Children's public associations: features of creation, history and interesting facts. Children's public associations Important points in the activity
The problems of children's associations were studied by such theorists as A.V. Volokhov, L.V. Alieva, A.G. Kirpichnik, E.V. Titova, V.A. Lukov, I.N. Nikitin, R.A. Litvak, O.S. Korshunova, D.N. Lebedev, L.V. Kuznetsova, E.A. Dmitrienko, M.R. Miroshkina and others. An analysis of the definitions given by these authors allows us to single out three meaningful meanings of the concept of "children's public association".
From the point of view of sociology, a children's public association is considered as a type of social movement. Sociologists believe that “a social movement is a joint action of various social, demographic, ethnic groups, which are united by common goals - to change their social status; common values (revolutionary or conservative, destructive or positive); a general system of norms governing and regulating the behavior of its participants; an informal leader whose role changes as the social movement develops, becomes institutionalized, and the leader achieves dominance and power” (T.V. Trukhacheva).
The transfer from the general concept of the social movement to the children's movement (association, organization) makes S.K. Buldakov. Considering the children's public association as a social institution, he defines it as "a collective socio-psychological entity that spreads in society views on the relationship between society and the individual in terms of the social functions they perform." According to S.K. Buldakov, children's public associations, being a social institution, perform the following social functions: create conditions for meeting the interests and needs of adolescents; regulate the actions of members of children's public associations within the framework of social relations; ensure the integration of the aspirations, actions and interests of individuals participating in children's public associations. As a social institution, the author believes, children's public associations are responsible for ensuring the interests of society in the upbringing of the younger generation, carried out by developing the individual's ability to social communication based on the accumulation of new knowledge and social experience.
IN AND. Prigogine identifies the following features: its goals are developed from within and represent a generalization of the individual goals of the participants; regulation is provided by a jointly adopted charter, the principle of election, i.e. the dependence of leadership on those led; membership in them gives satisfaction to the political, social, cultural, creative, material and other interests of the participants.
E.A. Dmitrienko considers a children's public association as a special social system, which is characterized by: semantic expediency, integrity, structure and order, hierarchy, polyfunctional interconnection of the social system and the environment; organizational plasticity and dynamism; sociality; self-regulation and self-management of the processes of life support and life of the system.
Thus, the children's movement (association, organization) is:
an objective manifestation of the regularity of the civilizational-anthropological development of human society;
the subjective social reality of the social structure, which reflected the most progressive socio-political initiative of the younger generation;
the concrete historical state of the institutional organization of children and adolescents, characterized by the presence and dynamics of various types of voluntary communities, associations, organizations, formations;
an integral part of the social movement, representing the joint actions of children and adults united in order to accumulate social experience;
one of the forms of social activity of children and adolescents;
a way for children to master the world and influence it through collective activity among peers;
the social variety of a small group functioning as a social organization; a set of coordinated joint actions of a special socio-demographic group of children, united with the help of adults in various kinds of formations in order to change their status and position in society in order to achieve their interests and rights, for self-development and education, for active participation in public life;
a way to realize the ability of children to participate in the discussion of the pressing problems of their lives and the life of society, to organize actions to improve the world around them.
A children's association is considered public if it:
is created on the initiative and on the basis of the free will of children and adults and is not a direct structural unit of a state institution, but can function on its basis and with its support, including material and financial;
carries out social and creative activities;
does not set as its (statutory) goal the receipt of profit and its distribution among the members of the association.
Various organizations, societies, clubs, unions, teams, detachments, other formations, as well as associations (federations, unions) of such associations can be classified as children's public associations.
Children's organization - an amateur, self-governing children's public association, created to implement any socially valuable idea (goal), having norms and rules governing its activities, fixed in the charter or other constituent document, a pronounced structure and a fixed membership. In the presence of these signs, regardless of the number of members (but not less than 10 people), a children's public association is recognized as an organization.
One of the basic principles of the life of children's and youth organizations is voluntariness. Voluntary association of children in an organization is possible only on the condition that they see in it the prospect of an interesting life, the possibility of satisfying their interests.
The fundamental difference between modern children's associations is their public nature. The state provides legal protection, material, financial support, but is not a founder and does not regulate their activities. Children's and youth associations acquire an independent social status.
According to the Federal Law "On State Support of Youth and Children's Public Associations" (1995), youth and children's public organizations have great social and pedagogical opportunities. Children's and youth organizations can:
create special programs to attract the attention of state bodies to their problems;
create conditions for the development of leadership and creative potential of the individual;
to attract the attention of state and municipal authorities to solving the problems of childhood, children's associations;
create bodies of children's self-government;
organize the work of children and youth aimed at helping peers and other people; prepare children and youth for social self-defence;
develop the legal culture of the individual;
to prevent antisocial behavior.
The desire of children to unite is due to a combination of social, psychological and pedagogical factors.
Man, as a social being, outside the society of his own kind, cannot develop and fulfill himself normally. Children are no exception. To protect their specific interests, to enter the sphere of social relations, children create their own associations, different in nature and areas of activity, with less or more stability.
Uniting in various groups, companies, teams, etc., children thereby combine their strengths and capabilities to achieve a specific goal in various activities. The child sees in association with other people a means of self-defense, self-determination as a person, as a member of a community of people like himself.
Children's and youth associations are a stepping stone for the entry of a developing personality into adulthood, one of the ways of socialization of an individual.
The desire for unification is also explained by a number of psychological patterns in the development of the child's personality, his age characteristics. The main ones are: the transformation of adolescent communication into an independent activity; the desire to assert oneself, to be recognized by other members of the community; the emergence of a sense of adulthood; the ability to imitate the behavior of peers and "infection" with a positive example of a significant adult; the growth of self-consciousness, the desire to be oneself; search for the meaning of life.
Children's associations have the following main functions:
developing - ensures the civil, moral formation of the child's personality, the development of his social creativity, the ability to interact with people, to put forward and achieve goals that are significant for everyone;
orientation - providing conditions for the orientation of children in the system of social, moral, cultural values;
compensatory - the creation of conditions for the realization of the needs, interests, actualization of the child's capabilities, not in demand in other communities of which he is a member, to eliminate the lack of communication and complicity.
A distinctive feature of the modern children's movement is the variability:
organizational and legal forms (associations, organizations, movements, unions, associations, leagues, commonwealths, centers, clubs, etc.);
scales and levels;
the goals and orientation of the content of the activity (patriotic, economic, environmental, pioneering, scouting, political, pacifist, religious, etc.);
organizational structures, their external design.
Thus, the essence of children's and youth associations is manifested primarily for purposes related to the upbringing and development of the child's personality on the basis of socially significant activities.
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 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 of social relations. The space for the manifestation of the features of the children's world is culture, law and social interaction. The culture of adults is dominant, and the culture of children (teenagers) is a subculture. In legal terms, adults are capable, and children are not capable; therefore, 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 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 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" - the search for financial resources for the implementation of social projects. Sponsors can be state authorities, local governments, commercial structures.
In organizational terms, a public association for children and adolescents 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 purpose 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 the 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 the 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 teenagers, 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.
SOCIOKINETICS OF CHILDHOOD
UDC 329.78; 37
Dmitrienko Elena Alexandrovna
Candidate of Pedagogical Sciences, Associate Professor Kokshetau State University. Sh. Valikhanov, Kazakhstan
CHILDREN'S PUBLIC ORGANIZATION AS A SOCIAL AND PEDAGOGICAL SYSTEM
The article is devoted to the problem of searching for new methodological resources for the development of the children's movement as a socio-pedagogical system. The article presents the logic of socio-pedagogical reflection, the main categories and the essence of the educational potential of a children's public organization.
Key words: public relations, social system, public organizations, social processes, children's movement, children's public organizations, social / educational potential.
Consistency (system) as a universal property of matter, ensuring the orderliness of its movement, the integrity and harmony of being, attracts the attention of philosophers of various schools, from antiquity (Plato, Aristotle, Euclid, etc.) to the present day.
Without going into deep theoretical reflections on the essence of the system as a universal form and organizational way of material existence, we note its most common characteristic features:
A stable set of its constituent elements that are in certain connections, relationships not only among themselves, but also with the outside world, forming a kind of integral organizational unity;
Polyfunctional multi-level existence;
Dialectical inconsistency of development;
Dynamism, autonomy of being, etc.
Since the concept of "system" has a very wide scope and correlates with the characteristics of any material objects, its interpretation requires mandatory specification: what type of systems are we talking about in this case.
Using the principles of concretization and typologization will allow us to determine the principles of scientific study and modeling of children's organizations as special systemic entities.
Any children's public organization is, first of all, a social system, which is characterized by:
Semantic expediency or value significance with social and personal indexing;
Integrity as the fundamental irreducibility of the properties of a system to the sum of the properties of its constituent elements and the non-derivation from the last properties of the whole, as well as the dependence of each element of the system (personality, group, etc.), properties (communication, objective activity, behavior, etc.), their internal and external relations from the place they occupy, status, functions,
caught by the specifics of a given single (holistic) social organism;
Structural or orderly, providing:
a) the possibility of logical knowledge and modeling of the system through the consistent disclosure and definition of its inherent connections, relationships, dependencies;
b) the functional state of not so much its individual components (elements), as the viability, development trends of the system as a whole. In other words, the structural specificity of a social system, like any other, determines its potentialities and features of actualization;
Hierarchy: each component of the system is quite autonomous and can function and be studied as a fairly independent social system (individual, microgroup, group) in the structure of some general systemic integrity. In turn, the studied social system is also one of many autonomous social subjects (components) of a more complex material system. Thus, each element of the system, having its own unique properties, reflects and carries the properties of a related social system, as well as the properties of other social systems, depending on the degree of their sociocultural involvement in its life support;
Polyfunctional interdependence of the social system and the environment: the systemic properties of any social organism are not formed and manifested arbitrarily, but are determined by logic, features of relationships with the environment, in which the social system is not a passive object, but an initiative social subject that has a significant impact on the surrounding reality, changing and transforming it in accordance with emerging actual internal (subjective) and external (objective) needs and similar real opportunities;
© Dmitrienko E.A., 2014
Organizational plasticity and dynamism, which ensure the viability of this social system, its development as a very complex polystructural, multifunctional holistic social subject. All natural and forced changes in the system formation of a particular social organism require strict observance of the principle of necessity and sufficiency;
Sociality is the leading qualitative characteristic of the entire system and each of its components, each individual and all its properties, manifested in the degree of reasonable expediency of the whole variety of life phenomena, acts, and potentialities of this system;
Self-regulation and co-management of the processes of one's life support and vitality, coexistence with other components of the social organism and the material world: the creation of special regulators of being (charters, programs, norms, laws, principles, incentives, attributes, standards, etc., taking into account generally accepted norms, traditions etc.).
The existence of a social system as a holistic, complexly organized, structurally ordered, dynamic, polyfunctional, self-developing social organism, whose existence is characterized by relative constancy, stability and conservatism, is nevertheless prone to destruction, disintegration, extinction, disappearance if:
a) its semantic significance is lost, both at the personal-individual and at the public-state levels;
b) its main connections, relationships, systems of internal and external communications, dependencies, self-regulation and co-management are violated;
c) the general and particular functions and properties are essentially changed, distorted, giving rise to a discrepancy between the goals and results of activity, separation from the realities of life, actual problems, internal and external discomfort of the social system;
d) phenomena of stagnation are observed, there is no natural, really necessary development, novelty, there are no near and far real prospects.
The most important component of any social system is its social potential as "an integral indicator of unrealized opportunities for progressive changes in social reality" . It is quite obvious that the social potential can be conditionally designated by the concept of "design capacity" of the social system.
The social potential of social systems is integrated on a multilevel systemic basis. Its main vectors (parameters) are personal and social social relations.
solutions that form a certain relative systemic integrity while maintaining their autonomy. Thus, the social potential can be characterized as the optimal variety of social opportunities for manifestation, approval, functioning and development, that is, the real existence of a given social system that ensures, to one degree or another, the social well-being of both its own members and the environment, partners, objects of relationships. . It is the social well-being of all and every social subjects, objects located in the life sphere of a given system or related to it, that is the main criterion for its social potential, social value.
As a systemic essential formation, social potential represents the integrated capabilities of its system-forming components. First of all, the actual human capabilities of its members, especially the organizers, the asset.
The concept of "social potential" includes not only the currently existing opportunities and sources for the development of the social system, but also their prerequisites, most often declaring themselves in the form of various initiatives of social subjects - carriers of this system essence.
Unlike the creative potential of an individual, the social potential of a social system can be predicted, planned, modeled. Its actualization is provided not only by personal-individual self-realization and self-government, but also by the conditions of external favorable conditions, the appropriate level of external management and co-management, the consistency of external and internal managerial relations.
Public entities that have all the above properties of social systems, especially a pronounced social potential, are considered to be public organizations.
Translated from the late Latin "organization" - I report a slender appearance, I arrange. From a general scientific point of view, a “public organization” is a special association of people jointly implementing a targeted program and acting on the basis of certain rules and procedures that ensure the integration of processes and affairs aimed at educating and improving relationships, links between various social actors to achieve socially significant goals and well-intentioned prospects.
Thus, when studying the possibilities of using the social potential of children's communities for pedagogical and educational purposes, it is necessary to study the characteristics of children.
Children's public organization as a socio-pedagogical system
Russian public organizations, which imply the indispensable interested participation in their affairs of special organizers - specialists, as well as a wide range of interested persons: friends, parents, teachers, representatives of the public, the state. We mean, first of all, formal children's organizations that have an official legal status.
It is not uncommon for the initiative to create a children's public association to come from internal, specifically children's needs and organizational capabilities. As a result, so-called informal organizations appear, which, in essence, are groups, groupings, clubs, but not public organizations, since they do not even have the elementary properties of integral social systems, first of all, openness to external communications and co-management.
The creation of public organizations requires serious work on modeling the so-called matrix level of social potential - its educational system (educational potential), which harmoniously fits into real social processes.
The social process is nothing more than a dynamic set of stable acts of people's relationships, expressing a certain trend of changing or maintaining the social position (social status) or lifestyle of large social groups, the conditions for the reproduction and development of each individual person as an individual, and also affecting social well-being, the well-being of all social actors involved in this process. Unlike individual events and phenomena, the social process is characterized by extension in time, logical sequence, and spatial parameters. It has the following characteristic features:
The repeated repetition of typical social phenomena, their mass manifestation with the dominance of the most common characterological properties. This explains the value significance of the system of special public assignments, ceremonies, rituals, certain deeds, actions, etc., present, as a rule, in all children's organizations that have proven themselves at the world level;
The clearly expressed social character of dialectical development, aimed at stabilizing, strengthening, improving and enriching social relations, systematizing social formations. In the life of children's organizations, this is manifested both at the level of the goals of the social movement of children, and in the direction of their deeds and actions, carried out, as a rule, under the motto: "do it every day
Good deed!" The whole system of the organization's activities has a pronounced socially useful orientation;
Freedom of social choice of participants in the social process, due to the measure of their personal responsibility, which determines the degree of their initiative, independence, autonomy and the level of social status in the existing system of social relationships;
A pattern of development that ensures stability, dialectical stability, controllability of the social process.
According to the classification of the German sociologist L. von Wiese, social processes can be: a) associative (unifying), b) dissociative (separating). Each process consists of a number of sub-processes. At the same time, the main classification criterion is the nature of the influence of the process on the systemic integrity of social organisms, their subjectivity, and the quality of social relationships.
According to the nature of the orientation, social processes, which include the children's social movement, are divided into the following types: a) the processes of reproduction of social relations, phenomena, b) the processes of development of the social essence of various social forms of material existence. In other words, social processes always have both external and internal orientation (transformative and transformative). Thus, the development of the social potential of a children's organization is carried out simultaneously in the sphere of transpersonal social relations (a), as well as in the personal-individual spheres of social life of the members of the organization, significantly influencing the inner world of children, their social values, social choice (b) . If the former (a) are aimed at creating and supporting existing normative social relations, preserving their form, the institutional nature of the system, then the latter (b) involve essential, qualitative changes.
Social processes that ensure the viability of children's public organizations, determined by a sufficiently developed, energy-intensive educational potential and favorable environmental conditions of existence, should be:
Firstly, associative, that is, really contributing to the social unification of children on the basis of life prospects that are valuable for them;
Secondly, reproductive, modeling social relations of the traditional style, aimed at recreating, reproducing human values, cultural wealth, social experience;
Pedagogy. Psychology. Social work. Juvenology. Sociokinetics ♦ .#2
Thirdly, developing and developing, endowed with promising trends in the development of society, for the so-called bright future, that is, for the long term, taking into account current needs and opportunities for near prospects (A.S. Makarenko), for the optimal social development of each child member organization, regardless of its origin, social status, talent, nationality, religion, etc.;
Fourthly, societal, capable of self-development, self-regulation, self-improvement.
The main indicators of the effectiveness and efficiency of the above social and educational processes should be considered the level of manifestation of their qualitative properties, the universal indicators of which are: the social comfort of children and adults - members of this organization, the degree of real satisfaction of their actual social needs, as well as the direction, content and style of the relationship of all participants in this social movement, social status, popularity of the children's organization among children and adults.
Being an integral part of childhood, especially in the most critical periods of adolescent and youthful social self-determination, children's communities have a huge impact on the personal development, social recognition of the child, on his current situation of development, and the formation of his own lifestyle. They can be considered as a “mirror” reflecting the level and tendencies of the social existence of children in the corresponding society, the specifics of the development of children's subculture.
In relation to childhood, to the child, children's public organizations perform the following socially significant functions:
Social adaptation and social propaedeutics;
Personal-individual examination of human values learned by children at various social levels: in the family, in educational institutions, in society, etc.;
Training communication (experimental communicative modeling, choice of non-traditional forms, standards of communication, relationships, etc.);
Individual-personal actualization in a comfortable social lifestyle (self-determination, self-realization, self-improvement, self-esteem);
Social correction (self-education, self-improvement, self-education);
Comprehensive diagnostics and prognosis (multidimensional study of the current state of social life of children, social development of specific
child, children's group, community, phenomena of children's subculture, taking into account objective and subjective data);
Psychological and pedagogical compensation of educational relationships that take place, developing in the family, school and other institutional educational systems.
The value significance of children's public organizations for a teenager is determined by the ratio of the personal-individual need for the manifestation of various social initiatives and the possibilities of a real social choice of ways, ways of their actual implementation in a certain range of social life. Under sufficiently favorable conditions (opportunities), the child voluntarily, consciously assumes one or another measure of responsibility not only for his deeds and actions, but also for everything done by his organization, that is, for his personal and social being. It is in children's communities - amateur organizations that the formation of mechanisms of social self-regulation of the relationship of the child with the outside world takes place most effectively, the action of which is determined by the ratio of freedom of individual social choice and the measure of his responsibility, regulated by data and accepted norms of social relations. The qualitative effectiveness of the social life of children within a particular amateur organization or any other informal association depends on their potential, which can be both constructive - pro-social, and destructive - asocial or anti-social, criminogenic. We are also interested in the cultural possibilities of children's organizations and, accordingly, the prospects for modeling the educational potential of children's socio-pedagogical systems, as well as the conditions for its optimal actualization and materialization.
Bibliographic list
1. Vygotsky L.S. Collected works: In 6 volumes. T. 4. - M .: Pedagogy. - 1984.
2. Mudrik A.V. Social Pedagogy. - M.: Academy, 2007. - 224 p.
3. Pisarenko I.Ya. Sociological methodology as a system: Abstract of the thesis. dis. ... Dr. sociol. Sciences. - Minsk, 1996 - 69 p.
4. Sociological dictionary / rev. editor: G.V. Osipov, L.N. Moskvichev. - M.: Publishing house "Norma", 2008. - 608 p.
5. Teslenko A.N. Educational potential of the capital society: the experience of social partnership // Region. - 2007. - No. 1. - S. 21-30.
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§ 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 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.
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Along with informal youth movements, today there are a number of children's and youth organizations and movements in the country, usually led by adults. Among the institutions of socialization, children's organizations, whose work is built, first of all, taking into account the interests of children and involves their initiative and social activity, occupy a special place.
The children's movement is an objective phenomenon, a product of social life. At a certain age, from about 9 to 15 years old, adolescents develop a need for a significant expansion of contacts and joint activities. Children strive for social activities along with adults and together with them. A kind of legislative confirmation of the existence of this phenomenon was the UN Convention on the Rights of the Child (1989), which proclaimed freedom of association and peaceful assembly as a norm for children (Article 15.1.).
Scientists note that the social activity of children and adolescents has been increasing in recent years, and the forms of its manifestation are becoming more diverse. Children and adolescents need such associations where everyone will be helped to satisfy their interests, develop their abilities, where an atmosphere of trust and respect for the personality of the child is created. All researchers note that the majority of adolescents wish to be in a children's organization, while almost 70% of them prefer to be members of an organization of interest; 47% say that an organization is needed in order to have an interesting way of spending free time; more than 30% - to better prepare for adulthood.
In Russia, children, due to the collapse of 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 you to gain social experience, contributes to the formation of civic qualities necessary for life in a democratic society. It is difficult to overestimate the role of children's and adolescent public organizations in the socialization of the child's personality.
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.
baby movement
1. The totality of actions and activities of all children's public associations and organizations that exist in the region (region) or territorial unit (city, district)
2. One of the forms of socially active activity of children and adolescents, united by common goals and programs of a certain content orientation. For example, the children's and youth movement "Young - for the revival of St. Petersburg."
Today the children's movement in Russia is represented by:
International, federal, interregional, regional children's organizations, differing in form - unions, federations, leagues, schools, associations, etc.;
Various branches, directions, types of movement - civil, professional, socially significant and personality-oriented orientation (environmental, youth, junior, tourist and local history, mercy movement, etc.);
Amateur children's club associations that satisfy the interests, needs of children, filling their leisure time;
Socially-oriented children's public associations;
Initiatives of children from different regions of the country related to the celebration of significant historical dates: the 50th anniversary of the Victory, the 300th anniversary of the Russian fleet, the 850th anniversary of Moscow, etc.;
Temporary children's associations of participants in international, Russian, regional festivals, competitions, reviews within the framework of programs developed by SPO-FDO, FDO, "Young Russia".
Children's association
The form of the children's movement, which is characterized by the main features, characteristics of the children's movement;
A social formation in which, independently or together with adults, underage citizens voluntarily unite for joint activities that satisfy their social needs and interests.
Children's associations are public associations that include at least 2/3 (70%) of citizens under 18 years of the total number of members.
Children's public association is:
Form of social education of children;
Reasonably organized leisure time for children;
An effective means of acquiring personal life experience, independence, communication experience;
The world of play, fantasy, freedom of creativity.
A children's organization is a voluntary, conscious, amateur association of children to meet their needs, oriented towards the ideals of a democratic society.
Children's public organizations (PEOs) have a clearly defined structure, a fixed membership, norms and rules governing the activities of participants.
PEO is a voluntary association of children and adolescents, fixed by formal membership, which is built on the principles of amateur performance and organizational independence.
The tasks of the preschool educational institution are to ensure that all work with children is adequate to the new socio-economic relations; contribute to solving the most urgent problems of childhood, achieving the social well-being of each child, interacting with other social institutions, ensuring equal opportunities in the social development of children; create conditions for self-realization of the individual on the basis of an individual and differentiated approach.
Program- a document reflecting a consistent system of actions aimed at achieving a socio-pedagogical goal.
In 1991, the SPO-FDO scientific and practical center, on the basis of a program-variant approach, created the first package of programs "Children's Order of Mercy", "Vacations", "The Tree of Life", "Game is a serious matter", "Children are children", " Revival”, “Four + Three”, “Myself”, “Little Princes of the Earth”, etc.
Law- generally accepted norms that are formed in accordance with public opinion and the will of all members of the team and are recognized as mandatory for everyone (for example: The law of kindness: be kind to your neighbor, and goodness will return to you. Law of care: before demanding attention to yourself, show it to other people, etc.).
Organization leader- a person who effectively and efficiently carries out formal and informal leadership in a group (leader and leader are ambiguous concepts, because 1) the leader performs the functions of a regulator of interpersonal relations in a group; the leader regulates the official relations of the group with the social environment; 2) leadership is established spontaneously, leadership - in an organized manner; 3) the manager performs authorized actions in accordance with his job descriptions; leader's actions are informal).
Principles of device and operation
children's public associations
Self-realization;
Self-organization;
amateur performance;
Self management;
social reality;
Participating and supporting function of adults;
Increasing involvement of children in social relations.
rituals- actions performed on solemn occasions in a strictly defined sequence, brightly and positively emotionally colored.
Symbolism- a set of signs, identification signs, images that express an idea that is significant for the team, indicating belonging to an association, organization, significant event (organization motto, banner, flag, tie, badges and emblems).
Traditions - rules, norms, customs that have developed in the children's association, transmitted and preserved for a long time (traditions-norms: the laws of the team, the "eagle circle"; traditions-events).
Typology of children's associations is currently possible in terms of the direction and content of activities, forms of organization, and duration of existence. Thus, there are associations of cognitive, labor, socio-political, aesthetic and other orientations: interest clubs, military-patriotic, military-sports, tourism, local history , yunkor, economic, associations for helping the elderly and working with kids, peacekeeping and other specialized children's associations.
There are also organizations and associations that work on the basis of various values: religious children's associations, national children's organizations, scout organizations and associations, communal groups (pioneer organizations and associations).
The largest children's association is the Union of Pioneer Organizations - the Federation of Children's Organizations (SPO - FDO). It is an independent international voluntary formation, which includes amateur public associations, associations, organizations with the participation of children or in their interests.
The structure of SPO - FDO includes regional, territorial organizations in the status of republican, territorial, regional, children's associations of interest, specialized organizations and associations. Among them are the Federation of Children's Organizations "Young Russia", children's organizations of the CIS countries, regional children's organizations and associations - the children's organization of Moscow "Rainbow", the Voronezh regional organization, the children's and youth organization "Iskra", etc.; organization of the republics of Russia - the children's public organization "Pioneers of Bashkiria", the children's public organization of Udmurtia "Rodniki" and other specialized organizations at various levels - the Youth Maritime League, the Union of Young Aviators, the Small Press League, the Children's Order of Mercy, the association of children's creative associations "Golden Needle " and etc.
The goals of SVE - FDO are quite pedagogical in nature:
To help the child learn and improve the world around him, develop his abilities, become a worthy citizen of his country and the world democratic community;
To provide comprehensive assistance and support to organizations - members of the Federation, to develop a children's movement of a humanistic orientation in the interests of children and society, to strengthen interethnic and international ties.
The main principles of SPO-FDO are:
Priority of the interests of the child, concern for his development and observance of his rights;
Respect for religious beliefs and national identity of children;
A combination of activities to achieve common goals and recognition of the rights of member organizations to carry out independent activities based on their own positions;
Openness for cooperation in the name of children.
The supreme body of the SPO - FDO is the Assembly. SPO - FDO - a prototype of a single humanitarian space, which is so difficult for adults to create in the CIS. Its programs testify to the nature of the activities of the SPO-FDO. To name just a few of them: "Children's Order of Mercy", "Golden Needle", "I want to do my own thing" (beginning manager), "Tree of Life", "Own voice", "Game is a serious matter", "The world will be saved by beauty" , "Scarlet Sails", "From Culture and Sports to a Healthy Lifestyle", "School of Democratic Culture" (movement of young parliamentarians), "Vacations", "Ecology and Children", "Leader" and others. More than 20 programs in total. Scout organizations operate in a number of regions of the country.
Children's associations for the duration of existence can be permanent and temporary. Typical temporary associations of children are children's summer centers, tourist groups, expedition teams, associations for holding some kind of action, etc. Temporary associations have special restorative possibilities: real conditions are created for the child's dynamic and intensive communication with peers, various opportunities for creative activity are provided. The intensity of communication and specially assigned activities allow the child to change his ideas, stereotypes, views on himself, peers, adults. In a temporary children's association, adolescents try to independently organize their lives and activities, while taking a position from a timid observer to an active organizer of the life of the association. If the process of communication and activities in the association take place in a friendly environment, attention is paid to each child, then this helps him create a positive model of behavior, contributes to emotional and psychological rehabilitation.
The school and children's public associations can and should act in concert. In life, various options for the interaction of the school with children's public associations have developed. The first option: the school and the children's association interact as two independent entities, find common interests and opportunities to satisfy them. Option two assumes that the children's organization is part of the educational system of the school, has a certain amount of autonomy.
Given the special importance of children's and youth associations for raising children, the Ministry of Education of the Russian Federation has developed guidelines for the heads of educational institutions and institutions of additional education on the need for extensive interaction with them (children's youth associations). It is recommended to create coordinated joint programs, projects, to form a positive public opinion about the activities of children's and youth associations, to involve the pedagogical and parent community in this. The staff of an educational institution or an institution of additional education should provide for the position of a curator of children's organizations (teacher-organizer, senior counselor, etc.), allocate premises for the work of these associations after school hours; create conditions for conducting classes and various events (gatherings, meetings, etc.); provide for joint actions, projects, activities in terms of educational work of an educational institution. All this gives the child the opportunity to choose associations of interest, move from one association to another, participate in educational programs and projects that are consonant with him, which contributes to the competitiveness of the programs of children's and youth associations and improve their quality.
It is advisable to annually discuss the results of the activities of public associations at the pedagogical councils of the school with the participation of interested parties. Such work requires appropriate qualifications, teaching staff, methodological services working in children's associations and in the education system, teachers-organizers, class teachers, educators, etc.
Questions for self-control
1. Expand the meaning of the words "out-of-class educational work", "out-of-school educational work."
2. Describe the educational possibilities of the activity, determine the requirements for it.
3. Expand the role of institutions of additional education in the upbringing of children and adolescents.
4. What is the role of children's public associations in the education of schoolchildren?
Literature:
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4. Kan-Kalik V.A. Teacher about pedagogical communication. M., 1987. pp.96-108.
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6. Podlasy I.V. Pedagogy. M., 2001. Book 2.
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