- Everything that has been created by human society for children, in a narrower sense - the semantic space of values, installations, methods of activity or otherwise specifically historical social development situations "

Children's subculture is an autonomous sociocultural reality, which has its own language, structure, functions and manifests itself in children's folklore, games, artistic creativity, traditions.

N.Ivanov in his article determines the children's subculture as a special system of social and psychological signs, components, attributes that affect the lifestyle and thinking of children who allow them to realize and approve themselves as "we", different from "they"

V. Kudryavtsev, T.Ahaiyei consider the children's subculture as "a special system of ideas in the children's environment of ideas about the world, values, etc., which partly elaborates inside the dominant cultural tradition of this society and takes in it a relatively autonomous place" Children's culture is Culture in culture, which, despite the fact that "embedded" in the overall cultural whole, lives according to specific and original laws. It is inextricably linked with a common cultural tradition in which a child was born and lives.

Children's tradition is "a set of various forms of activity of a children's group, closely related to the sexual peculiarities of mental development and the nature of the socialization of children within the framework of this subculture (secret languages \u200b\u200band ciphers, pranks, children's" magic ", etc.)"

In different periods of childhood, various elements of the children's subculture are of particular importance: for preschoolers and younger students - games, counters, teasers, riddles, for children 8-13 years old - another folklore repertoire and traditions, for teenagers - fashion, organization of informal groups and a variety of rules Communication.

M.V. Zorina in his works notes that "the world of children exists in one space with the world of adults. Adults are blind in relation to the life and culture of the children's community. "Any human culture carries in itself the model of the world, which is created by the ethnocultural community of people. This model of the world is embodied in myths, reflected in the system of religious beliefs. It is reproduced in rites and rituals, enshrines in the language, materializes in the planning of human settlements and the organization of the domestic space.

In the children's subculture there is a kind of way of mastering the child of new parties to social reality and his self-affirmation in it. The world of childhood in the children's subculture "Manifests" his difference from the world of adults

Each generation receives a certain model of the universe into inheritance. And this model serves as a support for building an individual picture of the world of each individual. At the same time, it combines these people as a cultural community.

The same model of the world, the child receives about adults, actively absorbing it from the cultural and substantive and natural environment. He also actively creates the model of the world himself.

Thanks to the children's subculture, specific ways of organizing the activities of children, norms and values \u200b\u200bof worldview, relationships with peers are transmitted from generation to generation. The child has the ability to gain his essence, state your own world.

Components of children's subculture

Children's subculture is the world that the children's community created "for themselves" throughout the whole sociogenesis. Researchers identify many components characteristic of children's subculture. Consider the brightest of them.

First of all, it is necessary to highlight a children's game, which is the main satellite of childhood. The game helps children to master the experience of human activity.

D. B. Elkonin studied the meaning of the game for the child. In his book, "Psychology of the game" he notes: "The game in preschool age is particularly sensitive to the sphere of human activity and intermediary relationship, and the establishment that the main content of the game is a person - his activities and attitudes of adults to each other, and for this game there is The form of orientation in the tasks and motives of human activity "of V. Kudryavtsev, T.Ahaii emphasize that the game is a kind of way to overcome the gap between adults and children. In the game, children assimilate the general meanings and motives of human activity, reproduce social relations that are developing in the world of adults. Through the game, children are involved in the life of adults, satisfying their needs for involvement in this life.

V.Abremenkova notes that "the traditional game is not just reproducing the children's community of historically established relations of adults, but rethinking them of these relations and identifying their original place in the world."

In the Games of the child has a great opportunity to actively act, knowing the world around, to master the relationship between people, simulate them, improve their behavior and learn to manage them. Group games that are of particular interactive nature are important here and suggest strict rules, a change in the gaming process, setting itself in place of the other. Such games can be attributed to the traditional games for Rossi, like "Zhmurki", "burners", "Cossacks-Robbers", "Lapta", "Boyar" and others.

Many folk games are associated with calendar holidays. They reproduce adulthood: harvest, sowing, hunting. In these games, the child meets with hard peasant labor, learns to appreciate and respect it.

The number of games reflecting the work of people is great. This is "radish", "pea", "hops" and others. All of them not only show all the variety of labor, but also teach him to appreciate its attitude to what is happening.

All Russian holidays took place with the participation of children. Among them are a Russian wedding. It was believed that the games in the wedding, their comic actions bless young on a happy marriage.

The comic wedding had his magical power, was a real wedding worker. In addition, she played a social role, acquaintances of children in a game form with a serious rite of adults.

Children's folklore is the most important component of the children's subculture. By definition, M.V. Zorina Children's folklore is "one of the forms of collective creativity of children implemented and fixed in a system of sustainable oral texts transmitted directly from generation to generation of children and are important in regulating their gaming and communicative activities"

At the heart of the children's folklore lie works, the authors of which are adults. These works transmitted from generation to generation are used to communicate with children. These include all sorts of lulled songs, counters, pubs, boosters, fairy tales, riddles, games, etc., which are most adapted to the perception of children.

As a rule, these works are not broadcast in a children's environment in its pure form, and the children themselves do not turn to them spontaneously. But still they become the entrance to the children's subculture, while losing their functions and acquiring new ones, since children in every way modify them, saturately satisfying with nontrivial information. Therefore, the works of children's folklore in different modifications can be transmitted from generation to generation in oral form.

Children's folklore can show two mutual configuration characteristics of a children's subculture. Holding and reproducing texts, games, rituals, the "age" of which are calculated by decades and centuries, the children's subculture is quite conservative. At the same time, it is rather dynamic due to the fact that no work in it has only one option. You can usually find several "versions" of the same folk work.

Children have the opportunity to endow the works of folklore with new meanings, which develops their imagination, comes to the processes of cultural creativity. This views the democracy of the children's subculture, which is open to change and development. She invites any child to become their author. It should be noted that the variability is characteristic of almost all components of the children's subculture.

Lubricated songs, sweatshirts and booms help the child to get acquainted with the simplest model of the surrounding world, reveal the principles of family lives, form the basis of confidence in the close and peace as a whole. The house in the works of children's folklore appears as protection against a dangerous outside world, where it is still not necessary to "walk." The child's place in the house is the best and beautiful, and the mother is the most caring and the best. The family becomes a symbol of protection and reliability.

In children's folklore, they find their reflection and terrible fantasies, orally transmitted from generation to generation of children. M. Zorina distinguishes one of the most common plots in Russia, which tells about how a kind of family with children lives in a room where a suspicious spot is on the wall or ceiling. It can be yellow, red or black. Sometimes the spot is discovered when moving to a new apartment. It happens that someone from family members puts it by chance (droplets by black ink). The scene heroes are trying to unsuccessfully drop this stain. At night, the stain begins to show his sinister entity. It begins to grow slowly, and from it there is a huge, according to the color of the spot, hand carrying out of the night in the blossom of all family members. As a rule, the hand can be traced. Then they cause the police, arrange an ambush, cut off this hand and find the sorceress, a gangster or spy in the attic. At the end, all family members can come around.

The researchers noted that for individual terrible children's fantasies, the motive of the child's departure is characterized by the space of the house in another world. This motive was reflected in the texts of the collective children's folklore (the plot of the child's care inside the picture hanging on the wall). He also meets in the literature for children, for example, "Alice in the Looking Gallery". Subcultural forms sometimes play an important role in mastering the child content of universal values. Such a form are spontaneous children's problematization. More often, they are expressed in the form of questions on the themes of the conversion of the usual in an unusual, suggest that the framework of everyday causal relationships. Questions serve as a means of expanding children's consciousness, orient both the child and an adult to dynamic communication and creative cooperation, create such a situation in which a creative search, joint for an adult and child, is necessary. These phenomena researchers call "children's philosophizing", which forms a special component of the subculture of childhood.

"Philosophizing" can be reflections from children about nature, life, space, good and evil, soul, thoughts and many other things. They are predominantly indirectly, but still affect the issues of human being. "Philosophical themes" of children in many ways create the original picture of the world, which is born in their consciousness. Usually this picture combines everything you need and random, general and private, real and fictional. It does not order validity so much as questions asking questions, destroying the obvious. This is the beginning of human knowledge that has a creative nature. The subcultural phenomenon of knowledge helps the child more deeply to join the creative experience of people.

Children's wordness occupies a significant place inside the children's subculture. It is a peculiar challenge to the consciousness of adults, limited ready-made public experience.

In an attempts of the wordness of the child, the child is trying to allocate his unique speech from the speech of adults, at the same time encouraging adults to communicate. The word "is a means of separating a child, his appeal to creative unity with adults.

Talking words, children make the word more alive and subject, flexible and plastic, absorbing all possible shades of its meaning. Children exempt strength in linguistic and grammatical language norms. It can be said that they give the tongue of life in culture, not allowing her to death.

According to V. Kudryavtsev and T. Oriyeva, the subculture of childhood inelitarian, and "Massidna", her experience in one degree or another, extracts every person. It is this feature that provides huge opportunities for a language that are not limited to professional literary texts. In the wordiness, children unconsciously reveal the reserve potential of their native language, hidden for most adults: "Kolotok", "Kusarik", "Mazelin", "Mokress".

The reversals are the remarkable sphere of the phenomena of a children's subculture. "The reversals are special verbal works, where the usual state of affairs is inside out, the usual state of affairs is turned out, the everyday generally accepted ideas about the surrounding" their origins are problematic from a folk laughter culture and small folk genres, designed for children:

"I drove the village past a man

Look, from under the dog's gate.

"He is on Peg Thale, on the oak horse."

In various cultures, such "turning" was considered a means of expanding the creative abilities of children and adults. His moment has always made sense in science, inventiveness, art. In preschool age, "overwhelms" have a special meaning. It is not by chance that K. Chukovsky called them as "tiny nonlapitsa." Baby to perceive the world as it is, you must first see it overwhelmed. This is due to the peculiarity of the newborns. And only gradually the picture is straightened. The same researchers also relate to the mental and spiritual impact of the child than the contradiction and paradoxicality of the children's picture of the world, in which everything is constantly changing places, is endowed with unusual properties and opportunities. The pedagogical value of the overwhelmed is that the child exposes fantasies in them and serves the mind of the mind, trying to establish himself in a new way in the knowledge of the "norm".

The genre of counting characteristic of a children's subculture is unique. It has no analogues in adulthood folklore and is a kind of preparation for the game together with the draw. This is the necessary attribute of the game and the culturally presented role distribution:

"The month came out of fog,

He took out a knife from his pocket.

I will cut, I will beat -

Anyway to drive! "

The torture helps to eliminate unwanted conflicts in the children's environment about the game, enriches traditional texts.

Diaceptions ridicule Children's disadvantages and misconduct: yabedanic, stupidity, boasting, greed, fooling:

"Jadda-beef, salty cucumber,

On the floor lying on, no one eats it! "

V. Abmankova notes that in addition to these forms of folklore in a children's subculture, there are so-called "lower" forms of oral folklore texts. These include a variety of draws and risks of peers and adults, parodies, children's indecent and sadistic poems, in which comic, cheerful acquires the psychological meaning of violation of adult prohibitions:

"Children in the basement played Gestapo.

Brutal is tortured by Potapov plumbing. "

The love of a child to all sorts of teases, laughing situations at the same time and destroys, and approves the order of the world around, checking it on strength. The laughter's laughter's activity is to confirm their own existence through the turning out of themselves and those surrounding "inside out."

As V. Abremenkova notes, children with a sense of humor in a children's subculture organically fit into the idea of \u200b\u200bthe laugh of the world as a world of disturbances and the norms of behavior, overthrowing the authorities and turning the usual concepts. They can see funny in a serious, present the situation in the unexpected light, causing increased interest to others. Shaluns, using for their experiments of sluggish, cowardly or non-galben children, are sweeping over them, make them move. Defend. In this, they are of great importance in the pedagogical process.

One of the important components of the children's subculture is the presence of its own language of communication between children, which is characterized by special syntactic and lexical build, imagery, encryption.

In the process of communication, children come up with "secret languages" who are not available to understanding adults or other children who are not dedicated to this business. For example, for each word, children can add any tarabar prefixes or end and get approximately such a text:

"Nashusus cat yesterday brought home Kotyatus."

Older children are in oral communion by special slang, and in writing - specially developed by secretion. All this indicates the desire of children's culture to autonomization.

V.Abremenkova allocates another important feature inherent in a children's subculture - to publish personal names in the communities of children and putting peers with nicknames and nicknames. Unlike the name of its own, the nickname is emotionally rich and carries the moment of assessment, which can be a positive, negative or wearing some subtext or hidden meaning.

In the younger school age, the nickname is usually an expression of a bright personality of a child. Teenagers may have offensive nicknames. But in any case, it means to have a nickname, to be noticed by peers.

Religious performances and the spiritual life of children - another important component of the children's subculture. Children's spiritual life is the most profound, intimate side of the child's life, which is more often hidden from the external observer.

Researchers note the special mythology of children's consciousness, faith in supernatural. By virtue of this, every child is naturally religious. Even if the child is excommunicated from religious tradition, his soul is peculiar to the search for emotional communications with external.

In traditional children's beliefs among younger students, the "pagan" stories about witchcraft, unclean strength and pests (black hand, white piano, etc.) are fairly common. IN christian Orthodox views are higher in the children's environment: the stories about the saints, about the wonderful salvation, about visiting the "of that" light. As V. Abremenkova notes, most often, children hide their religious feelings from peers to avoid ridicule, preferring to contact "Higher Forces" directly.

M. Zorina among the components of a children's subculture allocates a variety of hobbies: child gathering (treasury, caches, secrets) and collecting.

Children's gathering early childhood is characterized by the fact that "things" found by the child have no consumer value and attract his attention to their shape, color, some similarity with real things. Finding a large world of different "things", the child takes them to their hands for their own interests. Thus, he spreads his borders and, as M. Zorina expresses, "clarifies" by these small symbols "I" - "it is done a lot of" finding a lot of finds so acquire the meaning for the child that it includes them in its fantasies and experiences.

After about five years, child gathering acquires other features. The child appears its "treasury", which is usually stored at home. It can be a box, a bag of a girl and a boy's pocket, as the boys prefer to wear everything with them. "Treasury" is filled with minor items found on the street. These are all sorts of beads, beautiful buttons, badges, broken broots, rare coins and objects with attracting the child's attention. Usually, the child likes to communicate with its "treasures" alone so that no one prevents: to consider them, admire and fantasize.

As a rule, the "Treasury" exists for several years and imperceptibly disappears. To replace it, about six to seven years, kids collectibles comes. If the "Treasury" was a more personal, individual, then a collection of social and more due to external factors associated with the life of a child in a group of peers: prestige, rivalry, fashion. Collections Children show each other, boast and are proud of them.

The emergence of the collection indicates the entry of the child into a new phase of socialization in a children's subculture. This is usually due to the beginning of school life. At this time, there is an active formation of the independent experience of children among people, where the child learns to obey the rules of life in the group, assimilates generally accepted behaviors.

Most often, children of seven - ten years collect items that can be mined without money: candy, wrappers, traffic jams, etc. The contents of such a collection are perceived by children as a personal mining of its owner. The number and rarity found items speaks of high development of socially valuable, from the point of view of the community of children, qualities, thanks to which he mined what he has.

Many attractive items become the contents of the Girl's "secrets" and "boy" caches.

The "secret" of the girl is a small hole dug in the ground, which is laid out by something beautiful. Typically, a background of foil or leaves is made, there are various interesting "things", colors heads, pebbles on it. From above, the composition made of the composition is covered with a piece of beautiful transparent glass. Then everything falls asleep with a thin layer of land so that it is not visible outside the outside.

The creation of "secrets" is the tradition of a children's subculture, therefore, the idea and forms of incarnation are transferred from older children to the youngest in the form of cultural heritage. "Secrets" in their essence can be considered a mass form of children's designer creativity.

The boy "Cakes" are created in order to materialize their secret presence in the space of the surrounding world. Most often they are located in various niches, shelters, embarrassing creams. There are a variety of items that can be personally significant, valuable for the boy.

"Secrets", "Cainies" and "Treasury" are attempts to children establish personal in-depth contact with the habitat.

In the children's subculture, M. Zorina allocates methods and forms of free pastime, among which are hiking of children in various places, a variety of types of productive activities of children, for example, a told of terrible stories. Observations of researchers gave the opportunity to highlight the list of places that are visited by children.

Places of games are those places where children are going for certain types of games. As a rule, the places of girls and boys are separately, but not far from each other. For the organization of the overall game, they are going between these territories.

"Terrible places" refer to the category of dangerous, forbidden and alien to the zones of space. Usually it is a attic, basement, cellar, well, abandoned house, etc. The entrances to these places are for children points of contact of their ordinary world with the world of other - mysterious, gloomy, inhabited hostile forces. They cause horror in children. A child, uniting with a group of other children, is trying to actively cope with this horror.

Gradually, the "terrible places" becomes "scary interesting", where children go not only to worry, and it is purposefully learned to explore. At 6-7 years, fears are symbolically studied by children's collective consciousness, and already in the younger school age, the study of "terrible places" becomes a test of courage and its training, makes it possible to satisfy research instincts and personal self-assertion. It is also a kind of clarifying the status of each participant in the group hierarchy.

"Interesting places" are places where you can freely observe someone else's life, different from the life of a child. This is usually the life of small creatures (tadpoles, frogs, ants) or adults who do not know what they look at them, and are busy with something interesting for the child (construction, workshop, etc.)

"Children's places" - places where the forbidden or accomplishment is produced. The most typical place is the dump. It is for a child with an insanity of the world of adults, his hidden side, turned outward.

The kind of "unknown things", the presence of a broken and the absence of any regulation awakens in some children destructive desires. Here you can disrupt the prohibitions of adults to the manifestation of aggressive feelings and to sprinkle them in the destroying actions for which there will be no punishment. The garbage for children becomes the "island of freedom for non-normative actions" but there is another side of the communication of children with a garbage, more constructive and creative. Broken things that have become unsuitable for ordinary use can be used by children for various needs thanks to their fantasy. The dump becomes the place of creative experimentation.

"Privacy places" are the places where they do not worry, where the child is comfortable and cozy. "Meeting Places" are the place of general collection of children, gatherings, conversations of the company of buddies. They are chosen where it is convenient to sit, where much space and everyone can see where adults do not interfere.

methodologicals -\u003e Abstract Node on OO "Artistic Creativity"
methodologicals -\u003e Abstract of organized educational activities Subject: "Friendship of the peoples of the Volga region" Senior group

Subculture of childhood

Subculture - This is a system of values, installations, ways of behavior and life styles, which is inherent in relatively shallow social community, spatially and socially or lesser extent separately

Subculture of childhood - This is a manifestation of the self-expression of the child. During the childhood, a thin and sensitive world of a child begins to develop, which is a holistic and value model of the world of culture, reflected in the system of representations of the child's "I - World". In order to determine the impact of culture on the formation of the ideas of a child about the world and about themselves, it is necessary to consider culture as one of the most important conditions for his life.

Children's subculture exists like elements of children's experiences and does not serve as a means of achieving any pragmatic goal, in contrast to adult culture. Children are expressing personally and approve their existence in the team of peers, as well as among the adult community.

Modern childhood is noted by an increase in the occurrence of the chronological period. Really, it sometimes lasts until 18 years, as a result of social, demographic problems, including the need for a new generation, an increasingly complicating and expanding information flow system. Currently, multi-level graduation of the subculture of childhood: pre-school, school, teenage and youthful.

We can call specific manifestations of the subculture of Russian children of preschool age: the speech activity of the child (the wordness of the child, Slang, the verses-teases, readers, etc.), customs, collective games, attributes, objects of their own values. The subculture of the school period can be differentiated by three periods: elementary classes (children 6/7-10 / 11 years old), middle links (children 11 / 12-15 / 16 years old - adolescents) and senior link (16-18 years).

The sociogenetic analysis of the children's subculture is of great importance for the development of the consciousness and identity of the child, the children's community, the group of peers.

Children's subculture (from Lat. Sub - Under and Cultura - cultivation, education, development) - in a broad value - everything that is created by human society for children and children; In a narrower - the semantic space of values, installations, methods of activity and forms of communication carried out in children's communities in a particular specific historical social situation of development. In universal culture, the children's subculture occupies a subordinate place, and at the same time she has relative autonomy, since in any society, children have their own language, various forms of interaction, their moral behavior regulators, very sustainable for each age level and developing to a large extent independently Adults.

The concept of a children's subculture arose in recent decades in connection with the growth of humanization and democratization of public life: the United Nations in 1959 adopted the "Child Rights Declaration", 1979 was declared the Year of the Child, in 1989, on the initiative of Poland, the International Convention on The rights of the child - all these acts served as a turn of the public consciousness from understanding the child as a creature, only the "preparing to become a person", to the recognition of childhood intrinsicness in the development of universal culture and the possibility of the participation of children in various spheres of public life.

The emergence of a children's subculture as a holistic historical and cultural phenomenon is due to the sexual expression of society, leaving its roots in deep antiquity, when not the initiation of the initiation (a special rite of dedication to adolescence) members of the community were united to implement joint forms of vital activity identical to adults. With the development of human society, these forms were increasingly autonomized, making the transition from direct imitation of labor, domestic and ritual actions of adults - to the game as a special unproductive form of activity, thanks to which the child's own behavior is managed, its orientation in the senses of human activity and relationships (D. B. Elkonin).

This is the world that the children's community created "for itself" throughout the sociogenesis, it is: traditional folk games (dance, mobile games, military sports, etc.); Children's folklore (counseling, teasers, shafts, fairy tales, horizons, riddles); Children's Legal Code (Property Signs, Debt Recovery, Mena, Head of Starting and Personal Law in Multi-Aged Groups, the right to use a fungic / berry place); Children's humor (fun, jokes, draws, risks); Children's magic and myth-making ("witchcraft" against lucky, the appeal of the forces of nature for the fulfillment of desire, fantastic stories of non-residents); Children's philosophizing (questions like "why", reasoning about life and death, etc.); Children's wordness (etymology, language transversals, neologisms); Aesthetic ideas of children (compilation of wreaths and bouquets, drawings and modeling, "secrets"); endowment of nicknames of peers and adults; Religious performances (children's prayers, rites).

Let us dwell on some forms of children's subculture. This is primarily the game, the influence of which in the process of socialization is difficult to overestimate. The game as a school of arbitrary behavior "School of Morrals in Actions" (A.N. Leontyev) and a peculiar modeling of social relations is the leading child's activities to improve and manage their own behavior (Elkonin, 1978). Group games, carrying a special interactive nature, sustaining strict rules, a change in the playing process, are becoming essential here. These include such traditional games for Russia, like "lapta", "burners" "Cossacks-Robbers", "Zhmurki", "Boyar" and many others (children's poetic folklore, 1995; World of childhood and .., 1996).

One of the most important features of the children's subculture is the presence of its own language of communication between children, characterized by special syntactic and lexical, pity, encryption. D.B. Elconin, when studying the oral and written speech of students, discovered the originality of not only lexical values \u200b\u200band grammatical forms, but also the syntax of a kindergarten, for example, if the increasing grammatical and psychological subject [Ellonin, 1998].

In the process of communication, children come up with "secret languages", inaccessible to understanding the uninitiated, primarily adults, often it can be adding to the word of a tarabar prefix or end, such as "Us", then the usual phrase takes a strange sound: "Mamas Ushlaus Naus , Come Couus Mazius "(Mom went to work, come to me). More older children enjoy special slang in oral communication and developed by Tyneopian - in writing. All these tricks are sometimes pretty naive, children are needed to create the cover of romantic mystery and indicate a desire to autonomization of a children's subculture.

Unlike an adult, the child fluently experiments with the language material, feels hidden energy of a word that dated in the regulatory dictionary; Like poets, children are removed from their native language to the headlinks and are looking for its very familiar meanings, making the word alive and subject, plastic and absorb all possible shades of value (Abramenkov, 1974; Chukovsky, 1981).

Another important feature of the children's subculture is to publish personal names in children's communities and putting peers with nicknames and nicknames. This part of the manifestation of the autonomization of the children's group, especially characteristic of the teenage and youthful environment, unfortunately, has not yet become the subject of attention of researchers. Meanwhile, nicknames are a kind of manifestation of the very maintenance of a children's subculture and a rich material for clarifying the mechanisms for the functioning of children's communities in onto- and sociogenesis.

The nickname, in contrast to his own name of the child, is always emotionally rich, it carries the moment of assessment (positive / negative, or ambivalent). However, semantic accents can be distinguishable only on the basis of the internal sociocultural context of the children's community. If in the younger school age a nickname is, as a rule, printing bright individuality, and the absence of him is insulting, then adolescents have offensive nicknames - a sign of an outsider, but in any case: to have a nickname - it means to be noticed by peers.

The most important element of the children's subculture is the religious representations and the spiritual life of children. The spiritual us is understood as such activities of consciousness, which is aimed at determining the identity of the criteria for good and evil, the formation of behavior motives in consent (or contradiction) with conscience, and also to find the meaning of life and its place in it. Conscience is a spiritual instance, the expression of the moral identity of the person, allowing to monitor and evaluate its own actions.

Children's spiritual life is the most profound, intimate side of the child's life, but also the most hidden part of the external observer (not only adult, but also peers). That was what I mean and said this perfectly by V.V. Zenkovsky: "We know, we deeply feel that there, in the depths of the children's soul, there are a lot of beautiful strings, we know that in the soul of the children's melodies sound - we see the traces of them on a children's person, as if inhaling the prieft, emanating from the children's soul - But standing in front of all this with a painful feeling of the mystery closed and inaccessible to us "(Zenkovsky, 1995. - P. 208).

By virtue of the special mythologicalness of the children's consciousness with faith in the supernatural, the need for the acquisition of the highest centers of a holistic world, his creator, and the entire child every child is naturally religious. Even if the child is overwhelmed from a religious tradition as the vast majority of children in Russia of the post-revolutionary period, the need for "Highlights", the search for emotional communications with higher, living existence is peculiar to the children's soul, like the soul of primitive man [Tylleor, 1989 ; Toporov, 1995].

The laughter of the children's subculture.

Shaluns and mischiefs in the children's subculture fully fit into the idea of \u200b\u200bthe launching world as the world of impairment-decency and norms of behavior, overthrowing the authorities and turning the usual concepts. These children with a pronounced sense of humor know how to see funny in the very serious, to present situations in the unexpected light and the time to call them the increased interest of others. "Working in the public", Shaluns include in the orbit of their experiments of sluggish, pre-gallerine or cowardly children, sweating over them, make them move, defend them. Famous teacher Sh. Amonashvili attached to Shalunam great importance in the pedagogical process, emphasizing in them wit, intelligence, cheerfulness, the ability to apply their abilities in any unexpected conditions and cause an adult feeling of the need to revalve situations and relationships. In his books there are a lot of pages, which are a kind of "laudatory ODU" Shalunam: "It would be impossible to build a real pedagogy, do not be children's pants, do not be mischievous. They give food so that the pedagogical thought is moving on and that the educators are constantly concerned. The need to think creatively, to exercise innovation, pedagogical jams "(Amonashvili, 1983. - P. 26). Truly, Shaluna - Pedagogical Progress Engines!

Thus, the laughter's world of childhood is embedded in a children's subculture along with the world of terrible, dangerous, as well as with the world of Divine, mystical - in the sociocultural regulation of the life of the children's community.

In modern society, an audio and video media has a significant impact on the subculture of childhood. The unlimited domination of the screen (as television, gas and computer) invaded the scope of human existence. The screen for a modern child is not so much an informant and a source of building a picture of the world as its designer. Screen culture through optical effects, "clipness", etc. Transforms the traditional children's picture of the world into another (visual) reality, immersing the child into special, altered states of consciousness.

Childhood is the stage of human development, preceding adults, which is characterized by the intensive growth of the body and the formation of higher mental functions. The Convention on the Rights of the Child states that "a child is a person, a person who has not reached 18 years old." Until the three-year-old child studies pedagogy of young man. A child from 3 to 7 years old is an object of scientific research of preschool pedagogy. The main characteristics of the child preschooler are such:

1. Preschooler is a whole world with your views, aspirations, internal position. The leading activity of preschoolers is a game.

2. Child-preschooler is a person in the formation stage, the initial folding of the person.

3. In preschool age, the socialization of the child occurs, mastering the norms and rules of conduct.

4. The preschooler is characterized by mental, physical, emotional, economic dependence on adults. Communication with adults plays a huge role in the development of the preschooler.

5. The psychological portrait of the preschooler is presented in the works of domestic psychologists L.S. Vygotsky, A.N. Leontiev, D.B. Elkonina, A.V. Zaporozhets, L.A. Vegan, V. Mukhina, M. Lisina.

A preschooler child is a biosocial creature, a separate person, i.e. A single representative, individuality, which has a peculiarity.

In domestic pedagogy, childhood is considered as a sociocultural, historically established phenomenon, reflecting new forms of the peace of children and the world of adults. Child development has a complex organization in time: its rhythm, which does not coincide with the rhythm of time and changes in different years of life (L.S.Vugotsky). In childhood, the law of metamorphosis is valid: the development is a chain of qualitative changes. The child is not just a small adult, who knows less less or less, and a creature with a qualitatively excellent psyche. Each side of the child's psyche has its optimal development period. Higher mental functions initially arise as a form of collective behavior as a form of cooperation with other people and only subsequently become the internal individual functions of the child himself. The contradiction of childhood as a social development situation D. B. Elkonin sees the fact that the child is a member of society, outside of society he cannot live, its main need - to live with the surrounding people, but it is impossible to implement this in modern historical conditions: the child's life is going through In conditions of indirect, and indirect communication with the world.

Psychological neoplasms of the childhood period are: the emergence of Abris (Abris - contour) of a solid children's worldview; the emergence of primary ethical instances; The emergence of coeximation of motives; the emergence of arbitrary behavior;

the emergence of personal consciousness; awareness of its place in the system of relations with adults; awareness of our own changes as a result of the development of educational activities; Intellectualization of all occurring processes.

Special studies of the development of young children's children (N. Aksarina, N.N. Slikovanova, Lyamina, L. N. Pavlova, N.D. Vatutina, etc.) allowed to establish that this is the period of the intensive development of the child. Until one year, the child is formed complex emotions and motor reactions. Understanding the speech of others, contacts with loved ones, their own speech. Adult communication is very important with the baby. This communication should be intense, diverse, emotional

Positive emotions in communication are formed by the kid of interest in the surrounding, cause the desire to act - imitate. Imitation - the vital ability of the child, and in the process of development, the imitation helps to form speech, complex motility, an idea of \u200b\u200bthe norms of behavior.

After a year, in parallel with emotional communication, the child is developing objective activities and this significantly changes its individuality. Children become more independent, independent, new needs are formed (in new impressions, in activity, in communication with the surrounding, and not only with loved ones).

The third year of life is the age of independence ("I myself!"). Children are mastering new forms of relationship with others. This is a difficult time in the development of the child - the "crisis of three years". Subject activities helps children to master other activities - game, educational activities.

In the younger preschool age, the child develops as a person, leading mental processes are developing. For a modern preschool institution, the task is to lay at this age positive trends of the full, diversified development of the preschooler to develop them after five years.

In the older preschool age, after five years, the behavior of the child brighter is a comparison of themselves with others, empathy, criticality is more relative to the other, less - to themselves. It is necessary to submit that the emotional life of the child is the same complex as in adults. / Children's problems are manifested (the problem of disobedience, relationships with peers, the problem of a sharp difference in the pace of development).

After five years, flexibility appear, dynamism, curiosity in intelligence

Epochs / age	Early childhood	Childhood
Periodization	Infant (0-12 months) 2-6 7-12	Early age 1-3 years	Preschool 3-7 years
Development line	Motivational and needs sphere - situational personnel	Operational and technical-appliance-to-gun - a situational business form of communication	Motivational and needs
Social Development Situation	Contradiction: helplessness-addiction	Adult is a sample, practical cooperation with adults, an adult as a carrier of cultural and historical experience	Adult as a carrier of social and personal relationships
Leading activities	Direct emotional communication with close adults (situational personality communication)	Objective	Game activity
The problem of age solved through the SSR	Allow the task how to communicate with adults, develop ways to communicate	Disclosure of social objects of objects; awareness of what can be done with objects	Sports of motives and manifestation of the personal characteristics of the child
Mental neoplasm	- Individual mental life - a recreation complex	- Speech - perception - self-consciousness	- Formation of internal positions - arbitrary thinking (logical type of generalization)

Crisis are:

· Newborn crisis

The crisis of 1 year (is associated with the physical separation from the mother, the expansion of space sufficient for the child, and the growth of independence; restriction of the motor and cognitive activity of the child leads to confrontation with adults).

Crisis of 3 years - phase of stubbornness, negativism, capriciousness, denial; The crisis of social relations, the appearance of the phrase "I myself" testifies to the formation of the need for autonomy, the desire to free himself from the guardianship of the adult; The child is formed elements of wield behavior (if you say "yes", the child will say "no").

Crisis of 7 years (open before all) - the instability of the will, moods, psychos. The desire to take an adult position in society. Neof formation: self-esteem.

The leading activity is the activity of the child within the framework of the social development situation, the implementation of which determines the emergence and formation of basic psychological neoplasms in this level of development.

SUBCULTURE

The subculture of childhood is a way to master the child of new aspects of reality. Sometimes adults are incorrectly relate to the subculture of childhood, seeing something "immature" in it, underdeveloped; Frame or disgust, and it is necessary not to suppress, not indifference, but cooperation (T. Aliyev, V. Kudryavtsev).

The subculture of childhood as the category began to characterize a special system of existing ideas in children about the world, values, relationships. Children's subculture is manifested in matters, wordiness, games, drawings, reflections, a variety of types of children's folklore. The subculture of childhood is a way to master the path of "entry" into the world of adults, the culture of society.

Baby subculture carrier is a children's community

The main function of the children's subculture is socializing

It is in the children's environment that it is sometimes strong enough with the help of traditional cultural means - children's legal life, children's folklore and game rules - there is subordination of the child by group standards and mastering them by their own behavior, and therefore the formation of it as a person.

Secondly, the children's subculture provides a child with a lot of opportunities for self-realization

Thirdly, the space of a children's subculture provides a child "psychological shelter", protection against the adverse effects of an adult world

Fourth, children's subculture performs cultruptfunction

The concept of "subculture"

baby teacher game

Subculture -- System of values, installations, ways of behavior and life styles of a certain social group, differing from the dominant culture in society, although associated with it.

In modern society, there is a significant variety of such subcultures, but this concept finds the most frequent application in research of youth cultures and devianity. For example, it is believed that divinted, or criminal, subcultures have their task to solve problems of their members who see some compensation for their "failure" in a large society in a large society. Youth cultures, often considered as deviant, are developing on the basis of peculiar styles in clothing and music that distinguish them from other members of society. Some researchers consider the practice of subcultures as an expression of opposition to the dominant culture.

Among the diversity of subcultures, a children's subculture occupies a special place.

Children's subculture

Children's subculture - in a broad value - everything that has been created by human society for children and children; In a narrower - the semantic space of values, installations, methods of activity and forms of communication carried out in children's communities in a particular specific historical social situation of development. In universal culture, the children's subculture occupies a subordinate place, and at the same time she has relative autonomy, since in any society, children have their own language, various forms of interaction, their moral behavior regulators, very sustainable for each age level and developing to a large extent independently Adults. Children's subculture -- This is a special system of visual ideas in the children's environment about the world, values, a kind of culture in culture, living on specific and original laws, although "built-in" in the general cultural whole. In a wide meaning -- that's all that was created in human society for children and children; in more narrow -- The semantic space of values, installations, methods of activity and forms of communication carried out in children's communities in a particularly important-historical situation of development. In universal culture, a children's subculture occupies a subordinate place and at the same time has relative autonomy, since in any society children have their own language, various forms of interaction, their moral behavior regulators, very stable for each age level and developing largely independently of adults. The presence of a child subculture has been challenged for a long time. Slowly and gradually formed a modern look at the child as a relatively independent and active social individual. In science XX century There were few scientists who paid attention to the existence of a special children's world with their own culture system of ideas about peace and people, social norms and rules inherited from generation to generation of children of traditional forms of gaming and domestic behavior and children's folklore texts. In Russia, the first who tried to explore the cultural system of the children's world - Children's subculture, was the famous professor-folkloride G.S. Vinogradov. In the 20s, he published a series of brilliant work on this topic. However, his scientific activities, as well as studies of other authors in this area, were forcibly interrupted in the USSR in the early 1930s. In the second half of the XX century. A powerful impetus for the study of the children's subculture in different countries of the world was the book of English scientists and St. Petersburg OPI "Folklore and schoolchildren." She was published in the late 50s and identified a study strategy for three decades ahead. This book received a large public resonance. The leading English newspapers wrote that A. and P. OPI opened a special tribe of children in the modern world - Numerous, possessing an ancient tradition, developed by the original culture, about whose existence no one even suspected. At the level of leisure self-realization, the children's subculture is distinguished by the following features, relevant in various social and age cohorts with varying degrees of intensity:

• 1. Mostly entertainment and recreational orientation. Along with the Communication-Tive (Communication with Friends), leisure performs mainly recreational function. Rerelative leisure orientations are supported by the main content of television and broadcasting, spreading the values \u200b\u200bof predominantly mass culture.
• 2. "Westernization" (Americanization) of cultural needs and interests. Values \u200b\u200bof national culture, both classical and folk, are displaced by schematic stereotypes-samples of mass culture, focused on the introduction of values \u200b\u200bof the "American lifestyle" in its primitive and lightweight reproduction.
• 3. The priority of consumer orientations over creative. Consumerism is manifested in both sociocultural and heuristic aspects.
• 4. Weak individualized and selectivity of culture. The choice of certain cultural values \u200b\u200bis most often associated with group stereotypes of a rather rigid nature (not consonant with them easily fall into the category of "rejected"), as well as with a prestigious hierarchy of values \u200b\u200bin an informal communication group (reference group).
• 5. Essentially cultural self-realization. These studies show that the leisure self-realization of children and adolescents is carried out outside the cultural institutions and relatively markedly due to the impact of television alone -- The most influential institutional source of socializing effects.
• 6. Lack of ethnocultural self-identification. Interiorization of norms and values \u200b\u200bpassing on this age period is based either on traditionally Soviet or Western upbringing model, in any case -- Nonational, while the interiorization of ethnocultural content is practically absent. Folk culture (traditions, customs, folklore, etc.) by a majority of young people are perceived as an anachronism.

Content Children's subculture -- The world that the children's community created "for themselves" throughout the sociogenesis. It is: traditional folk games, children's folklore and humor (county, teasers, jokes, draws, fairy tales), children's magic and myth-making ("Witchcraft" against lucky, fantastic non-liberty stories); Children's philosophizing (questions like "why", reasoning about life and death, etc.), aesthetic ideas of children (compilation of wreaths and bouquets, drawings and modeling), religious performances (children's prayers, rites).

The following components of the children's subculture are distinguished:

• - Children's "Legal Code" -- Rules of entry and exit from various forms and types of children's activities, a variety of ritual components of children's communication, property marks, recovery of debts, exchanges, the right of seniority and guardian law in multi-time groups, specific methods of educational impacts on peers and resolutions of controversial, conflict situations (for example, teasers, names, excuses);
• - Children's folklore -- Lullabous songs, booms, sweatshops, readers;
• - Children's humor (jokes, draws, pins); The laughter of childhood (inverted, stories-non-liberty, "black humor" or children's sadistic poems);
• - peculiar hobbies: child gathering (treasury, caches), children's collectibles;
• - Methods and forms of free pastime, among which the leading place occupy a variety of gaming activities and productive forks of activity, as well as hiking in "special, terrible" sites (basements, attics, cemeteries, abandoned houses) and places forbidden by adults for visits (landfill , construction); told terrible stories, childhood fortune telling, etc.;
• - Children's fashion; Aesthetic ideas of children (compilation of wreaths, "secrets");
• - subcultural forms that play a crucial role in mastering the child's content of universal ownership: children's problematization, children's philosophizing, wordness, fabulous world;
• - Children's picture of the world -- A special system of ideological knowledge, which includes a collection of ideas, semantic relations covering the main parties to the interaction of the child with the world.

Functions Children's subculture for a child, firstly, are that it provides him with a special psychological space, thanks to which the child acquires social competence in a group of equal, this means that the main function of the children's subculture - Socializing, and the main agent of socialization is a group of peers. The most important and first personality category -- Sexuality -- The child absorbs largely due to other children, boys and girls, the role of a children's group in the formation of sexual identity is difficult to overestimate.

Children's subculture, secondly, provides a child a fan of opportunities for self-realization, an experimental platform for testing itself, determining the boundaries of its capabilities by immersing it into other logic, other worlds of space.

Unlike the culture of adults, asking the path of the child's development, -- From simple to complex, from concrete to abstract, etc., the children's subculture sets a whole range of different ways of development, determines the zone of variational development, immersing in other logic, other languages \u200b\u200bby preparing it to solve problem problems in non-standard situations. Third, the space of a children's subculture creates a child "psychological shelter", protection against adverse effects of an adult world -- Performing a psychotherapeutic function.

Fourth, the children's subculture performs a cultural function: in its depths, genres, oral texts, rites, sacrality elements, etc., lost to modern civilization are preserved. Many ethnographers and folklinists there is a movement of cultural values \u200b\u200bfrom the dwelling of adults into a children's environment as the moment of preserving traditions with updated functionality. Just as children's tongue helps to find common linguistic laws, in children's games found a miraculous historical evidence of deep antiquity.

Consultation "Children's subculture"

Very often, parents do not know and do not see the specifics of the existence and development of a children's subculture. The efforts of adults are directed mainly to the knowledge of the external, objective form of the world's existence, which highlights children to a special demographic group and assumes the presence of certain attributes of its existence, the rules of communication, educational techniques, customs, traditions aimed at the transfer of sociocultural experience and on Their "Social Bearing".

However, the world of childhood exists as an objective reality in which every child and children's society generally create and live their unique world for which the distinctive features of the perception and knowledge of the social world are characterized, as well as peculiar ways to design the cultural and educational space of the vital activity of each of its members .

Children's subculture is a special system of social and psychological signs, components, attributes affecting the lifestyle and thinking of children, allowing them to realize and approve themselves as a "we" other than "they".

Non-Indstratiused Form of Social Education Childhood, regulating the interaction of children within its group and at the level of age subgroups. The carriers of the main cultural values \u200b\u200bare the children's community, which broadcasts them through the corresponding traditions, rituals, etc.

Children's Legal Code, disclosing the originality of the norms of behavior, relationships with peers, including the rules of entry and exit from various forms and types of children's activities, ritual components of child communication (for example, conciliation rituals);
- specific methods of educational impacts on peers, resolution of controversial, conflict situations (for example, teasers, names);
- Children's folklore (booms, functions, count);
- Hobbies: Child Gathering (Treasury, Secrets, Cakes, Collectibles);
- methods and forms of free pastime (a variety of gaming and productive activities, hiking in "terrible places" (basements, attic, abandoned houses) and places forbidden by adults for visits (construction, landfill), told terrible stories;
- Children's fashion;
- subcultural forms that play a decisive role in the process of mastering the content of universal values: children's problematization, childhood philosophizing, wordness, laughter's world of childhood (inverted, nonlapitsa, non-liberty history, "black humor", fabulous world);
- Children's picture of the world, i.e., a special system of ideological knowledge.

Thanks to the children's subculture, from generation to generation transmitting specific methods for organizing children's activities, norms and values \u200b\u200bof worldview, relationship with peers, the child acquires its essence, designed its own world.

Teases and challenges, ridicuing yabedanicity, plasticity, greed, perform an educational function, and also help the child to defend themselves in the attacks of peers in the form of verbal self-defense, train emotional stability.

Lullabous songs, sweatshops, sweeps introduce children with the simplest model of the world order (a house, as protection against a dangerous outside world, no need to go to the time); Reveal the principles of family lives, form basic trust in loved ones and peace as a whole (the child's place in the house is the best and beautiful, mother is the best and thoughtful, family - protection and reliability).

Children's gathering makes it possible to materialize your secret presence in a particular place and approve yourself through these items ("I am", "I can"), helps to experience the sense of loneliness of individual existence, which arises as a result of the emerging personal autonomy.

Preferred sources of information.

Books.

First of all, it is fairy tales, then comics, children's encyclopedia, animal books, popular science, historical literature.

A television.

Children look a variety of gears. First of all, it is, of course, cartoons and children's films. Very willingly, children are watching entertainment. Attract the attention of children and television series for adults. And very rarely telecast the cognitive cycle.

Child collecting.

Baby collecting is, first of all, the designation of the property (children love very much, if there is a lot of), and not the possibility of expanding the horizons. Therefore, adults should pay attention to the fact that children's collectibles be cognitive.

Let us see briefly on the characteristics of some components of the children's subculture.

Children's folklore

For example, the poem "times, two, three, four, five came out a bunny to walk" was published in 1851, it was a signature for a picture in a children's book, author Poet Fedor Miller. Currently there are many options for these poems adapted by children for different lifestyles (songs, counting, etc.)

The unique genre of children's folklore has no analogues in adulthood folklore - counting. Thanks to them, conflicts are regulated in the children's environment during the game.

Teases, otherwise they are called routines or calls. They take their origin in the life of adults. On the basis of contention and collisions, adults gave each other nicknames and nicknames, and the children adopted this manru. The teaser is an extended nickname or nickname consists of a name and a rhymed position for it: Lenka-foam, Ksyushka-snap-off.

Diaceptions ridicule Children's flaws: greed, stupidity, boasting, plasticity.

Moreover, in 4-5 years, the teases are dismantled: the roeva cow. Yabya-Koryabeda, Thaddez-beef.

In 6-7 years, offensive teasers are already agreeing with the name. But at this age, children are ready for psychological self-defense and response teases-resistance appear: who calls himself, it is so called.

Teasers have both educational features and regulatory (compliance with the rules and rules in the relationships of children).

Teasers are always public, it is a test for psychological strength, train self-defense skills in children.

Childish wordness.

This is the active design of speech children. Children come up with new words by analogy with existing ones.

Crooked varnishes, treats-treatment.

Laughter of childhood.

It includes:

Perevils, Nelpitsa, Nonbylitsy - Special verbal works, where the usual position of things is inside out, is being issued by the generally accepted idea of \u200b\u200bthe environment.

Horror stories

Up to 5 years, many children are afraid of them. In 5-6 years begin to beat the situation "scary" (play in bringing). In 6-7 years, verbal horns appear

In general, for the child, passing through the test of a horror tower is a transition to a higher age step (only small) is afraid.

Sadistic poems.

Strachka mid-80s. The opinion of them is problematic. Some believe that evil is ridiculed, others say that this is a certificate of dehumanization of children's life.

Jokes.

Fixed in the communication of children from 5 years of age. They contribute to the prosperous adoption of the child in the team.

Collecting and gathering.

Collectibles - the type of children's gathering, which is based on the principle of combining and systematizing the material. A collection of social and is associated with the life of a child in a group of peers: fashion, rivalry, exchange relationships.

After 5 years, their own treasures appear in children.

The secret (the foss in the ground, where you dig something) - is one of the forms of children's design. Opened only by the selected, common type of children's revenge is the destruction of each other's secrets.

Collecting and gathering gives the child authority among peers and self-confidence.

Visiting terrible places.

Group visits to terrible places is one of the early attempts of self-study and emotional residence of significant elements of the environment of the formation of the children's myth about the world.

Over time, the children's subculture undergoes changes due to the peculiarities of reality. Old forms are transformed, new characteristic of this time appear.

Cognition, understanding and acceptance of adults of a children's subculture and a child as a carrier and the author of certain cultural and subcultural experience will not only help in finding new approaches to building the relationship between adults and children, the interaction of the world of childhood and the world of adults, but also help the socialization of the child. Socialization is the process of development and self-development of a person during the assimilation and reproduction of sociocultural experience.

Socialization - adaptation of the personality to society by mastering social experience, values \u200b\u200band norms inherent in both the society and individual groups.

Socialization is the formation of its own position and unique individuality, the process of self-development and self-realization, during which a new sociocultural experience is created.

Features of the modern Socialization of the child:

Early adaptation to the world of adults (TV shows, parents do not hide from children of preschool age of negative sides of their lives (quarrels, obscene break, drinking alcoholic beverages, the topics of parents' conversations are not always acceptable for children); in connection with the current criminogenic environment, children of preschool age are less In the courtyards alone, and because of the employment of the parents, this time is even more reduced, the computer and TV occupy more space in the life of children than communication with peers, the property bundle of society also affects the communication of children, in children a little free time (overloading organized activities , visit by children of all sorts of schools, circles, studios).

Currently, only in the preschool institution, the child communicates with a large number of peers, so it is here that the children's subculture finds a favorable soil, and this is very important.

Why is such attention of children's subculture is now paid?

In the process of admission to a children's subculture, conditions are created to contribute to the accumulation of social experience by the child, the development of his ability to enter children's society, to act together with others, i.e. Implement the process of social adaptation. At the same time, the knowledge of the world of peers, adults makes it possible to join the values \u200b\u200bof other people, to realize their features, preferences, interests, correct and form their own system of values.

The child develops autonomy and responsibility (and these are the basic values \u200b\u200bof the cultivation system), the experience of interaction with others is expanding and enriched, social relations are built on the basis of their unique personal potential, form a schoolchild image as an emotionally attractive and socially desired internally.