Character, health, success in life, self-confidence in a person begins with his family, with his family upbringing. The formation of a person’s personality begins with it. He will become an optimist or a pessimist, an egoist or an altruist, he will bury his head in the sand like an ostrich, or he will not be afraid to take responsibility - all this depends on the person’s upbringing and the example of his parents. So, let's understand the intricacies of raising a family healthy child at different age periods and raising children who are not entirely healthy.
Family education of children and its features
Nowadays, the tasks of family education differ significantly from the period of Soviet times. If previously the main and common task of the family and school was to educate collectivism, patriotism, activity, and hard work for the benefit of society, today the family and school educate the individual, discover individual talents and abilities, no one educates anyone according to one line and in a stereotyped way. Today, children know their rights and often quote the UN Convention on the Rights of the Child. Was this possible 30 years ago?
At the same time, previously, citizens of the country were always under the protection of the state, they were guaranteed the right to work, health care, free education and stable prices, and today, in the times of capitalism and democracy, from childhood a child is taught that for his right To live a full life you need to fight, winning your place in society, defending yourself in fierce competition. And he sees and hears all this from the example of his parents. They are the ones who clearly and systematically demonstrate the need to adapt to the requirements of today’s times, and sometimes to combat its challenges.
Family education is, first of all, a system of relations between parents and children. Of course, the leaders in this system are mom and dad. The peculiarity of family upbringing lies in the emotional coloring of relationships.
Yes, such relationships should be built on love and respect. And here it is very important not to cross the line of love that separates true love from spoiled child syndrome. Using the example of many families, one can observe how a child in the family becomes an idol, who is not denied anything, who always has the best, and who dictates to mom and dad what to do and when. For such parents, upbringing becomes not the formation of the child’s personality, his life experience, restrictions and adherence to moral rules, but rather window dressing with a predominance in his own child material assets With early age. Such reliable and blind love is not enough to form a strong personality. Then the child will get used to the fact that there are always parents behind him who will “get out of their skin”, but will give him their best and do everything for him. In such families, upbringing comes down to the fact that the baby becomes the center of all family tasks and leisure. In fact, family education and love are replaced by the presence of all kinds of material values in the child’s life.
But there is another form of family education, which is chosen by the wise and modern parents. This is a partnership relationship. The child clearly knows what is possible and what is absolutely not allowed (there should be no exceptions for grandparents); when it is possible not to do something, and when fulfilling the requests (not orders) of parents is obligatory. In such families, the child will not lie, because he has been taught to always tell the truth, no matter what it is. He is not afraid of being punished, but rather worries about upsetting his mom and dad.
Features of family education today are the ability of parents to see the future in the life of their baby. This means that from early childhood it is necessary to recognize his abilities and inclinations, respect him as a person, and develop faith in himself and his success. Family education in our time is the ability to form in a child correct ideas about the real side of life, and not to put “rose-colored glasses” on him and hide from problems behind his broad back.
Family education of preschool children
Parenting in a family begins from diapers. However, many parents limit themselves to just changing diapers and meeting the physical needs of their children. All this begins from the period of infancy. Then family education proceeds chaotically, since parents are hampered by the following circumstances:
- Lack of time and fatigue. Today, parents are so busy that even on weekends they do not consider it necessary (or simply do not have the strength to do so) to devote several hours to their child. Trips to the zoo happen only on holidays, when there is an extra day off, or on vacation. Evening family walks after dinner are replaced by tracking on the couch due to parents' fatigue.
- Lack of understanding of the importance of family education and focus on education in children's institution. Unfortunately, many young parents believe that their child should be raised by a professional - an educator, a teacher. Such fathers and mothers come to children's matinees with pleasure and are eagerly interested in why their child is not in the main role. They “delegate” their functions to teachers and therefore do not consider it necessary to systematically devote their own time to walking, playing, reading books, putting together puzzles, writing fairy tales, and drawing.
- Replacing parental education with a computer. Yes, today children are well versed in the computer, know how to handle it correctly, and therefore parents believe that technical cognitive skills can give the child knowledge about the world, entertain him and at the same time not worry about where he is, with whom, in what weather. Children spend their time playing games and cartoons, while experiencing a lack of live communication and, of course, speech development.
This is the inability of parents to raise their children in a family with preschool age leads to conflicts in adolescence, studies, and social adaptation.
Family education of children at school
By the time a child starts school, it is already possible to clearly observe the styles of relationships between parents and children. There are several of them:
- General style. With this type of relationship, the army habits of the parents are clearly visible. There are no alternatives in relationships; everything said by mom and dad must be strictly followed. The ways to influence a child in this style of relationship are instructions and threats, the purpose of which is total control over the behavior of the children.
- Psychological style. Some parents try to analyze why the child acted this way and not otherwise. Questions and detail in this case are aimed at adjusting his behavior to the right path.
- Judge style. This is the evaluative behavior of parents when the child at home is expected to read morals for a low grade, being late and other wrong actions. Close to this style is the style of a priest, when parents begin all their conversations with their child with the phrase “You must... must... must...”.
- Cynical style. This is the most dangerous style of relationship, when a child constantly hears ridicule and humiliation, even nicknames. Such parents always demonstrate their dominance and thus not only alienate their child, but also form in him complexes, uncertainty, guilt and fear. Children of such parents often bite their nails and lie, fearing to be punished.
- Friendly style. Being a friend to a daughter or son means being able to listen, understand, not scold, and help the child solve his problem on his own, but correctly. Cooperation is the most productive type of relationship between children and parents. This is also the most difficult type of relationship for parents, when you need to feel the line that cannot be crossed. As a rule, in a family where cooperation reigns, children do well in school, they do well everywhere, and they know how to communicate with peers and adults. The child is considered an individual and a full-fledged member of the family. Therefore, it already performs school age adults and independent actions. Usually, with this style of relationships in the family, the child’s adolescence goes more or less smoothly. After all, understanding and partnership with his parents does not force him to look for an outlet outside the family. Respect and mutual support, love and responsibility are always present in the family education of a student with a friendly type of relationship.
Family education of children with developmental disabilities
What could be better than healthy and smart child? But, unfortunately, many parents do not have such happiness. Their children have developmental disabilities and, of course, they are forced to adjust their family upbringing. Exist different relationships parents to their child's defect. This attitude determines the methods of education:
- Protective education. This is always an overestimation of the defect, which is manifested by excessive care. The child is pampered, allowed literally everything, protected from everyone. He is not allowed to do anything, even those functions that are completely accessible to the patient are limited. This model of parental behavior is an artificial isolation of a disabled child. Even if his developmental ailment can be corrected, protective education molds him into an egoist and consumer.
- Indifferent education. The attitude of parents creates in the child a feeling of inferiority and uselessness. The child becomes timid and complex. He develops an unfriendly attitude towards other children, as well as towards relatives and strangers.
Both types of parental attitudes towards a child with developmental disabilities lead to the formation of mental trauma in him. Thanks to their parents, such children develop secondary deviations in mental development. To avoid this, parents of such children at all age stages should consult with specialists - psychologists, doctors, rehabilitation specialists. Only systematic interaction with them will help not only competently form a disabled child as an individual, but also adapt him to life in society.
The permanent tandem of “parents - specialists” is designed to teach family members of a child with special needs to help, improve and overcome all difficulties together with their baby.
Family education of children with intellectual disabilities
If you look at the root, as Kozma Prutkov said, then in most cases, their parents are to blame for the mental retardation of children. For some it is an irresponsible attitude towards pregnancy, for others it is heredity, for others it is karma.
13% of such children have parents who are alcoholics, drug addicts and criminals. You should know that a third of children with intellectual disabilities are born to parents who are graduates correctional schools. That is, their parents themselves have a certain form of intellectual disability. The parents of such children have the same level of education and social status. Such families often break up or the functions of education in them are delegated to grandmothers. Children with intellectual disabilities are very often raised in boarding schools. And this, of course, destroys their relationship with their parents.
In such families, two types of relationships usually also appear: overprotection or complete indifference. Overprotection shapes the behavior of an ostrich in a child. Then there can be no question of fostering any kind of independence.
Complete indifference to a mentally retarded child is a further lag in mental and mental development. When parents, and most often this is the mother, are attached to the child, love and engage with him, consult with specialists in development issues, then he gains self-confidence and actively explores the world. Family psychotherapy with mothers can significantly facilitate the family upbringing and development of such a baby. When providing assistance to the mother and the family as a whole, the specialist gives specific recommendations and emphasizes that spiritual communication with your child is a powerful source of positive changes in him.
Family education of children with speech disorders
Many parents do not understand why their children are characterized by speech development disorders. They are often offended and take out their dissatisfaction on their children. However, such parents should understand that everything is learned by comparison. And speech impairment compared to severe disability, mental retardation is not such a disaster. Today, when speech therapy is moving forward with progressive steps, parents need to find a good specialist to work with their child. And, of course, create an environment for him in the family that would harmonize his development.
Patience, understanding, love for the baby should be the dominant principles of family education. After all, sometimes it is the wrong style of relationships with children that forms speech defects in the latter. Inadequate parental attitudes and authoritarian parenting style are factors in the occurrence of speech disorders. That is why the main task of a speech therapist in working with such parents is to optimize the relationship between parents and children. Working on children's speech defects is a common task for specialists and parents. If a child sees that both his mother and a speech therapist are working with him, he will try harder, and repetitions will only contribute to speech correction. In addition, parental attention to the child always produces the desired effect.
Diagnosis of a child’s speech is usually carried out in kindergarten. Speech therapists are already working with the children there, and perhaps they will advise parents on certain areas of work and correction. We are talking about cutting the frenulum of the tongue, which sometimes interferes with pronouncing the sound “r”. Of course, there are parents who are inert to the advice of specialists and do not have time to do this. And then such children grow up with an inferiority complex, they are uptight, they laugh at them at school because of their burr.
Wise family education is always attention to the child, his joys, experiences, defects and problems. There are no problems that cannot be overcome with the love and patience of a mother.
Especially for - Diana Rudenko
MUNICIPAL STATE EDUCATIONAL INSTITUTION
"BASIC EDUCATIONAL SCHOOL No. 21"
PREDGORNY MUNICIPAL DISTRICT OF STAVROPOL REGION
357377, Stavropol Territory, Predgorny district, village. Gorny, per. Severny, 4
INN 2618012193 KPP 261801001 OGRN 1022600965837,E- mail: muscola21@ rambler. ru
I affirm:
Director of MKOUOOSH No. 21
______________________
V.A.Vorushilov
09/15/2014
Program
family education
At school
Deputy Director for HR Moshenskaya I.N.
2014
Explanatory note
“When something wrong happens to the children and they begin to look for the reasons for this, some say: it’s the school’s fault, it should take care of everything, it belongs to it.” the main role in education. Others, on the contrary, believe that the school mainly teaches, and the family should educate. I think both are wrong. Figuratively speaking, family and school are the shore and the sea. On the shore, a child takes his first steps, receives his first life lessons, and then an immense sea of knowledge opens up before him, and the school charts a course in this sea. This does not mean that he should completely tear himself away from the shore - after all, long-distance sailors always return to the shore, and every sailor knows how much he is obliged to the shore.”
L. Cassil.
Like all educational institutions, the school is called upon to sow “reasonable, good, eternal.” By modern standards, our school is small - there are 80 students in it, so the entire teaching staff knows each student by name and surname, his mental, psychological, physical features, advantages and disadvantages, family composition, style of relationships with parents and classmates, knows his hobbies. However, no teacher, no matter how talented, can replace father and mother in education. First of all, they can lay the foundation of goodness in a child, warn him against evil, and teach him decency.
In the context of dynamic changes in our society, when many traditions of Russian family education have been lost, the level of family breakdown is high, many children do not feel the value family relations.
Currently, there are socio-economic factors at work, which, on the one hand, have led to the expansion of the economic function of the family, on the other, to a weakening of the educational function, which negatively affects both the family and society as a whole. Today, many parents are forced to work two or three jobs to provide for their family. They physically do not have enough time to raise children, and parents who have both the time and the desire to work with children often lack basic knowledge.
Today, the psychological and pedagogical illiteracy of many of our parents is evident. Unfortunately, there are fathers and mothers who withdraw from raising their own children and abandon them to their fate. As a result, there are 2.5 million neglected and street children in the country. This is much more than in the war and post-war years. The statistics are inexorable: 425 thousand children are registered in units for the prevention of delinquency among minors. About 200 thousand teenagers commit crimes every year.
Undoubtedly, the figures and facts presented in this article cause bitterness, anxiety and resentment towards the state, which is unable to create acceptable living conditions for every family. But they also help to understand that the power will become stronger only when every Russian family becomes stronger. Our program is only a small step towards strengthening families and protecting children's rights. What matters is that it's done. After all, it is known that the one who walks will master the road.
Target: Strengthening the prestige and role of the family in society.
Tasks:
Assisting families in raising children;
Psychological and pedagogical education of families;
Correction of family education;
Organization of family leisure;
Familiarity with regulatory and legal documentation on the protection of children's rights.
Main directions in the work of the teaching staff of MKOUOOSH No. 21 with the families of students, the following are determined:
study of families and conditions of family education;
promotion of psychological and pedagogical knowledge;
activation and correction of family education through work with parental assets, differentiated and individual assistance to parents;
generalization and dissemination of the experience of successful family education;
familiarization with the rights and responsibilities of parents and children.
When working with families, teachers are guided byprinciples:
the objective nature of family study;
an integrated approach to the study of all family characteristics;
identification specific features family and using them to strengthen its educational potential;
analysis of the real situation;
the two-way nature of family study (parents, children);
carrying out a study of the educational activities of the family with a simultaneous study of the child’s personality and his upbringing;
optimistic approach to family;
the unity of study with the practical implementation of the educational capabilities of family and society;
establishing untapped reserves for family education.
Family diagnostics
Target: identifying opportunities, factors of family education that have the most positive impact on the child, and establishing sources of influence on children and possible ways to overcome them.
Tasks:
Study of family lifestyle.
Identification of the features of the family education situation.
The position of children in the system of family relations.
Characteristics of the moral microclimate of the family and its traditions.
Identifying relationships between family and school.
Finding ways to optimize pedagogical interaction between school, family and society.
Establishment of untapped reserves of family education.
Forms of working with families
I. Diagnosis of families. Drawing up a socio-pedagogical passport of class groups.
II. Organization of parent support to school.
III. School for parents of future first-graders.
IV. Providing social and pedagogical assistance to disadvantaged families.
Interaction between family and school
The main burden of ensuring real communication with the family falls on the shoulders of the class teacher. He organizes his activities through the classroom parental committee, parent meetings, as well as through teachers working in a given class. An important part of the practical activities of the class teacher in maintaining contacts with the family is regular personal visits to students at home, studying their living conditions on site, agreeing and coordinating joint measures with parents to strengthen educational influence and prevent undesirable results. The traditional function of the class teacher remains educational: many families need pedagogical advice and professional support.
In parent lecture halls it is useful to hold lectures and conversations about the tasks, forms and methods of family education; psychophysiological characteristics of students of this age; approaches to raising children of different ages; certain areas of education - moral, physical, labor, intellectual; new spheres of intellectual development of reality - economic, environmental, economic, legal education; problems of promoting children's health, organizing a healthy lifestyle; citizenship and patriotism; fostering conscious discipline, duty and responsibility. Separately, we should consider the most pressing issues of family education - overcoming alienation between parents and children, conflict and crisis situations, the emergence of difficulties and barriers in family education, responsibility to society and the country.
At parent-teacher meetings, it is important not only to inform parents about the results of academic performance and attendance, facts of violation of discipline, lagging behind in studies, but together with them to find out the reasons, interestedly discuss ways to overcome negative phenomena, and outline specific measures. It is unacceptable to turn parent meetings into lectures and scoldings, it is impossible to expose a student and his family to public defamation, and it is strictly forbidden for a teacher to take on the role of a judge and make peremptory decisions and sentences. A humanist teacher does not even have the right to criticize or categorically judge, since he understands how complex and contradictory the reasons are that lead schoolchildren to this or that action. In a hardening society, the class teacher sets an example of patience, mercy and compassion, and protects his pets. His advice to parents is soft, balanced, and kind.
A constant topic for discussion at parent meetings is maintaining the unity of the requirements of family and school. To do this, specific aspects of the coordination plan are taken, their implementation is analyzed, and ways to eliminate the emerging discrepancies are outlined.
An acute problem remains moral education of younger generations, various aspects of which have to be constantly discussed at parent-teacher meetings. IN last years many class teachers invite local clergy for conversations on moral topics. The resulting associations “school - family - church” have great educational opportunities, and although by law the school is separated from the church, it is hardly reasonable to object to the spiritual influence that benefits parents and their children, capable of stopping the processes of savagery of youth.
Traditional form The work of the class teacher with the family remains to invite parents to school for a conversation. The reason for this in schools with a humanistic orientation is the achievements of students, which are reported to parents in order to agree on a program for the further development of the student’s talents. In authoritarian schools, the reason is always the same - dissatisfaction with behavior or studies, and the reason is a specific fact. As studies have shown, it is precisely such calls from parents, where they receive a charge of negative emotions, that most alienate parents from school, and school from children. Many schools introduce a rule: every parent must visit school once a week. Then the student’s misdeeds, if they occur at the next visit, are perceived normally and do not cause an acute reaction against the general positive background. In this form, the school helps parents (and teaches them!) to systematically raise their own children. Naturally, the load on the class teacher increases significantly, since he has to communicate with 4-5 parents every day, and the benefits are enormous. Over time, a sort of permanent “schedule” of visits is established, which has a stimulating effect on all schoolchildren - excellent students and lagging behind, disciplined and not so disciplined.
The class teacher visits the families of his pupils, studying on the spot not only living conditions, but also the nature of the organization of family education. The atmosphere at home and the relationships between family members can tell an experienced mentor a lot. It is extremely important to observe the following rules when visiting a student at home:
do not go uninvited, try by any means to receive an invitation from your parents;
show high tact when talking with parents, always start with praise and compliments;
exclude complaints about the student, talk about problems, suggest ways to solve them;
talk in the presence of the student, only in exceptional cases demand a confidential meeting;
do not make claims against your parents;
Emphasize in every possible way your interest in the fate of the pupil;
put forward joint projects, agree on specific joint activities;
do not make groundless promises, be extremely restrained in difficult cases, express cautious optimism.
Unfortunately, it is unprofessional work with parents that most often undermines the authority of the teacher and the school. Parents will strive for cooperation and subsequent contacts only when they see the class teacher’s interest in the fate of their children.
The family gives the child, as it were, primary equipment, primary preparation for life, which the school still cannot provide, because it requires direct contact with the world of loved ones surrounding the child, a very familiar, very familiar, very necessary world, a world to which the child from the very first years he gets used to it and is taken into account. And only then a certain sense of independence is born, which the school should not suppress, but support.
Next I would like to say this. I often see how abnormal relationships arise between family and school - sometimes due to the fault of parents, and other times due to the fault of teachers. This teaches children to be completely irresponsible. At home, the student complains that the teacher treats him badly, and at school - that they interfere with his studies at home. All this happens because there is no constant communication between the teacher and the family. A teacher should meet with the parents of his children not only about some kind of emergency, not only at school at parent-teacher meetings. I really want a teacher to come to the family. You can do this in a year, and more than once. And the children see the teacher in a completely different light when he comes to their home. And a calm, friendly conversation with the parents arises, and it’s good if this conversation begins in the presence of the children.
But of course, even if a teacher gets to know his children very well, he should not always interfere in their personal life and into their affairs. It often happens that a teacher reprimands his student: “Why did you stop being friends with such and such very good guys, and are you friends with these?” - “Are they bad?” - “No, they are not bad, but I think...”, etc. This is how, under the guise of class unity, a forced and artificial rapprochement takes place, which will never be lasting. Of course, the class must be united. But friends are chosen according to taste, according to personal preferences, and when the teacher begins to interfere, no good will happen. We will only teach the guys to be hypocrites, to lie, and we will belittle in their eyes the sacred feeling of friendship, without which the team cannot survive. After all, a team consists of people connected not only by a common cause, but also by friendship, and not from some monotonous mass. Therefore, the extent of school interference in a child’s personal life must be reasonably determined.
Good teacher he himself understands where he should stop or, at least, do without administrative interference. Here I completely agree with Makarenkov’s formula - as much demands as possible, as much trust as possible.” Systematic surveys of class teachers show that it is especially difficult for them to work now with students in grades 6-8. There is rudeness among a significant part of school youth, violation of norms of behavior in society, bordering on hooliganism; irresponsibility, neglect of physical, production labor. Young people often do not notice where arrogance, disregard for the experience of elders, and disrespect for parents begin.
Two mutually related tendencies are especially acute among older schoolchildren: the desire for communication and the desire for isolation. Both of them are extremely important for organizing the educational influence on students and guiding their life activities. A situation is created in which a senior student, on the one hand, being on the verge of independent life, especially needs the advice and attention of adults, their help, and on the other hand, he is afraid of losing his independence.
According to his position, the teacher is obliged to work closely with the family and give professional advice parents. The more knowledge he has accumulated about children and their lives, the more reasonable his advice will be, the more authority he will enjoy in the families of his students.
Among pedagogical councils For families, especially young ones, a reputable teacher will pay attention to the reasonable organization of the family and family relationships. Common perspectives, joint activities, certain work responsibilities, traditions of mutual assistance, joint decisions, common interests and hobbies serve as fertile ground for the development of internal relationships between parents and children.
In the life of a family, the necessary pedagogical circumstances do not always coincide with life. They often have to be created despite life circumstances. For example, a family can free a teenage girl from household chores; the grandmother can do them. Then the responsibilities of the grandmother and granddaughter should be distributed so that the girl feels the need for her help and considers it absolutely obligatory for herself.
Children expect their parents to show interest in their inner world and take into account their age and individual characteristics. Parents need to gradually change educational influences at various stages of personality development.
A thoughtful teacher will also pay attention to pedagogical tact, which requires parents to take into account life experience, emotional state, a subtle, unhurried analysis of the motives of an action, and a sensitive, soft touch to the inner world of a growing person. A sense of tact should tell parents how to hide the nakedness of direct educational influence.
The teacher will call the common hobbies of parents and children the blessed path that will lead them to mutual understanding. Family hobbies, interests, traditions, now almost forgotten family reading evenings, family tournaments, family amateur art groups, family cultural outings, travel, weekend hikes. Each family can develop a diverse system of establishing and strengthening close ties between parents and children: from parents to children, from children to parents.
The interaction between school and family in solving the problem of overcoming school failure remains constantly relevant. It has been established that family and school look at her differently. Teachers tend to consider the main reasons for lack of abilities in the relevant area and lack of family control. Parents are to blame for their children’s lack of attention, perseverance and poor school performance. A joint discussion of the problem allows us to establish the true reasons for the student’s poor performance. Only by understanding them can families and schools adjust their activities. If mutual understanding is not reached, the school and family remain at their points of view. This only makes the student's life worse.
Naturally, it is impossible to foresee the situations that the class teacher will encounter. The point of pedagogical training is to equip a specialist with general methods of analyzing emerging situations and searching for optimal options exit from them.
The teacher’s advice will be more justified the better he is able to diagnose a specific family situation.
Event plan
I. Pedagogical lecture “Parents about you and for you”:
I quarter
“Psychological and pedagogical problems in childhood”
II quarter
I stage of education – “Punishment and reward in the family: pros and cons”;
II stage of education – "Influence psychological climate in the family on the child’s health.”
III quarter
I stage of education – “The health of our child: tips on how to preserve it”;
II stage of education – “Instilling hard work and responsibility in a child in the family”;
IV quarter
School-wide parent meeting: “The role of the family in organizing children’s educational work and leisure time”
II. Parent conference “The role of mother in the life of a teenager” (grades 1-9);
III. Activities held with students
1 . I stage of education:
“The importance of family in a person’s life”;
“About respect for mother and father, grandparents, brothers and sisters”;
Learning poems and songs on these topics;
Making your own gifts for parents for the holidays;
Outings into nature with parents.
2. II stage of education:
Conversations with students on topics:
“Yours family of origin”
“Fire of the native hearth"
Gatherings, bachelorette parties, situational cool watch“Your responsibilities in the family”, “You and your parents”, creative family exhibitions.
Thematic class hours: “I am in debt to my mother”, “Culture of behavior in the family”;
Evening discussions on the topics “Is this a personal matter - personal happiness?”, “How to preserve love?”
Competition of essays on the topics “Everything beautiful on earth comes from love!”, “ Beautiful person– this means…”, “Daughters and mothers”.
IV. Active participation in regional family education events.
V. Familiarity with regulatory documentation:
Family code Russian Federation;
Convention on the Rights of the Child;
Constitution of the Russian Federation;
School Charter;
Stages of program implementation
The program lasts 3 years.
Stage 1 – preparatory (2014-2015 academic year)
Analytical and diagnostic activities.
Determination of strategy and tactics of activity.
Stage 2 – practical (2015-2016 academic year)
Testing and use in work in this area of personality-oriented technologies, forms, techniques and methods of work, social and psychological-pedagogical support for the child’s personality.
Stage 3 – generalization (2016-2017 academic year)
Processing and interpretation of data for 3 years.
Correlation of program implementation results with the set goals and objectives.
Determining prospects and ways for further development of the school’s work on family education.
Expected result
Based on the results of the program, we expect:
Strengthening connections with family;
Increasing psychological and pedagogical education of parents;
Increasing the responsibility of parents for the upbringing and education of children.
Applications
Family parenting styles
In the modern practice of family education, three styles (types) of relationships are quite clearly distinguished: authoritarian, democratic and permissive attitude of parents towards their children.
1. The authoritarian style of parents in relations with children is characterized by severity, exactingness, and categoricalness. Threats, prodding, coercion are the main means of this style. In children it causes a feeling of fear and insecurity. Psychologists say that this leads to internal resistance, which manifests itself externally in rudeness, deceit, and hypocrisy. Parental demands cause either protest and aggressiveness, or ordinary apathy and passivity.
In the authoritarian type of parent-child relationship A.S. Makarenko distinguished two types, which he called the authority of suppression and the authority of distance and swagger. He considered the “authority of suppression” to be the most terrible and savage type of authority. Cruelty and terror are the main features of this attitude of parents (usually fathers) towards children. Always keeping children in fear is the main principle of despotic relationships. This method of upbringing inevitably leads to the upbringing of children who are weak-willed, cowardly, lazy, downtrodden, “slush,” embittered, vindictive and often tyranny. “The authority of distance and swagger” is manifested in the fact that parents, either “for educational purposes” or due to current circumstances, try to be away from their children - “so that they obey better.” Contact with children for such parents is extremely rare: they entrusted upbringing to their grandparents. Parents do not want to lose their parental prestige, but they get the opposite. The child’s alienation begins, and with it comes disobedience and difficulty in educating.
2. The liberal style presupposes forgiveness and tolerance in relations with children. Its source is excessive parental love. Children grow up undisciplined and irresponsible.
Permissive type of attitude A.S. Makarenko calls it “the authority of love.” Its essence lies in indulging the child, in the pursuit of child affection by showing excessive affection and permissiveness. In their desire to win a child, parents do not notice that they are raising an egoist, a hypocritical, calculating person who knows how to “play along” with people. This, one might say, is a socially dangerous way of relating to children. Teachers who show such forgiveness towards a child, A.S. Makarenko called them “pedagogical beasts” who carry out the most stupid, most immoral type of relationship.
3. Democratic style is characterized by flexibility. Parents, motivating their actions and demands, listen to the opinions of their children, respect their position, and develop independent judgment. As a result, children understand their parents better and grow up to be reasonably obedient, proactive, and with a developed sense of self-esteem. Children see in their parents an example of citizenship, hard work, honesty and the desire to make them what they are.
Methods and forms of family education
Methods of raising children in the family are the ways (methods) by which the purposeful pedagogical influence of parents on the consciousness and behavior of children is carried out. They do not differ from the general methods of education discussed above, but have their own specifics:
the influence on the child is individual, based on specific actions and tailored to the individual,
the choice of methods depends on the pedagogical culture of the parents: understanding of the purpose of education, parental role, ideas about values, style of relationships in the family. Therefore, methods of family education bear a vivid imprint of the personality of the parents and are inseparable from them. How many parents - so many varieties of methods. For example, some parents’ persuasion is a gentle suggestion, while others have a threat, a scream. When a family's relationship with children is close, warm, and friendly, the main method is encouragement. In cold, alienated relationships, severity and punishment naturally prevail. The methods are very dependent on the educational priorities set by the parents: some want to instill obedience, and therefore their methods are aimed at ensuring that the child flawlessly fulfills the demands of adults. Others consider it more important to teach independent thinking and initiative and, naturally, find appropriate methods for this.
Used by all parents general methods family education: persuasion (explanation, suggestion, advice); personal example; encouragement (praise, gifts, interesting prospects for children); punishment (deprivation of pleasures, refusal of friendship, corporal punishment). In some families, on the advice of teachers, educational situations are created and used.
There are various means of solving educational problems in the family. Among these means: the word, folklore, parental authority, work, teaching, nature, home life, national customs, traditions, public opinion, spiritual and moral climate of the family, press, radio, television, daily routine, literature, museums and exhibitions, games and toys, demonstrations, physical education, sports, holidays, symbols, attributes, relics, etc.
The choice and application of parenting methods are based on a number of general conditions.
1. Parents’ knowledge of their children, their positive and negative qualities: what they read, what they are interested in, what assignments they carry out, what difficulties they experience, what kind of relationships they have with classmates and teachers, adults, children, what they value most in people, etc. Many parents do not know what books their children read, what films look at what kind of music they like, more than half of parents cannot say anything about their children’s hobbies. According to sociological research(1997), 86% of juvenile delinquents responded that their parents did not supervise their late returns home.
2. Personal experience parents, their authority, the nature of relationships in the family, the desire to educate by personal example also affect the choice of methods. This group of parents usually chooses visual methods and uses teaching relatively more often.
3. If parents prefer joint activities, then practical methods usually prevail. Intensive communication during joint work, watching TV shows, hiking, walking gives good results: children are more frank, this helps parents understand them better. There is no joint activity, no reason or opportunity for communication.
4. Pedagogical culture parents have a decisive influence on the choice of methods, means, and forms of education. It has long been noted that in families of teachers and educated people, children are always better brought up. Consequently, learning pedagogy and mastering the secrets of educational influence is not at all a luxury, but a practical necessity. “The pedagogical knowledge of parents is especially important during the period when the father and mother are the only educators of their child... At the ages of 2 to 6 years, the mental development and spiritual life of children depends decisively on... the elementary pedagogical culture of the mother and father, which is expressed in a wise understanding of the most complex mental movements of a developing person,” wrote V.L. Sukhomlinsky.
PRACTICAL METHODS FOR DIAGNOSTICS OF FAMILY EDUCATION
Our country has accumulated considerable experience in studying family relationships, family education and conducting family psychotherapy in children and adolescents with disorders psychological adaptation. Such concepts as family psychotherapy and diagnosis of family relationships are formulated. The latter means determining the type of family disorganization and inharmonious upbringing, establishing a cause-and-effect relationship between psychological disorders in the family and anomalies in the formation of the child’s personality.
Analyzing the process of upbringing in a family, we must answer three questions. Firstly, how, i.e. in what ways parents raise a child (type of upbringing). If this type contributes to the emergence and development of pathological changes in the child’s personality, the second question has to be answered: why do parents raise in this particular way, i.e. what are the reasons for this type of education. Having established this reason, it is necessary to answer the third question - about the place of this reason in the totality of relationships in the family.
These techniques are intended for diagnosing family relationships, analyzing deviations in upbringing and identifying the causes of their occurrence. The teacher’s advice will be more justified the better he is able to diagnose a specific family situation.
Methodology for identifying children with parents (questionnaire by A.I. Zarov)
Using this technique, the competence and prestige of parents in the perception of children, and the characteristics of emotional relationships with parents are diagnosed.
The child is asked the following set of questions.
If you participated in the game "Family", who would you portray, who would you become in it - mom, dad or yourself? (To eliminate the suggestive influence, the last words in the question are swapped, for example: “dad, mom or yourself”, “yourself, mom or dad”, etc. Test subjects must choose between the image of themselves and one of the parents).
Who do you live with at home? (Who do you have at home? - for preschoolers).
Who do you think is the main parent in the family or is there no main parent in the family?
When you grow up, will you start doing the same thing that your dad (or mom for girls) does at work or something else?
When you become an adult and you have a boy (a girl - according to the gender of the test subject), you will raise him the same way (play, study with him - for preschoolers) as your father (mother - for girls) is raising you now, or not the same way, differently?
If there was no one at home for a long time, which parent would you like to see first? (How would you like to see who entered the room first? - for preschoolers).
If grief, misfortune, misfortune happened to you (one of the kids hurt you - for preschoolers), would you tell dad (mom - for girls) about it or not?
If grief, misfortune, or misfortune happened to you (one of the kids hurt you - for preschoolers), would you tell your mother (father - for girls) about it or not?
Are you afraid that your dad will punish you (or your mom for girls) or are you not afraid?
Are you afraid that your mother (father - for girls) will punish you or are you not afraid?
Through the first 5 questions, the competence and prestige of parents in the perception of children is diagnosed, the remaining questions are aimed at identifying the characteristics of emotional relationships with parents.
When processing and analyzing survey results, it is important to consider the following:
the age of most pronounced identification with a parent of the same sex is 5-7 years for boys, 3-8 years for girls;
the success of identification depends on the competence and prestige of the parent of the same sex in the representation of the children, as well as on the presence in the family of a member of the ancestral family identical to their sex (grandfather for boys and grandmother for girls);
identification with a parent of the same sex in the family is associated with an emotionally warm relationship with a parent of the other sex;
a decrease in the intensity of identification with a parent of the same sex is due to the formation of the “I-concept,” i.e., the development of self-awareness, the indicator of which is the choice of oneself. The choice of oneself predominates in boys from the age of 10, in girls from the age of 9, reflecting increasing personal autonomy - emancipation - from parental authority;
Identification with a parent of the same sex in girls differs from similar identification in boys in the following ways:
long age period for identification of girls;
greater intensity of the identification process, i.e. girls more often choose the role of mother than boys choose the role of father;
the greater importance for the identification of girls of emotionally warm and trusting relationships with their mothers than these relationships with their fathers in boys;
a greater dependence of girls’ identification on the nature of the relationship between parents, when the conflict between mother and father negatively affects girls’ identification with their mother;
a smaller influence of a sister on girls’ identification with their mother than a brother’s on boys’ identification with their father.
Methodology “Strategies for family education”
Using this test, you can evaluate your family parenting strategy (style): authoritative, authoritarian, liberal and indifferent.
Instructions: Use this test to evaluate your own family parenting strategy. Of the four answer options, choose the one that suits you best.
What, in your opinion, determines a person’s character to a greater extent - heredity or upbringing?
A. Mainly by education.
B. A combination of innate inclinations and environmental conditions.
B. Mainly by innate inclinations.
G. Neither one nor the other, but life experience.
How do you feel about the idea of children raising their parents?
A. This is a play on words, sophistry, which has little relation to reality.
B. I absolutely agree with this.
V. I am ready to agree with this, provided that we must not forget about the traditional role of parents as educators of their children.
G. I find it difficult to answer, I haven’t thought about it.
Which of the judgments about education do you find most successful?
A. If you have nothing else to say to your child, tell him to go wash himself (Edgar Howe)
B. The purpose of education is to teach children to do without us (Ernst Legouwe)
B. Children do not need teachings, but examples (Joseph Joubert)
D. Teach your son obedience, then you can teach everything else (Thomas Fuller)
Do you think parents should educate their children about gender issues?
A. No one taught me this, and life itself will teach them.
B. I believe that parents should satisfy their children’s interest in these issues in an accessible form.
Q. When the children are old enough, it will be necessary to start a conversation about this. And at school age, the main thing is to take care to protect them from manifestations of immorality.
G. Of course, parents should do this first.
Should parents give their child pocket money?
A. If he asks, you can give it.
B. It is best to regularly allocate a certain amount for specific purposes and control expenses.
B. It is advisable to give out a certain amount for a certain period of time (for a week, for a month) so that the child learns to plan his expenses.
D. When possible, you can sometimes give him some amount.
What will you do if you find out that your child was hurt by a classmate?
A. I’ll be upset, I’ll try to console the child.
B. I’ll go to sort things out with the offender’s parents.
B. Children themselves will better understand their relationships, especially since their grievances are short-lived.
D. I will advise the child how best to behave in such situations.
How do you react to a child's foul language?
A. I will try to make him understand that in our family, and indeed among decent people, this is not accepted.
B. Foul language must be nipped in the bud! Punishment is necessary here, and the child must henceforth be protected from communicating with ill-mannered peers.
B. Just think! We all know these words. There is no need to attach importance to this as long as it does not go beyond reasonable limits.
D. A child has the right to express his feelings, even in a way that we don’t like.
A teenage daughter wants to spend the weekend at a friend’s dacha, where a group of peers will gather in the absence of her parents. Would you let her go?
A. In no case. Such gatherings do no good. If children want to relax and have fun, let them do it under the supervision of their elders.
B. Perhaps, if I know her comrades as decent and reliable guys.
B. She is quite a reasonable person to make her own decision. Although, of course, in her absence I will be a little worried.
G. I see no reason to prohibit it.
How will you react if you find out that your child lied to you?
A. I will try to bring him to light and shame him.
B. If the reason is not too serious, I will not attach any importance.
B. I'll be upset
G. I’ll try to figure out what prompted him to lie.
Do you think that you are setting a good example for your child?
A. Absolutely.
B. I try.
Q. I hope so.
G. I don’t know.
Processing and interpretation of results
Question numbers
Behavior style
liberal
indifferent
Mark the answer options you have chosen in the table and determine their correspondence to one of the types of parental behavior. The greater the predominance of one type of answer, the more pronounced a certain parenting style is in your family. If no one category predominates among your answers, then we are probably talking about a contradictory parenting style, when there are no clear principles, and the behavior of parents is dictated by the momentary mood. Try to understand how you still want to see your child, as well as yourself as a parent.
Authoritative style (in the terminology of other authors - “democratic”, “cooperation”). Are you aware of your important role in the development of the child’s personality, but you also recognize the child’s right to self-development. You soberly understand what requirements need to be dictated and what to discuss. We are ready to reconsider our positions within reasonable limits. Parents encourage personal responsibility and independence in their children in accordance with their age capabilities. Teenagers are included in the discussion of family problems, participate in decision-making, listen to and discuss the opinions and advice of their parents. Parents demand meaningful behavior from their children and try to help them, being sensitive to their needs. At the same time, parents show firmness, care about fairness and consistent discipline, which forms correct, responsible social behavior.
Authoritarian style (in the terminology of other authors - “autocratic”, “dictate”, “domination”). You have a good idea of how your child should grow up, and you make every effort to achieve this. You are probably very categorical and unyielding in your demands. It is not surprising that your child sometimes feels uncomfortable under your control. Parents with this style of parenting limit the child’s independence and do not consider it necessary to somehow justify their demands, accompanying them with strict control, severe prohibitions, reprimands and physical punishment. During adolescence, parental authoritarianism generates conflicts and hostility. The most active, strong teenagers resist and rebel, become overly aggressive and often leave their parents' home as soon as they can afford it. Timid, insecure teenagers learn to obey their parents in everything, without making any attempt to decide anything on their own. If mothers tend to implement more “permissive” behavior towards older teenagers, then authoritarian fathers firmly adhere to the chosen type of parental authority. With such upbringing, children develop only a mechanism of external control, based on feelings of guilt or fear of punishment, and as soon as the threat of punishment from the outside disappears, the teenager’s behavior can become potentially antisocial. Authoritarian relationships exclude spiritual closeness with children, so a feeling of affection rarely arises between them and their parents, which leads to suspicion, constant vigilance and even hostility towards others.
Liberal style (in the terminology of other authors - “permissive”, “lenient”, “hypoprotective”). You value your child highly and consider his weaknesses excusable. You communicate with him easily, trust him, and are not prone to prohibitions and restrictions. However, it is worth thinking: is a child capable of such freedom? As they grow older, such teenagers conflict with those who do not indulge them, are unable to take into account the interests of other people, establish strong emotional connections, and are not ready for restrictions and responsibility. On the other hand, perceiving the lack of guidance from parents as a manifestation of indifference and emotional rejection, children feel fear and uncertainty. The inability of the family to control the behavior of a teenager can lead to his involvement in antisocial groups, since he has not developed the psychological mechanisms necessary for independent, responsible behavior in society.
Indifferent style. Parenting problems are not a priority for you, since you have a lot of other concerns. The child basically has to solve his problems himself. But he has the right to count on greater participation and support from you!
Questionnaire “Measure of Caring”
Many disorders in the behavior and development of a child are associated with insufficient or excessive attention from parents. This test will help you figure out how correct the educational position is.
Instructions : It is known that many violations in the behavior and development of a child are associated with insufficient attention from parents to him. However, according to psychologists, excessive care can be just as dangerous as its lack. This test will help you figure out how correct your educational position is. Here are 15 statements. At first glance, it may seem that not all of them are related to education. However, against each phrase, mark the number of points that correspond to your judgment on this issue.
“I would not rush to agree with this” - 2 points.
“This is probably true” - 3 points.
“Exactly right, that’s exactly what I think” - 4 points.
Parents must anticipate all the child's problems in order to help him overcome them.
For a good mother, communication only with her own family is enough.
A small child should always be held firmly while washing to prevent him from falling and hurting himself.
When a child does what he is supposed to do, he is on the right way and thanks to this he will be happy.
It's good if a child plays sports. But he should not engage in martial arts, as this is fraught with physical injuries and mental disorders.
Parenting is hard work.
A child should not have secrets from his parents.
If the mother fails to fulfill her responsibilities towards the children, this most likely means that the father is poorly fulfilling his responsibilities to support the family.
Mother's love cannot be excessive: you cannot spoil a child with love.
Parents should protect their child from the negative aspects of life.
You should not accustom your child to routine housework so that he does not lose the desire for any work.
If the mother did not manage the house, husband, and children, everything would happen less organized.
In a family’s diet, everything that is delicious and healthy should first of all go to the child.
Best protection from infectious diseases - limit contact with others.
Parents should actively influence which of their peers the child chooses as friends.
Processing the results
If you scored over 40 points, then your family can most likely be called child-centric. That is, the interests of the child are the main motive for your behavior. This position is worthy of approval. However, for you it is somewhat pointed. Psychologists call this overprotection. In such families, adults do everything for the child, strive to protect him from imaginary dangers, force him to follow his demands, judgments, and moods. As a result, the child develops passive dependence on his parents, which, as he grows older, increasingly impedes personal growth. You should trust your child more, believe in him, listen to his own interests, because it is rightly noted: “Raising children means teaching them to do without us.”
From 25 to 40 points. Your child is not in danger of becoming promiscuous and spoiled because you give him enough, but not excessive, attention. Try to maintain this level of relationship.
If you scored less than 25 points, then you clearly underestimate yourself as a teacher and rely too much on chance and favorable circumstances. Problems in business and marital relationships often distract your attention from your child. And he has the right to expect great participation and care from you!
I APPROVED
Director of secondary school No. 19
Shagabutdinova N.S.
Program
"Schools of family education"
for the 2017-2018 academic year
Kostanay, 2017
Explanatory note
The interaction between family and school is a purposeful process, as a result of which favorable conditions are created for the development of the child. The higher the level of this interaction, the more successfully the problems of raising children are solved.
One of essential functions family has an educational function. The family is the most important tool for the socialization of the younger generation. It is here that the child receives his first labor skills. He develops the ability to appreciate and respect the work of people, he gains experience in caring for parents, relatives and friends.
At the same time, when the majority of families are involved in solving problems of economic and sometimes physical survival, the social tendency of many parents to withdraw themselves from solving issues of raising and personal development of children has intensified.
The family, as a full-fledged component of society, plays a priority role in raising children. The life of society is characterized by the same spiritual and material processes as the life of the family. Consequently, the higher the culture of the family, the higher the culture of the entire society.
An educational institution was, is and remains one of the social institutions that ensures the educational process and real interaction between the child, parents and society. The Family Education School program is designed to ensure this process.
Target: creating psychological and pedagogical conditions for interaction between the school and the parent community and students, developing and strengthening partnerships between them, improving the pedagogical culture of the parent community, creating the most comfortable conditions for personal growth and development of students.
Tasks:
To form the psychological and pedagogical literacy of the parent community;
Promote knowledge about healthy way life;
Demonstrate positive experience in raising children in the family;
Intensify the search for new means and methods that increase the effectiveness of educational interaction;
Promote role additional education students in the development of forms family leisure, organizing joint activities of children and adults.
Forms of interaction between the teaching staff and the parent community: parent meetings, lectures, individual consultations, collective meetings.
The main directions in the work of the teaching staff with students’ families are determined as follows:
Study of families and conditions of family education;
Promotion of psychological and pedagogical knowledge;
Activation and correction of family education through work with parental assets, differentiated and individual assistance to parents.
Expected result:
Based on the results of the program, we expect:
Strengthening connections with family;
Increasing psychological and pedagogical education of parents;
Increasing the responsibility of parents for the upbringing and education of children.
Work plan of the “School of Family Education”
for the 2017-2018 academic year
| Event name | Implementation deadlines | Responsible | Final result |
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| Drawing up a school social passport | September | Class teachers Social teacher | School passport |
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| Meeting of parents with class teachers, identification of candidates for work in the parent committee of the class | September | Class teachers | Protocol |
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| Introducing the parent community to the planning and objectives of the school for the 2017-2018 academic year | September | Class teachers | Protocol |
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| School-wide event “Family is the basis of spiritual revival” | September | Director Deputy director according to BP Educational psychologist Class teachers | Analytical information |
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| Consulting parents on “Difficulties in the student’s adaptation period” (on request) | September October | Psychologist | Analytical information |
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| Sports and family relay race “Mom, Dad, Me” sport family» | September | Teachers physical culture | Analytical information |
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| Lecture “Legal Responsibility of Parents” | September | School Inspector | ||
| Parent meeting “Adaptation of a first-grader” | September | Class teachers of 1st grade Educational psychologist | Protocol |
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| Parent meeting “Features of the adaptation period” | September | Class teachers of 5th grades Educational psychologist | Protocol |
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| Exhibition of family newspapers. | Class teachers | Information |
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| Parent conference “The role of mother in the life of a teenager” | Director Deputy director according to BP Educational psychologist | Protocol |
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| Parent meeting “Punishment and reward in the family: pros and cons” | Class teachers Educational psychologist | Protocol |
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| Lecture “Crisis periods in the development of children” | Deputy director according to BP Educational psychologist Class teachers | Information |
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| Workshop meeting for parents. | Class teachers | Analytical information |
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| Lecture “Rewards and punishments and their role in raising children” | Deputy director according to BP Educational psychologist Class teachers | Information |
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| Meetings: “Instilling hard work and responsibility in a child in the family”; “Professional intentions and professional opportunities of high school students. Motives for choosing a profession.” | Educational psychologist Class teachers | Protocol |
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| Creative work competition “Family Pedigree”, dedicated to the history of your family | Deputy director according to BP Class teachers | Information |
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| Lecture “Constructive communication in the family and its impact on children’s development” | Deputy director according to BP Educational psychologist Class teachers | Information |
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| Curiosity is one of the reasons for the involvement of minors in drug use (prevention bad habits) | Educational psychologist Class teachers | Information |
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| Congratulations to the village grandparents on Victory Day. | Deputy director according to BP Class teachers | Information |
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| Lecture – consultation: Vocational guidance for 9th grade students | Educational psychologist Class teachers | Information |
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| Essay competition "My family" | Class teachers Teachers of Russian language and literature | Information |
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| Joint activities of representatives of the parent community, students and teaching staff in celebrating the New Year, International women's day, Nauryz, Armed Forces Day. | During a year | Deputy director according to BP Class teachers | Information |
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| Individual consultations parent community on the problems of raising children in the family (on request) | During a year | Educational psychologist | Analytical information |
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| Providing assistance to troubled families | During a year | Deputy Director for BP Social teacher Educational psychologist | Information |
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| Thematic class hours: “I am in debt to my mother”, “Culture of behavior in the family”; | During a year | Class teachers | Protocol |
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| Regular visits to problem families; | During a year | Class teachers Social teacher | Act of visit |
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| Preventative work with the school inspector | During a year | Class teachers Social teacher Educational psychologist | Information |
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| Individual reports from class teachers on the current performance and attendance of students from problem families; | During a year | School administration | Information |
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| Open classes, events with the participation of parents | During a year | Class teachers | Information |
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| Working with dysfunctional families | During a year | Class teachers Social teacher School Inspector | Information |
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| Publication in the media about the activities of the School of Family Education | During a year | School administration |
For a child, the family is both a living environment and an educational environment. The influence of the family, especially in the initial period of a child’s life, most exceeds other educational influences. The family reflects the school, the media, social organizations, friends, and the influence of literature and art. This allowed teachers to derive the dependence: the success of personality formation is determined, first of all, family. The role of the family in the formation of personality is determined by dependence: like the family, like the person who grew up in it. Social, family and school activities are carried out in inextricable unity. The problems of family education in the part where they come into contact with the school are studied in general, in other aspects - social. Family influence:
General methods of family educationIf the family has such a strong influence on the processes and results of personality development, then it is the family that society and the state should give priority to in organizing the correct educational influence. Methods of raising children in the family- these are the ways through which the purposeful pedagogical influence of parents on the consciousness and behavior of children is carried out. Methods of family education bear a vivid imprint of the personality of the parents and are inseparable from them. How many parents - so many varieties of methods. Basic methods of family education:
The pedagogical culture of parents has a decisive influence on the choice of methods, means, and forms of education. It has long been noticed that in families of teachers, educated people, children are always better brought up. Send your good work in the knowledge base is simple. Use the form belowStudents, 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/ Doklad on the topic: “Family education» Republic of Dagestan, village of Khorel The importance of family in raising a child. Family education is the general name for the processes of influence on children by parents and other family members in order to achieve the desired results. The influence of the family on the child is stronger than all other educational influences. The modern family is developing in a qualitatively new contradictory social situation. On the one hand, there is a turn of society towards the problems and needs of the family; comprehensive programs are being developed and implemented to strengthen and increase its importance in raising children. On the other hand, processes are observed that lead to an exacerbation of family problems. This, first of all, the decline in the standard of living of most families, the solution of problems of economic and sometimes physical survival, has strengthened the social tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child. Parents, not having sufficient knowledge of the age and individual developmental characteristics of the child, sometimes carry out education blindly. All this, as a rule, does not bring positive results. In such families there are no strong interpersonal ties between parents and children; as a result, the external, often negative environment becomes the “authority”, which leads to the child’s “exit” from the influence of the family. In such cases, the school should play an important role in the development of personality, spends with the child various works taking into account age characteristics. For example, I can cite the following conversations that our class teachers had: 1. “Personal hygiene”, conversation with girls. 9th grade, class. hands Gadzhieva I.Z. 2. “Family and school”, 8th grade, class. hands Agaragimov I.A. 3. “On the difficulties of raising a family,” 7th grade, class. hands Kuberova L.G. 4. "Mine" free time", 11th grade, senior teacher. Shikhragimova R.Sh. Consequently, in difficult modern conditions, the family requires systematic and qualified assistance from the school side. Only through the process of cooperation between teachers and parents can the problem of developing a student’s personality be successfully solved. The process of interaction between family and school is aimed at the active inclusion of parents in the educational process, in extracurricular leisure activities, and cooperation with children and teachers. The most effective content of interaction between teachers and parents of their students is the concern they show for the development of the child. The need and importance of family-school collaboration has never been questioned. It is the family that is rightfully considered the main factor and condition for the development and upbringing of a child. It is here that he is born (wanted or unwanted), here he receives the rudiments of physical and spiritual development. Family education depends on: Biological health of the child and parents; Material and economic security; Social status; The way of life of family members; Relationship to the child; Heredity. The main tasks of the family include: Create the most favorable conditions for the growth and development of the child Become the socio-economic and psychological protection of the child Develop self-esteem and self-worth Teach useful applied skills and abilities. Thus, parents are the first and main teachers of the child before he enters school and fulfill this role in the future. The family, together with the school, creates that most important complex of factors in the educational environment, which determines the success or failure of the entire educational process. Social, family and school education are carried out in direct unity, but the school plays a leading role in organizing family and public education. The school conducts its main work with parents through parent-teacher meetings. This year we held a school-wide parent meeting, which discussed the following issue: “The role of the family in raising a student.” As a rule, mostly mothers come to parent-teacher meetings. This is probably explained by the fact that the mother’s role in raising a child in the family is greater than that of the father. Class teachers play a leading role in organizing cooperation between school and family. It is their work that determines the extent to which families understand the policies pursued by the school in relation to the education and upbringing of children and participate in its implementation. The position of the class teacher is to ensure that the positive factors of family and school education complement each other. In our school, the work of the class teacher begins with drawing up an educational plan. In September, class teachers hold class parent meetings. At this meeting, he introduces parents to the educational plan for the year, tells parents about the specifics, tasks and invites them to discuss the problems of the coming year. You can involve parents in the educational process using the following forms of activity: Open lessons and extracurricular activities; Assistance in organizing and conducting extracurricular activities and strengthening the material and technical base of the school or class; Participation of class parents in the work of the school council. This is the first function of the work of the school and the class teacher with the parents of students. The second function of the class teacher’s work with parents is psychological and pedagogical education. The class teacher must have greater competence in the field of psychological and pedagogical knowledge, better know children in a wider social environment, in communication with peers. The class teacher can take responsibility for the psychological and pedagogical education of parents, which in our school is organized through the following forms of work with families: School and classroom thematic conversations for parents. Such as, “Adaptation of a schoolchild to different conditions modern society", 10th grade, class. hands Ramazanova D. B. “How to help a schoolchild learn”, 4th grade, class. hands Gadzhieva T.S. Class-by-class education of parents, which is carried out by class teachers based on the tasks of education, systematically conducted study of students and the class team. These are individual and group consultations with the class teacher, subject teachers and school psychologist. To involve parents in joint activities with children in order to expand the educational environment, improve relationships between teachers, parents and children, the following forms of work are used in the Khorel secondary school: Participation of parents in the preparation of school-wide traditional events ( Last call, New Year's matinees); There are situations when it is necessary to adjust the upbringing in the families of individual students. For example, providing parents with psychological and pedagogical assistance in solving difficult problems of family education, resolving contradictions adolescence, prevention of the formation of bad habits, assistance in overcoming the bad influence of antisocial associations. To establish where these problems begin, a survey is conducted with parents on the topic “ Definition child-parent relationships ", the survey included the following questions: what are the relationships in your family; Do you consider your family to be friendly? what family traditions help strengthen your family; Are there conflicts in your family? and to such a survey question “Do your children witness family conflicts?” parents often answer “Yes.” Each child reacts differently to family conflicts; they worry, try to measure things up, become embittered and uncontrollable. Considering these individual characteristics children, the school needs to work with parents. Particular attention should be paid to individual work with disadvantaged families of students; we do not have such disadvantaged families. A special place in educational process organization of work with parent activists and interaction with public organizations of parents plays a role. The work of class teachers in interacting with various public organizations of parents - the parent committee - is productive. The class parent committee is elected parent meeting class at the beginning school year for one year. At a school-wide parent meeting, the school's parent committee is elected, which works according to a specific plan. Committee meetings are held once every quarter. At our school, class teachers practice such work as home visits. All class teachers keep a home visit log, where they record the purpose and reason for the visit. I think visiting families as a form of working with parents is controversial in pedagogy today. On the one hand, the class teacher gets to know better the conditions in which the child lives and, if possible, can influence their improvement. On the other hand, this form of work can be seen as an invasion of the family’s personal life, which can complicate the relationship between the teacher and the family. But we practice this form of work. teaching family upbringing Another effective form is a memo for parents, which invites them to discuss and solve problems in raising children: Creating a prosperous family atmosphere; Fostering hard work in children in the family; About cultivating kindness. A social teacher conducted a survey “My Family” with students in grades 5-7. Children draw their family on pieces of paper. The children found this survey very interesting. The purpose of this technique is to identify the child’s idea of the family and his position in it. Today it has become more difficult to raise a child in school. This depends on a number of reasons: the goals of education, the inconsistency of material security, the unequal approach of school and family to assessing the child, the authority of parents. Who are we raising? For this purpose, the school psychologist conducted a series of conversations with students in grades 5-11 on the topic “Are criminals born or made?” The children listened attentively, actively participated in the discussion, argued for a long time, but basically everyone came to the conclusion that criminals are not born, but made. Consequently, the formation of personality depends on upbringing. The success or failure of pedagogical interaction between school and family is largely determined by the correctly chosen position of the teacher, the chosen style and tone of his relationship with parents. Posted on Allbest.ru Similar documentsConsideration of the process of activity of the class teacher. Formation of the child’s individuality in the family and the form of work of the class teacher with the student’s parents. 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