My name is Vsevolod Pejemsky. I am a teacher of Kid's archaeological
center and a leader of our expedition. Seven years ago I founded
this center in one recreation center in St. Petersburg. I am 27
In 1998 I got master's degree in Russian medieval history.
And now I finished postgraduate courses in Hertsen State Pedagogical
University and wroute an essay devoted to Kid's Archaeology. Now
i am Ph.D.
12 years ago I went to my first archaeological expedition. I took
part in varied excavations (mezolithic, neolithic, medieval), including
My scientific interests: medieval history of Russia, regional history,
archaeology of North-West Russia, pedagogics, children's psychology.
My hobby: photography, web-design, hiking, 3-d action computer
Here is a part of my essay (That was a project for the Soros Foundation)
Education and Developing Potential of Kid's Archaeology
Kid's archaeology [detskaya arheologia] - established combination
of words defining a specific pedagogical phenomenon. It means "participation
of children and adolescents in archaeological excavations and other
types of archaeological activity". As a rule, it develops within
the frameworks of the additional education system (recreation centres,
adolescent clubs as educational organisations). There children and
adolescents study archaeology as an educational discipline, and
assimilate archaeological skills. As a rule, adolescents and children
from these clubs and sections of recreation centres take part in
archaeological expeditions as unskilled labour. Archaeologists,
teaching in these sections, have to solve a problem of financing
expeditions, they have an unpaid workforce. Sometimes they view
this teaching process as a pre-professional education. Nobody studies
this question as a pedagogical problem. Nobody tried to understand,
what archaeological activity could benefit a child, or an adolescent.
Our approach is to examine childish archaeology as a pedagogical
appearance and answer the following questions:n What educational
potential is hidden in kid's archaeology?n How can archaeological
activity help children and adolescents in their growth ( in acquiring
necessary adult life skills)? n How can archaeological activity
help children to form "the sense of liability" as one
of the basic elements of civic society?n How can archaeological
activity help a child to develop cognitive activity? We intend to
search kid's archaeology as a pedagogical appearance:
- what is the position of archaeological clubs in the educational
- what peculiar properties does club use?
We are going to find methods to achieve educational, developing
and cognitive purposes within the framework of kid's archaeology.
We are going to clear up the capability of "archaeological
experiment" in educational conditions. Archaeological experiment
is a reconstruction of elements of material and spiritual culture
of ancient people - houses, manufacturing process, ceremonies, instruments...
Archaeological experiment is a method of experimental archaeology
- a part of archaeology. We try to understand, how it is possible
to apply experiment with the purpose of education, development and
formation of its participants. What skills, knowledge can receive
the teenager, if he participates, for example, in manufacturing
ceramics by ancient methods. It is necessary to develop scientific
and methodical bases for wider inclusion of children archaeology
in educational process.
We consider checking up experimentally the received results.The
basic problem of the research: There is insufficient scientific
knowledge about a kid's archaeology as a pedagogical phenomenon.
The basic hypothesis of our research: kid's archaeology (participation
of the children and adolescents in archaeological expeditions and
other kinds of archaeological activity) has significant potential
for development, education and formation of the teenagers.
We suppose, that: The participation in expeditions can promote development
of search activity, formation of skills necessary in independent
life, and formation of labour skills. It will form a need to self-education
and self-development. I.e. archaeological activity is a complex
method of formation, education and development adding average formations.
We suppose, that archaeological experiment, which is carried out
by the children, with the pedagogical purposes, brings up the teenagers
respect for other cultures. It makes reception of knowledge independent
from a level of intelligence, educational level. It corresponds
to need of children and adolescents for self-realisation.
The basic research phases.
1st stage - study of existing archaeological sections and clubs,
their history, results and features of work.
2nd stage - study of the scientific literature devoted problem of
effective work of additional education (other directions - ecological,
regional history, scouting), foreign literature.
3rd stage - scientific substantiation of new methods of work in
archaeological sections and clubs.
4th stage - Experimental check of new development and methods.5th
stage - preparation of a complex of the text-book and manuals for
the teachers, who conducting work in similar sections and clubs.
The basic contents of the manuals - implementation archaeological
experiment in activity sections and clubs, changing the approach
in work of clubs and sections. Expected results of the project.
1. Elaboration of the scientific bases for changing the approach
in teaching in archaeological clubs and sections to more democratic,
humanistic, guided on interests of a child, on his need, supposing
unity of the rights and duties of a child.
2. Implementation innovative methods of pedagogical activity in
additional education system.
3. Elaboration of the scientific bases for inclusion elements of
archaeological activity and archaeological experiment in the contents
of general average historical school (mechanisms, connection, kinds
and ways of activity).
4. Elaboration a complex of the methodical manuals (manuals, slide
- films, complete set of maps and visual training aids for teenagers
There is a urgent practical need for the given research: the actualising
activity in clubs and sections does not realise all opportunities
incorporated in a childish archaeology. This activity does not correspond
to needs and interests of children, level of modern scientific knowledge,
to change the conditions and development of a society. First of
all it does not correspond to the modern purposes of education.
Also there is a contradiction between enough advanced pedagogical
practice and absence of theoretical base.
The novelty of the approach to the problem is expressed in study
of the kid's archaeology as pedagogical phenomenon, in elaboration
of the theoretical, based on humanistic approach in work kid's archaeological
clubs, and also in application archaeological experiment (historical
reconstruction) in the pedagogical purposes.
According to the objectives we consider to apply the following methods
The survey of existing archaeological clubs and sections on Northwest
of Russia (in Pskov, Novgorod, St.-Petersburg) by method of discrete
observation, and method of interview (with the teachers of clubs,
and with the teenagers) will be carried out.
The theoretical analysis of the scientific and methodical literature
on a problem will be carried out.
The analysis and specification of conceptual and terminological
device will be carried out.
The analysis of work experience of the teachers (on materials of
the publications and by results of the survey) will be carried out.
The pedagogical experiment will be carried out (kid's archaeological
expedition will be carried out, where will be get up archaeological
experiments (will be reconstructed houses, manufacturing process,
instruments). Adolescents will carry out the archaeological experiments.
The analysis will be carried out and the results of research are
Importance of the research.
Scientific importance of the research:
- This research will experimentally check up and will theoretically
prove application of methods and kinds of activity of one science
(archaeology, experimental archaeology) with the purposes of another
(pedagogics). Such approach changes a sight to character of connections
in interdisciplinary researches. Instead of simple connections the
methodology of an allied science is used. The practical importance
of research:- the new possible contents of club system of additional
education is defined.
- the opportunities incorporated in a kid's archaeology are come
The research can be of interest for educationalists, teachers of
additional education, teachers of a history in schools, archaeologists.
The scientific results will be generalised and will be published
in a series of articles in pedagogical, historical and archaeological
scientific magazines, and also in special pedagogical symposiums.
The methodical materials will be published in popular pedagogical
magazines and as separate publications.
The results of research can find wide application in the teaching
process. The programs of teaching in additional education system
can be based on them. The results of research can be applied during
school education. The for example received results will give the
teachers of high school an opportunity to include intelligently
and purposefully in the contents of teaching separate archaeological