Childhood destroyed by war. When will pensions be increased and benefits provided to “children of war”? Difficulties of children without fathers in the post-war period

In 2017, a bill will finally be adopted in Russia and the “children of war” will receive an increase in pensions, as well as additional benefits. Nevertheless, not all citizens of our country are aware of what benefits from the budget they are entitled to, but it is worth taking up this issue closely, as it turns out that almost every adult citizen has the right to receive them.

Maybe there are benefits that apply to your close relatives, but they do not receive them due to ignorance?

1. Veterans of the Second World War and military operations, their families.
2. and the disabled.
3. Citizens with state awards.
4. Large families.
5. Poor citizens.
6. Citizens exposed to radiation.
7. Rehabilitated persons, their families.
8. Children under 16 years old.

Of those people who applied and provided the necessary documents, benefits are provided first to the most needy citizens.

All social surcharges are divided into several categories: medical, travel, housing, tax, and others.

• Housing- provide for a reduction in payment for utilities or the fact that housing is provided free of charge.
• Medical- Benefits for the purchase of medicines.
• tax- provided in the form of tax deductions.
• Travel cards- free travel in public transport or benefits when purchasing tickets for intercity travel.

Each region, based on its budget, has the right to provide its own additional benefits: for prosthetics, discount tickets for air travel, etc.

There is no official confirmation of the status of "Children of War" at the federal level. But the draft law on assigning this status to citizens born in 1928-1945 has been considered by the State Duma for several years.

Regions adopt similar laws at their level. About 20 regions of Russia have adopted resolutions on benefits for children of war, and they are provided for their payment.

In some areas, this concept is interpreted with additions in the form of the definition of “orphans of war”.

Specific current benefits for children of war years in some regions of the Russian Federation:

1. Service in medical and social institutions out of turn.
2. Monthly cash payments. The amount varies from region to region. Basically, they are equated in status with the home front workers.
3. Discounts on utility bills - may be different in different regions.
4. Free provision of prescription drugs.
5. The right to free travel in public transport.

Citizens who have the right to classify themselves in this category must confirm their status with documents.

According to the provision proposed in the draft law, citizens of this category should include those who were born in the Soviet Union from 1928 to 1945. These people did not take part in the hostilities, but suffered from the hardships of the war. Some were taken to concentration camps, others, as children, worked in the rear, replacing adults.

Today, the age of this category of people ranges from 88 to 93 years. They were left without childhood. The state considers it its duty to provide them with a peaceful old age, providing various benefits. But so far, the provision of benefits has been organized only in a few regions.

In 20 regions of the Russian Federation, benefits have been in place for several years: Belgorod, Tula, Samara, Volgograd, and others. Payments are small, but they are always useful for pensioners. The benefits granted to children of the war years are equated to the benefits of home front veterans, for example, in Chelyabinsk, St. Petersburg, and Moscow.

This category also includes people who were left orphans during the war. If the law is adopted at the national level, then in all regions they will be equated with home front veterans, and monetary supplements to their pensions will increase significantly.

To obtain the status, citizens with the corresponding year of birth must write an application to the social security authorities, providing their passport as a supporting document. Additional documents are not required. After 2 weeks, he will be issued a certificate on the assignment of the regional status of "child of war".

Prospects for approval of the bill in 2017

In 2013, the Communist Party submitted a draft law establishing the status of "children of war." The essence of their proposals is to provide benefits:

• Monthly payments in the amount of 1000 rubles.
• Annual free examination.
• Travel on all types of urban and intercity transport is free.
• Extraordinary determination in nursing homes.

To this day, the law has not been adopted and has not even been discussed. The State Duma reacted to the need to adopt a law with a verbal proposal to equate this category of citizens with veterans of the home front.

In anticipation of the adoption of the law in 2017, citizens of this category should pay attention to other categories of beneficiaries. Perhaps they may be directly related to one of them, if benefits are not paid to children of war in the region of residence.

To clarify questions about the use of existing benefits, it is recommended to contact the local social security authorities or the Pension Fund with a passport. Today, the regions are waiting for a decision that finally some decision will be made by the federal government.

If the bill is officially approved, regional authorities will be able to adjust their budgets in accordance with the new conditions.

Perhaps there is nothing sadder than childhood during the war. Pain. Sorrow. Despair. Fear. What the boys and girls experienced in the forties and gunpowder, we never dreamed of in the most terrible nightmares. And it's good if, after all these horrors, mom and dad stay by your side. But if the war took the most dear and necessary people...

Orphans of that bloody war are a special category of people. What was their fate and the attitude of the authorities towards them?

The sources contain different data on the number of post-war orphans in the USSR. The most common number is 680 thousand. Just think! Behind each of them is a broken fate and a great tragedy.

As after the Civil War, child homelessness and neglect again became a national problem, but somehow the fact that during the years of the Great Patriotic War there really were no homeless children does not fit into one's head. Witnesses of those years speak about it.

After the great turning point in 1943, when the fascist army rolled to the west, the leadership of the Soviet Union in August of the same year issued a decree on the organization of Suvorov, Nakhimov and special trade schools in the liberated territories with increased standards for keeping children and teaching them the best military and civilian professions with the obligatory seven-year period.

Then the children left without parents were gathered on the streets and in the ruins of the destroyed cities by commandant patrols and sent to the military registration and enlistment offices. Then the fate of the children was determined. Soon they were sporting brand new military, naval or craft uniforms. That is, the warring and half-destroyed country had money for childhood!

By the end of 1945, 120 orphanages were opened only for the children of dead front-line soldiers, 17 thousand children were brought up in them. In addition, the creation of orphanages at collective farms, industrial enterprises at the expense of trade unions and Komsomol organizations, as well as the former valiant police, has become widespread. Here are the figures confirming this fact: Komsomol organizations created 126 orphanages, 4,000 orphanages were maintained at the expense of collective farms.

However, this is not all. In the war and post-war years, the practice of transferring orphans to families was revived. So, in 1941-1945, 270 thousand orphans were taken under guardianship and patronage.

In 1950, there were 6543 orphanages in the country, where 635.9 thousand people lived. In 1958, there were 4,034 orphanages with 375,100 children. And finally, in 1956, by decision of the government, boarding schools began to be created.

And no matter how difficult it was, it is important that the orphans were not left to the mercy of fate. The state took care of them. Fully. Yes, not everyone ended up in an orphanage. There were also homeless children, but for the most part those who did not want to go to these institutions.

Today's picture of homeless children is frightening, although we live in a generally peaceful time. In every town and village we meet ragged, dirty and exhausted children. And they are not always orphans, many are forced to beg by their own parents. They simply cannot feed and clothe a child in the current conditions. Who will help? Nobody. Handouts from the state in the form of benefits do not save. Well, if there are no parents, then it’s really bad. Most of the orphanages have closed, it is unprofitable to maintain them - orphans are generally unprofitable, they also need to be given a start in life in the form of housing and education. This is the sadness of today...

Galina Anikeeva.

Pavel Astakhov, Commissioner for Children's Rights under the President of the Russian Federation, is preparing to leave his post. Instead, a number of candidates are being considered for the position of children's ombudsman - from senator Valentina Petrenko to singer Diana Gurtskaya. Astakhov's departure is perceived by many as an unequivocal blessing - the "glamorous ombudsman" has been blamed more than once for the fact that he is more concerned about his own PR than children's troubles.

However, it is worth recognizing that even if the most sensitive and attentive person appears at the post of ombudsman, he is unlikely to be able to solve all the problems. Indeed, as history shows, even in the Soviet Union, all attempts by the state to improve the lives of children were invariably broken by the arbitrariness of local officials. This was especially evident in orphanages, where theft, beatings and sexual exploitation became almost the norm.

Soviet Russia dealt with the problem of homelessness resolutely by organizing a whole system of orphanages. As a result, if at the beginning of the 1920s there were about 6 million homeless children in the country, then after 10 years their number dropped to 150,000.

However, soon the contingent of orphanages began to change - the former homeless children began to be replaced by the children of repressed parents. Despite the thesis proclaimed by Stalin “the son is not responsible for the father”, the offspring of the “enemies of the people” in reality also became outcasts. It got to the point that in May 1938, Deputy People's Commissar of the NKVD Mikhail Frinovsky signed a top secret order "On the Elimination of Perversions in the Maintenance of Children of Repressed Parents in Orphanages." As Frinovsky noted, the children of the convicts live in a horrific environment, since other pupils insult and beat them in every possible way. And this happens with the knowledge of the administration. “In the Fedorovsky orphanage in the Kustanai region, the children of the repressed were raped by adult pupils. In the canteen of the orphanage for 212 children, there are only 12 spoons and 20 plates. The bedroom has one mattress for three people. In the Borkovsky orphanage in the Kalinin region, educators force pupils to beat each other as punishment, ”the document said. As a result, the deputy head of the NKVD ordered to stop bullying, "clean out" irresponsible leaders from orphanages, and continue to provide undercover services to orphanages.

“He forced the girls to have sexual intercourse with him”

The Great Patriotic War, which caused massive casualties among the adult population, a new wave of repressions and toughening of criminal legislation led to another increase in the number of orphans. In the nine months of 1945, 256,000 orphans were identified on the territory of the RSFSR alone. And in 1947-1948, about half a million children and adolescents passed through the reception centers. It is quite natural that in a country devastated by the war, even the most necessary things were often lacking - for example, in the Smolensk region, orphans were forced to sleep three of them on the same bed. However, the situation of children was aggravated by the behavior of adults. Firstly, orphanages, at the very least, were supplied with food, which led to theft. “Petty theft by the staff of orphanages was widespread and, as a rule, was covered by the local authorities, who also got something,” writes Doctor of Historical Sciences Maria Zezina in the article “Social Protection of Orphans in the Post-War Years.” - In the Potelkovo orphanage (Stalingrad region), the staff consisted of relatives of the director. Instead of the prescribed 7 rubles, 2-3 rubles were spent per day on the food of the pupil. Workers of the district were supplied with things from the orphanage, in particular, the district prosecutor took material from the orphanage for his trousers.”

On this topic

At the same time, as the researcher emphasizes, the children suffered not only from hunger, but also from bullying.

So, in early 1949, the guards detained three children near the Kremlin who had fled from an orphanage near Moscow "to ask for protection from Comrade Stalin." They complained that the teachers beat them, starved them, put them in a punishment cell, doused them with water, tied them to beds, and even raped them as punishment.

The latter was hardly an isolated fact. “The director of the Rozhdestvensky Orphanage (Stavropol Territory) for a long time forced 10–12-year-old girls to have sexual intercourse with him through threats and force,” writes Maria Zezina. Of course, the orphans tried to protest. Some fled from institutions "to freedom", joining gangs of thieves, others wrote complaints - so in 1948 large thefts were discovered in orphanages in the Stalingrad region, as a result of which six directors were convicted. Still others raised riots. M. Romashova cites the memoirs of the RONO inspector: “I somehow arrived at the Konstantinovsky orphanage and saw a terrible picture: all the windows were broken, the pillows were cut, the pioneer leader was tied to the legs of the table, and the pupils were sitting on the roof and singing:“ The Union is indestructible, the director is bald ... ".

"Educational work replaced by terror"

The authorities were aware of all this, regularly receiving complaints from the field and conducting inspections. And, of course, they tried to fight. In 1959, a whole series of inspections of orphanages swept across the country. Their results were so shocking that the final reports were classified as "Secret".

“The Central Committee of the All-Union Leninist Young Communist League, together with the Ministry of Education of the RSFSR, checked the work of orphanages in the Yakut Republic,” said Sergei Pavlov, secretary of the Komsomol Central Committee. – 58 children with poor health were brought up in the Khaptagai sanatorium orphanage. The orphanage is in an unsanitary condition. Children's clothes are torn and dirty. The bodies are covered with wounds, a crust of dirt, because for a long time the children did not wash in the bath. Educators Degtyarev, Protodyakonova, Anikina-Sukhanov, paramedic Neustroeva brutally treated the pupils, beat the children for refusing to bring firewood to the teachers' apartments, sweep the floor; they hit the children with their heads against the wall, twisted their arms, lifted them by their ears, beat them with sticks, logs and belts. Pokrovskaya called the pupils to her room and, grabbing her by the head, hit the wall, and in winter, in 50–60-degree frost, without mittens and a headdress, she drove out into the street. All this was done with the knowledge of the director of the orphanage, comrade Egorov, who, by the way, was awarded the badge "Excellent worker of public education."

But that was not all. As Pavlov reported, the educators appointed an 18-year-old boy as the chairman of the children's council, who, as a "watcher", was allowed to do whatever he wanted. He immediately began to openly smoke, drink, and turned the women's department into his harem. Subsequently, a forensic medical examination revealed the fact of rape of 12 girls, including two 10-year-olds. The most piquant of all is that before the commission from Moscow, local officials checked the orphanage 12 times, but did not find any violations.

A similar picture of what is happening in the orphanages of the Udmurt ASSR was described in his message to the Bureau of the Central Committee and the secretary of the Komsomol Vladimir Semichastny: “The orphanages are overcrowded, most are placed in unsuitable premises. The regional orphanage is located in wooden barrack-type buildings, which used to be a prisoner of war camp. The nutrition of children is very poorly organized. In 1958 alone, several tens of tons of butter, meat, fish, fruits, and vegetables were not given. Thus, 110 pupils of the Bolsheuchinsky orphanage did not receive butter for more than 6 months. Random people are involved in the work of educators. In the Nikolo-Syuginsky orphanage, Pavlov works as an educator, in the past he served a sentence for attempted murder. Educational work has begun. In some orphanages, especially those located in the buildings of the former transit prison and prisoner of war camp, the game "Tatyana is drunk ..." has become widespread.

As a result, the Central Committee of the CPSU decided to build new buildings for orphanages, increase the supply of children with food and clothing, and strengthen the teaching staff with Komsomol and party workers. As a result, the situation improved somewhat, but most of the problems persist to this day.

Meanwhile

“Children will never tell about what is happening in their institutions,” Yana Lantratova, responsible secretary of the HRC and one of the candidates for the post of children's ombudsman, explained to Izvestia. - Because uncles and aunts from the official commission will leave, and then they will continue to live in this orphanage or boarding school. Therefore, the planning commissions never reveal the terrible cases of violation of children's rights. At the moment, we have 14 regions of Russia in development, where the rights of children were very seriously violated. First of all, this is the story of the Trans-Baikal Territory. They told, for example, a story about how a boy was put in a sack for stealing a banana, taken to the forest for the night, then brought, dressed in women's clothes and beaten by the entire boarding school. The girls who were protecting another boy were poured hot soup into their hands and forced to eat. But we have identified another terrible problem. It turned out that many children's institutions are under the influence of a criminal subculture called AUE - prisoner-Urkagan unity. This is when a person is sitting in the zone, he has a telephone and he can put his “watchers” who establish their own rules. And the children are forced to donate money to the “common fund” for the zone. And if they don’t pass, then they go into the category of “lowered”, they are mocked. AUE operates in 17 more regions. Among them are Buryatia, Chelyabinsk, Ulyanovsk, Tver regions, Stavropol Territory, Moscow region and other regions of Russia.

To prison - for one and a half kilograms of potatoes

In the 1920s - 1940s. homelessness was understood as "the absence of a permanent place of residence for children and adolescents, family or state care, systematic educational influence, certain occupations as a result of the loss of parents, loss of contact with them, flight from an educational institution" 1 . Neglect was considered the lack of parental control over the behavior of the child, his studies, leisure. In the pre-war years, the decree of the Council of People's Commissars of the USSR and the Central Committee of the All-Union Communist Party of Bolsheviks "On the Elimination of Child Homelessness and Neglect" dated May 31, 1935 became a landmark. neglect and homelessness" (August 7, 1942), and then by the decree of the Council of People's Commissars of the USSR "On strengthening measures to combat child homelessness, neglect and hooliganism" (June 15, 1943).

In pursuance of the tasks set in these documents, departments to combat child homelessness and neglect were created in the NKVD of the USSR, the NKVD of the territories and regions, in the union and autonomous republics by order of the NKVD of the USSR of June 21, 1943. In 1943, there were already more than 700 children's transfer rooms in the country (children detained on the street for vagrancy and delinquency were brought there), by the end of the war there were more than a thousand rooms.

The scale of the problem was enormous. By the end of the war, about 2.5 million children left without parental care had been registered at the Central Military Information Desk for Children in Buguruslan. Let us note that this figure "does not include children who have been handed over by single mothers or parents with many children to children's institutions, orphans who have retained ties with their relatives, and a number of other categories" 2 .

Overcrowded children's reception centers could not cope with their tasks, there were sorely lacking places in orphanages, so the children were often released on bail, and they again wandered. Often, only after repeated detentions of homeless children, it was possible to attach them: at best, to orphanages, at worst, to juvenile colonies. The first place among the crimes committed by them was occupied by theft. "Judicial-investigative bodies handed down the most severe sentences to hungry and homeless teenagers for petty theft. Thus, I. Babich (born 1930) and Yu. Sadovsky (born 1931) were convicted in November 1945 alone for theft 1 5 kg of potatoes, the other - 1.5 kg of sugar T. Pshenichnova (born 1929) in December 1945 for stealing 4 kg of potatoes from a collective farm field, P. Ivashchenko (born 1930) for collected 5 kg of coal on the railway tracks" 3 .

But even those children who managed to be placed in orphanages often ran away because of unbearable living conditions, and everything started all over again. The central children's reception center (DPR), located in the Moscow Danilovsky Monastery, was poorly equipped - there was not enough furniture, shoes, clothes, because of which the children often slept on the floor and could not go for a walk. It came to very sad and absurd situations. Employees of the DPR were obliged to give underwear and outerwear to children taken from the street. But since there was not enough of it, then, having evacuated the children to orphanages, they took away their clothes and returned them back to the DPR even in winter, leaving the children in their underwear or rags.

The problem of homeless children was also acute in the Gorky region. The Bureau of the City Committee of the All-Union Communist Party of Bolsheviks of Gorky adopted in the spring of 1946 a number of decisions 4 . Archival documents allow us to recreate the main stages of the fight against homelessness. At the first stage, homeless and neglected children had to be identified. Then the reasons for homelessness or neglect were clarified. At the final stage, measures were taken to eliminate these causes and arrange the future fate of children.

Did not go to school due to lack of clothes

According to the "Information on the State of Combating Homelessness and Neglect in the City of Gorky," 5 in September 1945 over 5,000 school-age children did not come to school. A door-to-door inspection was carried out in all districts in order to identify and eliminate the reasons that prevent children from attending school. There were many reasons: about 1,000 students were detained on agricultural work; 1300 children did not attend school for health reasons - they were provided with medical assistance, it was also decided to provide the opportunity to go to school again to 496 children who had previously been expelled from schools. Many children did not go to school due to the lack of clothes, shoes, stationery. "A major role in the implementation of universal education and the fight against child neglect was played by material assistance provided through patronage organizations and executive committees of district councils to needy children - only from September 1 to September 25, 2968 pairs of shoes, 200 suits, 145 dresses and over 2.5 thousand pieces of clothing were issued. money" 6 . Some of the older teenagers were employed, the younger children were sent to orphanages, boarding schools and day care homes.

Thus, already in the autumn of the victorious 1945, cases of child begging and violations of public order were noticeably reduced for some time, but the problem could not be solved. On March 12, 1946, the decision of the bureau of the city committee of the All-Union Communist Party of Bolsheviks cited disappointing statistics on homelessness and neglect in Gorky and noted that “all this was the result of the fact that public education departments, school directors and teachers are doing little preventive work to prevent child neglect , students' leisure is poorly organized ... The city administration and district police departments are limited to the formal registration of children and adolescents, without identifying and analyzing the real reasons that give rise to neglect ... The city commission to combat child neglect and homelessness ... is inactive, unsuccessfully commissions under district executive committees also work: they do not provide employment for teenagers, do not show proper concern for the maintenance of children's rooms at police stations, and do not mobilize the public to work in them" 7 .

The document outlined a number of measures to rectify the situation 8 , including the provision of systematic work with students in each school, the organization of children's leisure (sports sections, excursions, lectures, visits to cinema and theaters), assistance to teachers in this matter, mass circle work houses of pioneers and other children's institutions, patronage of enterprises over children's out-of-school institutions, patronage of the best Komsomol members over neglected children, propaganda among parents, organization of children's rooms. This document became the starting point for large-scale measures, the result of which became noticeable in Gorky already in the second half of March, but was not very stable: the number of children detained in children's rooms decreased significantly, but rose again in the summer: of them, in January 1946, students amounted to 34 %, and in June - already 47% 9 .

In the difficult post-war period, colossal work was carried out to eliminate child homelessness and to prevent it. But the causes of homelessness and neglect as a social phenomenon in the difficult year of 1946 were too large-scale and complex to be overcome with the help of official resolutions. It was possible to cope with the children's misfortune only a few years later, as the post-war peaceful life was established.

Notes
1. Semina N.V. The fight against child homelessness in the 1920s-1940s in Russia. Abstract dis. ... Ph.D. Penza, 2007.
2. Zezina M.R. The system of social protection of orphans in the USSR // Pedagogy. 2000. N 3. S. 60.
3. Zezina M. Without a family. Orphans of the post-war period. // Motherland. 2001. N 9. S. 85.
4. March 12 "On strengthening educational work with children and on measures to combat homelessness and neglect in the city", May 10 "On the plan of measures for working with children in the summer of 1946", April 15 and May 24 "On serving pioneers and schoolchildren of the city with pioneer camps and health-improving grounds in the summer of 1946".
5. State Socio-Political Archive of the Nizhny Novgorod Region (GOPANO). F. 30. Op. 1. D. 3196.
6. Ibid. L. 7.
7. GOPANO. F. 30. Op. 1. D. 3100. L. 46-47.
8. Ibid. L. 46-49.
9. GOPANO. F. 30. Op. 1. D. 3196. L. 52 Ob.
10. Semina N.V. The fight against child homelessness in the 1920s-1940s in Russia (on the example of the Penza region). Dis. Ph.D. Penza, 2007, p. 230.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Test

CareOchildrenorphansVyearsPatrioticwars

Introduction

1. Orphans during World War II

2. New tasks and working conditions of the school during World War II

3. Teaching and educational work of the school

Conclusion

List of used literature

Introduction

I consider it important to consider the actions of the state during the Patriotic War to protect orphans, as well as the methods of education in this period.

1. OrphansVyearsPatrioticwars

education orphan war school

During the Patriotic War, the number of orphanages increased. New orphanages were opened for orphans taken out of the front-line regions, children who lost their parents, children of front-line soldiers.

In September 1942 Decree of the Council of People's Commissars of the USSR "on the arrangement of children left without parents" was adopted, where state departments, party, trade union and Komsomol organizations were charged with taking care of orphans.

In the first years of the war, hundreds of orphanages were transferred from the frontline areas to the rear of the Russian Federation. New orphanages were created to evacuate children. For orphans, children of front-line soldiers, "special" orphanages were opened.

A huge role in the fate of children was played by public organizations: trade unions, Komsomol, internal affairs bodies, the system of labor reserves. Social activists removed children from trains and placed children in orphanages through reception centers. Teenagers were determined to work.

In 1942 The Central Committee of the All-Union Leninist Young Communist League adopts a resolution "On the measures of Komsomol organizations with child homelessness, to prevent child homelessness", which activated the work of Komsomol organizations to identify street children and place them in orphanages. Komsomolskaya Pravda published the account of a special monetary fund, which received funds for the maintenance of children's health resorts, orphanages, kindergartens in areas liberated from the Germans, and scholarships for students without parents.

The government decree “On urgent measures to restore the economy in areas liberated from German occupation” (August, 1943) provided for the placement of orphans: for this, 458 Suvorov schools were created for 500 people each, 23 vocational schools for 400 people, special orphanages for 16,300 places, orphanages for 1,750 places, 29 children's reception centers for 2,000 people. They sent the children of front-line soldiers and partisans, party and Soviet workers who died during the war.

In 1944 there were 534,000 children in orphanages (308,000 in 1943), and training and production workshops were opened in most homes. Adoption of children was widespread during the war. So, Alexandra Avramovna Derevskaya from Romny, Sumy region adopted 48 children.

By the end of 1945 120 orphanages were opened only for the children of the dead front-line soldiers, 17 thousand children were brought up in them. children. The creation of orphanages at collective farms, industrial enterprises at the expense of trade unions and Komsomol organizations, and the police has become widespread.

Komsomol organizations created 126 orphanages, 4,000 orphanages were maintained at the expense of collective farms.

During these years, the practice of transferring orphans to families was revived. So, for 1941-1945. 270 thousand orphans were taken under guardianship and patronage. In 1950 There were 6543 orphanages in the country, where 635.9 thousand children lived. Human. In 1958-4034 orphanages with 375.1 thousand children. In 1956 By decision of the government, boarding schools began to be created for orphans. In 1959-1965. orphanages were converted into boarding schools.

In the 1950s, several orphanages for gifted orphans were opened in the country (Moscow, Kyiv), where talented children were selected who entered music, art schools and ballet schools. These were “special” orphanages, where conditions were created for individual lessons for such children; they stayed until graduation. Graduates of music schools were most often assigned to a musical platoon of military bands, which decided their future fate.

Thus, during the Great Patriotic War, the state provided great assistance to children. In a period of severe hardship, the country did not forget about its smallest citizens. Children of the war, they, along with adults, endured all the hardships of this war, hundreds of thousands of them remained orphans. Adults tried to alleviate the fate of children as best they could. Orphanages were opened, Suvorov schools were created. In these years, the large-scale adoption of children should be considered positive aspects. 270 thousand children were taken under guardianship and patronage.

Komsomol organizations played an important role in the charity of orphans. They had to intensify their work with a new wave of homelessness. But these children needed not only to be clothed, put on shoes and fed, but also to heal the emotional wounds received by the war. After the war years, the number of orphanages gradually decreased. And by the mid-sixties, when the government decided to transform the orphanages into boarding schools, the orphanages lost their original originality, which they carried through the years.

Many psychologists believe that the transformation of orphanages has produced a negative result. Think for yourself, children's scrap for 100-150 children, where everyone knows each other and lives as a single family, and boarding schools for 350-500 places. Yes, what kind of teacher do you need to be in order to see the zest in the soul of each of these children. Even A.S. Makarenko argued that there should be 10-15 people in the group, and here there are groups of 30-40 children. This is absurd.

2. NewtasksAndconditionsworkschoolssintimePatrioticwars

On June 22, 1941, Nazi Germany treacherously attacked our Soviet Motherland. The Communist Party called on the Soviet people to fight against the fascist invaders. The entire Soviet people, as one, rose to defend their homeland, rallied even more around the party and government, showed ardent patriotism, courage and heroism, organization and discipline both at the front and in the rear. The situation, unprecedented in the history of the Great Patriotic War, could not not affect public education and the activities of the Soviet school. Many thousands of high school students, teachers and students, embraced by a mighty patriotic impulse, went to the people's militia, the Red Army, and partisan detachments.

From the very first days of the war, teachers and students took an active part in the construction of defensive structures, participated in air defense, harvesting crops on collective and state farms, collecting scrap metal, medicinal plants, helping the wounded in hospitals, patronizing the families of front-line soldiers, etc. The schools have launched extensive socially useful work.

From many front-line regions, on the instructions of the party and the government, the evacuation of pupils from orphanages, kindergartens and schoolchildren to the deep rear began.

The most important task of the school at that time was to take care of the health of children. At the direction of the party, special meals were organized for the children of front-line soldiers, children evacuated from the front line, and generally children with poor health.

Under military conditions, the Soviet school had to continue work on:

Covering all children of school age with universal education;

To give the teaching of the fundamentals of science a greater ideological and political orientation, to provide the necessary physical training for students, to organize the agrotechnical training of young people for their broad participation in socially useful work;

Expand mass defense and political-educational work among the population;

To organize the work of schoolchildren for defense needs at enterprises and in agriculture.

Soviet teachers successfully coped with all these complex tasks.

Struggle for the implementation of universal compulsory education in a military environment. The war slowed down the implementation of universal seven-year compulsory education. The deployment of universal education was hindered by the movement of the population from the western regions to the east, the departure of teachers to the army, the inclusion of students in labor activities in connection with the departure of the breadwinners of the family, etc. study. The Communist Party pointed out the fallacy of such positions: “No matter how absorbed we are in the war,” the Pravda newspaper wrote, “care for children, their upbringing remains one of the main tasks ... the law on universal education remains unshakable in war conditions. We must take into account all children and take them into account well, despite the complexity of wartime ... No references to the military situation. "The People's Commissariat of Education and local organizations took a number of measures to clarify the accounting of school contingents (including evacuees), it was allowed to open additional classes and schools . Boarding schools were created for evacuated children. The school administration, Komsomol, trade unions and the parent community took an active part in the fight against dropouts and helped to strengthen the school. In the RSFSR alone, more than 360,000 students returned to schools.

The government has taken a number of measures to combat child neglect, which was the result of the departure of fathers to the front, and mothers and other adult family members to work.

In early 1942, the Council of People's Commissars of the USSR approved a plan to combat child neglect. In the territories and regions, commissions were set up to combat neglect, a special inspection was organized, a network of children's reception centers and orphanages was opened, and employment of adolescents was organized. Many families of Soviet citizens began to take in orphans to raise, where they found new fathers and mothers.

During the war years, the Communist Party and the Soviet government took all measures to expand the school network and restore it in those places where the enemy destroyed school buildings. According to the state budget of 1944, one billion rubles were allocated for the construction of new school buildings. Schools used for other purposes were gradually vacated. All this created in military conditions favorable opportunities for the implementation of universal education. Many students also received financial assistance. In most schools, meals were provided for students.

Beginning with the 1944/45 academic year, compulsory education was established for children from the age of seven. This event bridged the gap between kindergarten and school. However, for its implementation, a number of difficulties had to be overcome (there were not enough teachers, classrooms, there was no ability to adapt to the age characteristics of seven-year-old children). For those young people who left school at the beginning of the war and were employed in industry or agriculture, in 1943 schools for working and rural youth were organized.

Thus, the struggle for universal education was carried out everywhere with great energy, despite the difficulties of wartime, which were gradually overcome. By the end of the war, it was possible to significantly reduce the dropout of students from school.

3. Studybut educationalJobschools

Socially useful work of schoolchildren. The struggle of the Soviet people against the fascist invaders put forward a number of demands that changed educational work. All teaching, all educational work at the school was given a militant, patriotic character. The nature of teaching literature, history, geography has changed. Boys and girls were inspired by the images of young heroes - Zoya Kosmodemyanskaya, Lisa Chaikina, Sasha Chekalin, Alexander Matrosov, Nikolai Gastello and others.

Significant work has been launched on the ground to revise the programs of such subjects as physics, chemistry, and biology. The content of teaching was given a more practical character, a closer connection between school courses and life was established, and military defense topics were introduced. From the beginning of the 1941/42 academic year, the study of the basics of agriculture was introduced.

According to a special government decision, from the beginning of 1943, training and production workshops began to open at some schools and orphanages. In a number of cases, senior students were involved in defense work at enterprises or worked in consumer service workshops: repairing electrical appliances, etc. Teachers also took part in this useful and important work as leaders of student teams. Students mastered production technology and related labor skills, teachers managed to link work at enterprises with classes in physics and chemistry. As a rule, teachers stated that the productive work of students (2-3 hours a day) had a beneficial effect on the discipline of schoolchildren and contributed to a more meaningful and profound assimilation of knowledge.

The work of schoolchildren in the fields of collective farms and state farms has acquired an exceptionally important upbringing and educational significance. With its good organization, the students brought great benefits to agriculture and expanded their general educational horizons. The efficiency of the work of students was highly appreciated by a number of regional and regional executive committees of the Soviets of workers. The students developed intensive activities in collecting scrap iron, warm clothes for the Red Army, actively helped hospitals, families of front-line soldiers.

During these years, a number of schools developed local rules for students. This experience was summarized, and in August 1943 the Council of People's Commissars of the RSFSR approved the "Rules for Students", which determined the obligations of the student in relation to the school, teachers, parents, elders and comrades, established the rules for the cultural behavior of students both at school and outside her. On the basis of the "Rules for Students" of the Russian Federation, "Rules for Students" were developed in other union republics (taking into account the peculiarities of their way of life and culture). The "Rules for Students" contributed to the strengthening of educational work at school. "Rules" were studied by the students. However, in a number of places this study was approached formally. Students smartly answered the rules, but they were not always guided by them in life.

A certain positive effect in educational work was given by those schools where, in relation to specific conditions, teachers, including students in socially useful work, were guided by the experience of A. S. Makarenko and relied on the team.

Measures to establish a procedure for students to visit cinemas, theaters and other entertainment enterprises had a certain positive significance. In a number of cities, the executive committees of the Soviets of Working People's Deputies issued special decisions on joint measures taken by schools and families to monitor children in public places. But in this respect there was no proper sequence. These decisions in some places remained on paper, and their implementation was not verified by anyone.

The organization of school boarding schools in military conditions (in the Urals, Siberia, Central Asia) saved many thousands of children and helped organize their upbringing. In the majority of boarding schools, it was possible to organize friendly children's groups, establish children's self-government, accustom children to physical labor, and involve them in broad social life. This experience has brought positive results.

But, despite the fact that the teachers under the leadership of the party worked actively, striving to improve the educational process, the work of schools still suffered from significant shortcomings.

The teaching of a number of subjects, especially the Russian language, was still unsatisfactory. Students' knowledge was often formal; they did not know how to connect them with practice. The school lagged behind the requirements of life. The war in a number of cases showed the insufficient practical training of those who graduated from school. Socialist competition in educational work was widely developed in the school. The desire to have high performance in the competition led to an overestimation of marks, to a distortion of the actual state of affairs. Therefore, social competition in educational work, mechanically transferred to schools from factories and factories, was canceled. Of known importance was the introduction in January 1944 of a digital five-point system for assessing student progress.

From the 1943/44 academic year, separate education for boys and girls was introduced in a number of large cities (the vast majority of schools remained coeducational). This decision did not bring any improvement in educational work, and in a number of cases worsened the situation with discipline, especially in schools for boys. It caused serious protests from teachers, parents and the Soviet public. In 1954 this wrong decision was reversed.

In June 1944, the Council of People's Commissars of the USSR adopted a resolution "On measures to improve the quality of education at school", according to which the following were introduced:

1) obligatory passing of final examinations by students graduating from primary and seven-year schools, and examinations for a matriculation certificate by graduating from secondary school;

2) awarding gold and silver medals to excellent students graduating from high school.

This resolution increased the responsibility of teachers and students for the quality of knowledge.

Further strengthening and development of the Soviet school required the creation of a scientific center that would develop the main theoretical problems of pedagogy. By decree of the Council of People's Commissars of the USSR in October 1943, the Academy of Pedagogical Sciences of the RSFSR was organized in Moscow, which was tasked with studying the problems of general pedagogy, special pedagogy, the history of pedagogy, psychology, school hygiene and methods of teaching basic disciplines in primary and secondary schools. The Academy of Pedagogical Sciences has united large scientific and pedagogical forces.

In connection with the fact that at the beginning of the war a significant part of the teachers went into the army, measures were taken to urgently prepare persons with a secondary education for pedagogical work, to strengthen the work of pedagogical schools, teachers' institutes and pedagogical institutes. And yet, many teachers were not properly qualified, which had a negative impact on the work of the school.

The party and the government showed great concern for improving the material and living conditions of teachers: their wages were raised, and a procedure was established for supplying food and industrial goods according to the norms of workers in industrial enterprises.

The Soviet teachers worked heroically in the rear and showed heroism at the front. Many teachers with weapons in their hands fought the enemy and were awarded orders and medals, awarded the title of Hero of the Soviet Union, many died a heroic death in the struggle to liberate their native land from the Nazis.

In 1944, more than five thousand of the best teachers and other workers of public education were awarded medals and orders for selfless work in the school for the upbringing and education of children. The activities of the Soviet school during the Great Patriotic War confirmed the need for a close connection between the school and life, with work. The Soviet school and pedagogy faced new challenges in peacetime.

Conclusion

During the Great Patriotic War, the state provided enormous assistance to children. In a period of severe hardship, the country did not forget about its smallest citizens. Children of the war, they, along with adults, endured all the hardships of this war, hundreds of thousands of them remained orphans.

Adults tried to alleviate the fate of children as best they could. Orphanages were opened, Suvorov schools were created. In these years, the large-scale adoption of children should be considered positive aspects. 270 thousand children were taken under guardianship and patronage.

Another positive aspect of that time was the opening of special orphanages for gifted children. Thus, the accumulated experience of working with children of that time is worth close attention and study.

Listusedliterature

1. Konstantinov, N.A. Medynsky, E.N. History of Pedagogy / N. A. Konstantinov, E. N. Medynsky. - Moscow, 1999.

2. Mardakhaev, L. V. Social pedagogy: a course of lectures / L. V. Mardakhaev. - M.: MGSU, 2002.

3. Mudrik, A. V. Introduction to social pedagogy / A. V. Mudrik. - M.: Institute of Practical Psychology, 1997.

4. Mudrik, A. V. Social pedagogy / A. V. Mudrik. - M, 1999.

5. Social pedagogy: Uch. Allowance / Ed. V. A. Nikitina. - M.: Humanitarian. Center "VLADOS", 2000.

Posted onAll best. r

Similar Documents

The study of the topic "The functioning of the Gulag system in the USSR in 1941-1945" at school. Guidelines for conducting a school excursion in history. Repressions of 1920-1930s. Review of work and life of Gulag prisoners during the Great Patriotic War.

thesis, added 06/02/2017


The tasks of the Soviet school in wartime conditions: the coverage of school-age children with training, the combative and patriotic nature of educational work, the physical preparation of young people for work and the defense of the Motherland; solution of the problem of teaching staff.

control work, added 03/12/2012


Forest complex of Karelia. The beginning of the work of the Forest College. Forestry technical school in the pre-war period and during the Great Patriotic War. School of forest masters. Material conditions of the technical school. Organization of the educational process.

thesis, added 01/19/2016


Poetry created during the Great Patriotic War: content, main representatives, features of poetics. Features of the implementation of an integrative approach in literature lessons. Analysis of guidelines for the study of military poetry at school.

thesis, added 10/08/2017


Labor activity, life path and human qualities of A.S. Taisin - a talented teacher and geographer. School and student years. Service in the army during the Great Patriotic War. His work at the university. Scientific and pedagogical heritage of the teacher.

presentation, added 01/15/2014


Scientific and pedagogical work of Ya.A. Comenius "Great Didactics". Pedagogical Thought in Ancient Rus' and the Russian State (Before the Great Patriotic War). Pedagogy and the Soviet school in 1941-1960. Pedagogical views of K.D. Ushinsky.

test, added 03/23/2015


Domestic mathematics during the years of revolution and civil war. Organizational changes in science in the first decades of Soviet power, new approaches and assessment of achievements. The Soviet mathematical school as one of the leading in the world, its representatives.

presentation, added 09/20/2015


The history of the emergence and evolution of the postulates of preschool education in tsarist and Soviet Russia, its features during the Great Patriotic War. Analysis of the current state of preschool education in the Russian Federation, classification of their main structural units.

abstract, added 08/22/2010


The role of the study of the Great Patriotic War in the military-patriotic education of students. Manifestation of extremism and neo-Nazism among teenagers. Carrying out pedagogical innovations in the content of curricula for the education of patriotism among students.

abstract, added 09/16/2009


History of the city of Orsha, the origin of its name. Orsha during the Great Patriotic War. The feat of Captain Flerov I.A. Formation of responsibility in the younger generation for the future of their country. Introducing students to the historical heritage of Belarus.