Children's public associations: concepts, essence. May unions from other entities
Alternative scouting organizations were and are the creation of groups of enthusiasts. It is difficult to determine the traits that are equally inherent in all of them. If in the 1920s. they did not receive mass support in society due to the rejection of the dominant churches, the co-education of boys and girls (which was not very welcome in English society), and participation in the events of political parties, today alternative movements and organizations mainly advocate the preservation of the old (“conservative” ”) traditions, against modernism, excessive socialization of the scout movement. Although, of course, this is not inherent in all groups (especially new-fangled ones). Today it is difficult to say unequivocally that this “innovation” will definitely win. But in conditions when new liberal ideas are gaining more and more supporters (and not only in the USA), scouting will be forced to either change again or sharply and radically split organizationally. One way or another, both then and now, not a single children’s and teenage movement could resist the massive spread of scouting. All these groups were not and are not any serious alternative to scouting, existing on the principles of WOSM or WAGGGS.
A preschool educational institution is a voluntary association of children and adolescents, secured by formal membership, built on the principles of self-government, initiative and organizational independence.
The activities of children's public organizations are regulated by the following state regulations: Civil Code of the Russian Federation; Law of the Russian Federation “On Non-Profit Organizations”; Law of the Russian Federation “On Public Associations”; Law of the Russian Federation “On state support of youth and children's public associations”.
According to its legal status, a children's public organization has the following most important features: the presence of voluntary, officially registered membership. participation of members of the organization in the management of its affairs: elections of governing bodies, control over their activities, development of programs for the organization’s activities, etc. participation in ensuring the property basis of the organization and organizational and structural independence.
The purpose of the activities of preschool educational institutions can be considered in 2 aspects. On the one hand, as a goal set for themselves by children united in an organization, on the other hand, as a purely educational goal set by adults who created this organization for children.
The children's public organization of the Sverdlovsk region “Sobolyata” has been working in the Sverdlovsk region for 2.5 years. The main goal of the organization is to help young residents of the Sverdlovsk region in their civic development. Thanks to its activities, the Sverdlovsk region should receive socially useful activities for children today, and independent and active adult citizens tomorrow.
The daily activities of the sable squad are planned in such a way that children have the opportunity to acquire the knowledge they need in certain specialties, not only theoretically, but also through participation and organization of various events, promotions, holidays, training camps, hikes, etc.
Each detachment (territorial organization "Sobolyata") submits its activity plan, adopted by the council of the detachment (organization) to the regional council of the children's public organization of the Sverdlovsk region "Sobolyata", once every three months. In addition, an information report on the work of the detachment (organization) for the previous three months is attached to the plan.
Having studied the values of children and adolescents as the basis for the effective functioning of children's public associations using the example of the Sobolyata preschool educational institution, we came to the following conclusions:
־most members of the primary organization with the ideals of their
־unification considers Truth and Goodness;
־the laws of activity of the primary organization and their participation in it are based primarily on Friendship;
־sees the realization of his rights in the existence of Equality and Justice;
־of all the duties and actions of the members of the association, he values Deeds most;
־considers Voluntariness and Creativity to be the main norms of the association;
־principles of activity of the primary organization - Spirituality and Humanism;
־guidelines for activity - Mercy and Peacemaking;
־concerns for your affairs and thoughts - Family and Society;
־The organizational structure and activities of the primary organization of the Belarusian Republican Youth Union are built, in the opinion of its members, primarily on the principle of Cooperation.
Participation in the activities of children's associations gives children and young people a rich, unique experience of communication, romance, adventure, and also develops an active citizenship, responsibility, initiative and determination, and introduces them to democratic and legal norms. Volunteer activities for the benefit of other people and nature form moral values and humane qualities in activists of the children's movement. Such children and young people can bring a lot of benefit to society and their country.
List of sources and literature used
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Children's organizations of modern Russia
Children's organizations of modern Russia- a set of various public organizations, associations and informal communities of citizens of the Russian Federation under the age of 18.
Description
Modern children's organizations are different in form, structure, degree of coordination, goals, content and areas of activity. Children's organizations can be divided into public and informal.
Children's public organizations often require a complex structure and documentation, the development of a charter, and the creation of a system of governing bodies. Public organizations include associations, federations, unions, leagues, foundations, etc. Informal organizations are spontaneously emerging groups of children. Typically, but not always, they stand apart from public issues, often arising on the basis of amateur interests or interest groups, entertainment preferences. There are also antisocial informal organizations, for example, criminal gangs, hooligan gangs, etc.
The boundaries of the concepts “children’s”, “teenage” and “youthful” are defined differently. In modern pedagogy and developmental psychology, researchers most often distinguish childhood (previously, preschool, primary school) - the age from 1 year to 10-12 years, adolescence from 11-12 to 15-16 years and early adolescence from 15 to 18 years. However, the UN Convention on the Rights of the Child and the Constitution of the Russian Federation All citizens from birth to 18 years of age are considered children - it is at the age of 18 that civil adulthood begins. Since children's organizations belong to the sphere of public activity, the legal definition of children's age is applied to them - up to 18 years.
Before the revolution
At the end of the 19th century, the first children's out-of-school associations began to appear in Russia. Representatives of the intelligentsia created circles, clubs, sports grounds and summer health colonies for children from poor families, many of whom did not attend school but worked in production. By 1917, there were 17 significant children's organizations in Russia.
May unions
At the turn of the 19th and 20th centuries, the May Unions for the Protection of Birds and Animals were active in foreign Europe, the idea of creating which was proposed by the Finnish storyteller Zachary Topelius ( Zacharias Topelius). In Russia proper, the first May Union was organized in May 1898 in the village of Elisavetino, Pskov province, by landowner E. E. Vaganova, who returned from the Grand Duchy of Finland.
Thanks to publications in children's magazines, within a year, May Unions began to be created on the basis of many Russian schools and unite children aged 9-11 years. The emblem of the union was a flying swallow. The movement of children's May unions for the protection and protection of birds ceased after the October Revolution, but the idea of protecting birds was picked up by organizations of “young naturalists” (junnatov).
Settlements
In the early 1900s, the international settlement movement spread in Moscow, St. Petersburg, Tomsk and other cities, settlements of cultural people among the poor population (from Englishsettlement), which originated in the 1860s in England. In Moscow, the Settlement society was organized by teacher Stanislav Shatsky in 1906.
In 1908, the society was closed by the police for promoting socialism among children, and in 1909 it resumed work under the name “Children's Labor and Leisure”. The society was engaged in the organization of additional education, children's clubs and workshops, and a country summer labor colony "Beautiful Life".
Scouts
However, the official date of foundation of the children's movement in Russia is considered to be April 30, 1909. On this day, in Pavlovsk near St. Petersburg, guards officer Oleg Pantyukhov organized the first Russian scout detachment. The Scout movement was founded in Great Britain in 1907 by Robert Baden-Powell ( Robert Baden-Powell). His scouting textbook "Young Scout" ( English « Scouting for boys» ) was published in Russia in 1908.
The Scout movement became the first mass children's movement in Russia. It developed most intensively during the First World War. In the fall of 1917, there were 50 thousand scouts in 143 cities of Russia. In 1910, Baden-Powell came to Russia and talked about the prospects of scouting with Emperor Nicholas II. Tsarevich-heir Alexei was also a scout. In 1926, however, scout organizations were officially banned - they were replaced by pioneers.
To educate proletarian children, in the first days after the 1917 revolution, children's clubs began to be created in various cities of the country. The system of out-of-school education was born. Children's art and sports schools, stations for young naturalists and young technicians were opened. Children became active participants in many socio-political phenomena.
The emergence of the pioneers
In the fall of 1918, a children's organization of young communists (YuKov) was created, but a year later it was dissolved. In November 1921, a decision was made to create an all-Russian children's organization. Children's groups operated in Moscow for several months; during the experiment, pioneer symbols and attributes were developed, and the name of the new organization was adopted - the Spartak Young Pioneer Units. On May 7, 1922, the first Pioneer bonfire was held in the Sokolnichesky Forest in Moscow.
On May 19, 1922, the II All-Russian Conference of the Russian Communist Youth Union (RCYU) decided to extend this experience to the entire country. This day became the birthday of the pioneer organization. In the spring of 1923 in Moscow, and in the summer-autumn and in other regions of the country, groups of younger children - October children - began to appear under pioneer detachments. On January 21, 1924, the pioneer organization received the name of Vladimir Lenin, and in March 1926 it became an all-Union organization. From August 18 to 25, 1929, the first all-Union rally of pioneers took place in Moscow.
§ 4. Children's public associations in the school educational system
Children's public associations as an educational institution.
The school cannot ignore the influence of various social institutions on the upbringing of children. Among them, various children's public associations occupy a special place. Previous experience proves that children's associations should have their own social niche. For them, global goals and the assignment of functions of other public or state institutions to them are destructive. The long-term goals of children's public associations are to help children find the application of their strengths and capabilities, fill the vacuum in the realization of children's interests, while preserving their identity and their approaches.
The All-Union Pioneer Organization - a single, monopoly, mass - was replaced by many forms and structures of the children's movement. The International Federation of Children's Organizations (SPO-FDO) was created, which includes 65 constituent entities of the Russian Federation and the CIS - republican, regional, regional, and city children's structures. The Federation of Children's Organizations "Young Russia" unites 72 children's public associations of different levels (from primary associations to unions and associations).
Simultaneously with the officially registered ones, informal, spontaneously emerging children's and youth associations are created and operate, which are preferred by up to 30 percent of young people. Particularly attractive today are associations-"get-togethers" of various orientations: social, sports, cultural (musical), national. There are also associations of asocial orientation. “Parties” are an independent and weakly amenable to external regulation instrument of influence on children and youth.
Today, the children's movement appears as a complex socio-pedagogical reality, which manifests itself in the voluntary activities of children themselves according to their requests, needs, needs, their initiatives, as a unique response to the events of their lives. Their main feature is amateur activities aimed at the child’s fulfillment of his natural needs - individual self-determination and social development.
The children's movement becomes an educational means under special conditions, methods of its organization that allow a positive influence on the child through the efforts of the children themselves, their communities, to gently manage his development as an individual, complementing the school, out-of-school institutions, and family. One of the conditions is pedagogically organized, socially and personally significant activity of a children's public association - the main form of the children's movement.
A children's public association is, first of all, a self-organizing, self-governing community, created on a voluntary basis (the wishes of children and adults), on the initiatives, desires of participants to achieve certain goals that express the requests, needs, needs of children. A children's public association with a positive social orientation is an open, democratic structure, without a rigid “official hierarchy”. It is not a structure of a state institution (school, institution of further education, university, enterprise), but can be created and operate on the basis of the latter with direct personnel, financial and logistical support. An association in which at least 2/3 of the citizens are under 18 years of age can be considered a children's association. The leadership of adults (necessarily members or participants of the association) is voluntary and public in nature. The relative independence of a children's public association is its characteristic feature.
In contrast to a children's association, a children's public organization as a form of children's movement is an association with a clearly defined social and ideological orientation, created, as a rule, by adult communities and government structures. This is a relatively closed, multi-level structure with subordination of subordinates to higher ones, fixed membership, responsibilities and rights of each member, self-government body, and official. The organization is based on a system of small primary children's structures through which the goal, objectives of the organization, its laws, rights and responsibilities are realized. The activities of the organization and its program are determined by the prospects of both the organization and each member (categories, degrees, titles, positions). A classic example of a children's organization is pioneer, scout.
The current situation of depoliticization of the children's movement, its focus on humanistic principles, the disclosure of the creative personal potential of the child, his natural data determine the preference for more democratic, open forms of the social children's movement. Thus, children's public associations received the right to be independent legal entities and determine their relations with various government agencies as equal partners on the principles of interaction, cooperation, and on a contractual basis.
Another important feature of modern children's public structures is their right to choose adult leaders. Today there is no specific counselor, representative of the youth, adult social structure, there is no single pedagogical leadership represented by professionals. The curator (manager, leader) of a children's association can be almost any adult, without limitation of age, gender, nationality, education, party affiliation, acting within the framework of the Declaration of the Rights of the Child and the laws of the Russian Federation.
There are no restrictions on the location of children's public associations. They can be created and operate on the basis of public and private institutions, public structures, and at the place of residence.
The influence of children's associations on the functioning and development of the educational system of the school. Their influence is determined by a variety of factors: the specifics of the state institution and public children's structure; educational traditions of the school and the target orientation of the association; human resource potential of the school; characteristics of the surrounding society; the personality of the head of the association, etc. In each specific case, the mutual influence will be diverse. However, it is important that the final result - a positive impact on the child, teacher (subjects of the educational system) - be significant.
The purpose of the activities of any children's public association can be considered in two aspects: on the one hand, as a goal that children set for themselves, on the other hand, as a purely educational goal that adults participating in the work of children's associations set for themselves.
In the first case, the voluntary association of children is possible only when they see in it the prospect of an interesting life, the opportunity to satisfy their needs. It is important that the association increases the social significance of their activities and makes them more “adult”. This aspect, which does not contradict the “children’s” goal, involves creating conditions in the organization under which the child’s socialization is more successful, resulting in the desire and readiness of children to perform social functions in society.
A children's public association is an important factor influencing the child, influencing in two ways: on the one hand, it creates conditions for meeting the needs, interests, goals of the child, and the formation of new aspirations; on the other hand, it determines the selection of the individual’s internal capabilities through self-restraint and collective choice, adjustments with social norms, values, and social programs.
The children's public association also performs protective functions, defending and protecting the interests, rights, dignity, and uniqueness of the child.
The process of socialization in a children's association is effective when there is a commonality of interests and joint activities of children and adults. At the same time, children should retain the right to choose the forms of life of the association, freely move from one group, one micro-collective to others, and the opportunity to create associations to implement their own programs.
Types of children's public associations. Children's associations differ in the content of their activities, duration of existence, and form of management.
According to the content of their activities, children's associations can be labor, leisure, socio-political, religious, patriotic, educational, etc. Children's labor associations implement the tasks of organizing their work activities. These are student cooperatives, most often created for the joint activities of children to solve personal economic problems.
Leisure, socio-political, patriotic and other associations involve solving the problems of developing the abilities and inclinations of children, the problems of providing them with opportunities for communication, self-expression and self-affirmation. Due to the fact that the child enters these groups voluntarily, here he does not have to put up with the position that he is forced to occupy in the class.
Depending on the duration of their existence, children's public associations can be permanent, which, as a rule, arise on the basis of schools, institutions of additional education, or at the place of residence of children. Typical temporary associations for children are children's summer centers, tourist groups, etc. Situational ones include associations of children created to solve some problem that does not require much time (participants in a help action, rally, etc.).
Based on the nature of management among children's public associations, one can distinguish informal associations of children, club associations, and children's organizations.
L. V. Aliyeva presents the experience of interaction between schools and children's public associations in the following typical options.
The first option - the school as a state educational institution and children's public associations (more often these are organizations with a clear program, purpose, rights and responsibilities of members of federal, regional, city significance, having an independent legal status) build relationships as equal partners on a contractual basis in accordance with the law "On support of children's and youth public associations", everyone voluntarily taking on specific responsibilities.
With such cooperation, real opportunities for interaction are created for two independent educational subjects. At the same time, the school voluntarily chooses a partner in the form of a children's social structure, based on the principles of democratization and humanization of the educational process. The interaction of equal educational subjects can be realized in various forms, primarily based on the implementation of general programs (social, cultural, educational, etc.). Subjects of SPO-FDO and schools, as experience shows, successfully interact on the basis of developed socially oriented programs ("Game is a serious matter", "Order of Mercy", "School of Democratic Culture", etc.). Programs and projects of the FDO "Young Russia", focused on civic education, individual development, social adaptation of the child ("Renaissance", "School of Social Success"), on the education and development of younger schoolchildren ("Four plus three", "Little Prince of the Earth" ), are successfully used in updating educational systems of schools.
On the basis of the school, “outposts”, primary structures (teams, detachments, clubs) of a district, city, regional children's organization, the members of which are students of this school, can be created and operate. Through their social activities and position as members of an organization or association, such children influence certain aspects of the school’s educational system or contribute to its creation (they create press centers, organize clubs, conduct expeditions).
The positive impact on the educational system of the school of relations between equal partners is largely determined by the dynamism, democracy, autonomy of children's public associations, their clearly expressed specificity, as well as the ability of the school to have several partners, without tying itself rigidly and for a long time to one public association, organization, building relationships according to the principle of expediency. The option of interaction between equal partners allows us to take the educational system of the school beyond its walls, making it more open, socially significant, and effective. The new position of students - members of a children's public association has a positive impact on their educational activities, making adjustments to its content, organization, and humanizing the adult-child relationship. Experience convinces us that children's social structures are indirectly capable of bringing educational systems of schools out of a state of crisis and chaos.
So far, in mass practice, relations between schools and children's public associations as equal partners are just emerging.
The second option is more common. Its essence lies in the fact that the relationship between a state educational institution and a children's social structure is built as an interaction between subjects of the school's educational system, giving it the features of a self-governing, democratic, state-public one.
The children's association in this case is an important component of the system, which is in close relationship with its main structures. In other words, the interaction of these two subjects takes place within the educational system at the level of state and public (amateur) structures (government and self-government, class - children's association, state educational programs and programs of children's associations during extracurricular hours, etc.).
As a rule, the initiators of the creation of children's social structures in schools are adults - teachers, administrators, and less often - the children themselves and their parents. Teachers are initiators and voluntarily become curators, managers, leaders of children's associations, and their active participants. It is this group of teachers and children's activists, united in voluntary communities at the call of the soul, that often act as generators of new ideas, the implementation of which can become the initial stage of the design of the educational system or an impulse for its development. This influence of children's public associations on the educational system of the school has been observed in practice in recent years.
The school is increasingly aware of the importance of the children's movement in the educational system due to its diverse manifestations, amateur performances, and creativity of children. Currently, there is a wide variety of experience in creating public children's structures in schools (organizations, clubs, councils, unions, children's parliaments, etc.), organically included in their educational systems.
So, children's social structures in the educational systems of schools are represented by:
Various forms, bodies of student self-government (councils of high school students, school committees, dumas, veche, etc.);
School (student) organizations; children's public associations, organizations operating in the school's additional education system;
Temporary children's associations - councils, headquarters for the preparation and conduct of collective creative activities, games, labor operations, sports, tourism and local history competitions;
Profile children's amateur associations (to expand and deepen knowledge in specific areas).
Each of these children's social structures has its own specifics and, with competent pedagogical instrumentation, is capable of influencing the state of the school's educational system. Thus, the place of student organizations in the educational system of a school is quite specific. They are allies of the school’s teaching staff in solving its main tasks determined by the state; defenders of student rights, initiators of school Olympiads, competitions, shows, subject weeks, creative exhibitions held together with teachers. The main object of their activity is the school, the student, the teacher-student relationship, and educational activities. The role and place of the student organization in the school, its authority in the eyes of children, teachers, and parents is one of the indicators of the effectiveness of the school’s educational system.
Children's public associations, as evidenced by the experience of recent years, often serve as incentives for the birth of something new in the work of the school, and at the same time, in their activities, the best traditions of the school are preserved and enriched. We can say that they are able to give stability, solidity, and modernity to the educational system of the school.
The main meaning of the interaction between the school and children's social structures is the creation of a truly humanistic educational system, in which the goal and result are the child as an individual, a creator, a creator.
Questions and tasks
1. Define the educational system.
2. What is the structure of the educational system?
3. What is the essence of the driving forces for the development of the educational system?
4. Reveal the content of the main stages of development of the educational system.
5. What are the criteria for the effectiveness of the educational system?
6. Give a description of the main foreign and Russian educational systems.
7. What are the functions, rights and responsibilities of the class teacher?
8. Name the main forms of work of the class teacher with students.
9. What is the role and place of the class teacher in the functioning and development of the educational system?
10. Name the main features and types of children's public associations.
11. Describe the main options for interaction between schools and children's public associations and their impact on the functioning and development of the educational system.
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The 90s of the twentieth century became the starting point for qualitative transformations in the children's movement at all levels of interaction between the state and society in the context of the implementation of the main provisions of the Convention on the Rights of the Child: legal, economic, content-activity, psychological-pedagogical, organizational. The same trends are characteristic of the global children's movement. It began to be seen as a movement in the interests of children.
The modern children's movement must be considered as a social phenomenon unfolding in historical space, in real time during childhood and adolescence, 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 their humanistic character and orientation towards universal human 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 and his rights;
Development of the desire for self-knowledge, self-improvement, self-realization;
Formation of experience of interpersonal interaction and the ability for social creativity in children and adolescents;
Increasing the level of civil social responsibility in collective forms of activity.
The potential of children's public associations represents objective reserves that can manifest themselves, providing a qualitatively new positive result, both from a state point of view and from the position of personal growth of a young citizen.
Everyone who joins a children's public organization is the subject of their own development in specific conditions associated with the national, cultural, ethnographic, and social environment. Care and attention to the problems of positive social development of the emerging personality, the steady growth of the child’s leadership and creative potential, and the possibility of independently choosing one or another form of association make it possible to preserve the diversity of organizational forms of children’s initiative.
At the beginning of the third millennium, a problem of an organizational and scientific nature, associated with a change in attitudes towards the essence of interaction between the state and children's public associations, really emerged. The essence of these relations can be represented as follows. The state is interested in the activity and social loyalty of the younger generation, but the child needs space for self-realization. Consequently, children's public associations are needed by the state and represent a field of self-realization for children of the most diverse social, ethnographic, and age groups of the population. Ideally, the state should create conditions for the existence of a 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 holding a competition for projects (programs) of youth and children's associations to receive state support in the form of subsidies provided from the budget of the Astrakhan Region."
About key concepts.
In connection with the fundamental changes that have occurred in the children's environment in recent years and have entailed even greater changes in a unique social institution - a children's organization, the problem of using the conceptual apparatus is becoming increasingly acute.
A number of scientists at different times proposed an interpretation of the concepts of “children’s association” and “children’s organization”. They are presented in the comparison table below.
"CHILDREN'S ASSOCIATION" | "CHILDREN'S ORGANIZATION" |
CHILDREN'S PUBLIC ASSOCIATION is a public formation in which minor citizens voluntarily unite independently or together with adults for joint activities that satisfy their social needs and interests. Public associations that include at least 2/3 (70.0%) of citizens under 18 years of age from the total number of members are recognized as children's associations. An association is considered public if it: It is created on the initiative and on the basis of the free will of children and adults and is not a direct structural unit of a state institution, but can function on its basis and with its support, including material and financial; Carries out social and creative activities; It does not set as its (statutory) goal the receipt of profit and its distribution among the members of the association. Children's public associations may include various organizations, societies, clubs, unions, teams, detachments, other formations, as well as associations (federations, unions) of such associations. CHILDREN'S PUBLIC ASSOCIATION is a voluntary children's formation (70% or 100% of children), in which teenagers united independently or together with adults to carry out priority socially significant and organizational activities that constitute them as subjects of social action. CHILDREN'S ASSOCIATIONS in the system of the children's movement are communities, commonwealths of children, basic, primary education, in which the main participants are children, the child is the subject of the group's life, the adult is its active participant, recognized by the children: Leader - Leader - Personality. The children's association is based on initiatives, children's initiative, and friendly communication. The structure of the children's association is democratic, without strict “subordination” or hierarchy. This is a genuine children’s organization of their life activities based on the public interests of children (the needs of a neighborhood, a school, an institution of additional education for children, a family, a society, a country, a region), allowing a child to reveal, demonstrate, and often discover their individual interests (children’s associations in schools, institutions of additional education are created on the basis of the personal interests of children, which can develop into “public” ones.) CHILDREN'S PUBLIC ASSOCIATION is a special social and pedagogical formation of children and adults uniting on a voluntary basis to realize individual and social needs that contribute to the socialization of the child’s personality. A CHILDREN'S PUBLIC ASSOCIATION is an association of children (children and adults), characterized by the social orientation of its activities, a certain degree of development of amateur principles, subject in one form or another to targeted pedagogical influence (in the broad sense of this concept). The children's public association objectively solves the following most important tasks: inclusion of children in social life, in the social practice of society at a level feasible for them, adaptation of children to the social environment, satisfaction of their needs, interests and requests (including those that are poorly satisfied by school, etc.) . etc.), as well as protection of rights, dignity and interests, including from the negative influences of the social environment surrounding children. Children's public associations may or may not have state or other official status, but they must enjoy significant independence in their life activities. Children's public associations are characterized by a variety of symbols, attributes and rituals, and the presence (including in the process of formation) of their own traditions. CHILDREN'S ASSOCIATION is a specific institutional form of a socio-pedagogical system that ensures the active inclusion of an individual in social relations, reproduction and development of a system of social connections in the process of its participation in activities aimed at solving socially significant problems. | CHILDREN'S ORGANIZATION is an amateur, self-governing children's public association created to implement any social idea (goal), which has norms and rules governing its activities, fixed in the charter or other constituent document, a clear structure and fixed membership. CHILDREN'S NON-GOVERNMENTAL ORGANIZATION is a children's public association that has a rigid structure, fixed membership, clearly defined norms of life, rights and responsibilities of community members, symbols and rituals developed jointly by children and adults, documents for external (judicial authorities) and internal (members of the association) use. CHILDREN'S ORGANIZATION is a special form of children's movement (there may be public organizations for children created by adult structures). This is a structure in the socio-political structure of the state, expressing the interests of children, their participation in the common cause, a means of implementing state policy, economics, and culture of values among children. This is a multi-stage, hierarchical, “closed” (relatively), ordered structure that clearly defines its goals, objectives, rights, responsibilities of its members, the position of adults, the role, the place of children’s associations (of different ages, orientation), operating on the basis of initiative, self-government in combined with adult guidance. This is, as a rule, a legalized, state-recognized form of children's movement, an activity that does not contradict the constitution, state legislation, and enjoys the support of state structures. By name, focus of their main activities, degree of development, formalization of experience, children's organizations today are presented as republican, regional (regional, city), interregional in the forms of “unions”, “associations”, “movements”, “clubs”, “agencies”, etc. areas of activity - pioneer, scout, specialized, religious children's organizations. CHILDREN'S ORGANIZATION is a special socio-pedagogical group of children and adults, jointly realizing a specific goal, having a clear organizational structure that contributes to the personal organization of the child. CHILDREN'S NON-GOVERNMENTAL ORGANIZATION is a voluntary, conscious, amateur association of children to meet their needs, focused on the ideals of a democratic society. Children's public organizations have a clearly defined structure, fixed membership, regulating the activities of participants, norms and rules. Adolescent and youth organizations, movements, unions, societies, other societies of citizens, as well as associations (associations, federations) of children's organizations, which include no more than 30% adults and no less than 70% children, are recognized as children's organizations. A children's public organization is a voluntary association of children and adolescents, secured by formal membership, which is built on the principles of initiative and organizational independence, its task is to promote the natural desire of children for self-realization and self-organization through the implementation of multifaceted activities aimed at satisfying the diverse interests of members of the organization and protecting them rights and needs, as well as the social development of the younger generation. CHILDREN'S ORGANIZATION is an independent, amateur association whose goal is to reproduce in the younger generation personal qualities, systems of views, relationships and interactions with the outside world inherent in a certain category of the adult population and realizing its goal in the joint activities of children and adults through a certain system of relationships, structure, a financial mechanism defined in the charter, which has special external differences (symbols, rituals, ceremonies, attributes). |
It seems logical to complete the comparative table with definitions that have the force of law, since they are formulated in the Federal Law “On Public Associations”, adopted by the State Duma on April 14, 1995 and which came 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-profit formation created on the initiative of citizens united on the basis of a common interest to achieve common goals specified in the charter of the public association (hereinafter referred to as the 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 membership-based public association 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, can 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 the 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; public initiative body; Political Party. At the same time, public associations created in any of the listed forms can either register in the manner prescribed by this Law and acquire the rights of a legal entity, or function without state registration and acquisition of the rights of a legal entity (Articles 3, 8 - 12).
Of course, the Law does not talk about 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 groups occurs only in accordance with the relevant articles of the Federal Law “On Public Associations”. That is why we recognize the concepts of “public association” and “social organization” 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, designating mandatory differences, management mechanism, organizational structure, etc. This task is impossible, because a children's public organization and a children's public association is a living, flexible, mobile, constantly changing mechanism.
In our opinion, at the present time (the period of revival, active creation, formation and survival of children's organizations) the most acceptable way is possible - to define these concepts specifically for this historical period of development of the country and children's organizations.
Children's organizations and associations differ significantly from adults in the leading feature - the participation of adults in the activities of children's formation. Many years of world experience in the emergence and development of various children's organizations shows that for their emergence it was necessary to express the will of not only and not so much the future members of the organization, but rather a certain part of the adult population of a given country (a specific class, stratum, party, youth organization...) The role of adults can have a decisive influence on the content of children’s activities.
In this regard, Doctor of Pedagogical Sciences, Professor offers the following interpretation of the concepts:
Children's public association– the formation of children united on the basis of common interests to realize goals and self-development on the initiative and under the pedagogical management of adults.
Children's public organization– a voluntary, amateur, self-governing, on the basis of the Charter (and other documents), equal association of children and adults, created for joint activities to realize and protect the interests of those united.
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 identified, collective planning, etc.) a children's public association can develop into a children's public organization. In fact, this is 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 a children's public organization can be viewed in two aspects. On the one hand, as a goal that children united in an organization set for themselves, on the other hand, as a purely socializing goal that adults solve.
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 opportunity to satisfy their interests, and the possibility of self-realization. It is important that the organization increases the social significance of their activities and makes them more “adult”.
A famous psychologist made a figurative and precise remark: what we regard as weakness of will, in children and adolescents is most often a weakness of purpose. The guys don’t achieve something, don’t overcome themselves and circumstances, not because they can’t do it, but because they don’t see why it needs to be done and don’t have corresponding vital goals.
Here is an explanation of many of the organization's failures and one of the most important ways to renew it.
The second aspect, which does not contradict the “children’s” goal, involves creating conditions in the organization under which the child’s self-realization is more successful. The result of this is the desire and readiness of 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 specification of the goal of activity should be dialectical: the gradual implementation 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 direction, but also the opportunity to achieve a practical result. This is a kind of action project that determines the nature and ordering of various acts and operations as an ideal anticipation of the result of the activity.
Considering the purpose of activity from these positions, we can identify its main components that correspond to the basic social functions of a person in life and, therefore, create opportunities for his self-realization. We are talking about developing readiness among members of children's organizations (for):
▪ to civilized economic relations;
▪ to political relations based on the norms of democratic culture;
▪ to relationships in the spiritual sphere based on universal human values.
Each of the components is implemented in close connection with the others.
The goal of a children's public organization can be formulated as creating conditions for the social development and self-realization of a child, which the children themselves formulate as the prospect of an interesting life.
Understanding the goal allows us to redefine the organization’s tasks 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 activities;
▪ creating conditions for children’s self-realization and revealing their creative potential;
▪ stimulating 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 members of the organization to perform various social functions in society.
As many years of practice have shown, at the stage of 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 to develop and implement activity programs - a variable program approach.
A variable program approach is providing children with the opportunity to choose their sphere 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 presence of a set of programs that differ from each other in the content of children’s activities and in the forms and methods of work that are adequate to it. These programs implement an age-specific approach and take into account the range of interests and needs of children.
The difference between a public association
from other entities.
Working in practice and interacting with the representative offices of AROO ADMOO, we were faced with 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 government”. Some additional education teachers ask the question: “How can I create a public association on the basis of my creative association? Where to begin?" Other questions also arise. First of all, you need to pay attention to the distinctive features of these concepts, which are summarized in the table below:
Criteria | Public association | Student government | Educational (creative) association |
|
Definition | A children's association is an association that includes citizens under 18 years of age and adult citizens who have united for joint activities aimed at satisfying the interests, developing creative abilities and social development of members of the association, as well as in order to protect their rights and freedoms. | A system for students’ participation in the management of educational institutions, as well as solving problems that are significant to them, developing independence, making and implementing management decisions; presence of group activity goals. (Rozhkov “Student self-government” 2001). | The form of organization and method of pedagogical organization of children’s activities, the content of the educational program. Form: club, studio, section, ensemble, team, theater, choir, creative association. |
|
Purpose of creation | The goals are different, aimed at satisfying interests. | Involving students in school management, developing leadership skills | Educational |
|
Normative base | Law of the Russian Federation "On public associations in the Russian Federation". | Law of the Russian Federation "On Education" Article 35, paragraph 2, Article 50, paragraph 4. | Law of the Russian Federation "On Education", Model Regulations. |
|
Status, documents | Is not or is a legal entity (public organization). Acts on the basis of the Charter. | Not a legal entity. Acts on the basis of the Regulations on Self-Government Bodies. | Not a legal entity. Acts on the basis of the Charter of the institution, the Regulations on the educational structures of the institution. |
|
Implications for society | Socialization of personality. Democratization of society. Development of socially active individuals. | Personal development of schoolchildren - leaders. | Increasing the educational potential of society. |
|
Adult presence | While it is pedagogically in demand in a children’s association, in a youth association the concept of “adult” may be absent altogether. | Pedagogically in demand, especially at the stage of creation and formation of self-government. | Necessarily. |
|
Adult status | Member of the association; Member of an elected body; Head of the association. The powers are enshrined in the Charter of the association. The mission of an adult is determined by the purpose of the association. The pedagogical mission is determined by himself. Composition: at least 2/3 (70%) of participants are children under 18 years of age, or up to 100% children (youth associations). | Adult - cannot be a member. The student is chosen as the leader. An adult may serve on the Board with voting rights. The status of an adult can be enshrined in the Regulations on Self-Government. Composition: students of grades 5-11. | The mission of an adult is educational. Status - head of the association. Age over 18 years + education. Powers are fixed in the job description. |
|
Creation method | At the initiative of citizens. Anywhere. | Provided for in the Charter of the educational institution. The possibility of creation is enshrined in the Law “On Education”. | In the structure of the op-amp. The decision of the manager is fixed by order, in accordance with regulatory requirements. |
|
Program | Adopted at the general meeting. Its content is aimed at members of the association and those around them. | Activities are carried out on the basis of plans agreed with the educational work plan of the educational institution. The plans are aimed at protecting the interests of students, taking into account the needs of the educational institution. | The educational program and plan are approved by the administration or the methodological council. |
|
Participants (composition and age) | From the age of 8. There are leaders, activists, participants. There are members and participants. The total number of 12 people or more is unlimited. | Self-government participant + members of the Self-government organization. Everyone participates, there are representative forms: a referendum, a survey. | The permanent composition is noted in the journal. Students or pupils. |
|
Management principles | Self-government, equality, transparency. | Legality, equality, transparency. Separation of powers and cooperation. Election. The reality of rights and responsibilities. Everyone's responsibility. Representation in central authorities. Student leader. | Unity of command. Self-government in certain matters. The leader is an adult by order. Change of control through the administration. |
|
Management principles | Self management; Voluntariness; Equality; Legality; Publicity; Election of governing bodies. The leader is replaced by re-election. | Legality; Equality; Publicity; Election of governing bodies; Division of powers of self-government bodies, each member of the team; Representation of primary collectives, their close connection with central bodies of self-government. A change of leadership occurs only through re-election. | Legality; Mandatory (voluntariness); Separation of rights and responsibilities. The change of manager is carried out according to the order. |
Important points in the activity
public association.
Experience shows that in the activities of almost any normally functioning public association, several important points can be identified:
Ø Team
Ø Activities
Ø Organizational culture
Ø Resource support for the activities of the association
Ø PR associations
Ø Establishing contacts with other organizations
Ø Work with potential members of the association
Team.
When creating an association, you must remember that you won’t last long on personal enthusiasm. The senseless heroism of lonely leaders - managers - is a consequence of inattention 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 satisfy only the needs of its members. Members of the association must also work for it. 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 must be a single team.
Activity.
The main goal of the primary association is to create conditions for the comprehensive development of a child and young person in various spheres of public life. The implementation of this goal, as a rule, occurs through the inclusion of organization members in real socially significant activities. Activities are what the association lives by, what brings it calling and authority, in the process of which and about what members of the association communicate, what they value and are proud of. The main thing is that it be of a socially significant nature and create conditions for the inclusion of members of the association in real socially significant relationships, helping to optimize the process of their socialization.
1. Formation and promotion of healthy lifestyle ideas among children and youth, prevention of drug and alcohol use, prevention of negative aggression among young people.
2. Development of intellectual and creative abilities of children, organization of festivals, competitions, concerts, intellectual games and KVN games.
3. Studying the history of one’s region, organizing local history expeditions, studying national and domestic culture, the history of Russia, developing patriotic feelings and love for their Motherland among young Russians.
4. Protecting 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 way of life, environmental monitoring and organization of environmental events, environmental activities, development and implementation of creative environmental projects.
Frishman self-government in children's public associations. Nizhny Novgorod, 2007.
Federal Law “On Public Associations” dated 01.01.01. No. 82 Federal Law // Collection of legislation of the Russian Federation dated 01.01.2001. No. 21.- The last changes to the law were made on July 23, 2008.
Volokhov and work according to concepts // Theory. Experience. Methodology. - N. Novgorod, publishing house of technology", 2006.
I want to be a leader! Issue 4. - N. Novgorod: publishing house of technology", 2006.
Along with informal youth movements, today in the country there are a number of children's and youth organizations and movements, led, as a rule, by adults. Among the institutions of socialization, children's organizations, whose work is based primarily on the interests of children and presupposes their initiative and social activity, occupy a special place.
The children's movement is an objective phenomenon, a product of social life. At a certain age, from approximately 9 to 15 years, adolescents develop a need for a significant expansion of contacts and joint activities. Children seek social activities alongside and with adults. A kind of legislative confirmation of the presence of this phenomenon was the UN Convention on the Rights of the Child (1989), which proclaimed freedom of association and peaceful assembly as the norm of life for children (Article 15.1.).
Scientists note that the social activity of children and adolescents has been increasing in recent years, and the forms of its manifestation are becoming more diverse. Children and teenagers need associations where everyone will be helped to satisfy their interests and develop their abilities, where an atmosphere of trust and respect for the child’s personality is created. All researchers note that the majority of teenagers express a desire to be a member of a children's organization, while almost 70% of them prefer to be members of an organization based on their interests; 47% claim that organization is needed to have fun in their free time; more than 30% - to better prepare for adult life.
In Russia, due to the collapse of mass pioneer and Komsomol organizations, children found themselves in a social vacuum. Meanwhile, children's organizations form an integral part of society in all modern countries; they are a real type of social movement. In addition to meeting the needs of children and adolescents for communication and joint activities based on interests, these organizations also perform other social functions. They include teenagers in the life of society, serve as a means of developing social skills, protecting the interests and rights of children. Participation in children's organizations allows you to gain social experience and contributes to the formation of civic qualities necessary for life in a democratic society. It is difficult to overestimate the role of children's and adolescent public organizations in the socialization of a child's personality.
The legislative basis for the development of children's public associations is the laws of the Russian Federation "On Public Associations" and "On State Support of Youth and Children's Public Organizations" (1995). The Law of the Russian Federation "On Public Associations" (Article 7) determines that the forms of children's public associations can be children's organization, children's movement, children's fund, children's public institution.
Children's movement
1. The totality of actions and activities of all children's public associations and organizations existing in the region (region) or territorial unit (city, district)
2. One of the forms of socially active activity of children and adolescents, united by common goals and programs of a certain content orientation. For example, the children's and youth movement "Young - for the revival of St. Petersburg."
Today the Russian children's movement is represented by:
International, federal, interregional, regional children's organizations, differing in forms - unions, federations, leagues, schools, associations, etc.;
Various branches, directions, types of movement - civil, professional, socially significant and personal-oriented (environmental, youth, junior, tourism and local history, charity movement, etc.);
Amateur children's club associations that satisfy the interests and requests of children, filling their leisure time;
Socially oriented children's public associations;
Initiatives of children from different regions of the country related to the celebration of significant historical dates: the 50th anniversary of the Victory, the 300th anniversary of the Russian Navy, the 850th anniversary of Moscow, etc.;
Temporary children's associations of participants in international, Russian, regional festivals, competitions, shows within the framework of programs developed by SPO-FDO, FDO, "Young Russia".
Children's association
The form of children's movement, which is characterized by the main features and characteristics of children's movement;
A social formation in which minor citizens voluntarily unite independently or together with adults for joint activities that satisfy their social needs and interests.
Public associations that include at least 2/3 (70%) of citizens under 18 years of age from the total number of members are recognized as children's associations.
The children's public association is:
Form of social education of children;
Reasonably organized leisure time for children;
An effective means of acquiring personal life experience, independence, and communication experience;
A world of play, fantasy, freedom of creativity.
A children's organization is a voluntary, conscious, amateur association of children to meet their needs, focused on the ideals of a democratic society.
Children's public organizations (COOs) have a clearly defined structure, fixed membership, and rules and regulations governing the activities of participants.
A preschool educational institution is a voluntary association of children and adolescents, secured by formal membership, which is built on the principles of initiative and organizational independence.
The tasks of the preschool educational institution are to ensure that all work with children is adequate to new socio-economic relations; to contribute to solving the most pressing problems of childhood, achieving the social well-being of each child, interacting with other social institutions, to ensure equal opportunities in the social development of children; create conditions for personal self-realization based on an individual and differentiated approach.
Program– a document reflecting a consistent system of actions aimed at achieving a socio-pedagogical goal.
In 1991, the scientific and practical center SPO-FDO, based on a program-variable approach, created the first package of programs “Children’s Order of Mercy”, “Vacations”, “Tree of Life”, “Play is a Serious Business”, “Children are Children”, “ Revival”, “Four + Three”, “Myself”, “Little Princes of the Earth”, etc.
Law- generally accepted norms that are formed in accordance with public opinion and the will of all members of the team and are recognized as binding for everyone (for example: The Law of Good: be kind to your neighbor, and good will return to you. The Law of Care: before demanding attention to yourself, show it to surrounding people, etc.).
Leader of the organization– a person who effectively and efficiently carries out formal and informal leadership in a group (leader and supervisor are ambiguous concepts, since 1) the leader performs the functions of a regulator of interpersonal relations in the group; the leader regulates the official relations of the group with the social environment; 2) leadership is established spontaneously, management is organized; 3) the manager carries out authorized actions in accordance with his job descriptions; the leader's actions are informal).
Principles of design and operation
children's public associations
Self-realization;
Self-organization;
Amateur activity;
Self management;
Social reality;
Adult participation and support function;
Increasing involvement of children in social relations.
Rituals- actions performed on special occasions in a strictly defined sequence, brightly and positively emotionally charged.
Symbolism- a set of signs, identification marks, images expressing an idea that is significant for the team, indicating membership in an association, organization, significant event (organization motto, banner, flag, tie, badges and emblems).
Traditions are rules, norms, customs that have developed in a children’s association, transmitted and preserved for a long time (traditions-norms: laws of the collective, the “Eaglet Circle”; traditions-events).
Typology of children's associations is currently possible in terms of the direction and content of activity, in terms of forms of organization, in terms of duration of existence. Thus, there are associations of educational, labor, socio-political, aesthetic and other orientations: clubs of interests, military-patriotic, military-sports, tourism, local history , junior, economic, associations for helping the elderly and working with children, peacekeeping and other specialized children's associations.
There are also organizations and associations that work on the basis of different values: religious children's associations, national children's organizations, scout organizations and associations, communal groups (pioneer organizations and associations).
The largest children's association is the Union of Pioneer Organizations - Federation of Children's Organizations (SPO - FDO). It is an independent international voluntary formation, which includes amateur public associations, associations, organizations with the participation of children or in their interests.
The structure of SPO-FDO includes regional, territorial organizations in the status of republican, regional, regional, children's interest associations, specialized organizations and associations. Among them are the Federation of Children's Organizations "Young Russia", children's organizations of the CIS countries, regional children's organizations and associations - the Moscow children's organization "Rainbow", the Voronezh regional organization, the children's and youth organization "Iskra", etc.; organization of the republics of Russia - children's public organization "Pioneers of Bashkiria", children's public organization of Udmurtia "Springs" and other specialized organizations of various levels - Youth Maritime League, Union of Young Aviators, League of Small Press, Children's Order of Mercy, association of children's creative associations "Golden Needle" " and etc.
The goals of SVE-FDO are quite pedagogical in nature:
To help the child learn and improve the world around him, develop his abilities, and become a worthy citizen of his country and the world democratic community;
To provide comprehensive assistance and support to organizations - members of the Federation, to develop a children's movement of a humanistic orientation in the interests of children and society, to strengthen interethnic and international ties.
The main principles of SPO – FDO are:
Priority of the interests of the child, care for his development and respect for his rights;
Respect for children's religious beliefs and national identity;
The combination of activities to implement common goals and recognition of the rights of member organizations to carry out independent activities based on their own positions;
Openness to cooperation for the sake of children.
The highest body of the SPO - FDO is the Assembly. SPO - FDO is the prototype of a unified humanitarian space, which is so difficult to create by adults in the vastness of the CIS. The nature of the activities of SPO-FDO is evidenced by its programs. Let’s name just a few of them: “Children’s Order of Mercy”, “Golden Needle”, “I want to do my job” (aspiring manager), “Tree of Life”, “Your Voice”, “Game is a serious matter”, “The world will be saved by beauty” , “Scarlet Sails”, “From Culture and Sports to a Healthy Lifestyle”, “School of Democratic Culture” (movement of young parliamentarians), “Holidays”, “Ecology and Children”, “Leader”, etc. There are more than 20 programs in total. Scout organizations operate in a number of regions of the country.
Depending on the duration of their existence, children's associations can be permanent or temporary. Typical temporary associations of children are children's summer centers, tourist groups, expedition teams, associations for carrying out some kind of action, etc. Temporary associations have special restorative capabilities: they create real conditions for dynamic and intensive communication between the child and their peers, and provide a variety of opportunities for creative activity. The intensity of communication and specially assigned activities allow the child to change his ideas, stereotypes, views of himself, peers, and adults. In a temporary children's association, teenagers try to independently organize their lives and activities, while taking a position from a timid observer to an active organizer of the association's life. If the communication process and activities in the association take place in a friendly environment, attention is paid to each child, then this helps him create a positive model of behavior and promotes emotional and psychological rehabilitation.
Schools and children's public associations can and should act in concert. In life, there have been various options for interaction between schools and children's public associations. The first option: the school and the children's association interact as two independent entities, finding common interests and opportunities to satisfy them. Option two assumes that the children's organization is part of the educational system of the school and has a certain amount of autonomy.
Taking into account the special importance of children's and youth associations for raising children, the Ministry of Education of the Russian Federation has developed methodological recommendations addressed to the heads of educational institutions and additional education institutions on the need for broad interaction with them (children's youth associations). It is recommended to create coordinated joint programs and projects, form a positive public opinion about the activities of children's and youth associations, and involve the teaching and parent community in this. The staff of an educational institution or institution of additional education should provide for the position of a curator of children's organizations (teacher-organizer, senior counselor, etc.), allocate premises for the work of these associations outside of school hours; create conditions for conducting classes and various events (trainings, meetings, etc.); provide for joint actions, projects, events in terms of educational work of the educational institution. All this gives the child the opportunity to choose associations based on interests, move from one association to another, participate in educational programs and projects that are consonant with him, which contributes to the competitiveness of the programs of children's and youth associations and improves their quality.
It is advisable to annually discuss the results of the activities of public associations at the school’s pedagogical councils with the participation of interested parties. Such work requires appropriate qualifications, teaching staff, methodological services working in children's associations and in the education system, teacher-organizers, class teachers, educators, etc.
Questions for self-control
1. Expand the meaning of the words “extracurricular educational work”, “extracurricular educational work”.
2. Describe the educational possibilities of the activity, determine the requirements for it.
3. Expand the role of additional education institutions in the upbringing of children and adolescents.
4. What is the role of children's public associations in the education of schoolchildren?
Literature:
1. Alieva L.V. Children's public associations in the educational space // Problems of school education. 1999. No. 4.
2. Andriadi I.P. Fundamentals of pedagogical skills. M., 1999. P.56-77.
3. Introduction to pedagogical activity. / A.S.Robotova, T.V.Leontyeva, I.G.Shaposhnikova and others. M., 2000. P.91-97.
4. Kan-Kalik V.A. To the teacher about pedagogical communication. M., 1987. P.96-108.
5. Pedagogy / Ed. L.P. Krivshenko. M., 2004. P.205.
6. Podlasy I.V. Pedagogy. M., 2001. Book 2.
7. Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education. /Edited by V.A. Slastenina M., 2000.
8. Smirnov S.A. Pedagogy: pedagogical systems and technologies. M., 2001.
9. Stefanovskaya T.A. Pedagogy: science and art. M., 1998.
10. The colorful world of childhood. M., 2001.
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