Lopacheva E.S.
student of the faculty of preschool, primary and special education
Belgorod National state Research University,
Belgorod
CHILDREN'S COLLECTIVE AS A CONDITION AND MEANS OF PERSONAL DEVELOPMENT
Key words: children's team, personality, personality-oriented pedagogy, personality, small group, leadership, status.
Annotation: the children's team is viewed as a model that reflects the relations of the society today and the trends of its development. For society, the children's collective, being its unit, is a means of achieving the educational tasks facing it, and for the child, it acts, first of all, as a kind of environment for its habitation and mastering the experience accumulated by previous generations.
The child and the family, the student and the school class, the worker and the collective, the individual and society - these are the main stages of gradually expanding human relations into which the individual is drawn. A careful study of the various groups and collectives that a person meets on this path is very important for understanding what kind of person he will grow up to.
The development of the individual and the team are interdependent processes. The basis of the modern theory of upbringing was the process of upbringing in a team, through a team and for a team. Currently, they are trying to implement the ideas of personality-oriented pedagogics, many have either stopped talking about the problems of personality formation in a team, or are trying in every possible way to disguise this problem. But after all, from the first years of the creation of the school, one of its central tasks was the upbringing of such a person who knows how to live in harmony with himself and with others [1. c. 102].
The development of the team, the structure of business and interpersonal relations that have developed in it, affects the development of the individual. But on the other hand, the activity of pupils, their level of physical and mental development, their abilities and potential determine the educational strength and influence of the team. Ultimately, the collective attitude is expressed more clearly when the members of the collective are active, when they make fuller use of individual opportunities in the life of the collective.
The term "collective" comes from the Latin. Collectives - collective. It means a social group, united on the basis of socially significant goals, common value orientations and joint activities [3. c. 91].
Each team has its own governing bodies and is part of a more general team, with which it is associated with the unity of purpose and organization. From this, the main characteristic features of the team are visible:
1. The presence of socially significant goals, their consistent development as a condition and mechanism of constant movement;
2. Systematic inclusion of pupils in a variety of social activities;
3. Relevant organization of joint activities;
4. Systematic practical communication of the children's collective with society;
5. Having positive traditions and exciting prospects;
6. An atmosphere of mutual assistance, trust and exactingness;
7. Developed criticism and self-criticism, a conscious discipline that strengthens the team [5. c. 354].
Slastenin V.A., Isaev I.F. in their research identified the following functions of the team:
1. Organizational. The children's collective is the subject of the management of socially useful activities.
2. Educational. The children's collective is a bearer of certain ideological and moral convictions.
3. Incentives. The team contributes to the formation of morally valuable incentives among its members, regulates behavior [5. c. 368].
The team is not formed immediately. Not a single association of people immediately shows the essential features that are characteristic of a team. A group must go through a difficult path of quality transformations in order to become a collective.
The driving force that turns a group into a collective is a socially significant joint activity that meets the needs of society and an individual. The implementation of such activities ensures the formation of collectivist relationships, the solution of contradictions between individual and group relationships.
Based on the results of the joint useful activities performed, it is possible to characterize the optimal involvement in the team. It presupposes adequate or inadequate participation of the individual in the life of the collective, the manifestation of greater initiative than that which is expected from the individual.
Each person with more or less energy strives for self-affirmation in the team. But not everyone succeeds in taking a worthy position in it - subjective and objective reasons interfere. It is especially difficult for children, since their self-awareness and self-esteem are not yet sufficiently developed, the ability to correctly assess the attitude of the team, comrades towards themselves, to find that place in the team that, corresponding to the possibilities, would make them interesting people in the eyes of their comrades, worthy of attention.
In the process of activity and communication in any children's collective, small groups (groups) of children of 2, 3, 5 people spontaneously arise, based on various motives. It is in a group that a child can find a position that satisfies him; through groupings, he gains the experience of communication, which is so important for the formation of his personality.
Leadership is one of the ways to differentiate a group as a result of activities, communication and interaction of its members. The place of the individual in the structure is influenced by personal and business qualities, his initiative, the development of a sense of duty and responsibility. In addition to leaders, there are outcasts in every collective. They do not want to communicate with them during recess, they are not invited to play together and go for a walk. It is not uncommon for unpopular children in the class to be excellent know-it-alls. In foreign sociometry, a special terminological system has been developed that describes the levels of status: "stars", "isolated", "neglected" and "rejected" [2. from. 20].
As practice shows, in any age group, there are children with obvious features that the group does not accept, these are children - “victims”. The most common victims of bullying are children with obvious problems. Most likely, a child is attacked and ridiculed - with an unusual appearance (noticeable scars, squint, etc.), quiet and weak, unable to stand up for himself, unkemptly dressed, often skipping classes, unsuccessful in school, etc.
On the basis of research by psychologists, it became known that the position of a child in a peer group is not constant, but can change under the influence of many factors. If the “unpopular” child changes his position, this will contribute not only to an improvement in the “microclimate” around him due to positive assessments of his qualities by society, but also to include him in activities where he can show his best side. T.A. Repin and L.P. Bukhtiarova.
So, the children's collective is important as a necessary means of education, it also satisfies the natural needs of a person in communication, in belonging to a group of their own kind; in a team, a person can find support and protection, as well as recognition of their achievements and successes. The team is capable of changing a person. Since he has to learn and live surrounded by other people, he is forced to adapt his desires, aspirations, interests to them. In a team, a person has the opportunity to take a fresh look at himself from the outside, evaluate himself and his role in society.
LIST OF REFERENCES
1. Belukhin D.A. Fundamentals of Personality-Oriented Pedagogy. - M .: Pedagogy, 1996.
2. Vasilyeva K.I. The relationship between children of primary school age K.I. Vasilyeva // Questions of psychology. - 2006.
3. Education as a pedagogical phenomenon // In the book: Pedagogy. Ed. P.I. Perky. M., 1995.
4. Dontsov A.I. Team psychology. M .: MGU, 2004.
5. Slastenin V.A. and others. Pedagogy: Textbook. manual for stud. higher. ped. study. institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin 2003.
