\u2013 How strict should the discipline be?<\/p>\n\n\n\n
\u2013 Everything has to be put on the table for discussion! We even have to seek out reasons for discussions with everyone afterwards. But it has to be a discussion, not a condemnation! In these discussions every child puts himself in the other\u2019s position\u2014one time he is the accused, another time, the accuser, once he defends others, and then he defends himself, and so on. That is, we should help a person to come out of himself. We are all fighting our nature, which is an alien, internal mechanism that we have to rise above and use in the opposite direction. This is what\u2019s important.<\/p>\n\n\n\n
\u2013 To resolve conflicts, is there any point in creating a working committee of educators and instructors who get together in the evening, for example, to discuss the day that has passed and the difficulties that occurred? Or should everything be done together with the children?<\/p>\n\n\n\n
\u2013 The educators should definitely get together and discuss things. But mainly, all of the work on upbringing, order, and regulation of all the inner relationships should be constantly incumbent on the children.<\/p>\n\n\n\n
Practically speaking, by the end of our work in the camp, the children should conduct all of their work, and be able to work on themselves independently.<\/p>\n\n\n\n
\u2013 Sometimes a child destroys the space around him and doesn\u2019t fit in. In fact, he interferes with the processes. Under what conditions should he be expelled?<\/p>\n\n\n\n
\u2013 There are several possibilities. If the child is difficult and doesn\u2019t understand anything because he simply doesn\u2019t hear it, that\u2019s not his fault. That\u2019s the way he is and you need to attach an older child to him who can influence him correctly. This is the best thing.<\/p>\n\n\n\n
No adult educator can do this. An adult is perceived by a child as \u201cfurniture,\u201d null. But a child who\u2019s 3 or 4 years older is everything to him, and we must use it. An older child can turn to this \u201cuncooperative\u201d child and ask him to help in the kitchen or in another duty. That way, he occupies him for some time, taking him out of the collective and working with him individually.<\/p>\n\n\n\n
Maybe this \u201cuncooperative\u201d child likes sawing, shaving wood, or hammering nails. And through that he will gradually enter the general atmosphere. And then, under the influence of the older child, he will begin to understand and feel what is happening here. These kinds of opportunities should definitely be created.<\/p>\n\n\n\n
Expelling a child from camp and sending him home is an extreme case. It\u2019s only possible to do that if it\u2019s not a child anymore, but a young adult who cannot readjust psychologically. There are people like that, but they are very rare.<\/p>\n\n\n\n
\u2013 There is a stereotype that if a person doesn\u2019t fit in, kick him out and that\u2019s the end of it.<\/p>\n\n\n\n
\u2013 Definitely not! We cannot do that. We always use older children and the older environment in relation to the younger ones as intensively as possible. This kind of child can even be transferred to an older group. \u201cYou\u2019re 12 and that\u2019s what you\u2019re like!? We\u2019ll transfer you to the 15 year olds and see how you will behave there.\u201d The older kids will quickly \u201cset him straight\u201d and he will take on the right form.<\/p>\n\n\n\n
\u2013 How should we arrange the interaction between the children in this environment, in the camp, and the \u201cwild,\u201d local kids?<\/p>\n\n\n\n
\u2013 We don\u2019t have local kids or \u201cwild\u201d kids. We must clearly select and know what we are doing. We receive the raw material of children, and we have to send them out as humans.<\/p>\n\n\n\n
\u2013 But suppose we take a trip to some place that has local populated points.<\/p>\n\n\n\n
\u2013 There shouldn\u2019t be any populated points. There has to be total isolation.<\/p>\n","protected":false},"excerpt":{"rendered":"
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