and the 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 supreme body of the STR - FDO is the Assembly. SPO - FDO is a prototype of a common humanitarian space, which is so difficult for adults to create in the CIS. The nature of the SPO - FDO activity 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 job" (novice manager), "The Tree of Life", "My Voice", "The Game is a Serious Business", "The World is Saved by Beauty" , "Scarlet Sails", "From Culture and Sports to a Healthy Lifestyle", "School of Democratic Culture" (movement of young parliamentarians), "Vacations", "Ecology and Children", "Leader", etc. More than 20 programs in total 2. Scout organizations operate in a number of regions of the country.
Children's associations by the duration of existencecan be permanent or temporary. Typical temporary associations of children are children's summer centers, tourist groups, expedition teams, associations for carrying out any action, etc. Temporary associations have special regenerative capabilities: real conditions are created for dynamic and intensive communication between a child and peers, and various opportunities are provided for creative activity. The intensity of communication and specially assigned activities allow the child to change his ideas, stereotypes, views on himself, peers, adults. In a temporary nursery
1 Children's public organizations, associations, movements. Issue 1. M., 1991;
Issue 2.M., 1993.
2 Let's work together !: Programs of activities for children and adolescents
organizations. M., 1996.
association, adolescents try to independently organize their lives and activities, while occupying a position from a timid observer to an active organizer of the life of the association. If the process of communication and activities in the association take place in a friendly atmosphere, attention is paid to each child, this helps him to create a positive model of behavior, contributes to emotional and psychological rehabilitation.
School and children's public associations can and must act in concert. In life, there have been various options for the interaction of the school with children's public associations. The first option: the school and the children's association interact as two independent subjects, finding common interests and opportunities to satisfy them. Option two assumes that the children's organization is part of the educational system of the school, with a certain amount of autonomy.
Taking into account the special importance of children's and youth associations for raising children, the Ministry of Education of the Russian Federation has developed guidelines for the heads of educational institutions and institutions of additional education on the need for wide interaction with them (children's youth associations). "It is recommended to create coordinated joint programs, projects, to form positive public opinion on the activities of children's and youth associations, to involve the pedagogical and parental community in this. The staff of an educational institution or an institution of additional education should provide for the rate of a curator of children's organizations (teacher-organizer, senior counselor, etc.); allocate premises for the work of these associations after school hours; create conditions for conducting classes and various events (fees, meetings, etc.); provide for joint actions, projects, activities in terms of teaching and educational work of an educational institution. All this gives the child the opportunity to choose associations according to interests, move from one association to another, participate in educational programs and projects that are in tune with him, which contributes to the competitiveness of the programs of children's and youth associations and improving their quality.
It is advisable to annually discuss the results of the activities of public associations at the pedagogical councils of the school with the participation of interested persons. Such work requires appropriate qualifications, teaching staff, methodological services working in children's associations and in the education system, organizing teachers, class teachers, educators, etc.
4. Institutions of additional educationfor youth
INcountry, in addition to compulsory education for all, operates a system of out-of-school institutions, which, in accordance with the Law of the Russian Federation
"On children's and youth associations: Methodological recommendations of the Ministry of Education of the Russian Federation // Public education. 2000. № 4-5.
the action "On Education" is called the system of additional education. There is also a draft of a separate law on supplementary education. The system of additional education is made up of various children's and youth educational institutions and public organizations:
Houses, centers for children and youth creativity;
Specialized schools and studios (music, art, sports and tourism, etc.);
Community-based multidisciplinary clubs;
Creative associations of children and youth at museums, theaters;
Scientific societies of schoolchildren;
Tourist, local history, ecological, cultural and other expeditions;
Leisure non-core associations.
Additional education institutions also include summer and vacation camps different types: work and leisure, health, young mathematicians, geologists, sports, etc.
An institution of additional education is a type of educational institution, the main purpose of which is to develop a person's motivation for learning and creativity, the implementation of additional educational programs and services in the interests of the individual, society, and the state.
According to the Model Regulations on Institutions of Continuing Education, children's and youth public associations and organizations may be created in them, acting in accordance with their charters and regulations. The administration of the institution assists in the work of such associations and organizations.
The activities of out-of-school institutions are primarily associated with the leisure and free time of schoolchildren, this mainly determines their goal and objectives. The purposeinstitutions of additional education is to create conditions for self-realization, development of the creative individuality of youth in their chosen field of activity based on their interests and needs. The main tasksare as follows:
Identification of interests, inclinations, abilities of young people for various types of activities;
Formation of a system of knowledge, abilities and skills in the chosen direction of activity and creation of conditions for their implementation (reporting concerts, shows, competitions, exhibitions, conferences, etc.);
Help in general social development, solving communication and other problems in a child's life, providing psychological support, psychotherapeutic assistance;
Solving issues of professional self-determination of schoolchildren, assistance in choosing a profession and obtaining initial knowledge of the profession;
Development of creative abilities, scientific interests of children, their adaptation to life in society, the formation of a common culture, the organization of meaningful leisure.
The work of institutions of additional education has, in some aspects, advantageous differences from training under a compulsory state program. It is distinguished by:
Voluntariness in the choice of activities, content and forms of organization;
Free, creative nature of the activities of teachers and children;
Multidisciplinary (in one institution, different in form and content of work allow a teenager to choose activities according to interests, move on to other activities, communicate with by different people);
Lack of mandatory control and assessments;
Experience informal communication, interaction, cooperation with creative individuals, peers,
The experience of the community of generations.
In the practice of additional education, there are curricula and forms of organization of training, communication with children, very different in purpose and content. Here is an example of one of the educational programs of an institution of additional education Children's park "Estate of the Trubetskoy in Khamovniki"- Program "The World of a Russian Estate", a course on additional education. This program is propaedeutic to the courses developed in the children's park: "History of Russia and the Russian Estate", "Famous Trubetskoy", "Great Estate Literature", "Musical Culture of the Russian Estate", "The Estate - the Cradle of Russian Art", "Architecture of the Russian Estate" , "Capital and Estate", "Gardening", "Menagerie in a Russian Estate", "World of Flowers", "Greenhouse in a Russian Estate", "Organization of Holidays and Fun", "Practical Environmental Education", "City Ecology", " Ballroom dancing and Russian estate "," Horse riding "," Culture of Russia and the French language ", etc. The list shows that children can receive not just information on issues of interest to them, but have the opportunity to engage in historical, cultural, environmental activities, during which get a chance for harmonious perception and building their own life in harmony with nature and culture 1.
Further education institutions and general education schools can interact in different ways. Additional education can be an integral part of the school's educational system. More often, their relationship is built as a partnership between two subjects of educational activity: joint actions, projects, events are held. There may be such an option when comprehensive school operates as part of an institution of additional education. An example of this secondary school "Anichkov Lyceum", teaching children inclined to scientific, creative activities, located in the St. Petersburg Palace of Youth Creativity. It can be said that the appearance of such a school in the structure of the House of Children's Creativity is to a certain extent a natural phenomenon: in order not to go to two different institutions that they need equally, children began to study and engage in depth in their interests in the same house. This required the development of substantive and organizational issues. Today the lyceum has educational programs that meet the most serious requirements 2.
1 Additional education for children / Ed. O. E. Lebedeva. M., 2000.S. 104.
2 Ibid. S. 78-83.
So, we see that the upbringing of young people is carried out under the influence of many factors that affect children unequally, sometimes inconsistently and contradictory, which complicates and at the same time enriches the possibilities of the upbringing system of society. This circumstance imposes responsibility on professional teachers in the first place. However, responsibility for the growing generations also rests on all social institutions, on every citizen of the country.
Questions for self-control
1. Describe the youth environment and its influence on the formation of a teenager.
2. Describe the nature of the deviant behavior of adolescents and methods of working with them.
3. What is the problem of interethnic communication among young people and what are the ways to solve it?
4. What is the role of children's public associations in the education of schoolchildren?
5. Expand the role of institutions of additional education in the formation of youth.
Main literature
1. Hasanov 3.T.Pedagogy of interethnic communication. M., 1999.
2. Rozhkov M.I., Volokhov A.B.Children's organizations: a choice. M., 1996.
3. A. V. TolstykhA teenager in an informal group. M., 1991.
1. Volokhov A.V., Rozhkov M.I.The concept of socialization of the child's personality in the context of the activities of the children's organization. M., 1991.
2. The colorful world of childhood: Children's public organizations: Textbook. allowance. M., 1999.
3. Schneckendorf 3.K.Education of students in the spirit of a culture of peace, mutual understanding, human rights // Pedagogy. 1997. No. 2.
4. Zapesotsky A., Fain A.This incomprehensible youth. Problems of informal youth associations. M., 1990.
5. Additional education for children: Textbook. allowance / Ed. O. E. Lebedeva. M., 2000.
Chapter 12. Family education
People raised without parental affection are often crippled people. A. S. Makarenko
1. Influence of the atmosphere family life on the process and result of personality education.