home

Self-government in a detachment: how to organize self-government in. Self-government in a summer camp Self-government in a camp

In a children's camp, in a detachment, an environment must be created in which each child feels involved in solving the problems facing the team. In this plan important role The participation of children in managing their teams should play a role. The development of self-government helps to feel the complexity of social relations, contributes to the formation of social activity, and the development of leadership.

Creating conditions for the development of self-government involves the inclusion of children in the complex relationships that develop in the team. Through their participation in solving the problems of the detachment and camp, children develop the qualities necessary to overcome the difficulties of social life. From children's attitudes to goals joint activities their position in solving management problems depends.

Children's self-government is a form of organizing the life activities of a group of children, ensuring the development of their independence in making and implementing decisions to achieve the goals of the life of a detachment or camp.

Self-government in a detachment is the cornerstone from which the work of a detachment counselor and senior counselor begins. It ensures the transformation of the collective into a purposefully structured organism that has the appropriate organs and is capable of acting. Moreover, each organ performs certain specific functions.

A necessary condition the reality of self-government is to participate in it as much as possible more guys, ideally all of them. If there are fewer and fewer people participating in the exercise of power functions, there is no reason to talk about self-government.

Self-government is one of the means of solving two dialectically related tasks facing the counselor: the full development of the individual abilities of each child and the education of a social orientation. It is this that realizes the right of everyone to participate in any activity, provides the opportunity to express oneself in various social roles, which allows you to experience success, recognition or little recognition in at least one area of activity.

On the other hand, every assignment has the ability that it has the nature of an obligation that a person voluntarily undertakes. And this increases demands on yourself. Especially in the conditions of an inevitable change of roles and positions.

Children's self-government is built on three interrelated concepts: “activity”, “independent activity” and “self-organization”.

The degree of children's participation in the management of various activities varies. Where the sphere of children's interests is more clearly expressed, self-government develops faster. You can control yourself only in your own activities, which are close, understandable and interesting, accepted by your soul and heart. If in the children’s lives there is no sovereign activity that interests them, there can be no self-government. “Amateur activity” is literally the thing itself. That is why it is necessary to find its organizers for each direction and cause, to clarify real, and not imaginary, expedient rights and responsibilities.

Functions of children's self-government .

Self-activation . Involves inclusion as much as possible more team members to solve management problems.

Organizational self-regulation . It assumes the stable influence of the squad’s assets on the team, the ability of the team to independently change its structure.

Collective self-control . It involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for new, more effective ways to solve problems.

It should be remembered that self-government cannot be absolute; it is always combined with control external to a given detachment. Therefore, it is important to have an adequate balance between the functions and content of management and self-government. The relationship between pedagogical management and children's self-government is of particular importance for the development of self-government in the children's team. This relationship can be achieved through:

gradual delegation of authority and responsibility to children to solve team management problems;

mutual responsibility of counselors to children and children to counselors for the implementation of decisions made by the team;

the mutual demands of members of the counselor team and the children's team towards each other;

working together counselor and children's groups;

informing children about all the problems that arise and arise in the process of preparation and implementation of activities.

An important point in organizing self-government in a detachment and camp is to understand itstructures . There cannot be any single, unified structure or strictly defined list of instructions. The camps differ in territorial conditions, in the number of teams, in established traditions, experience, selected types of activities, topics and work programs, etc. In addition, it is not advisable to copy it from any samples, since there cannot be two identical teams, and there cannot be an ideal structure: what is good for one team does not work in the conditions of another. This means that the structure is always specific and the right to decide what it will be remains with the team. At the same time, it is necessary to think in advance what bodies it would be advisable to create in order to cover the organization of all aspects of life in a detachment, camp, what to call them (councils, headquarters, clubs, etc.), what tasks to assign to them.

Self-government in a camp can consist of the activities of temporary and permanent bodies. Temporary bodies of self-government include: the activities of the duty detachment, the work of creative and initiative groups, the work of action councils. Permanent self-government bodies include: the detachment council, the council of detachment commanders, the activities of clubs, and headquarters. The highest body of self-government is the camp meeting, during which the main issues of the camp’s life are resolved, work is planned, elections of self-government bodies are held, and their work is evaluated.

Candidates for members of the squad council, elected at the organizational meetings of the squads, are approved at the squad meeting. Members of the squad council, representatives of each squad constitute the governing body of the squad. Governing body there may be a squad council consisting of representatives of squad councils.

The squad council plans the work of the squad for a shift, carries out operational planning for a 10-day, week, day; organizes the implementation of the planned plan; supervises the activities of the squad; distributes instructions to carry out planned tasks; ensures control over the progress of preparation and implementation of planned cases, over the implementation of decisions made, and work plans of detachments; discusses issues of current camp life; directs the activities of the camp councils, which include representatives from each detachment (if there are beauty councils, health councils, physical educators, business executives, informants, entertainers, friends of nature, friends of kids, circle members, etc. in the camp.

When forming the structure of squad self-government, the use of the method of alternating creative assignments (ACI) may be effective. The idea of this system is that traditional tasks (publishing a newspaper, preparing an evening, organizing sports competitions, etc.) are carried out not by permanent performers, but by different people. The alternation of creative assignments can be carried out in groups, each of which, in turn, for a certain period of time, organizes and carries out one of the types of care for the team and the surrounding life. It is necessary to determine a unified approach: what will be the composition of the detachment, what permanent assignments should be given to the detachment, this determines what groups need to be created (surprise, sports, entertainers, etc.), how and with what frequency the rotation of self-government bodies will occur. The guys themselves must decide who will lead them, what self-government bodies will operate.

For example: in the council (active) of the detachment, in addition to the chairman (president), his deputy, there should be a person responsible for sports affairs, for labor affairs, for art affairs, for surprises and birthday greetings, and an editor. The person in charge recruits a team (council), in which specific tasks are distributed, and a program of activities is developed. Then the instructions change, which allows the children to get acquainted with various types of activities, acquire practical skills, and contributes to the cohesion of the group and the team as a whole. Each child in the squad must have an assignment for which he is responsible to the team. The highest body of self-government in a detachment is the assembly of the detachment.

The main thing that should not be forgotten when introducing a private enterprise system in a team is summing up the work of groups when changing private enterprises, discussing what worked, what did not, which group worked how, making wishes for the future.

The task of the counselor is to prepare the asset to fulfill the duties assigned to them, to teach the children to organize their work, i.e. plan, distribute, control implementation, independently bring things to an end, and achieve set goals. The counselor must help the activist (detachment council) form a clear and businesslike style of its activities, including formalizing the decisions of the detachment council meetings, which must be clear and specific. It is necessary to help the children choose one or another assignment.

In many camps, it has already become customary at the first teachers' meeting to talk about the organization of effective self-government as an important task, about its structure, about involving children as organizers in resolving all issues. But developing the structure of detachment and camp self-government, determining a list of assignments, and even choosing a council of affairs and distributing assignments is not enough.

Work on the formation of self-government in the detachment .

The participation of children in self-government and organizational work is always a difficult matter and requires training. It is useless to hold elections (or simply appoint) activist leaders in the detachment, and then simply expect some action from them. It is not surprising that almost always children who find themselves in a similar situation do not live up to the hopes of their teacher-counselors. And the point is not that the wrong guys were chosen, but that any serious and useful work children in self-government is possible only when and where there is special training and training from teacher-counselors. Therefore, counselors starting to work with children selected to join a detachment or camp should have a clear idea of what the selected activists will have to do; what knowledge and skills should they be equipped with.

One of the main tasks of a counselor in working with a children's team is to raise an efficient asset who would become the core of the team's cohesion, the organizer and initiator of all matters. To teach, explain, help every minute (especially during the formation of a self-government system) - this requires patience, perseverance, and much, much more. And, without teaching the guys to really work (plan, analyze, organize their life in the detachment), the counselors question them, demand and are indignant at their reluctance and passivity, which are caused, first of all, by the lack of appropriate skills and abilities.

One of the most important rules of pedagogical leadership of self-government is formulated briefly and clearly - teach everything.

In addition to knowledge and skills in their area of work, each member of the team must practically apply knowledge in organizational work:

be able to plan work,

correctly distribute responsibilities among the participants in the case,

do not be afraid to demand and control the completion of a particular task.

Here, intasks of a teacher-counselor includes the formation in students of a sense of personal responsibility, a healthy competitive attitude to business in the interests of the entire squad. When teaching his students, the teacher-counselor must always control himself. Sometimes it happens that the teacher replaces the children in their organizational work. After all, independence does not appear in children just like that. She is the result special exercises, organized by teacher-counselors. Well-constructed pedagogical work involves constantly increasing the complexity of exercises in independently and proactively solving issues in the life of the detachment. Naturally, in the first days it is necessary to instruct children in detail and precisely, control every step of their creative and practical activity, and suggest to them the correct and optimal solutions. Later, tasks move into a state where only the goal, the main direction of the task, is formulated.

Conditionallythe organization of self-government can be divided into three stages , the time of which is also quite arbitrary.

The first stage involvestasks for practicing individual components of children’s completed actions . During this period of time in the detachment and camp, children do everything according to the instructions of the counselors and under their careful supervision: getting up in the morning, doing exercises, cleaning beds and wards, being on duty around the camp and dining room, leaving the camp territory, etc. This is the most difficult and most important stage in the work of a counselor in the formation of self-government. Let's pay closer attention to it.

Before completing each requirement or task, detailed instruction is provided, accompanied, where possible, by practical demonstration of actions ( shining example: making the bed). In junior units, it is especially important for counselors to draw the children’s attention to the sequence of actions that make up the implementation of one or another method of work, and to analyze each action separately.

The counselor monitors and comments on the practical implementation. The form of organization of practical implementation can be varied and depend on the age of the children.

Any team always has its own achievements and successes, as well as failures and failures. The task of teacher-counsellors is to help children see the connection between the work done and its best results. This is why the role of incentives is so important in the early stages of team formation. The efforts of the children should be accompanied by awards for participants and announcements of gratitude on behalf of the entire squad. But at the same time, the main reward should always remain the success that the guys themselves achieved.

Any correctly stated requirement of a teacher-counselor must be fulfilled and must be carried through to the end. This rule is important, since it is associated with the formation of the authority of a comrade, a teacher-counselor.

It should be remembered that persistence in bringing demands to completion, of course, is only needed where the teacher-counselor’s demand itself is correct and fair. Admitting your mistake and reversing an incorrect order will strengthen your authority more than insisting on the absolute correctness of your decisions for the sake of false prestige. The requirements must be uniform. And it's very important rule, which has developed in the experience of teaching staff. Any discrepancy in requirements greatly slows down the process of developing the necessary skills and habits in children, especially in the conditions of a children's health camp.

The second stage involvesindependent completion of individual completed tasks by children previously completed with the help of teachers . Now the counselors, without interfering in the progress of work, only control the process itself, commenting on its implementation (for example, cleaning the territory by duty wards, lining up at a certain time for exercise or line, designing removable children's corner sections, etc.). The stage can be considered completed when the point of view of the teacher-counselor begins to be gradually supported, first by several people, then by the wards and, finally, by the majority of the children in the detachment. Almost the entire squad consciously wants to live the life that the teacher-counselors have shaped.

The third stage involvesinclusion of practiced actions in the system of activities in the detachment and in the camp . Now the tasks consist in the fact that you are not assigned to perform any specific technique, but a section of work in general, where you need to make certain decisions yourself. This is how teacher-counselors form in conditions creative activity the ability to correctly select the necessary tools and techniques to solve emerging problems.

If the units in the camp have reached the third stage of self-government, then the holiday “Day of Self-Government” may actually turn out.

Children's self-government in the system of children's health camps

Acute problems of educating the modern younger generation dictate the need to increase efficiency educational work in the education system.

Creation of educational systems in additional education is the same basic task as in educational schools.

Camp, like school, remains one of the important factors in the socialization of an individual. The bearer of what social experience, what values, relationships a child vacationing in a camp will largely depend on the nature of the environment in which his formation and development takes place.

Social education will be successful only if educational institution appropriate conditions for the development of creativity are purposefully created, and children’s initiatives are supported. The initiative of children does not arise by chance, since it is the output of the main idea of the educational system.(Grebenyuk E.N. “Self-government as a mechanism for developing leadership qualities”)

In modern camp pedagogy we use a lot animation programs, which are more entertaining than educational, and the counselor plays the role of the leader, and the children are the followers. As a rule, there is no initiative. By the end of the main period, the counselor looks so tired and exhausted that there is nothing to say about his performance. But it’s good for the child. The child was fed, played with, washed, and took part in some activity invented by the counselor or methodologist. Yes, there is a share of the child’s creative self-realization in this, but at whose expense? What then is the essence of his socialization, his self-knowledge? Often, the following happens: preparation for the event - the counselor himself came up with the idea, appointed the characters, and the rest - according to the principle “if they don’t want it, they don’t need it.”

It seems to me that in a children's camp, as in a school, conditions should be created in which any child should feel involved in solving any problems. So that everyone understands and learns to understand that he must entertain himself. That every child should learn to be active by developing intellectual qualities and creativity. Children really can come up with a routine themselves, organize duty, they just need a little push to such activity: in managing a team.

Team management or self-government will help children learn, first of all, to think and overcome the difficulties of forming collectivism. Children's participation in camp self-government contributes to the development of social activity and leadership qualities. Many guys, seeing their own importance, both in the squad and in the camp, feel successful and never want to go home.

Self-government can be implemented when:

1. The presence of personally and socially significant activities in which children could satisfy their psychological and social needs: the need for communication and interaction, self-affirmation and self-realization, self-determination, etc.

2. The presence and support of adults, relationships between generations, through which social and historical experience and cultural achievements are transmitted.

3. Socially valuable feelings and experiences that are infinitely significant for children, which, in essence, educate.

A tool for self-realization and self-education is the activity of self-government bodies, the creation of which requires:

1. Find areas of activity that are useful for the camp and meaningful for children.

2. Make them emotionally rich and interesting.

3. Provide pedagogical support and assistance.

The forms of self-government bodies and their names can be varied. And the structure of self-government, as a rule, includes several levels.

Level 1 - self-government in the squad.

The basis for the organization of self-government in the camp is the organization of self-government in the detachment. The self-government of the detachment, like any other primary team, consists of the distribution of specific responsibilities between individual students, the selection of those responsible for the most important directions work.

Each child in the camp, depending on his interests, needs, inclinations, organizational and creativity can choose a job to his liking.

Level 2 - general camp self-government.

The degree of children's participation in the management of various activities varies. Where the degree of children's interests is more pronounced, self-government develops faster.

Table 1.

Directions of activity of self-government bodies

Culture

Healthcare

Sports and tourism

Labor and emergencies

Information

Target: self-realization of the creative potential of each individual.

Main areas of work: moral-aesthetic and civil-patriotic.

Target:

physical development and self-improvement of camp students.

Main areas of work: tourism and local history, sports and recreation.

Target:

health protection of camp students.

Main areas of work : development of children’s desire for a healthy lifestyle as one of the main values in life.

Target:

fostering hard work and love of nature.

Main areas of work: labor education, basics of life safety.

Target: inform about the activities of the camp.

Functions and affairs:

- manages the organization and conduct of collective creative activities;

- organizes and conducts general camp holidays, events and evenings;

- conducts thematic promotions;

Functions and affairs:

- organizes and conducts general camp competitions, sports festivals, events, hikes and excursions;

- distributes assignments for preparing events among students;

Functions and affairs:

- distributes “care zones” among squads and constantly monitors the cleanliness of these zones;

- organizes duty;

- conducts lectures, seminars, and creative performances on prevention negative attitude To bad habits(smoking, alcohol, drugs);

- organizes and conducts a camp-wide campaign “We are for a healthy lifestyle!”;

- holds a “Health Day”;

Functions and affairs:

- organizes and conducts CTD of socially useful work;

- develops schedules for carrying out labor landings;

- organizes and conducts events to consolidate knowledge according to the rules traffic;

- attracts children to actively and consciously green the premises and grounds of the school;

Functions and affairs:

- publishes a camp newspaper;

- organizes and conducts drawing and poster competitions;

- conducts information sessions;

- conducts sociological surveys;

- organizes the participation of children in the design of ongoing events;

table 2

Self-government structure

The result of using children's self-government in the camp can be:

1. Implementation effective forms organization of recreation, health improvement and employment for children.

2. Improving psychological and social comfort in a single educational space of the camp.

3. Strengthening the health of pupils.

4. Development of creative activity of each child.

5. Strengthening connections between groups of children of different ages.

6. Reducing the growth rate of negative social phenomena among children and adolescents.

7. Formation of skills, acquisition of life experience of adequate behavior in extreme situations.

8. Improving the material and technical base of the organization summer holiday and children's health.

Of particular importance for the development of self-government in a children’s camp is the relationship between pedagogical management and children’s self-government, which can be carried out through:

informing the children about all the problems that arise in the process of preparing and implementing projects.

A necessary condition for the reality of self-government is the participation in it of as many children as possible, ideally all of them.

Children's self-government is based on three interrelated concepts:

Self-activation . It involves involving as many team members as possible in solving management problems.

Self-organization. It assumes the stable influence of the squad’s assets on the team, the ability of the team to independently change its structure.

Self-control . It involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for new, more effective ways to solve problems.

You can control yourself only in your own activities, which are close, understandable and interesting, accepted by your soul and heart. If in the children’s lives there is no sovereign activity that interests them, there can be no self-government. That is why it is necessary to find its organizers for each direction and cause, to clarify real, and not imaginary, expedient rights and responsibilities.

The self-organization of the team and the squad council directly depends on their rights in making and implementing decisions and exercising power. The more legal rights the guys have, the stronger their organization will be.
It should be remembered that self-government cannot be absolute; it is always combined with control external to a given detachment. Therefore, it is important to have an adequate balance between the functions and content of management and self-government. The relationship between pedagogical management and children's self-government is of particular importance for the development of self-government in the children's team. This relationship can be achieved through:

gradual delegation of authority and responsibility to children to solve team management problems;

mutual responsibility of counselors to children and children to counselors for the implementation of decisions made by the team;

the mutual demands of members of the counselor team and the children's team towards each other;

joint work of the leader and children's groups;

informing children about all the problems that arise and arise in the process of preparation and implementation of activities.

Thus, an important point in organizing self-government in a detachment and camp is to understand itsstructures . The camps differ in territorial conditions, in the number of teams, in established traditions, experience, selected types of activities, topics and work programs, etc. In addition, it is not advisable to copy it from any samples, since there cannot be two identical teams, and there cannot be an ideal structure: what is good for one team does not work in the conditions of another. This means that the structure is always specific and the right to decide what it will be remains with the team. At the same time, it is necessary to think in advance what bodies it would be advisable to create in order to cover the organization of all aspects of life in a detachment, camp, what to call them (councils, headquarters, clubs, etc.), what tasks to assign to them.Self-government develops only when children find themselves in a situation of choice and themselves determine ways to solve the problem created. It is decision making that is decisive for the formation of the motive for group action. Summing up, squad reflection allows you to bring children to new goal joint activities, while at each of the following stages they become more independent in determining the goal, which is subsequently realized by the children's team.

Bibliography

From the experience of the Student Self-Government “Republic “SHKID” MAOU “Gymnasium No. 12”

A.S. Makarenko “Theory of the Collective”

Grebenyuk E.N. “Self-government as a mechanism for developing leadership qualities”

E.V. Bogdanova “Social and pedagogical activities”

Z.I. Lavrentieva “On self-government”

V.A. Sukhomlinsky “Cultivating an active life position in students.”

Self-government in the camp

By self-government in a detachment we mean co-management (joint management), in the form of children’s participation in managing the detachment under the guidance of counselors.

How to organize self-government in a squad?

One of the obligatory tasks in the detachment is the organization of self-government bodies. This allows the counselor not to be distracted by the work that the children can do and to deal with other problems of forming a children’s team, and the children are given independence in their activities. The basis of self-government in a detachment is the CTP - the alternation of creative assignments. Gather the whole squad.

Tell the guys what for interesting life in a squad, you invite them to split into groups that will help in squad work. You say that the groups will be replaceable, i.e. Each child will be in all groups. It is most convenient to change groups once every three days.

List the groups and their functions to the guys. You put out leaflets for the number of groups with the name of the group and the number of people who can sign up there. For the private emergency to work, place the private emergency lists in the squad corner. And for the first 5-6 days, strictly monitor the performance of functions, analyze their activities in the analysis of the day.
How to identify leaders?

A leader is a positively active person whose opinion is listened to. A leader is able to lead. In the first days of the shift, it is important to identify leaders and “orient” the detachment towards these people in order to successfully organize self-government in the detachment.

Leaders can be identified different ways. One of them is sociometry. But in the first days of a shift there is no time to conduct and process it and the group dynamics are very high, the results will always be late. Therefore, the counselor most often uses his intuition and observation. Here are the main signs that distinguish a leader in a team:

· sufficiently mature and balanced life position;

· the leader’s opinion does not contradict your ideas about the structure of squad life, and he does not oppose himself to you.

Traditionally, there will be formal and informal leaders. A formal leader is vested with official powers (for example, a squad leader).

Sometimes the leader of a squad can play a negative function, opposing himself to the entire squad. In this case, the child should be brought into an active position or into leadership work in the unit.

Leaders can be different and manifest themselves in different types of activities: artistic, labor, sports, etc. Your task is to identify leaders for each activity.

The squad leader becomes the first commander on duty.

How to conduct squad planning?

The guys are given the task of coming up with the name of the activities that they would like to carry out in the detachment. You give them 2-3 minutes to think, then everyone in a circle offers their options. You are the last to offer your options. You record everything, then pass the piece of paper around, and everyone puts a mark next to the thing they like. You read out the results and, together with the children, arrange things into the squad’s grid plan. When compiling, you need to take into account squad affairs, everyday issues, parent’s day, excursions, etc. Then you form creative groups that will be responsible for preparing these cases. Children can unite according to their sympathies, the only limitation is the number of people in the group. Enter lists of creative groups in the squad corner.
Features of self-government in conditions camp shift

In a children's camp, an environment must be created in which each child feels involved in solving the problems facing the team. In this regard, the participation of children in team management should play an important role. The development of self-government helps to feel the complexity of social relations, contributes to the formation of social activity, and the development of leadership qualities.

Creating conditions for the development of self-government involves the inclusion of children in the complex relationships that develop in the team. Through participation in solving the problems of the detachment and camp, children must develop the qualities necessary to overcome the difficulties of social life. Their position in solving management problems depends on the attitude of children to the goals of joint activities.

Children's self-government is a form of organizing the life activities of a team of children, ensuring the development of their independence in making and implementing decisions to achieve the goals set in the unit on shift.

Functions of self-government of children in the camp.

1. Self-activation

3. Collective self-control. It involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for new, more effective ways to solve problems.

Self-government develops only when children find themselves in a situation of choice and themselves determine ways to solve the problem created. It is decision making that is the main factor in the formation of the motive for group action. Summing up and team reflection make it possible to lead children to a new goal of joint activity, while at each of the following stages they become more independent in determining the goal, which is subsequently realized by the entire team.
Let's imagine a model of self-government in a children's team, where the basis is the principle of cyclicity (goal - result - analysis - goal):

The degree of children's participation in the management of various activities varies. Where the degree of children's interests is more pronounced, self-government develops faster.

1. To create self-government bodies, the counselor needs to get the children interested in an activity that interests them, and then create a self-government body to implement it.

2. It is important to transform various meetings and gatherings into real bodies of self-government. For this purpose, temporary self-government bodies can be created in the detachment, which will be the organizers of a specific project. This proactive group of guys brings accepted ideas to discussion and brainstorms.

3. This is possible through a collective search for solutions to the assigned problems. However, the more responsibility there is for the implementation of an idea, the less responsibility the guys feel for the result of their own activities.

4. The most interesting and effective meetings are discussions when the leader is selected from among the members of the squad (for example, the commander on duty) - thus, the adult shares authority with the children.

5. It is inappropriate to create permanent self-government bodies within the detachment. It is good to use a system of alternating creative assignments.

6. Temporary self-government bodies must analyze not only the activities of the participants in the case, but also their own activities.

· gradual delegation of authority and responsibility to children to solve team management problems;

· mutual responsibility of counselors to children and children to counselors for the implementation of decisions made by the team;

· mutual demands of the members of the leadership team and the children's group towards each other;

· joint work of the leader and children's groups;

· informing the children about all the problems that arise in the process of preparing and implementing projects.

Conditions necessary for children to be included in self-government activities:

1. Search. Development of organizational skills in children, instilling in them a sense of the owner of the camp (start-march, reconnaissance, search landing, etc.)

2. Planning collective activities. It is useful to plan different types of things using the method of collective creative planning (brainstorming, a collection of proposals, an auction of ideas, etc.)

3. KTD organization form. It is possible to create a bank of ideas, interest clubs, master classes, creative laboratories, discussion centers for collecting and analyzing children’s proposals for organizing creative activities, designing the participation of each of the children in them, and defining creative tasks.

Advice to a counselor on organizing self-government in a squad:

· Answer the question for yourself: what do you want to teach the children of your squad in the process of organizing self-government?

· What powers can and want to transfer to the children of the detachment?

· Determine what the children’s capabilities are based on their age characteristics, psychological characteristics?

· Determine what management structure will exist in the detachment, what tasks need to be transferred to the children?

· Predict the cyclical nature of the alternation of creative assignments.

· Bring your ideas to life together with your children.

The main affairs of the detachment are prepared according to the following scheme:

1. Collective planning of the case (suggestions are made, an implementation plan is drawn up, work is organized in micro groups of 5-7 people).

2. Creative groups are determined that are responsible for one or another aspect of the implementation (design, writing a script, the work of actors, director), and it is important that each child is engaged in some activity.

3. Conducting the case.

4. Analysis of the case (oral, written, color writing, etc.). It is most preferable to analyze the case at an evening light in a circle, where each child can express his emotions, attitude, and assessment of his own and others’ activities. The counselor’s task is to make this conversation open and productive, remove the feeling of dissatisfaction, help children find positive moments for each child and for the squad as a whole, reward those who distinguished themselves and create an atmosphere of “we.”

Development of self-government in the detachment and camp

We build our own lives...

In a children's camp, in a detachment, an environment must be created in which each child feels involved in solving the problems facing the team. In this regard, the participation of children in managing their teams should play an important role. The development of self-government helps to feel the complexity of social relations, contributes to the formation of social activity, and the development of leadership.

Creating conditions for the development of self-government involves the inclusion of children in the complex relationships that develop in the team. Through their participation in solving the problems of the detachment and camp, children develop the qualities necessary to overcome the difficulties of social life. Their position in solving management problems depends on the attitude of children to the goals of joint activities.

A necessary condition for the reality of self-government is the participation in it of as many children as possible, ideally all of them. If there are fewer and fewer people participating in the exercise of power functions, there is no reason to talk about self-government.

Self-government is one of the means of solving two dialectically related tasks facing the counselor: the full development of the individual abilities of each child and the education of a social orientation. It is this that realizes everyone’s right to participate in any activity, provides an opportunity to express oneself in various social roles, which allows one to experience success, recognition or little recognition in at least one area of activity.

Children's self-government is built on three interrelated concepts: “activity”, “independent activity” and “self-organization”.

Functions of children's self-government .

1. Self-activation . It involves involving as many team members as possible in solving management problems.

2. Organizational self-regulation . It assumes the stable influence of the squad’s assets on the team, the ability of the team to independently change its structure.

3. Collective self-control . It involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for new, more effective ways to solve problems.

§ gradual delegation of authority and responsibility to children to solve team management problems;

§ mutual responsibility of counselors to children and children to counselors for the implementation of decisions made by the team;

§ mutual demands of the members of the leader’s team and the children’s team towards each other;

§ joint work of the leader and children's groups;

§ informing children about all the problems that arise and arise in the process of preparing and implementing activities.

An important point in organizing self-government in a detachment and camp is to understand it structures . There cannot be any single, unified structure or strictly defined list of instructions. The camps differ in territorial conditions, in the number of teams, in established traditions, experience, selected types of activities, topics and work programs, etc. In addition, it is not advisable to copy it from any samples, since there cannot be two identical teams, and there cannot be an ideal structure: what is good for one team does not work in the conditions of another. This means that the structure is always specific and the right to decide what it will be remains with the team. At the same time, it is necessary to think in advance what bodies it would be advisable to create in order to cover the organization of all aspects of life in a detachment, camp, what to call them (councils, headquarters, clubs, etc.), what tasks to assign to them.

Candidates for members of the squad council, elected at the organizational meetings of the squads, are approved at the squad meeting. Members of the squad council, representatives of each squad constitute the governing body of the squad. The governing body may be the squad council, consisting of representatives of the squad councils.

When forming the structure of squad self-government, the use of the method of alternating creative assignments (ACI) may be effective. The idea of this system is that traditional tasks (publishing a newspaper, preparing an evening, organizing sports competitions, etc.) are carried out not by regular performers, but by different people. The alternation of creative assignments can be carried out in groups, each of which, in turn, for a certain period of time, organizes and carries out one of the types of care for the team and the surrounding life. It is necessary to determine a unified approach: what will be the composition of the detachment, what permanent assignments should be given to the detachment, this determines what groups need to be created (surprise, sports, entertainers, etc.), how and with what frequency the rotation of self-government bodies will occur. The guys themselves must decide who will lead them, what self-government bodies will operate.

Work on the formation of self-government in the detachment .

The participation of children in self-government and organizational work is always a difficult matter and requires training. It is useless to hold elections (or simply appoint) activist leaders in the detachment, and then simply expect some action from them. It is not surprising that almost always children who find themselves in a similar situation do not live up to the hopes of their teacher-counselors. And the point is not that the wrong guys were chosen, but that any serious and useful work of children in self-government is possible only when and where there is special training and education from teacher-counselors. Therefore, counselors starting to work with children selected to join a detachment or camp should have a clear idea of what the selected activists will have to do; what knowledge and skills should they be equipped with.

One of the most important rules of pedagogical leadership of self-government is formulated briefly and clearly - teach everything.

In addition to knowledge and skills in their area of work, each member of the team must practically apply knowledge in organizational work:

§ be able to plan work,

§ correctly distribute responsibilities among the participants in the case,

§ do not be afraid to demand and control the implementation of a particular task.

Here, in tasks of a teacher-counselor includes the formation in students of a sense of personal responsibility, a healthy competitive attitude to business in the interests of the entire squad. When teaching his students, the teacher-counselor must always control himself. Sometimes it happens that the teacher replaces the children in their organizational work. After all, independence does not appear in children just like that. It is the result of special exercises organized by teacher-counselors. Well-constructed pedagogical work involves constantly increasing the complexity of exercises in independently and proactively solving issues in the life of the detachment. Naturally, in the first days it is necessary to instruct children in detail and precisely, control every step of their creative and practical activity, and suggest to them the correct and optimal solutions. Later, tasks move into a state where only the goal, the main direction of the task, is formulated.
Conditionally the organization of self-government can be divided into three stages , the time of which is also quite arbitrary.

The first stage involves tasks for practicing individual components of children’s completed actions . During this period of time in the detachment and camp, children do everything according to the instructions of the counselors and under their careful supervision: getting up in the morning, doing exercises, cleaning beds and wards, being on duty around the camp and dining room, leaving the camp territory, etc. This is the most difficult and most important stage in the work of a counselor in the formation of self-government. Let's pay closer attention to it.

1. Before completing each requirement or task, detailed instructions are given, accompanied, where possible, by practical demonstrations of actions (a striking example: cleaning the bed). In junior units, it is especially important for counselors to draw the children’s attention to the sequence of actions that make up the implementation of one or another method of work, and to analyze each action separately.

2. The counselor monitors and comments on the practical implementation. The form of organization of practical implementation can be varied and depend on the age of the children.

Any team always has its own achievements and successes, as well as failures and failures. The task of teacher-counselors is to help children see the connection between the work done and its best results. This is why the role of incentives is so important in the early stages of team formation. The efforts of the children should be accompanied by awards for participants and announcements of gratitude on behalf of the entire squad. But at the same time, the main reward should always remain the success that the guys themselves achieved.

It should be remembered that persistence in bringing demands to completion, of course, is only needed where the teacher-counselor’s demand itself is correct and fair. Admitting your mistake and reversing an incorrect order will strengthen your authority more than insisting on the absolute correctness of your decisions for the sake of false prestige. The requirements must be uniform. And this is a very important rule that has developed in the experience of teaching staff. Any discrepancy in requirements greatly slows down the process of developing the necessary skills and habits in children, especially in the conditions of a children's health camp.

Each requirement must be implemented consistently and systematically. Everything that teacher-counselors demanded today, they must demand tomorrow, the day after tomorrow, and so on until the students develop strong skills and the ability to independently perform these tasks. After all, it should be taken into account that the requirement can change and develop.
The second stage involves independent completion of individual completed tasks by children previously completed with the help of teachers . Now the counselors, without interfering in the progress of work, only control the process itself, commenting on its implementation (for example, cleaning the territory by duty wards, lining up at a certain time for exercise or line, designing removable children's corner sections, etc.). The stage can be considered completed when the point of view of the teacher-counselor begins to be gradually supported, first by several people, then by the wards and, finally, by the majority of the children in the detachment. Almost the entire squad consciously wants to live the life that the teacher-counselors have shaped.
The third stage involves inclusion of practiced actions in the system of activities in the detachment and in the camp . Now the tasks consist in the fact that you are not assigned to perform any specific technique, but a section of work in general, where you need to make certain decisions yourself. In this way, teacher-counselors develop, in the conditions of creative activity, the ability to correctly select the necessary means and techniques for solving emerging problems.

If the units in the camp have reached the third stage of self-government, then the holiday “Day of Self-Government” may actually turn out.

Twenty questions about self-government

Twenty questions about children's self-government in Orlyonok. “Questions?!” - you say. Namely questions, because the topic of children's self-government raises the largest number of questions from counselors, because this topic is the basis of the educational system of “Orlyonok” and the cornerstone over which both beginning and experienced teachers stumble. Answers to the questions that counselors most often ask are presented here in both theoretical discussions and practical developments and recommendations. This is the experience of many counselors: both those who worked at Orlyonok several years ago, and those who are now mastering the science of self-government with modern children.

Question one: There are many definitions of the concept of “self-government”. Which of them is most acceptable for a squad leader?

By children's self-government, some teachers understand self-service, others - the usual manifestation of initiative and initiative, not related to the adoption and implementation of management decisions, and others limit self-government to a time frame - most often one day.

Very well identified three main types of children's self-government.

The first can be called imitation (game). It is characterized by the creation of a children's community in imitation state structure: with republics, parliaments, prosecutors, police, etc. Distinctive feature This type of self-government is the predominance of form over content. But this does not mean that it should be assessed only with a minus sign.

The second type of self-government is pseudo-business, or bureaucratic. This type of self-government is modeled in children's environment by the bureaucratic apparatus. Under the guise of training leaders, organizers, expansion children's asset Numerous councils, headquarters, and commissions are created, elected for a long term, but not engaged in real activities. This type of self-government is formalistic in nature, consisting of a carefully hidden game of being the boss.

The third type of self-government is democratic, creative. This type of self-government, when implemented correctly, reproduces the democratic principles of relations and self-organization, and not just forms.

Self-government is called children's initiative, which is aimed at leadership, development, adoption and implementation of decisions on which something depends. This is a kind of “independent leadership”.

Define two essential functions children's self-government:

· ensuring normal work of the team, optimal solution of everyday problems, taking into account the interests of children;

· preparation for the future fulfillment of responsibilities for participation in the management of government and public affairs, i.e. acquisition by each teenager of knowledge, skills and abilities of management activities.

Question two: What self-government bodies can a detachment have? What are their functions?

One of the main tasks of a teacher is to help a teenager in his development as a independent person. Teenagers, when they say after a shift that they “have become more independent,” most often mean that they were able to live away from their parents for some time and at the same time make their own decisions in all life situations.

In the children's team there may be guys with at different levels independence: very active, experienced (participating in the work of activist camps, in school self-government, members of children's associations, etc.), having experience in amateur performances, and having no concept of amateur performances, independence and self-government.

The squad leader has many ways to teach teenagers independence and self-government. One way is to organize various forms of self-government bodies in the squad:

· duty commander, when each child performs the duties of a commander for one day (or several children - generally recognized or at will - lead the detachment, changing every 3-4 days);

· permanent commander;

· alternating traditional assignments;

· creative groups associated with the preparation of specific cases;

· game models, etc.

Each form shapes children's independence in its own way. The choice of uniform depends on the level of preparedness of the guys visiting. Each form promotes the development of a certain level of independence (see table).

form	teacher's actions	children's actions	pedagogical result
permanent commander	training in day planning algorithm; provision of information space; joint planning; consultations.	when planning the day, the interests of all members of the association are taken into account; learn to plan the day; have information about the day, affairs; organize routine moments	satisfying children's interests; implementation of children's experience, their active position; gaining self-government experience; independence;
duty commander	training in day planning algorithm; joint planning of the day; consultations	possession of information for the day; learn to plan the day; organization of routine moments	immersion in an active learning space; gaining experience in self-government and responsibility for a temporary team; implementation of experience; self-control; communication skills; increased self-esteem; acquiring new organizational experience
gaming models	creation of a game situation, its support; creation of appropriate game management structures	participation in the game	immersion in an active learning space; implementation of the child’s experience; taking into account the interests and capabilities of the child; active position of the child; gaining experience in self-organization and responsibility for the team
creative groups	training in collective planning; training in various options for organizing and conducting business; consultations	planning your activities; ability to organize preparatory work	immersion in an active learning space through creative work; gaining experience in organizational activities; analytical work skills; self-control; realization of creative possibilities.

In order for self-government in the detachment to be effective and for the counselor to be able to solve the problem of practical training of children in self-organization and amateur performances, it is necessary:

· Provide children complete information about the shift, its program, teach how to choose things and activities.

· Teach children to independently plan and organize the day, prepare and carry out activities.

· Increase the child’s competence in leading their peers, help them master the skills of conducting a discussion, planning work, distributing assignments, analyzing their activities, negotiating, coordinating their personal interests with the interests of other group members, acting constructively and avoiding conflicts.

Question three: How and at what time are self-governing bodies chosen in the detachment?

In “Orlyonok”, to select detachment self-government bodies and to transfer some powers to teenagers, organizational gathering of the detachment.

Organizational gathering is a key matter of the organizational period, solving a whole range of problems:

1. Consolidation of the norms and rules of life in the detachment.

2. Determining the prospects for living together.

3. Elections of self-government bodies.

All the guys in the squad should actively participate in the preparation and conduct of the training camp.

Children's self-government in summer camp.

Features of the organization of life activities of temporary groups of children of primary school age.

Problems of adaptation of children 6-8 years old are directly related to their age characteristics. Since children younger age need a lot of attention from the counselor, in this regard it is extremely important:

 Reduce the size of the detachment;

 Or increase the number of adults working with the group (one adult per 10 children).

The daily routine should be changed by increasing the time allocated for rest and intra-squad affairs.

It is necessary to take into account the characteristics of the performance and concentration of attention of such children - it is better if monotonous activities do not exceed a time interval of 25-30 minutes. At the same time, frequent changes of activities are recommended for younger children.

In accordance with the age needs of children 6-8 years old, the time for individual lessons can be increased, since long group games and activities cause them fatigue or excessive excitement. For the same reason, these events should be carried out in the first half of the day, and not load the evening hours.

Night terrors and the appearance of enuresis as a reaction to stress are not uncommon for children aged 6-8 years. Such problems also require the intervention of specialists - a doctor and a psychologist. The teacher can help the child by telling him something pleasant and soothing before bedtime, or simply being nearby at this time. To overcome fears, good therapeutic games are games of “hide and seek” and “Blind Man’s Bluff”, drawing on the topic “Fear” and “How I overcome fear”.

The principle of symbolic response can be taken as the basis for working with fear. As its forms, essays are used - fairy tales, drawings on the topic “Fear” and “How I overcome fear.” The choice of fairy tale is appropriate, since the “fairy tale period” exists in children from 4 to 8 years old, in which they believe that the fairy tale is reality.

A fairy tale, being a factor of socialization, offers the child meanings at various levels, expressed in a generalized form, helps the child “open the world of his unconscious”, puts his feelings in order, i.e. Its therapeutic effect is determined by the fact that it allows you to react to unconscious problems without injuring the child.

Younger children are more likely to lack communication skills. This is a barrier to interaction with other children. Such communication skills can be developed by playing in small groups (5-8 people) or by contacting a child psychologist for behavioral psychocorrection.

L.I. Malenkova calls this form of organizing interaction in a team as children's self-government a condition for the self-actualization of the personality of each child, the development of his leadership qualities, and the ability to lead others.

Indeed, in the practice of collective education, various systems of children's self-government have developed and are successfully applied: the methodology of collective creative activity by I.P. Ivanova, School of Self-Determination A.N. Tubelsky, educational system of the school V.A. Karakovsky, three-level system of school self-government N.P. Kapustina.

Based on these systems of school self-government, they are developing various models children's self-government of temporary children's groups. Considerable experience in organizing children's self-government in the camp has been accumulated by the All-Russian Children's Center "Orlyonok", to whose methodological materials we will turn. I.N. Khusnutdinova, methodologist of the Methodological Department of the All-Russian Children's Center "Orlyonok", notes that in a temporary children's team there are several forms of self-government bodies:

1. Duty commander. When each child acts as a commander for one day. The commander on duty is re-elected every evening in the eagles circle, at the analysis of the day or at the end of the “light”. With such a system, almost all the guys from the squad will be in a leadership position; this is important for every teenager as recognition: “I was chosen, they trust me.” Not only kids, but also older guys pay a lot of attention to attributes; in this regard, the commander on duty may have a tie, a badge, or a symbol toy that hangs around his neck (on his arm, on his sleeve). The commander on duty for the outgoing day approaches any of the guys in the circle (selects) and gives him the attribute of the commander on duty. You can agree in advance with the guys in the detachment and comply with the condition - not to choose them as commanders twice, but to give preference to those guys in the detachment who have not yet been in the position of commander.

2. Permanent commander. A commander who is selected at the very beginning of the shift, during the organizational period, and manages the work of the detachment throughout the entire shift. The commander is the organizer of the detachment’s activities, possesses all the information, and is responsible for the detachment’s activities. Together with the counselor, he prepares a daily analysis of the day and takes part in planning. During the organizational period, the counselor first explains the functionality, and then invites one of the guys in the squad to help him and try his hand).

3. Alternating traditional assignments. Very often in a detachment the list of daily tasks is repeated. To ensure that all children in all groups are included in all types of activities, the groups change assignments after 3-5 days using a “spinner” (to distribute the time of the entire shift, on the one hand, and give all the children the opportunity to manifest yourself in every matter, on the other). Alternating assignments, the guys from each group will work in all areas during the shift. The composition of the guys within the group is constant. In the ChTP system, in addition to the process of dividing into microgroups itself, it is important to discuss and decide with the children exactly which groups should be in the detachment in order to ensure all directions of its activities. These are information groups, leisure groups, surprise groups, sports groups, decoration groups, and duty groups. The leisure group is engaged in preparing and carrying out activities in the unit, holding musical and gaming minutes, organizing outings to other units and conducting joint activities, can initiate the organization of competitions, work with a younger age unit, organize creative part duty at the canteen, tour of the camp, provide the leisure part in organizing the trip.

Responsibilities of the design team: design of headings for the detachment corner; assistance to the leisure group in completing business, publishing wall newspapers in the detachment together with the information group; training the children of their squad and younger children in design skills, organizing a competition for best design rooms, a newspaper competition, making decorations for canteen duty, decorating a detachment place.

Information group conducts information KTD, prepares material for a wall newspaper, produces leaflets, radio broadcasts, prepares information about events in the world for morning information gatherings, holds information hours, provides advertising, affairs, events, etc.

Surprise group prepares surprise charades for KTD, other activities in the detachment and camp, surprises for birthday people, surprise activities, for example, a lightning concert. surprise concert for kids; surprises and thanks to the dining room attendants, surprises to the neighboring squad; morning “minutes of common joy” for your squad, surprises for counselors, camp staff, and the driver who takes the squad on a trip.

Sports group takes on the organization and conduct of exercises, helps physical education teachers in holding a sports competition, a mini-sports competition within the squad, conducts outdoor games and “health hours” during the day, helps a tourism instructor in organizing and conducting a hiking trail, a hike, and can initiate an exercise competition in a squad, between squads.

In charge duty group includes preparing the detachment place for the detachment gathering, she is responsible for the cleanliness and order in the rooms, implementing the regime and conducting the affairs of that day. Cleaning the detachment place and territory, organizing duty around the territory, around the canteen.

4. Creative groups, related to the preparation of specific cases - ϶ᴛᴏ various micro-groups of interests or groups formed “under the leader”, or reference groups.

Microgroups based on interests (music, sports, dancing, intellectual activity etc.). The activities of such microgroups are planned by the council of commanders, which includes the detachment commander and microgroup commanders, about a week in advance, while not only the specific activities of each group are determined, but also the forms of participation of children in other types of activities, and issues of preparing the detachment for general camp activities are resolved. Happens daily specific planning tomorrow by the council of commanders and each microgroup. If it is extremely important, the composition of such groups may change slightly after the organizational period, when the guys are better able to correlate their interests and the capabilities of the camp.

Groups formed “for business” or “for a leader” work like creative groups; the participation of children in other activities of the detachment is determined similarly to interest groups. For a teacher, this option is more difficult, since organizational activities detachment has to be planned and implemented outside the framework of this structure, but for children it is good opportunity realize your desires, abilities, achieve success and recognition.

Groups formed by sympathy, or reference groups, are not always effective in their activities. Sometimes they are created as temporary ones for the last 4-5 days of the shift: this helps to emotionally “hold” the guys in the pre-departure period, in addition, these same groups prepare the final affairs of the detachment;

5. Game models This system of self-government is characterized by the creation of a children's community in imitation of the state structure: with republics, parliaments, prosecutors, police, etc. A distinctive feature of such self-government is the predominance of form over content.

Each of the described forms contributes to the development of organizational skills (see Table No. 1).

Form	Teacher's actions	Children's actions	Pedagogical result
Permanent Commander	Training in the day planning algorithm; provision of information space; joint planning of the day; consultations	when planning the day, the interests of all team members are taken into account; learn to plan the day; have information about the day, affairs; organize routine moments	Satisfying children's interests; implementation of children's experience, their active position; gaining experience of self-government and independence
Duty commander	Training in the day planning algorithm; joint planning; consultations	Possession of information about the day; learn to plan the day; organization of routine moments	Immersion in an active learning space; gaining experience in self-government and responsibility for a temporary team; implementation of experience; self-control; communication skills; increased self-esteem; acquiring new organizational experience
Game models	Creation of a game situation, its support; Creating appropriate game management structures	Participation in the game	Immersion in an active learning space; implementation of the child’s experience; active position of the child; gaining experience in self-organization and responsibility for the team
Creative groups	Team planning training; training in various options for organizing and conducting business; consultations	Planning your activities; ability to organize preparatory work	Immersion in an active learning space through creative work; gaining experience in organizational activities; analytical work skills; self-control; realization of creative possibilities

Almost all systems of children's self-government are based on common principles:

1. Pedagogical guidance, ensuring the targeted development of children's self-government.

2. Subject matter of the activity (if there is an activity, there is a self-government body).

3. Unified planning as the basis of the mechanism for including all participants in the pedagogical process in the organization of collective life.

4. Election of self-government bodies.

5. Changeability of leadership and subordination functions, types of activities

6. Building self-government from the bottom up, and not vice versa.

7. Participation of all children in the system of self-government (principle of democracy).

8. Consent: disagreements occur only before a decision is made, and after that the rule of mandatory implementation of the decision by all participants in the process applies.

Practice report

Getting to know the educational institution

1. Brief information about the camp and camp shift.

School camp with day stay children "Rainbow" was created on the basis Municipal budgetary educational institution CO No. 4. The camp operates during school holidays.

2. Director's full name ( boss) camps: Smolina Olga Evgenievna

Full name of the deputy head of the camp for educational work: Bystrova Larisa Borisovna

3. Camp daily routine.

8.30 - 9.00 - collection of children

9.00 - 9.15 - morning line-up

9.15 - 9.30 - morning exercises

9.30 - 10.00 - breakfast

10.00 - 11.00 - sports hour

11.00 - 12.30 - work according to the camp plan

12.30 - 13.00 - free time

13.00 - 13.30 - lunch

13.30 - 14.30 - work according to the camp plan

14.30 - 15.30 - recreational activities

15.30 - 16.00 - final line-up and departure home

4. Material base of the camp: Assembly Hall , children's and adult playrooms, library, gym, medical room, dining room, school area.

5. Teaching staff, total number of teachers ( educators): 5 teaching staff

6. Number of units and children in them:

1. Squad - school preparatory group 6-7 years old: 9 people

2. Squad - 1-2 classes: 8 people

3. Squad - 3 classes - 10 people

4. Squad - 4th grade - 10 people

5. Squad - 5-6 grades - 10 people

Getting to know educational project shifts

Camp traditions. Main activities.

The activities of the school camp with daytime stay for children “Rainbow” are based on the social order of parents, studying the needs and interests of students, in accordance with regulatory documents on organizing children’s recreation during the holidays. Cash allocated from the school budget. The day camp program for children is based on the following principles:

The principle of humanizing relationships

Building all relationships on the basis of respect and trust in a person, on the desire to lead him to success. Through the idea of a humane approach to the child, parents, and camp staff, a psychological rethinking of all the main components of the pedagogical process is necessary.

The principle of compliance of the type of cooperation with the psychological age characteristics of students and the type of leading activity

The result of educational activities in the school health camp "Rainbow" is the cooperation of a child and an adult, which allows the camp student to feel like a creative person.

The principle of differentiation of education

Differentiation within a health camp involves:

selection of content, forms and methods of education in relation to the individual psychological characteristics of children;

creating the ability to switch from one type of activity to another within a shift (day);

the relationship of all events within the theme of the day;

active participation of children in all types of activities.

The principle of comprehensiveness of child health and upbringing.

This principle can be implemented under the following conditions:

a clear allocation of time for organizing health and educational work is necessary;

assessment of the effectiveness of children’s stay on the playground should be comprehensive, taking into account all groups of assigned tasks.

The principle of harmonization of the child’s essential forces, his intellectual, physical, emotional and volitional spheres, taking into account his individual and age characteristics.

options for choosing the implementation method in various types activities;

a combination of forms of work that take into account the age characteristics of children;

constant correction of the effects on each child, taking into account the changes occurring in his body and psyche.

The principle of the integrative-humanitarian approach.

This principle defines five “facets”:

the facet of personal perception (“this affects or may affect me personally”);

the line of belonging (“the guys have achieved this, they need it - that means it’s available and I need it”);

the facet of global perception (“everyone needs to know this - that means it’s important for me too; it relates to universal human values”);

the line of consensus orientation (“I recognize the right of others to have their own point of view, I can put myself in the place of others, understand their problems”);

the line of personal responsibility (“I am responsible for the consequences of my activities for other people and for nature”).

The principle of respect and trust.

This principle can be implemented under the following conditions:

voluntary inclusion of a child in one activity or another;

trust in the child in choosing the means to achieve the goal, mainly based on faith in the possibility of each child and his own faith in achieving negative consequences in the process of pedagogical influence;

taking into account the interests of students and their individual tastes.

Features of children's life planning.

The camp has developed a system of working with children during the holidays, an essential factor of which is the organization of recreation and health improvement for children during the holidays, in accordance with the age-related, physiological, and individual needs of each child. The safety of children is ensured - fencing, video surveillance, access control, control over compliance with work and rest hours.

Availability of methodological base for working with children, props, auxiliary materials.

Game material is preserved whenever possible and transferred from season to season. A stock of sports equipment has been accumulated: balls (3), tennis rackets (1 set), jump ropes (5), hoops (5), badminton (1 set), checkers (4), chess (3).

Availability of clubs, library, video studio.

Russian folk and pop dance clubs, choir

The library operates a club called “Salt Dough”

IN assembly hall Video films are shown.

Characteristics of a temporary children's association

1. Squad name: 1 squad "Traffic Light". , motto: We study traffic rules, this is all we live by. We carry out propaganda to everyone in the morning, evening and afternoon!

2. The team's work plan for the shift (grid planning).

date	Event
1 day	Conduct general fee squad. Election of the detachment headquarters. Distribution of duties. Preparation of corner and other documentation.
Day 2	Celebration of “Initiation into Pedestrians”.
Day 3	Quiz “Learning traffic rules” among children. Drawing competition “Traffic rules are our faithful friends.”
4 day	Organize and photograph cars of various brands and types. Conduct a conversation with students on the history of Soviet and Russian cars, accompanying the conversation with photographs
5 day	Thematic lesson “Braking distance of vehicles”
Day 6
Day 7	Competition of propaganda posters on road safety.

3. Sketch of a detachment corner.

4. List of children of the detachment.

	FULL NAME. student	Age
	Mikaelyan Galina
	Polishchuk Valentina
	Chernysheva Diana
	Ignatov Sergey
	Vasetsky Vadim
	Sazhneva Anastasia
	Vukolov Vladislav
	Ryabyshenkova Lyudmila
	Khokhlachev Denis
	Shirinyan Angelina

5. Squad composition: the total number of children is 10, of which 6 are girls and 4 are boys.

Age - 6-7 years, presence of members of one or another children's organization - no,

social characteristics of the composition: all children from two-parent families in which both parents work, children are not registered with the Children's Children's Committee and are not included in the “risk” group, the presence of children with behavioral problems - no; The leading interests of children - cognitive, sports, the level of development of self-service skills - correspond to age and psychophysiological characteristics.

6. Squad management:

management principles: mutual respect, mutual assistance, mutual assistance,

structure of the detachment and its self-government bodies:

TEAM COMMANDER Lyudmila Ryabyshenkova

DEPUTY TROOP COMMANDER Vadim Vasetsky;

7. Interpersonal structure of the squad:

general characteristics of the interpersonal structure: the squad has two leaders around whom the entire team rallies, there are no outcasts in the squad, interpersonal relationships are built on friendship and mutual assistance;

the presence of leaders and their role in the detachment - yes, they organize the activities of the detachment;

the presence of small contact groups and their focus; relationships of small contact groups and the dynamics of their development: children communicate mainly in groups.

8. Conflict situations between children, their motivation and ways to resolve them;

There were no conflict situations recorded in the detachment, but two examples recorded in the camp can be given:

1. Zhenya, a 1st grade student, entered school in September 2016, after he arrived from Ukraine where hostilities began. The parents remained in their homeland, and Zhenya was assigned to a family of guardians. The boy shows increased aggressiveness, which is expressed in the manifestation of physical violence against peers (pushed, pinched girls, hit a boy in the face). As a result, a number of conversations were held with Zhenya, and a number of activities were held with the entire squad aimed at developing communication skills and a sense of tolerance towards others. It was noted that Zhenya became more balanced and communicated more friendly with his peers.

2. Roman, a 2nd grade student, constantly complained to the counselor about everyone, bullied everyone himself, and then cried that he was being bullied. The guys in the squad didn't like him. The unit held the “Let’s Live Together” event, which contributed to the unity of the school community.

Preparation, conduct and analysis of squad cases

Scheme of analysis of the event .

General information about event preparation .

1. Event title. Theatrical game program"There on unknown paths. Or how the Baba Yagas saved a fairy tale."

Date of the event, who is holding it. 06/09/2017. student-intern

2. Composition of the group of children: 4 boys, 6 girls, 6-7 years old.

3. Purpose of the event: what educational tasks of the team and the formation of what qualities of the child’s personality is this event designed to solve? Aimed at the cultural and moral development of children

Tasks: deepen students’ knowledge of Russian folk culture; increase interest in Russian folk tales; promote the development of intelligence and attention.

4. Pedagogical justification for the choice of this type and content of activity: the activity fully corresponds to the general educational objectives, the level of psychophysiological development of the team, and the age characteristics of the students.

5. Who initiated this event and how was it prepared? The initiator was the counselor, during the preparation process a selection was carried out methodological literature, songs, competitions, preparation of posters. What participation did the children take in the planning and preparation? They actively participated in the preparation of the holiday. In what ways and how did their activity and independence manifest themselves? We independently selected riddles and prepared for a number of competitions.

Progress of the event .

1. How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the children? Fully

2. How meaningful, interesting and organized was the work? Each task and game moment was filled with content corresponding to the purpose of the lesson, was interesting and at a high level of organization.

3. What knowledge did the children acquire during the event, what social attitudes, feelings and beliefs did the children develop?about Russian beauty - folk culture in general, and Russian folk tales in particular

1. What conclusions could the children draw as they worked? What results have you achieved? Formationknowledge of the features of Russian folk culture, the content of Russian folk tales, riddles, ditties.

4. How did the event affect the formation of public opinion in the team and the relationships between children? Contributed to the unity of the school team

5. The role and place of elders (counselor, teacher, cultural organizer, social teacher) in this event: active organizers and participants of the holiday.

Analysis of your own activities .

1. Which character traits of yours contributed to educational work with children, and which hindered them? Contributed to - sociability, activity, erudition, friendliness

Insufficient pedagogical experience in communicating with children was a hindrance.

2. What pedagogical abilities were demonstrated during educational work with children? - Disposition towards children, endurance and self-control, ability to control one’s mood, organizational skills, pedagogical imagination

3. Was pedagogical tact manifested and in what way? Yes, manifested itself. The ability to find the most appropriate measures of influence on students, taking into account their age and individual characteristics and depending on the specific situation, in mutual respect and the ability to listen and hear children.

4. What problems did you encounter during the preparation and conduct of the CTD (CTD)? No

5. What, in your opinion, are the successes and/or shortcomings of the event? The success of the event lay in the rational application of theoretical knowledge and practical skills in working with children, as well as a friendly and attentive attitude towards children, a desire to understand and teach them.

Analysis of the effectiveness of the shift project implementation

date	Brief description of what was carried out in the detachment
*1st day*	Meeting the camp administration. A team of children
*2nd day*	Familiarization with the work plan of the camp and the attached detachment. Help in decorating the squad's corner. Assistance in preparing for the event
*3rd day*	Participation in conducting routine events. Selection of material and participation in the drawing competition “Sea Voyage”.
*4th day*	Participation in conducting routine events. Selection of material and participation in the Brain Ring quiz among children.
*5th day*	Participation in conducting routine events. Participated in the celebration “Summer Ball”.
*6th day*	Preparation of reporting documentation

Practice analysis

During the internship, the features of the organization of a children's team in a summer camp, a project of working with children in the camp were analyzed, a characteristic was given to one of the groups, and the features of their interaction were studied. Also, during the practice period, an event was developed and carried out, followed by its analysis. Because of high level organization of the practice, there were no difficulties during its completion.

What else to read

No-bake marshmallow cake recipe Many people think that making cakes is a labor-intensive and exhausting process. There are a lot of recipes that will dispel...

Vegetable casserole in the oven - recipes with photos Baked vegetables as such are an indispensable component of most diet menus. If you cook them in the oven together...

Predators and prey. Predators and their prey. Who are the predators Nature simply forces some creatures to hunt others. Moreover, some predators are noticeably more ferocious than others. It even comes...

Self-government in a detachment: how to organize self-government in. Self-government in a summer camp Self-government in a camp

What else to read

THE LAST NOTES

Categories