Children's public associations. May unions Having studied the values ​​of children and adolescents as the basis for the effective functioning of children's public associations, using the example of the Sobolyata kindergarten, we came to the conclusions

§ 4. Children's public associations in the educational system of the school

Children's public associations as an institution of education.

The school cannot but take into account the influence of various social institutions on the upbringing of children. Among them, a special place is occupied by various children's public associations. Previous experience proves that children's associations should have their own social niche. For them, global goals, the assignment of the functions of other public or state institutions are destructive. The long-term goals of children's public associations are to help children find the application of their strengths and capabilities, fill the vacuum in the implementation of children's interests, while maintaining their own face, their approaches.

The All-Union Pioneer Organization - a single, monopoly, mass organization - was replaced by many forms and structures of the children's movement. The International Federation of Children's Organizations (SPO-FDO) was created, which includes 65 subjects of the Russian Federation and the CIS - republican, regional, city children's structures. The Federation of Children's Organizations "Young Russia" unites 72 children's public associations of different levels (from primary associations to unions, associations).

Simultaneously with the formalized ones, informal, spontaneous children's and youth associations are created and operate, which are preferred by up to 30 percent of young people. Particularly attractive today are associations - "hanging out" of various orientations: social, sports, cultural (musical), national. There are also associations of asocial orientation. "Tusovki" are an independent and weakly amenable to external regulation instrument of influencing children and youth.

Today, the children's movement appears as a complex socio-pedagogical reality, which manifests itself in the voluntary activity of the children themselves according to their requests, needs, needs, and their initiatives, as a kind of response to the events of their life. Their main feature is amateur activity aimed at the realization by the child of his natural needs - individual self-determination and social development.

The children's movement becomes an educational tool under special conditions, ways of organizing it, which make it possible to positively influence the child through the efforts of the children themselves, their communities, gently manage his development as a person, complementing the school, extracurricular institutions, and family. One of the conditions is a pedagogically organized, socially and personally significant activity of a children's public association - the main form of the children's movement.

A children's public association is, first of all, a self-organizing, self-governing community created on a voluntary basis (desires of children and adults), on initiatives, the desire of participants to achieve certain goals that express the needs, needs, needs of children. A children's public association with a positive social orientation is an open, democratic structure, without a rigid "official hierarchy". It is not a structure of a state institution (schools, institutions of additional education, universities, enterprises), but can be created and operate on the basis of the latter with direct personnel, financial and logistical support. Such an association can be considered a children's association, in which at least 2/3 of the citizens have not reached the age of 18. The leadership of adults (mandatory members or members of the association) is voluntary, public in nature. The relative independence of the children's public association is its characteristic feature.

Unlike a children's association, a children's public organization as a form of children's movement- this is an association of a clearly expressed social, ideological orientation, created, as a rule, by adult communities, state structures. This is a relatively closed, multi-level structure with subordination of subordinates to superiors, fixed membership, duties and rights of each member, self-government body, official. At the heart of the organization is a system of small primary children's structures through which the purpose, tasks of the organization, its laws, rights and obligations are realized. The activities of the organization, its program are determined by the prospects of both the organization and each member (ranks, degrees, titles, positions). A classic example of a children's organization is a pioneer, scout.

The current situation of depoliticization of the children's movement, its focus on humanistic principles, the disclosure of the creative personal potential of the child, his natural data determine the preference for more democratic, open forms of social children's movement. Thus, children's public associations received the right to be independent legal entities and to define their relations with various state structures as equal partners on the principles of interaction, cooperation, on a contractual basis.

Another one important feature modern children's public structures - their right to choose adult leaders. Today there is no specific leader, a representative of the youth, adult social structure, there is no single pedagogical leadership in the person of professionals. The curator (head, leader) of a children's association can be almost any adult without age, gender, nationality, education, party affiliation, acting within the framework of the Declaration on the Rights of the Child and the laws of the Russian Federation.

There are no restrictions on the location of children's public associations. They can be created and operate on the basis of public and private institutions, public structures, at the place of residence.

The influence of children's associations on the functioning and development of the educational system of the school. Their influence is determined by a variety of factors: the specifics public institution and public children's structure; educational traditions of the school and the target orientation of the association; the staffing potential of the school; features of the surrounding society; the personality of the head of the association, etc. In each case, the mutual influence will be diverse. However, it is important that the end result - a positive impact on the child, teacher (subjects of the educational system) be significant.

The purpose of the activity of any children's public association can be considered in two aspects: on the one hand, as a goal set by children, on the other hand, as a purely educational goal set by adults participating in the work of children's associations.

In the first case, the voluntary association of children is possible only when they see in it the prospect of an interesting life, the possibility of satisfying their needs. It is important that the association raises the social significance of their activities, makes them more "adult". This aspect, which does not contradict the "children's" goal, involves the creation in the organization of such conditions under which the socialization of the child is more successfully carried out, resulting in the desire and readiness of children to perform social functions in society.

Children's public association is an important factor in influencing the child, influencing in two ways: on the one hand, it creates conditions for meeting the needs, interests, goals of the child, the formation of new aspirations; on the other hand, it determines the selection of the internal capabilities of the individual through self-restraint and collective choice, adjustments with social norms, values, and social programs.

The children's public association also performs protective functions, defending and protecting the interests, rights, dignity, and uniqueness of the child.

The process of socialization in a children's association is effective when there is a common interest, joint activities children and adults. At the same time, children should have the right to choose the forms of life of the association, to freely move from one group, one micro-collective to others, the opportunity to create associations for the implementation of their own programs.

Types of children's public associations. Associations of children differ in the content of their activities, in the duration of their existence, and in the form of management.

According to the content of their activities, children's associations can be labor, leisure, socio-political, religious, patriotic, educational, etc. Labor associations of children implement the tasks of organizing their labor activity. These are student cooperatives, most often created for joint activities of children to solve personal economic problems.

Leisure, socio-political, patriotic and other associations involve solving the problems of developing the abilities and inclinations of children, the problems of providing them with opportunities for communication, self-expression and self-affirmation. Due to the fact that the child enters these groups voluntarily, here he does not have to put up with the position that he is forced to occupy in the classroom.

According to the duration of their existence, children's public associations can be permanent, which, as a rule, arise on the basis of a school, institutions of additional education, at the place of residence of children. Typical temporary associations of children are children's summer centers, tourist groups, etc. Situational associations include children's associations created to solve some problem that does not require much time (participants in a help action, rally, etc.).

By the nature of management among children's public associations, one can single out informal associations of children, club associations, and children's organizations.

L. V. Aliyeva presents the experience of interaction between the school and children's public associations in the following typical versions.

The first option - the school as a state educational institution and children's public associations (more often these are organizations with a clear program, purpose, rights and obligations of members of federal, regional, city significance, having an independent legal status) build relationships as equal partners on a contractual basis in accordance with the law "On support of children's, youth public associations", each voluntarily taking on specific responsibilities.

With such cooperation, real opportunities for interaction are created for two independent educational subjects. At the same time, the school voluntarily chooses a partner in the face of a children's public structure, based on the principles of democratization and humanization of the educational process. The interaction of equal educational subjects can be implemented in various forms, primarily on the basis of the implementation of common programs (social, cultural, educational, etc.). The subjects of SPO-FDO and schools, as experience shows, successfully interact on the basis of developed socially oriented programs ("Game is a serious matter", "Order of Mercy", "School of Democratic Culture", etc.). Programs, projects of FDO "Young Russia", focused on civic education, individual development, social adaptation child ("Renaissance", "School of social success"), for the upbringing and development of younger students ("Four plus three", " The little Prince Earth"), are successfully used in updating the educational systems of schools.

On the basis of the school, "outposts", primary structures (teams, detachments, clubs) of a district, city, regional children's organization, the members of which are students of this school, can be created and operate. By their social activities, the position of a member of an organization, association, such children influence certain aspects of the educational system of the school or contribute to its creation (they create press centers, organize clubs, conduct expeditions).

The positive impact on the educational system of the school of relations of equal partners is largely determined by the dynamism, democracy, autonomy of children's public associations, their clearly defined specifics, as well as the ability of the school to have several partners, without tying itself rigidly and for a long time to one public association, organization, building relationships according to principle of expediency. The option of interaction of equal partners makes it possible to bring the educational system of the school beyond its walls, to make it more open, socially significant, and effective. The new position of students - members of the children's public association has a positive effect on their educational activities, making adjustments to its content, organization, humanizing the "adult-child" relationship. Experience convinces us that children's social structures are indirectly capable of leading the educational systems of schools out of a state of crisis and chaos.

So far, in mass practice, relations between schools and children's public associations as equal partners are just emerging.

The second option is more common. Its essence lies in the fact that the relationship between the state educational institution and the children's public structure is built as the interaction of the subjects of the educational system of the school, giving it the features of a self-governing, democratic, state-public.

Children's association in this case is an important component of the system, which is in close relationship with its main structures. In other words, the interaction of these two subjects is carried out within the educational system at the level of state and public (amateur) structures (management and self-government, class - children's association, state educational programs and programs of children's associations during extracurricular time, etc.).

As a rule, the initiators of the creation of children's public structures in schools are adults - teachers, leaders, less often - the children themselves, their parents. Teachers-initiators and voluntarily become curators, leaders, leaders of children's associations, their active participants. It is this group of teachers and children's activists, united in voluntary communities at the call of the soul, that often act as generators of new ideas, the implementation of which can become the initial stage in the formation of an educational system or an impulse for its development. Such an influence of children's public associations on the educational system of the school has been observed in practice in recent years.

The school is increasingly aware of the importance of the children's movement in the educational system due to its diverse manifestations, amateur performances, and children's creativity. At present, there is the most diverse experience of creating public children's structures in schools (organizations, clubs, councils, unions, children's parliaments, etc.), organically included in their educational systems.

So, children's public structures in the educational systems of schools are represented by:

Various forms, bodies of student self-government (councils of high school students, school committees, dumas, veche, etc.);

School (student) organizations; children's public associations, organizations operating in the system of additional education of the school;

Temporary children's associations - councils, headquarters for the preparation and conduct of collective creative affairs, games, labor operations, sports, tourist and local history competitions;

Profile children's amateur associations (to expand, deepen knowledge in specific areas).

Each of these children's public structures has its own specifics and is capable, with competent pedagogical instrumentation, of influencing the state of the educational system of the school. Thus, the place of student organizations in the educational system of the school is quite specific. They are allies of the teaching staff of the school in solving its main tasks determined by the state; defenders of the rights of the student, initiators of school competitions, competitions, reviews, subject weeks, creative exhibitions held together with teachers. The main object of their activity is the school, the student, the "teacher-student" relationship, learning activities. The role and place of the student organization in the school, its authority in the eyes of children, teachers, parents is one of the indicators of the effectiveness of the educational system of the school.

Children's public associations, as evidenced by the experience of recent years, often serve as incentives for the birth of something new in the work of the school, and at the same time, the best traditions of the school are preserved and enriched in their activities. We can say that they are able to give the educational system of the school stability, solidity, modernity.

The main meaning of the interaction between the school and children's public structures is the creation of a truly humanistic educational system in which the goal and result is the child as a person, creator, creator.

Questions and tasks

1. Define the educational system.

2. What is the structure of the educational system?

3. What is the essence of the driving forces behind the development of the educational system?

4. Expand the content of the main stages in the development of the educational system.

5. What are the criteria for the effectiveness of the educational system?

6. Give a description of the main foreign and Russian educational systems.

7. What are the functions, rights and obligations of the class teacher?

8. What are the main forms of work of the class teacher with students.

9. What is the role and place of the class teacher in the functioning and development of the educational system?

10. Name the main features and types of children's public associations.

11. Describe the main options for interaction between the school and children's public associations and their impact on the functioning and development of the educational system.

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

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

Scientists note that the social activity of children and adolescents has been increasing in recent years, and the forms of its manifestation are becoming more diverse. Children and adolescents need such associations where everyone will be helped to satisfy their interests, develop their abilities, where an atmosphere of trust and respect for the personality of the child is created. All researchers note that the majority of adolescents wish to be in a children's organization, while almost 70% of them prefer to be members of an organization of interest; 47% say that the organization is needed to make it interesting to hold free time; more than 30% - to better prepare for adulthood.

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

Legislative base 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.

baby movement

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

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

Today the children's movement in Russia is represented by:

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

Various branches, directions, types of movement - civil, professional, socially significant and personality-oriented orientation (environmental, youth, junior, tourist and local history, mercy movement, etc.);

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

Socially-oriented children's public associations;

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

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

Children's association

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

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

Children's associations are public associations that include at least 2/3 (70%) of citizens under 18 years of the total number of members.

Children's public association is:

Form of social education of children;

Reasonably organized leisure time for children;

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

The world of play, fantasy, freedom of creativity.

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

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

PEO is a voluntary association of children and adolescents, fixed by formal membership, which is built on the principles of amateur performance and organizational independence.

The tasks of the preschool educational institution are to ensure that all work with children is adequate to the new socio-economic relations; contribute to solving the most urgent problems of childhood, achieving the social well-being of each child, interacting with other social institutions, ensuring equal opportunities in the social development of children; create conditions for self-realization of the individual on the basis of an individual and differentiated approach.

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

In 1991, the SPO-FDO scientific and practical center, on the basis of a program-variant approach, created the first package of programs "Children's Order of Mercy", "Vacations", "The Tree of Life", "Game is a serious matter", "Children are children", " Revival”, “Four + Three”, “Myself”, “Little Princes of the Earth”, etc.

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

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

Principles of device and operation

children's public associations

Self-realization;

Self-organization;

amateur performance;

Self management;

social reality;

Participating and supporting function of adults;

Increasing involvement of children in social relations.

rituals- actions performed on solemn occasions in a strictly defined sequence, brightly and positively emotionally colored.

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

Traditions - rules, norms, customs that have developed in the children's association, transmitted and preserved for a long time (traditions-norms: the laws of the team, the "eagle circle"; traditions-events).

Typology of children's associations is currently possible in terms of the direction and content of activities, forms of organization, and duration of existence. Thus, there are associations of cognitive, labor, socio-political, aesthetic and other orientations: interest clubs, military-patriotic, military-sports, tourism, local history , yunkor, economic, associations for helping the elderly and working with kids, peacekeeping and other specialized children's associations.

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

The largest children's association is the Union 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, territorial, regional, children's associations of interest, specialized organizations and associations. Among them are the Federation of Children's Organizations "Young Russia", children's organizations of the CIS countries, regional children's organizations and associations - the children's organization of Moscow "Rainbow", the Voronezh regional organization, the children's and youth organization "Iskra" and others; organization of the republics of Russia - the children's public organization "Pioneers of Bashkiria", the children's public organization of Udmurtia "Springs" and other specialized organizations of various levels - the Youth Maritime League, the Union of Young Aviators, the Small Press League, the Children's Order of Mercy, the association of children's creative associations "Golden Needle " and etc.

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

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

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

The main principles of SPO-FDO are:

Priority of the interests of the child, concern for his development and observance of his rights;

Respect for religious beliefs and national identity of children;

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

Openness for cooperation in the name of children.

The supreme body of the SPO - FDO is the Assembly. SPO - FDO - a prototype of a single humanitarian space, which is so difficult for adults to create in the CIS. Its programs testify to the nature of the activities of the SPO-FDO. To name just a few of them: "Children's Order of Mercy", "Golden Needle", "I want to do my own thing" (beginning manager), "Tree of Life", "Own voice", "Game is a serious matter", "The world will be saved by beauty" , "Scarlet Sails", "From Culture and Sports to a Healthy Lifestyle", "School of Democratic Culture" (movement of young parliamentarians), "Vacations", "Ecology and Children", "Leader" and others. More than 20 programs in total. Scout organizations operate in a number of regions of the country.

Children's associations for the duration of existence can be permanent and temporary. Typical temporary associations of children are children's summer centers, tourist groups, expedition teams, associations for holding some kind of action, etc. Temporary associations have special restorative possibilities: real conditions are created for the child's dynamic and intensive communication with peers, various opportunities for creative activity are provided. The intensity of communication and specially assigned activities allow the child to change his ideas, stereotypes, views on himself, peers, adults. In a temporary children's association, adolescents try to independently organize their lives and activities, while taking a position from a timid observer to an active organizer of the life of the association. If the process of communication and activities in the association take place in a benevolent environment, attention is paid to each child, then this helps him create positive model behavior, promotes emotional and psychological rehabilitation.

The school and children's public associations can and should act in concert. In life, various options for the interaction of the school with children's public associations have developed. The first option: the school and the children's association interact as two independent entities, find common interests and opportunities to satisfy them. Option two assumes that the children's organization is part of the educational system of the school, has a certain amount of autonomy.

Given the special importance of children's and youth associations for raising children, the Ministry of Education of the Russian Federation has developed guidelines to the heads of educational institutions and institutions of additional education about the need for extensive interaction with them (children's youth associations). It is recommended to create coordinated joint programs, projects, to form a positive public opinion about the activities of children's and youth associations, to involve the pedagogical and parent community in this. In state educational institution or institutions of additional education, it is necessary to provide for the position of the curator of children's organizations (teacher-organizer, senior counselor, etc.), to allocate premises for the work of these associations after school hours; create conditions for conducting classes and various events (gatherings, meetings, etc.); provide for joint actions, projects, activities in terms of educational and educational work educational institution. All this gives the child the opportunity to choose associations of interest, move from one association to another, participate in educational programs and projects that are consonant with him, which contributes to the competitiveness of the programs of children's and youth associations and improve their quality.

It is advisable to have an annual discussion of the results of the activities of public associations at pedagogical councils schools with stakeholder participation. Such work requires appropriate qualifications, teaching staff, methodological services working in children's associations and in the education system, teachers-organizers, class teachers, educators, etc.

Questions for self-control

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

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

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

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

Literature:

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

2. Andriadi I.P. Basics pedagogical excellence. M., 1999. S.56-77.

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

4. Kan-Kalik V.A. Teacher about pedagogical communication. M., 1987. pp.96-108.

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

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

7. Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education. / Under the editorship of 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.

Alternative scouting organizations were and are the product of groups of enthusiasts. It is difficult to define features that are equally inherent in all of them. If in the 1920s they did not receive mass support in society due to the rejection of the dominant churches, the joint upbringing of boys and girls (which was not very welcome in English society), participation in the activities of political parties, today alternative movements and organizations mainly advocate the preservation of the old (“conservative ”) traditions, against modernism, excessive socialization of the scouting movement. Although, of course, this is not inherent in all groups (especially newfangled ones). Today it is difficult to say unequivocally that this “innovation” will definitely win. But in conditions when new liberal ideas are gaining more and more supporters (and not only in the USA), scouting will either have to change once again or sharply and radically split organizationally. One way or another, then and now, not a single children's and adolescent movement could resist the mass spread of scouting. All these groups were not and are not any serious alternative to Scouting, existing on the principles of WOSM or WAGGGS.

PEO is a voluntary association of children and adolescents, fixed by formal membership, built on the principles of self-government, amateur performance and organizational independence.

The activities of the children's public organization are regulated by the following state regulations: Civil Code of the Russian Federation; Law of the Russian Federation “On non-profit organizations”; RF Law “On Public Associations”; Law of the Russian Federation “On state support of youth and children's public associations”.

According to its legal status, a children's public organization has the following most important features: the presence of a voluntary, formalized membership. participation of members of the organization in managing its affairs: elections of governing bodies, control over their activities, development of programs for the activities of the organization, etc. participation in ensuring the property basis of the organization and organizational and structural independence.

The purpose of the PEO activity can be considered in 2 aspects. On the one hand, as a goal set by children who have united in an organization, on the other hand, as a purely educational goal set by adults who created this organization for children.

The children's public organization of the Sverdlovsk region "Sobolyata" has been operating on the territory of the Sverdlovsk region for 2.5 years. The main goal of the organization is to help young residents of the Sverdlovsk region in their civil development. Thanks to her activities, the Sverdlovsk region should receive socially useful things for children today, and independent and active adult citizens tomorrow.

The daily activities of the “sable” detachment are planned in such a way that children have the opportunity to acquire the knowledge they need in various specialties, not only theoretically, but also through the participation and organization of various events, actions, holidays, gatherings, trips, etc.

Each detachment (territorial organization "Sobolyata") submits a plan of its activities, adopted by the council of the detachment (organization) to the regional council of the children's public organization of the Sverdlovsk region "Sobolyata", once every three months. In addition, an information report on the work of the detachment (organization) for the previous three months is attached to the plan.

Having studied the values ​​of children and adolescents as the basis for the effective functioning of children's public associations, using the example of the Sobolyata kindergarten, we came to the following conclusions:

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

־association considers Truth and Goodness;

־ bases the laws of activity of the primary organization and its participation in it primarily on Friendship;

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

־of all the duties and deeds of the members of the association, he most appreciates the Cause;

־ considers voluntariness and creativity to be the main norms of association;

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

־ guidelines for activity - Mercy and Peacemaking;

־concerns for their affairs and reflections - Family and Society;

־The organizational structure and activity of the primary organization of the Belarusian Republican Youth Union is built, in the opinion of its members, primarily on the principle of Cooperation.

Participation in the activities of children's associations gives children and young people a rich and unique experience of communication, romance, adventure, and also forms an active citizenship, responsibility, initiative and purposefulness, introduces them to democratic and legal norms. Volunteering for the benefit of other people, nature forms moral values ​​and humane qualities in the activists of the children's movement. Such children and young people can bring many benefits to society and their country.

List of used sources and literature

2. Federal Law "On the Basic Guarantees of the Rights of the Child in the Russian Federation" (July 24, 1998. No. 124-FZ) Law of the Russian Federation on Education (05.12.1995)

4. Law of the Russian Federation “On state support of youth and children's public associations” (June 28, 1995 No. 98-FZ).

5. Actual problems modern childhood: Sat. scientific papers. Issue. four.

6. Bogomolova L.V., Golubeva T.L. Teen culture. On the way to dialogue. - M., 1992.

7. Borisova L.A. Children's movement in modern society: the concept of development and educational opportunities // Folk School. 1995. No. 6.

8. Bykov A.K. // Social Technologies, Research, №2, 2005. - With. 58-63

9. Children's movement. Issue 4Under the direction of T.A.Vasilyeva.Comp. and editor: T.V. Trukhachev - M., 2004

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The 90s of the twentieth century became the starting point for qualitative transformations in the children's movement at all levels of interaction between the state and society in the context of the implementation of the main provisions of the Convention on the Rights of the Child: legal, economic, content-activity, psychological, pedagogical, organizational. The same tendencies are typical for the world children's movement. It came to be seen as a movement for children.

The modern children's movement must be considered as a social phenomenon that unfolds in the historical space, in real time of childhood and adolescence, and is influenced by the socio-political conditions of society. Children's public organizations and associations are the most stable and structured part of the children's movement, representing a special social institution of education. The goals of children's public organizations and associations, distinguished by a humanistic character and orientation towards universal values, have a high moral component. Features of the organizational structure of children's organizations are associated with the implementation of the following substantive provisions:

Respect for the individual, his rights;

Development of the desire for self-knowledge, self-improvement, self-realization;

Formation in children and adolescents of the experience of interpersonal interaction, the ability to social creativity;

Increasing the level of civil social responsibility in collective forms of activity.

The 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 personal growth young citizen.

Everyone who joins a children's public organization is the subject of his own development in specific conditions associated with the national, cultural, ethnographic, and social environment. Care and attention to the problems of the positive social development of the emerging personality, the steady growth of the leadership and creative potential of the child, the possibility of independent choice of one or another form of association allow preserving the diversity of organizational forms of children's initiative.

At the beginning of the third millennium, a problem of an organizational and scientific nature was actually identified, connected with a change in attitudes towards the essence of interaction between the state and children's public associations. The essence of these relations can be represented as follows. The state is interested in the activity and social loyalty of the younger generation, while the child needs space for self-realization. Consequently, children's public associations are needed by the state and represent a field for self-realization of children of various social, ethnographic, gender and age groups of the population. Ideally, the state should create conditions for the existence of a wide variety of children's public organizations and associations and not interfere in their internal affairs.

To create a children's public association, it is necessary to study a number of legal acts:

UN Convention on the Rights of the Child;

Civil Code of the Russian Federation;

Federal Law "On public associations";

Federal Law "On state support of youth and children's public associations";

Federal Law "On Education";

Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation”;

Law "On state support of youth and children's public associations in the Astrakhan region";

Government Decree Astrakhan region"On the Regulations on holding a competition of projects (programs) of youth and children's associations for state support in the form of subsidies provided from the budget of the Astrakhan region."

About key concepts.

In connection with the cardinal changes that have taken place in the children's environment in recent years and have led to even greater changes in a unique social institution - a children's organization, the problem of using the conceptual apparatus is becoming more and more acute.

A number of scientists in different time proposed an interpretation of the concepts of "children's association", "children's organization". They are presented in comparative table below.

It seems logical to complete the comparative table with definitions that have the force of law, because they are formulated in the Federal Law "On Public Associations", adopted by the State Duma on April 14, 1995 and entered into force on May 19, 1995:

“... Article 5. The concept of a public association.

Under public association is understood as a voluntary, self-governing, non-commercial formation created on the initiative of citizens united on the basis of common interests for the implementation of common goals specified in the charter of a public association (hereinafter referred to as statutory goals).

The right of citizens to create public associations is exercised both directly through the association of individuals, and through legal entities - public associations ...

... Article 8. Public organization.

public organization is a public association based on membership, created on the basis of joint activities to protect common interests and achieve the statutory goals of the united citizens.

Members of a public organization in accordance with its charter may be individuals and legal entities - public associations, unless otherwise established by this Federal Law and laws on certain types public associations.

The highest governing body of a public organization is the congress (conference) or general meeting. The permanent governing body of a public organization is an elected collegial body accountable to a congress (conference) or general meeting.

In the case of state registration of a public organization, its permanent governing body exercises the rights of a legal entity on behalf of the public organization and performs its duties in accordance with the charter ... "

Thus, from these definitions it becomes clear that the concept of "public association" is broader than the concept of "public organization".

According to Art. 7 of the Federal Law "On Public Associations" public associations can be created in one of the following organizational and legal forms: public organization; social movement; public fund; public institution; body of public initiative; Political Party. At the same time, public associations created in any of the listed forms can both be registered in the manner prescribed by this Law and acquire the rights of a legal entity, and function without state registration and acquisition of the rights of a legal entity (Articles 3, 8 - 12).

Of course, the Law does not refer to children's public associations and organizations, since their specific features are not taken into account, but at the same time, the legal registration of these children's formations occurs only in accordance with the relevant articles of the Federal Law "On Public Associations". That is why the concepts of “public association” and “public organization” are recognized by us as invariant.

The developments of scientists presented in the comparative table characterize the obvious attempt of the authors to include in the definitions everything that children's public associations and organizations do or can do, the designation of mandatory differences, the management mechanism, organizational structure, etc. This task is impossible, because the children's public organization and children's public association is a living, flexible, mobile, constantly changing mechanism.

In our opinion, at present (the period of revival, active creation, formation and survival of children's organizations), the most acceptable way is possible - to define these concepts precisely for this historical period development of the country and children's formations.

Children's organizations and associations differ significantly from adults in terms of the leading feature - the participation of adults in the activities of the children's formation. Many years of world experience in the emergence and development of various children's organizations shows that for their birth it was necessary to express the will not only and not so much of the future members of the organization, but of a certain part of the adult population of a given country (a specific class, stratum, party, youth organization ...) The role of adults and can decisive influence on the content of children's activities.

In this regard, Dr. pedagogical sciences, the professor offers the following interpretation of concepts:

Children's public association- the formation of children united on the basis of common interests for the realization of goals and self-development on the initiative and with the pedagogical management of adults.

Children's public organization- voluntary, amateur, self-governing on the basis of the Charter (and other documents) an equal association of children and adults, created for joint activities to implement and protect the interests of the united.

This approach does not separate, but unites these concepts and children included in organizations and associations. Moreover, it is quite obvious that the conditions for interaction, interpenetration, interconnection and interdependence have been formally created, since at the initial stage a children's public organization can be largely organized as a children's public association. In turn, at a higher stage of development (children's self-government bodies have been formed, leaders have been determined, collective planning, etc.), a children's public association can develop into a children's public organization. In fact, this is exactly what happened in our practice, which allows us to speak about the regularity and conditionality of the process that contributes to the creation of comprehensive opportunities for effective self-realization of the child.

The purpose of the children's public organization can be considered in two aspects. On the one hand, as a goal set by children united in an organization, on the other hand, as a purely socializing goal that adults decide.

Speaking about the first aspect, it should be noted that the voluntary association of children in an organization is possible only when they see in it the prospect of an interesting life, the possibility of satisfying their interests, the possibility of self-realization. It is important that the organization raises the social significance of their activities, makes them more “adult”.

A well-known psychologist made a figurative and accurate remark: what we regard as weakness of the will, in children and adolescents, is most often the weakness of the goal. The guys do not achieve something, do not overcome themselves and circumstances, not because they cannot do it, but because they do not see why this should be done, they do not have corresponding vital goals.

Here is the explanation of many failures of the organization and one of the most important ways of its renewal.

The second aspect, which does not contradict the "children's" goal, involves the creation in the organization of such conditions under which the child's self-realization is more successfully carried out. The result of this is the desire and readiness of the members of the children's organization to perform social functions in society.

The problem of goal-setting in the activities of a children's public organization is very important. Understanding the relationship between the ideal and the concretization of the goal of activity should be dialectical: the gradual embodiment of the ideal, approaching it, taking into account specific historical stages of social development.

Unfortunately, when determining the goal of a children's organization for a long time tried to transform the ideal model - a harmoniously developed personality - into a real educational goal, which was unattainable. The goal of any activity is not only a direction, but also an opportunity to achieve a practical result. This is a kind of project of action that determines the nature and order of various acts and operations as an ideal anticipation of the result of activity.

Considering the purpose of activity from these positions, one can single out its main components that correspond to the main social functions of a person in life and, therefore, create opportunities for his self-realization. We are talking about the formation of readiness among members of children's organizations (for):

▪ to civilized economic relations;

▪ to political relations based on the norms of democratic culture;

▪ to relations in the spiritual sphere on the basis of universal values.

Each of the components is implemented in close connection with others.

The goal of a children's public organization can be formulated as the creation of conditions for the social formation and self-realization of the child, which the children themselves formulate as the prospect of an interesting life.

Understanding the goal allows us to redefine the tasks of the organization that contribute to the socialization and self-realization of the child:

▪ formation of social skills in the economic, political and spiritual spheres;

▪ formation of motives for social activity;

▪ creation of conditions for self-realization of children, disclosure of their creative potentials;

▪ stimulation of self-knowledge and self-education of members of the children's organization.

The result of the implementation of the above goals and objectives is the formation of readiness among the members of the organization to perform various social functions in society.

As long-term practice has shown, at the stage of the revival of the children's movement in the country, the most effective way to update the content of the work of children's organizations is the way of developing and implementing activity programs - a variable program approach.

A variable-program approach is to provide children with the opportunity to choose a field of activity and communication; associations, organizations, groups of children in which the necessary conditions are created for the socialization of the individual. It presupposes the existence of a complex of programs that differ from each other in the content of children's activities and in adequate forms and methods of work. These programs implement an age-appropriate approach and take into account the range of interests and needs of children.

The distinction of a public association

from other entities.

Working in practice and interacting with the representatives of the AROO ADMOO, we encountered the following problem: on the basis of secondary educational institutions, there are children's public associations that are part of our structure, but sometimes not all associations comply with the norms of the law that are enshrined in documents at various levels. Very often in secondary educational institutions the concept of "public association" is identified with the concept of "school student self-government". Some teachers of additional education ask themselves the question: “How can I create a public association based on my creative association? Where to begin?" There are other questions as well. First of all, attention should be paid to features these concepts, which are summarized in the following table:

Important points in activity

public association.

Experience shows that in the activities of almost any normally functioning public association, several important points can be distinguished:

Ø Team

Ø Activities

Ø Organizational culture

Ø Resource support for the activities of the association

Ø PR associations

Ø Establishing contacts with other organizations

Ø Work with potential members of the association

Team.

When creating an association, it is necessary to remember that one cannot hold out for a long time on personal enthusiasm. The senseless heroism of lonely leaders is the result of a lack of attention to the structure of the organization, to how everything is built, and who should be responsible for what. First, it should be borne in mind that the organization was not created to meet only the needs of its members. The members of the association must also work for her. Secondly, the association must have a working asset, a board, each member of which is personally responsible for a certain part of the work. In our opinion, such a board should have at least 7 people:

2. Deputy head responsible for work on activity programs.

3. Attracting resources to the association.

4. Responsible for the formation of a positive public opinion about the association and its activities.

5. Responsible for the formation and development of organizational culture.

6. Responsible for the interaction of the association with organizations.

7. Responsible for working with potential members of the association.

Naturally, all board members should be a single team.

Activity.

The main goal of the primary association is to create conditions for the comprehensive development of the child, young man in various fields public life. The implementation of this goal, as a rule, occurs through the inclusion of members of the organization in real socially significant activities. Activity is what the association lives for, what brings it vocation and authority, in the process of which and about what the members of the association communicate, what they value and are proud of. The main thing is that it should be of a socially significant nature and create conditions for the inclusion of members of the association in real socially significant relations, contributing to the optimization of the process of their socialization.

1. Formation and promotion of ideas among children and youth healthy lifestyle life, prevention of the use of narcotic drugs, alcohol, prevention of negative aggression of young people.

2. Development of intellectual and creative abilities of children, organization of festivals, competitions, concerts, intellectual games and KVN games.

3. Study of the history of one's region, organization of local history expeditions, study of national and domestic culture, Russian history, formation of patriotic feelings and love for their Motherland among young Russians.

4. Protection of the rights of children and youth, defending the interests of young people before the state and society.

6. Strengthening the physical health of children, cultivating sports, organizing sports competitions and holidays, holding military sports games and camps.

7. environmental education of the population, promotion of environmental knowledge and the way of life corresponding to it, environmental monitoring and organization environmental actions, environmental protection, development and implementation of creative environmental projects.

Frishman self-management in children's public associations. Nizhny Novgorod, 2007.

Federal Law "On Public Associations" dated 01.01.01 No. No. 82 FZ // Collection of Legislation of the Russian Federation of 01.01.2001. No. 21.- Last changes were introduced into the law on 23.07.2008.

Volokhov and work on concepts // Theory. An experience. Methodology. – N. Novgorod, publishing house of technology”, 2006.

I want to be the leader! Issue 4. - Nizhny Novgorod: Technology Publishing House, 2006.

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 years.

Description

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

Children's public organizations often involve a complex structure and documentation, the development of a charter, the creation of a system of governing bodies. Public organizations include associations, federations, unions, leagues, foundations, etc. Informal organizations are called spontaneously emerging groups of children. As a rule, but not always, they stand aloof from social problems, often based on amateur interests or interest groups, entertainment preferences. There are also anti-social informal organizations, such as criminal groups, hooligan gangs, etc.

The boundaries of the concepts of "children", "teenager" and "youthful" are defined differently. In modern pedagogy and developmental psychology, researchers most often distinguish childhood (earlier, preschool, junior 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 of age. However, the UN Convention on the Rights of the Child and the constitution of the Russian Federation consider children of all citizens from birth to 18 years old - it is at 18 years old that civil adulthood begins. Since children's organizations belong to the sphere of public activity, they are subject to the legal definition of children's age - 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 camps 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 ​​\u200b\u200bcreating which was proposed by the Finnish storyteller Zakhary 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 had returned from the Grand Duchy of Finland.

Thanks to publications in children's magazines, a year later 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 after the October Revolution ceased, but the idea of ​​protecting birds was picked up by organizations of "young naturalists" (young naturalists).

Settlements

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

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, a suburban summer labor colony "Cheerful Life".

Scouts

However, April 30, 1909 is considered to be the official founding date of the children's movement in Russia. On this day, in Pavlovsk near St. Petersburg, guards officer Oleg Pantyukhov organized the first Russian scout detachment. The Scouting 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 autumn 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. The Tsarevich-heir Alexei was also a scout. In 1926, however, the Scout organizations were officially banned - they were replaced by the pioneers.

In order to educate proletarian children in the first days after the revolution of 1917, children's clubs began to be created in various cities of the country. A 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 autumn of 1918, the children's organization of young communists (YUK) was created, but a year later it was disbanded. 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, the name of the new organization was adopted - detachments of young pioneers named after Spartak. 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 (RKSM) decided to extend this experience to the whole 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 began to appear at the pioneer detachments - October. On January 21, 1924, the pioneer organization received the name of Vladimir Lenin, and from 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.