Initially laid down variability of programs for children and youth public organizations predetermines the opportunity and stimulates the development by each association of its own plans that meet the needs and abilities of specific children, the conditions of the association and the social environment in which these organizations operate.
Positive changes in the structure of the children's movement and the content of the activities of associations (organizations) have led to a significant expansion of the possibilities for choosing educational strategies, and this important condition formation of a democratic society that ensures its integrity due to the diversity and variability of approaches, forms and methods of activity. However, the freedom that has arisen to choose a suitable organization for a child, an adolescent today manifests itself mainly as the freedom not to choose any of them. According to sociological surveys, only slightly more than 17% of children of the corresponding age are members of children's and youth public associations (organizations). In fact, the coverage of children by various forms of self-organization has fallen to a critically low level, which significantly complicates the dialogue of state and public structures with young people.
At one time, the Komsomol and the pioneer organization successfully carried out work related to the prevention of juvenile delinquency, the organization of leisure activities at the place of residence, and helped the fire and border services, etc. As a result of perestroika, these areas almost disappeared from the field of view of new associations and organizations, becoming the object of additional concerns of state bodies and expenses from state budget funds. Note that modern teenagers still experience a natural craving for a variety of types of extracurricular activities in the circle of peers and more than 60% of 11-15-year-old children express a desire to be members of children's associations. There are many other facts that testify to the indispensability of the children's and youth movement as a special institution of socialization.
Analysis contemporary practice allows you to classify children's associations according to the following criteria.
In terms of goals, objectives and content of activities, associations are distinguished:
1) focused on the socialization of the child's personality, his civil development, the harmonization of personal and social, individual and collective principles are represented primarily by associations operating on the basis of the experience and traditions of the pioneer organization);
2) social-individual orientation (mainly scout organizations);
3) related to the initial professional training of children (“Business Clubs”, “Schools of Entrepreneurs”, “Leagues of Young Journalists”, etc.);
4) children's public structures that promote patriotic, civic education (clubs of Yunarmiya members, friends of the police, etc.);
5) cultural and practical nature (on the revival of traditions, the study of the history and culture of the peoples of Russia, folk crafts);
6) fighting for the establishment of a healthy lifestyle (sports, tourism).
A decisive role in the youth and children's public association is played by the personality of an adult leader (organizer, leader, counselor). The fate depends on his views, civic position, hobbies and professionalism. children's association(first of all, this applies to those that arise outside of schools and institutions additional education). In this regard, adults are actually given almost complete freedom. At the same time, the role of professional educators is sharply reduced, church ministers, representatives of financial monopoly and private structures become competitors (or allies).
Registered public associations of children and youth in the Russian Federation are distributed according to a wide range statutory goals and objectives, status (international, national, interregional, municipal, etc.), profile of activity, organizational and legal form. The variety of social initiatives of children and youth, their focus on specific practical problems people demonstrate the positive pragmatism and social optimism of the younger generations of modern Russia.
A significant place among youth and children's associations is occupied by small, temporary groups created on the initiative of children and their adult leaders for a specific purpose and activity. These are self-governing, self-organizing structures with a high level of independence.
Some children's public associations develop into organizations that are less democratic, into structures with strictly defined rights and obligations of members, a rigid hierarchy of management, age restrictions, and imitation of adult state structures. The “golden mean” is represented by numerous leisure associations available to every child: amateur clubs, studios, unions, commonwealths, leagues, in which children act mainly as active participants. The spirit of cooperation between children and adults reigns here, enthusiasm for a common cause is manifested, everything is based on mutual understanding, respect, and trust. These are genuine "oases" of children's life activity, relatively independent mini-educational systems.
According to the degree of independence, openness, democracy, they differ:
a) relatively independent associations that have the status of a legal structure and act on the basis of an agreement with other structures (state, public) as partners;
b) existing as a base for numerous adult public organizations (many of them are registered as "children's") or adult non-political movements (for example, environmental).
Historically, “there has been a relationship between the children's movement and out-of-school institutions. In our country, these two unique systems of education were born almost simultaneously. On the basis of children's amateur associations, the first state out-of-school institutions were created (in 2003 they celebrated their 85th anniversary). In turn, out-of-school institutions are the center of the children's movement (palaces, houses of pioneers and schoolchildren), its scientific and methodological base, the "forge of personnel" of the organizers, leaders of the children's. movement. What unites these forms of state and public education? Firstly, the specific area of their activity is the "leisure space" of children, its pedagogically reasonable content in the interests of personal development. Secondly, the goals, content, form of activity are offered to the child (and are not at all obligatory); he is given the opportunity to choose, "trial and error", change occupations, manifest his "I" in various roles, conditions for creativity, amateur performance, establishing broad social ties with peers and adults.
The emergence of informal, often protest, organizations is associated with the youth's rejection of social and spiritual values. In the 90s. 20th century original associations of children and adolescents have appeared, preferring to escape from everyday life into a new reality created by the power of their imagination. An example of such a modern association is the Tolkinist movement, which has spread in many countries of the world. It was formed by admirers of the work of the English writer D. Tolkien, in whose works there is a specific fantasy world with its own ideology, philosophy, inhabited by hobbits, elves and other fabulous creatures. AT major cities groups of skinheads appeared in the world and in Russia - fascist teenage gangs uniting on the basis of xenophobia, racism, nationalism and chauvinism. In the teenage environment, skinheads are perceived as modern fighters for social justice and as ideological heroes, their number is growing. Relatively new ones include anti-globalization and virtual computer youth associations.
It should be noted that in the modern children's movement the base legal regulation spheres of activity of children's public associations, which for the first time in the history of Russia received legal status. Federal Laws “On Public Associations” (1995), “On state support youth and children's public associations" (1995), "On the basic guarantees of the rights of the child in the Russian Federation" (1998) defined the basic concepts of youth and children's public associations and approximate areas of their activities. At the same time, a new protective function was singled out and fixed by law; established guarantees for the creation of children's associations based on educational institutions; the main directions of state support for youth and children's public associations are envisaged. Measures of responsibility of executive authorities and leaders of associations for the implementation of adopted laws are determined.
At the regulatory level, the priority of youth and children's associations in state support for projects and programs aimed at the development and education of children and youth is fixed. As of the beginning of 2002, 48 organizations were included in the state support system, including 32 youth and 16 children's organizations; 20 organizations were all-Russian, 26 - interregional and 2 - international. The changes made in the procedure for holding a competition for state grants have expanded the opportunities for youth and children's associations to present their projects and programs. In general, over the past 4 years of the competition, 350 projects and programs were considered, of which 120 were recommended for state support in the amount of about 4 billion rubles.
The principles of partnership, the contractual nature of relations, the active participation of youth and public associations in the implementation of state programs and events are included in the conceptual framework for the activities of state bodies. This position at the regulatory level is presented in a number of federal laws, but its implementation is still not always effective.
Alternative scouting organizations were and are the product of groups of enthusiasts. It is difficult to define features that are equally inherent in all of them. If in the 1920s they did not receive mass support in society due to the rejection of the dominant churches, the joint upbringing of boys and girls (which was not very welcome in English society), participation in events political parties, then today alternative movements and organizations mainly advocate the preservation of old (“conservative”) traditions, against modernism, excessive socialization of the scouting movement. Although, of course, this is not inherent in all groups (especially newfangled ones). Today it is difficult to say unequivocally that this “innovation” will definitely win. But in conditions when new-liberal ideas are gaining more and more supporters (and not only in the USA), scouting will either have to change once again or sharply and radically split organizationally. One way or another, then and now, not a single children's and adolescent movement could resist the mass spread of scouting. All these groups were not and are not any serious alternative to Scouting, existing on the principles of WOSM or WAGGGS.
PEO is a voluntary association of children and adolescents, fixed by formal membership, built on the principles of self-government, amateur performance and organizational independence.
The activities of the children's public organization are regulated by the following state regulations: Civil Code RF; Law of the Russian Federation “On non-commercial organizations”; RF Law “On Public Associations”; Law of the Russian Federation “On state support of youth and children's public associations”.
According to its legal status, a children's public organization has the following most important features: the presence of a voluntary, formalized membership. participation of members of the organization in managing its affairs: elections of governing bodies, control over their activities, development of programs for the activities of the organization, etc. participation in ensuring the property basis of the organization and organizational and structural independence.
Target activities of preschool can be considered in 2 aspects. On the one hand, as a goal set by children who have united in an organization, on the other hand, as a purely educational goal set by adults who created this organization for children.
Children's public organization Sverdlovsk region Sobolyata has been operating in the Sverdlovsk region for 2.5 years. The main goal of the organization is to help young residents of the Sverdlovsk region in their civil development. Thanks to her activities, the Sverdlovsk region should receive socially useful things for children today, and independent and active adult citizens tomorrow.
The daily activities of the “sable” detachment are planned in such a way that children have the opportunity to acquire the knowledge they need in various specialties, not only theoretically, but also through the participation and organization of various events, actions, holidays, gatherings, trips, etc.
Each detachment (territorial organization "Sobolyata") submits a plan of its activities, adopted by the council of the detachment (organization) to the regional council of the children's public organization of the Sverdlovsk region "Sobolyata", once every three months. In addition, an information report on the work of the detachment (organization) for the previous three months is attached to the plan.
Having studied the values of children and adolescents as the basis for the effective functioning of children's public associations, using the example of the Sobolyata kindergarten, we came to the following conclusions:
־Most members of the primary organization with the ideals of their
־association considers Truth and Goodness;
־ bases the laws of activity of the primary organization and its participation in it primarily on Friendship;
־sees the realization of his rights in the existence of Equality and Justice;
־of all the duties and deeds of the members of the association, he most appreciates the Cause;
־ considers voluntariness and creativity to be the main norms of association;
־principles of activity of the primary organization - Spirituality and Humanism;
־ guidelines for activity - Mercy and Peacemaking;
־concerns for their affairs and reflections - Family and Society;
־The organizational structure and activity of the primary organization of the Belarusian Republican Youth Union is built, in the opinion of its members, primarily on the principle of Cooperation.
Participation in the activities of children's associations gives children and young people a rich and unique experience of communication, romance, adventure, and also forms an active citizenship, responsibility, initiative and purposefulness, introduces them to democratic and legal norms. Volunteering for the benefit of other people, nature forms moral values and humane qualities in the activists of the children's movement. Such children and young people can bring many benefits to society and their country.
List of used sources and literature
2. The federal law"On the Basic Guarantees of the Rights of the Child in the Russian Federation" (July 24, 1998. No. 124-FZ) Law of the Russian Federation on Education (05.12. 1995)
4. Law of the Russian Federation “On state support of youth and children's public associations” (June 28, 1995 No. 98-FZ).
5. Actual problems of modern childhood: Sat. scientific works. Issue. 4.
6. Bogomolova L.V., Golubeva T.L. Teenage culture. On the way to dialogue. - M., 1992.
7. Borisova L.A. Children's movement in modern society: the concept of development and educational opportunities // folk school. 1995. №6.
8. Bykov A.K. // Social Technologies, Research, №2, 2005. - with. 58-63
9. Children's movement. Issue 4Under the direction of T.A.Vasilyeva.Comp. and editor: T.V. Trukhachev - M., 2004
10. Vishnevsky Yu.R., Shapko V.T. Sociology of youth. - N. Tagil, 1995.
11. Moscow Children's Movement Development resources. Materials of sociological research. Collection of articles / edited by M.E. Kulpedinova. - M.: ISPS RAO, 2005.
12. Children's movement. Issue 1. Comp. T.V. Trukhachev - M., 2004
13. Dymovska M., Kolodzeychik U., Limanovska B., Sekutowicz K., Stawicka B. How to work effectively in an organization - Warsaw: Center Inf. Female Ob-in OSKA, 1999. -164 p.
14. Ilyinsky I.M. Youth and youth policy. - M.: Voice, 2001.
15. Kabush V. T. Moral values of the children's association. / Problems of survival. 2003. No. 6.- P.73-83.
16. Kon I.S. Child and society (historical and ethnographic perspective). - M., Nauka, 1988.
17. Krupskaya N.K. RKSM and Boy Scouting // Leader. 1990. No. 1-2.
18. Kudinov V.T. Social movement and organizations of children and youth in Russia in the XX century: Abstract of the thesis ... Dr. ped. Sciences. -SPb., 1994.
19. Kulpedinova M.E. Children's public associations as a subject of education. - M., 2002
20. Lebedev D.N. Training of young organizers. - M., 1993.
21. Maksimova I.A., Fedorova M.I. What do schoolchildren want from children's public organizations. Education of schoolchildren. 2004, No. 6.
22. Maltseva E.A. Children's public organization as a space for the social education of adolescents. Monograph. - Izhevsk: GOUVPO "UdGU", 2005. - 352 p.
23. Maltseva E.A., Kostina N.M. Development of social partnership in the children's public movement // Dependence, responsibility, trust: in search of subjectivity: Materials of the International scientific and practical conference June 24-26, 2004: In 2 books. Book. 1. Yearbook of the Russian Psychological Society / Ed. ed. N.I. Leonov, S.F. Sirotkin. M.-Izhevsk, 2004. S. 139-144 (50%)
24. Maltseva E.A. Children's public organization and social education // Social initiatives and baby movement. Materials of the international scientific-practical conference December 1-4, 2005 / Ed. ed. E.A. Maltseva, O.A. Fiofanov. Izhevsk: UdGU, 2005.
25. Maltseva E.A. Laws of children's associations and organizations. TIM, 5th edition. - M.: "Press Solo", 1999. S. 72-74.
26. Maltseva E.A. etc. Principles of activity of children's public associations. TIM, 5th edition. - M.: "Press Solo", 1999. S. 77-78.
27. Maltseva E.A. The purpose of the children's association. TIM, 5th edition. - M.: "Press Solo", 1999. S. 83-84.
28. Maltseva E.A., Kostina N.M. Children's public organizations as an object and subject of social work. Socio-pedagogical support for children in difficult life situations. Materials of the interregional scientific-practical conference December 16-17, 2004 / Ed. Vostroknutova T.F., Suntsova A.S. Izhevsk: Publishing House of the Ministry of Social Protection, 2005. S. 15-20.
29. Maltseva E.A. Children's public organization // Children's movement. Dictionary reference. - M., 2005. S. 54. (20%)
30. Maltseva E.A., Kostina N.M. The concept of interaction between the state and the children's public association // Children's movement. Dictionary reference. - M., 2005. S. 140.
31. Maltseva E.A. etc. Principles of activity of children's public associations // Children's movement. Dictionary reference. - M., 2005. S. 250-251. (75%)
32. Maltseva E.A. Social education in the activities of a teacher and children's public organizations // Bulletin of the Kostroma State University. N.A. Nekrasova: Humanities series: “Pedagogy. Psychology. Social work. Acmeology. Juvenology. Sociokinetics". - 2006. - T. 12. - No. 1. - S. 85-87.
33. Youth of Russia: public associations, state authorities for youth affairs. - M., 1997.
34. Nikitina A.E., Tetersky SV. Public associations of social and youth institutions: Sat. doc. and mother. - M.: ASOPiR, 1997.
35. On the work of state bodies for youth affairs with children's and youth associations: Sat. mat. and report. Issue. 1. - M., 1995.
36. The main directions of state social policy to improve the situation of children in the Russian Federation (National Plan of Action in the Interests of Children). - M.: Synergy, 1997.
37. Pyatkov A.G. Opposition in the youth movement in the 20s: myths and realities: Abstract of the thesis. dis... cand. history Sciences. - M.: Banner, 1974.
§ 4. Children's public associations in the educational system of the school
Children's public associations as an institution of education.
The school cannot but take into account the influence of various social institutions on the upbringing of children. Among them, a special place is occupied by various children's public associations. Previous experience proves that children's associations should have their own social niche. For them, global goals, the assignment of the functions of other public or state institutions are destructive. The long-term goals of children's public associations are to help children find the application of their strengths and capabilities, fill the vacuum in the implementation of children's interests, while maintaining their own face, their approaches.
The All-Union Pioneer Organization - a single, monopoly, mass organization - was replaced by many forms and structures of the children's movement. The International Federation of Children's Organizations (SPO-FDO) was created, which includes 65 subjects of the Russian Federation and the CIS - republican, regional, city children's structures. The Federation of Children's Organizations "Young Russia" unites 72 children's public associations of different levels (from primary associations to unions, associations).
Simultaneously with the formalized ones, informal, spontaneous children's and youth associations are created and operate, which are preferred by up to 30 percent of young people. Particularly attractive today are associations - "hanging out" of various orientations: social, sports, cultural (musical), national. There are also associations of asocial orientation. "Tusovki" are an independent and weakly amenable to external regulation instrument of influencing children and youth.
Today, the children's movement appears as a complex socio-pedagogical reality, which manifests itself in the voluntary activity of the children themselves according to their requests, needs, needs, and their initiatives, as a kind of response to the events of their life. Their main feature is amateur activity aimed at the realization by the child of his natural needs - individual self-determination and social development.
The children's movement becomes an educational tool under special conditions, ways of organizing it, which make it possible to positively influence the child through the efforts of the children themselves, their communities, gently manage his development as a person, complementing the school, extracurricular institutions, and family. One of the conditions is a pedagogically organized, socially and personally significant activity of a children's public association - the main form of the children's movement.
A children's public association is, first of all, a self-organizing, self-governing community created on a voluntary basis (desires of children and adults), on initiatives, the desire of participants to achieve certain goals that express the needs, needs, needs of children. A children's public association with a positive social orientation is an open, democratic structure, without a rigid "official hierarchy". It is not a structure of a state institution (schools, institutions of additional education, universities, enterprises), but can be created and operate on the basis of the latter with direct personnel, financial and logistical support. Such an association can be considered a children's association, in which at least 2/3 of the citizens have not reached the age of 18. The leadership of adults (mandatory members or members of the association) is voluntary, public in nature. The relative independence of the children's public association is its characteristic feature.
Unlike a children's association, a children's public organization as a form of children's movement is an association with a clearly defined social and ideological orientation, created, as a rule, by adult communities and state structures. This is a relatively closed, multi-level structure with subordination of subordinates to superiors, fixed membership, duties and rights of each member, self-government body, official. At the heart of the organization is a system of small primary children's structures through which the purpose, tasks of the organization, its laws, rights and obligations are realized. The activities of the organization, its program are determined by the prospects of both the organization and each member (ranks, degrees, titles, positions). A classic example of a children's organization is a pioneer, scout.
The current situation of depoliticization of the children's movement, its focus on humanistic principles, the disclosure of the creative personal potential of the child, his natural data determine the preference for more democratic, open forms of social children's movement. Thus, children's public associations received the right to be independent legal entities and to define their relations with various state structures as equal partners on the principles of interaction, cooperation, on a contractual basis.
Another important feature of modern children's social structures is their right to choose adult leaders. Today there is no specific leader, a representative of the youth, adult social structure, there is no single pedagogical leadership in the person of professionals. The curator (head, leader) of a children's association can be almost any adult without age, gender, nationality, education, party affiliation, acting within the framework of the Declaration on the Rights of the Child and the laws of the Russian Federation.
There are no restrictions on the location of children's public associations. They can be created and operate on the basis of public and private institutions, public structures, at the place of residence.
The influence of children's associations on the functioning and development of the educational system of the school. Their influence is determined by a variety of factors: the specifics of the state institution and the public children's structure; educational traditions of the school and the target orientation of the association; the staffing potential of the school; features of the surrounding society; the personality of the head of the association, etc. In each case, the mutual influence will be diverse. However, it is important that the end result - a positive impact on the child, teacher (subjects of the educational system) be significant.
The purpose of the activity of any children's public association can be considered in two aspects: on the one hand, as the 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 associations increase social significance their activities, made 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.
The 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, 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 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 positively affects 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.
While in mass practice the relationship between schools and children's public associations as equal partners is 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 social structure is built as the interaction of the subjects of the educational system of the school, giving it the features of a self-governing, democratic, state-public.
Children's association in this case is an important component of the system, which is in close relationship with its main structures. In other words, the interaction of these two subjects is carried out within the educational system at the level of state and public (amateur) structures (management and self-government, class - children's association, state educational programs and programs of children's associations during extracurricular time, etc.).
As a rule, the initiators of the creation of children's public structures in schools are adults - teachers, leaders, less often - the children themselves, their parents. Teachers-initiators and voluntarily become curators, leaders, leaders of children's associations, their active participants. It is this group of teachers and children's activists, united in voluntary communities at the call of the soul, that often act as generators of new ideas, the implementation of which can become the initial stage in the formation of an educational system or an impulse for its development. Such an influence of children's public associations on the educational system of the school is observed in last years on practice.
The school is increasingly aware of the importance of the children's movement in the educational system due to its diverse manifestations, amateur performances, and children's creativity. At present, there is the most diverse experience of creating public children's structures in schools (organizations, clubs, councils, unions, children's parliaments, etc.), organically included in their educational systems.
So, children's public structures in the educational systems of schools are represented by:
Various forms, bodies of student self-government (councils of high school students, school committees, dumas, veche, etc.);
School (student) organizations; children's public associations, organizations operating in the system of additional education of the school;
Temporary children's associations - councils, headquarters for the preparation and conduct of collective creative affairs, games, labor operations, sports, tourist and local history competitions;
Profile children's amateur associations (to expand, deepen knowledge in specific areas).
Each of these children's public structures has its own specifics and is capable, with competent pedagogical instrumentation, of influencing the state of the educational system of the school. Thus, the place of student organizations in the educational system of the school is quite specific. They are allies of the teaching staff of the school in solving its main tasks determined by the state; defenders of the rights of the student, initiators of school competitions, competitions, reviews, subject weeks, creative exhibitions held together with teachers. The main object of their activity is the school, the student, the "teacher-student" relationship, learning activities. The role and place of the student organization in the school, its authority in the eyes of children, teachers, parents is one of the indicators of the effectiveness of the educational system of the school.
Children's public associations, as evidenced by the experience of recent years, often serve as incentives for the birth of something new in the work of the school, and at the same time, the best traditions of the school are preserved and enriched in their activities. We can say that they are able to give the educational system of the school stability, solidity, modernity.
The main meaning of the interaction between the school and children's public structures is the creation of a truly humanistic educational system in which the goal and result is the child as a person, creator, creator.
Questions and tasks
1. Define the educational system.
2. What is the structure of the educational system?
3. What is the point driving forces 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.
| " |
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 socio-pedagogical component in children's and adolescent public organizations is significantly limited in 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 state system education.
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 children's and teenage public association has the features of any social organization. The presence of corporate values and symbols that regulate the behavior of group members is essential.
Characteristic features of children's public organizations
As the first characteristic feature of children's public organizations, one should consider the voluntary entry of students into them. It is associated with the need for communication, a new social status, self-realization and self-affirmation, the desire to benefit society. The children's public organization offers him written and unwritten rules governing the behavior of adolescents and adults.
The second characteristic feature is the 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 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 method of joint decision actual problems in the arrangement of the surrounding life. The fundamental element of the life of the commune is social design. The organization is dominated by a democratic style of interpersonal relations, adults play the role of consultants or managers of individual projects.
In 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 them. 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.
Keywords Keywords: 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 general characteristics:
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, ensuring 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, decay, 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 education, which 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 in pedagogical, educational purposes it is necessary to study the features of the
Children's public organization as a socio-pedagogical system
Russian public organizations, which assume 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, and 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 relationships between people, expressing a certain tendency to change or maintain social position (social status) or lifestyle of large people. social groups, the conditions for the reproduction and development of each individual person as a person, as well as affecting social well-being, the well-being of all social subjects included 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, ceremonials, rituals, certain deeds, actions, etc., which are 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 the children's organization is carried out simultaneously in the field of transpersonal public 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.
6. Philosophical encyclopedic dictionary / ch. ed. L.F. Ilyichev, P.N. Fedoseev and others - M .: Soviet Encyclopedia, 1983. - 836 p.
