Plan 1. The concept of “team”, characteristics of a team, its functions, structure and main types. 2.Development of the theory of the collective in the works of domestic teachers. 3. The role of the children's team in the development of personality. 4. Stages and levels of development of the children's team. 5. Basic conditions for the development of a children's team.

The concept of “team”, characteristics of a team, its functions, structure and main types. A children’s team is a group of children who are united by common, socially valuable goals and joint activities organized to achieve them. A team is a group of people of a high level of development, characterized by cohesion, integrative activities, and a collectivistic orientation. Collectivism is a feeling of solidarity with a group, awareness of oneself as part of it, and a willingness to act in favor of the group and society.

Children's team - most important factor targeted socialization, personality education. Children's educational team - 1) a created system of collectivist, highly moral and aesthetically educational social relations, activities and communication in the children's environment, promoting the formation of personality and the development of individuality; 2) a group of a high level of development, where interpersonal relationships are mediated by the socially valuable and personally significant content of joint activities. The primary team is a team in which students are in constant business and interpersonal interaction.

The more active the members of the collective are, the more fully they use their individual capabilities in the life of the collective. The more independent a student is in collective socially useful activities, the higher his status in the team and the higher his influence on the team. Signs of a collective: the presence of socially significant goals, their consistent development as a condition and mechanism for constant movement forward; systematic inclusion of pupils in a variety of social activity; appropriate organization of joint activities; systematic practical connection between the children's team and society; the presence of positive traditions and exciting prospects; an atmosphere of mutual assistance, trust and exactingness; developed criticism, self-criticism, conscious discipline.

Functions of the team: Organizational function - the children's team becomes the subject of managing its socially useful activities. Educational function - the children's team becomes the bearer and promoter of certain ideological and moral beliefs. Incentive function - the team contributes to the formation of morally valuable incentives for all socially useful activities, regulates the behavior of its members and their relationships. Structure of the team Headman Active - the most active and respected schoolchildren Temporary collective bodies (councils, headquarters) Meeting of pupils

Main types of children's groups 1. By the nature of the activity: organized on the basis of various activities (classes, teams); organized on the basis of one type of activity (circles, sections, clubs); organized on the basis of gaming and other activities at the place of residence. 2. By age composition: same age; different ages.

Development of the theory of the collective in the works of domestic teachers in the 20s. 20th century - the central task was to create a cohesive team of schoolchildren. Lunacharsky A.V. considered the main goal of education to be the comprehensive development of an individual who can live in harmony with others. On the basis of the collective, the characteristics of the human personality can develop. By nurturing individuality on the basis of collectivism, it is necessary to ensure the unity of personal and social orientation. N.K. Krupskaya gave a comprehensive justification for the benefits of collective education of children and adolescents. In her works, problems of practical importance were thoroughly studied theoretically: the active position of the child in establishing collectivist relations; connection between the children's team and the wider social environment; self-government in a children's team and the methodological foundations of its organization.

S.T. Shatsky was the head of a commune school, proved in practice the possibility of organizing a children's team and confirmed the effectiveness of the primary school team as an effective form of organizing students, opening up broad prospects for the comprehensive development of a child's personality. A.S. Makarenko made a significant contribution to the development of the theory and practice of the team, and deeply substantiated the concept of the educational team. The pedagogical principles that he laid as the basis for organizing the children's team provided a clear system of rights and responsibilities that determined the social position of each member of the team. The system of promising lines, the principle of parallel action, the relationship of responsible dependence, the principle of publicity were aimed at bringing out the best in a person, providing him with a joyful feeling, security, self-confidence, and creating a constant need to move forward.

V.A. Sukhomlinsky implemented a successful attempt to build a CPP. The basis of the educational system creative development personality – the idea of ​​​​directed development of a child’s subjective position. He formulated the principles that should be the basis for the formation of the school team. Since the beginning of the 60s. 20th century problem of the collective became interested social Sciences: philosophy, social psychology, sociology, jurisprudence, criminology. Pedagogical research were aimed at identifying the most effective forms of organization, methods of uniting and forming educational teams (T.E. Konnikova, L.I. Novikova, M.D. Vinogradova, A.V. Mudrik, O.S. Bogdanova), to develop principles and methods of stimulating collective activity (L.Yu. Gordin, M.P. Shultz), development of the educational functions of the team and self-government in it (V.M. Krotov), ​​development of pedagogical instruments for the team’s activities (E.S. Kuznetsova, N.E. . Shchurkova).

Modern concept The educational team considers it as a unique model of society, reflecting its inherent relationships, its characteristic atmosphere, and the system of human values ​​​​accepted in it. The children's team is considered as a model that reflects the relations of today's society and its development trends. Currently, such issues of collective theory are being studied as: mass, group and individual in a team; the problem of collective goal setting; the formation of a social orientation of the individual and the development of the creative individuality of team members; identification and isolation in a team in their unity; unity of pedagogical leadership, self-government and self-regulation; trends in the development of the team as a subject of education.

The role of the children's team in the development of the individual The children's team is the main basis for the accumulation of positive social experience by children. Upon entering school, a child becomes a member of many groups, some of which he chooses himself. The team opens up the possibility of accumulating experience of collective behavior in positions of subordination, active opposition and leadership. This should lead to the formation of such socially valuable qualities as citizenship, humanism, initiative, responsibility, and social justice. In a team, personal characteristics such as self-esteem, level of aspirations, and self-esteem are formed. In collective life activities, the intellectual and moral orientations of the individual and his civic position are formed. In a team environment work activity stimulates the manifestation of mutual responsibility, mutual assistance, education in children of collectivism and a creative attitude to work.

Physical education, recreational and artistic-aesthetic activities stimulate the exchange of spiritual values, the formation of an aesthetic attitude to reality. These activities contribute emotional development children, evoking feelings of collective empathy, sympathy, joint sensation of the emotional and moral atmosphere and its co-creation. The team opens up opportunities for the practical development of democratic forms of organizing life. A pedagogically oriented team creates favorable opportunities for the formation of a socially valuable personality and the manifestation of its individuality.

Stages and levels of development of a children's team Stages of development of a team according to A.S. Makarenko The first stage - the teacher’s individual demand should act as a means of uniting the team. The group is not yet a collective. When a major style and tone appears in a group, a high-quality level of all types of substantive activities and the identification of active assets, we can say that the group becomes a collective. The second stage - the main conductor of the requirements for the individual should be an asset. This is where the parallel impact method comes into force, because The teacher has the opportunity to base his demands on a group of students who support him. A categorical requirement at this stage should become a requirement of the collective. The third stage is the emergence of a system of collective self-government: the presence of collective bodies and vesting them with real powers. It is with authority that comes responsibilities and the need for self-government.

Stages of team development according to L.I. Novikova 1) Stage of team building; 2) The stage of transformation of the team into an instrument for the education of all students; 3) The stage when the most important concern of the team becomes the adjustment of social experience and the development of the creative individuality of each student.

Levels of development of a children's team 1. Group - conglomerate - the lower level of team formation; a group of previously unknown children who found themselves in the same space and at the same time. Their relationships and interactions are situational and superficial. If a group receives its name, then it becomes a nominal group, with given goals, types of activities, and conditions for interaction with other groups. 2. Group - association - this is a group in which the initial unification took place, the children accepted the status of the primary collective, the goals of each individual in the group are projected by the task. 3. Group - cooperation - is real and successfully operating organizational structure with a high level of group preparedness and cooperation. 4.Group - autonomy is a group with high internal unity across all substructures and general qualities. In it there is a process of isolation, standardization, internal unity and cohesion.

5. Group – corporation – pseudo-collective; This is a closed group, isolated from others, opposing itself to other groups. 6. Group - collective - a group that enters into intergroup communication and interaction, an organic part of a broader community.

Basic conditions for the development of a children's team 1) The most important means of forming a team are various types of activities of schoolchildren. 2) The activities of pupils must be built in compliance with a number of conditions: skillful presentation of requirements, formation of a healthy public opinion, organizing exciting prospects, creating and multiplying positive traditions of collective life. 3) Organizing the long-term aspirations of students is the law of movement of the team. 4) Organization of self-government. 5) Accumulation and strengthening of traditions.

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A.S. Makarenko believed that a teacher’s clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. In the conditions of Soviet society, the goal of education should be, he pointed out, the education of an active participant in socialist construction, a person devoted to the ideas of communism. “Educating a new person is a happy and feasible task for pedagogy,” he said, meaning Marxist-Leninist pedagogy. A.S. Makarenko believed that a teacher’s clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. In the conditions of Soviet society, the goal of education should be, he pointed out, the education of an active participant in socialist construction, a person devoted to the ideas of communism. “Educating a new person is a happy and feasible task for pedagogy,” he said, meaning Marxist-Leninist pedagogy.

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Respect for the child’s personality, a benevolent view of his potential to perceive the good, become better and show an active attitude towards the environment have invariably been the basis of the innovative pedagogical activity of A.S. Makarenko. He approached his students with Gorky’s appeal: “As much respect for a person as possible and as much demand for him as possible.” Respect for the child’s personality, a benevolent view of his potential to perceive the good, become better and show an active attitude towards the environment have invariably been the basis of the innovative pedagogical activity of A.S. Makarenko. He approached his students with Gorky’s appeal: “As much respect for a person as possible and as much demand for him as possible.”

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To the call for all-forgiving, patient love for children, which was widespread in the 20s, Makarenko added his own: love and respect for children must necessarily be combined with requirements for them; children need “demanding love,” he said. Socialist humanism, expressed in these words and running through Makarenko’s entire pedagogical system, is one of its main principles. A.S. Makarenko deeply believed in the creative powers of man, in his capabilities. He sought to “project” the best in a person. To the call for all-forgiving, patient love for children, which was widespread in the 20s, Makarenko added his own: love and respect for children must necessarily be combined with requirements for them; children need “demanding love,” he said. Socialist humanism, expressed in these words and running through Makarenko’s entire pedagogical system, is one of its main principles. A.S. Makarenko deeply believed in the creative powers of man, in his capabilities. He sought to “design” the best in a person

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Supporters of “free education” objected to any punishment of children, declaring that “punishment raises a slave.” Makarenko rightly objected to them, saying that “impunity breeds a hooligan,” and believed that wisely chosen, skillfully and rarely applied punishments, except, of course, corporal, were quite acceptable. Supporters of “free education” objected to any punishment of children, declaring that “punishment raises a slave.” Makarenko rightly objected to them, saying that “impunity breeds a hooligan,” and believed that wisely chosen, skillfully and rarely applied punishments, except, of course, corporal, were quite acceptable.

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A.S. Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law on the fatalistic conditioning of the fate of children by heredity and some unchangeable environment” formulated by pedologists. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, could be corrected provided that a favorable environment was created and the correct methods of raising A.S. were applied. Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law on the fatalistic conditioning of the fate of children by heredity and some unchangeable environment” formulated by pedologists. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, could be corrected provided that a favorable environment was created and the correct methods of education were applied

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In any educational Soviet institution, pupils should be oriented towards the future, and not towards the past, call them forward, and open up joyful, real prospects for them. In any educational Soviet institution, pupils should be oriented towards the future, and not towards the past, call them forward, and open up joyful, real prospects for them. “To educate a person means to educate him,” said A.S. Makarenko, “ promising ways, according to which his tomorrow's joy is located. You can write a whole method for this important work“This work should be organized according to a “system of promising lines.”

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Much credit goes to A.S. Makarenko was that he developed a complete theory of the organization and education of the children's team and the individual in the team and through the team. Makarenko saw main task educational work V proper organization team. Much credit goes to A.S. Makarenko was that he developed a complete theory of the organization and education of the children's team and the individual in the team and through the team. Makarenko saw the main task of educational work in the proper organization of the team. “Marxism,” he wrote, “teaches us that it is impossible to consider the individual outside of society, outside of the collective.” The most important quality The Soviet person is his ability to live in a team, to enter into constant communication with people, to work and create, to subordinate his personal interests to the interests of the team

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The education system that has developed in our country is called collectivist. It is based on the thesis that education, and, consequently, the full development of the individual is possible only in a team and through a team. Through his practical deeds A.S. Makarenko proved that a developed children's team plays an important role in the re-education of the individual. Another researcher of this problem, V.M. Bekhterev conducted a series of experiments in which he proved that the influence of a group resembling an average, real collective on an individual is not always and not entirely positive. For example, he found that such a team can suppress a particularly creative, gifted person, unwittingly preventing her development, not accepting her, and due to misunderstanding, envy and unhealthy aggressive tendencies, even actively rejecting her creations. Thus, the influence of the team on the individual can be both positive and negative.