Alternative scouting organizations were and are the creation of groups of enthusiasts. It is difficult to determine the traits that are equally inherent in all of them. If in the 1920s. they did not receive mass support in society due to their rejection of the dominant churches, the joint education of boys and girls (which was not very welcome in English society), and participation in events political parties, then today alternative movements and organizations mainly advocate the preservation of old (“conservative”) traditions, against modernism, and the excessive socialization of the scout movement. Although, of course, this is not inherent in all groups (especially new-fangled 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 be forced to either change again or sharply and radically split organizationally. One way or another, both then and now, not a single children’s and teenage movement could resist the massive spread of scouting. All these groups were not and are not any serious alternative to scouting, existing on the principles of WOSM or WAGGGS.

A preschool educational institution is a voluntary association of children and adolescents, secured by formal membership, built on the principles of self-government, initiative and organizational independence.

The activities of children's public organizations are regulated by the following state regulations: Civil Code RF; Law of the Russian Federation “On Non-Profit Organizations”; Law of the Russian Federation “On Public Associations”; Law of the Russian Federation “On state support 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 voluntary, officially registered membership. participation of members of the organization in the management of its affairs: elections of governing bodies, control over their activities, development of programs for the organization’s activities, etc. participation in ensuring the property basis of the organization and organizational and structural independence.

Target activities of preschool educational institutions can be considered in 2 aspects. On the one hand, as a goal that children united in an organization set for themselves, on the other hand, as a purely educational purpose, which is staged by the 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 civic development. Thanks to its activities, the Sverdlovsk region should receive socially useful activities for children today, and independent and active adult citizens tomorrow.

The daily activities of the sable squad are planned in such a way that children have the opportunity to acquire the knowledge they need in certain specialties, not only theoretically, but also through participation and organization of various events, promotions, holidays, training camps, hikes, etc.

Each detachment (territorial organization "Sobolyata") submits its activity plan, 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 preschool educational institution, we came to the following conclusions:

־most members of the primary organization with the ideals of their

־unification considers Truth and Goodness;

־the laws of activity of the primary organization and their participation in it are based primarily on Friendship;

־sees the realization of his rights in the existence of Equality and Justice;

־of all the duties and actions of the members of the association, he values ​​​​Deeds most;

־considers Voluntariness and Creativity to be the main norms of the association;

־principles of activity of the primary organization - Spirituality and Humanism;

־guidelines for activity - Mercy and Peacemaking;

־concerns for your affairs and thoughts - Family and Society;

־The organizational structure and activities of the primary organization of the Belarusian Republican Youth Union are 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, unique experience of communication, romance, adventure, and also develops an active citizenship, responsibility, initiative and determination, and introduces them to democratic and legal norms. Volunteer activities for the benefit of other people and nature form moral values ​​and humane qualities in activists of the children's movement. Such children and young people can bring a lot of benefit to society and their country.

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Children's organizations modern Russia

Children's organizations of modern Russia- a set of various public organizations, associations and informal communities of citizens of the Russian Federation under the age of 18.

Description

Modern children's organizations are different in form, structure, degree of coordination, goals, content and areas of activity. Children's organizations can be divided into public and informal.

Children's public organizations often require a complex structure and documentation, the development of a charter, and the creation of a system of governing bodies. Public organizations include associations, federations, unions, leagues, foundations, etc. Informal organizations are spontaneously emerging groups of children. Typically, but not always, they stand apart from public issues, often arising on the basis of amateur interests or interest groups, entertainment preferences. There are also antisocial informal organizations, for example, criminal gangs, hooligan gangs, etc.

The boundaries of the concepts “children’s”, “teenage” and “youthful” are defined differently. In modern pedagogy and developmental psychology, researchers most often distinguish childhood (previously, preschool, primary school) - the age from 1 year to 10-12 years, adolescence from 11-12 to 15-16 years and early adolescence from 15 to 18 years. However, the UN Convention on the Rights of the Child and the Constitution of the Russian Federation All citizens from birth to 18 years of age are considered children - it is at the age of 18 that civil adulthood begins. Since children's organizations belong to the sphere of public activity, the legal definition of children's age is applied to them - up to 18 years.

Before the revolution

At the end of the 19th century, the first children's out-of-school associations began to appear in Russia. Representatives of the intelligentsia created circles, clubs, sports grounds and summer health colonies for children from poor families, many of whom did not attend school but worked in production. By 1917, there were 17 significant children's organizations in Russia.

May unions

At the turn of the 19th and 20th centuries, the May Unions for the Protection of Birds and Animals were active in foreign Europe, the idea of ​​​​creating which was proposed by the Finnish storyteller Zachary Topelius ( Zacharias Topelius). In Russia proper, the first May Union was organized in May 1898 in the village of Elisavetino, Pskov province, by landowner E. E. Vaganova, who returned from the Grand Duchy of Finland.

Thanks to publications in children's magazines, within a year the May Unions began to be created on the basis of many Russian schools and unite children 9-11 years old. The emblem of the union was a flying swallow. The movement of children's May unions for the protection and protection of birds ceased after the October Revolution, but the idea of ​​​​protecting birds was picked up by organizations of “young naturalists” (junnatov).

Settlements

In the early 1900s, the international settlement movement spread in Moscow, St. Petersburg, Tomsk and other cities, settlements of cultural people among the poor population (from Englishsettlement), which originated in the 1860s in England. In Moscow, the Settlement society was organized by teacher Stanislav Shatsky in 1906.

In 1908, the society was closed by the police for promoting socialism among children, and in 1909 it resumed work under the name “Children's Labor and Leisure.” The society was engaged in the organization of additional education, children's clubs and workshops, and a country summer labor colony "Beautiful Life".

Scouts

However, the official date of foundation of the children's movement in Russia is considered to be April 30, 1909. On this day, in Pavlovsk near St. Petersburg, guards officer Oleg Pantyukhov organized the first Russian scout detachment. The Scout movement was founded in Great Britain in 1907 by Robert Baden-Powell ( Robert Baden-Powell). His scouting textbook "Young Scout" ( English « Scouting for boys» ) was published in Russia in 1908.

The Scout movement became the first mass children's movement in Russia. It developed most intensively during the First World War. In the fall of 1917, there were 50 thousand scouts in 143 cities of Russia. In 1910, Baden-Powell came to Russia and talked about the prospects of scouting with Emperor Nicholas II. Tsarevich-heir Alexei was also a scout. In 1926, however, scout organizations were officially banned - they were replaced by pioneers.

To educate proletarian children, in the first days after the 1917 revolution, children's clubs began to be created in various cities of the country. The system of out-of-school education was born. Children's art and sports schools, stations for young naturalists and young technicians were opened. Children became active participants in many socio-political phenomena.

The emergence of the pioneers

In the fall of 1918, a children's organization of young communists (YuKov) was created, but a year later it was dissolved. In November 1921, a decision was made to create an all-Russian children's organization. Children's groups operated in Moscow for several months; during the experiment, pioneer symbols and attributes were developed, and the name of the new organization was adopted - the Spartak Young Pioneer Units. On May 7, 1922, the first Pioneer bonfire was held in the Sokolnichesky Forest in Moscow.

On May 19, 1922, the II All-Russian Conference of the Russian Communist Youth Union (RCYU) decided to extend this experience to the entire country. This day became the birthday of the pioneer organization. In the spring of 1923 in Moscow, and in the summer-autumn and in other regions of the country, groups of younger children - October children - began to appear under pioneer detachments. On January 21, 1924, the pioneer organization received the name of Vladimir Lenin, and in March 1926 it became an all-Union organization. From August 18 to 25, 1929, the first all-Union rally of pioneers took place in Moscow.

The inherent variability of the programs of children's and youth public organizations predetermines the possibility 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 the formation of a democratic society that ensures its integrity through the diversity and variability of approaches, forms and methods of activity. However, the freedom that has arisen for a child or teenager to choose an organization suitable for themselves today manifests itself mainly as the freedom not to choose any of them. According to sociological research, only a little 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 in 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, organizing leisure activities at the place of residence, helping the fire service, 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 government bodies and expenditures from state budget funds. Note that modern teenagers still have a natural craving for a variety of extracurricular activities among peers and more than 60% of 11-15 year olds express a desire to be members of children's associations. There are many other facts testifying to the indispensability of the children's and youth movement as a special institution of socialization.

Analysis modern practice allows you to classify children's associations according to the following criteria.

From the point of view of goals, objectives and content of activities, the following associations are distinguished:

1) oriented towards the socialization of the child’s personality, his civic development, 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 and civic education (clubs of Youth Army 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) those fighting for the establishment of a healthy lifestyle (sports, tourism).

The decisive role in a youth and children's public association is played by the personality of the adult leader (organizer, leader, counselor). The fate of the children's association depends on his views, civic position, hobbies and professionalism (primarily this applies to those that arise outside of schools and institutions of additional education). Adults are actually given almost complete freedom in this regard. At the same time, the role of professional teachers is sharply reduced; church ministers, representatives of financial monopoly and private structures become their competitors (or allies).

Registered public associations of children and youth in the Russian Federation are distributed according to extremely 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 less democratic organizations, into structures with strictly defined rights and responsibilities of members, a strict management hierarchy, age restrictions, and imitation of adult government structures. The “golden mean” is represented by numerous leisure associations available to every child: amateur clubs, studios, unions, commonwealths, leagues, in which children act primarily as active participants. The spirit of cooperation between children and adults reigns here, passion 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.

They differ in the degree of independence, openness, and democracy:

a) relatively independent associations that have the status of a legally formalized 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 education systems arose almost simultaneously. The first state out-of-school institutions were created on the basis of children's amateur associations (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” for organizers and children’s leaders. movements. What unites these forms of government and public education? Firstly, the specific sphere of their activity is the “leisure space” of children, its pedagogically reasonable content in the interests of personal development. Secondly, the goals, content, and 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 activities, express his “I” in various roles, conditions for creativity, amateur performances, and the establishment of broad social connections with peers and adults.

The emergence of informal, often protest, organizations is associated with youth’s rejection of social and spiritual values. In the 90s XX century peculiar associations of children and teenagers have appeared who prefer 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 “Tolkienist” movement, which has spread to many countries around the world. It was formed by fans 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 fairy-tale creatures. IN major cities around the world and in Russia, groups of skinheads appeared - fascist teenage gangs uniting on the basis of xenophobia, racism, nationalism and chauvinism. Among teenagers, skinheads are perceived as modern fighters for social justice and as ideological heroes, and their number is growing. Relatively new ones include anti-globalist and virtual-computer youth associations.

It should be noted that in the modern children's movement the base has strengthened 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 for youth and children’s public associations” (1995), “On basic guarantees of children’s rights in the Russian Federation” (1998) defined the basic concepts of youth and children’s public associations and their approximate directions activities. At the same time, a new protective function has been identified and legislated; guarantees have been established for the creation of children's associations on the basis of educational institutions; the main directions of state support for youth and children's public associations are provided; measures of responsibility of executive authorities and heads 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, the state support system included 48 organizations, including 32 youth and 16 children's organizations; 20 organizations were all-Russian, 26 were interregional and 2 were international. The changes made in the procedure for conducting competitions for state grants have expanded the opportunities for youth and children's associations to present their projects and programs. In general, over the last 4 years of the competition, 350 projects and programs were reviewed, 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 government programs and events are included in the conceptual framework of the activities of government bodies. This position at the normative level is presented in a number of federal laws, but its implementation remains not always effective.

Along with informal youth movements, today in the country there are a number of children's and youth organizations and movements, led, as a rule, by adults. Among the institutions of socialization, children's organizations, whose work is built primarily taking into account the interests of children and presupposes their initiative and social activity, occupy a special place.

The children's movement is an objective phenomenon, a product of social life. At a certain age, from approximately 9 to 15 years, the need of adolescents for a significant expansion of contacts and joint activities develops. Children seek social activities alongside and with adults. A kind of legislative confirmation of the presence of this phenomenon was the UN Convention on the Rights of the Child (1989), which proclaimed freedom of association and peaceful assembly as the norm of life for children (Article 15.1).

Scientists note that the social activity of children and adolescents has been increasing in recent years, and the forms of its manifestation are becoming more diverse. Children and teenagers need associations where everyone will be helped to satisfy their interests and develop their abilities, where an atmosphere of trust and respect for the child’s personality is created. All researchers note that the majority of teenagers express a desire to be a member of a children's organization, while almost 70% of them prefer to be members of an organization based on their interests; 47% claim that organization is needed to have fun in their free time; more than 30% - to better prepare for adult life.

In Russia, due to the collapse of mass pioneer and Komsomol organizations, children found themselves in a social vacuum. Meanwhile, children's organizations form an integral part of society in all modern countries; they are a real type of social movement. In addition to meeting the needs of children and adolescents for communication and joint activities based on interests, these organizations also perform other social functions. They include teenagers in the life of society, serve as a means of developing social skills, protecting the interests and rights of children. Participation in children's organizations allows you to gain social experience and contributes to the formation of civic qualities necessary for life in a democratic society. It is difficult to overestimate the role of children's and adolescent public organizations in the socialization of a child's personality.

Legislative framework development of children's public associations are the Laws of the Russian Federation “On Public Associations” and “On State Support of Youth and Children's Public Organizations” (1995). The Law of the Russian Federation “On Public Associations” (Article 7) determines that the forms of children’s public associations can be children's organization, children's movement, children's fund, children's public institution*.

The most common form today is a children's public organization is an amateur, self-governing association created to implement any social idea (goal), which has norms and rules governing its activities, fixed in its charter or other constituent document, a clear structure and fixed membership.

There are more than 200 youth public organizations and associations in Russia (sports, scouting, creative, etc.). Some of them are called associations, leagues, unions 2. The current stage of development of the children's movement is characterized by a transition from one children's organization in the past to a diversity (in terms of goals, content, forms and methods of activity, degree of inclusion in social practice) of social formations, characterized by dynamism, a certain independence from state and public structures and personal orientation. They reflect all those innovative processes and phenomena

1 Law of the Russian Federation “On Public Associations”, 1995 // Leader of the century. 2001. No. 1.

2 Children's and youth public associations of Russia: Directory. M.,
1995; Theory, history, methods of children's movement. Vol. 4. M., 1998.

that occur in spheres of life of our society. But, being a social phenomenon, children's movement acts as a factor in personal development, as a pedagogical tool.

In the children's movement, based on experience, certain principles have emerged that determine its influence on young people. Among them it is worth highlighting principle of self-organization, which determines the peculiarity of children's formations - their creation and formation on the initiative “from below”, their activities are based on the will of the members, the programs are exploratory in nature, reflecting the results of amateur performances and collective creativity.

The leading direction and goal of a children's public association is the development of the individual through inclusion in activities that promote the entry, adaptation, and integration of the individual into the social environment. This defines the main functions, tasks children's organization:

Wide, diverse inclusion of the individual in the system of social relations, in social life;

Organization of life activities that meet developmental needs, meet the emotional and moral state and age characteristics;

Protection of individual rights and freedoms from the negative influences of the social environment;

Adjustment of various influences on the individual, her consciousness and behavior (formation of social and moral ideals, values, needs).

The special socio-pedagogical opportunities of a children's public association are determined by the openness and voluntary nature of membership, the emotional and moral atmosphere, the presence of broader social rights (compared to the role of a student or child in the family), and the opportunity to choose different types and forms of activity. The specifics of educational potential are determined by the essence and structure of the children's association. It is open, democratic, is not a government agency, is created voluntarily, and can benefit from financial, personnel, and technical support from various government agencies.

There are no strict frameworks in the management of an amateur children's association; the governing bodies are determined by the members themselves, they are flexible, adults and children work closely together, and, if possible, all members of the association are periodically included in the management.

At the same time, children's organizations can be created that have a more rigid structure: governing bodies, subordination, primary teams, sources of funding - everything that is determined by the law on public organizations.

A relatively new phenomenon in the modern children's movement is the membership of adults in public associations of children. The status of an adult presupposes its pedagogical, educational, protective function (creating conditions for the development of personality and association, protection of rights and interests, health and safety) and an organizational function. The adult leading the organization acts as a source of children’s social experience, their knowledge and subject-practical, communicative, co-

social skills, he is a model person, citizen, helper and friend.

In essence, the union of adults and children, their joint and free activity is a powerful social and pedagogical means of education and has a long history. Back at the beginning of the 20th century. S. T. Shatsky and his friends organized a children's colony, a semi-formal association of elders and younger ones for the education and development of the latter. At the same time, the scouting movement emerged in England and spread throughout the world. It existed in Russia too, but after 1917 it ceased to exist, and the pioneer movement arose in its place.

Here's what experts write about it. In 1906, Colonel R. Badey Paul, the founder of the scout movement in England, published the book “Young Scout,” which was translated into Russian. Society decided that such forms of education are acceptable for Russian youth.

Before the appearance of this book, similar children’s associations existed in our country. As one of the first scouts, A.M. Vyazmitinov, recalls, teenagers in cities united in groups, went out of town to the most remote places, built huts, sang songs, discussed mysterious stories, looked for treasures, helped those in need. This was the desire of youth for a pure, truthful life in the lap of nature, the desire for the noble. “We have been walking along the same path before,” writes Vyazmitinov, “though gropingly and uncertainly.”

In 1909, staff captain Oleg Ivanovich Pantyukhov organized the first scout unit in the Tsarskoye Selo area, which soon grew into a detachment. On the emblem of the detachment were written the words that became the motto of the entire movement: “Faith in God, Loyalty to the Tsar, Help Neighbors” and further - “Be prepared.”

Saint George the Victorious, depicted on the banner, was chosen as the patron saint of Russian scouts. Trips outside the city were called “reconnaissance”; so as not to waste a minute, even on the march “conversations” were held about the lives of great people, about events from Russian history.

The leader of the troop - the “scoutmaster” - could be a person well prepared enough to have the right to tell the children: “Look at me. Do as I do. Follow me". During the hike, scouts who were the first to see some inconspicuous objects, plants or birds, or a person in need of help were encouraged. Every day the scout had to help someone. The detachment also organized New Year's parties for children from poor families.

The scouts called themselves "scouts" and wore sports uniform khaki color, a “Boer” type hat, and had a staff. Newcomers who joined the detachment, younger in age, were called “wolf cubs.” The form of leadership in the detachments was “orders”. For example, “Order No. 150. Conversation about Suvorov,” “Order No. 149. Conversation about courage and truthfulness.” The leaders of the detachments were called counselors.

From the first years of the emergence of scout troops, their poems and songs appeared. One of the songs, and my favorite one, was “Potato”. In 1910, Vasily Grigorievich Yanchevsky, a Latin teacher at the 1st St. Petersburg Gymnasium, organized a large troop of scouts. About Petrograd-

senior scoutmaster K. A. Pertsov recalled the scout squad in 1915. The detachment under the command of an ensign consisted of young men 16-18 years old and was divided into 10 people. Everyone wore a different color tie.

During the Christmas holidays of 1915 and 1916. congresses were held (in 1917 " summer camp") scouts from all over Russia. Scouts went out for summer agricultural work. They were given loans to purchase equipment for this work. A detachment of up to 200 people left. Petrograd detachments traveled to the south of Russia, to the Kherson province.

Scout troops appeared in Moscow in 1911 - 1912. In 1915 they were under the patronage Grand Duchess Elizabeth Feodorovna and Admiral I. I. Tchaikovsky (composer’s brother). The Society for Assistance to the Organization of Young Scouts of the City of Moscow was organized. In 1917, several units united into a squad. In August 1921, the Moscow scout squads were defeated by the Komsomol. Scouts were beaten, their apartments and camps were destroyed, they were arrested, and scoutmasters were expelled 1 .

There were scout squads in many cities of Russia: Kyiv, Anapa, Astrakhan, Arkhangelsk, Voronezh, Gomel, Yevpatoria, Yerevan, Kerch, Kislovodsk, etc.

N.K. Krupskaya, when creating a pioneer organization, had a precedent, a standard - the scouting movement, the educational value of which she valued very highly.

Typology of children's associations currently possible by the direction and content of activity, by forms of organization, by duration of existence. Thus, there are associations of educational, labor, socio-political, aesthetic and other orientations: clubs of interests, military-patriotic, military-sports, tourism, local history, youth, economic, associations for helping the elderly and working with children, peacekeeping and others specialized children's associations.

There are also organizations and associations operating 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 Union of Pioneer Organizations- Federation of Children's Organizations (SPO - FDO). It is an independent international voluntary formation, which includes amateur public associations, associations, organizations with the participation of children or in their interests.

The SPO-FDO includes regional, territorial organizations with the status of republican, regional, regional, children's interest groups, specialized organizations and associations. Among them are the Federation of Children's Organizations "Young Russia", children's organizations of the CIS countries, regional children's organizations and associations - the Moscow children's organization "Rainbow", the Voronezh regional organization, the children's and youth organization "Iskra", etc.; organizations of the republics of Russia - children's

1 Vasilkova Yu. V., Vasilkova T. A. Social pedagogy. M., 1999. pp. 194-195.

the public organization “Pioneers of Bashkiria”, the children’s public organization of Udmurtia “Springs”, etc.; specialized organizations at various levels - Youth Maritime League, Union of Young Aviators, League of Small Press, Children's Order of Mercy, Association of Children's Creative Associations "Golden Needle", etc. 1

The goals of SPO - FDO are quite pedagogical in nature:

Help your child learn and improve the world, develop your abilities, become a worthy citizen of your country and the world democratic community;

To provide comprehensive assistance and support to organizations - members of the Federation, to develop a children's movement of a humanistic orientation in the interests of children and society, to strengthen interethnic and international ties.

The main principles of SPO - FDO are:

Priority of the interests of the child, care for his development and respect for his rights;

Respect for children's religious beliefs and national identity;

The combination of activities to implement common goals and recognition of the rights of member organizations to carry out independent activities based on their own positions;

Openness to cooperation for the sake of children.

Supreme body SPO - FDO is the Assembly. SPO - FDO is the prototype of a single humanitarian space, which is so difficult to create by adults in the vastness of the CIS. The nature of the activities of SPO-FDO is evidenced by its programs. Let’s name just a few of them: “Children’s Order of Mercy”, “Golden Needle”, “I Want to Do My Business” (aspiring manager), “Tree of Life”, “Your Own Voice”, “Game is a Serious Business”, “The World is Saved by Beauty” , “Scarlet Sails”, “From Culture and Sports to a Healthy Lifestyle”, “School of Democratic Culture” (movement of young parliamentarians), “Holidays”, “Ecology and Children”, “Leader”, etc. In total there are more than 20 programs 2. Scout organizations operate in a number of regions of the country.

Children's associations by duration of existence can be permanent or temporary. Typical temporary associations of children are children's summer centers, tourist groups, expedition teams, associations for carrying out some kind of action, etc. Temporary associations have special restorative capabilities: real conditions are created for dynamic and intensive communication of the child with peers, various opportunities are provided for creative activity. The intensity of communication and specially assigned activities allow the child to change his ideas, stereotypes, views of himself, peers, and adults. In temporary children's

1 Children's public organizations, associations, movements. Vol. 1. M., 1991;
Vol. 2. M., 1993.

2 Let's work together!: Activities programs for children and teenagers
organizations. M., 1996.

association, teenagers try to independently organize their lives and activities, taking a position from a timid observer to an active organizer of the association’s life. If the communication process and activities in the association take place in a friendly environment, attention is paid to each child, then this helps him create a positive model of behavior and promotes emotional and psychological rehabilitation.

Schools and children's public associations can and should act in concert. In life, there have been various options for interaction between schools and children's public associations. First option: school and children's association interact as two independent subjects, finding common interests and opportunities to satisfy them. Option two assumes that the children's organization is part of the educational system of the school, having a certain amount of autonomy.

Taking into account the special importance of children's and youth associations for raising children, the Ministry of Education of the Russian Federation has developed methodological recommendations addressed to the heads of educational institutions and institutions of additional education on the need for broad interaction with them (children's youth associations)." It is recommended to create coordinated joint programs, projects, and create positive public opinion on the activities of children's and youth associations, and to involve the teaching and parent community in this. In state educational institution or additional education institutions should provide for the position of a curator of children's organizations (teacher-organizer, senior counselor, etc.); allocate premises for the work of these associations outside of school hours; create conditions for conducting classes and various events (trainings, meetings, etc.); provide for joint actions, projects, events in terms of educational work of the educational institution. All this gives the child the opportunity to choose associations based on interests, move from one association to another, participate in educational programs and projects that are consonant with him, which contributes to the competitiveness of the programs of children's and youth associations and improves their quality.

It is advisable to annually discuss the results of the activities of public associations at the school’s pedagogical councils with the participation of interested parties. Such work requires appropriate qualifications, teaching staff, methodological services working in children's associations and in the education system, teacher-organizers, class teachers, teachers, etc.

4. Institutions of additional education for young people

IN The country, in addition to compulsory education for all, has a system of out-of-school institutions, which, in accordance with the Law of the Russian Federation,

"About children's and youth associations: Guidelines Ministry of Education of the Russian Federation // Public education. 2000. No. 4-5.

deration “On Education” is called the system of additional education. There is also a draft separate law on additional education. The system of additional education consists of a variety of children's and youth educational institutions and public organizations:

Homes, centers for children's and youth creativity;

Specialized schools and studios (music, art, sports and tourism, etc.);

Multidisciplinary clubs at the place of residence;

Creative associations of children and youth at museums and theaters;

Scientific societies of schoolchildren;

Tourist, local history, environmental, cultural and other expeditions;

Leisure non-core associations.

Additional education institutions also include summer and vacation camps different types: work and rest, health, young mathematicians, geologists, sports, etc.

An institution of additional education is a type of educational institution, the main purpose of which is to develop the individual’s motivation for knowledge and creativity, to implement additional educational programs and services in the interests of the individual, society, and the state.

According to the Model Regulations on Additional Educational Institutions, children's and youth public associations and organizations can be created in them, operating in accordance with their charters and regulations. The administration of the institution assists in the work of such associations and organizations.

The activities of out-of-school institutions are primarily related to leisure and free time schoolchildren, this mainly determines their goal and objectives. Purpose institutions of additional education is to create conditions for self-realization, development of the creative individuality of young people in their chosen field of activity based on their interests and needs. Main tasks are the following:

Identification of interests, inclinations, and abilities of young people for various types of activities;

Formation of a system of knowledge, skills and abilities in the chosen area of ​​activity and creation of conditions for their implementation (report concerts, shows, competitions, exhibitions, conferences, etc.);

Assistance in general social development, solving communication and other problems in the child’s life, providing psychological support, psychotherapeutic assistance;

Solving issues of professional self-determination of schoolchildren, assistance in choosing a profession and obtaining initial knowledge of the profession;

Development of creative abilities, scientific interests of children, adaptation to life in society, formation of a general culture, organization of meaningful leisure.

The work of additional education institutions has in some aspects advantageous differences from training under the compulsory state program. It is distinguished by:

Voluntariness in the choice of activities, content and forms of organization;

Free, creative nature of the activities of teachers and children;

Multidisciplinary (in one institution, work that differs in form and content allows a teenager to choose classes according to his interests, move on to other classes, communicate with different people);

Lack of mandatory monitoring and evaluation;

Experience of informal communication, interaction, collaboration with creative individuals, peers,

Experience of the commonwealth of generations.

In the practice of additional education, there are educational programs that are very different in terms of goals and content and forms of organizing training and communication with children. Here is an example of one of the educational programs of an additional education institution Children's park "Trubetskoy Estate in Khamovniki"- Program “The World of the Russian Estate”, course on additional education. This program is propaedeutic to the courses being developed in the children's park: “History of Russia and the Russian estate”, “Famous Trubetskoys”, “Great estate literature”, “Musical culture of the Russian estate”, “The estate is the cradle of Russian art”, “Architecture of the Russian estate” , “Capital and estate”, “Gardening”, “Menagerie in a Russian estate”, “World of flowers”, “Greenhouse in a Russian estate”, “Organization of holidays and fun”, “Practical environmental education”, “Ecology of the city”, “Ballroom dancing and the Russian estate", "Horse riding", "Russian culture and French", etc. The list shows that children can receive not just information on issues that interest them, but have the opportunity to engage in historical, cultural, environmental activities, during which they get a chance for a harmonious perception and building their own lives in harmony with nature and culture 1 .

Institutions of additional education and secondary schools can interact in different ways. Additional education may be integral part educational system schools. More often, their relationships are built as partnerships between two subjects of educational activity: joint actions, projects, and events are held. There may be an option when comprehensive school operates as part of an additional education institution. An example of this high school"Anichkov Lyceum", teaching children inclined towards scientific, creative activity, located as part of the St. Petersburg Palace of Youth Creativity. We can say that the emergence of such a school within the structure of the House of Children's Creativity is, to a certain extent, a natural phenomenon: in order not to go to two different institutions that they equally need, children began to study and study in depth according to their interests in one house. This required the development of substantive and organizational issues. Today the lyceum has educational programs that meet the most serious requirements 2.

1 Additional education for children / Ed. O. E. Lebedeva. M., 2000. P. 104.

2 Ibid. pp. 78-83.

So, we see that the upbringing of young people is carried out under the influence of many factors that affect children differently, sometimes inconsistently and contradictorily, which complicates and at the same time enriches the capabilities of the educational system of society. This circumstance places responsibility on professional teachers in the first place. However, responsibility for the growing generations lies with all social institutions, with every citizen of the country.

Questions for self-control

1. Describe the youth environment and its influence on the formation of a teenager.

2. Describe the character deviant behavior teenagers and methods of working with them.

3. What is the problem of interethnic communication in youth environment and what are the ways to solve it?

4. What is the role of children's public associations in the education of schoolchildren?

5. Expand the role of additional education institutions in the formation of youth.

Main literature

1. Hasanov 3. T. Pedagogy of interethnic communication. M., 1999.

2. Rozhkov M. I., Volokhov A. B. Children's organizations: the opportunity to choose. M., 1996.

3. Tolstykh A.V. Teenager in an informal group. M., 1991.

additional literature

1. Volokhov A.V., Rozhkov M.I. The concept of socialization of a child’s personality in the context of the activities of a children’s organization. M., 1991.

2. The colorful world of childhood: Children's public organizations: Proc. allowance. M., 1999.

3. Schneckendorf 3. K. Education of students in the spirit of a culture of peace, mutual understanding, human rights // Pedagogy. 1997. No. 2.

4. Zapesotsky A., Fain A. This incomprehensible youth. Problems of informal youth associations. M., 1990.

5. Additional education for children: Proc. allowance / Ed. O. E. Lebedeva. M., 2000.

Chapter 12. Family education

People raised without parental affection are often crippled people. A. S. Makarenko

1. Influence of the atmosphere family life on the process and result of personality education.

Basic Concepts

A common cause begins with discussion and dialogue. In this case, most often misunderstanding of each other is due to the fact that the use of concepts by the parties is ambiguous.

Let the key concepts become a guide for the participants of the Shores of Childhood festival and, we hope, in the subsequent activities of the organizers of children's public associations.

CHILDREN'S SOCIAL MOVEMENT is a set of states of vital activity of social formations that ensure the entry, adaptation and integration of the individual into the social environment (I.A. Valgaeva, V.V. Kovrov, M.E. Kulpedinova, D.N. Lebedev, E.L. Rutkovskaya ).

CHILDREN'S PUBLIC ASSOCIATION - the formation of children united on the basis of a common interest to realize the goals of self-development on the initiative and under the pedagogical management of adults (A.V. Volokhov).

SPO-FDO - International Union of Children's Public Associations "Union of Pioneer Organizations - Federation of Children's Organizations", established on October 1, 1990 by delegates of the X All-Union Rally of Pioneers, unites legal entities- children's public organizations, unions, associations and other public associations created with the participation of children or in their interests.

SPO-FDO - the legal successor of the All-Union Pioneer Organization - is a non-profit, non-state public association, independent of any parties and political movements, and operates on the basis of the legislation of the Russian Federation, as well as in accordance with the Convention on the Rights of the Child, norms international law, international treaties Russian Federation, legislation foreign countries, where there are members of SPO-FDO, and the Charter of SPO-FDO.

As part of the international children's movement, SPO-FDO participates in the work of various international and all-Russian public associations and non-profit organizations.

SPO-FDO strives to create favorable conditions for the realization of the interests, needs of children and children's projects, children's knowledge of the world around them, education of a citizen of their country and the world democratic community, protection of the rights and interests of children and children's organizations, strengthening interethnic and international ties.

SPO-FDO helps children navigate the conditions of economic reforms and live in society on a democratic basis; combine goodness and justice, mercy and humanity with respect for each member of the organization.

SPO-FDO motto: “For the Motherland, Goodness and Justice!” (V.N. Kochergin)

SCIENTIFIC AND PRACTICAL CENTER SPO-FDO (SPC SPO-FDO) - structural subdivision The management apparatus of the International Union of Children's Public Associations "Union of Pioneer Organizations - Federation of Children's Organizations" (SPO-FDO), designed to:

• to form the basis of the content of the activities of SPO-FDO;
• stimulate the creation of new children's and adolescent associations as a basis for the development of SVE-FDO;
• initiate and develop elements of the mechanism of state youth policy;
• determine the prospects for the development of SPO-FDO;
• develop priority areas and new models of SPO-FDO activities;
• conduct Scientific research and events; carry out orders and create scientific and methodological support for the activities of organizations - subjects of SPO-FDO;
• organize training and retraining of organizers of the children's movement; establish contacts with public associations and organizations, funds mass media, strengthen and expand these connections.

On the basis of the Concept of socialization of the child in the activities of children's organizations created at the SPC SPO-FDO, the programs “Children's Order of Mercy”, “School of Democratic Culture”, “I Want to Do My Business”, “Game is a Serious Matter”, “Tree of Life”, “ The world will be saved by beauty", "From culture and sports - to healthy image life”, “Cooperation”, “Scarlet Sails”, “Your own voice”, “Holidays”, “Leader”, “Know yourself”, “Me and us”, “Ecology and children”, “Children are children”, “Growth” ", "Golden Needle", "Alenka" and others.

THE SOCIO-PEDAGOGICAL POTENTIAL OF CHILDREN'S PUBLIC ASSOCIATIONS represents objective reserves that can prove themselves, providing a qualitatively new positive result both from the state point of view and from the position of the personal growth of a young citizen (T.A. Lubova).

CHILDREN'S NON-GOVERNMENTAL ORGANIZATION is a voluntary, amateur, self-governing, on the basis of the Charter (and other documents) equal association of children and adults, created for joint activities to realize and protect the interests of those united (A.V. Volokhov).

FUNCTIONS OF CHILDREN'S ORGANIZATIONS are those homogeneous tasks that determine the content of the activities of children's organizations, reveal and develop the goal realized by the members of the association.

The social and pedagogical functions of children's organizations are functions that regulate social relations children and contributing to the creation of conditions for their social well-being.

Social and pedagogical functions include:

• social protection function;
• function of forming social literacy;
• function of correction of social behavior and social connections;
• function of preventing antisocial behavior;
• function social rehabilitation(E.E. Chepurnykh).

PRINCIPLES OF PERSONAL SOCIALIZATION IN A CHILDREN'S PUBLIC ASSOCIATION

Principle (lat. principlepium basis, beginning) – 1) basic, initial position any theory, teaching, etc.; guiding idea, basic rule of activity; 2) internal conviction, a view of things that determine the norm of behavior; 3) the basis of the device, the action of any mechanism, device, installation. (Dictionary foreign words. – M., Russian language, 1985, p. 400).

Principles of individual socialization in a children's public association:

• the inclusion of children in various types of social practice based on a conscious choice of means and methods of satisfying social, pre-professional, personal inclinations, introducing children and adolescents to the wealth of human experience with its use in specific social conditions;
• realization of the interests of the individual and society, their combination, interconnection, interpenetration and mutual enrichment;
• mastering democratic forms of personal civic participation in public affairs based on constitutional norms and laws;
• the formation of a system of social and cultural values ​​open to young people, accompanied by the cultivation of the need to choose value priorities for themselves and their social group.

The core of the set of principles is ensuring the social protection of children and adolescents as citizens, subjects of social creativity, bearers and conductors of the diversity of human values ​​(A.V. Volokhov).

SELF-GOVERNMENT - the independence of any organized social community in managing its own affairs (Soviet encyclopedic Dictionary. Chief editor A.M. Prokhorov. – 4th ed., M., 1988).

Children's self-government is a democratic form of organization of a group of children, ensuring the development of their independence in making and implementing decisions to achieve goals. This definition consists of the following keywords:

• development of independence - gradual transfer of rights and responsibilities to children as the children's team develops and the formation of the readiness of leader-organizers from among children to organize group activities;
• making and implementing management decisions is a sign of developing self-government and the involvement of children in managing the affairs of the team;
• group goals fill self-government with real content and contribute to the unification of children on the basis of common interests (M.I. Rozhkov).

SYMBOLICS OF A CHILDREN'S ASSOCIATION - a set of signs, identification signs, images that express an idea that is significant for the team, indicating belonging to any association, organization, or significant event. (N.I.Volkova).

PROGRAMS OF CHILDREN'S PUBLIC ASSOCIATIONS - Documents reflecting a consistent system of actions aimed at achieving social and pedagogical goals.

IN modern history children's movement of the USSR and Russia, a powerful program boom was associated with the decisions of the IX All-Union Rally of Pioneers (1987), which abolished the unified pioneer program - the All-Union March of Young Leninists.

In November 1988, a scientific-practical conference“Programs in a pioneer organization: purpose, scientific and methodological basis for development and implementation,” which presented programs of practitioners from various regions of the country - Chelyabinsk, Kharkov, Krasnoarmeysk, Donetsk region, etc. The magazine “Leader” published a number of programs aimed at personal growth of a child in a pioneer organization: “Remember! Find out! Learn! Participate! "Action!" (author: Doctor of Pedagogical Sciences A.P. Shpona), “Are we a collective? We are a collective... We are a collective!” (author Doctor of Pedagogical Sciences M.G. Kazakina), “Compass” (team of authors - G. Ivashchenko, E. Titova, E. Boyko, etc.).

In 1991, the Scientific and Practical Center of SPO-FDO, based on a variable program approach to the activities of children's associations (author – A.V. Volokhov), created the first package of programs, such as “Children’s Order of Mercy”, “School of Young Parliamentarians” (School of Democratic culture), “Holidays”, “Your own voice”, “Children are children”, “Tree of Life”, “From culture and sports to a healthy lifestyle”, “Game is a serious matter”, “The world will be saved by beauty”, “Scarlet Sails” " 57 scientists and practitioners from 15 regions of the country took part in the development of this package of programs.

The strategy of a variable program approach focused the leaders of children's public associations on supporting various regional programs, flexibility in relation to the prospects for their development, and taking into account socio-economic and political changes environment, to provide each child real possibility try yourself in various social roles (journalist, parliamentarian, health visitor, leader) and choose the type of activity in accordance with your needs and experience.

Many of the programs became the basis either for the creation of specialized children's associations, or for the development of various territorial specialized programs of a wide variety of groups, associations, and organizations.

In the activities of many children's organizations (both domestic and foreign) there is a different approach to programs. Thus, among scouts they are pragmatic in nature and have the goal of obtaining a specific result - a skill, quality. In children's activities educational organization“4-H” (USA, Canada) programs are developed by university specialists at the state level, depending on the results of a sociological study of the interests and needs of children and adolescents, which is conducted every five years. Basic programs are provided with the most powerful methodological equipment. The child is considered a participant in the program (M.R. Miroshkina).

Frishman Irina Igorevna, doctor of pedagogy. Sciences, Deputy Director of IPPD RAO, Director of SPC SPO - FDO, professor.