Open Library - an open library of educational information. Self-government The structure of student self-government in the camp

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Self management - this is the mode of joint and independent activity of schoolchildren, which ensures the positive dynamics of equal, eventful relations in the children's environment, setting real opportunities for civil and personal self-determination of adolescents and young men. In the regime of self-government, the subjects jointly, freely and responsibly determine the goal, object, subject of their activity, agree on the means and methods for its implementation. Genuine student self-government is not aimed at copying the existing "pyramids of power", the creation of various powerful "bodies", but the formation of partnerships between children in the process of preparing and implementing collectively creative affairs.

Student self-government in our school is determined by the work of children public associations"Dewdrop", "Rainbow", "Unity".

Let's start with the fact that the association of junior schoolchildren "Rosinka" is the initial step in the formation of a children's team in the direct sense of the word. The association does not have a complex structure of children's self-government, as, for example, in the middle and senior levels of schoolchildren.

The children are accepted into the children's association, they receive the first assignments, and the "leader" of the class team of students is the class teacher. In the 4th grade, children are entrusted with the first public assignment (cleaning the mass grave), schoolchildren enter pioneer organization district, participate in all school-wide activities.

Thus, we can say that the work of the children's association "Rosinka" is a preparatory stage in the structure of the student self-government of our school.

Associations "Rainbow" and "Unity" are distinguished by the most complex and well-established system of student self-government.

Each association has its own symbols, attributes, charter. The activity is based on a variant - program approach of working with schoolchildren. Taking into account the system of this approach, programs of activities of public associations have been developed and adapted. These are the programs "Memory", "Mercy", "Cooperation", "For healthy lifestyle life”, “Live, earth”, “Labor matters”, “Study and us”, “Beauty will save the world”, “Your voice”, “Game is a serious matter”.

Students in each class (except elementary school) choose their representatives (i.e. the commander and his deputy) who represent their detachment in the system of student self-government of the school (Council of Children's Public Associations).

Self-government in the youth association "Unity" is built on democratic relations between students and teachers. Democratic principles have been adopted: personal responsibility, striving for agreement, freedom of opinion, turnover of managerial positions, and equality of opportunity.

Student self-government works in conjunction with the "Support Fund", which includes teachers, school administration, district children's organizations, the settlement association "Youth of Belgorod", the village administration, etc.

The work of the Council of Associations is based on the interaction of several blocks of student self-government. These are Councils of commanders of children's associations "Rainbow", "Unity", Councils responsible for the work of program areas, for example, the Council of the program "Game is a serious matter" or the Council of the program "Own voice".

The basis of detachment self-government is the class asset and the areas responsible for the work, which are selected at the first meeting of the class team. A work plan for a quarter is determined, a cool corner is drawn up. Working groups of children responsible for organizing and holding class events are being formed.

Self-government is an indispensable feature of the collective, its function, but if there is no collective, it is useless to talk about self-government. This means that self-government is not an end, but a means of education. In self-government, the main thing is not organs, but activities aimed at improving the life of the team.

Student self-government is one of the forms of managing a children's team.

Classification of forms of management of a team of schoolchildren

Self-government in a children's detachment arises only when the detachment has some kind of common goal that is significant not only for the detachment, but also a more or less pronounced social orientation.

Thus, we can define self-government as a democratic form of organization of a group of schoolchildren, which ensures the development of their independence in the adoption and implementation in order to achieve detachment goals.

This definition consists of the following keywords:

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  development of independence;
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  adoption and implementation management decisions;
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  squad targets.

The development of independence. Gradual transfer of rights and obligations to the pioneers as the student team develops and the formation of the readiness of leaders - organizers from among the children to organize the activities of their comrades.

Let's analyze the autonomy on specific example. Let's observe the growth or decline in the ability of leaders (ie commanders) to organize the activities of their comrades using the example of the Council of Commanders. I evaluated the individual work of each commander over two years, and the result was a diagram of the “Level of Commander Independence”

Based on the results of this diagram, we can say that the commanders of these classes can independently organize a team of children for this or that task. They are active participants in the Council of Commanders and assistants for class teachers, these children have accumulated knowledge and experience in the work of the student self-government system. Therefore, for the effective and full-fledged activity of the class and school asset, I propose to choose a class commander of the 1st class of the 3rd year.

Adoption and implementation of management decisions. The adoption and implementation of managerial decisions is a mandatory feature of developing self-government. He talks about the real involvement of schoolchildren in managing the affairs of their team.

In the work of the Council of Commanders, we use the standard managerial functions of student self-government: motivation, planning, organization, analysis, performance evaluation.

At first school year the asset develops and approves the work plan of the Council for the year. Based on the motivation “we are interested in this,” planning is carried out collectively - creative affairs. Goals are defined, a "call team" is formed, where the commanders gather a team of like-minded people from all associations. The asset decides how to in general terms and specifically what needs to be done to achieve the goals. Then there is the implementation, for example, preparation for the competition - projects "Garbage - a second life!". In each class team, students develop costumes from recycled raw materials ( plastic bottles, packages, candy wrappers, etc.) After the event, at the Council of Commanders, students analyze good and bad moments. An assessment of the activities of the Council in the implementation of this particular case is given. A real team is born only in the process of working on the tasks of student self-government, overcoming the obstacles that stand at the beginning of its development, such as uncertainty, indecision. But it is the struggle with difficulties that develops trust and unites the asset team.

Squad goals. The presence of detachment goals of activity, on the one hand, fills the self-government with real content, on the other hand, it contributes to the unification of children on the basis of combining their interests.

The main indicator of change that occur in the student team in the process of self-government are development of children's independence in making and implementing decisions. It is necessary to create conditions so that every business organized in the association, any activity would awaken the activity of children. And help class teachers, For proper development student self-government, I want to propose a model for the development of self-government in a children's team.

A model for the development of self-government in a children's team.

The purpose of the work of self-government bodies is determined common goal standing in front of the student team. If for the management process it is desirable, but not necessary, to accept these goals, then for the development of self-government this condition is indispensable. Being public in its orientation, the work of self-government bodies depends on the attitude of each student to the purpose of the activity, the presence of motives for participating in this activity.

Stage 1 – (first year of membership in the association)

The goals of the activity are determined by teachers or higher self-government bodies.

Ways to achieve goals are determined on the basis of a joint decision by a team of teachers and children. There is a gradual transition to an independent search for ways to achieve the goals.
The main directions at this stage:

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  Unit team building;
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  Formation of the asset of the detachment;
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  Participation of the detachment in the affairs of the association and school-wide events

The goals of the activity are determined jointly by teachers and schoolchildren. Gradually, the pioneers are given the opportunity to independently determine the goals of their activities.

Ways to achieve the goals are determined with the advisory role of the teacher.

The main areas of work at this stage:

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  Participation in the organization and conduct common activities in association.
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  Participation in the self-government of school associations
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  Independent planning of the work of the detachment .

3rd stage(third and subsequent years of membership in the association)

students independently determine the goals of the activity with the advisory assistance of the teacher.

Ways to achieve goals are also determined by them independently.

At this stage of activity, any detachment event should become independent and self-governing. An event can unfold in the following steps:

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  Announcement of a competition for the best project of a collectively creative work.
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  Creation of temporary groups for project development.
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  Putting together a "business team" ready to bring the project to life.
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  The work of the "case team" with the involvement of all interested parties.

In addition, there are other methods for working with the children's team "Do it yourself" - it allows students to accurately determine the purpose of their activities. Zh., "Education of a schoolchild" No. 4 2003, p. 56.

"Find your place" - the definition of the main tendencies of human behavior in a real group. Zh., "Education of a schoolchild", 2003 No. 3, p. 48.

Thus, the development of children's self-government can be regulated through the systematic training of pioneers and giving them freedom of action.

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   "Brainstorming" as a dynamic form of monitoring.
2. 
   Questionnaire "Am I a Leader"

One of the main tasks of the organizational period of the shift (which we will talk about a little later) is to identify the initial leaders and form self-government bodies in the detachment.

There are leaders-creators and leaders-destroyers.

The creative leader acts in the interests of the cause, in the interests of the organization and all its members whom he leads.

The leader-destroyer acts in his own interests, for him in the foreground is not business, not people, but his own egoistic desire to show himself, using business and others for this (often to the detriment of business and people).

In a children's association, organizations, there are leaders whose roles are different: leaders-organizers (business leaders), leaders-generators of emotional mood (emotional leaders), leaders-initiators, scholars, craftsmen.

Business leaders play the main role in solving the tasks assigned to the team in the implementation of labor, sports, tourism, intellectual, creative and other activities.

Leaders-initiators stand out in activities at the stage of putting forward ideas, in the search for new areas of activity for the team.

A skilled leader is the most trained member of the team in a particular type of activity (for example, on a hike - the most experienced tourist).

The role of emotional leaders is associated with actions related mainly to the sphere of interpersonal communication in a team, a group within an organization. Children who successfully operate in both spheres of the organization's life are promoted to the role of absolute leaders.

Business leaders are aware interpersonal relationships. This is due to the desire of business leaders to know the vast majority of their comrades in the organization well, which allows them to build their relationships accordingly to this knowledge.

Emotional leaders often do not feel the need to manage a team. Negative relationships between team members in an organization more accurately characterize business leaders.

To influence the team, along with the ability to perceive personal relationships, great importance has to determine the status of peers. In this, the absolute leaders are best oriented, followed by business leaders. From emotional leaders to more depends on the psychological climate in the team, the well-being of peers, as well as accepted moral values.

The leader is promoted by activity. Therefore, through specially organized activities of various content, it is possible to provide not only situations aimed at uniting the organization, but, above all, favorable opportunities for the success of children with a developing potential to influence their peers.

The development of an organization as a team is characterized by constant change leaders depending on the type, nature and content of the activity, which provides each member of the organization with the opportunity to be in the role of a leader and acquire skills in organizing other people and self-organization.

The methods proposed to you will help identify leaders in the squad.

It is proposed to several groups of children of 5-8 people each, competing among themselves, quickly lay out on the floor (grass, asphalt) from ordinary pebbles, cubes, matches, some given figure (house, car, etc.) Here is the command , everyone rushed to the pebbles, grabbed them in their hands and ... what's next? This is where you just have time to fix everything that happens. After all, it is necessary to notice how each of the participants acts: who boldly rushes forward, takes the initiative, determines the course of action, gives orders, and who stands aside, prefers to act alone. The leaders of the situation, their assistants are identified, and passive, dependent, non-initiative people are also detected. If you want to be convinced of your conclusions, play the game again. Compare the observation results with other available information.

Hike Leader Choice

The guys call all the potential leaders of the tourist trip. The named students step aside, and the rest are invited to choose a commander from among them and approach him. At the same time, everyone retains the right to remain in place if he is not satisfied with any of the named commanders. So the class is divided into groups headed by leaders who, in the opinion of the team, can become the organizers of the case.

Flight to the moon

A blitz game that allows you to identify the organizational skills of the guys. Groups of students are given a list of 15-20 items, from which in 2 minutes you need to choose 3, necessary and sufficient for a flight to the moon. Leaders are determined in the course of finding the right solution.

Geometry for the blind

The players become in a circle. A rope is stretched inside the circle, for which everyone is holding hands. The facilitator explains that it is necessary, with eyes closed, to form a square, an equilateral triangle, using only oral negotiations. It is also reported that the guys play on spatial imagination and attentiveness. During the game, when the rebuilding is in progress, the leader observes which of the guys acts as the organizer of the movements.

Chairs

The players sit on chairs. At the same time, they should stand up, walk around their chair and sit down at the same time. It is important to notice the person who first gave the command.

The team is divided into several groups of 5-6 people. An adult person works with each group - an expert observer. The leader in turn distributes tasks to all groups, they should not be difficult and interesting, for example:

Come up with a story, all the words of which begin with one letter;

Build by hair color from light to dark;

Bring the picture to life, etc.

The expert, observing the work of the group, distributes after the completion of each task to each participant multi-colored tokens that determine his role in the implementation given task. But the host does not announce to the participants what these or those colors mean, but at the end of the game he invites the guys to complete the application from the tokens that they have earned.

Thus, after the game, teachers will have a clear picture that reflects the degree of activity of a particular child.

Studio

The leader of the game offers everyone the following situation: "Imagine that you are invited to make a film, for which you need to name the person who can organize the shooting of the film." After everyone names one or three candidates for the director, candidates for leaders are identified from those who scored the largest number elections. They choose their assistants in turn, with the choice of the next being made after consultation with the assistants already chosen. After microgroups of four or five people have been formed, everyone else is invited to choose a "film studio" and join these microgroups.

Each film studio is invited to prepare within 15-20 minutes a pantomime (sketch) on the theme of the life of the team where the guys work or study.

After carrying out this collective creative work, the facilitator asks each microgroup to conduct an analysis and determine who turned out to be a real leader during the preparation of the "movie".

The game is a journey of groups (teams) that go through a certain route in a vicious circle, performing tasks at each stage. The content of the task becomes known only at the stage. Rules for organizing the game:

1. The number of stages must be equal to or a multiple of the number of groups participating in the game;

2. All stages must be the same in duration. As a rule, the stage lasts 7-10 minutes;

3. You should set a single transition signal from stage to stage (bell, music, phrase, etc.)

4. Each group has its own route sheet, which indicates the sequence of stages and their location.

5. Transitions from stage to stage are taken into account in time and must be extremely short. This can be facilitated by the rational arrangement of stages not far from each other and, conditionally, in a circle.

6. Tasks performed by groups at stages should be designed for collective execution and, in terms of complexity, "solvable" in the time allotted for the stage.

7. It is important that the forms of tasks at the stages do not repeat each other, be diverse, give the guys the opportunity to switch from one type of activity to another.

Sample tasks at the stages can be found in the application.

Detachment self-government bodies can be very diverse. The main goal that we pursue when creating them is to teach the guys to organize their activities on their own, let them understand that everything in the detachment depends on them. Often detachment self-government bodies depend on camp-wide ones. Let's consider several models. They can be used individually or in various combinations.

duty commander detachment (dezhkom) - the formal leader of the detachment. Elected daily at the squad's evening candle. Fully responsible for the conduct of the detachment of the next day. The detailed functionality of the dezhkoma is contained in the memo.

REMINDER D E F C O M A

The commissar needs to ensure that as many members of the squad as possible are in the role of dezhkom.

Squad leader- A member of the detachment elected for the entire shift. As a rule, at the same time he is a member of the general camp self-government body. Performs a representative function in the Council, is responsible for a certain area of ​​work in the Camp Council, is the link between the detachment and the general camp self-government body.

Permanent structural units of the detachment(groups). Any team can be made manageable only by dividing it into small groups (5-6 people each), headed by a commander elected from the group. Each group is responsible for a specific part of the work of the detachment, for example, on duty, decorating, surprise, etc. Every day, or after a few days, the functionality of the groups changes (ChTP - alternation of traditional assignments). The same groups can work in the preparation of any general camp or detachment case. It is useful to come up with the names of the groups, their mottos, and use them when conducting the morning lines of the detachment.

Some squad members may have standing orders, but this is possible only with their consent and the consent of the entire detachment, for example, there are only two artists in the detachment.

Introduction

Chapter I

1.1. The concept, signs, types, conditions for the development of children's self-government

1.2. Principles, functions, tasks of self-government

Chapter II. Self-government bodies in the children's health camp: types, functions. The work of the counselor on the formation of self-government bodies.

2.1 Types, functions of self-government bodies

2.2 Formation of self-government bodies in the detachment

Conclusion

Introduction

One of actual problems in the field of education is training young man to life in society, the formation of positive qualities in it, assistance in choosing one's place in modern world. One of the factors that allows the processes of self-realization to develop in school age, is the children's self-government in the camp.

HER. Reshetova believes that under the conditions children's camp children get the opportunity to acquire new socially significant experience. Therefore, an environment should be created in the camp in which each pupil feels his involvement in solving the problems facing the entire team. Children's self-government in the camp helps to feel the complexity of human relations, contributes to the development of social activity, the formation of leadership qualities. The organization of conditions for the development of self-government consists in involving children in complex relationships that develop in a team.

L.M. Tarantey claims that by participating in solving the problems of the detachment, the child develops in himself the qualities necessary to overcome the difficulties of camp life.

V.M. Korotov, the educational value of self-government in the camp is to prepare the child for participation in public self-government, in the formation of the main qualities of a new person in him.

According to N.I. Prikhodko, thanks to self-government, pupils develop skills such as:

1) the ability to analyze the created management situations and identify the causes of their occurrence;

2) the ability to foresee the results of their actions;

3) the ability to assess the situation and find a way out of it;

4) the ability to perceive and analyze the perceived information;

5) the ability to substantiate and logically defend one's point of view;

6) the ability to objectively evaluate the actions of self-government bodies;

7) the ability to plan the work of self-government bodies, determine the prospects for their development.

Also N.I. Prikhodko writes that self-government in the camp involves the joint activities of counselors and pupils, with the help of which creative and spiritual and moral needs and interests are satisfied, a harmoniously developed and socially active personality is formed.

The topic of self-government in children's health camps is touched upon in the works of O.S. Gazman, V.D. Ivanova, A.S. Prutchenkova, M.I. Rozhkova, L.I. Umansky and others.

The purpose of the study: to study the self-government bodies, their activities in the children's health camp.

Object of study: children's camp.

Subject of study: self-government bodies in the camp and their activities.

Research objectives:

1) study the concept of "children's self-government" and reveal its essence;

2) determine the principles of organizing self-government in a children's health camp, its tasks and functions;

3) characterize the activities of self-government bodies in the children's health camp.

Research methods: theoretical analysis of literature, comparison, generalization.

Structure term paper: introduction, two chapters, conclusion, bibliography.

Conclusion

Thus, after analyzing and summarizing the theoretical data in the organization of children's self-government, we can conclude that its versatility is the cause and source of numerous interpretations and definitions.

Having studied different interpretations the essence of self-government of leading teachers, possibly defined children's self-government as a democratic form of organizing children, ensuring the development of their independence in making and implementing decisions to achieve group goals. It, like school self-government, is included in overall structure the process of managing public and social processes and phenomena.

When organizing the activities of camp self-government bodies, it is proposed to be guided by both general and specific principles.

The goals of the activity and development of student self-government are realized by performing certain functions. Pupils should do only what is included in the functionality of the bodies they represent. Knowledge of the functions, principles of activity of student self-government contributes to the construction of a system of its activities, its development and improvement.

The main purpose of children's self-government is to satisfy the individual needs of students, aimed primarily at protecting their civil rights and interests. Participation in self-government contributes to the formation of a clearer and more conscious civic position and value attitude towards oneself and others, allows one to increase social competence, develops social behavior skills and attitudes towards independent decision-making in problem situations. Self-government opens up opportunities for many to show their personal abilities, find interesting work, organize its implementation, taking personal responsibility for its implementation.

The participation of children in the work of self-government bodies is a way of practicing living in a social space of rights and obligations, an opportunity to demonstrate the uniqueness of one's personality, to realize one's involvement in what is happening in society, to master social experience.

Self-government in the camp can be made up of the activities of temporary and permanent bodies. Temporary self-government bodies include: the activities of the duty detachment, the work of creative and initiative groups, the work of business councils. Permanent self-government bodies include: the detachment council, the council of detachment commanders, the activities of clubs, headquarters. supreme body self-government is a gathering of the camp, during which the main issues of the life of the camp are resolved, work is planned, elections of self-government bodies are held, their work is evaluated.

Self-government bodies in the camp "Brigantina"

Camp assets is created to address issues of organization, maintenance of the camp, development of positive personal qualities children.

The composition of the shift asset includes the pupils of the camp, selected by the detachments, and adults.

Goals and objectives of the asset:

An asset, as a form of children's self-government for the protection of rights and interests, operates in order to:

Assistance in holding recreational, cultural events and creative activities;

Creation of conditions in the camp for the development of physical, creative and intellectual potential children;

Assistance in creating a favorable psychological climate.

Organization of the activity of the asset

The active of the camp is the Camp Council and the Councils of detachments, which are self-governing bodies.

Rights and obligations:

Each member of the asset has the right:

Participation in the discussion of all camp affairs and free expression of one's opinion;

To protect their rights and interests.

Each member of the asset must:

Responsibly perform the assigned work;

Observe the laws of communication and culture of behavior.

Council activities:

Camp tip:

The camp council meets once every 9 days (at the beginning, in the middle and at the end of the camp shift)

Coordinates and controls the work of all units, resolves current issues.

Council of assistant organizers (counselors):

Council meetings are held daily:

Development of an idea, scenario of a holiday, events;
-distribution of duties between the teams in preparation for the case;
- control over the execution of orders;
- holding the event itself;
- analysis of the event;

Planning for next camp events.

Summing up principles:

At the meeting, summing up the results for the day is carried out, if necessary, a report on the life of the detachments is heard (responsible detachment commanders),

Calculates earned points according to the following scheme:

Scoring:

labor landing - 5 tokens maximum;

preparation and participation in the event - 1 point maximum;

1st place in any event – ​​3 points;

2nd place - 2 points;

3rd place - 1 point.

Withdrawal of points:

being late for an event - 1 point;

violation of discipline in the detachment - 3 points;

an organic combination of various types of leisure and recreation with forms of educational activities

realization of the interests and potentials of the individual

shaping one's own ideas about oneself and the world around

entertainment, games, freedom in the choice of activities

development of creative potential

defuse the tension accumulated over the year

Your suggestions __________________________________________________________________________________________________________________________________________________________________________

Summer camp designation from a student's point of view

Your wishes _________________________________________________________________________________________________________________________________________________________________

How to organize self-government in the detachment? One of the obligatory tasks in the detachment is the organization of self-government bodies. This makes it possible: ü the counselor not to be distracted by the work that children can do and deal with other problems of forming a children's team ü children are given independence in activities. ü The basis of self-government in the detachment - CHTP - the alternation of creative assignments.

CHTP For interesting life in the detachment, the guys are offered to break into groups that will help in the detachment work. ü The groups are interchangeable, i.e. each child will visit all groups. ü Change of groups is carried out every three days. ü Each group has its own functions. üRecording in groups at will (Leaflets are issued according to the number of groups with the name of the group and the number of people who can enroll there.) üFor the PTP to work, place the PTP lists in the detachment corner. ü The first 5-6 days strictly monitor the performance of functions, analyze their activities in the analysis of the day.

How to identify leaders? A leader is a positively active person whose opinion is listened to. The leader is able to lead. üIn the first days of the shift, it is important to identify leaders and “orientate” the detachment to these people in order to successfully organize self-government in the detachment. ü Leaders can be identified different ways. One of them is sociometry. (But in the first days of the shift, there is no time to conduct and process it and the group dynamics are very high, the results will always be belated.) ü The leader most often uses his intuition and observation.

The main features of a leader in a team: ü A certain authority in the team (they listen to the opinion of this person, consult with him); ü quite mature and balanced life position; The leader's opinion does not run counter to your ideas about the organization of detachment life, and he does not oppose himself to you. - Traditionally, formal and informal leaders will be singled out. - The formal leader is endowed with official powers (for example, a squad leader). - Sometimes the squad leader can play a negative function, opposing himself to the whole squad. (In this case, you should take the child to active position or for leadership work in the detachment.) -Leaders can be different and manifest themselves in different types activities: in artistic, labor, sports, etc. - The task of the counselor is to determine for himself the leaders in each activity. The squad leader becomes the first duty commander.

Peculiarities of Self-Government in the Conditions of a Camp Shift In a children's camp, an environment should be created in which: üevery child feels his involvement in solving the problems facing the team. u Important role should play the participation of children in the management of the team. ü The development of self-management helps to feel the complexity social relations, contributes to the formation of social activity, the development of leadership qualities. üCreating conditions for the development of self-government involves the inclusion of children in complex relationships that develop in a team. ü Through participation in solving the problems of the detachment and the camp, children must develop the qualities necessary to overcome difficulties social life. üFrom the attitude of children to goals joint activities depends on their position in solving managerial problems. üChildren's self-government is a form of organizing the life of a team of children, ensuring the development of their independence in making and implementing decisions to achieve the goals set in the detachment, on a shift.

Self-government functions of children in the camp 1. Self-activation. Assumes initiation as possible more team members to solve management problems. 2. Organizational self-regulation. It assumes a stable influence of the detachment's asset on the team, the ability of the team to independently change its structure. 3. Collective self-control. It involves constant self-analysis by self-government bodies and individual organizers of their activities and, on the basis of this, the search for new, more effective ways to solve problems.

üSelf-management develops only when children find themselves in a situation of choice and determine the ways of solving the created problem. ü It is decision making that is the main factor for the formation of the motive of group action. ü Summing up, squad reflection allow you to bring children to new goal joint activities, while at each of the following stages they become more independent in determining the goal, which is subsequently realized by the whole team. ü The degree of participation of children in the management of various activities is not the same. Where the degree of children's interests is more pronounced, self-government develops faster.

The content of the activities of self-government bodies 1. To create self-government bodies, the leader needs to captivate children with an interesting business for them, and then create a self-government body for its implementation. 2. Of great importance is the transformation of various assemblies, collections into real self-government bodies. To do this, temporary self-government bodies can be created in the detachment, which will be the organizers of a specific project. This initiative group of guys brings up the accepted ideas for discussion and brainstorms. 3. This is possible with a collective search for solutions to the tasks. However, the more responsibility for the implementation of the idea, the less responsibility the guys feel for the result of their own activities. 4. Meetings are most interesting and effective - discussions when the leader is selected from among the members of the detachment (for example, the commander on duty) - in this way, an adult shares authority with children. 5. It is inexpedient to create permanent bodies of self-government within the detachment. It is good to use the system of alternating creative assignments. 6. Provisional self-government bodies should analyze not only the activities of the participants in the case, but also their own activities.

Of particular importance for the development of self-government in a children's camp is the relationship between pedagogical management and children's self-government, which can be carried out through: ü phased delegation of authority and responsibility to children to solve the problems of managing a team; mutual responsibility of counselors to children and children to counselors for the implementation of decisions made by the team; ü mutual exactingness of members of the leader's team and the children's team to each other; u joint work leaders and children's groups; informing the children about all the problems that arise in the process of preparing and implementing projects.

Conditions necessary for the inclusion of children in self-government activities: üSearch. Development of organizational abilities in children, educating them of the feeling of the owner of the camp (start-march, reconnaissance, search troops, etc.) üPlanning collective activities. It is useful to plan different types of cases using the methodology of collective creative planning (brainstorming, a piggy bank of proposals, an auction of ideas, etc.) ü The form of organization of the KTD. It is possible to create a bank of ideas, interest clubs, master classes, creative laboratories, discussion centers to collect and analyze the proposals of children on organizing creative affairs, designing the participation of each of the children in them, and determining creative tasks.

Tips for the leader on organizing self-government in the detachment: ü Answer the question for yourself: what do you want to teach the children of your detachment in the process of organizing self-government? ü What powers can you and want to transfer to the children of the detachment? ü Determine what the children's abilities are based on their age features, psychological characteristics? ü Determine what management structure will exist in the detachment, what instructions should be given to children? ü Predict the cyclical alternation of creative assignments. üTurn your ideas into reality with your children.

The main affairs of the detachment are prepared according to the following scheme: üCollective planning of the case (proposals are made, an implementation plan is drawn up, work is organized in microgroups of 5-7 people). üCreative groups are identified that are responsible for one or another aspect of the implementation (design, writing a script, the work of actors, a director), while it is important that each child is involved in some kind of activity. ü Carrying out business. üAnalysis of the case (oral, written, color, etc.). It is most preferable to analyze the case in the evening light in a circle where each child can express his emotions, attitude, assessment of his own and other people's activities. The task of the counselor is to make this conversation open and productive, remove the feeling of dissatisfaction, help the children find positive moments for each child and for the squad as a whole, reward those who have distinguished themselves and create an atmosphere of "we".