Childhood In Russia Research Articles

«Результаты и проблемы внедрения доказательного подхода в сферу детства в России»: тезисы научно-практической конференции

<p><span lang="EN-US">The article reflects the main theses of the scientific-practical conference “Results and problems of introducing an evidence-based practice to the field of childhood in Russia”,</span><span lang="EN-US"> held on November 22—23, 2022 at the Moscow State University of Psychology and Education. The data collected is intended to highlight the questions and themes that arise among the participants in the process included in the evidence-based approach, as well as to record the growing requests from the academic community, childhood specialists, and the public sector at the moment.</span></p>

РЕЦЕНЗИЯ НА КНИГУ: HISTORICAL AND CULTURAL TRANSFORMATION OF RUSSIAN CHILDHOOD. MYTHS AND REALITIES. ED. BY M. BALINA, L. RUDOVA, A. KOSTETSKAYA. N. Y., L.: ROUTLEDGE, 2023

The book review is for “Historical and Cultural Transformation of Russian Childhood. Myths and Realities” edited by M. Balina, L. Rudova, and A. Kostetskaya. This collective study explores the ideas and practices associated with childhood in Russia from the late 19th century to the first decades of the 21st century. This review provides an overview of the book’s organization and highlights some theses of individual chapters. Additionally, the review identifies problematic research fields addressed in the publication.

EVALUATION OF THE RATES OF MATERNAL MORBIDITY IN THE REPUBLIC OF INGUSHETIA (RUSSIA)

State measures to support motherhood and childhood in Russia aimed at increasing the birth rate: a monthly allowance for child care for non-working women, an increase in the size of the pregnancy and childbirth allowance and a monthly allowance for child care for working women, the introduction of a birth certificate and tax benefits are reflected in morbidity rates. In the course of the analysis, it was established that there was a steady downward trend in indicators of maternal morbidity in the Republic of Ingushetia (Russia) in 2016-2020 in general, and in individual nosological forms: anemia, threatened miscarriage, diseases of the urinary tract, fetal pathologies, venous complications, cardiovascular conditions, maternal endocrine disorders. Hypertension, preeclampsia and Rh immunization did not show significant dynamic differences, and diabetes mellitus noticeably and significantly declined. To evaluate these activities, a systematic, dynamic and prospective analysis of the health status in women of childbearing age who are actively involved in childbearing is important. The medical assessment of the effectiveness of support measures is the health indicators of women who have given birth to children. In this regard, it is actual to calculate and dynamically assess the rates of maternal morbidity.

Детство в России рубежа XIX—XX вв.: западная и отечественная научная литература о проблемах, особенностях и источниках изучения

Детство в России рубежа XIX—XX вв.: западная и отечественная научная литература о проблемах, особенностях и источниках изучения

Artistic Representations of the World of Childhood in Russia’s Nineteenth-Century Fine Art

A visual turn toward the phenomenon of childhood took place during the time of Romanticism, which was clearly expressed in portrait painting. Representation of childrens artistic images was particularly characteristic for Russias painting tradition in the 19th century. The article deals with the semiotical, historical and cultural specificities of both perception and interpretation of the world of childhood, which were typical for Russias art of that period. As a result of the study, the authors conclude that an entire spectrum of childrens feelings and complex emotional experiences became the subject of artistic projections in Russias nineteenth-century painting.

SCIENTIFIC BASES AND TECHNOLOGIES OF SECURITY HYGIENIC SAFETY OF CHILDREN IN THE «DIGITAL SCHOOL»

Introduction. Modern education of children is one of the most rapidly changing systems, actively using modern capabilities of information and communication technologies and e-learning tools. Information and communication technologies increase the load on the visual, auditory analyzers, the nervous system and contribute to the development of overwork in children. The use of digital media is becoming increasingly widespread, not only in school, before and in preschool education. To substantiate the concept and integrated system of the hygienic safety of electronic educational content and children’s life in conditions of hyper-informatization, physiological and hygienic studies are required. Materials and methods. In order to develop the scientific foundations and technologies for ensuring the hygienic safety of children in the “Digital School”, an expert-analytical study was carried out based on the results of representative hygienic observations and non-randomized controlled studies with Contribution of volunteers. Results. Studies of childhood hygiene allowed justifying the modern system of hygiene and health care of children and adolescents in a hyper-informational society, including criteria of the hygienic safety, including in the editorial, intended for children and adolescents; sanitary rules and norms of ensuring the hygienic safety of the new generation; federal recommendations of medical support of students in the conditions of using information and communication technologies; federal guidelines for students ’mental health and well-being; recommendations to the family in the field of ensuring the safety of children’s life in a digital environment; recommendations to producers and distributors of content in the field of ensuring the medical, psychological and pedagogical safety of children’s life, including the age marking of information products; gaming educational and educational programs on the rules for the safe use of children on the Internet; a system for monitoring the effectiveness of hygienic safety policies and protecting children from negative information in a hyper-information society. Conclusion. The developed system and technologies for ensuring the hygienic safety of the “Digital School” are significant for the medical and preventive basis of the health saving of students in the Decade of Childhood in Russia (2018-2027).

Construction of the Simulation Model of Social Potential of Childhood in a Region

Introduction. The relevance of the study is determined by the uneven regional conditions for the development of childhood in Russia. Russia’s regions have different resources for preserving children’s health and educating children. The aim of the work is to identify regional factors affecting the social potential of children, and the subsequent construction of the simulation model of Social potential of childhood in a region. Materials and Methods. The study employed the methods of correlation and regression analysis. Statistical data presented in official sources were used as the materials of the study. The calculations were made using the Deductor analytical platform, the construction of the simulation model was implemented using the AnyLogic software. Results. During the study, 12 target and 36 control factors were identified. An analysis of the relationships between the target and control factors made it possible to identify target indicators characterizing children’s education, health and survival rates. The identified control factors were divided into three groups: the constants, factors that can be regulated by the regions, and factors that are difficult to regulate by the regions. The constructed simulation model is part of the assessment of the control factors’ influence on childhood in Russia’s regions. Experiments with the model showed that in addition to influencing the socio-economic situation in a region as a whole, it is important to reduce the number of shifts in schools and at the same time improve the skills of school teachers, increase the number of children involved in summer recreational activities. Discussion and Conclusion. The research materials will be useful in planning for preservation and development of the social potential of childhood in a region. The data obtained are of value both to sociologists and scientists involved in modeling of socio-economic processes. In the study of regional systems.

Protest and Discipline: Shostakovich and the Revolutionary Self

The project Childhood in Russia, 1890–1991: A Social and Cultural History was supported by the Leverhulme Trust The author would like to thank participants in the conference “Schostakowitsch: Handgranat eines Anarchisten” at the Hochschule Luzern, 2013, Professor Philip Ross Bullock, Dr Rosamund Bartlett, and the two anonymous readers at Vestnik of Saint-Petersburg University. History for their useful comments and suggestions on earlier versions of this text. My thanks also to the staffs of the Bodleian Library, University of Oxford, Russian National Library, and the Russian State Historical Archive (RGIA) for their help.

(The Development of Support for Motherhood and Childhood in Russia)

Russian Abstract: Поддержка семей с детьми это система действий (предоставление услуг, экономической поддержки и развитие институтов), направленных на улучшение выполнения семьей своих функций, в частности, рождения и воспитания детей. Повышение результативности поддержки выражается в том, что в большем числе семей появляются условия для рождения желаемого числа детей в желаемые сроки, улучшается среда для их воспитания. Последнее подразумевает, что в максимально возможном числе семей будет обеспечен доступ детей к медицине, качественному питанию, удобному жилью, образованию; что максимальное возможное число детей будет воспитываться в семейной обстановке, в комфортных психологических условиях, не подвергаясь рискам насилия.В настоящей обзорной работе рассматривается развитие экономической и сервисной поддержки семьи, материнства и детства в России. English Abstract: Supporting families with children is a system of actions (provision of services, economic support and development of institutions) aimed at improving the family's fulfillment of their functions, in particular, the birth and upbringing of children. Increasing the effectiveness of support is expressed by the fact that in more families there are conditions for the birth of the desired number of children at the desired time, and the environment for their upbringing improves. The latter implies that, in the maximum possible number of families, children will have access to medicine, high-quality nutrition, comfortable housing, education; That the maximum possible number of children will be brought up in a family environment, in comfortable psychological conditions, without being exposed to the risks of violence. In this review work, the development of economic and service support for the family, motherhood and childhood in Russia is considered.

Trauma and Pathology: Normative Crises and the Child Population in Late Tsarist Russia and the Early Soviet Union, 1904–1924

Focusing on the major sociopolitical upheavals of the first quarter of the twentieth century in Russia, this article examines the key contexts in which children became objects of mass intervention in the midst and aftermath of a succession of wars and revolutions. It ties together the following cases in the history of childhood in Russia: (1) the “epidemic” of child suicides diagnosed in the aftermath of the 1905 Revolution; (2) public concern over the psychological effect of war on children during the First World War; and (3) the early Soviet efforts to deal with the problem of mass child “delinquency” in the aftermath of the revolutionary civil war.

Note on the Life and Work of Anatole Abragam

Anatole Abragam was born in 1914 in a middle-class Jewish family in Moscow, where he spent his early childhood and witnessed the initial years of Soviet Russia. He immigrated to France at age ten, with his mother and sister. His father, who had stayed in Moscow, was only able to join them in Paris eleven years later. From his childhood in Russia, he kept a perfect command of the language, as well as the essence of the Slavic soul, conveyed in his literature and poetry, which were part of him...

The Essence and the Peculiarity of Conceptions of Social and Pedagogical Support of Childhood in Russia, the Ukraine and the Belarus Republic

The article says about the main theories and concepts of childhood social and pedagogical support in Russia, the Ukraine and the Belarus Republic. There singled out the main trends of the social-pedagogical and psychological support to the children which suffer from a difficult living conditions. Also the author determines the goals of international cooperation of CIS countries in the sphere of staff training for state institutions of child support.

English

The aim of this article is to present the main research trends in the history of childhood, education and school institutions, published in Russia from the middle of the 1980s to the present. Recent works on these topics adopt new theories and methodologies, which entail new delimitations of disciplinary borders and new ways of defining the objects of research. First of all, the history of pedagogical thought and educational institutions is marked by the abandonment of Marxist theory and by the elaboration of a new conception called «pedagogical anthropology», enabling a thorough examination of the complexity of personality and educational practices. Secondly, scholars have recently revived Russian and Soviet School history, by investigating its different role under the Tsarist autocracy and the Soviet regime. According to new research, the Soviet reforms were conceived in order to teach citizens new values – not only to build social classes and workers for the development of the planned economy, as pointed out by Socialist historiography. Thirdly, the history of childhood has been re-written on the basis of the history of everyday life and of interdisciplinary approaches. This has made it possible to examine not only the «discovery» of childhood in Russia, but also to understand the ambiguous use of representations of childhood in Soviet propaganda under Stalin, which concealed the tragedy of homeless children and their presence in the Gulags. Finally, the history of social pedagogy contributes to the revision of the pedagogical theory of the most famous Soviet pedagogue – A.S. Makarenko (1888-1939) – in the social rehabilitation of juvenile offenders. The history of youth movements also represents a new trend aiming at analysing the continuity between the Scouts and the Communist Pioneers as well as its very important role in the political socialization and active participation in the defence of the Fatherland during WWII. Received: 16/05/2014 / Accepted: 20/06/2013 How to reference this article Caroli, D. (2014). New Trends in the History of Childhood, Education and School Institutions in Post-Communist Russia (1986-2012). Espacio, Tiempo y Educacion , 1(2), pp. 133-169 . doi: http://dx.doi.org/10.14516/ete.2014.001.002.006

Initiation to Scholarship: The University Seminar in Late Imperial Russia

The Russian ReviewVolume 64, Issue 2 p. 299-323 Initiation to Scholarship: The University Seminar in Late Imperial Russia ANDY BYFORD, ANDY BYFORD Andy Byford is a Post-Doctoral Research Assistant at the University of Oxford, working under Professor Catriona Kelly on the project “History of Childhood in Russia (1890–1991).” His doctoral thesis is on “Literary Academia in Late Imperial Russia (1870s–1910s).” He has published articles in Slavonic and East European Review, History of Education, Slavonica, Essays in Poetics, and Symposium.Search for more papers by this author ANDY BYFORD, ANDY BYFORD Andy Byford is a Post-Doctoral Research Assistant at the University of Oxford, working under Professor Catriona Kelly on the project “History of Childhood in Russia (1890–1991).” His doctoral thesis is on “Literary Academia in Late Imperial Russia (1870s–1910s).” He has published articles in Slavonic and East European Review, History of Education, Slavonica, Essays in Poetics, and Symposium.Search for more papers by this author First published: 17 February 2005 https://doi.org/10.1111/j.1467-9434.2005.00362.xCitations: 1 Research for this article was funded by a grant from the British Arts and Humanities Research Board. The author thanks Catriona Kelly, Galin Tihanov, the anonymous referees, and the editors of The Russian Review for their valuable suggestions and encouragement. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume64, Issue2April 2005Pages 299-323 RelatedInformation

Zbigniew Folejewski—International Slavist

Professor Zbigniew Folejewski, an outstanding and prolific scholar and a great teacher in the field of Slavonic Studies and Comparative Literature, but before anything else a wonderful father and a loved and respected human being, died on 28 July 1999 in Victoria, British Columbia. Unlike many of his compatriot colleagues, who have been teaching in many of the world universities outside of their land because of political considerations, Zbigniew ventured abroad of his own will, before countries became engulfed in World War II. He spent all his adult life working outside of Poland, yet he never lost his ties with his fatherland and its people. He worked tirelessly to present literature and culture to the communities in which he taught. Zbigniew was born on 18 October 1910 in Wilno (now Vilnius) at the time a part of the Russian empire. He was the son of Jozef Benedykt and Bronislawa nee Hajkowska. His father, when he was a student at the Warsaw University, took an active part in the struggle for independence and was engaged in political activity among workers. For that in 1905 he was expelled from the university. He moved to Suwalki where he found work as a teacher and where he organized the first library and a reading room; he also became a member of the editorial board of the Suwalki Weekly. At the same time he pursued his studies at the University of Petersburg from which he graduated on 30 March 1907. He then settled in Warsaw to become active in the left wing movement of the Socialist Party (PPS) and also in the publication of Zwiqzkowiec, Rzesza and Promien, all three political journals. In May 1908 he was arrested together with the other members of the subversive organization and spent time in the infamous Ratuszow and Pawiak prisons in Warsaw and in Lukieszki prison in Wilno. After trial he was exiled to remote area in inner Russia. In 1909 he was allowed to return to Poland, back to Wilno where he worked in a law firm and the Wilno Land Bank. A year later he travelled to Lwow, Prague and Vienna to study economics. At the outbreak of World War I he was mobilized into Russian army, but because of poor eyesight was posted to a branch of the Red Cross in Minsk where he remained until the town was taken over by the forces in 1919. It was then possible for him to return to Wilno and resume his law practice. In July 1927 he was elected president of the city of Wilno. For political reasons he had to resign his position in 1933 and became a judge in Wilno Appeal Court. After the Soviet army occupied the city in 1939 he worked as a modest accountant and later as a common labourer. He was killed on 22 June 1941 during a bombardment of the city by the Germans. From his father Zbigniew inherited his intense love for his country and the city of Wilno. Zbigniew spent his earlier childhood in Russia where he attended school and became familiar with the language. The family moved to Wilno in 1919. He attended high school named after [n.a.] Zygmunt August and later attended the University of Wilno n.a. Stefan Batory from which he obtained an M.A. degree in Slavic and general literature. His Master's thesis dealt with the prose of Wt. Orkan. In his university studies he excelled in history of literature and in Comparative Studies of Modern Literature, which subsequently led him to specialize in Slavic and European literatures. He graduated in 1934. Throughout his high school and university he showed himself to be creative, with interest both in prose and poetry. Throughout his life Zbigniew combined his interest and love of literature with a deep concern for the social issues of the day. He initiated and participated in various organizations. While still a student in Wilno he was in charge of the Association of Literature Students at the University, he was also the leader of a group called Original Creativity, and was also a member of the publishing committee of the Polish Cultural Studies. …

Childhood in Russia: Representation and Reality

Childhood in Russia: Representation and Reality

Childhood in Russia: Representation and Reality

This book provides a view of Russian culture today through the study of the concept of childhood. Descriptions of childhood memories, ideal childhoods, educational goals, and real-life children's accounts uncover the values and worldview of a people struggling to bring meaning to their lives. The data was collected in kindergartens, orphanages and homes in St. Petersburg and Moscow in 1990-1992. The depiction of children's values and ideals with respect to childhood is based on observation of children in class and at play, and is supplemented by analysis of their stories, fantasies and drawings. The depiction of adult values and ideals with respect to childhood is based on personal memoirs, interviews and questionnaires. It is supplemented by an analysis of the image of childhood in Russian literature and folklore. This uniquely focused look at culture will appeal to social scientists and students of Russian culture or children's culture as well as to researchers in Russian education, socialization, and child welfare.

The Discovery of Childhood in Russia, the Evidence of the Slavic Primer

The Discovery of Childhood in Russia, the Evidence of the Slavic Primer