Municipal educational institution
"Children's Art House No. 1"
“PROBLEMS OF MODERN CHILDHOOD”
Completed:
members of the scientific society
Supervisor:
Teacher
additional education
Justification of the significance of the project
Problems of social orphanhood, child and family violence, problems of legal illiteracy of the younger generation are increasingly being raised in the media and are the object of attention of government structures and public organizations. This is no coincidence, since the future of Russia is its youth and children. “Every child contains most of the qualities of an adult. And if you look closely at a child, you can predict what kind of person he will become,” writes the famous children’s writer Yu. Yakovlev in his book “Your Rights, Children”
And these little adults often, due to social, economic and other reasons, find themselves in difficult life situations and need support and attention. Adolescence is considered a particularly “risky” age.
Adolescence is a difficult period in a person’s life. At this time, personality formation occurs, the foundations of behavior, values and principles that a person will follow in life are laid. “A person makes his choice: with whom he is or against whom; trying to understand himself, to find out where is good and where is evil; what he personally intends to serve, what he will strive for.” . Psychologists, in particular, A. Petrovsky, a well-known researcher of developmental psychology in scientific circles, argue that it is no coincidence that this period is called “difficult”, “critical”, since adolescence is a time of transition to a new era of life - adulthood: “the transition from childhood to adulthood constitutes the main content and specific difference of all aspects of development during this period - physical, mental, moral, social."
In modern society, it happens that a teenager has to make adult decisions. Here, not only sensitivity and harshness can play a role, but also fear and causeless cruelty.
Cruelty against children and domestic violence have become everyday topics in news releases, including in the Trans-Baikal Territory. Here are just some examples: “In the village of Sherlovaya Gora, Borzinsky district, a thirty-year-old man inflicted serious injuries on two minor girls” (“Vesti-Chita”, 04/01/2009); “Over the past ten months, more than 150 cases of child abuse by parents have been recorded in Transbaikalia. One of the latest events shocked even the police and doctors: a father brutally beat his son, who was only one and a half years old” (“Vesti-Chita”, 10/31/2007); “In the village of Aginskoye, a young woman, while intoxicated, beat her ten-year-old daughter, did not let her out of the house, forcing her to miss school classes. A similar case was revealed in Chita, where a drunken father beat his 16-year-old daughter” (Zabmedia News Agency, 04/21/2010).
The regional Ministry of Social Protection of the Population also reports an increase in cases of ill-treatment. Such data is provided on the information portal “Transbaikalia. Ru” (www.zabaikalye.ru) May 7, 2010 (according to the Russian Fund for Support of Children in Difficult Life Situations): “In 2009, 105.8 thousand crimes against minors were registered. 67.7 thousand children suffered from violent criminal attacks, and 4 thousand were committed by adults against their own sons and daughters. In addition, last year, 471.3 thousand administrative protocols were drawn up against parents or other legal representatives, and almost 9 thousand criminal cases were initiated.”
According to the Ministry of Education, in 2007 there were 742 thousand orphans and children left without parental care registered in Russia. After the Great Patriotic War, there were 680 thousand orphans in the country. In 1989, 87 thousand orphans were registered. According to 2008 data, in Russia there are about 800 thousand children left without parental care. And “...after all, behind any one in these huge numbers is a very specific living fate of a little person. With its acute pain, physical and mental, with incredible suffering, with grief that cannot be measured by any numbers...” (A. Likhanov).
According to a survey by the All-Russian Center for the Study of Public Opinion (VTsIOM), conducted on the eve of Children's Day in 2009, adults consider alcoholism and drug addiction to be the most terrible problem in the modern world of childhood (45%). “In second place in importance is child and teenage crime (38%). This is followed by homelessness (21%), low standard of living in families with children (20%), and problems with children's leisure time (18%). 11% believe that violence against children should be the focus of public attention; 10% consider the most pressing problem to be the problems of raising children in preschool and school institutions.” In addition, VTsIOM notes that over the past few years, some problems of children in modern society have begun to seem more acute to Russians. Among them are children's leisure, crime, violence against children, etc. This once again confirms that topical issues related to the problems of modern childhood are increasingly emerging in society.
At first glance, it may seem that these problems are the result of the low material standard of living of Russian families, that many parents abandon their children because they do not have the means to raise them or have health problems, that minors commit crimes because of poverty and powerlessness do anything in this position. However, in fact, during the years of wars and revolutions - that is, during major social cataclysms, there were much fewer orphans and children in difficult life situations. In our opinion, the matter is not only in the low income of many Russians, but in the moral and moral aspect, in the inability of young citizens to defend their rights and seek protection. This is evidenced by frequent cases of abandonment of children in prosperous families, inattention of adults to the problems of children, and much more.
In modern society, a child is often left alone with his problems: teachers say that family education is poor, and parents, in turn, do not evaluate the work of teachers. “Caught in a scissor between school and family, children are forced to maneuver and adapt, which ultimately leads to immorality.”
To raise a worthy person with high moral principles, close interaction between education, the institution of family and other, very different spheres of society is necessary. We believe that our project will help with this. It touches on the most pressing problems of modern childhood: the growth of neglect and homelessness, poverty of the population, as a result - alcoholism and drug addiction, teenage crime; lack of attention to the needs and requirements of children on the part of adults; the child’s inability to use legal knowledge to defend their interests; drawing attention to children caught in armed conflict zones and children with disabilities.
The project began to be implemented on the basis of the seventh grade of secondary school No. 33 in Chita, Trans-Baikal Territory.
This project has been implemented for several years and is a logical continuation of the “Tree of Life” project, which was created by a team of students from school No. 33, their class teacher Alvina Kivleva and parents. It was designed to unite the efforts of school and family in educating the younger generation, as well as to instill in children and parents the skills of joint creativity, problem solving, teach them to compromise, listen and hear each other.
Objective of the project:
· to create a need among schoolchildren to determine their place and role in society.
Tasks:
· Organize the study of Constitutional laws aimed at developing an active life position in the modern world;
· Contribute to the development of skills and abilities for adaptation in society;
· To cultivate moral qualities aimed at the formation of collectivism and a personality-oriented person
Methods:
1. Study of normative documents: “Constitution of Childhood - UN Convention on the Rights of the Child” aimed at legal support of life.
2. Reading and discussion of works about the problems of children during the Great Patriotic War and modern reality.
3. Presentation of the books “Escape” and “Little Heart”.
4. Interpretation of works of art dedicated to depicting the world of childhood.
5. Discussion of publications in children's magazines and the media about the problems of modern children.
6. Participation in various competitions, developing the ability to discuss current issues.
7. Joint work with the Regional Children's Fund and the Regional Children's Library to promote a healthy lifestyle.
8. Carrying out joint events with parents that promote unity between children and adults.
9. Publication of creative works on the pages of the newspaper “Zabaikalsky Rabochiy” and the magazine “Young Galaxy”.
10. Continuation of cooperation with the All-Russian Children's Fund, its chairman.
11. Carrying out joint events with students of ZabGGPU in defense of children's rights.
12. Uniting and intensifying the efforts of the state, society, parents and schoolchildren in solving children's problems in Russia.
The project is designed for seven years.
Our results of working on the problem during our studies in grades 5-7 (attached).
Gudkova Alexandra.
Forms of work of the All-Russian Fund for Solving Childhood Problems.
1. Spiritual protection.
2. Exercise of rights.
3. Family reunion.
4. Protection of rights to privacy.
5. Health and healthcare.
6. Protection of a child without parents.
7. Education.
8. Recreation, leisure, cultural events.
10. Help for children in areas of ethnic conflicts.
11. Help for the children of Chernobyl.
12. Combating child mortality.
13. Help for people with disabilities.
14. Caring for abandoned children.
Gudkova Alexandra. Problems of modern children.
1. Children's crime.
2. Children without parents.
3. Street children.
4. Separation from parents.
5. Drug use.
6. Drinking alcohol.
7. Smoking.
8. Various serious illnesses.
9. Abandoned children.
10. Terrorism in places where children are.
11. Various problems due to the enmity of different countries (war).
12. Physical violence.
13. Psychological violence.
14. Social security.
Conclusion
A lot has already been done within the framework of the project “Solving the Problems of Contemporary Childhood.” Lessons and discussions were held on the above topics, dozens of essays were written on childhood problems, and several articles were published in newspapers and magazines at the regional and federal levels. With the help of students of ZabGGPU named after. and employees of the Regional Children's Library carried out work to study the basics of a child's legal literacy and lessons on the Constitution of Childhood. Drawings and essays dedicated to the Constitution of Childhood were sent to the regional branch of the Russian Children's Fund and published in the regional newspaper "Zabaikalsky Rabochiy" .
As part of the project, a presentation of the book “Escape” by Transbaikal author Viktor Lavrinaitis took place, in which the writer’s relatives, students and teachers of other educational institutions took part. The presentation discussed the problem of orphanhood, and in particular, ways to solve the problem of social orphanhood. The discussion participants came to the conclusion that this pressing problem can only be solved by consolidating the efforts of society, the state and each individual.
A sociological survey was conducted, during which schoolchildren were asked the following questions: “What family problems interfere with a child’s life?”, “What are school problems and how to avoid them?”, “What problems do children have in the yard and how to eliminate them?” , “What problems are encountered in the territories of our village (district, city)?”, “What needs to be done to organize the free time of schoolchildren?” The survey revealed children's opinions on these issues. They noted among the main problems that the child faces are alcoholism, drug addiction, etc. in the family, children leaving home to become “independent,” misunderstanding, mistrust, inequality in the family and children’s environment, conflicts with teachers and classmates , disorganized leisure time. This survey showed that teenagers are just as concerned about problems that adults are trying to solve, which means that consolidating efforts to overcome difficulties and support from adults is extremely important for them.
In creative works written as part of the project, the children described their attitude to television programs about child abuse. Schoolchildren, having analyzed the tragic cases known to them from television journalists, sharply condemned parents who abandon their children, mock them, and subject them to violence. In addition, the guys noted that it is better not to show such programs, as they can harm the fragile children's psyche of healthy children. But it is necessary to say that such a problem exists, but showing bloody stories in prime time is not the solution, the children say.
With the onset of the new school year, schoolchildren, students, teachers, parents and members of the public continued to implement the project. They study their rights in the family, educational institution, during employment, etc., learn about what responsibility they face in case of violation of the rights of other people. The children learned the basics of safe behavior in the apartment and on the street, and the basics of first aid. One of the most important areas of the project’s implementation was the study of the “Health Code”.
Joint actions with the Russian Children's Fund, with students of ZabGGPU, and employees of the regional children's library also continue. Particular attention is paid to issues of citizenship and morality. In addition, the project provides for work with gifted children: participation in various competitions and conferences at the regional and all-Russian levels. In the summer, schoolchildren are busy conducting specialized shifts in children's health camps.
All activities within the project are more relevant in light of the participation of the city of Chita in 2010 in the All-Russian competition “City without Cruelty to Children,” which was held by the Foundation for Support of Children in Difficult Life Situations.
Literature
1. Andryukhin, A. It is better to kill her than to send her to an orphanage // Human Child, No. 5, 2009. - P. 19-21.
3. Goroshnikova, G. G. In search of works about modern teenagers [Electronic resource]. – “Literature”, No., URL: http://lit.1september. ru
4. How to protect childhood? // VTsIOM. Press release dated June 1, 2009.
5. Kivleva, fifth graders about the tree of life // Human Child, No. 5, 2008. - P. 16-20.
6. Likhanov, A. A. For! These little ones. Letters in defense of childhood. – Publishing house “Childhood. Adolescence. Youth", 2007. – 546 p.
7. Yakovlev, Yu. Your rights, children. – M.: International relations, 1992. – 128 p.
- Noteworthy is the underdevelopment of fine motor skills of the hands of older preschoolers and the lack of graphic skills, which indicates not only the lack of graphic motor skills, but also the immaturity of certain brain structures of the child responsible for the formation of general voluntariness. Deficit of voluntariness, both in the mental and motor spheres of preschool children, is one of the most alarming factors reliably established by scientists of the Russian Academy of Education.
- The category of gifted children is increasing, which inspires optimism, among them are children with especially developed thinking, and children who are able to influence other people - leaders, and children with “golden hands”, and children who represent the world in images - artistically gifted children, and children with motor talent.
Dear colleagues, the child has become no worse and no better than his peer twenty years ago, he has simply become different!
. This article uses materials from Rudkevich L.A. «
View document contents
"Problems of development of modern childhood"
Municipal budgetary preschool educational institution compensatory kindergarten
"STAR" Zernograd
“PROBLEMS OF THE DEVELOPMENT OF A MODERN CHILD”
Volgina Margarita Viktorovna
educational psychologist of the highest qualification category
2015
« The children of the new world are already with us, in kindergartens and in primary and secondary schools, with diametrically different abilities and capabilities, and we have nowhere to hide... they are the fruit of our actions, conscious or unconscious, over the past 30 years...”
Feldshtein D.I.
On the problems of development of modern childhood since 2011. The outstanding psychologist, academician D.I. Feldshtein is trying in every possible way to attract the attention of scientists, teachers and parents.
On July 12, 2013, at the Accounts Chamber of the Russian Federation, he presented a report on this topic: “The nature and degree of changes in modern childhood and the problems of organizing education at a historically new level of development of society.”
So, let’s try to figure out what has happened to modern children over the years.
Psychophysical changes...
The psychophysical type of changes is associated with changes in the psychological and physical development of modern children.
Today's children later go through two growth spurts, or two developmental crisis periods. So, the first jump, called pre-growth spurt, these days, falls not on senior preschool age - 6-6.5 years, as thirty years ago, but on 7.5 - 8 years, that is, on junior school age.
It follows from this that in the first and, perhaps, even in the second grades of school, educational material must be presented to students in a playful form.
There are also morphological changes among children, manifested in the so-called “secular trends” (epochal changes, transformations of the human species).
First "secular trend"- This asthenia physique of many guys, a lag in the growth of muscle strength. The process of asthenia is proceeding at an unusually fast pace. Among preschoolers and children of primary school age - about 50% are asthenic!
Another secular trend that is clearly manifested in the children's community is the increase in children right-brain dominant (left-handed) and ambidextrous - children in whom the dominance of one of the forebrain hemispheres is not clearly expressed and for work they, as a rule, use their right and left hands equally.
So, in the child population, the proportion of left-handed people increased to 11%, and ambidextrous people - to 35-40%. And scientists have found that in this category of children, androgyny and gracilization.
Androgyny, it consists in partial smoothing out gender differences or sexual dimorphism, and gracilization is thinning of the skeleton and general weakening of the musculoskeletal system.
You say, so what, and how can this be connected with school? It turns out to be the most direct!
Asthenics, the share of which among primary school children is about 50%, as already mentioned above, almost without exception they are classified as night owls, Their peak daytime activity occurs in the afternoon and evening hours. Since the student’s school day is traditionally focused on the “early person” type, “night owls” do not get enough sleep, cannot concentrate in the first lessons, and quickly get tired at school. This means that if thirty or forty years ago the majority of schoolchildren belonged to the “early bird” type and the predominant orientation towards this type was justified, now it would be advisable to move the first lesson at school from eight or nine to ten or even eleven o’clock in the morning!
And guys with pronounced androgyny and gracefulness have relatively weak nervous system, higher intelligence, but an increased level of anxiety, independence of thinking, aggressiveness, as well as a shift in the dynamics of daily activity towards the “night owl”.
Having summarized the fundamental academic research of scientists in recent years, D.I. Feldshtein outlined the range of the following significant changes
in modern children and adolescents:
In a minimally short five-year period, the cognitive development of preschool children (learning ability) sharply decreased.
The energy of children and their desire to be active have decreased. At the same time, emotional discomfort increased.
There is a narrowing in the level of development of role-playing play in preschoolers, which leads to underdevelopment of the child’s motivational-need sphere, as well as his will and volition.
A survey of the cognitive sphere of older preschoolers revealed extremely low indicators in those children’s actions that require internal retention of rules and operating in terms of images. If in the 70s of the twentieth century. This was recognized as the age norm, but today no more than 10% of children cope with these actions. Children find themselves unable to do things that their peers could easily cope with three decades ago.
Noteworthy is the underdevelopment of fine motor skills of the hands of older preschoolers and the lack of graphic skills, which indicates not only the lack of graphic motor skills, but also the immaturity of certain brain structures of the child responsible for the formation of general voluntariness. Deficit of voluntariness, both in the mental and motor spheres of preschool children, is one of the most alarming factors reliably established by scientists of the Russian Academy of Education.
There is insufficient social competence in 25% of children of primary school age, their helplessness in relationships with peers, and their inability to resolve simple conflicts. At the same time, a dangerous trend can be observed when more than 30% of independent decisions proposed by children are clearly aggressive in nature.
Factors associated with children's exposure to television, starting from infancy, are causing concern. Screen addiction leads to a child’s inability to concentrate on any activity, lack of interests, and increased absent-mindedness. Such children need constant external stimulation, which they are used to receiving from the screen; it is difficult for them to perceive information aurally and read: while understanding individual words and short sentences, they cannot connect them, and as a result do not understand the text as a whole. Children are not interested in communicating with each other. They prefer to press a button and wait for new ready-made entertainment. Due to the fact that the child, while watching TV, does not speak, but only listens, he has primitive, poor speech and a meager vocabulary. Such a child, basically, does not speak, but screams, like his on-screen cartoon characters, who are not always kind and positive.
Computer games also contribute to the fact that children stop developing figurative and logical thinking. They stop fantasizing and inventing, and prefer to mindlessly press gadget buttons to get quick results.
There are more and more children with emotional problems who are in a state of affective tension due to a constant feeling of insecurity, lack of support in their close environment and therefore helplessness. Such children are vulnerable, sensitive to perceived offense, and react acutely to the attitude of others towards them. All this, as well as the fact that they remember predominantly negative events, leads to the accumulation of negative emotional experience, which constantly increases according to the law of a “vicious psychological circle” and finds expression in a relatively stable experience of anxiety.
In adolescent children, regressive changes occur in the brain support of cognitive activity, and the increased activity of subcortical structures caused by the hormonal process leads to a deterioration in the mechanisms of voluntary regulation.
A fairly large group consists of children who are characterized by an unfavorable, problematic course of mental development in ontogenesis. This is a category of pupils that, according to neuropsychological indicators, should be considered “borderline between normal and pathological.” And when they come to school, they are children with special educational needs (SEN).
Children with special educational needs are the category of pupils who need workarounds for acquiring knowledge that is common for their normally developing peers.
I would like to dwell in more detail on the problems of school adaptation of children with special educational needs, who most often go on par with their peers in the most ordinary schools.
First of all, these are children with mental infantilism syndrome.
By the time of school, such a child has not developed the ability to voluntarily control his behavior and actions. Such children are careless, naive and spontaneous; they do not fully understand the educational situation and often do not fit into the framework of generally accepted school behavior. They may ignore the teacher’s assignment, ask questions unrelated to the task, cannot maintain the overall pace of work, and are constantly distracted. Children with "mental infantilism syndrome" are characterized by a communicative attitude to learning, for them the most important thing is to capture the attention of the teacher and peers for the purpose of communication, while educational goals fade into the background.
This category of children often has low performance at school. They are characterized by emotional disorders: short temper, irritability, as well as impulsive behavior when the action is ahead of the forecast. This behavior is unacceptable in the classroom and creates problems both at school and at home.
In fact, the reason for the above behavior is a lack of certain biologically active substances in certain parts of the brain.
When adapting to school, children with this syndrome develop negative self-esteem and a hostile attitude towards school and teachers. Therefore, a necessary condition for successful adaptation will be the kindness, attention and emotional support of those around the child, both adults and peers.
As a rule, they are very timid, fearful, shy, they have an excessive need for protection, encouragement, and emotional support from their mother. Guys with autism spectrum disorders are able to communicate, many of them have retained intellectual functions!
The clinical picture of autistic personality disorder is complex, diverse and unusual in comparison with other mental development disorders. In any case, one should be very careful when assessing the intellectual capabilities of an autistic child, since this is associated with the uneven development of individual intellectual functions.
For example, children's excellent computing abilities are combined with an inability to understand the meaning of a simple task, or, having good spatial orientation, a child is not able to correctly distribute text on a sheet of paper when writing.
When preparing such a child for school, it is necessary to give him a certain amount of knowledge and skills ahead of time in order to “save” his energy in the process of adaptation, the success of which depends on the degree of severity of autistic traits and the timeliness of psychological and pedagogical correction.
Along with the alarming statistics, Academician D.I. Feldshtein also points out optimistic observations:
The category of gifted children is increasing, which inspires optimism, among them are children with especially developed thinking, and children who are able to influence other people - leaders, and children with “golden hands”, and children who represent the world in images - artistically gifted children, and children with motor talent.
But “according to available data, from 50 to 55% of children of senior preschool and primary school age in large cities of Russia today have an IQ of 115 points or higher, which, by the way, raises the danger of a “skew”, a shift in emphasis to the intellectual development of the child to the detriment of their social -personal development"
The above problems of development of modern children, of course, should be taken into account by us, teachers, when developing approaches to education and training. And even the most modern pedagogical innovations do not take into account the indisputable fact that a person changes from generation to generation and that pedagogical and educational techniques developed, for example, in the 60-70s of the last century, cannot be successfully applied in our time .
Dear colleagues, the child has become no worse and no better than his peer twenty years ago, he has simply become to others!
This article uses materials from Rudkevich L.A. « Epochal changes in man at the present stage and pedagogical innovations.”
L.S. Vygotsky proposed using the term neoplasm, which is “a new type of personality structure and its activity, those mental and social changes that first arise at a given age stage and which in the most important and fundamental way determine the child’s consciousness, his attitude to the environment, his internal and external life, the entire course of his development in a given period.” In his opinion, neoplasms can be used as a criterion for dividing development into separate ages.
Features of the course of the first age crisis(2-4 years). Vygotsky distinguishes five main psychological signs of the first age crisis: negativism, stubbornness, obstinacy, self-will and a jealous attitude towards other children.
Negativism is a behavior in which a child does not want to do something just because an adult suggested it, i.e. This is the child’s reaction not to the content of the proposal made, but to the proposal itself. According to Vygotsky, “negativism forces the child to act contrary to his affective desire.”
Stubbornness is the behavior of a child in which he insists on something not because he really wants it, but because he demanded it (L.S. Vygotsky).
Obstinacy, unlike negativism, is impersonal and rather directed against the norms of education; is characterized by bias.
Self-will, reflecting a tendency towards independence, is another sign of crisis. Its timely establishment is important, since lack of independence is typical of infantilism.
Features of the course of the second age (childhood) crisis. II age (children's) crisis (6-7 years) - the period of the birth of the social “I” (L.I. Bozhovich) - coincides in time with the beginning of schooling. With the loss of interest in play as an activity, a child at this age begins to form a new activity - educational.
The most important indicator of this crisis period is the child’s readiness or unpreparedness for school, since it is at this age that the formation of the biological basis of such readiness refers, namely: the maturation of the most complex frontal areas (A.R. Luria) and the strengthening of the processes of inhibition of the cerebral cortex over the instinctive and emotional reactions (N.Y. Krasnogorsky).
Features of the course of pubertal crisis. The puberty period occurs at the age of 11-20 years and is characterized by rapid morphofunctional changes, especially pronounced in the sexual sphere (the beginning of the functioning of the gonads). Distinct psychological characteristics of adolescents are often called the “teenage complex.”
It is now generally accepted that the pubertal crisis is heterogeneous in its structure (S. Bühler, O. Cro, M. Tramer, L.S. Vygotsky, A.E. Lichko, E. Kretschmer, etc.). There are different gradations of pubertal age. Usually, two phases of this period are distinguished (S. Bühler, M. Tramer, etc.): negative (11-15 years) and positive (16-20 years), which have both common and distinctive features.
In addition, the so-called III phase is distinguished (post-pubertal - E. E. Sukhareva), which is practically devoid of the general features of the critical period and is interpreted as a stable age (post-critical phase - L. S. Vygotsky).
Common features puberty crisis period conditionally combined into five groups of signs:
a) clearly expressed affective instability, which determines all the behavior of adolescents - “pubertal mood lability” (M. Tramer);
b) the inconsistency of certain aspects of the mental makeup of adolescents;
c) the orientation of mental activity to the outside world, the desire to expand contacts (L.I. Bozhovich and others);
d) signs of maturation of drives;
e) various behavioral disorders (deviant behavior) in the form of anti-disciplinary, antisocial, delinquent (illegal) and auto-aggressive (A.G. Ambrumova, Lya. Zhezlova, V.V. Kovalev, etc.) behavior. This is stated as one or another degree of violation of social adaptation.
Along with the general symptoms, each phase of the pubertal crisis is characterized by: their own special features. The negative phase (denial phase - V.E. Smirnov; negativistic - V. Vilinger; protest, against fathers - E. Kretschmer, G. Nissen) is characterized by the predominance of unstable mood, increased excitability, the desire for independence, protest against elders (A. Vallon and etc.). The positive phase (philosophical - M. Tramer; leading intellectual excitement - V.E. Smirnov) is characterized by a pronounced desire for creativity, growth of self-awareness, transformation of drives into interests (L.S. Vygotsky).
L.I. Bozovic, studying the age-related characteristics of personality development together with her colleagues, came to the conclusion that the formation of a child’s personality is determined by the ratio of the place that he occupies in the system of human relationships available to him (hence, the corresponding requirements for him), and those psychological characteristics that he already has formed as a result of his previous experiences.
It is from this ratio that internal position of the child arises, i.e. that system of needs and aspirations(subjectively presented in the corresponding experiences), which, refracting and mediating the influences of the environment, becomes the direct driving force for the development of new mental qualities in him.
Bozhovich believed that these provisions are valid not only for understanding the conditions for the formation of the individual characteristics of a child’s personality, but also for understanding the driving forces of the age-related development of children and the reasons that determine the typical features of their age-related psychological appearance.
Thus, human development is conditioned (determined):
Internal contradictions and psychophysiological characteristics;
Social development situation;
Type of leading activity;
The measure of his own activity in the process of formation and improvement of personality;
Gender, age and individual characteristics.
The process of human age-related development is associated with sensitive periods- periods of ontogenetic development, in which the developing organism is especially sensitive to certain types of environmental influences; periods of optimal combination of conditions for the development of certain mental properties and processes.
The onset of the sensitive period is determined by the functional maturation of brain structures and internal connections necessary for the implementation of the mechanisms of certain functions.
For example: 1.5-3 years - speech; 3-6 years - perception, thinking, imagination, etc.; 5-6 years - coordination of movements (ballet, figure skating, etc.), reading, etc. Training has the greatest impact on those mental functions that are just beginning to develop, but training that is premature or delayed in relation to the sensitive period may not be effective enough, which generally has an adverse effect on the development of the psyche.
A number of scientists believe that the untapped potential inherent in the body fades away quite quickly.
So, for example, there are cases where children who ended up with animals and remained alive, being returned to human society, practically did not recover as representatives of the human race, since those opportunities that were in the corresponding sensitive periods of their development turned out to be irretrievably lost.
Any age periodization is quite arbitrary(a growing organism develops individually, goes through its own unique path), but it is necessary for a comprehensive analysis of the properties of the body changing during the process of ontogenesis, for the development of a scientifically based system for the protection of mental and physical health, for the creation of techniques and methods of training and education that are adequate for each age level, and the optimal development of physical and mental capabilities.
TASKS
1. Make a generalized table of the age periodization options given in the paragraph. Draw a general conclusion.
2. Describe the main age-related crises.
The main problems on the solution of which the coverage of all other issues of educational anthropology depend are problems of children's nature.
For many centuries, a child was perceived as a small adult, who, according to this, should understand everything almost like an adult.
Indicative in this regard is the dialogue between father and son in one of the ancient Egyptian sources. The father is dissatisfied with his son’s school success and reprimands him in the spirit that, for example, a donkey is an animal, they explain to him what they want from him in human language, and he eventually understands what he needs to do, and the son is a person, and How is it that he cannot understand the explanation of the teacher who speaks to him in his own human language.
Among peoples living at the stage of tribal communities, childhood is very short - at the age of 8-11 (among different nations), after the initiation rite, the child becomes a full member of the tribe. In many cultures, infanticide - the permitted destruction of children - has existed for many centuries. There are no child characters in ancient myths. A child is not a subject of spiritual culture. The exception is some mythological heroes, but their childhood is assessed according to the laws of adult behavior. A clear illustration of the lack of perception of children's specificity is the canvases of medieval authors, in which the child was depicted with the proportions of an adult, but of small stature. You can determine that this is a child only by a toy, an apple in your hands, or other details belonging to childhood.
The “discovery” of childhood happened gradually. When discussing the period of childhood, medieval thought identified features inherent in all children in general: receptivity, sinfulness and irrationality, and special ones inherent in different stages of childhood and different individuals.
A positive feature of childhood was considered to be its sensitivity to education compared to all other ages.
Philip of Navarre, in his essay “The Four Ages of Man,” argued that childhood is the foundation of life, and on a good foundation one can build a large and good building.
A significant contribution to changing attitudes towards childhood has been made Erasmus of Rotterdam(1467-1536). In the process of raising a child, he believed, one must take into account age and not allow anything that exceeds the child’s strength, even games.
The teacher needs to recognize the child’s inclinations and abilities as early as possible and rely on them, because a person more easily grasps what his nature is predisposed to.
He argued that the inner world of a child is a divine world and cannot be treated with the cruelty that reigned towards him everywhere.
Scientific understanding of the uniqueness of children's nature began to take shape only in the second half of the 19th century. based on the affirmation of the child’s self-worth, his inclusion in the civil legal and moral communities, which provided children with legal and moral rights.
But only in the 20th century. there is a steady public interest in childhood as a social phenomenon and a whole “children’s” industry is being formed, covering both the material and spiritual spheres.
It was at this time that through the efforts of F. Frebel, N.F. Pestalozzi, M. Montessori and other pedagogical reformers developed socio-psychological and cultural ideas about the special status of childhood, including the child’s right to play and play consciousness, which have a special role in the development of man and society as a whole.
In this regard, philosophical and pedagogical anthropology faced specific questions:
1. if the characteristics of a child’s nature are determined by his age, then what is the relationship between childhood and the general nature of a person;
2. does children’s nature express the original essence of a person or human properties are acquired in the process of individual socialization and upbringing;
3. Is it permissible to evaluate the sincerity, openness, gullibility and other traits characteristic of children as morally ideal qualities of a person;
4. Is the task of education to preserve and strengthen these traits, or does the state of “moral innocence” characterize the moral infantilism of the individual?
The concept of childhood at the present stage is associated not with the biological state of maturity of the child, but with a certain social status, with the range of rights and responsibilities inherent in this period of life with the set of types and forms of activity available to it - this is how historians define childhood.
Psychologists interpret childhood as a complex, multidimensional phenomenon, which, having a biological basis, is mediated by many sociocultural factors. “The child appropriates society,” wrote D. B. Elkonin. “Everything that should appear in a child already exists in society, including needs, social tasks, motives and even emotions.”
V.A. Sukhomlinsky believed that childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life.
Famous psychologist and teacher F. Dolto wrote that a child is not a future person, but simply a person who has the freedom to be and become, the right to be understood and accepted by others, the ability to accept and understand others, make responsible choices, build relationships with adults not as masters and mentors, but as equals , although not identical life partners.
Humanistic teachers emphasized that understanding the super value of adult life leads to the conclusion that the world of childhood is completely devoted to the tasks of adapting the child to the world of adults.
Adaptation based on complete obedience ultimately leads to the denial of the child’s personality.
Recognition of the intrinsic value of childhood became the key idea of educational concepts of a humanistic orientation: the orphanages of J. Korczak, Summerhill A. Neil, the new French school of S. Frenet, the free school community in Vickersdorf of G. Wiene-kenaidr.
According to outstanding teachers, it is recognition of the intrinsic value of childhood leads to the idea of the value of a child’s today.
Pedagogihumanists argued that the educational activity of a teacher should be based on the idea of the absolute value of childhood and the needs of the child.
In modern Russian legislation The rights of the child are interpreted as the rights of a person who has age restrictions on his legal capacity.
They represent a set of legislative norms aimed at protecting the interests of the child in all spheres of life.
It is noted that the child is an independent subject of law, that children as citizens of the state must enjoy all human rights and freedoms and have appropriate guarantees for their implementation, that they cannot act on an equal basis with adults and need special protection and protection.
The state, in the legal regulation of social relations, legislatively establishes special rights for children and norms for their provision for all children in general, and in particular for children deprived of parental attention and care for various reasons.
The rights of the child are presented in the “UN Convention - an international treaty binding on its signatories. The UN Convention on the Rights of the Child was ratified by the Supreme Soviet of the USSR on July 13, 1990.
The appearance of the Convention played a certain role in the process of humanization of education.
The Convention calls on adults to take responsibility for the fate of children and emphasizes that childhood is the time of the most intensive development of a person, the formation of his personality, but it is in childhood that a person is least protected and needs the help and support of elders.
The Convention draws public attention to the legal protection of children from all forms of physical, mental and sexual violence.
A child has the right to be protected from insults and rough treatment, and he has the right to be cared for by adults.
The Convention sets out in detail the rights of physically and mentally disabled children, orphans and refugees, and children prosecuted for offences.
An important place is occupied by articles on the protection of children from economic exploitation, which prohibit the involvement of children in work that is dangerous to their health.
A special place in the Convention is given to the problem of school discipline.
The need for discipline for the safety of children is emphasized and attention is drawn to methods for achieving it.
Several articles talk about on equal starting opportunities for children in the process of obtaining education, which should be aimed at instilling respect for the national values of one’s own country, as well as for other civilizations.
In modern pedagogical science, the rights of the child are systematized for the first time:
The 1st group of rights - “social subsystem” - represents the child’s rights to a higher social status.
This includes the rights of children to equality with adults in discussing common problems, to participate in reasoning and judgment on themselves, to complain, to protest, to a free exchange of opinions and statements on any issue, to protection from the arbitrariness of adults (tyranny and despotism).
The right to protection of one's health, to privacy and to the deviations of the hard work of growth, to self-government, to independent management of one's own life, to property as to respect for personal belongings and money, to respect for today and the current hour (the child lives today, and he is valuable as an individual today).
The 2nd group of rights is physical, or “environmental”. Includes requirements for control over the child's environment.
The 3rd group of rights are “personal rights” related to the internal life of the child, which are subjective in nature.
The main one is the right to be yourself. Recognition of this right does not mean pedagogical passivity - we are talking about non-violence against the child’s nature, a refusal to bring him to the standard or to bring him into line with the goals that adults have set for themselves.
Recognizing the child’s right to be who he is, the teacher creates conditions for the child’s development, showing kindness and understanding.
On current problems of modern childhood
E. Sh. Kamaldinova (National Institute of Business,
Moscow Humanitarian University)
The article analyzes the socio-philosophical, legal, theoretical-methodological, socio-pedagogical, psychological aspects of the problem of childhood: the status of children, age limits, features of the social status in modern society, social formation. Key words: UN Convention on the Rights of the Child, children's rights, state regulations, the phenomenon of childhood, social formation.
The adoption of the Convention on the Rights of the Child by the UN General Assembly in November 1989, its signing by the heads of 190 states of the world, and the ratification of the convention by the Supreme Soviet of the USSR in June 1990 marked the emergence of a new situation in the world and specifically in Russia in relation to children.
The problem of the rights of the child, his full life, upbringing, education and development has always worried humanity. Its solution means ensuring state guarantees in the social development of the individual, in his entry into independent life, the realization of his rights and legitimate interests.
The development of a sociological concept of a real idea of childhood and models of socialization of a child in modern society dates back to the 70-80s of the 20th century. At the heart of this concept, the image of childhood, of a specific child, is revealed in the context of a full-fledged participant in social actions, social activities in general. There was a need to revise the research theory and practice of childhood socialization (I. S. Kon, E. M. Rybinsky, S. N. Shcheglova) within the framework of the modern theory of socialization. This affected a certain set of problems: a) the foundations and structures of socialization, childhood and everyday life as its normative context; b) analysis of aspects of social inequality of children within the framework of opportunities determined by society for acquiring educational and professional status; c) consideration of socialization as a specific intergenerational process, organically conditioned, intersecting with the political and social order and
stepping through the natural mechanism of generations following each other.
The indicated approach is based on the concept of generational ordering and characterizes the context of the social, mutually constructed and structured nature of the categories of child and adult, and their social interaction.
In this sense, it is advisable to highlight the theoretical and applied relevance of the optimal design and regulation of relations between generations of very different age groups as a central element, the most important component of society in the context of a functional connection with gender, economic, socio-political relations.
A society in which children feel bad is a sick society. The healing of such a society, and ours specifically, can and should begin with the affirmation in our social consciousness and life of a fundamental idea: our life can and should be assessed through modern childhood. The priority of movement from children to society is actually a prerequisite for our culture today and tomorrow. This idea in its substantive sense affirms the social significance, sociocultural determinants of upbringing, and the existence of childhood.
In the context of a radical social reorganization, the issue of updating the traditional paradigm of training and inclusion of the younger generation in the life of society is urgent. In this context, a large set of problems of a theoretical and methodological nature arises, including: childhood as an element of culture;
socialization of children as a way of existence and transmission of culture; childhood as a special subculture of society.
Traditionally in science, the idea of the category of childhood (I. S. Kon and others) is characterized as an invariant stage of human development or as a demographic category. But in its historical and social essence, childhood is a cultural-historical phenomenon that can be systematically comprehended only taking into account age-related symbolism, that is, the system of representation and images during certain periods of development. In this case, perceived, meaningful and legitimized values are manifested in the individual’s culture during different periods of socialization, his life path, under the conditions of the diverse characteristics of the age stratification of society.
In this context, the categories that characterize the process of personal development (during childhood) - the social formation of children, which, in turn, presupposes the justification and implementation into social practice of a holistic theory of social development of the new generation entering life, acquire fundamental meaning.
First of all, we are talking about recognizing childhood not as a preparatory stage of life, but as a full-fledged, normal, obligatory period in the life of every child and about guaranteeing by the state the conditions for his full and high-quality socialization.
The issue of the rights of the child(ren) in the history of the community arose relatively recently. In the 19th century, especially in its second half, the need to protect children, including from the arbitrariness of their parents and from the exploitation of their employers, became acutely urgent. As part of the democratic movements of that period, the attention of progressive forces was drawn to the recognition of the self-worth of the child and to promoting the realization of fundamental rights and freedoms. L. N. Tolstoy, K. D. Ushinsky, K. N. Ventzel and many others wrote about this in Russia.
K. N. Ventzel called one of his articles “The child of the present moment is a self-sufficient goal of education” and formulated the following thesis in it: “The child is
the present moment is the self-sufficient goal of education. Education must ensure that each present moment of a child’s life is full and meaningful in itself, and not as a transitional stage to adulthood” (Wentzel, 1993: 18). On September 25, 1917, he carried out the “Proclamation of the Declaration of the Rights of the Child” (ibid.: 138-143). One of its points read: “4. Every child, no matter what age he is, is a certain person and in no case can be considered either the property of his parents, or the property of society, or the property of the state.”
At the turn of the XIX-XX centuries. the problem of social self-worth and recognition of the significance of the child as a social subject, as a human being in conditions of special danger (military, political, social - poverty, misery, illness, illiteracy), rightly raised the issue of legal recognition of the child as an individual in society. Before the formation of the UN in 1924, the League of Nations adopted the Geneva Declaration of the Rights of the Child. And although it did not contain mandatory requirements for the participating states to implement it, in accordance with this document the child was recognized as an object of international legal protection.
One of the first acts of the United Nations, created in 1945, was the formation of the United Nations Children's Fund (UNICEF). The UN Universal Declaration of Human Rights, adopted in 1948, recognized the protection and assistance of children as a special priority. In 1959, the United Nations adopted the Declaration of the Rights of the Child. It sets out ten social and legal principles for the protection and well-being of children at the national and international levels. But this document only formulates guiding principles and recommendations.
The continuing deterioration of the situation of children in many countries of the world required the adoption of an international document that would, within the framework signed by the heads of states participating in the UN, fix
established the most important international legal norms in the state to protect the basic vital rights and interests of children. The preparation and celebration of the International Year of the Child in 1979 meant the beginning of work on a draft convention that would comply with international standards, guaranteeing fundamental rights in the field of protecting the life and all-round development of children. November 20, 1989 The UN General Assembly adopts the UN Convention on the Rights of the Child. On January 25, 1996, the Council of Europe adopts the European Convention on the Exercise of Children's Rights, which actually confirms and proclaims the norms guaranteed by the convention.
The concept of the Convention on the Rights of the Child is built on a fundamental provision recognizing the equal rights of children and youth (from birth to 18 years) to existence, survival, development, and self-realization in the modern world. The life structure of children on this basis requires the acceptance and implementation by all structures of society of a new ethics of attitude towards children, towards childhood as a unique social phenomenon.
In order to intensify the attention of the world community to the Convention, the UN held the World Summit for Children in 1990. The historical significance of such a forum was that the participants of the meeting - the heads of state - adopted the World Declaration on Ensuring the Survival, Protection and Development of Children, and the Action Plan for the implementation of the declaration in the 1990s. The heads of 159 delegations agreed to take emergency measures and national plans aimed at solving pressing childhood problems. This not only marked a fundamentally new situation in the field of developing and guaranteed state policy in the interests of children, but also identified a huge number of pressing problems in the field of childhood for the community of adults to solve, requiring their long-term and prompt solutions for today’s and tomorrow’s younger generations.
For the first time in world practice, an international document was adopted approving the priority of the interests of children in the sphere of politics,
the need for a humane, forward-looking solution by all states that ratify it, issues of ensuring a full life, health, education and development, preparing children for independent life in accordance with the norms of international law.
The UN General Assembly in November 1989, by adopting the Convention on the Rights of the Child, confirmed its commitment to humanistic principles, and the international community called it the Magna Carta for children, the world constitution of the rights of the child. Its ratification by the Supreme Soviet of the USSR took place in June 1990, which determined the corresponding obligations and legal successors of Russia in the field of protecting children's rights.
One of the first steps was the adoption by the Russian Federation in 1995 of the National Action Plan in the interests of children until 2000, implemented within the framework of the presidential and subsequently the long-term federal program “Children of Russia”, which includes various subprograms in different years - “Children- orphans”, “Disabled children”, “Gifted children”, “Children and family”, “Prevention of neglect and crime” and others. The intended purpose and features of their implementation in different regions in relation to different groups of children undoubtedly had and still have a positive meaning, although the technologies and forms of providing activities are significantly differentiated in individual subjects of the Russian Federation.
The beginning of the 90s in Russia was marked by the active development of the regulatory framework for the protection of the rights and legitimate interests of children: the Constitution of the Russian Federation (1993), the Civil Code of the Russian Federation (1995), the Family Code of the Russian Federation (1995), the Criminal Code of the Russian Federation (1995), Labor Code of the Russian Federation (2002), Law of the Russian Federation “On Education” (1992) and others, as well as federal laws “On state support of youth and children's public associations” (1995), “ On additional guarantees for the social protection of orphans and children left without parental care" (1995), "On the basic guarantees of children's rights
ka in the Russian Federation" (1998), "On the basics of the system for preventing neglect and juvenile delinquency" (1999), the Moscow Law "On the Commissioner for Children's Rights in the City of Moscow", laws of the constituent entities of the Russian Federation...
Modern Russian legislation contains relevant basic regulations that make it possible to realize the priority interests of children. The question is to ensure that their implementation becomes the daily norm for all structures of the state, society and citizens.
The state has chosen a program-targeted method of implementing measures to solve the problems of children in society. Since 1995, one of the mechanisms of state support for children has been the federal target program “Children of Russia”. The priorities in solving problems include reducing infant and maternal mortality, reducing disability among children with chronic pathologies, strengthening the health of the child at all stages of its development, universally guaranteeing sufficient conditions for solving the problems of survival, full development, upbringing, and education.
In recent years, financial support and strengthening of the material and technical base of institutions have significantly intensified. However, the system for preventing the stability of life in children (especially in adolescence) is not effective enough.
In this area, measures for prompt compensatory assistance and stable functioning of designated institutions have not been regulated. Current acute social problems include solving the issues of reducing child mortality, malnutrition, overcoming illiteracy of millions of children in the world, providing all families with drinking water, normal living conditions, providing assistance to children in difficult life situations (children without parental care, children -disabled people, children with disabilities in mental and (or) physical development, children - victims of armed conflicts, environmental and technological
genetic disasters, natural disasters, children from families of refugees and internally displaced persons, children victims of violence and other categories of children from socially vulnerable groups).
According to the above-mentioned Convention on the Rights of the Child, states parties submit periodic reports every five years on the implementation of the Convention on the Rights of the Child. Russia represented in 1993 and 1998. detailed analytical reports for discussion and adoption of support measures.
From 1993 to the present, the Government of the Russian Federation has been preparing and submitting to the Federal Assembly of the Russian Federation an annual report “On the situation of children in the Russian Federation”. More than ten reports submitted to date analyze the situation of various groups of children in Russia, as well as measures aimed at improving it.
A full-fledged systemic solution to the identified issues requires a significant increase in the legislative obligations of the state, the actions of society, and all its structural divisions to create fundamentally sufficient conditions for the full and healthy life of every child, to implement and stimulate the social and personal development of every young citizen, to educate a free, creative, creative, spiritually rich generation of people.
This required the development and acceptance for implementation of a concept based on the recognition of the intrinsic value of childhood, on the responsibility of adults for the fate of each child. The return of our deformed society, stricken by a deep crisis, to its original humane essence requires the recognition of childhood, adolescence, youth as a fundamental, and not a preparatory part of life.
Healing can and should begin with the affirmation in our social consciousness, in professional activities in all spheres of social life, of the fundamental idea - to evaluate life through the well-being of children and the characteristics of modern childhood. Priority of assessment and movement of society
in development from children there is in fact a basic prerequisite for the social, humanistic essence of the sociocultural determinants of the existence and development of society.
One of the underlying reasons for the long-term crisis of society is that the entire period of childhood preceding adulthood was and is considered as a period of preparation for life in the adult community. All types of activities (traditionally education, upbringing) are based on the need for children to adapt to the world of adults, on ignoring the intrinsic value of the children's community as one of the important conditions for the development of society as a whole, the development of its culture, mentality, economic and political spheres of life. State policy in the interests of children must be radically intensified; today it is mainly implemented on a residual basis.
Today's generation of children is essentially on the periphery of state policy, public interests, on the margins of legislative and administrative solutions to vital childhood problems. The life of children and adolescents in modern conditions is virtually outside legal guidelines and norms. Statistics characterizing the main trends in social life confirm the fact that the way of life, attitudes, behavior, and the entire subculture of today's children mirror and aggravate the deep contradictions of modern Russian society. The surge in teenage suicides is one of the dramatic signs of the severity and drama of today's situation.
At the current stage of social development in Russia, the urgent issue is updating the traditional paradigm (the system of ideas, provisions underlying the theory and practice of solving the problem) of preparing and including the younger generation in the life of society. The dialectic of social renewal is feasible on the basis of the “children - society”, “youth - society” system. In this case, the process of development, sti-
simulating the process of social self-movement of those entering independent adult life. In this regard, the content of the work of children's and youth public associations, aimed at developing the subjective, socially active positions of children, adolescents, and youth in various spheres of social manifestation, is of particular importance in state policy in this regard.
Real recognition of the rights of the child is characterized by various aspects: legal, socio-psychological, socio-pedagogical, etc. The difficulties of resolving them are obvious today, but the inhibition turns into even more dramatic consequences. In this regard, the socio-pedagogical solution to the issue takes on important meaning.
Some psychological issues of growing up in children and adolescents also deserve special attention. The complication of social conditions has had a sharply negative impact on the content and mechanisms of their social development. Elements of destruction of traditional mechanisms of socialization of children are manifested in many indicators, but age characteristics become very significant. The acceleration of biological maturation (acceleration), the increase in the intensity of mental well-being, the inadequacy of the forms of manifestation of self-awareness, the non-confirmation of the growing sense of adulthood in adolescents by their really low status lead to a significant decrease in social age.
The marginality of youth in these conditions is not only a negative attribute of age-related development, but also a significant factor in inhibiting the sociocultural movement of society as a whole.
The most dramatic factor in the failure of the conditions for full-blooded socialization is the insufficiency in the legislation of standards that would be legal “landmarks” that record the stages of growing up of children, the acquisition by different age groups of more and more civil rights and responsibilities, their legal formalization.
the gradual entry into the world of adult citizens.
The actual lack of development of juvenile jurisprudence makes it difficult to formulate and resolve global in meaning and significance sufficient legal grounds for the subjective self-expression of the community of 14-18 year olds in all spheres of life. This situation contributes to the deepening of negative processes associated with social alienation, the increase in crime, deviant behavior of adolescents and young people, and the complication of the process of self-expression of youth in diverse forms of socially significant activities. According to expert experts, over the past two decades there have already been irreparable losses in the resources of Russian generations.
Underestimation of intensifying social-age processes and the need for social transitions in status among a significant number of adolescents results in a deepening of the gap between the need for intensive inclusion of teenagers in the life of society and a delay in their socially mature manifestation. The legal status of children and adolescents of various ages in children's public associations (from 8 to 18 years inclusive) needs to be specified.
Recognition of the rights of the child during his educational activity means, first of all, the rejection of the tradition of paternalism, of adults solving all his problems for the child. This presupposes a new design, focused on building the process of education in all social institutions through mutual
interaction, cooperation, through trust and respect. In such an environment of creative mutual influence, an adult stimulates the child’s self-movement, helps the children’s team make their decision, helps in the implementation of the program adopted by this team, gives the opportunity for freedom of search, freedom of experimentation, freedom to make decisions and make mistakes.
Creating appropriate conditions, stimulation, and supporting the status of the subject of both the association and its individual participants is an urgent task that the adult community will have to solve every day in communicating with children.
REFERENCES Ventzel, K. N. (1993) Free education: collection. fav. tr. M.: Professional education.
ON THE TOPICAL PROBLEMS OF CONTEMPORARY CHILDHOOD E. Sh. Kamaldinova (The National Institute of Business,
Moscow University for the Humanities)
The article analyzes the socio-philosophical, legal, theoretical and methodological, social and pedagogical, and psychological aspects of the problem of childhood: the status of children, age brackets, the features of social position in the contemporary world, and social formation.
Keywords: the UN Convention on the Rights of the Child, rights of the child, state regulatory enactments, the phenomenon of childhood, social formation.
BIBLIOGRAPHY (TRANSLITERATION) Venttsel’, K. N. (1993) Svobodnoe vospitanie: sb. izbr. tr. M.: Professional’noe education.
MAN,
SOCIETY,
CULTURE
A. A. Beschasnaya
CHILDHOOD IN THE MODERN WORLD
The article examines the phenomenon of childhood from a sociological point of view. Childhood acts as a dynamically developing phenomenon in the life of society, and the family as a necessary condition for a child’s life. A comparative analysis of modern and traditional ideas about childhood and family reveals the reasons for transformations and characteristics of the modern image of childhood and family.
The rapid development of the modern world changes in time and space those attributes of human life that in previous eras seemed constant and gave stability and eternity to the existence of the human race in the public consciousness. The 19th and 20th centuries brought transformations not only to the material and technical spheres, but also to the socio-cultural components of society. Interpenetration of cultures, transformations in religious consciousness, changes in the value system, social roles, individual self-awareness, family functions - this is just a few of the list of phenomena characterized by dynamism. You can add childhood to this list. Childhood is presented as a period of a person’s life, the character of which is determined by the structure of society and the characteristics of its development.
We are used to thinking that childhood is the most carefree and happiest period of a person’s life. In childhood, a person is surrounded by tenderness, affection, the child is told fairy tales about “good and evil”, taught “smartness”, helped to “get on his feet”, and then for a long time they patronize the “overgrown child”, while commenting on their guardianship: “ To me you are still a child." And often the “child”’s position as a child ends in adulthood. The modern attitude towards children and offspring on the part of adults is declared as an attitude permeated with love and selflessness. And if there are precedents for the opposite attitude towards children, then this causes bewilderment, disapproval and condemnation from society. In modern society, the ideas of child-centrism and individualism, values and uniqueness dominate! and every child's soul.
But has it always been like this? Have children always been the center of the universe and “the world revolved” around children? And have children and childhood always had the meaning that we put into them today? It is impossible to answer with complete certainty
"yes" or "no". "O "
Based on the study of ethnographic materials, Russian scientists
D. B. Elkonin showed that at the earliest stages of the development of human society, when the main way of obtaining food was gathering with the use of primitive tools for knocking down fruits and plucking out edible roots, the child very early became familiar with the work of adults, practically mastering the methods of obtaining food and eating primitive tools. Under such conditions, there was neither need nor time for the stage of preparing children for future work. As D. B. Elkonin emphasized, childhood arises when the child cannot be directly included in the system of social production, since the child cannot yet master the tools of labor due to their complexity. As a result, the natural inclusion of children in productive labor is delayed. The lengthening of the age of childhood in time occurs not by building a new period of development over the existing ones (as F. Aries believed, for example), but by a kind of wedging in a new period of development, leading to an “upward shift in time” of the period of mastering the tools of production.
According to D. B. Elkonin, who stated the existence of paradoxes in the development of children, a historical approach to understanding these paradoxes and childhood in general is necessary. The paradoxes are as follows. When a person is born, he is endowed with only the most basic mechanisms for maintaining life. In terms of physical structure, the organization of the nervous system, the types of activity and methods of its regulation, man is the most perfect creature in nature. However, based on the state at the time of birth, there is a noticeable drop in perfection in the evolutionary series - the child does not have any ready-made forms of behavior. As a rule, the higher a living creature stands in the ranks of animals, the longer its childhood lasts, the more helpless this creature is at birth. This is one of the paradoxes of nature and human development that predetermines the history of childhood.
As evidenced by numerous studies by anthropologists and archaeologists, ethnographers and cultural scientists2, primitive man and modern people have no differences of a biological nature. Anatomical and morphological similarities, naturally, are also present between infants. Differences in the lives of ancient and modern people are observed at the social level. In the course of history, the wealth of material and spiritual culture of mankind has continuously grown. Over the millennia, human experience has increased many times over. Therefore, these quantitative changes could not but affect the content of the concept and phenomenon of childhood in different eras among different peoples - 3X0 P6RI0D LIFE of a person' lasting from birth to -122 m^7°TOg P0L0V0G° C°3reVANYA' Phasing of worldview and responsible for carrying out socially necessary activities,
And social- With the duration of childhood
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The emergence of a modern image of childhood, different from “traditional” ideas, occurred for the following reasons, which at the same time characterize the new image of childhood in the information society.
The conquest of a woman, and then her children, of equal rights with men. At the same time, social consciousness does not give women and children equal responsibilities compared to men. As a result, dissonance arises in families when a woman either, due to historical inertia, fulfills the full cycle of family and household responsibilities and, due to social necessity, a social burden, or the woman switches completely to the realization of her own socially significant social status, and the man, due to the prevailing historical conditions, voluntarily transfers the initiative to the woman, rights and obligations to bear responsibility for the family, the woman herself and children. The result of such historical collisions were problems that created a risky situation for children for the existence of human society. These are, for example, cults of self-sufficiency in the existence of an individual, childlessness, celibacy, single-child families, the spread of single-parent families, social orphans, the emergence and growing rejuvenation of child crime, prostitution, vagrancy and other deviations.
Dissemination of ideas of equal rights for people regardless of gender and age, democracy and pluralism of opinions. In relation to children, this was manifested in the emergence of a number of legal documents on the protection of children’s rights, according to which children are proclaimed “full participants in public life.” As a result of the approval and use in practice of this kind of documents, parents and other adults who, due to social and professional responsibilities, express concern for the actions and thoughts of children, are treated in modern jurisprudence as potential carriers of various types of abuses towards children. Unfortunately, this does not at all contribute to strengthening the family and protecting childhood from social disasters. State intervention in private relationships and family peace has the opposite effect in relation to the state itself on the part of the younger generation. Children and the younger generation rebel not only against their parents, but also against the state. This is manifested in children’s banditry, the formation of antisocial political organizations (totalitarian sects, skinhead groups, nationalist and extremist political movements, recruitment and psychological and ideological indoctrination in terrorist groups), shifting the care of elderly parents onto the shoulders of the state.
The peculiarities of family positions and relationships between fathers and children, older and younger members of a modern family, its value system are to a certain extent reflected and symbolized in updated “customs” and “rites”, in new forms of socialization. As a result of sociocultural changes, there is a decline in the importance of the family as a transmitter of traditions in society and an expansion of the circle and strengthening of the role of institutions of secondary socialization, most of which are characterized by a spontaneous nature. These include peer groups as well as media and communications. These influences create fertile ground for children to retreat from traditional values, which will subsequently lead to a conflict between young people and a society that preserves the cult of these values. The younger generation is the bearer of innovations that destroy old traditions, and this process does not take place without conflict.
Acceleration of the pace of technological revolutions, as a result of which children, as interlocutors, friends and socializers in society, received such technical means as interactive toys, television, radio, computer games, Internet communication, etc. For example, a three-year-old: a child is “advanced” computer user" compared to most 65 year olds. As a result, children do not acquire or refine communication and interaction skills with others.
Increasing requirements for the level of education of each subsequent generation, which, according to popular belief, is the key to a person’s future success. The programs of educational institutions are annually becoming more compact, becoming more complicated due to “looking ahead”, attempts to boost the age-related psychological capabilities of children and are enriched with additional educational services. As a result, children do not have temporary opportunities to strengthen physical health, develop psychological balance, and establish strong friendships with peers. The physically and mentally weakened deprived generation enters adult society.
Popularization of the ideology of personal success, individualization and uniqueness of the “I”, achieving goals, regardless of methods and means of achievement, overthrowing the values of collectivism, mutual assistance, community and unity with family, nation and society. This ideology forms in the younger generation the motives of competition, independence, individualization of lifestyle and way of thinking. Therefore, modern children are distinguished by non-standard (non-traditional) views, decisions, freedom of action and thought. They are guided by their own ideas about the world as it should be.
The spread of democracy in society has spilled over into democratic and open relationships in the family. There was an emotional emancipation of relationships between spouses, parents and children. If previously the basis of the family was the birth of children and subsequent sexual and emotional relationships of family members were built around this purpose, now emotional connections within the family are the basis for all other aspects of life and relationships within the family. The foundation of successful relationships between spouses, and between parents and children, and between the children themselves is a successful emotional contact between equal partners. In this type of relationship, parents and children respect each other and want the best for each other. Conversation, dialogue or agreement is the basis on which these relationships are realized. The modern model of contractual relationships with children assumes internal control on the part of the child as opposed to external control on the part of other people or social intermediaries.
As a result of the spread of the ideas of humanism, democracy, equality, individualism and an attempt to look into the soul of a child, modern society has an extremely negative attitude towards the physical impact on the child, i.e. physical rewards" “D*®0 Reproduction of public relations" ™ STANDARDN°! N°R«. control and regulation of “smoothing-SheTom™™lNIYA nev03m°“° without sanctions and influences on social violence nyatt p ^monitoring the behavior of children and the legal first physical eye - in the internal entptl ENK0M PRESHL0 violence has moved to a plane invisible and hidden to the psychological level - Therefore, external (physical)
It’s even worse than the mental (psychological) one, which is sometimes even more severe. The latter is accompanied by deep psychological trauma and
persistent negative experiences in children, which is often accompanied by a way out of an insoluble situation through suicidal behavior. Thus, society and adults, which existed in the past as a way of resolving their own powerlessness in relation to life circumstances, transferred infanticide onto the shoulders and responsibility of children in the form of child suicide.
I would especially like to note the ecological environment of modern children. Industrial growth, technical and technological discoveries and progress often create an unfavorable environment for the full physical and mental development of children. The modern and each subsequent generation is born and subsequently, under the influence of the environmental situation and educational stress, becomes more and more weakened than the previous one. Children are deprived of full communication and development in the bosom of pure nature, unspoiled by human invasion. The worsening unfavorable environmental situation is one of the reasons for the deterioration of children's health. It should be noted that scientists from different countries began to talk about slowing down the development of children, even about deceleration, in the late 80s of the last century. Scientists have identified the combined socioeconomic status of parents (the higher and more prestigious it is, the better the children’s health indicators) and an unfavorable environmental situation4 as the reasons for the weakening of the physical and mental health of children.
The last common reason and characteristic of the modern situation of childhood and our attitude towards children is the globalization of the modern world. In the process of interpenetration of cultures, interaction of people, nations, societies and states, a single cultural space and human community are formed, which functions according to the same principles and is characterized by the same ways of life. Western civilization is spreading throughout the world, intertwined in symbiosis with Eastern and Asian cultures, which generally forms a single common image of childhood for most states and societies with minor regional characteristics. For example, boys in Thailand, like their English peers, are involved in the Boy Scouts movement5, or, for example, the traditions of Japanese pedagogy of free education up to 5 years of age have become widespread in most pedagogical systems of the Western world, and the modern higher education system within the framework of the Bologna agreements allows children to study in various foreign countries under a single end-to-end education program.
Thus, if we try to characterize the general situation of children in the modern world, it is determined by the processes of globalization and the changing role of traditions in people's lives. Modern life is acquiring new dynamics, its rhythm is accelerating, and as this happens, the role of traditions is changing. On the one hand, the conditions of modern life require from modern children greater openness, arbitrariness, and freedom of action; on the other hand, due to the complication of socio-economic living conditions and the lengthening of the period of socialization, children are forced to be in a dependent position for a long time and submit to the traditional way of life. Thus, the child experiences a great burden and a series of intrapersonal crises6, since adults simultaneously demand the child to act in accordance with their traditional ideas as a guarantee of stability in relationships, and to show (preferably as early as possible) himself as a person capable of showing his successes, not being similar to others, think outside the box. The child seems to combine the past and the future, which naturally causes intrapersonal conflict and
distrust of adults. Different children come out of this situation in different ways. Someone chooses the path of submission to social, I emphasize again, contradictory demands, someone refuses to obey anything at all and goes into deviant behavior, somewhere parents start equal contractual relations with their offspring. But, one way or another, the child, thanks to the shaken traditional way of life, the transforming traditional family and attitude towards children, quite often finds himself in a situation of choosing between dependence and independence, in a situation of choosing responsibility for his own life path. The modern world around us is open and closed at the same time for a child. Open, because you can shape your life according to your free choice, and closed, because in a world free from traditions there are no unshakable guidelines for organizing life together with other people. Therefore, children in the modern world, no matter what society or state they live in, experience the full burden of successes and mistakes accumulated by society. The social perception of childhood integrally reflects economic indicators, technical achievements, social characteristics, cultural values and ideological ideas dominant in society.
Notes
1 See: Obukhova, L. F. Child (age) psychology / L. F. Obukhova. -M.: Rospedagentstvo, 1996. - P. 5.
2 See: Arutyunov S. A., Aries F., Breeva E. B., Bronfenbrenner U., Kohn I. S., Mead M., Pleskachevskaya A. A., Sergeenko, M. E., Taylor E. , Shcheglova S. N.
We put the terms “tradition” and “traditional” in quotation marks, because they represent characteristics of phenomena that have relatively long periods of existence in time, therefore, constant, but still subject to dynamism in the historical aspect.
See. Maksimova, T. M. Current state, trends and perspective estimates of population health - T. M. Maksimova. -M.: PERSE, 2002.- P. 61-75; Oreshkina, S. G. Features of the social status of children in the conditions of reforming Russian society (based on materials from the Irkutsk region): abstract of thesis. dis.... cand. sociol. Sciences / S. G. Oreshkina. - Ulan-Ude, 2004. - P. 5.
See: Ethnography of childhood: traditional forms of raising children and adolescents of the peoples of South and Southeast Asia. - M.: Nauka, 1988. - P. 79. Here, I think, child psychologists will have to address the issue more than once
n^mG™ Criteria CRISIS0B in the stan™shay of a child’s personality in the modern-day goal of clarifying the periodization of a person’s life (and childhood).
