The participants in the hearings unanimously stated that for a number of reasons, including the lack of attention from the state, at present the social and pedagogical potential of children's public associations is not in demand by a significant part of the children. It was also about the problems of the organizers of children's social movements themselves - training, interaction with educational institutions, length of service and rates for counselors, whose work is an alternative to "street" pastime for children.
Having considered the question "On the prospects for the development of the children's social movement in the Russian Federation", the participants in the parliamentary hearings note the relevance and significance of the problem for expanding the opportunities for the active inclusion of the younger generation in the innovative development of the Russian Federation, express confidence that further improvement of the regulatory, personnel, information and methodological base of the children's movement will contribute to the revitalization of its activities as a subject of civil society.
The social movement of children objectively fulfills the order of society and the state for the formation of a socially active person. It covers both officially registered children's public associations with an appropriate legal status, and formations that do not have a clearly defined character. Its structure is represented by a set of associations operating at the federal, interregional, regional and municipal levels, based on educational institutions, clubs.
A characteristic of the modern children's movement, which largely determines its prospects, is the lack of demand for the socio-pedagogical potential of public associations in due measure by a significant part of society and the state.
At the same time, children's associations with a positive social and moral orientation are the first school of democracy for the growing citizens, and authorities and public structures can and should consider them as a significant and promising resource in the formation of Russian civil society. Changing the existing stereotypical attitude to the development of the children's movement requires the solution of a number of problems that hinder the development of children's public associations.
The following problems reduce the effectiveness of the activities of children's public associations: the state of the material base, the lack of permanent sources of funding, the low level of interaction with state authorities and local governments.
A comprehensive solution of problems should be aimed at creating a model of the children's movement, functioning on the principles of self-organization, social partnership and state support, which involves the formation of a state-social order for the children's movement, software and technological support for its implementation, development of the personnel potential of children's public associations. In this case, members of children's public associations will significantly increase their contribution to solving issues of the country's socio-economic development.
In order to solve the problem of developing a children's social movement, the participants in the hearings ask the President of the Russian Federation D.A. Medvedev, when allocating funds to support projects of non-governmental non-profit organizations, one of the priorities is to determine support for projects and programs of children's public associations.
Federal Assembly of the Russian Federation
Consider the issue of amending the current legislation:
Federal Law No. 98-FZ of June 28, 1995 "On State Support for Youth and Children's Public Associations" in terms of creating real mechanisms and measures to support children's and youth public associations;
Federal Law No. 135-FZ of July 26, 2006 "On the Protection of Competition", in terms of establishing the possibility for youth and children's public associations to receive premises for free use for the conduct of statutory activities;
In the legislation on education in terms of establishing the obligation of educational bodies and institutions to promote the activities of children's and youth public associations aimed at developing the social activity of children and youth, their civic-patriotic education;
To the Tax Code of the Russian Federation in terms of establishing tax benefits for children's public associations;
In the Family Code of the Russian Federation in terms of defining the concepts of "children" and "teenagers", as well as age group categories.
Federation Council of the Federal Assembly of the Russian Federation
Instruct the Committee of the Federation Council on Constitutional Legislation, the Commission of the Federation Council on the Development of Civil Society Institutions and the Legal Department of the Office of the Federation Council to monitor the law enforcement practice of implementing the Federal Law of June 28, 1995 No. constituent entities of the Russian Federation and compliance with the laws of the constituent entities of the Russian Federation on the issue of supporting the activities of children's public associations.
To the Government of the Russian Federation
1. Develop new mechanisms for state support of children's public organizations and associations, determine their role, specify the position and responsibility of education and youth policy authorities.
2. Instruct:
2.1. To the Ministry of Sports, Tourism and Youth Policy of the Russian Federation:
2.1.1. Organize an Advisory Council under the Ministry on State Support for the Development of the Children's Movement, including representatives of interested federal government bodies and constituent entities of the Russian Federation, non-governmental and other organizations.
2.1.2. Organize in 2009-2011 a cycle of information and consulting events to study the state and prospects for the development of the children's movement for specialists responsible for making decisions on the implementation of state support for the activities of public associations of children.
2.1.3. Develop a strategy for the development of the children's movement in the Russian Federation.
2.1.4. To hold a competition of projects (social, scientific, creative, etc.) of public associations "Children's movement: from the interests of children to the interests of the state and society."
2.2. To the Ministry of Education and Science of the Russian Federation:
2.2.1. To provide for the training of personnel in institutions of higher and secondary vocational education on the issues of the children's and youth social movement. To include in the content of the psychological and pedagogical training of students a special course on the problems of the development of the modern children's movement.
2.2.2. Solve the issue of allocation in the staff of an institution of additional education for children or a general educational institution of a rate for the curator of children's and youth public associations.
2.2.3. Create an all-Russian information and methodological service to provide assistance to regional children's public associations and teachers working with them, in order to develop educational and methodological materials on using the best experience in the creative activities of children's public associations.
2.2.4. Consider the issues of opening schools for training senior counselors of general educational institutions of the federal and regional levels, developing and implementing programs for the training, retraining and advanced training of senior counselors and organizing teachers to work with children's and youth public schools, providing counselors of rural schools with a basic rate, regardless of the school equipment (in rural areas, most counselors have half or a quarter of the rate), the introduction of coefficients for the number of children, achievements and teaching experience of counselors.
2.3. To the Ministry of Sports, Tourism and Youth Policy of the Russian Federation, the Ministry of Education and Science of the Russian Federation:
2.3.1. In order to develop cooperation between scientists and specialists working in children's public associations, to create an Interdepartmental Scientific and Educational Center for the Problems of the Children's Movement.
2.3.2. Organize an All-Russian personnel club of the children's movement with a network of experimental sites for working out models for the work of children's public organizations.
2.3.3. Create a network of resource centers for children's public associations in the federal districts with the main center in Moscow. Develop and implement a training program for managers of children's public associations based on resource centers.
2.3.4. Annually summarize the experience of children's public associations, develop methodological recommendations to help the organizers of the children's movement.
2.4. Ministry of Foreign Affairs of the Russian Federation, Ministry of Sports, Tourism and Youth Policy of the Russian Federation, Ministry of Education and Science of the Russian Federation.
2.4.1. Pay special attention to the development of international cooperation of children's public associations with foreign partners to overcome xenophobia, racial, national and social prejudices in the children's environment, the formation of the principles of tolerance in joint activities.
2.4.2. To consider the issue of the expediency of holding in the all-Russian children's centers "Eaglet" and "Ocean" of international shifts of children-leaders of children's public associations and the International Festival "Childhood without Borders", which contribute to the establishment of closer ties and contacts between representatives of children's public associations.
To public authorities of the constituent entities of the Russian Federation
1. Develop and improve the legal framework for supporting children's public associations.
2. Consider the possibility of creating target budget funds for the development of the children's movement.
3. To provide in the projects of the relevant budgets the costs of financing the activities of children's public associations, taking into account the proposals of interdepartmental commissions for coordinating the activities of children's public associations.
4. Wider use of the mechanism of state order for the provision of social services by children's public associations.
5. Assist initiative groups in creating consultative and advisory structures at the municipal and regional levels, as well as the participation of leaders of children's public associations in municipal, regional, interregional, all-Russian and international events.
6. Develop a set of additional organizational and legal measures to ensure the effective operation of children's public associations in municipalities.
7. Consider the possibility of introducing into the structure of administrations of municipal districts and urban districts the rate of a specialist coordinator of the children's movement, providing state property for the use of youth and children's public associations.
8. To improve the interaction between state authorities and children's public organizations through the practice of developing contractual relations between children's public associations and state youth policy authorities and educational authorities.
9. To provide the premises of educational institutions, teenage clubs, institutions of additional education for the activities of children's public associations within the framework of agreements on the implementation of joint programs of additional education, upbringing, state youth policy on a gratuitous basis.
10. Provide for the inclusion of club formations in the list of forms of social self-organization of the population, propose to local governments, create conditions for strengthening the role of children's public associations in organizing daily work with children and adolescents at the place of residence, including on the basis of adolescent and youth clubs.
Heads and leaders of children's public associations, regional round tables of youth and children's public associations
1. Wider use of innovative approaches in the activities of children's public associations, create and implement programs aimed at including the younger generation in creative activities for the benefit of society.
2. Develop a unified information space for the children's movement in the Russian Federation.
The participants in the parliamentary hearings declare their readiness to continue to act in the interests of the children's movement of the Russian Federation and continue active cooperation with various social institutions of civil society to develop and popularize the ideas of the children's movement in the Russian Federation.
The choice of priorities for the development of social activity of the younger generation is based on the idea that education is the process of transforming the values of society into the needs of the individual. Children's public organizations differ from student self-government in the independence of children's choice of a specific area of activity (according to interests).
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MUNICIPAL BUDGET
GENERAL EDUCATIONAL INSTITUTION
"COSSACK SECONDARY EDUCATIONAL SCHOOL OF YAKOVLEVSKY DISTRICT OF BELGOROD REGION"
The development of the children's movement in
MBOU "Cossack secondary school".
Prepared
senior counselor
MBOU "Cossack secondary school"
Chernushenko T.V.
The choice of priorities for the development of social activity of the younger generation is based on the idea that education is the process of transforming the values of society into the needs of the individual. To achieve positive results in practice, it is necessary to unite the efforts of all social institutions of education.
Democratic transformations in society lasting more than a decade, recognition of the priority of humanism, pluralism of cultures and social freedoms created the conditions for the formation of a person who is aware of his role in the events of modern history, capable of making a conscious professional and life choice and responsible for its consequences.
The draft Concept of the federal state standard of general education of the second generation says that Russia, having proclaimed the goals of building a democratic society living in a modern market economy, makes high demands on the younger generation. A young citizen should be able to develop abilities and qualities: the choice of ideological guidelines, stable criteria for evaluating the actions performed, predicting life prospects.
Thus, the mission of educational institutions is to educate a person who knows how to live life optimally, making the most of his potential and realizing himself in socially significant activities.
In the process of child development, it is difficult to overestimate the role of pedagogical support, the conceptual provisions of which were developed by Oleg Semenovich Gazman, Corresponding Member of the Russian Academy of Education. The main postulate of this concept is the thesis that education is nothing more than helping the student in his self-development.
Education is impossible without a personality-oriented system of teacher activity, without close interaction between the teacher and the child. It is no coincidence that O.S. Gazman recommends that teachers build interaction with the child primarily on the basis of humanistic principles. Every educator should know and understand that:
The child cannot be a means to achieve pedagogical goals;
- Self-realization of the teacher in the creative self-realization of the child;
- All the difficulties of non-acceptance must be overcome by moral means;
- You can not humiliate the dignity of your personality and the personality of the child;
- Children are carriers of the coming culture. It is necessary to measure your culture with the culture of the growing generation. Education dialogue of cultures;
- You can not compare anyone with anyone, you can compare the results of actions;
- It is necessary to recognize the right to make a mistake and not judge for it;
- You must be able to admit your mistake;
Protecting the child, we must teach him to defend himself.
Revealing the essence of pedagogical support, the author emphasizes that it is possible to support only that, it is possible to help only what is already available, but at an insufficient level, quantity, quality.
The UN Convention on the Rights of the Child defines childhood as the period from birth to 18 years of age. In this living space, a special place is occupied by school years as the years of formation and intensive development of the personality.
Everything that a child needs in school years, and he seeks to understand and prove himself (the need for self-realization), to enter various human communities (the need for socialization) and establish himself in them (the need for self-determination and self-affirmation), is impossible without teachers.
Among the representatives of various pedagogical professions, the counselor occupies a special place. It bears a great social responsibility for the younger generation. Therefore, high demands are made on the leader: he must build education on the basis of personally significant and universal values; be able to organize collectively creative and socially significant activities; develop the creativity of children and adolescents; know, understand and use age and gender characteristics of children in work; be able to manage a team of children; develop children's independence and initiative. The counselor is first of all a competent teacher and a skilled educator. He cannot begin the practical implementation of a particular program without understanding the basic concept as an attitude and motive for his own activity in the process of educating and developing the younger generation.
Experience shows that it is the senior counselors who become the organizers of socially useful, creative activities in the children's team, contribute to the development of self-government, and support children's initiatives.
The pedagogical position of the senior counselor in relation to the children is a friend, senior comrade. He studies the interests of children, their abilities, reveals leadership qualities, develops activity, initiative, initiative, creates a friendly close-knit team, etc.
A variety of children's associations is essentially a school of social life, so the activities of associations create the possibility of meaningful saturation of the child's free time, gives a real opportunity to its participant to learn how to choose, to form their interest.
Development of children's public associations in the MBOU "Cossack secondary school" and interaction with student self-government bodies
Along with the development of student self-government, other forms of student initiative and activity, including children's public organizations and associations, are of great importance in the educational system of an educational institution. Children's public organizations differ from student self-government in the independence of children's choice of a specific area of activity (according to interests).
Most of the organizations and associations have been created in the military-patriotic, civil-patriotic, environmental, social, sports, artistic, and tourist areas.
There is a children's public organization "Dobrograd" in our school. Together with this association, pioneer and cadet detachments were preserved.
The average number of participants in such associations ranges from 50 to 80 people.
If student self-government in terms of age composition relies more on high school (from 100% - 55%) - the period of social formation of the individual, then children's social formations - on secondary school (from 100% - 73%) - the period of creative development of the individual.
The overall coordination of the activities of the children's public association and organization, as well as student self-government, located on the basis of the school, is carried out by the municipal House of Children's Creativity. Organizational and methodological work is mainly carried out by teachers of the school and institutions of additional education.
The main forms of work of the children's public organization are: competitions, presentations and club days on thematic areas, tours; festivals: ecological "Native Land", "Pure Water", "Wildlife", theatrical "Children to Children", "Peace to Your House", "Let there always be sun", journalistic, various military-patriotic and civil-patriotic, etc. d.
The events have already become traditional: the Day of the Children's Public Association, the Spring Week of Kindness, the action "No to drugs!" and "For a Healthy Lifestyle", the campaign "We are different - this is our wealth, we are together - this is our strength" and journalistic sports days for schoolchildren.
Interaction with children's public associations and student self-government bodies.
Work on methodological support of the activities of student self-government bodies and children's public associations, support for the activities of school counselors is carried out by centers for interaction with children's public associations and student self-government.
Dobrograd organizes its work in the following areas: support and development of student self-government bodies; preparation and training of children's asset; volunteer movement; organization and holding of events and competitions; development and implementation of programs for the long-term development of student self-government.
The activation of student self-government, the expansion of work with children's associations and senior counselors requires an increase in the number of employees.
The work of Dobrograd is based on leadership shifts during the holidays, shifts are also held during the winter, autumn and spring holidays. A thematic program is developed for each shift.
The participation of adolescents in the work of shifts is developing - including as assistants to counselors - instructors, with the subsequent involvement of high school students to work in schools with an asset of lower grades. Thus, a continuous chain of transfer of experience and traditions is created.
A necessary condition for the successful development of the system of student self-government is to ensure a high level of human resources potential of teachers who supervise the work.
Taking into account the insufficiently high level of professional training of senior counselors, the priority is to improve their qualifications and provide systematic methodological assistance.
Another important direction in working with the leader corps is the preparation of leader pedagogical teams for work in children's camp leadership shifts from among students of pedagogical universities. Thanks to this focus in the activities of pedagogical groups, students during the summer teaching practice receive skills in working with student assets and, while studying in senior years, begin their pedagogical activities as senior school counselors.
Serious support in the work of the senior counselor is the presence of a fixed room, premises.
Children's public association - one of the structures in the variety of youth movements, a form of organizing children's amateur performances, social activity, self-realization; a special pedagogically organized environment for the life of the child; pedagogically transformed society. The exit of the children's movement from the control of the state, official public structures led to the spontaneous growth of various organizations. They arise, take shape, act where they find fertile ground and support.
Most often, the basis of emerging experience is the school and institutions of additional education - the main centers for raising modern children, as well as public structures of a non-political nature, legally existing, having a legal status in the state and society. The new educational space, emerging as a result of organized pedagogical efforts in managing the development of the child's personality, is becoming a serious alternative to informal spontaneous children's associations of a negative orientation. Children's youth organization - a form of social education of children, in which the process of personality development is integrated by means of training, education, socialization, self-education, self-education, self-realization - the most important condition for the integral development of the individual: reasonably organized leisure of children - their environment of life, the society in which the child can really express themselves as a subject of activity in various statuses, roles, positions, in individual and collective, executive and creative activities; as a person with his civic position; can gain experience of joining future state and public structures; an effective means of acquiring personal life experience of independence, the experience of human communication, collective joint activities with peers and adults; a means of emotional and moral development in the circle of comrades, like-minded people, enthusiastic, caring people; the world of play, fantasy, freedom of creativity; "the world of real childhood" - the most valuable thing in the life of a growing person.
As a reality of the educational space, teenage organizations are supported by legal state laws. Children's organizations have great educational opportunities, being included in the activities of youth organizations, both public and political.
A characteristic feature of the modern development of the children's and youth social movement is the voluntariness of joining organizations. This should remain the unconditional norm of their activity. However, the freedom of a young person to choose his organization at this stage manifests itself for the majority of young people as the freedom not to choose any of them, which significantly complicates the dialogue of state and public structures with the younger generation. Only a few of the youth associations provide for the mass membership of young people in them. It is characteristic that only 30 organizations of youth and children's associations of the federal level provide for a fixed membership, 27 organizations are associations of associations, movements, unions of organizations that do not provide for a fixed membership. According to expert estimates, public associations registered by the justice authorities cover from 46% to 87% of adolescents and schoolchildren, and 12-44% of young people. The most weak unifying processes among the youth are represented in small towns and rural areas.
According to the Ministry of Justice of the Russian Federation, at the beginning of 2012, 89 all-Russian and international youth and children's public associations were registered. As of January 1, 2012, the Federal Register of Youth and Children's Public Associations Using State Support, which is maintained in accordance with the Federal Law "On State Support of Youth and Children's Public Associations", includes 58 organizations: 14 children's, 44 youth; 28 all-Russian, 28 interregional, 2 international.
The social movement at the present stage can be characterized as demonopolized, variable in the direction of activity (professional, creative, realization of interests, sports, environmental, military-patriotic, civil-patriotic, charitable, etc.), diverse in forms and mechanisms of implemented programs and projects. The activities of more than 50% of public associations can be characterized as multidirectional. These organizations bring together representatives of different social groups of adolescents and youth. The activities of most organizations are aimed at solving specific problems of society, children and youth. Many of them implement programs to create social youth services, labor exchanges, develop children's and youth entrepreneurship, sports, identify and support young talents, national cultural revival, summer holidays, housing problems, etc.
In the mid-90s of the last century, the formation of youth consultative and advisory structures began operating under the legislative and executive authorities of the constituent entities of the Russian Federation (public youth chambers, parliaments, governments, councils, etc.), which are voluntary, self-governing formations created by at the initiative of young people acting in compliance with the principles of election and legitimacy. At the initial stage, the impetus for the movement was a spontaneous initiative from below, which by no means always found support from the authorities and broad youth circles.
Today, in more than a third of the constituent entities of the Russian Federation, there are youth parliamentary structures at the regional level. In a number of Russian regions, consultative and advisory structures have a real right to act from the position of all young people, actively interact with the authorities, and move from an object to a subject of the implementation of state youth policy. Youth parliamentarism is actively developing at the international level as well.
An important step in the development of the youth parliamentary movement was the creation of the Youth Parliamentary Assembly under the Federation Council of the Federal Assembly of the Russian Federation, the Public Youth Chamber under the State Duma of the Federal Assembly of the Russian Federation. This is a reflection of the position of the state at the federal level on the development of youth parliamentarism. youth movement organization education
Today, the youth parliamentary movement is represented by various forms: youth government; Youth Parliament, which has the status of a public association; youth parliaments created under the legislative authorities, having different statuses: scientific-consultative, advisory-consultative, advisory-executive body.
Thus, the stage of formation of the youth and children's public movement, based on the variety of forms and the breadth of opportunities for young people to choose their organization, which began in the 90s, is basically completed. A return to the model of a single and only union of youth or children (which the pioneer organization and the Komsomol were for a long time) is impossible in the foreseeable future: this idea is not popular among youth and youth organizations and contradicts the changed social conditions
“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. Student organizations, "Artels of workers", partnerships were also created. “At the turn of the 19th and 20th centuries, the May Unions for the Protection of Birds and Animals were actively operating in foreign Europe, the idea of \u200b\u200bcreating which was proposed by the Finnish storyteller Zakhary Topelius. In Russia, the first May Union was organized in May 1898 in the village of Elizavetino, Pskov province, who returned from the Grand Duchy of Finland, by the landowner E.E. Vaganova. 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) ". At the beginning of the 20th century, in a number of Russian cities, the international movement "settlement" began to operate - settlements of cultured people among the poor. In Moscow, it was organized in 1906 by the teacher Stanislav Teofilovich Shatsky. “In 1908, the society was closed by the police for promoting socialism among children, and in 1909 it resumed work under the name “Children's Labor and Recreation”. The society was engaged in the organization of additional education, children's clubs and workshops, a suburban summer labor colony "Cheerful Life".
But the first mass children's movement in Russia was the scout movement. One of the first scouts of A.M. Vyazmitinov recalls that even before the official emergence of the children's movement in the Russian Empire, “teenagers in the cities united in groups, went out of town to the most remote places, built huts, sang songs, discussed mysterious stories, looked for treasures, helped those in need. It was the desire of young people for a pure, truthful life in the bosom of nature, the desire for the noble.
“In 1906, Colonel R. Baden - Paul, the founder of the scouting movement in England, published the book “Young Scout”, which was translated into Russian. Society has decided that such forms of education are also acceptable for Russian youth. And on April 30, 1909, in Pavlovsk near St. Petersburg, Staff Captain O.I. Pantyukhov organized the first scout unit of 7 boys. This day is officially considered the date of foundation of the first scouting movement in the Russian Empire. “On the emblem of the detachment were written the words that became the motto of the entire movement: “Faith in God, Loyalty to the Tsar, Help to the Neighbor” and further - “Be ready”. In 1910 in Moscow, G.A. Zakharchenko, who wrote the first manual on Russian scouting, Young Scout, founded the Moscow Squad of Young Scouts. In 1911, in St. Petersburg, Yanchevitsky organized the Legion of Young Intelligence Officers. Scout squads began to appear in many cities of the Russian Empire: in Kyiv and Anapa, Astrakhan and Arkhangelsk, Voronezh and Gomel, Evpatoria, Yerevan, Kerch, Kislovodsk, etc.
“Saint George the Victorious, depicted on the banner, was chosen as the patron saint of Russian scouts. Campaigns outside the city were called "reconnaissance"; in order not to lose a minute, even on the march there were “conversations” about the lives of great people, about events from Russian history. Scoutmaster (team leader) could only be a person worthy of emulation. The Scout's day was not to be spent in idleness: he was to help those in need. The detachments also organized holidays for children from poor families. “The Scouts called themselves “scouts”, wore a khaki sports uniform, a “Boer” type hat, and had a staff. Newcomers who joined the detachment, younger in age, were called "wolf cubs". The form of leadership in the detachments was "orders". In 1915-16, the All-Russian Congresses of Scouts were held. They also went to summer agricultural work in a detachment of up to 200 people.
“After 1917, this movement began to be seen as hostile to Soviet power, although the ideology of the pioneer movement absorbed a lot from scouting.” “In August 1921, the scout squads of Moscow were defeated by the Komsomol. Scouts were beaten, their apartments and camps were smashed, they were arrested, scoutmasters were expelled. “In 1922, scout organizations were banned in Soviet Russia. The most persistent of them lasted until the spring of 1923, when in May the last scout rally took place near the village of Vsekhsvyatskoye near Moscow. The participants of the rally were in uniform and with banners. The rally was dispersed, and its organizers were arrested. In April 1926, the OGPU carried out mass arrests of scouts and the scout movement was crushed.
“In the autumn of 1918, a 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. “The first detachments of young pioneers appeared in Moscow. In May, the first pioneer bonfire was lit in Sokolniki. At the II All-Russian Conference of the RKSM (1922), the experience of the children's movement in Moscow was approved and it was proposed to extend it to the whole of Soviet Russia, taking into account the scouting system. This is how a pioneer organization arose, which until 1924 bore the name of Spartak. The first documents were created: Solemn promise, Laws, Basic elements, Program, Temporary charter of the organization of children's groups "Young Pioneers named after Spartak". 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. “In 1924, it was renamed the All-Union Pioneer Organization named after V.I. Lenin. The first All-Union meeting of pioneers took place in 1929 in Moscow. The first detachments of the children's communist organization were located according to the principle (at enterprises, or at the place of residence of the pioneers). “The pioneer organization borrowed a lot from the scouts - the organization by detachments, the institute of leaders, the ceremonial, the oath, gathering around the fire, elements of symbolism. Since 1934, the transition of the pioneer organization to the school began. The positions of senior leaders - leaders of pioneer squads - were introduced. Since then, the pioneers have been built on the principle of "class - detachment", "school - pioneer squad".
In the 1930s, children's sports schools and stadiums were opened everywhere, children's highways, clubs for young sailors with their own fleets and shipping companies, technical, literary, musical, theatrical circles, political clubs, international friendship clubs, clubs for young naturalists (young naturalists), Timurovsky movement, children's book houses, art galleries, film studios.
According to Gribanov V.V. and Teplova E.P. The "Timurov movement" stands apart in the development of the children's movement in the Soviet Union. “The movement acquired such a broad character that the Komsomol organizations had to think about how to make this movement organically merge into the work of the pioneer organization. During the war years, the pioneer organization was an active assistant to the state in the rear and at the front. So in 1942, the pioneers of Moscow handed over to the representatives of the Red Army the tank column "Moscow Pioneer" (18 tanks), built with the money earned by the pioneers of Moscow. The names of the pioneer heroes who were awarded the title of Heroes of the Soviet Union for their exploits in the Great Patriotic War are known: Lenya Golikov, Valya Kotik, Marat Kazei, Zina Portnova. .
“Within the walls of the school, the pioneer organization gradually lost its specificity and eventually became part of the Soviet state-bureaucratic system, formalism appeared in its work. The basic principles of the activity of the children's community - voluntary entry into the organization, amateur performance and active participation - were preserved by out-of-school teams of different ages, created in the homes of pioneers, pioneer camps, student production teams, schools of pioneer activists. But she, "nevertheless, remained for many schoolchildren a school of socialization, the ability to live and work in a team, to gain management skills, a place for communication with peers according to interests, a place for the formation of romantic ideals." “After the “perestroika”, the pioneers abandoned the political overtones and took on a new motto: “For the Motherland, goodness and justice.” At the tenth All-Union rally of pioneers in the fall of 1990, the Union of Pioneer Organizations - the Federation of Children's Organizations (SPO-FDO), independent of political parties and movements, became the successor of the pioneer organization. During the entire existence of the All-Union Pioneer Organization, more than 210 million people have visited its ranks.
“On the threshold of the 80s - 90s, the following trends developed:
· Development of variability in the children's movement (communards, scouts). In November 1990, the founding congress of the Association for the Revival of Russian Scouting was held at the Youth Institute. 65 delegates from different cities of Russia, as well as Ukraine and Moldova took part in it.
· Democratization and enrichment of the activities of the pioneer organization; creation of promising and meaningful new programs, forms and activities; holding a meeting of the All-Union Pioneer Organization in Artek on a democratic basis (September 1990), creating a program for updating the pioneer organization;
· Creation of national children's organizations in the Baltic States and Ukraine, which marked the beginning of the disintegration of the unified All-Union Pioneer Organization;
The beginning of the process of depoliticization of the pioneer organization, giving its activities a humanistic character, appealing not to the interests of the party and the state as the main goal, but to the interests of the individuals of the members of the organization.
“The legislation has changed radically: party resolutions that regulate and regulate the activities of organizations have been replaced by state acts on supporting the children's movement in Russia. The rejection of strict social and state control contributed to the active development of informal amateur structures. Since the 1990s, various children's associations have been created and legally supported in Russia.
“In modern conditions in Russia, the number of children's and youth public organizations and associations has increased several dozen times. In each region, there are from 5 to 50 or more different public formations created for children or together with children. But the involvement of youth and children in public associations is minimal. “By order of the Ministry of Sports, Tourism and Youth Policy of Russia in 2009, a sociological study “Children's social movement in Russia as a tool to influence the quality of future human capital” was carried out. As a result, it turned out that 83% of students in grades 4-11 are not involved in any children's organizations. 7% of children are members of tourist associations, 5% are members of children's public organizations, and another 5% are members of informal movements.
“The social movement at the present stage can be characterized as demonopolized, variable in the direction of activity (professional, creative, realization of interests, sports, environmental, military-patriotic, civil-patriotic, charitable, etc.), diverse in forms and mechanisms of implemented programs and projects". Meanwhile, the activity of about half of children's public formations is characterized as multidirectional. “The activities of most associations are aimed at solving specific problems of society, children and youth. Many of them implement programs to create social youth services, labor exchanges, develop children's and youth entrepreneurship, sports, identify and support young talents, national and cultural revival, summer holidays, solve housing problems, etc.” . The associations "take upon themselves" the protection of the rights and interests of their members", "the care of creating conditions for supporting social initiatives", "ensuring the development of the leadership and creative potential of the individual". Every tenth association considers the formation of the national identity of its members to be the most important goal.
Based on the foregoing, the development of children's associations in our country can be divided into four stages:
“Stage 1 - the 10s of the twentieth century - the emergence of a children's movement as a specific social reality;
Stage 2 - 20s - early 30s of the twentieth century - the formation of a children's movement in the form of pioneering - a socio-pedagogical reality, a new means of targeted social education;
Stage 3 - 30s - 80s - the development of the pioneer movement as a mass monopoly public children's organization - a specific educational system, a link in the system of communist education of the younger generation;
Stage 4 - the 90s of the twentieth century - self-development and self-determination of the domestic children's movement in a variety of forms, types, target and content orientation in the new socio-economic, historical conditions of Russian society as a subject of the socialization of children and youth ".
“Currently in Russia there are a large number of children's public associations of various types and forms. In terms of territorial coverage, one can single out all-Russian, interregional, regional and local associations. School-based children's organizations are widespread: student committees, unions, associations, "republics", etc. .
Sections: social pedagogy
We are all made to interact.
M. Aurelius.
Introduction.
The successful solution of the task of creating a democratic state in Russia is inextricably linked with the processes of formation and development of the rising generation of civil democratic consciousness. Such consciousness implies the need for a person to live in the social space of constitutional rights and freedoms, to show their individuality and uniqueness.
Today, adolescents and young people have a real opportunity to practically master the actions leading to the mastery of constructive social relations of people through participation in the activities of children's public formations.
The subject of pedagogical activity is the joint determination of his interests and goals with the teenager. Opportunities for self-determination, self-knowledge, self-organization. The development of democratic principles as the basis of the life of the individual.
The definition of a public association is clearly formulated in Article 5 of the Federal Law “On Public Associations”. This voluntary non-profit formation was created on the initiative of citizens united on the basis of common interests to achieve common goals specified in the charter of the association. In accordance with the activities of public organizations and associations, their various groups are distinguished: public sports organizations engaged in military-patriotic education and the development of historical traditions, organizations of a social orientation.
The activities of public associations are regulated by legal documents: at the state level - the Declaration of Human Rights, the Convention on the Rights of the Child, the Constitution of the Russian Federation, the Laws of the Russian Federation “On Public Associations” “On Guarantees of the Rights of the Child in the Russian Federation “On Public Associations”, “On Guarantees of the Rights of the Child in the Russian Federation”, “On state support of youth and children's public associations”, “On education”; at the municipal level - regulations that allow, on the basis of the above documents, to interact with public associations (these include agreements on joint activities, resolutions, activity and development programs, charters of public organizations, etc.).
Socially oriented associations as a factor of personal success
In modern society, people-oriented activities are becoming more and more in demand. Therefore, it is necessary already in the school years to attach a growing person to the accumulation of experience in socially oriented activities. Such activities are carried out in an organized manner in socially oriented associations of schoolchildren.
In institutions of additional education, various associations of pupils are created, which not only expand the scope of activities of their members, but also provide an opportunity to master the experience of interpersonal interaction and cooperation.
Socially oriented associations of children include various organizations, societies, clubs, unions, teams, detachments and other formations. The tasks solved by such a socially oriented association are diverse:
inclusion of children in social practice in order to provide conditions for them to gain experience in subjective self-realization, successful adaptation to the social environment; satisfaction and development of diverse, including socially oriented, needs and interests of pupils; protection of the rights, dignity, interests of pupils, including from the negative influence of the social environment surrounding these children.
Children's associations are a socio-pedagogical phenomenon that has its own specifics of functioning and pedagogical leadership. In particular, the norms fixed in the charter of the association are self-binding, as a rule, they are closely connected with the norms of morality. That is why the children's public association can be legitimately considered as an elementary school of democracy.
Community-oriented associations of children and adolescents that currently exist in our country - organized on the initiative of children and adults, arising purposefully or spontaneously, are designed not only to satisfy people's need for the transfer and assimilation of the experience of positive social interaction, but also to provide conditions for successful personal self-realization , inclusion in the process of socially oriented activity, which determines, no matter how loud it sounds, the existence and progressive development of our civilization.
The vital activity of the association of pupils is largely determined by the principles, i.e. guidelines governing the activities and relationships of members of the association. The success of the activity of a socially oriented association of children is determined by the ability to solve the tasks set. In view of this, the association should develop, relying in its life on the following principles:
- principle of socialization, which determines the continuity and openness of the development of social experience by pupils, the inclusion of the association in broad social ties and its place in the social environment in general and the school environment in particular;
- principle of humanization, which ensures the unification and the individual in it an intrinsically valuable existence;
- principle of democratization guaranteeing the pupil the exercise of his rights and providing for his responsibility in the activities of the association, as well as guaranteeing the implementation of the rights and obligations of the association in society;
- principle of individualization, recognizing the accounting and development of the individual personality and the originality of the association;
- cooperation principle, which determines the subjective interaction both inside and outside the association, as well as guaranteeing the realization of the rights and obligations of the association in society;
- principle of harmonization, which determines the consistency of the interests of the individual and society;
- principle of integration, which determines the unification of the efforts of all members of the organization for the purpose of its successful operation.
Built on the above principles, the life activity of a socially oriented association of children involves the implementation of successive interrelated procedures: strategic goal-setting, programming, diagnostics, construction of activity, information, communication, emotional and personal space, analysis, synthesis, decision-making, focused on further movement towards the goal of the association as condition for its progressive development.
Depending on the direction and content of the activity, the following associations are distinguished:
- expanding the general horizons of pupils based on their interests and needs (clubs: cheerful and resourceful, intellectual, volunteer, etc.). In them, children acquire and accumulate new knowledge and skills, expand their intellectual, emotional and communicative capabilities, exchange information of interest to them, acquired skills, master the practice of personal self-realization. Such associations have a relative social orientation, since for the most part they limit their activities to the framework of the institution in which they are located.
- various types of socially oriented activities that involve the pupil as a form of social practice (patriotic, sports, local history, environmental, peacekeeping, leader associations, self-government bodies, etc.);
- aimed at creating special value-oriented organizations, unions, communities.
Children's associations largely perform the functions of institutions and structures of additional education. Among these functions, activity-activating, motivational-requirement, prognostic functions are distinguished. In children's associations, pupils are involved in a variety of activities based on their interests and needs, which undoubtedly expands the boundaries of the realization of their personal capabilities in the system of social relations. In associations, pupils satisfy their need for informal communication, in active self-realization they master the ability to predict their future, to realize their social purpose. Associations protect the rights and freedoms of the individual from the negative influences of the social environment, expand social rights (compared to those that a student has at school and in the family).
The socially oriented association of pupils has its own specifics. Firstly, the association attracts everyone, regardless of how a person studies at school, how teachers treat him, whether he has deviations in behavior. This specificity of the association is defined as its humanistic orientation, manifested in the freedom of subjective self-realization of all members. Secondly, the association of pupils realizes its social orientation, thereby helping each member of the association to develop their "social feelings" that characterize a person as a mature social subject. Finally, a socially oriented association of children is successful if a community of like-minded people is formed. It is well known that adolescents and young men attach great importance to the peer group, its attitudes, opinions, and assessments. That is why joint activity is so important in association. If the association of pupils is socially oriented, then it acts as a community united by a strategic socially significant goal of life, with its own distribution of powers within the association, relationships of responsibility, dependence, and interaction.
The principles of organization and functioning of children's public associations, understanding the practice of the children's movement as a whole serve as a guideline in the activities of associations of children and adolescents. A significant place here is occupied by:
- independence as a personal orientation;
- self-realization as the meaning of the inclusion of the individual in the association;
- self-organization as a mechanism that forms a public association of children and adolescents;
- amateur performance as a way of existence of the association and subjective self-realization of its members;
- self-government as a means of ensuring the functioning of the association;
- social reality as a meaningful source of organized children's amateur performance and a sphere for the implementation of children's activity;
- participation and support from adults as their responsibility for the pedagogical consequences of organized children's amateur performances;
- the increasing involvement of children in social relations as a way of their personal development in a children's association.
The success of the activity of a socially oriented association is largely determined by the observance of the laws of subjective self-realization. Such laws have a common focus: self-realization for the benefit of oneself and other people.
law of truth: Remember, the truth is needed not only for you, but also for the people around you. Be true.
good law: be kind to your neighbor, and goodness will return to you.
law of care: before demanding attention to yourself, show it to the people around you. Remember their interests, needs, needs.
law of love: love is one of the oldest and most respected feelings, do not be shy about it.
Mercy Law: you feel good today, but there may be people around who have tears in their eyes. Don't forget about them.
Law of memory: people who forget their history will die. Remember your people. Save this memory, pass it on to others.
Law of Respect: if you want to be respected, respect the human dignity of others yourself.
law of old age: remember that old age is respected by all nations, it is the law of nature. Be civilized, respect, understand and accept old age.
freedom law A: Everyone wants to be free. Defending your freedom, do not forget about the freedom of another person.
Law of Courage: even if you chickened out yesterday, remember that we are always with you. Be bold henceforth.
law of honor: remember your physical strength. But more often remember your spiritual strength, duty, nobility, dignity.
Honor is the highest power.
Socially oriented associations are usually created for a specific activity and enable children to self-realize in them. How to achieve success in the activities of such an association, how to multiply your achievements, how to improve yourself, develop, helping others to do the same? There are many ways, techniques, individual options for achieving personal success in activities, successful organization of the life of a socially oriented association.
Consider the conditions for the personal success of pupils in the activities of a socially oriented association.
First condition– ACT!
We are on the right track!
We are on the right track!!
We are on the right track!!!
We are standing, but we must GO!!!
A.M. Moiseev
Second condition– LEARN, KNOW, UNDERSTAND
You're only really afraid of what you don't understand.
Phenomena, events, people.
I.S. Turgenev
Third condition– BUY AND GROW YOUR EXPERIENCE!
You can't eat an apple for someone else.
folk wisdom
Fourth condition– SHARE your experience with others!
Truly generous is he who gives from what
What belongs to him.
Seneca the Younger
Fifth condition- IMPROVE!
Believe in yourself against the universe...
R. Kipling
Sixth condition- DO NOT STOP!
We see ourselves entering the times to come...
Yu.A. Yakovlev
Seventh condition- TEAM WITH like-minded people!
Brings up everything: people, things, phenomena,
but above all and longest of all people.
A. S Makarenko
Social practice of pupils of MOU DOD teenage club "Rovesnik"
In MOU DOD, the teenage club "Rovesnik" is attended by 210 children aged 6 to 35 years. More than 25 events are held annually, which involve about 500 children and adults. Educational and upbringing programs of varying degrees of complexity are being developed, focused on the individual capabilities and abilities of the child. The work of the teenage club "Rovesnik" is aimed not only at the cultural and leisure nature, but also at determining the help for the integration of the child in society, assistance in his development, upbringing, additional education, professional development - assistance in the socialization of the child, therefore the teaching staff of the club "Rovesnik" sets itself the task of educating a creative, competitive, intelligent personality, ready for continuous self-development, easily adapting to new social relations.
The favorite pastime of most teenagers is aimless walks, visits to discos, fees at the entrances. Therefore, today, more than ever, the organization of leisure activities for adolescents is relevant. To this end, the club "Rovesnik" has developed a comprehensive program of social and pedagogical assistance "OBEREG" for adolescents, which includes three blocks: work with adolescents, parents, teachers.
The activity of the institution of additional education increases the space in which adolescents can develop their activity, demonstrates those qualities that often remain unclaimed by mainstream education. The integration of basic and additional education can have a positive effect in the work on the prevention of crimes and offenses.
In connection with the social needs of our modern society, a volunteer group was organized from active and willing pupils of the Rovesnik club, whose activities are aimed at implementing the Amulet program. The content of the program is: organizational and practical (carrying out socially oriented actions), sports and entertainment games, informational (creation of an informational photo booth "We Can Do It".
For two years, our teenage club "Rovesnik" has been cooperating with USOSh No. 2. settlement Urengoy. Participation of teachers and volunteers of the club in the legal tournament "Every right has the right", held as part of the regional preventive action "Legal propaganda", 04/14/2009, the political game "Political palette", organized by the teachers of the teenage club "Rovesnik", October 2008, on the basis of the club, the action “Think Now” was held, dedicated to the World AIDS Day, at the village level, December 1, 2008. And also volunteers Yulia Bobrysheva, Tatiana Polshcha under the guidance of E.M. Protsenko were participants of the district training seminar "Volunteer movement - an effective way in the youth environment" in Noyabrsk, September 2008. Picture 1; 2;3;4;5.
Picture 1
Figure 2
Figure 3
Figure 4
Figure 5
Political game "Political palette", October 2008
Figure 6
Figure 7
Figure 8
Figure 9
Figure 10
Figure 11;
A trip to the district seminar of pupils of the volunteer association in Noyabrsk under the guidance of Protsenko E.M.
Figure 12
The expected and actual social practice shows that adolescents are maximally focused on successful social self-realization. This orientation is carried out in the course of productive interaction between the processes of the expected and actual practice of children, professional constant pedagogical support, which determines the essence of the pedagogical process as a cultural, socially oriented activity.
