Children's organizations modern Russia

Children's organizations of modern Russia- a set of various public organizations, associations and informal communities of citizens 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, May Unions began to be created on the basis of many Russian schools and unite children aged 9-11 years. 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 " Child labour and rest." 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 problems of children's associations were studied by such theorists as A.V. Volokhov, L.V. Alieva, A.G. Kirpichnik, E.V. Titova, V.A. Lukov, I.N. Nikitin, R.A. Litvak, O.S. Korshunova, D.N. Lebedev, L.V. Kuznetsova, E.A. Dmitrienko, M.R. Miroshkina and others. An analysis of the definitions given by these authors allows us to identify three meaningful meanings of the concept of “children’s public association.”

From a sociological point of view, a children's public association is considered as a type of social movement. Sociologists believe that “a social movement is the joint actions of various social, demographic, ethnic groups that are united common goals- change your social status; common values ​​(revolutionary or conservative, destructive or positive); general system norms governing and regulating the behavior of its participants; an informal leader whose role changes as the social movement develops, its institutionalization, and the leader achieves dominance and power” (T.V. Trukhacheva).

Transfer from general concept social movement on the children's movement (union, organization) is done by S.K. Buldakov. Considering a children's public association as a social institution, he defines it as “a collective socio-psychological formation that disseminates in society views on the relationship between society and the individual in terms of the social functions they perform.” According to S.K. Buldakov, children's public associations, being a social institution, perform the following social functions: create conditions to satisfy the interests and needs of adolescents; regulate the actions of members of children's public associations within the framework of social relations; ensure the integration of the aspirations, actions and interests of individuals participating in children's public associations. As a social institution, the author believes, children's public associations are bound by responsibility for ensuring the interests of society in educating the younger generation, carried out through the development of an individual's ability for social communication based on the accumulation of new knowledge and social experience.

IN AND. Prigogine identifies the following features: its goals are developed from within and represent a generalization of the individual goals of the participants; regulation is ensured by a jointly adopted charter, the principle of election, i.e. dependence of management on the led; membership in them satisfies the political, social, cultural, creative, material and other interests of the participants.

E.A. Dmitrienko considers a children's public association as a special social system, which is characterized by: semantic expediency, integrity, structure and orderliness, hierarchy, multifunctional relationship between the social system and the environment; organizational plasticity and dynamism; sociality; self-regulation and self-management of life support processes and system functioning.

Thus, a children's movement (association, organization) is:

an objective manifestation of the laws of civilizational and anthropological development of human society;

the subjective social reality of the social structure, which reflects the most progressive socio-political initiative of the younger generation;

the specific historical state of the institutional organization of children and adolescents, characterized by the presence and dynamics various types voluntary communities, associations, organizations, formations;

an integral part of a social movement, representing the joint actions of children and adults united in order to accumulate social experience;

one of the forms of social activity of children and adolescents;

the way children master the world and influence it through collective activity among peers;

social variety small group, functioning as social organization; a set of coordinated joint actions of a special socio-demographic group of children uniting with the help of adults in various types of formations in order to change their status and position in society in order to achieve their interests and rights, for self-development and education, for active participation V public life;

a way to realize the opportunity of children to participate in the discussion of pressing problems in their lives and the life of society, to organize actions to improve the world around them.

Public is considered children's association, which:

is created on the initiative and on the basis of the free will of children and adults and is not a direct structural unit of a state institution, but can function on its basis and with its support, including material and financial;

carries out social and creative activities;

does not set as its (statutory) goal the receipt of profit and its distribution among the members of the association.

Children's public associations may include various organizations, societies, clubs, unions, teams, detachments, other formations, as well as associations (federations, unions) of such associations.

Children's organization is an amateur, self-governing children's public association created to implement any socially valuable idea (goal), which has norms and rules governing its activities, fixed in the charter or other founding document, expressed structure and fixed membership. If these characteristics are present, regardless of the number of members (but not less than 10 people), the children's public association is recognized as an organization.

One of the basic principles of life of children's and youth organizations is voluntariness. Voluntary association of children in an organization is possible only on the condition that they see in it the prospect of an interesting life, the opportunity to satisfy their interests.

The fundamental difference between modern children's associations is their public nature. The state provides legal protection, material and financial support, but is not the founder and does not regulate their activities. Children's and youth associations acquire independent social status.

According to the Federal Law “On State Support of Youth and Children's Public Associations” (1995), youth and children's public organizations have great social and pedagogical capabilities. Children's and youth organizations can:

create special programs to attract the attention of government bodies to their problems;

create conditions for the development of leadership and creative potential of the individual;

attract the attention of state and municipal authorities to solving problems of childhood and children's associations;

create children's self-government bodies;

organize the work of children and youth aimed at helping their peers and other people; prepare children and youth for social self-defense;

develop the legal culture of the individual;

carry out prevention and social behavior.

The desire of children to unite is determined by a combination of social, psychological and pedagogical factors.

A person as a social being outside a society of his own kind cannot develop and self-realize normally. Children are no exception. To protect their specific interests and enter the sphere of public relations, children create their own associations, different in nature and areas of activity, with less or more stability.

By uniting in various groups, companies, teams, etc., children thereby combine their strengths and capabilities to achieve a specific goal in various activities. The child sees in unification with other people a means of self-defense, self-determination as an individual, as a member of a community of similar people.

Children's and youth associations are a stepping stone for a developing personality to enter adult life, one of the ways of socialization of the individual.

The desire for unification is also explained by a number of psychological patterns in the development of the child’s personality, his age characteristics. The main ones are: turning teenagers’ communication into an independent activity; the desire to assert oneself, to be recognized by other members of the community; the emergence of a sense of adulthood; the ability to imitate the behavior of peers and “infect” with the positive example of a significant adult; growth of self-awareness, the desire to be oneself; search for the meaning of life.

Children's associations have the following main functions:

developmental - ensures the civil, moral formation of the child’s personality, the development of his social creativity, the ability to interact with people, to put forward and achieve goals that are significant for everyone;

orientation - providing conditions for children's orientation in the system of social, moral, cultural values;

compensatory - creating conditions for the realization of needs, interests, actualization of the child’s capabilities that are not in demand in other communities of which he is a member, to eliminate the deficit of communication and participation.

A distinctive feature of the modern children's movement is variability:

organizational and legal forms (associations, organizations, movements, unions, associations, leagues, commonwealths, centers, clubs, etc.);

scales and levels;

goals and orientation of the content of the activity (patriotic, economic, environmental, pioneer, scout, political, pacifist, religious, etc.);

organizational structures, their external design.

Thus, the essence of children's and youth associations is manifested primarily in goals related to the education and development of the child's personality on the basis of socially significant activities.

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 is an important condition for 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). Actually reaching children various forms 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. notice, that modern teenagers still experience a natural craving for various types of extracurricular activities among their 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 special institute socialization.

Analysis of modern practice allows us 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 formation, the harmonization of personal and public, individual and collective principles is 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 an extremely wide range of statutory goals and objectives, status (international, national, interregional, municipal, etc.), activity profile, and organizational and legal form. The variety of social initiatives of children and youth, their focus on specific practical problems of 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 high level 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 adults. government agencies. 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 state 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 occupations, 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 unique associations of children and teenagers have appeared who prefer to escape from everyday life into one created by the power of their imagination new reality. 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 large cities around the world and in Russia, groups of skinheads have 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 is presented at the regulatory level in a number of federal laws, but its implementation remains not always effective.

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 key concepts will become a reference point for participants in 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 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 pioneer organizations– Federation of Children’s Organizations”, established on October 1, 1990 by delegates of the X All-Union Pioneer Rally, 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 of the Russian Federation, the legislation of foreign countries where there are members of the SPO-FDO, and the Charter of the SPO-FDO.

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

SPO-FDO 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 (NPC SPO-FDO) is a structural subdivision of the Management Office 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 activities; 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 on the implementation and protection of the interests of the united (A.V. Volokhov).

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

The 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 of social rehabilitation (E.E. Chepurnykh).

PRINCIPLES OF PERSONAL SOCIALIZATION IN A CHILDREN'S PUBLIC ASSOCIATION

Principle (lat. principlepium basis, beginning) – 1) the basic, initial position of 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 of 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 on the basis of constitutional norms and laws;
• the formation of a system of social and cultural values ​​open to young people, accompanied by the 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 foundations for development and implementation,” at which programs of practitioners from different regions countries - Chelyabinsk, Kharkov, Krasnoarmeysk, Donetsk region, etc. The magazine "Vozhaty" published a number of programs aimed at personal growth 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, taking into account socio-economic and political changes in the environment, providing each child with a real opportunity to try themselves in various social roles(journalist, parliamentarian, health visitor, leader) and make a choice of activity according to their 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 sociological research interests and needs of children and adolescents, which is held 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.

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 based primarily on the interests of children and presupposes their initiative and social activity, occupy a special place.

Children's movement- an objective phenomenon, a product of social life. At a certain age, from approximately 9 to 15 years, adolescents develop a need for a significant expansion of contacts and joint activities. 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 in last years increases, and the forms of its manifestation become 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% say that an organization is needed to make it interesting free time; more than 30% - to better prepare for adult life.

In Russia, children, due to the collapse of the mass pioneer and Komsomol organizations 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.

Children's movement

1. The totality of actions and activities of all children's public associations and organizations existing in the region (region) or territorial unit (city, district)

2. One of the forms of socially active activity of children and adolescents, united by common goals and programs of a certain content orientation. For example, the children's and youth movement "Young - for the revival of St. Petersburg."

Today the Russian children's movement is represented by:

International, federal, interregional, regional children's organizations, differing in forms - unions, federations, leagues, schools, associations, etc.;

Various branches, directions, types of movement - civil, professional, socially significant and personal-oriented (environmental, youth, junior, tourism and local history, charity movement, etc.);

Amateur children's club associations that satisfy the interests and requests of children, filling their leisure time;

Socially oriented children's public associations;

Initiatives of children from different regions of the country related to the celebration of significant historical dates: the 50th anniversary of the Victory, the 300th anniversary Russian fleet, 850th anniversary of Moscow, etc.;

Temporary children's associations of participants in international, Russian, regional festivals, competitions, shows within the framework of programs developed by SPO-FDO, FDO, "Young Russia".

Children's Association

The form of children's movement, which is characterized by the main features and characteristics of children's movement;

A social formation in which minor citizens voluntarily unite independently or together with adults for joint activities that satisfy their social needs and interests.

Public associations that include at least 2/3 (70%) of citizens under 18 years of age from the total number of members are recognized as children's associations.

The children's public association is:

Form of social education of children;

Reasonably organized leisure time for children;

An effective means of acquiring personal life experience, independence, and communication experience;

A world of play, fantasy, freedom of creativity.

A children's organization is a voluntary, conscious, amateur association of children to meet their needs, focused on the ideals of a democratic society.

Children's public organizations (COOs) have a clearly defined structure, fixed membership, and rules and regulations governing the activities of participants.

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

The tasks of the preschool educational institution are to ensure the adequacy of all work with children with new social economic relations; contribute to solving the most current problems childhood, achieving the social well-being of each child, interacting with others social institutions, ensure equal opportunities in the social development of children; create conditions for personal self-realization based on an individual and differentiated approach.

Program– a document reflecting a consistent system of actions aimed at achieving a socio-pedagogical goal.

In 1991, the scientific and practical center SPO-FDO, based on a program-variable approach, created the first package of programs “Children’s Order of Mercy”, “Vacations”, “Tree of Life”, “Play is a Serious Business”, “Children are Children”, “ Revival”, “Four + Three”, “Myself”, “Little Princes of the Earth”, etc.

Law- generally accepted norms that are formed in accordance with public opinion and the will of all members of the team and are recognized as binding for everyone (for example: The Law of Good: be kind to your neighbor, and good will return to you. The Law of Care: before demanding attention to yourself, show it to surrounding people, etc.).

Leader of the organization– a person who effectively and efficiently carries out formal and informal leadership in a group (leader and supervisor are ambiguous concepts, since 1) the leader performs the functions of a regulator of interpersonal relations in the group; the leader regulates the official relations of the group with the social environment; 2) leadership is established spontaneously, management is organized; 3) the manager carries out authorized actions in accordance with his job descriptions; the leader's actions are informal).

Principles of design and operation

children's public associations

Self-realization;

Self-organization;

Amateur activity;

Self management;

Social reality;

Adult participation and support function;

Increasing involvement of children in social relations.

Rituals- actions performed on special occasions in a strictly defined sequence, brightly and positively emotionally charged.

Symbolism- a set of signs, identification marks, images expressing an idea that is significant for the team, indicating membership in an association, organization, significant event (organization motto, banner, flag, tie, badges and emblems).

Traditions are rules, norms, customs that have developed in a children’s association, transmitted and preserved for a long time (traditions-norms: laws of the collective, the “Eaglet Circle”; traditions-events).

Typology of children's associations is currently possible in terms of the direction and content of activity, in terms of forms of organization, in terms of 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 , junior, economic, associations for helping the elderly and working with children, peacekeeping and other specialized children's associations.

There are also organizations and associations that work on the basis of different values: religious children's associations, national children's organizations, scout organizations and associations, communal groups (pioneer organizations and associations).

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

The structure of SPO-FDO includes regional, territorial organizations in the status of republican, regional, regional, children's interest associations, 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.; organization of the republics of Russia - children's public organization "Pioneers of Bashkiria", children's public organization of Udmurtia "Springs" and other specialized organizations 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.

The goals of SVE-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 on the basis own positions;

Openness to cooperation for the sake of children.

Supreme body SPO – FDO is the Assembly. SPO - FDO is the prototype of a unified 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 Will Be 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. There are more than 20 programs in total. Scout organizations operate in a number of regions of the country.

Depending on the duration of their existence, children's associations 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: they create real conditions for dynamic and intensive communication between the child and their peers, and provide a variety of opportunities 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 a temporary children's association, teenagers try to independently organize their lives and activities, while 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. The first option: the school and the children's association interact as two independent entities, 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 and has a certain amount of autonomy.

Taking into account the special importance of children's and youth associations for raising children, the Ministry of Education of the Russian Federation has developed guidelines to the heads of educational institutions and additional education institutions about 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.

Questions for self-control

1. Expand the meaning of the words “extracurricular educational work", "out-of-school educational work".

2. Describe the educational possibilities of the activity, determine the requirements for it.

3. Expand the role of additional education institutions in the upbringing of children and adolescents.

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

Literature:

1. Alieva L.V. Children's public associations in the educational space // Problems of school education. 1999. No. 4.

2. Andriadi I.P. Fundamentals of pedagogical skills. M., 1999. P.56-77.

3. Introduction to pedagogical activity./ A.S.Robotova, T.V.Leontyeva, I.G.Shaposhnikova and others. M., 2000. P.91-97.

4. Kan-Kalik V.A. To the teacher about pedagogical communication. M., 1987. P.96-108.

5. Pedagogy / Ed. L.P. Krivshenko. M., 2004. P.205.

6. Podlasy I.V. Pedagogy. M., 2001. Book 2.

7. Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education. /Edited by V.A. Slastenina M., 2000.

8. Smirnov S.A. Pedagogy: pedagogical systems and technologies. M., 2001.

9. Stefanovskaya T.A. Pedagogy: science and art. M., 1998.

10. The colorful world of childhood. M., 2001.