The ways to solve the problem are to ensure the state policy in the field of maternity protection and increase the responsibility of all government structures for its implementation:

• - introduction into medical practice of modern technologies for the prevention, diagnosis and treatment of women and children;
• - social support for motherhood and childhood, creation of conditions for the protection of maternal health and the birth of healthy children;
• - advanced training of specialists working in the service of childhood and obstetrics;
• - strengthening the material and technical base of children's and obstetric institutions;
• - health education on women's and children's health, "responsible parenthood", healthy lifestyles;
• - interaction with public organizations, foundations to support maternal and child health care.

Currently, the vast majority of children with disabilities are brought up in families, one third are in specialized children's institutions. The work of these institutions needs to be reformed in order to strengthen its rehabilitation orientation.

The main task of the state in solving the problems of families that raise children with disabilities is to support these families, to help parents carry out the process of rehabilitation of the child.

Disability in children means a significant limitation of life, it contributes to social maladjustment, which is caused by developmental disorders, difficulties in self-service, communication, learning, mastering professional skills in the future. One of the main problems of families where there is a child with disabilities, a disabled child, is that the children are in an almost isolated state, their family closes in their own space, focusing on their trouble. The child is deprived of active social development, and this, in turn, leads to a violation of his adaptation in society.

To solve this problem, state institutions are being created - territorial centers for social assistance to families and children, which include departments for the rehabilitation of minors with limited physical and mental capabilities.

Benefits and benefits established by the legislation of the Russian Federation for children with disabilities: monthly cash payment from the Pension Fund of the Russian Federation; a set of social services that includes the following social services: additional free medical care, incl. providing for the provision of necessary medicines according to doctor's prescriptions; providing, if there are medical indications, vouchers for sanatorium treatment, as well as travel by intercity transport to the place of treatment and back; free travel on suburban rail transport; a discount of at least 50% of the payment for housing and utilities; provision of residential premises and land plots for individual housing construction, maintenance of subsidiary and summer cottages and gardening (taking into account benefits) - as a matter of priority.

Other benefits for families with disabled children are established by the subject of the Federation.

In order to prevent neglect and juvenile delinquency in the Russian Federation, the Federal Law "On the Fundamentals of the Prevention of Neglect and Juvenile Delinquency" has been adopted and is in force, which determines the main areas of activity of the bodies and institutions of the system for the prevention of neglect and juvenile delinquency.

The implementation of measures to prevent neglect and delinquency of minors should be based on the principles of respect for the rights and legitimate interests of minors; legality; humane treatment of minors; individual approach to the education of minors; responsibility of officials and citizens for violation of the rights and legitimate interests of minors; interaction with the family in the prevention of neglect and juvenile delinquency; publicity in the activities of institutions and bodies of the system for the prevention of neglect and juvenile delinquency; individual approach and confidentiality at various stages of social rehabilitation; state support for the activities of non-governmental organizations engaged in the prevention of neglect and juvenile delinquency.

Social support for families experiencing difficulties in the implementation of their basic functions is the most important task of preventing family problems. In practice, this area of ​​primary prevention is associated with the provision of medical advisory and, in some cases, psychocorrectional assistance to parents. Thanks to this area of ​​preventive care in the family, real social and legal protection of children is provided, primarily in families where parents are drugged, children are deprived of parental supervision, they learn antisocial attitudes and an antisocial lifestyle. Patronage of socially disadvantaged families is carried out in order to determine the necessary assistance for the provision of social and psychological consultations by specialists.

Modern statistics show an increase in the number of neglected and homeless children - children who are abandoned by their parents. However, not only children living on the street, in an orphanage or an orphanage can be abandoned. These are not always the children of alcoholics, drug addicts, people behind bars. Often abandoned are children from very, it would seem, prosperous families, children of successful, socially successful parents. Of course, in such families we are not talking about the lack of physical care and dissatisfaction with the vital and material needs of the child, as in the case of homeless children. These children are abandoned in a psychological sense. But just like children from socially disadvantaged families, they do not feel parental love, they are not given attention as individuals, their needs for affection and emotional contact are ignored.

Parents lack money and responsibility, and abandoned children have no future. A child left without parents passes through a number of government institutions: a hospital, a baby home, an orphanage, a boarding school, etc. Deprived of his home, parental affection, he regularly experiences additional psychological trauma when he is forced to change the environment, the team. It strengthens the feeling of fragility and optionality of the surrounding world, its laws. Graduates of orphanages, as a rule, turn out to be unprepared for adult life due to the fact that they are used to the fact that educators do and decide everything for them, and they are lost when it is necessary to show independence. Naturally, the sooner a child left without parental care will be "settled" in this tragic, completely unfamiliar life situation, the more successful his future fate will be in all respects. For example, in the United States, there is a law according to which a child without parental care, after no more than one day, must be provided with a form of placement that, to the maximum extent possible, would "compensate" for the loss of natural parents.

Solving the social problems of childhood requires not only adequate action by the state and specialists, but also a decisive change in the attitude of society as a whole towards orphans, especially social orphans. In the public mind, erroneous stereotypes have formed that prevent the return of difficult children to normal life. Many believe that the majority of orphans are the children of degraded parents, mentally and intellectually handicapped, "socially dangerous" and incorrigible.

Mass media can be of great help in changing the existing views in society on this problem.

In order to improve state support for the family, motherhood and childhood, the course work offers the following program:

• 1. Regularly carry out a systematic external assessment of the effectiveness of state support for the family, motherhood and childhood, using methods: population surveys, financial and administrative monitoring of state and municipal social programs.
• 2. Develop a system of a targeted approach to providing families that really need assistance through the creation of a database on the situation of specific families, determining their status based on a set of criteria, and not only on indicators of family income.
• 3. To develop and adopt the Law on Large Families, which includes families with three minor children in the category of large families, following the example of neighboring republics.
• 4. In order to provide assistance to families with children and improve the demographic situation in the region, it is advisable to expand the network of non-state preschool institutions using traditional and new forms of preschool education.
• 5. Free provision of land plots for individual development, loans for building materials, construction of social housing.
• 6. Propose to social service institutions for families with children to expand the range of services provided to families with different levels of income, in order to direct income to the development of children from low-income families.
• 7. Significant assistance in accounting for state forms of support for families with minor children will be provided by the introduction of information technologies into the system of targeted social protection of the population with the integration into a single information space of the database of various ministries and departments of the republic and the introduction of modern service technologies on the principle of "single window".

So, in conclusion of the second chapter, I would like to note the following points:

• - in recent years, the interest of state structures in demographic and social problems has significantly increased, which, in turn, was reflected in the direction of state policy in the direction of supporting motherhood and childhood;
• - government authorities have adopted state programs aimed at stabilizing and improving the demographic situation and supporting children;
• - at present, Russia has developed and implemented a mechanism for financing targeted programs to support motherhood and childhood.

Children today are different from children of previous generations. The development of scientific progress, the abundance of information, as well as the rapidly changing pace and lifestyle of people have a huge impact on the character of babies from the very first seconds of life. Today the site talks about how modern children differ from children of previous generations.

Overprotection and lack of attention

Psychologists note that most of today's children suffer either from overprotection or from a lack of attention. Both have a strong influence on the character of the child and his psychological development.

Today, women are preoccupied with a career on a par with men and, having barely given birth, resort to the help of a nanny or governess. The competition in the labor market is huge, so women prefer to deliberately shorten their maternity leave in order to return to work as soon as possible. As a result, at the age when the character and psychological health of the child is being formed, the baby does not see his mother at all.

Due to the heightened desire to get the attention of parents, the child can act up a lot, behave defiantly, provoke parents to emotions, and also manipulate adults. In addition, very often the child tries to replace the lack of attention with other elements: playing the computer, strange hobbies and friends, and in adolescence, he may also face more serious problems, such as drugs and alcohol.

Problems of modern children

Hyper-custody also does not add to the child's ease in perceiving reality and leaves an imprint on the character at the very moment when it is just being formed. Mothers who have decided to devote their whole lives to raising a child are too protective of their child, trying to protect him from the dangers of the world around him. As a result, the child grows up spoiled, infantile and intimidated, unable to make independent decisions and move towards his goal.

Remember that character is formed during the first 5 years of a child's life. Do not rush to get out of maternity leave, but do not close it from the world within four walls. Consider sending your child to a nursery or kindergarten, where he can learn to socialize among peers and begin to show independence at a young age.

In the flow of information

Today, a huge amount of information circulates in our world, and children are its direct consumers. But the problem is that most children and adolescents do not know how to use and filter it, and therefore they choose for themselves only what may seem interesting.

1. Childhood as a complex problem

The world of childhood is complex and contains other worlds. This is the world of communication between the child and people, the world of social relationships. How does the child perceive others and himself? How does he know good and evil? How does personality emerge and develop? When and how does one become independent?

This is the world of objects, the world of knowledge. How does a child comprehend the idea of ​​physical causality? Why does he banish wizards and fairies from the real world? How does he distinguish between the objective, external world and his own subjective, internal world? How does he solve for himself the eternal human problems: the problems of truth and existence? How does he relate his sensations to the objects that caused them? What is the difference between reality and fantasy?

This is the world of history and culture. Like any person, a child is connected by invisible threads of history with our distant ancestors. With their traditions, culture, thinking. Living in the present, he holds these invisible threads in his hands. It is impossible to understand childhood without its history. How and when did modern childhood originate? How does it differ from the childhood of our distant ancestors? How do history and culture change people's ideas about the child, the ways of his upbringing and education?

Childhood is a well-known, but (strange as it may sound) obscure phenomenon. The term "childhood" is widely used in many ways and ambiguously.

Childhood in the individual version is, as a rule, a stable sequence of acts of growing up of a growing person, his state "before adulthood." In a generalized sense, this is a set of children of different ages who make up the "pre-adult" contingent of society.

There is no special definition of childhood in philosophical, pedagogical, sociological dictionaries. In the psychological dictionary there is a definition of childhood as a term denoting 1) the initial periods of ontogeny (from birth to adolescence); 2) a sociocultural phenomenon that has its own history of development, a concrete historical character. The nature and content of Childhood is influenced by specific socio-economic and ethno-cultural characteristics of society.

DI Feldshtein in his book "Social Development in the Space-Time of Childhood" notes that the generalized name - Childhood - is most often used in socio-practical, socio-organizational terms. At the same time, the author emphasizes that there is no scientific definition of Childhood (both functional and meaningful) as a special state that is an integral part of the general system of society, the substantial essence of Childhood is not disclosed. "A general system of coordinates has not been defined to identify the main meanings of the processes taking place here - physical and mental maturation, entry into society, mastering social norms, roles, positions, acquiring by the child (within the framework of Childhood) value orientations and social attitudes, with the active development of self-consciousness, creative self-realization, constant personal choice in the course of asserting and revealing one's own individual life path.

In the development of society and man, the task of deepening the knowledge of Childhood, and not only and not so much of its individual features, individual and general aspects of behavior, is becoming more and more acute. According to D. I. Feldstein, “the main thing is to reveal the patterns, nature, content and structure of the process of child development in Childhood and Childhood in society, to identify the hidden possibilities of this development in the self-development of growing individuals, the possibilities of such self-development at each stage of Childhood and to establish the features its movement towards the Adult World".

Being a complex, independent organism, Childhood is an integral part of society, acting as a special generalized subject of multifaceted, diverse relations in which it objectively sets the tasks and goals of interaction with adults, determining the directions of their activities with it, develops its own socially significant world.

We are talking about the relation of the world of Adults to Childhood as a subject of interaction, as a special state of its own, which society goes through in its constant reproduction. This is not a "social nursery", but "expanded in time, ranked by density, structures, forms of activity and other social conditions in which children and adults interact."

D. I. Feldstein raises the question of how relevant the scientific definition of Childhood is as a special, objectively existing social phenomenon that has its own specific characteristics and occupies a very specific place in society. Is it possible to consider Childhood not only as a set of many children and not just as an object of influence of the Adult World, but as a special holistically represented social phenomenon that is in complex functional relationships with this world. D. I. Feldstein notes that it is important "to isolate the real meaning of Childhood as a special state of development in society and as a generalized subject that holistically opposes the Adult World and interacts with it at the level of subject-subject relations."

Of exceptional importance is a differentiated approach to the environmental characteristics of Childhood, the cultural context of its development. In this regard, the study of the real social environment in which Childhood as a whole is practically located and formed acquires special significance. From here, it becomes promising to single out a special integral state of Childhood as a self-developing subject, constantly acting as such in relations with the Adult World.

M. V. Osorina in the book "The Secret World of Children in the Space of the World of Adults" notes that any human culture necessarily carries a model of the world created by a given ethno-cultural community of people. This model of the world is embodied in myths, reflected in the system of religious beliefs, reproduced in rites and rituals, enshrined in language, materialized in the planning of human settlements and the organization of the internal space of dwellings. Each new generation inherits a certain model of the universe, which serves as a support for building an individual picture of the world for each individual and at the same time unites these people as a cultural community.

On the one hand, the child receives such a model of the world from adults, actively learns from the cultural, objective and natural environment, on the other hand, actively builds it himself, at a certain moment uniting in this work with other children.

M. V. Osorina identifies 3 main factors that determine the formation of a child's world model: 1) the influence of "adult" culture; 2) the personal efforts of the child himself, manifested in various types of his intellectual and creative activity; 3) the impact of children's subculture, the traditions of which are passed down from generation to generation of children.

Evidence that interest in the study of children's subculture has recently increased is that the capacious concept of "children's subculture" has a place in the psychological dictionary.

Children's subculture is interpreted in a broad sense - everything that is created by human society for children and children; in a narrower sense, the semantic space of values, attitudes, modes of activity and forms of communication "carried out in children's communities in a particular historical social situation of development. The content of the children's subculture is not only the features of behavior, consciousness, activity that are relevant to the official culture, but and sociocultural variants - elements of various historical eras, archetypes of the collective unconscious and others, recorded in children's language, thinking, play actions, folklore.Children's subculture, having an inexhaustible potential for options for the formation of a personality, in modern conditions acquires the value of a search mechanism for new directions in the development of society.

Childhood is distinguished by a number of specific features, not only as a certain state, but also as a special process. D. I. Feldstein notes that the task of knowing childhood is becoming more and more acute from the point of view of revealing the patterns, nature, content and structure of the process itself, "the development of the child in Childhood and Childhood in society, identifying the hidden possibilities of this development in the self-development of growing individuals, opportunities such self-development at each stage of Childhood and the establishment of the features of its movement towards the Adult World. The problem of development, as you know, is one of the most complex and constantly relevant in all areas of scientific knowledge - in philosophy, sociology, psychology, etc. The basis for the development of Childhood is activity, the problem of which, in turn, is one of the most relevant, complex, discussed in the system of scientific knowledge, primarily philosophical, cultural, psychological, pedagogical, etc.

The philosophical problem, undoubtedly, is the world of children's consciousness, the spiritual life of the child. In the book "The Child Discovers the World" E. V. Subbotsky writes: "The world of children's consciousness is not far away. It is nearby, it is inside our adult world. He looks at us through the eyes of a child. He speaks to us in his voice. Expresses himself in his actions. How to look into this world? There is only one way: to live, speak, act with its messengers-children. At least "from the outside", indirectly by signs, hints, "decipher" it. Open the cherished door to the world of children's consciousness. Without looking into this world, it is impossible not to Only to educate others is impossible to understand oneself.

Professor V. V. Zenkovsky pays much attention to the soul of a child, his personality, he considers it erroneous to believe that the soul of a child is similar to the soul of an adult. In his opinion, the child's personality is a living and organic unity, the basis of which lies in the non-empirical sphere; from the first days of life, the personality is already colored by something individual, which at first appears weakly and indistinctly, but over the years reaches its full and adequate expression.

V.V. Zenkovsky distinguishes two sides in a child's personality: one is clear, superficial, changeable, and the other is dark, deep, and little changing. The empirical personality develops for a long time independently of this dark side of the soul, but the hour will come when this dualism, this bifurcation becomes unbearable, and then the period of struggle with oneself begins.

The innocence of the child's soul expresses the fact that children in their empirical personality are not real subjects of their lives, their consciousness is not confused by self-examination; it is only in the feelings of shame and conscience that the first empirical foundations of self-esteem are laid, the first rudiments of attributing one's "actions" precisely to the empirical personality. Children's irrationality is the reverse side of the fact that the emotional sphere dominates in the child's soul; intellect and will occupy a second, often auxiliary, place, while the real center of the personality lies deeper than them. The dominance of the real "I", the weak power of the empirical "I" leads to the fact that in children there is nothing artificial, intentional, there is no correction; the child immediately follows all his inclinations and feelings, and it is precisely because of this that childhood is full of real spiritual freedom. This inner organicity, according to the psychologist and philosopher, gives children that charm that flies away from us forever with childhood.

K. Jung in the book "Conflicts of the Child's Soul" notes that the soul of a child before the stage of the conscious "I" is not at all something empty or empty. Not only the body, but also his soul comes from a series of ancestors. The soul of a child uses not only the background conditions of the psychological world of the parents, but also, to an even greater extent, the abyss of good and evil lurking in the human soul.

K. Jung gives his understanding of the child's personality: what is meant by a personality in general, namely: a certain ability to resist and a spiritual integrity endowed with strength, this is the ideal of adults. Personality is not a germ in a child that develops only gradually, through life or in its course. Without certainty, integrity, and maturation, personality will not emerge. These three properties cannot and should not be inherent in the child, because with them he would be deprived of his childhood.

G.S. Abramova introduces the concept of "philosophy of life" in the context of childhood. She writes that from the moment of birth, a child encounters specific forms of "philosophy of life" that set the boundaries between life and death, between the living and the inanimate. She notes that the child's encounter with the phenomenon of death is associated with the appearance in the picture of the world of its most important quality - time. Time becomes tangible, physically present in the form of transformations of the properties of the living into the inanimate. A dead person, a dead beetle, a dead dog, a dead flower stop time for a child, make it measurable by the most global unit - life - death, denoting the beginning and the end. The concept of "philosophy of life" is concretized in experiences. The values ​​of a child's life, the values ​​of another person's life, the values ​​of life in general, as well as in another series of experiences - responsibility for life, for the living, feelings about the sources of one's own life.

E. Agazzi in the article "Man as an object of knowledge" writes that many problems and aspects of human existence cannot be considered through the prism of science, but nevertheless require research.

I. S. Kon refers the mystery of the human "I" to the problems that are not subject to empirical analysis. "Each person is a unique and inimitable world in itself, which cannot be expressed in any system of concepts. But this unique inner world embodies universal human values ​​and becomes reality only in the creative activity of the individual, addressed to others. The discovery of the "I" - not a one-time and lifetime acquisition, but a series of successive discoveries, each of which presupposes the previous one and at the same time makes adjustments to them. These words certainly refer to Childhood.

In the introductory article to the book "Social Psychology of Childhood: Development of Child Relations in Children's Subculture" V. V. Abramenkova writes: "Understanding childhood as a special psycho-sociocultural category that does not fit into the narrow framework of laboratory experimentation leads to an increase in the flow of research: on environmental psychology of development child, in the ethnography of childhood, in the sociology of childhood, in the ecology of childhood, and, in accordance with the spirit of the times, in the virtual psychology of childhood.

I. S. Kon in the book "The Child and Society", which is a theoretical and methodological analysis of the current state of ethnography and the history of childhood, writes: "Separate study of childhood within the framework of developmental psychology, sociology of education, family history, cultural and psychological anthropology (ethnography) , the history of literature for and about children, pedagogy, pediatrics and other disciplines provides very valuable scientific information. But in order to properly understand and comprehend these facts, a broad interdisciplinary synthesis is needed. "

I Introduction

According to the Universal Declaration of Human Rights, children have the right to special care and assistance. The Constitution of the Russian Federation guarantees state support for the family, motherhood and childhood. By signing the Convention on the Rights of the Child and other international acts in the field of ensuring the rights of children, the Russian Federation expressed its commitment to participating in the efforts of the world community to create an environment that is comfortable and friendly for children.

In the Russian Federation, the National Plan of Action for Children was adopted in 1995 and covers the period up to the year 2000. As part of the next stage of the country's socio-economic development, it is relevant to develop and adopt a new document - the National Strategy for Action in the Interests of Children for 2012-2017 (hereinafter - the National Strategy).

The main goal of the National Strategy is to determine the main directions and objectives of the state policy in the interests of children and the key mechanisms for its implementation, based on the generally recognized principles and norms of international law.

In the last decade, ensuring a safe and secure childhood has become one of Russia's main national priorities. In the messages of the President of the Russian Federation to the Federal Assembly of the Russian Federation, the tasks were set to develop a modern and effective state policy in the field of childhood. The problems of childhood and ways to solve them are reflected in the Concept of the long-term socio-economic development of the Russian Federation for the period up to 2020, the Concept of the demographic policy of the Russian Federation for the period up to 2025.

Implementation of the priority national projects "Health" and "Education" and federal target programs became a tool for practical solution of many issues in the field of childhood. A number of important legislative acts have been adopted to prevent the most serious threats to the exercise of children's rights. New state and public institutions have been created: the position of the Commissioner for Children's Rights under the President of the Russian Federation has been established; The amount of financing of social expenditures from the federal budget and the budgets of the constituent entities of the Russian Federation has increased, and new measures have been taken to provide social support to families with children. For the first time in Russia, a large-scale nationwide information campaign was carried out to combat child abuse, and a single helpline number was put into practice.

As a result of the measures taken, there have been positive trends in increasing the birth rate and reducing child mortality, improving the socio-economic situation of families with children, increasing the availability of education and medical care for children, and increasing the number of children placed in families who are left without parental care.

At the same time, the problems associated with creating a comfortable and friendly environment for the life of children remain acute and are far from a final solution. The decrease in the number of the child population continues, a significant part of preschool children and those studying in general educational institutions are found to have various diseases and functional abnormalities.

According to the Prosecutor General's Office of the Russian Federation, the number of identified violations of children's rights is not decreasing. In 2011, more than 93,000 children became victims of crime. The number of disabled children, orphans and children left without parental care is decreasing at a slow pace. The problems of teenage alcoholism, drug addiction and substance abuse are acute: almost a quarter of crimes are committed by minors in a state of intoxication.

The development of high technologies, the country's openness to the world community have led to the vulnerability of children from illegal content in the information and telecommunications network "Internet" (hereinafter referred to as the "Internet"), exacerbated the problems associated with the sale of children, child pornography and prostitution. According to the Ministry of Internal Affairs of Russia, the number of sites containing materials with child pornography has increased by almost a third, and the number of Internet materials themselves - by 25 times. A significant number of suicide sites are available to teenagers at any time.

According to Rosstat, in 2010 the share of low-income children under the age of 16 exceeded the average Russian level of poverty. In the most vulnerable position are children aged from one and a half to three years, children from large and single-parent families and children of unemployed parents.

The scale and severity of existing problems in the sphere of childhood, emerging new challenges, the interests of the future of the country and its security urgently require the state authorities of the Russian Federation, local governments, civil society to take urgent measures to improve the situation of children and protect them.

The main problems in the field of childhood

Insufficient effectiveness of existing mechanisms for ensuring and protecting the rights and interests of children, failure to comply with international standards in the field of children's rights.

High risk of poverty at the birth of children, especially in large and single-parent families.

Prevalence of family dysfunction, child abuse and all forms of violence against children.

Low efficiency of preventive work with dysfunctional families and children, widespread practice of deprivation of parental rights and social orphanhood.

Inequality between the subjects of the Russian Federation in terms of the volume and quality of available services for children and their families.

Social exclusion of vulnerable categories of children (orphans and children left without parental care, disabled children and children in a socially dangerous situation).

Growing new risks associated with the dissemination of information that poses a danger to children.

The absence of effective mechanisms to ensure the participation of children in public life, in resolving issues that directly affect them.

II. Family policy of child protection

Brief analysis of the situation

Despite the birth rate growth observed in recent years, the number of children under the age of 17 has decreased over 10 years from 31.6 million in 2002 to 25 million in 2011.

Large families and single-parent families are characterized by the maximum risk of poverty. The demand for affordable goods and services for children is not sufficiently satisfied.

The transformation of the family institution is accompanied by a high level of social unhappiness in families, which is associated with drunkenness and alcoholism, drug addiction, degradation of family and social values, and social orphanhood. In cases of untimely detection and failure to provide effective preventive assistance to families with children at an early stage, the main measures to protect the rights of the child are the deprivation and restriction of parental rights (57.4 thousand parents in 2011).

Child abuse is unacceptably widespread, including physical, emotional, sexual abuse of children and neglect of their basic needs.

Main goals

Reducing poverty among families with children and providing a minimum guaranteed income.

Improving the availability and quality of social services for families with children based on international standards on the rights of the child and the Recommendations of the Committee of Ministers of the Council of Europe on children's rights and social services that are child and family friendly.

Providing for all children a safe and comfortable family environment, in which the rights of the child are respected and any form of abuse is excluded from him.

Ensuring the prevention of family troubles, based on its early detection, individualized adequate assistance to a family in a difficult life situation, provided on an interdepartmental basis, the priority of raising a child in his own family.

Priority measures

Development and adoption of a federal law that defines the foundations of state family policy.

Development and approval of standards for minimum guarantees of access to income and social services, defining the main indicators of the quality of life of children, including a minimum guaranteed income, guaranteed social housing, family vacations and quality of food.

Monitoring the legislation of the Russian Federation in the field of child protection, including clarifying and streamlining the legal content of the concepts "children in difficult situations", "children and families in a socially dangerous situation", "children in need of state assistance", "children left without parental care", "child abuse".

Formation of a legislative framework for reforming the organization of work of guardianship and guardianship bodies to protect the rights of children.

Improving legal mechanisms that ensure the participation of both parents in raising a child while living apart.

Optimization of the powers of state bodies to protect the rights of children, normative consolidation of the procedure for interagency cooperation to prevent family problems, social orphanhood, protect the rights and legitimate interests of children.

Assistance in the implementation of the global initiative of the United Nations Children's Fund (UNICEF) "Child Friendly Cities" in the constituent entities of the Russian Federation.

Creation and dissemination of information on the rights of the child, adapted for children, parents, teachers, professionals working with children and in the interests of children, through the media, the Internet, organizations and institutions for children.

Modernization of state statistical monitoring in the field of family protection, motherhood and childhood.

Formation of a monitoring and statistical accounting system to assess the effectiveness of family and social policies in the field of motherhood and childhood.

Expected results

Reducing the level of poverty, income deficit among families with children and the elimination of extreme forms of poverty.

Elimination of the shortage of services provided by preschool educational institutions.

Reducing the proportion of children who do not receive alimony in full.

Reducing the number of families in a socially dangerous situation.

Formation in society of the values ​​of the family, the child, responsible parenthood.

Improving the quality of services for families with children in difficult life situations.

Creation of effective mechanisms to reduce cases of deprivation of parental rights, identify families at risk, their social support and rehabilitation, and reduce the number of cases of child abuse in families.

Reducing the number of children left without parental care.

Brief analysis of the situation

The main problem of the availability of preschool education for all categories of children is the lack of places in preschool educational institutions. To increase the accessibility of preschool education for the population, it is necessary to develop all forms of preschool education, such as a family kindergarten, an early aid service, a lekoteka, centers for child play support and others, as well as the development of the non-state sector.

The priority in this area is to improve the quality of preschool education in order to ensure equal starting opportunities for children in primary school. At the stage of preschool education, it is very important to organize psychological and pedagogical support for the family and increase the competence of parents in the upbringing and development of the child.

Ensuring the rights of citizens and state guarantees to receive public and high-quality free general education is one of the main principles of state policy in the field of education. In order to implement the systemic tasks set within the framework of the national educational initiative "Our New School", the Government of the Russian Federation approved an action plan for the modernization of general education for 2011-2015. As part of the implementation of this initiative, special attention is paid to the issues of ensuring the quality of general education. A major update of the programs and methods of work of the school, the elimination of the artificial differentiation of schools in terms of the quality of education is coming. The new federal state educational standards should ensure that each high school student has access to several educational profiles that correspond to his inclinations and life plans.

The all-Russian system for assessing the quality of education is based on the principles of covering all levels of general education with procedures for assessing the quality of education, participation in the construction of this system (in terms of general education) of education authorities at all levels (federal, regional and municipal) and directly educational institutions.

Thus, the all-Russian education quality assessment system being created is designed to ensure the unity of requirements for the preparedness of graduates, the objectivity of assessing students' achievements, continuity between different levels of general education, and the possibility of using the results of quality assessment to make the necessary management decisions.

The conduct of the unified state exam continues to be improved, control over compliance with the established procedure for conducting exams is being strengthened, and the quality of public awareness of the organization and results of exams is increasing. First of all, this concerns the public surveillance system, which has been introduced on a legislative basis since 2011. Currently, possible mechanisms are being worked out to improve existing models for conducting a unified state exam through the development of information and communication technologies. Thus, in 2012 it is planned to introduce an electronic testing system for the exam in computer science and information and communication technologies, and for the exam in a foreign language - the oral component, as provided for by the federal component of the state educational standard. At the same time, it is supposed to take into account the experience of testing similar forms of exams in these subjects during the experiment on the introduction of a unified state exam.

At the same time, problems continue to grow, due to the unresolved nature of which the rights and interests of children in the education system are largely not realized. These problems are:

shortage of places in preschool educational institutions, low quality level of preschool education;

differentiation in the access of certain categories of children to high-quality basic and additional education;

lagging behind the modern needs of society, the quality of education as an integral process of teaching and raising children, inefficient management of this process and poor control over the quality of educational services;

inconsistency of the modern system of ensuring the information security of children with the new risks associated with the development of the Internet and information technologies, the growing illegal content.

The low level of ethical, civic-patriotic, cultural and aesthetic development of various categories of children leads to the emergence of inter-ethnic and inter-confessional tension in the adolescent environment, xenophobia, discriminatory behavior of children and adolescents, aggressiveness, bullying of peers and other asocial manifestations.

Main goals

Ensuring the availability of high-quality preschool education, expanding the variability of its forms.

Implementation of the rights of children of various categories to receive public and high-quality free general education based on the modernization of general education in full compliance with the requirements of federal state educational standards.

Protection of the educational rights of children belonging to national and ethnic groups living in extreme conditions in the regions of the Far North and equivalent areas.

Creation of a nationwide system for assessing the quality of education, ensuring the unity of requirements for the readiness of graduates, objectivity in assessing the achievements of students and the quality of educational work of educational institutions, continuity between different levels of general education, the possibility of using the results of quality assessment to make the necessary management decisions.

Providing conditions for the identification and development of talented children and children with hidden talents, regardless of the sphere of giftedness, place of residence and social and property status of their families.

Formation of a new public-state system of raising children, ensuring their socialization, a high level of citizenship, patriotism, tolerance, law-abiding behavior.

Development of a system of additional educational services on a free basis, infrastructure for creative development and education of children.

State support for the development of children's libraries, literature, cinema and television for children.

Organization of the prevention of interethnic, interfaith and social and property tension in the educational environment in accordance with modern challenges.

Ensuring the information security of childhood through the implementation of a unified state policy in the field of protecting children from information that is harmful to their health and development.

3. Measures aimed at ensuring the accessibility and quality of education

Ensuring state support for the construction of new preschool educational institutions, as well as the development of all forms of preschool education, such as a family kindergarten, an early aid service, a lekoteka, child play support centers and others, including the non-state sector.

Ensuring the development of the abilities of each student of a mass school, the availability for each high school student of the choice of training profiles that correspond to his inclinations and life plans.

Legislative consolidation of legal mechanisms for the implementation of the right of children with disabilities and children with disabilities to be included in the existing educational environment at the level of preschool, general and vocational education (the right to inclusive education).

Ensuring the implementation of guarantees of access to quality education for orphans and children left without parental care, and their support at all levels of education.

Creation of conditions for the development of various regional variants of a multicultural model of preschool and general education, which ensures the formation of Russian civic identity.

Continued introduction of electronic, oral and other new forms of assessing the knowledge of students, as well as expanding the content of testing as part of the improvement of existing models for conducting a unified state exam and state final certification.

Introduction of modern control technologies, including public observation, over compliance with the established procedure for conducting exams and improving the quality of public awareness of the organization and results of exams using information and communication technologies.

Ensuring the provision of high-quality psychological and correctional-pedagogical assistance to children in educational institutions.

Ensuring the development of exemplary programs that define a single content basis for the training of educational psychologists, as well as detailed legal regulation of the provision of psychological assistance to children by educational psychologists.

Creation of a system of psychological and pedagogical support for the family and increasing the pedagogical competence of parents, psychological support for the development of the child in a family and educational institution.

Expected results

Ensuring the universal accessibility of preschool education for all categories of children, increasing the flexibility and diversity of forms of providing preschool services based on the implementation of existing (basic) and new (additional) forms of their financing and organization.

Organization of training and education of children studying in educational institutions in accordance with the requirements of new federal state educational standards; development of the material and technical base of educational institutions, including the use of modern information and computer technologies.

Expansion of educational opportunities for children with disabilities in general education institutions.

Expansion of the variability of programs designed for children with different levels, types and forms of manifestation of abilities, including individualized development programs (for children with special gifts).

The growth of satisfaction of students and their parents with the conditions of education, training and development of children in educational institutions.

Increase in the number of children and adolescents involved in various forms of extracurricular activities.

Increasing the share of schoolchildren involved in the development of additional educational programs, including at least 60 percent free of charge.

Universal accessibility for children of various types of socio-psychological, pedagogical assistance and support in difficult life situations.

An increase in the number of children demonstrating an active life position, independence and creative initiative in creative activities, a responsible attitude to life, the environment, committed to positive moral and aesthetic values.

Reducing the number of children and adolescents with antisocial behavior.

Stimulation of children's interest in the historical and cultural heritage of Russia, the diversity of cultures of various nationalities and ethnic groups, religions.

Increasing the variability of additional education programs implemented by museums and cultural centers.

Growth of attendance of children's libraries, museums, cultural centers, theaters.

Creation of a reliable system for protecting children from illegal content in the educational environment of the school and at home.

Reducing the number of children affected by illegal content on the Internet.

Brief analysis of the situation

At the beginning of 2011, in 37 constituent entities of the Russian Federation, infant mortality rates were higher than the average for the Russian Federation; perinatal centers were operating only in 22 regions. In a number of constituent entities of the Russian Federation, regional target programs in the field of protection and promotion of children's health are insufficiently financially supported; improperly organized medical and social assistance for pregnant and lactating mothers, medical examination and immunization of children; free medical services guaranteed by the state are illegally replaced by paid medical services; the provision of medicines and food in health care facilities is not properly established; the rights of students in educational institutions to the protection and promotion of health are not respected.

Adolescents between the ages of 10 and 18 often find themselves without sufficient attention from the state. The difficulties they face during this difficult age period sometimes lead to the most tragic consequences. In terms of the prevalence of suicides among adolescents, Russia occupies one of the leading places in the world, the mortality rate of children is much higher than in other European countries. The problems of teenage alcoholism, including "beer alcoholism", drug addiction and substance abuse, non-medical consumption of narcotic drugs, psychotropic and other toxic substances by children, especially of school age, require special attention.

Main goals

Creating conditions for the healthy development of each child from birth, ensuring access for all categories of children to quality services and standards of the healthcare system, means of treating diseases and restoring health.

Development of adolescent medicine, clinics friendly to children and young people, stimulating the need for a healthy lifestyle.

Ensuring adequate comprehensive health care services and standards for children with special needs.

Formation of a modern model of organization of recreation and health improvement of children on the principles of public-private partnership.

Formation of the need for healthy nutrition among children and adolescents and improvement of the system for providing quality nutrition to children in educational institutions, medical and treatment-and-prophylactic, sanatorium-resort and rehabilitation institutions.

Expected results

Reducing infant and child mortality rates.

Reducing the incidence of early pregnancy and abortion among underage girls.

Availability and timeliness for all categories of children of high-quality preventive and medical services, means of treating diseases and restoring health.

Obtaining comprehensive medical services for children with special needs, children in difficult life situations, children living in hard-to-reach areas.

Guaranteed provision of pediatric medicine with all necessary medicines and medical equipment.

An increase in the number of educational institutions that have introduced health-saving educational technologies, "health school" technologies, which are areas free from smoking, alcohol and drugs.

Reducing the number of children and adolescents who use tobacco and alcohol products, drugs, psychotropic and other toxic substances.

Reducing the number of children and adolescents with HIV infections, viral hepatitis B and C, tuberculosis, including those who received them in medical institutions.

Availability of an accessible and developed network of institutions, including helplines, online counseling, providing assistance to children and adolescents who find themselves in a difficult life situation.

Reducing the number of teenage suicides.

Availability of physical culture, sports, tourism infrastructure for all categories of children, taking into account their individual needs.

Increasing the proportion of children and adolescents systematically involved in physical culture and sports.

Availability of recreation and rehabilitation for all categories of children, taking into account their individual needs.

Providing children with high-quality and healthy nutrition both in the family and in educational, medical and recreational institutions.

Brief analysis of the situation

The category of children in need of special state care includes orphans and children left without parental care, children with disabilities, including children with disabilities and HIV-infected children. Ensuring equal opportunities for these groups of children is based on the principle of non-discrimination.

The number of orphans and children left without parental care in 2011 amounted to 654.4 thousand people (2.6 percent of the child population), of which 82 percent became social orphans due to the deprivation of parents of parental rights, parents abandoned every tenth child at birth.

An active state policy aimed at stimulating citizens to family placement of orphans and children left without parental care has led to a significant reduction in the number of children brought up in boarding schools (by 42 percent over the past five years; in 2011 - by 105, 7 thousand children). At the same time, the contingent of children in institutions for orphans and children left without parental care has changed significantly: about 70 percent are adolescents, 33 percent are children with disabilities, 40 percent are children with brothers and sisters. With the existing system of material and non-material incentives for citizens, it is difficult to transfer such children to families.

Along with economic losses as a result of children staying in institutional conditions, society incurs huge social costs associated with the socialization of graduates of residential institutions, many of whom have difficulty adapting to society, are at high risk of social maladjustment and illegal behavior, with the reproduction of models of destructive behavior in subsequent years. generations.

At the beginning of 2011, 544.8 thousand children with disabilities were registered in Russia. At the same time, many children with disabilities and children with disabilities, in particular between the ages of one and a half to two years, do not have this status and, accordingly, the right to social support measures established by law, although they are in dire need of rehabilitation and assistance.

More than 80 percent of disabled children are brought up in single-parent families in financial distress, aggravated by the presence of various "disability barriers" and psychological isolation due to the indifferent or intolerant attitude of others towards disabled children, self-isolation of families. An acute shortage of basic types of assistance to such children leads to a violation of their rights to education, rehabilitation, to the dependence of the realization of these rights on the place of residence and the social status of the family. Often this is the reason for parents to abandon such children and the high level of social orphanhood among children in this category (more than 12 percent of them end up in boarding schools).

About 40 thousand disabled children are brought up in orphanages of the social protection system of the population, which have systemic problems: outdated buildings, "overcrowding" of pupils, remoteness from cities and centers of rehabilitation and educational infrastructure, lack of specialists who own modern rehabilitation technologies, isolation institutions from others, including volunteers, the impossibility of independent living for children after leaving the boarding schools.

The situation of HIV-infected children (more than 5.6 thousand children) and children born to HIV-infected mothers (about 10 thousand children detected annually) is a complex problem: before the HIV status of such children is established, they are characterized by widespread discrimination in access to education, leisure and recreation, and in some cases - to medical care, as well as the almost complete absence of prospects for a family.

As a result of the implementation of a set of measures to prevent the vertical transmission of HIV infection within the framework of the priority national project "Health", the frequency of its implementation has decreased to 6-8 percent, but this is not a satisfactory result.

The protection of born children from the vertical transmission of HIV infection is insufficiently ensured due to the incomplete coverage of HIV-infected mothers with appropriate drug care, and the transmission of the virus during breastfeeding is not ruled out.

Main goals

Ensuring the priority of family placement of orphans and children left without parental care.

Reforming the network and activities of institutions for orphans and children left without parental care, including for children with disabilities and children with disabilities.

Creation of a system of post-boarding support for graduates of institutions for orphans and children left without parental care, and persons from among them for their socialization in society.

Ensuring, in accordance with international standards, the rights of children with disabilities and children with disabilities to be brought up in families, fully participate in public life, receive quality education at all levels, qualified medical care, health care and rehabilitation, socialization, legal and social protection, professional training, accessible environment.

Creation of a system of early prevention of disability in children.

Comprehensive support for families raising children with disabilities and children with disabilities: creation of a modern comprehensive infrastructure for rehabilitation and educational assistance to children with disabilities and children with disabilities, the introduction of such children into the environment of ordinary peers, ensuring their normal life arrangement in future adult life.

Expected results

Increasing the proportion of orphans and children left without parental care brought up in families of citizens of the Russian Federation, up to 90 percent.

An increase in the number of constituent entities of the Russian Federation free from institutional forms of raising orphans (orphanages and boarding schools).

Reducing cases of cancellation of decisions on the transfer of orphans and children left without parental care to be brought up in families of citizens of the Russian Federation.

Gradual reduction in the number of children placed for international adoption through the development of a system to encourage citizens of the Russian Federation to adopt, various forms of guardianship and guardianship, and the provision of social services to families of citizens of the Russian Federation who have adopted a child for upbringing.

Creation in institutions for orphans and children left without parental care, conditions for their full development and education.

Reducing the time spent by the child in conditions of institutionalization (in medical and educational institutions); introduction of a ban on the placement of children under the age of three in boarding schools.

An increase in the number of graduates of institutions for orphans and children left without parental care, provided with housing, employed in specialties that are in demand on the labor market.

Creation of a rehabilitation and educational infrastructure that provides the most complete rehabilitation and education of the majority of children with disabilities and children with disabilities.

Creation of effective program-targeted mechanisms that ensure the prevention of disability at an early and preschool age, support for vocational education, employment and further support for the life of children with disabilities and children with disabilities upon reaching adulthood, as well as an increase in the number of children with disabilities and children with disabilities health opportunities under the age of three who received rehabilitation services.

Reducing the number of children with disabilities and children with disabilities left out of the education system for objective reasons, up to 20 percent.

The spread among the population of a benevolent, sympathetic attitude towards orphans and children left without parental care, children with disabilities and children with disabilities (according to sociological surveys).

Eradication of vertical transmission of HIV infection, emergence of generations born without HIV infection.

Brief analysis of the situation

About topical problems of modern childhood

E. Sh. Kamaldinova (National Institute of Business,

Moscow Humanitarian University)

The article analyzes the socio-philosophical, legal, theoretical and methodological, socio-pedagogical, psychological aspects of the problem of childhood: the status of children, age limits, features of the social position in modern society, social development. Key words: UN Convention on the Rights of the Child, the rights of the child, state regulations, the phenomenon of childhood, social development.

The adoption by the UN General Assembly in November 1989 of the Convention on the Rights of the Child, the signing by its heads of 190 states of the world, the ratification of the convention by the Supreme Soviet of the USSR in June 1990 marked the formation of a new situation in the world and specifically in Russia in relation to children.

The problem of the rights of the child, his full life, upbringing, education and development has always worried humanity. Its solution means the provision of state guarantees in the social development of the individual, in his entry into an independent life, the realization of his rights and legitimate interests.

The development of a sociological concept of a real idea of ​​childhood and models of the child's socialization in modern society dates back to the 70-80s of the 20th century. At the heart of this concept, the image of childhood, a particular child, is revealed in the context of a full-fledged participant in social actions, social activity in general. There was a need to revise the research theory and practice of childhood socialization (I. S. Kon, E. M. Rybinsky, S. N. Shcheglova) within the framework of the modern theory of socialization. This affected a certain set of problems: a) the foundations and structures of socialization, childhood and everyday life as its normative context; b) analysis of aspects of the social inequality of children within the framework of opportunities determined by society for mastering the educational and professional status; c) consideration of socialization as a specific intergenerational process, organically conditioned, intersecting with the political and social order and

acting as a natural mechanism for the succession of generations one after another.

The indicated approach is based on the concept of generational order, characterizes the context of the social, mutually constructed and structured nature of the categories of the child and adult, their social interaction.

In this sense, it is advisable to highlight the theoretical and applied relevance of the optimal design and regulation of relations between generations of various age groups as a central element, the most important component of society in the context of a functional connection with gender, economic, socio-political relations.

A society in which children feel bad is a sick society. The cure of such a society, and ours specifically, can and must begin with the affirmation in our social consciousness and life of a fundamental idea: our life can and should be evaluated through modern childhood. The priority of movement from children to society is in fact the premise of our today's and tomorrow's culture. This idea, in its meaningful sense, affirms the social significance, sociocultural determinants of upbringing, the existence of childhood.

In the context of a radical social reorganization, the issue of updating the traditional paradigm of training and including the younger generation in the life of society is urgent. In this context, a large set of problems of a theoretical and methodological nature arises, including: childhood as an element of culture;

socialization of children as a way of existence and transmission of culture; childhood as a special subculture of society.

Traditionally in science, the idea of ​​the category of childhood (IS Kon and others) is characterized as an invariant stage of human development or as a demographic category. But in its historical and social essence, childhood is a cultural-historical phenomenon that can be systematically comprehended only taking into account age-related symbolism, that is, the system of representation and images in certain periods of development. In this case, the culture of the individual manifests perceived, meaningful and legitimate values ​​in different periods of socialization, his life path, in the conditions of diverse characteristics of the age stratification of society.

In this context, the categories that characterize the process of personality development (during childhood) - the social formation of children, acquire a fundamental meaning, which, in turn, involves the substantiation and implementation in social practice of a holistic theory of social development of the new generation entering into life.

First of all, we are talking about recognizing childhood not as a preparatory stage of life, but as a full-fledged, normal, mandatory period in the life of every child and about guaranteeing by the state the conditions for its full and high-quality socialization.

The question of the rights of the child (children) in the history of the community arose relatively recently. In the 19th century, especially in its second half, the need to protect children, including from the arbitrariness of parents, from the exploitation of employers, became sharply actualized. Within the framework of democratic movements at that time, the attention of progressive forces was drawn to the recognition of the inherent value of the child, to the promotion of the realization of fundamental rights and freedoms. L. N. Tolstoy, K. D. Ushinsky, K. N. Wentzel and many others wrote about this in Russia.

K. N. Wentzel called one of his articles this way - “The child of the present moment is a self-sufficient goal of education” and formulated the following thesis in it: “The child is

worthwhile moment is a self-sufficient goal of education. Education should ensure that every present moment of the child's life is complete and meaningful in itself, and not as a transitional stage to adulthood" (Wentzel, 1993: 18). On September 25, 1917, he carried out the "Proclamation of the Declaration of the Rights of the Child" (ibid.: 138-143). One of its paragraphs read: “4. Every child, no matter how old he may be, is a certain personality and in no case can be considered either the property of his parents, or the property of society, or the property of the state.

At the turn of the XIX-XX centuries. the problem of social self-worth and recognition of the significance of the child as a social subject, as a human being who is in conditions of special danger (military, political, social - poverty, poverty, disease, illiteracy), rightly updated the issue of the legal recognition of the child as an individual in society. Prior to the formation of the UN in 1924, the League of Nations adopted the Geneva Declaration of the Rights of the Child. And although it did not contain binding instructions for the participating states on its implementation, but in accordance with this document, the child was recognized as an object of international legal protection.

One of the first acts of the United Nations, established in 1945, was the formation of the United Nations Children's Fund (UNICEF). The Universal Declaration of Human Rights, adopted in 1948 by the UN, recognized the protection and assistance of children as a special priority. In 1959, the United Nations adopted the Declaration of the Rights of the Child. It proclaims ten social and legal principles for the protection and well-being of children at the national and international level. But this document only formulates the leading principles and recommendations.

The continuing deterioration in the situation of children in many countries of the world required the adoption of such an international document, which would be fixed within the framework of the UN signed by the heads of state

the most important international legal norms in the state for the protection of the basic life rights and interests of children. The preparation and celebration of the International Year of the Child in 1979 marked the beginning of work on a draft convention in accordance with international standards, guaranteeing fundamental rights in the field of protecting the life and all-round development of children. November 20, 1989 The UN General Assembly adopts the UN Convention on the Rights of the Child. On January 25, 1996, the Council of Europe adopts the European Convention on the Exercise of Children's Rights, which really confirms and proclaims the norms guaranteed by the convention.

The concept of the Convention on the Rights of the Child is based on a fundamental provision recognizing the equal rights of children and youth (from birth to 18 years) to existence, survival, development, and self-realization in the modern world. The life arrangement of children on this basis requires the adoption and implementation by all structures of society of a new ethics of attitude towards children, towards childhood as a unique social phenomenon.

In order to intensify the attention of the world community to the Convention, the UN held in 1990 the World Summit for Children. The historical significance of such a forum was that the participants of the meeting - the heads of state adopted the World Declaration on ensuring the survival, protection and development of children, the Action Plan for the implementation of the declaration in the 1990s. The heads of 159 delegations agreed on the adoption of emergency measures, national plans focused on solving urgent problems of childhood. This not only marked a fundamentally new situation in the development and guaranteed state policy in the interests of children, but also marked a huge number of urgent problems in the field of childhood for the adult community to solve, requiring their long-term and prompt solution for today's and tomorrow's younger generation.

For the first time in world practice, an international document was adopted that affirms the priority of the interests of children in the field of politics,

the need for a humane, long-term solution by all states that ratify it, issues of ensuring a full life, health, education and development, preparing children for independent life in accordance with the norms of international law.

The UN General Assembly in November 1989, by adopting the Convention on the Rights of the Child, confirmed its commitment to humanistic principles, and the international community called it the Magna Carta for Children, the world constitution of the rights of the child. Its ratification by the Supreme Soviet of the USSR took place in June 1990, which determined the corresponding obligations and legal successors of Russia in the field of protecting the rights of children.

One of the first steps was the adoption by the Russian Federation in 1995 of the National Plan of Action in the Interests of Children until the Year 2000, implemented within the framework of the presidential, and subsequently long-term federal program "Children of Russia", which includes various subprograms in different years - "Children orphans”, “Disabled children”, “Gifted children”, “Children and family”, “Prevention of neglect and delinquency” and others. The intended purpose and features of their implementation in different regions in relation to different groups of children undoubtedly had and still have a positive meaning, although the technologies and forms of providing activities are significantly differentiated in individual regions of the Russian Federation.

The beginning of the 1990s in Russia was marked by the active formation of the regulatory framework for the protection of the rights and legitimate interests of children: the Constitution of the Russian Federation (1993), the Civil Code of the Russian Federation (1995), the Family Code of the Russian Federation (1995), the Criminal Code of the Russian Federation (1995), the Labor Code of the Russian Federation (2002), the Law of the Russian Federation "On Education" (1992) and others, as well as federal laws "On State Support for Youth and Children's Public Associations" (1995), " On additional guarantees for the social protection of orphans and children left without parental care "(1995)," On the basic guarantees of the rights of children

ka in the Russian Federation "(1998)," On the basics of the system for the prevention of neglect and delinquency of minors "(1999), the Law of Moscow "On the Commissioner for Children's Rights in the City of Moscow", the laws of the constituent entities of the Russian Federation ...

Modern Russian legislation contains relevant basic regulations that make it possible to realize the priority interests of children. The question is that their implementation has become a daily norm for all structures of the state, society and citizens.

The state has chosen a program-targeted method of implementing measures to solve the problems of children in society. Since 1995, one of the mechanisms of state support for children has been the federal target program "Children of Russia". The priorities in solving problems are the reduction of infant and maternal mortality, the reduction of disability among children with chronic pathology, the strengthening of the health of the child at all stages of his development, the universal guarantee of sufficient conditions for solving the problems of survival, full development, upbringing, education.

In recent years, financial support and strengthening of the material and technical base of institutions have significantly intensified. However, the system for preventing the sustainability of children's life (especially in adolescence) is not effective enough.

In this area, measures of prompt compensatory assistance and the stable functioning of the designated institutions have not been regulated. Actual acute social problems include addressing the issues of reducing child mortality, malnutrition, overcoming the illiteracy of millions of children in the world, providing all families with drinking water, normal living conditions, providing assistance to children in difficult situations (children left without parental care, children - Disabled children, children with mental and (or) physical development deficiencies, children - victims of armed conflicts, environmental and technological

catastrophes, natural disasters, children from families of refugees and internally displaced persons, children - victims of violence and other categories of children from socially vulnerable groups).

Under the aforementioned Convention on the Rights of the Child, States Parties submit periodic reports every five years on the implementation of the Convention on the Rights of the Child. Russia represented in 1993 and 1998. in-depth analytical reports for discussion and adoption of supportive measures.

From 1993 to the present, the Government of the Russian Federation has been preparing and submitting to the Federal Assembly of the Russian Federation an annual report “On the situation of children in the Russian Federation”. More than ten reports submitted so far analyze the situation of various groups of children in Russia, as well as measures aimed at improving it.

A full-fledged systematic solution of the identified issues requires a significant increase in the legislative obligations of the state, the actions of society, all its structural divisions in order to create elementary sufficient conditions for a full and healthy life for each child, for the implementation and stimulation of the social, personal development of each young citizen, for the education of a free, creative, creative, spiritually rich generation of people.

This required the development and adoption for implementation of a concept based on the recognition of the inherent value of childhood, on the responsibility of adults for the fate of each child. The return of our society, deformed, struck by a deep crisis, to its primordial humane essence requires the recognition of childhood, youth, youth as a fundamental, and not a preparatory part of life.

Healing can and should begin with the affirmation in our public consciousness, in professional activity in all spheres of society's life, of the fundamental idea - to evaluate life through the well-being of children and the characteristics of modern childhood. Priority evaluation and movement of society

in development from children there is actually a basic prerequisite for the social, humanistic essence of the sociocultural determinants of the existence and development of society.

One of the deepest causes of the long-term crisis of society is that the entire period of childhood preceding adulthood was and is regarded as a period of preparation for life in an adult community. All types of activities (traditionally education, upbringing) are based on the need for children to adapt to the world of adults, on ignoring the inherent value of the children's community as one of the important conditions for the development of society as a whole, the development of its culture, mentality, economic and political spheres of life. State policy in the interests of children should be radically activated; today it is mainly implemented on a residual basis.

Today's generation of children is essentially on the periphery of state policy, public interests, on the sidelines of the legislative and administrative solution of the vital problems of childhood. The life of children and adolescents in modern conditions is actually outside of legal orientations and norms. Statistics characterizing the main trends in social life confirms the fact that the way of life, attitudes, behavior, the entire subculture of today's children mirror, exacerbate the deep contradictions of modern Russian society. The surge in teenage suicides is one of the dramatic signs of the acuteness and drama of today's situation.

At the current stage of Russia's social development, the issue of updating the traditional paradigm (the system of ideas, provisions underlying the theory and practice of solving the problem) of preparing and including the younger generation in the life of society is topical. The dialectic of the renewal of society is feasible on the basis of the system "children - society", "youth - society". In this case, the process of development acquires fundamental importance,

simulating the process of social self-movement of those entering independent adult life. Of particular importance in state policy in this regard is the content of the work of children's and youth public associations, aimed at deploying the subjective, socially active positions of children, adolescents, and youth in various spheres of social manifestation.

The real recognition of the rights of the child is characterized by various aspects: legal, socio-psychological, socio-pedagogical, etc. The difficulties of resolving them are obvious today, but inhibition turns into even more dramatic consequences. In this regard, the socio-pedagogical solution of the problem acquires an important meaning.

Some psychological issues of growing up children and adolescents also deserve special attention. The complication of social conditions had a sharp negative impact on the content and mechanisms of their social development. Elements of the destruction of the traditional mechanisms of socialization of children are manifested in many indicators, but the characteristics of age become very significant. The acceleration of biological maturation (acceleration), the growth of tension in mental well-being, the inadequacy of the forms of manifestation of self-consciousness, non-confirmation of the growing sense of adulthood in adolescents by their really low status lead to a significant decrease in social age.

The marginality of youth in these conditions is not only a negative attribute of age development, but also a significant factor in the inhibition of the socio-cultural movement of society as a whole.

The most dramatic factor in the conditions of full-blooded socialization that do not work is the insufficiency in the legislation of norms that would be legal "signs" that fix the stages of growing up of children, the acquisition by various age groups of more and more civil rights and obligations, their legal formalization.

the gradual entry into the world of adult citizens.

The actual lack of development of juvenile jurisprudence makes it difficult to formulate and solve global in meaning and significance sufficient legal grounds for subjective self-expression by the community of 14-18-year-olds in all spheres of life. This situation contributes to the deepening of negative processes associated with social exclusion, an increase in criminality, deviant behavior of adolescents and youth, and a complication of the process of self-expression of youth in various forms of socially significant activity. According to expert experts, over the past two decades, irreparable losses have already occurred in the resources of Russia's generations.

Underestimation of the activating social and age processes, the need for social transitions in status in a significant number of adolescents turns into a deepening gap between the need for intensive inclusion of the growing up in society and the delay in their socially mature manifestation. The legal status of children and adolescents of various ages in children's public associations (from 8 to 18 years old inclusive) needs to be specified.

Recognition of the rights of the child during the period of his educational activity means, first of all, the rejection of the tradition of paternalism, the solution for the child by adults of all his problems. This implies a new construction, focused on building the process of education in all social institutions through mutual

interaction, cooperation, through trust and respect. In such an environment of creative mutual influence, an adult stimulates the child's self-movement, helps the children's team make their decision, helps in the implementation of the program adopted by this team, gives the opportunity for freedom of search, freedom of experimentation, freedom of decision and making mistakes.

Creating appropriate conditions, stimulating, supporting the status of the subject of both the association and its individual members is an urgent task that the adult community has to solve every day in communicating with children.

REFERENCES Wentzel, KN (1993) Free education: Sat. fav. tr. Moscow: Vocational education.

ON THE TOPICAL PROBLEMS OF CONTEMPORARY CHILDHOOD E. Sh. Kamaldinova (The National Institute of Business,

Moscow University for the Humanities

The article analyzes the socio-philosophical, legal, theoretical and methodological, social and pedagogical, and psychological aspects of the problem of childhood: the status of children, age brackets, the features of social position in the contemporary world, and social formation.

Keywords: the UN Convention on the Rights of the Child, rights of the child, state regulatory enactments, the phenomenon of childhood, social formation.

BIBLIOGRAPHY (TRANSLITERATION) Venttsel', K. N. (1993) Free education: sb. izbr. tr. M. : Professional’noe obrazovanie.