Children's public associations: features of creation, history and interesting facts. Children's public organizations and associations State rights of associations

Publications

Children's public organizations: invariant and variability

Edition: Nar. education.– 2007.– No. 7.– P. 207–214

The essence of children's public organizations

It is advisable to consider the essence of children's public organizations in four planes: age, socio-pedagogical, public, organized.

The age characteristics of public organizations of adolescents are associated with belonging to the same generation and age. They are determined by the attributes of everyday life, general orientations, moods and expectations. The difference between the world of adults and the world of children is determined by the difference in the degree of social maturity, the difference in the level of full participation in the system of social relations. The space of manifestation of the features of the children's world culture, law and social interaction. The culture of adults is dominant, while the culture of children (teenagers) is a subculture. In legal terms, adults are capable, and children are not capable, so children's public organizations are associations of groups of the population that are discriminated against in legal terms. In the social sense, an adult is focused in his activities on productivity, rationalism, and for a child, the process, the emotional state, is primarily important.

The social and pedagogical component in children's and adolescent public organizations is significantly limited in the legal aspect. The legal status of a counselor may not be higher than that of adolescents members of the community. A characteristic feature of children's public organizations is their autonomy in relation to the state education system.

In the public aspect, children's public organizations are amateur, they are free to change their composition, ideology, forms and methods of work, they are an example of non-profit organizations. They can potentially become a social partner of public authorities and businesses. In modern conditions, children's and teenage public organizations are forced to engage in "finraising" search for financial resources for the implementation of social projects. Sponsors can be state authorities, local governments, commercial structures.

In organizational terms, a children's and teenage public association has the features of any social organization. The presence of corporate values ​​and symbols that regulate the behavior of group members is essential.

Characteristic features of children's public organizations

As the first characteristic feature of children's public organizations, one should consider the voluntary entry of students into them. It is associated with the need for communication, a new social status, self-realization and self-affirmation, the desire to benefit society. The children's public organization offers him written and unwritten rules governing the behavior of adolescents and adults.

The second characteristic feature is the appointment of children's public organizations, which can be regarded as the goal that children set for themselves and as educational tasks that the adult community solves. These tasks are components of the spiritual and value orientation towards: self-organization of voluntary joint activity, transformation of the surrounding reality, self-improvement, implementation of moral values ​​in social interaction.

The third characteristic feature is the mediation of education through collective activity, a system of business interaction, and corporate culture.

The fourth characteristic feature is connected with the specifics of the subjects of education in children's public organizations. On the one hand, the whole organization acts as a subject, on the other hand, an adult, a participant in a children's public organization, plays a significant role. The process of organizing activities in the community becomes an object of joint creativity of adolescents and adults. It is advisable to focus the activities of counselors on coaching, which means: counseling adolescents, the use of technology for developing abilities, an adult's refusal from an expert position, creating conditions for a teenager to make decisions.

Variability of forms of children's public organizations

Forms of children's organizations (associations), which are most common:

"society of amateurs" (a group of people gathered to realize similar interests); "detachment" (military formation, well-organized group, united by a romantic game); “volunteers (a group focused on serving the community); "commune" (association for solving urgent problems at the place of residence, work or study).

The key word for understanding the core of the activities of the "society of amateurs"

is a hobby. Public organization becomes a condition for successful pursuit of one's favorite business. Business relations in society are of a liberal nature, characterized by a high degree of freedom and independence.

The second common form of children's public organizations is the “volunteer group”. Volunteers, or volunteers, are people who volunteer to help those in need. The main task of such associations is deeply internal, personal. Due to the solidarity and sense of responsibility of its members, it achieves very high results in the sphere of the declared tasks. The main thing in this group is its "spirit". "Missionaries" appreciate decency, reliability. Business relations are built on the ideological authority of leaders.

This form reflects the public children's organization "League of Young Journalists". Representatives of the League participate in festivals and competitions of film and television programs, competitions for children's and youth radio, the press, and information forums. An example of such a form of associations is the All-Russian Organization "Children's and Youth Initiatives" (DIMSI). The ideology of the organization is based on volunteer service of youth in civil society.

The third form of organization includes the activities of the All-Russian children's and youth public movement "School of Security" and the Interregional Children's and Youth Organization for the Promotion of Military Sports and Patriotic Education "Association of Knights". In such associations, for a significant number of adolescents, joining the detachment is a test of oneself, self-affirmation and self-realization. The leading mode of existence of the detachment is initiation a specific form of advancement in social status. Members of the association are included in such spheres of life as games, sports, knowledge. Hence the specific forms of organization of interaction: a ruler, a memory watch, a forced march.

An analysis of the program documents of numerous scout organizations allows us to attribute them to the third form as well.

The fourth form of the children's and teenage public organization "commune" is characterized by a way of jointly solving urgent problems in arranging the surrounding life. The fundamental element of the life of the commune is social design. The organization is dominated by a democratic style of interpersonal relations, adults play the role of consultants or managers of individual projects.

In its pure form, forms of children's public organizations are rare, but in each of them one can find dominants characteristic of one form or another, associations.

Basic concepts

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

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

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

CHILDREN'S PUBLIC ASSOCIATION - the formation of children, united on the basis of common interests to achieve the goals of self-development on the initiative and with the pedagogical management of adults (A.V. Volokhov).

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

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, international law, international treaties of the Russian Federation, the laws 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 seeks to create favorable conditions for the realization of the interests and needs of children and children's projects, children's knowledge of the world around them, raising a citizen of their country and the world democratic community, protecting the rights and interests of children and children's organizations, strengthening interethnic and international relations.

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

The motto of SPO-FDO: "For the Motherland, Kindness and Justice!" (V.N. Kochergin)

SCIENTIFIC AND PRACTICAL CENTER SPO-FDO (SPC SPO-FDO) is a structural subdivision of the Administration 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 for 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 SPO-FDO;
• initiate and work out the elements of the mechanism of the state youth policy;
• determine the prospects for the development of SPO-FDO;
• to develop priority directions and new models of activity of SPO-FDO;
• conduct scientific research and activities; fulfill orders and create scientific and methodological support for the activities of organizations - subjects of SPO-FDO;
• organize training and retraining of the organizers of the children's movement; establish contacts with public associations and organizations, mass media, strengthen and expand these ties.

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 own thing", "Game is a serious matter", "Tree of Life", " The world will be saved by beauty”, “From culture and sport to a healthy lifestyle”, “Cooperation”, “Scarlet sails”, “Your voice”, “Vacations”, “Leader”, “Know thyself”, “Me and us”, "Ecology and Children", "Children are Children", "Growth", "Golden Needle", "Alenka" and others.

THE SOCIO-EDUCATIONAL POTENTIAL OF CHILDREN'S PUBLIC ASSOCIATIONS is an objective reserve capable of showing itself, providing a qualitatively new positive result both from the state point of view and from the standpoint of the personal growth of a young citizen (T.A. Lubova).

CHILDREN'S PUBLIC ORGANIZATION is a 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 (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 socio-pedagogical functions of children's organizations are functions that regulate the social relations of children and contribute to the creation of conditions for their social well-being.

The socio-pedagogical functions include:

• function of social protection;
• the function of forming social literacy;
• the function of correcting social behavior and social ties;
• antisocial behavior prevention function;
• function of social rehabilitation (E.E. Chepurnykh).

PRINCIPLES OF SOCIALIZATION OF A PERSON IN A CHILDREN'S PUBLIC ASSOCIATION

Principle (Latin principium basis, beginning) - 1) the main, initial position of any theory, doctrine, etc.; guiding idea, basic rule of activity; 2) internal conviction, a look at 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 personality 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 ways to satisfy social, pre-professional, personal inclinations, introducing children and adolescents to the richness 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;
• development of 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 education of the need to choose value priorities for oneself, one's social group.

The core of the set of principles is the provision of social security for 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. Editor-in-Chief A.M. Prokhorov. - 4th ed., M., 1988).

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

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

SYMBOLS OF 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, significant event. (N.I. Volkova).

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

In the recent history of the children's movement in the USSR and Russia, a powerful program boom was associated with the decisions of the IX All-Union Pioneer Meeting (1987), which canceled the unified pioneer program - the All-Union Young Leninist March.

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

In 1991, the SPO-FDO Scientific and Practical Center, based on a variant program approach to the activities of children's associations (author - A.V. Volokhov), created the first package of programs, such as the "Children's Order of Mercy", "School of Young Parliamentarians" (School of Democratic culture), “Holidays”, “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 the variable-program approach oriented the leaders of children's public associations to support various regional programs, flexibility in relation to the prospects for their development, to take into account socio-economic and political changes in the environment, to provide each child with a real opportunity to try himself in various social roles (journalist, parliamentarian, patronage nurse, leader) and choose the type of activity in accordance with their needs and experience.

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

In the activities of many children's organizations (both domestic and foreign) there is a different approach to programs. So, for scouts, they are pragmatic in nature and are aimed at obtaining a specific result - a skill, a quality. In the activities of the children's educational organization "4-N" (USA, Canada), programs are developed by university specialists at the state level, depending on the results of a sociological study of the interests and needs of children and adolescents, which is carried out 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 ped. sciences, deputy director of IPPD RAO, director of SPC SPO - FDO, professor.

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 standpoint of the personal growth of a 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";

Decree of the Government of the Astrakhan region "On the Regulations on the 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 at different times proposed an interpretation of the concepts of "children's association", "children's organization". They are presented in the comparison 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 of 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 in the 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, the doctor of pedagogical sciences, 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 they 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, it is necessary to pay attention to the distinctive features of 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 Activity

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 a child, a young person in various areas of 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 among children and young people of the ideas of a healthy lifestyle, prevention of the use of 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 corresponding lifestyle, environmental monitoring and organization of environmental actions, environmental activities, 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.- The latest amendments to the law were made 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.

The initially laid down variability of the programs of children's and youth public organizations determines the possibility and stimulates the development of each association's 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 choice of educational strategies, and this is an important condition for the formation of a democratic society that ensures its integrity due to the diversity and variability of approaches, forms and methods of activity. However, the freedom that has arisen to choose a suitable organization for a child, an adolescent today manifests itself mainly as the freedom not to choose any of them. According to sociological surveys, only slightly more than 17% of children of the corresponding age are members of children's and youth public associations (organizations). In fact, the coverage of children by various forms of self-organization has fallen to a critically low level, which significantly complicates the dialogue of state and public structures with young people.

At one time, the Komsomol and the pioneer organization successfully carried out work related to the prevention of juvenile delinquency, the organization of leisure activities at the place of residence, and helped the fire and border services, etc. As a result of perestroika, these areas almost disappeared from the field of view of new associations and organizations, becoming the object of additional concerns of state bodies and expenses from state budget funds. It should be noted 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 that testify to the indispensability of the children's and youth movement as a special institution of socialization.

An analysis of modern practice makes it possible to classify children's associations according to the following criteria.

In terms of goals, objectives and content of activities, associations are distinguished:

1) focused on the socialization of the personality of the child, his civic development, the harmonization of personal and social, individual and collective principles are represented primarily by associations operating on the basis of the experience and traditions of the pioneer organization);

2) social-individual orientation (mainly scout organizations);

3) related to the initial professional training of children (“Business Clubs”, “Schools of Entrepreneurs”, “Leagues of Young Journalists”, etc.);

4) children's public structures that promote patriotic, civic education (clubs of Yunarmiya members, friends of the police, etc.);

5) cultural and practical nature (on the revival of traditions, the study of the history and culture of the peoples of Russia, folk crafts);

6) fighting for the establishment of a healthy lifestyle (sports, tourism).

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

Registered public associations of children and youth in the Russian Federation are distributed according to an extremely wide range of statutory goals and objectives, status (international, national, interregional, municipal, etc.), profile of activity, organizational and legal form. The variety of social initiatives of children and youth, their focus on specific practical problems 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 a high level of independence.

Some children's public associations develop into organizations that are less democratic, into structures with strictly defined rights and obligations of members, a rigid hierarchy of management, age restrictions, and imitation of adult state structures. The "golden mean" is represented by numerous leisure associations available for every child: amateur clubs, studios, unions, communities, leagues, in which children act mainly as active participants. The spirit of cooperation between children and adults reigns here, enthusiasm for a common cause is manifested, everything is based on mutual understanding, respect, and trust. These are genuine "oases" of children's life activity, relatively independent mini-educational systems.

According to the degree of independence, openness, democracy, they differ:

a) relatively independent associations that have the status of a legal structure and act on the basis of an agreement with other structures (state, public) as partners;

b) existing as a base for numerous adult public organizations (many of them are registered as "children's") or adult non-political movements (for example, environmental).

Historically, “there has been a relationship between the children's movement and out-of-school institutions. In our country, these two unique systems of education were born almost simultaneously. On the basis of children's amateur associations, the first state out-of-school institutions were created (in 2003 they celebrated their 85th anniversary). In turn, out-of-school institutions are the center of the children's movement (palaces, houses of pioneers and schoolchildren), its scientific and methodological base, the "forge of personnel" of the organizers, leaders of the children's. movement. What unites these forms of state and public education? Firstly, the specific area of ​​their activity is the "leisure space" of children, its pedagogically reasonable content in the interests of personal development. Secondly, the goals, content, form of activity are offered to the child (and are not at all obligatory); he is given the opportunity to choose, "trial and error", change occupations, manifest his "I" in various roles, conditions for creativity, amateur performance, establishing broad social ties with peers and adults.

The emergence of informal, often protest, organizations is associated with the youth's rejection of social and spiritual values. In the 90s. 20th century original associations of children and adolescents have appeared, preferring to escape from everyday life into a new reality created by the power of their imagination. An example of such a modern association is the Tolkinist movement, which has spread in many countries of the world. It was formed by admirers of the work of the English writer D. Tolkien, in whose works there is a specific fantasy world with its own ideology, philosophy, inhabited by hobbits, elves and other fabulous creatures. In major 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. In the teenage environment, skinheads are perceived as modern fighters for social justice and as ideological heroes, their number is growing. Relatively new ones include anti-globalization and virtual computer youth associations.

It should be noted that in the modern children's movement the base of legal regulation of the sphere of activity of children's public associations has been strengthened, which for the first time in the history of Russia received a legal status. The federal laws “On Public Associations” (1995), “On State Support of Youth and Children’s Public Associations” (1995), “On the Basic Guarantees of the Rights of the Child in the Russian Federation” (1998) defined the basic concepts of youth and children’s public associations and their approximate directions. activities. At the same time, a new protective function was singled out and fixed by law; guarantees for the creation of children's associations on the basis of educational institutions have been established; the main directions of state support for youth and children's public associations are envisaged. Measures of responsibility of executive authorities and leaders of associations for the implementation of adopted laws are determined.

At the regulatory level, the priority of youth and children's associations in state support for projects and programs aimed at the development and education of children and youth is fixed. As of the beginning of 2002, 48 organizations were included in the state support system, including 32 youth and 16 children's organizations; 20 organizations were all-Russian, 26 - interregional and 2 - international. The changes made in the procedure for holding a competition for state grants have expanded the opportunities for youth and children's associations to present their projects and programs. In general, over the past 4 years of the competition, 350 projects and programs were considered, of which 120 were recommended for state support in the amount of about 4 billion rubles.

The principles of partnership, the contractual nature of relations, the active participation of youth and public associations in the implementation of state programs and events are included in the conceptual framework for the activities of state bodies. This position at the regulatory level is presented in a number of federal laws, but its implementation is still not always effective.

SOCIOKINETICS OF CHILDHOOD

UDC 329.78; 37

Dmitrienko Elena Alexandrovna

Candidate of Pedagogical Sciences, Associate Professor Kokshetau State University. Sh. Valikhanov, Kazakhstan

CHILDREN'S PUBLIC ORGANIZATION AS A SOCIAL AND PEDAGOGICAL SYSTEM

The article is devoted to the problem of searching for new methodological resources for the development of the children's movement as a socio-pedagogical system. The article presents the logic of socio-pedagogical reflection, the main categories and the essence of the educational potential of a children's public organization.

Key words: public relations, social system, public organizations, social processes, children's movement, children's public organizations, social / educational potential.

Consistency (system) as a universal property of matter, ensuring the orderliness of its movement, the integrity and harmony of being, attracts the attention of philosophers of various schools, from antiquity (Plato, Aristotle, Euclid, etc.) to the present day.

Without going into deep theoretical reflections on the essence of the system as a universal form and organizational way of material existence, we note its most common characteristic features:

A stable set of its constituent elements that are in certain connections, relationships not only among themselves, but also with the outside world, forming a kind of integral organizational unity;

Polyfunctional multi-level existence;

Dialectical inconsistency of development;

Dynamism, autonomy of being, etc.

Since the concept of "system" has a very wide scope and correlates with the characteristics of any material objects, its interpretation requires mandatory specification: what type of systems are we talking about in this case.

Using the principles of concretization and typologization will allow us to determine the principles of scientific study and modeling of children's organizations as special systemic entities.

Any children's public organization is, first of all, a social system, which is characterized by:

Semantic expediency or value significance with social and personal indexing;

Integrity as a fundamental irreducibility of the properties of a system to the sum of the properties of its constituent elements and non-derivation from the last properties of the whole, as well as the dependence of each element of the system (personality, group, etc.), properties (communication, objective activity, behavior, etc.), their internal and external relations from the place they occupy, status, functions,

caught by the specifics of a given single (holistic) social organism;

Structural or orderly, providing:

a) the possibility of logical knowledge and modeling of the system through the consistent disclosure and definition of its inherent connections, relationships, dependencies;

b) the functional state of not so much its individual components (elements), as the viability, development trends of the system as a whole. In other words, the structural specificity of a social system, like any other, determines its potentialities and features of actualization;

Hierarchy: each component of the system is quite autonomous and can function and be studied as a fairly independent social system (individual, microgroup, group) in the structure of some general systemic integrity. In turn, the studied social system is also one of many autonomous social subjects (components) of a more complex material system. Thus, each element of the system, having its own unique properties, reflects and carries the properties of a related social system, as well as the properties of other social systems, depending on the degree of their sociocultural involvement in its life support;

Polyfunctional interdependence of the social system and the environment: the systemic properties of any social organism are not formed and manifested arbitrarily, but are determined by logic, features of relationships with the environment, in which the social system is not a passive object, but an initiative social subject that has a significant impact on the surrounding reality, changing and transforming it in accordance with emerging actual internal (subjective) and external (objective) needs and similar real opportunities;

© Dmitrienko E.A., 2014

Organizational plasticity and dynamism, which ensure the viability of this social system, its development as a very complex polystructural, multifunctional holistic social subject. All natural and forced changes in the system formation of a particular social organism require strict observance of the principle of necessity and sufficiency;

Sociality is the leading qualitative characteristic of the entire system and each of its components, each individual and all its properties, manifested in the degree of reasonable expediency of the whole variety of life phenomena, acts, and potentialities of this system;

Self-regulation and co-management of the processes of one's life support and vitality, coexistence with other components of the social organism and the material world: the creation of special regulators of being (charters, programs, norms, laws, principles, incentives, attributes, standards, etc., taking into account generally accepted norms, traditions etc.).

The existence of a social system as a holistic, complexly organized, structurally ordered, dynamic, polyfunctional, self-developing social organism, whose existence is characterized by relative constancy, stability and conservatism, is nevertheless prone to destruction, decay, extinction, disappearance if:

a) its semantic significance is lost, both at the personal-individual and at the public-state levels;

b) its main connections, relationships, systems of internal and external communications, dependencies, self-regulation and co-management are violated;

c) the general and particular functions and properties are essentially changed, distorted, giving rise to a discrepancy between the goals and results of activity, separation from the realities of life, actual problems, internal and external discomfort of the social system;

d) phenomena of stagnation are observed, there is no natural, really necessary development, novelty, there are no near and far real prospects.

The most important component of any social system is its social potential as "an integral indicator of unrealized opportunities for progressive changes in social reality" . It is quite obvious that the social potential can be conditionally designated by the concept of "design capacity" of the social system.

The social potential of social systems is integrated on a multilevel systemic basis. Its main vectors (parameters) are personal and social social relations.

solutions that form a certain relative systemic integrity while maintaining their autonomy. Thus, social potential can be characterized as the optimal variety of social opportunities for manifestation, approval, functioning and development, that is, the real existence of a given social system that ensures, to one degree or another, the social well-being of both its own members and the environment, partners, objects of relationships. . It is the social well-being of all and every social subjects, objects located in the vital sphere of a given system or related to it, that is the main criterion for its social potential, social value.

As a systemic essential formation, social potential represents the integrated capabilities of its system-forming components. First of all, the actual human capabilities of its members, especially the organizers, the asset.

The concept of "social potential" includes not only the currently existing opportunities and sources for the development of the social system, but also their prerequisites, most often declaring themselves in the form of various initiatives of social actors - carriers of this system essence.

Unlike the creative potential of an individual, the social potential of a social system can be predicted, planned, modeled. Its actualization is provided not only by personal-individual self-realization and self-government, but also by the conditions of external favorable conditions, the appropriate level of external management and co-management, the consistency of external and internal managerial relations.

Public entities that have all the above properties of social systems, especially a pronounced social potential, are considered to be public organizations.

Translated from the late Latin "organization" - I report a slender appearance, I arrange. From a general scientific point of view, a “public organization” is a special association of people who jointly implement a targeted program and act on the basis of certain rules and procedures that ensure the integration of processes and affairs aimed at educating and improving relationships, links between various social actors to achieve socially significant goals and well-intentioned prospects.

Thus, when studying the possibilities of using the social potential of children's communities for pedagogical and educational purposes, it is necessary to study the characteristics of children.

Children's public organization as a socio-pedagogical system

Russian public organizations, which assume the indispensable interested participation in their affairs of special organizers - specialists, as well as a wide range of interested persons: friends, parents, teachers, representatives of the public, and the state. We mean, first of all, formal children's organizations that have an official legal status.

It is not uncommon for the initiative to create a children's public association to come from internal, specifically children's needs and organizational capabilities. As a result, so-called informal organizations appear, which, in essence, are groups, groupings, clubs, but not public organizations, since they do not even have the elementary properties of integral social systems, first of all, openness to external communications and co-management.

The creation of public organizations requires serious work on modeling the so-called matrix level of social potential - its educational system (educational potential), which harmoniously fits into real social processes.

The social process is nothing more than a dynamic set of stable acts of people's relationships, expressing a certain tendency to change or preserve the social position (social status) or the way of life of large social groups, the conditions for the reproduction and development of each individual person as a person, and also affecting social well-being, the well-being of all social actors involved in this process. Unlike individual events and phenomena, the social process is characterized by extension in time, logical sequence, and spatial parameters. It has the following characteristic features:

The repeated repetition of typical social phenomena, their mass manifestation with the dominance of the most common characterological properties. This explains the value significance of the system of special public assignments, ceremonials, rituals, certain deeds, actions, etc., which are present, as a rule, in all children's organizations that have proven themselves at the world level;

The clearly expressed social character of dialectical development, aimed at stabilizing, strengthening, improving and enriching social relations, systematizing social formations. In the life of children's organizations, this is manifested both at the level of the goals of the social movement of children, and in the direction of their deeds and actions, carried out, as a rule, under the motto: "do every day

Good deed!" The whole system of the organization's activities has a pronounced socially useful orientation;

Freedom of social choice of participants in the social process, due to the measure of their personal responsibility, which determines the degree of their initiative, independence, autonomy and the level of social status in the existing system of social relationships;

A pattern of development that ensures stability, dialectical stability, controllability of the social process.

According to the classification of the German sociologist L. von Wiese, social processes can be: a) associative (unifying), b) dissociative (separating). Each process consists of a number of sub-processes. At the same time, the main classification criterion is the nature of the influence of the process on the systemic integrity of social organisms, their subjectivity, and the quality of social relationships.

According to the nature of the orientation, the social processes, which include the children's social movement, are divided into the following types: a) the processes of reproduction of social relations, phenomena, b) the processes of development of the social essence of various social forms of material existence. In other words, social processes always have both external and internal orientation (transformative and transformative). Thus, the development of the social potential of a children's organization is carried out simultaneously in the sphere of transpersonal social relations (a), as well as in the personal-individual spheres of social life of the members of the organization, significantly influencing the inner world of children, their social values, social choice (b) . If the former (a) are aimed at creating and supporting existing normative social relations, preserving their form, the institutional nature of the system, then the latter (b) involve essential, qualitative changes.

Social processes that ensure the viability of children's public organizations, determined by a sufficiently developed, energy-intensive educational potential and favorable environmental conditions of existence, should be:

Firstly, associative, that is, really contributing to the social unification of children on the basis of life prospects that are valuable for them;

Secondly, reproductive, modeling social relations of the traditional style, aimed at recreating, reproducing human values, cultural wealth, social experience;

Pedagogy. Psychology. Social work. Juvenology. Sociokinetics ♦ .#2

Thirdly, developing and developing, endowed with promising trends in the development of society, for the so-called bright future, that is, for the long term, taking into account current needs and opportunities for near prospects (A.S. Makarenko), for the optimal social development of each child member organization, regardless of its origin, social status, talent, nationality, religion, etc.;

Fourthly, societal, capable of self-development, self-regulation, self-improvement.

The main indicators of the effectiveness and efficiency of the above social and educational processes should be considered the level of manifestation of their qualitative properties, the universal indicators of which are: the social comfort of children and adults - members of this organization, the degree of real satisfaction of their actual social needs, as well as the direction, content and style of the relationship of all participants in this social movement, social status, popularity of the children's organization among children and adults.

Being an integral part of childhood, especially in the most critical periods of adolescent and youthful social self-determination, children's communities have a huge impact on the personal development, social recognition of the child, on his current situation of development, and the formation of his own lifestyle. They can be considered as a “mirror” reflecting the level and tendencies of the social existence of children in the corresponding society, the specifics of the development of children's subculture.

In relation to childhood, to the child, children's public organizations perform the following socially significant functions:

Social adaptation and social propaedeutics;

Personal-individual examination of human values ​​learned by children at various social levels: in the family, in educational institutions, in society, etc.;

Training communication (experimental communicative modeling, choice of non-traditional forms, standards of communication, relationships, etc.);

Individual-personal actualization in a comfortable social lifestyle (self-determination, self-realization, self-improvement, self-esteem);

Social correction (self-education, self-improvement, self-education);

Comprehensive diagnostics and prognosis (multidimensional study of the current state of social life of children, social development of specific

child, children's group, community, phenomena of children's subculture, taking into account objective and subjective data);

Psychological and pedagogical compensation of educational relationships that take place, developing in the family, school and other institutional educational systems.

The value significance of children's public organizations for a teenager is determined by the ratio of the personal-individual need for the manifestation of various social initiatives and the possibilities of a real social choice of ways, ways of their actual implementation in a certain range of social life. Under sufficiently favorable conditions (opportunities), the child voluntarily, consciously assumes this or that measure of responsibility not only for his deeds and actions, but also for everything done by his organization, that is, for his personal and social being. It is in children's communities - amateur organizations that the formation of mechanisms of social self-regulation of the relationship of the child with the outside world takes place most effectively, the action of which is determined by the ratio of freedom of individual social choice and the measure of his responsibility, regulated by data and accepted norms of social relations. The qualitative effectiveness of the social life of children in the framework of a particular amateur organization or any other informal association depends on their potential, which can be both constructive - pro-social, and destructive - asocial or anti-social, criminogenic. We are also interested in the cultural possibilities of children's organizations and, accordingly, the prospects for modeling the educational potential of children's socio-pedagogical systems, as well as the conditions for its optimal actualization and materialization.

Bibliographic list

1. Vygotsky L.S. Collected works: In 6 volumes. T. 4. - M .: Pedagogy. - 1984.

2. Mudrik A.V. Social Pedagogy. - M.: Academy, 2007. - 224 p.

3. Pisarenko I.Ya. Sociological methodology as a system: Abstract of the thesis. dis. ... Dr. sociol. Sciences. - Minsk, 1996 - 69 p.

4. Sociological dictionary / rev. editor: G.V. Osipov, L.N. Moskvichev. - M.: Publishing house "Norma", 2008. - 608 p.

5. Teslenko A.N. Educational potential of the capital society: the experience of social partnership // Region. - 2007. - No. 1. - S. 21-30.

6. Philosophical encyclopedic dictionary / ch. ed. L.F. Ilyichev, P.N. Fedoseev and others - M .: Soviet Encyclopedia, 1983. - 836 p.