Pedagogy studies various aspects of raising children, analyzes the factors that influence the development of their personality. Undeniably the most important of these is family. It cannot be replaced; the atmosphere and relationships in it leave an imprint on the whole human life. What is the essence of this phenomenon?
Family is the basis for the formation of a healthy personality
What is family?
To understand what the word family means, you need to look at this concept from three angles:
- The social aspect implies the family as a small unit, a unit of society. She has several tasks - procreation, providing for themselves and their life, and developing society. This is a view from the outside, this is how officials look at the family, they write social programs help, support and so on.
- Family as one of the aspects of self-realization. From a psychological point of view, every adult needs a mate. By finding her, he receives not only a legally designated union, but also a reliable life partner, his support and psychological comfort. The family helps to survive, gives goals and motivates for achievement and development. This is a view from the inside, what every family member sees.
- Procreation and pedagogy. The content of this aspect implies that the family is needed to create and educate future generations. She is the one the best option for a complete and effective development new personality.
What is a family - definition This article will discuss precisely the third aspect, that is, the family upbringing of a child, however, it is worth noting that without a harmonious awareness of the first two parts of the definition, the result may be unsuccessful. For example, in third world countries, the state does not properly approach the provision of assistance and support to the family as a unit of society. This results in many living in poverty, children not receiving an education and sometimes not enough food. The result becomes high level child crime and mortality, the spread of prostitution and drug addiction.
At the same time, even if the family has enough money and they have the rights and opportunities to normal life, however, there is an unhealthy atmosphere in it, parents constantly quarrel and offend each other, the child will most likely grow up with an impressive list of complexes and fears.
Functions of parents in relation to children What does family education mean?
Each member of any family is a separate person with his own character and rules of life.
Family education involves a unique combination of different people who strive to create a system of rules and conditions (read: social and psychological frameworks), skills that the child must adopt and master.
Pros of full-fledged family education:
- A child raised in a family has examples of various social roles, for example, what it means to be a mother or a father, a boss or a subordinate, and so on. Children actively learn from examples, therefore, the presence of positive examples allows them to expand their horizons and improve their personality.
- Economic security of the child. Adults strive to provide their offspring with everything necessary for full growth and development.
- Psychological support and help from loved ones becomes a support in the development of a child from a very young age until adulthood. The influence of the family team builds confidence outside the home.
- A child raised in a family has his own “roots”, a place in the world. He is familiar with his culture, the traditions of his people or a narrower community, has specific everyday skills and habits, and knows his place in society.
- A child in a family receives moral guidelines, education, life skills, and learns to appreciate and understand himself and his “I.”
Composition of family education Difficulties of education and problems faced by family pedagogy that are present in families:
- How many people have so many opinions? Different relatives can teach opposite things and create logical dissonance.
- The family may put undue pressure on the child's personality, suppressing him and his life interests.
- Problems between adults often have a negative impact on raising children.
Each family is a special case, therefore accurate and comprehensive general characteristics family education cannot be given.
Advice: When communicating with a child from a very young age, you should often ask what he thinks about the people around him.
Prosperous family - signs For example, if a child describes his father as a man who smokes cigarettes and blows funny rings out of them, one might expect that the child will perceive this bad habit as fun and will try to smoke himself in the future. If you cannot or want to quit cigarettes, you should at least not do it in front of your child.
The fact is that children's images are very powerful. Even after many years, an adult may understand that it is harmful, bad, stupid, but the childish image ingrained in the subconscious will constantly repeat one thing - smoking is funny and fun, dad liked it, which means I like it too.
Asocial family - characteristics From a very young age, you can find out such information from drawings. If every picture of the baby shows a dad with a cigarette, this is a bad sign.
The main principle of family education
Pedagogy in the family is primarily based on a kind and calm attitude towards the child. Parents should be merciful and benevolent in any situation. In infancy, children greatly irritate their parents with constant crying, but a harsh and negative attitude greatly affects their psyche. It is very important that mom and dad are always in a good and calm mood from the first days of life with the child.
Next, the child’s task is to understand the world and make maximum amount errors in the available area. The baby is not trying to harm or enrage the parents. He is simply interested in everything and the task of those around him is to gently and gently correct him, not to shout or punish him for minor offenses.
The main tasks of family education The thirst for immediate education should be expressed not in aggression, but in affection and understanding.
The older the child is, the more he will need the approval and support of his parents. If he understands that seven will always forgive, support and advise, he will grow up to be a confident and full-fledged person, and will be able to easily deal with emerging problems in the future, trust and communicate with people.
An important conclusion: the main content of family education is the power of parental love. They must forgive and support the child in any situation, be loyal to his mistakes and failures.
Family parenting styles Other principles of family education
The principles of family education include:
- Giving the child a separate role in the family. He should feel like a full participant. For example, take him to family council meetings.
- Maximum trust. Parents should build as much trusting relationship, in which a child can easily share any problem and not expect judgment.
- Adults should set the child up for optimism in life, express thoughts that will inspire him that life in general is good and pleasant. Children are susceptible and any negativity can greatly undermine their psyche.
- Parents must make their demands consistent. You cannot give a child tasks that cannot be completed; adults must slowly but confidently develop a skill or thought from “a” to “z” without skipping and without getting confused in their own judgments.
- It is important to create an atmosphere for upbringing in a family in which a child can always ask a question and get an answer, and count on all possible help and support. At the same time, it is important that parents do not do work for the child that he can already do himself (even if he still does it poorly).
- It is necessary to categorically exclude physical interference, and especially violence, in raising a child.
- Each family member, even the smallest, has the right to their own personal space. To raise a full-fledged personality, you need to give the child the opportunity to shape his own world without interfering in it.
Domestic violence creates fearful or antisocial people Such principles can be listed for quite a long time. Their main content is to love the child first, and then educate him, and not vice versa.
What can a harmonious family upbringing bring?
If parents put enough effort into creating a reasonable and effective family education system, they can get excellent results. Here, of course, there are no guarantees, since the child is also influenced by the time in which he lives, the environment, social conditions and so on.
By observing the listed principles, parents form a healthy personality, not burdened with complexes. The fact is that fears, especially if there are a lot of them, make a person withdrawn, often socially maladapted. Growing up, such a person becomes lacking initiative, often cannot even solve his own problems, and it is difficult for him to start his own family.
A healthy atmosphere when communicating with adults means a child’s confident and strong personality in the future.
Authoritarian parenting produces infantile people Also right attitude to the principles of family education allows the child to form:
- Viable emotional culture;
- Positive moral principles;
- Develop the creative part of the personality;
- Find within yourself the resources for learning and implementation in life;
- This includes the desire to have your own family and children.
Indifference in the family returns to parents like a boomerang Pedagogy is a complex science in theory, but in practice the main thing is to love the child and be responsible for his upbringing and his role in him.
Advice: Important rule family influence– parents should strive not only to monitor and educate the child, but also to control their behavior.
If you want to drink an extra glass, take the children to grandma or put them to bed. If you are watching an unpleasant or even stupid film, keep your child busy with something sensible and interesting, with a developmental aspect.
The essence of family education, its pedagogy, is that any mistake or weakness can affect the child’s character.
Similar materials
The first structural unit of society, which sets the basic principles of the individual, is the family. The family is united by blood and kinship ties and binds spouses, children and parents. Marriage is not a family yet; it arises with the birth of children. The main function of the family is to continue the human race, to give birth and raise children.
Family- it's social pedagogical group people, designed to optimally satisfy the needs for self-preservation (procreation) and self-affirmation (self-esteem) of each of its members. The family changes people's concept of home from a place where they live to a feeling of a place where they are expected, loved, understood and protected. Everything is created in the family personal qualities. The family has a fateful influence on the development of the personality of a growing person. Family education- this is a system of upbringing and education that develops in the conditions of a particular family through the efforts of parents and relatives.
Family upbringing is influenced by the heredity and biological health of children and parents, material and economic wealth, social status, number of family members, place of residence of the family, attitude towards children. All these factors are intertwined and expressed in different ways.
Family tasks:
Provide the best conditions for the growth and upbringing of the child;
Create socio-economic and psychological custody of the child;
To convey the experience of creating a family, raising children and respecting elders;
Teaching useful skills and abilities aimed at self-service and helping others;
Develop a sense of personal dignity, the value of your “I”.
Principles of family education:
Humanity and mercy towards a growing person;
Involving children in the life of the family as its equal members;
Openness and trust in relationships with children;
Optimistic relationships in the family;
Consistency in requirements for the child;
Providing assistance to your child, willingness to answer his questions.
Family education covers a person from all sides. Physical, aesthetic, labor, mental and moral education takes place in the family. It changes from age to age. The family forms in children knowledge about nature, society, production, professions, technology; develops intellectual skills and shapes views on the world, people, professions and life.
Moral education is important in family education. It forms such qualities as goodwill, kindness, attention, honesty, sincerity, and hard work.
The development of qualities in an individual, which will then be useful in overcoming life’s obstacles and difficulties, is the goal of family education. Much in education depends on the family and parents: the formation of intelligence and creative skills, moral and aesthetic development, the culture and physical health of children and their happiness, and all these are the tasks of family education. Actually, parents, as the first educators, greatly influence their children. Family education also has its own methods, for example, personal example, empathy, discussion, trust, personal elevation, praise, showing, showing love, control, humor, traditions, sympathy and much more. These methods are applied individually depending on the situation.
Introduction
1. Concept and principles of family education
2. The purpose and methods of family education
3. The influence of family typology on the upbringing of children: types of family upbringing
Conclusion
Bibliography
Introduction
The problem of upbringing and the role of parents in it is given a lot of attention in pedagogy. After all, it is in the family that the foundation of the personality of a growing person is laid, and it is in it that his development and formation as a person and citizen take place. A parent who successfully performs the function of an educator provides enormous assistance to society.
A successful parent, whether mother or father, must have an understanding of the educational process and know the basic principles of pedagogical science. Parents need to strive to keep abreast of the practical and theoretical research of specialists on the issues of raising a child and the development of his personality.
The positive impact on the child’s personality is that no one, except the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, loves him and cares so much about him.
The problem of raising a child in the family and domestic pedagogical science was dealt with by such prominent scientists as K.D. Ushinsky, T.F. Kapterev, S.T. Shatsky, P.F. Lek, E.A. Arkin.
The purpose of this work is to consider the concept, methods and forms of family education.
Methods and forms of family
1. Concept and principles of family education
The initial structural unit of society, which lays the foundations of the individual, is the family. She is related by blood and family relations and unites spouses, children and parents. The marriage of two people is not yet a family; it appears with the birth of children. The main functions of the family lie in the reproduction of the human race, in procreation and raising children (L.D. Stolyarenko).
A family is a social and pedagogical group of people designed to optimally satisfy the needs for self-preservation (procreation) and self-affirmation (self-esteem) of each of its members. The family creates in a person the concept of home not as a room where he lives, but as a feeling, a sensation of a place where he is expected, loved, understood, protected. A family is an entity that “encompasses” a person entirely in all its manifestations. All personal qualities can be formed in the family. The fateful importance of the family in the development of the personality of a growing person is well known.
Family education is a system of upbringing and education that develops in the conditions of a particular family through the efforts of parents and relatives.
Family education is a complex system. It is influenced by heredity and biological (natural) health of children and parents, material and economic security, social status, way of life, number of family members, place of residence of the family (place of home), attitude towards the child. All this is intertwined to a limited extent and manifests itself differently in each specific case.
What are the tasks of the family? Stolyarenko writes that they are:
create maximum conditions for the growth and development of the child;
provide socio-economic and psychological protection of the child;
convey the experience of creating and maintaining a family, raising children in it and relationships with elders;
will teach children useful applied skills and abilities aimed at self-care and helping loved ones;
cultivate a feeling self-esteem, the values of one's own "I".
Family education has its own principles. Let's highlight the most common ones:
Humanity and mercy towards a growing person;
involving children in the life of the family as its equal participants;
openness and trust in relationships with children;
optimism in family relationships;
consistency in your demands (do not demand the impossible);
Providing all possible assistance to your child, being ready to answer his questions.
In addition to these principles, there are a number of private, but no less significant rules for family education: prohibition physical punishment, the prohibition of reading other people's letters and diaries, not to moralize, not to talk too much, not to demand immediate obedience, not to indulge, etc. All principles, however, boil down to one thought: children are welcome in the family not because children are good, they are easy to live with , and the children are good and easy to be with because they are welcome.
parenting family child
2. The purpose and methods of family education
The goal of family education is the formation of such personality qualities that will help to adequately overcome the difficulties and obstacles encountered on the path of life. Development of intelligence and creativity, primary experience labor activity, moral and aesthetic formation, emotional culture and physical health of children, their happiness - all this depends on the family, on the parents, and all this constitutes the tasks of family education. It is parents - the first educators - who have the strongest influence on children. Even J. J. Rousseau argued that each subsequent teacher has less influence on the child than the previous one.
Family education has its own methods, or rather, the priority use of some of them. These are personal example, discussion, trust, showing, showing love, empathy, personal elevation, control, humor, assignment, tradition, praise, sympathy, etc.
The selection is purely individual, taking into account specific situational conditions.
G. Craig writes that within a few minutes after birth the child, mother and father (if he is present at birth) are involved in the process of bonding, or formation emotional connection. Having uttered the first cry and filled the lungs with air, the newborn calms down mother's breast. After a short rest, the baby may try to focus his gaze on the mother's face, and it seems that he is pausing and listening. This delights his parents, who start talking to him. They carefully study all parts of the baby’s body, looking at fingers and toes and funny tiny ears. By rocking and stroking the newborn, they establish close physical contact with him. Many newborns almost immediately find their mother's breast and begin to suckle, stopping periodically to get their bearings. Children can interact with their parents for more than half an hour as they hold them close, look into their eyes and talk to them. It seems as if the kids want to answer.
It is now firmly established in at least 8 independent laboratories located in 5 countries that children are early stages Infancy is capable of limited imitation of the behavior of their parents. They move their heads, open and close their mouths, and even stick out their tongues in response to their parents' facial expressions.
Some psychologists believe that such early contact between parents and children is important psychologically for strengthening the bonds connecting children and parents
Early additional contact with the child may be especially beneficial for teenage mothers.
The child literally absorbs the family routine, gets used to it, takes it for granted. This means that the reasons for whims, stubbornness, and bickering with parents are reduced to a minimum, i.e. for negative manifestations that neuroticize the child, and therefore adults.
The way of the home is imprinted in the child’s mind and influences the lifestyle to which he will strive many years later, when creating his own family.
The world of each family is unique and individual, says Craig. But that's it good families They are similar to the priceless feeling of security, psychological safety and moral invulnerability that a happy father’s home bestows on a person.
By nature itself, father and mother are assigned the role of natural educators of their children. According to the law, father and mother are endowed with equal rights and responsibilities in relation to children. But the roles of father and mother are distributed somewhat differently.
T.A. Kulikova believes that for the development of a child’s intelligence, it is preferable that there be both types of thinking in his environment - both male and female. A man's mind is more focused on the world of things, while a woman understands people more subtly. If a child is raised by one mother, the development of intelligence sometimes proceeds according to female type", i.e. the child develops better language abilities, but more often develops problems with mathematics.
Very important aspect The development of a child’s personality is the mastery of gender-role behavior. Naturally, parents, being representatives of different sexes, play a major role in this process. The child sees the example of his parents, observes their relationships, cooperation, builds his behavior, imitating them, in accordance with his gender.
B. Spock also believes that the father and mother should and do influence the development of gender-role behavior. In his book “The Child and His Care,” Spock says that parents, through their behavior, statements and encouragement of this or that behavior in children of different sexes, push them to realize that the child is a representative of a certain sex.
Spock emphasizes that fathers and mothers need to behave differently with boys and girls. The father, raising his son, involves him in masculine activities and encourages him to develop such qualities as determination and masculinity. And in the daughter, softness, tenderness, tolerance. The mother usually treats children of both sexes equally warmly, welcoming any positive activity. The relationship between mothers and their sons, fathers and their daughters has a great influence on the formation of children's characters and their attitude to life. The personality of each child is formed as a result of everyday contacts in family life.
Many mothers and fathers do not think about their attitude towards their daughter or son, since they love them equally. Parents should not establish any special relationship with a child of a certain gender. This parental position usually interferes with the development of the child, adversely affecting the formation of his personality.
Thus, we can say that father and mother play a big role in the development and upbringing of children, they protect their lives, love them, and thus are the source for their development.
T.A. Kulikova in her book “Family Pedagogy and home education"calls parents the natural educators of their children.
In raising children, the mother cares for the child, feeds and educates him, the father provides “general leadership”, provides for the family financially, and protects him from enemies. For many, this distribution of roles seems ideal family relations, which are based on the natural qualities of a man and a woman - sensitivity, tenderness, softness of the mother, her special affection for the child, physical strength and father's energy. The question arises: to what extent does such a distribution of functions actually correspond to the nature of masculinity and feminine in family? Is a woman really particularly sensitive to emotional state child, to his experiences?
Father and mother should know well what they want to raise in their child. Father's upbringing is very different from mother's. From Margret Mead's point of view, the role of the father in the family is very important. She wrote that a normal family is one where the father bears responsibility for it as a whole. Likewise, when raising children, the father bears great responsibility. “Don’t think that you raise a child only when you talk to him,” A.S. Makarenko wrote in his works, “or teach him, or punish him. You raise him at every moment of your life, even when you are not there.” Houses".
The father brings into education the spirit of masculine firmness, exactingness, adherence to principles, rigor and clear organization. Fatherly attention, fatherly care, everyone who knows how man's hands create harmony in education.
Only the father is able to shape the child’s ability to take initiative and resist group pressure. Savchenko I.A. argues that modern fathers delve much more into raising their children and spend more time with them. And they even take on some of the traditional maternal responsibilities towards their children.
Other psychologists (A.G. Asmolov) argue that Russian men 2 times more likely to express dissatisfaction with their situation with their children. And 4 times more often they say that the father’s participation in child care creates many problems.
The problem of parental education is the most acute for Russian society; our state has declared the equality of both parents in relation to the child (Code of Laws on Marriage and Family).
For a long time it was believed that maternal feelings are unusually strong from birth, instinctive and only awaken when a child appears. This statement about the innateness of maternal feelings was called into question by the results of many years of experiments on great apes conducted under the leadership of the American zoopsychologist G.F. Harlow. The essence of the experiment is as follows. Newborn cubs were separated from their mothers. The kids began to develop poorly. They were given “artificial mothers” - wire frames, covered with skin, and the behavior of the cubs changed for the better. They climbed on their “mothers,” played next to them, frolicked, and snuggled up to them in case of danger. At first glance, for them there was no difference between their natural and “artificial” mother. But when they grew up and gave birth to offspring, it became clear that the replacement was not complete: the monkeys that grew up in isolation from adults completely lacked maternal behavior! They were as indifferent to their children as theirs" artificial mothers". They pushed the babies away, beat them so much when they cried that some died, and others were saved by laboratory staff. Based on experimental data, it was concluded that in higher mammals (and humans are one of them) maternal behavior is acquired as a result own early childhood experiences.
And yet, the mother’s path to the child is incomparably more “natural” than the father’s.
3. The influence of family typology on the upbringing of children: types of family upbringing
If we talk about the parental position, about the style of behavior, then we can talk about the types of mother and father.
The typology of mothers is highlighted by A.Ya. Varga:
“A calm, balanced mother” is a real standard of motherhood. She always knows everything about her child. Responsive to his problems. He comes to the rescue in a timely manner. She carefully raises him in an atmosphere of prosperity and kindness.
“Anxious mother” is completely at the mercy of the fact that she constantly worries about the child’s health. She sees everything as a threat to the child's well-being. The mother's anxiety and suspiciousness create a difficult family atmosphere that deprives all its members of peace.
“Sad mother” is always dissatisfied with everything. She is tense with thoughts about herself, about her future. Her anxiety and suspiciousness are caused by thoughts about the child, in whom she sees a burden, an obstacle to possible happiness.
“A confident and powerful mother” - she knows exactly what she wants from her child. The child’s life is planned before his birth, and the mother does not deviate one iota from implementing the plan. She suppresses him, erases his uniqueness, extinguishes the desire for independence and initiative.
A.I. Barkan offers a typology of modern popes.
"Dad - Mom" - this is maternal caring dad, he takes on the functions of a mother: she bathes her, feeds her, and reads a book. But he does not always manage to do this with due patience. The pressure of dad's mood puts pressure on the child, when everything is fine, dad is caring, kind, sympathetic, and if something doesn't go well, he can be unrestrained, hot-tempered, even angry.
“Mom-dad” sees the main concern in better pleasing the child. As a mother and as a father, he meekly carries the parental burden. Caring, gentle, without mood swings. The child is allowed everything, everything is forgiven, and he sometimes “settles” comfortably on his father’s head and turns into a little despot.
"Karabas - barabas." Dad is a scarecrow, angry, cruel, always recognizing only “hedgehog gloves” in everything. Fear reigns in the family, driving the child’s soul into a labyrinth of dead-end off-road roads. Punishment for what has been done as a preventive measure is the favorite method of such a dad.
"Die Hard" is an unyielding type of dad who recognizes only rules without exception, never making compromises to ease the child's lot when he is wrong.
"Jumper" - dragonfly. Dad, living, but not feeling like a father. The family is a heavy burden for him, the child is a burden, the subject of his wife’s worries, what she wanted, she got! At the first opportunity, this type turns into a visiting dad.
“Good fellow”, “Shirt-guy” - dad at first glance is both a brother and a friend. It's interesting, easy and fun with him. He will rush to help anyone, but at the same time he will forget about his own family, which his mother does not like. The child lives in an atmosphere of quarrels and conflicts, in his heart he sympathizes with his dad, but is unable to change anything.
“Neither fish nor fowl”, “under the thumb” - this is not a real dad, because he does not have his own voice in the family, he echoes his mother in everything, even if she is not right. Fearing his wife's anger in difficult moments for the child, he does not have the strength to go over to his side to help.
Thus, we can conclude that the love of parents for their child is the basis for the latter’s acquisition of the social ability to love his own parents.
Domestic scientist A.V. Petrovsky identifies family education tactics.
"Cooperation". Democratic parents value both independence and discipline in their children’s behavior. They themselves give him the right to be independent in some areas of his life; without infringing on his rights, they simultaneously require the fulfillment of duties.
"Dictat". Authoritarian parents demand unquestioning obedience from their children and do not believe that they owe them an explanation for their instructions and prohibitions. They tightly control all areas of life, and they can do this not entirely correctly. Children in such families usually become withdrawn, and their communication with their parents is disrupted.
The situation becomes more complicated if high demands and control are combined with an emotionally cold, rejecting attitude towards the child. A complete loss of contact is inevitable here. An even more difficult case is indifferent and cruel parents. Children from such families rarely treat people with trust, experience difficulties in communication, and are often cruel themselves, although they have a strong need for love.
"Hypocustody." The combination of an indifferent parental attitude with a lack of control is also an unfavorable option for family relationships. Children are allowed to do whatever they want; no one is interested in their affairs. Behavior becomes uncontrollable. And children, no matter how they rebel sometimes, need their parents as support; they need to see a model of adult, responsible behavior that they can follow.
Overprotection - excessive care for a child, excessive control over his entire life, based on close emotional contact - leads to passivity, lack of independence, and difficulties in communicating with peers.
“Non-interference” - it is assumed that there can be two worlds, adults and children, and neither one should cross the line.
Thus, any father and any mother should know that there are no strictly established rules in raising children, there are only general principles, the implementation of which depends on each individual child, and on each individual parent. The task of parents is to organize the education process in such a way as to achieve desired results, the key to this can be the internal harmony of each of the parents.
An important factor influencing the formation of a child’s personality is the atmosphere in the family, the presence of emotional contact between the child and his parents. Many researchers emphasize that love, care, attention from close adults is a necessary, unique vital for a child. important vitamin which gives him a feeling of security and ensures emotional balance of his self-esteem.
Conclusion
So, the family plays a huge role in the education process. After all, it is in the family that the foundation of the personality of a growing person is laid, and it is in it that his development and formation as a person and citizen take place.
It is in the family that the child receives his first life experience, makes his first observations and learns how to behave in various situations. It is very important that what we teach a child is reinforced concrete examples so that he can see that in adults, theory does not diverge from practice.
That is why it is so important that the child perceives the family positively. The positive impact on the child’s personality is that no one, except the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, loves him and cares so much about him.
Parents must understand that they are obliged to:
Take an active part in family life;
Always find time to talk with your child;
Take an interest in the child’s problems, delve into all the difficulties that arise in his life and help develop his skills and talents;
Do not put any pressure on the child, thereby helping him make his own decisions;
Have an understanding of the different stages in a child's life.
Bibliography
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Principles of family education
Principles– initial provisions that prescribe the constancy and consistency of the actions of adults when different conditions and circumstances. The principles of education stem from the purpose of education and are determined by its nature. If the goal of education by adults is perceived as certain peaks to which they want to take their children, then the principles establish the possibilities of realizing what is planned in specific socio-psychological conditions.
Principles of education – practical recommendations, which should be followed, which will help to build pedagogically competent tactics of educational activities.
Based on the specifics of the family as a personal environment for the development of the child’s personality, a system of principles of family education should be built:
Children should grow up and be brought up in an atmosphere of goodwill and love;
Parents must understand and accept their child for who he is;
Educational influences should be built taking into account age, gender and individual characteristics;
The dialectical unity of sincere, deep respect for the individual and high demands on it should be the basis of family education;
The personality of the parents themselves is an ideal role model for children;
Education should be based on the positive in a growing person;
All activities organized in the family should be based on play;
Optimism and major key are the basis of the style and tone of communication with children in the family.
IN last years In connection with democratic changes in society, the principles of education are being revised, some of them are filled with new content. For example, the principle of subordination “recedes,” according to which the world of childhood was not presented as an independent unique phenomenon, but as a kind of “warehouse of materials” for adult life(A.B. Orlov). The principle of monologism, according to which adults “solo” in the educational process, and children respectfully listened, gives way to the principle of dialogism, meaning that adults and children are equal subjects of education. Therefore, parents (and professional teachers) need to learn to communicate with the child as equals, and not look down on him condescendingly.
The most important principles of modern family education can also include the following: purposefulness, scientificity, humanism, respect for the child’s personality, planning, consistency, continuity, complexity and systematicity, consistency in upbringing. Let's look at them in more detail.
The principle of purposefulness. Parenting as pedagogical phenomenon characterized by the presence of a socio-cultural reference point, which represents both the ideal of educational activity and its intended result. To a large extent, the modern family is guided by objective goals, which are formulated in each country as the main component of its pedagogical policy. In recent years, the objective goals of education have been the enduring human values, set out in the Declaration of Human Rights, the Declaration of the Rights of the Child, and the Constitution of the Russian Federation.
The goals of home education are given a subjective color by the ideas of a particular family about how they want to raise their children. In this case, the child’s real and imaginary abilities and his other abilities are taken into account. individual characteristics. Sometimes parents, noticing any miscalculations or gaps in their education, life in general, want to raise their child differently than was done for themselves, and see the goal of education as developing in the child certain properties, abilities that could not be implemented in own life. For the purpose of education, the family also takes into account the ethnic, cultural, and religious traditions that it follows.
Carriers of objective educational goals- public educational institutions with which the family is in one way or another connected. Thus, many families, based on the interests of the child, take into account the goals and objectives educational work modern kindergarten, schools, which ensures a certain continuity in educational activities. Contradictions in educational goals between family members, between the family and the kindergarten (school) negatively affect the neuropsychic and general development of the child and disorganize him. Determining the purpose of upbringing in a particular family is often difficult due to the fact that parents do not always have an idea of the child’s gender and age characteristics, trends in his development, and the nature of upbringing as such. Therefore, the functions of professional teachers include assisting the family in concretizing the goals of education.
Scientific principle . For centuries, home education was based on everyday ideas, common sense, traditions and customs passed on from generation to generation. However, in the last century, pedagogy, like all human sciences, has moved far forward. A lot of scientific data has been obtained on the patterns of child development and on the structure of the educational process. Parents' understanding of the scientific foundations of education helps them achieve better results in the development of their own children. Mistakes and miscalculations in family education are associated with parents’ lack of understanding of the basics of pedagogy and psychology. Ignorance of the age characteristics of children leads to the use of random methods and means of education.
The principle of respect for the child’s personality– acceptance of the child by the parents as a given, as he is, with all the features, specific features, tastes, habits, regardless of any external standards, norms, parameters and assessments. The child did not come into the world of his own free will or desire: the parents are “to blame” for this, so one should not complain that the baby did not live up to their expectations in some way, and caring for him “eats up” a lot of time, requires self-restraint and patience , excerpts, etc. Parents “awarded” the child with a certain appearance, natural inclinations, temperamental characteristics, surrounded him with a material environment, use certain means in education, on which the process of formation of character traits, habits, feelings, attitude to the world and much more in the development of the child depends.
Yes, a child does not always meet the ideal ideas about him that have developed in the minds of his parents. But it is necessary to recognize the originality, uniqueness and value of the child’s personality at the moment of his development. And this means accepting his individual identity and the right to express his “I” at the level of development that he achieved with the help of his parents. Unfortunately, it is common for parents to see “gaps” in a child’s development when compared with any model.
Let us recall the pedagogical rules arising from the principle of respect for the child’s personality: avoid comparing the child with anyone; do not impose “head-on” examples of behavior and activity; do not encourage people to be like this or that standard or model of behavior. On the contrary, it is important to teach a child to be himself. And in order to move forward, you need to look back and compare yourself “today” with yourself “yesterday”: “Today you did it better than yesterday, and tomorrow you will be able to do it even better.” This line of upbringing, which manifests adults’ optimism and faith in the child’s capabilities, orients him towards the achievable goal of improvement, reduces the number of external and internal conflicts and helps strengthen the child’s mental and physical health.
Raising a child who has any external features or physical defects that are quite noticeable, causing curious reactions in people around him (cleft lip, pronounced dark spots, deformation of the ears, deformities, etc.). Under the influence of tactless behavior of loved ones and especially often strangers, a child may develop an idea of his inferiority, which will negatively affect his development. To prevent this (or at least mitigate it), parents must come to terms with the fact that the child has one or another feature that cannot be completely overcome. It is necessary to gradually but firmly accustom the child to the understanding that he will live with this deficiency and that he must be treated calmly. The task of parents is to teach the child not to react painfully to such behavior of people around him, to convince him that the attitude towards him will change when children and adults find out how good, kind, cheerful, skillful, etc. he is. It is equally important to identify and fully develop in a child those inclinations and advantages that he potentially possesses, for example, the ability to sing, read poetry expressively, invent fairy tales, draw, cultivate kindness in him, a cheerful disposition, and strengthen him physically.
Psychologists have identified a special role family stories For mental development children. It turns out that people who, as children, heard such legends from their father and mother, grandparents, better comprehend the psychological relationships in their environment, and more easily navigate difficult situations. Even as adults, they remember with pleasure how grandpa was gored by a kid, how grandma, while at school, never learned to ride a two-wheeled bicycle, how dad fell from an apple tree, and mom couldn’t play a musical piece well at her first concert in the children’s school. garden, etc. According to psychologists, they are especially significant for child development memories of older relatives about failures: they add confidence to children in their abilities. Since everything didn’t work out right away for your loved ones and loved ones, you shouldn’t be too upset about your mistakes.
The principle of humanity– regulation of the relationship between adults and children and the assumption that these relationships are built on trust, mutual respect, cooperation, love, goodwill. At one time, Janusz Korczak expressed the idea that adults care about their own rights and are indignant when someone encroaches on them. But they are obliged to respect the rights of the child, such as the right to know and not know, the right to failure and tears, and the right to property. In a word, the child’s right to be what he is is his right to the current hour and today.
Unfortunately, parents have a fairly common attitude towards their child: “become what I want.” And although this is done with good intentions, it is essentially a disregard for the child’s personality, when in the name of the future his will is broken and his initiative is extinguished. It is very important to realize that the child is not the property of the parents; no one gave them the right to decide his fate for him, much less ruin his life at their own discretion. Parents are obliged to love, understand, respect the child, create conditions for the development of his abilities and interests, and help him choose a path in life.
The principle of planning, consistency, continuity – development of home education in accordance with the set goal. Suggested gradualism pedagogical impact per child, and the consistency and plannedness of education are manifested not only in the content, but also in the means, methods, techniques that meet age characteristics and individual capabilities of children. Education is a long process, the results of which do not “germinate” immediately, often after a long time. However, it is indisputable that the more systematic and consistent the child’s upbringing is, the more real they are.
The consistency and plannedness of the educational activities of adults give a small child a feeling of strength and confidence, and this is the basis for the formation of personality. If close people behave with the child in certain situations in a similar way, equally evenly towards him, then the world becomes clearer, more predictable. The child becomes clear what is wanted from him, what can be done, and what is not allowed. Thanks to this, he begins to realize the boundaries of his freedom, which means he will not cross the line where the unfreedom of others begins.
Consistency in parenting is usually associated with strictness, but they are not the same thing. With strict upbringing, the child’s subordination to the demands of adults, their will, is put at the forefront, i.e. a child is an object of manipulation by adults. Adults who consistently raise a child contribute to the development of not only the operational side of his activity, but also the organizational one (what to do best, what decision to make, what needs to be prepared, etc.). In other words, with consistent upbringing, the child’s subjectivity increases, his responsibility for his behavior and activities increases.
Unfortunately, parents, especially young ones, are impatient, often not understanding that in order to form one or another quality or characteristic of a child, it is necessary to influence him repeatedly and in various ways; they want to see the “product” of their activities “here and now.” Families do not always understand that a child is raised not only and not so much by words, but by the entire environment of the home, its atmosphere, as we discussed above. So, the child is told about neatness, demands are made for order in his clothes and toys, but at the same time, day after day, he sees how dad carelessly stores his shaving accessories, that mom does not put a dress in the closet, but throws it on the back of the chair. .. This is how the so-called “double” morality operates in raising a child: they demand from him what is not obligatory for other family members.
The principle of complexity and systematicity– multilateral influence on the individual through a system of goals, content, means and methods of education. In this case, all factors and aspects of the pedagogical process are taken into account. It is known that modern child grows up in a multifaceted social, natural, cultural environment, which is not limited to the family. From an early age, a child listens to the radio, watches TV, goes for a walk, where he communicates with people of different ages and genders, etc. All this environment, to one degree or another, influences the child’s development, i.e. becomes a factor in education. Multifactorial education has its positive and negative sides.
Pedagogy conditionally differentiates the holistic process of personality formation into separate types of education (moral, labor, mental, aesthetic, physical, legal, sexual, etc.). However, the personality is not brought up in parts, so in reality pedagogical process the child masters knowledge, it influences his feelings, stimulates activities, actions, i.e. diversified development is taking place. According to scientific data, the family, in comparison with public educational institutions, has special opportunities to develop children morally, introduce them to work, introduce them to the world of culture, and help their gender identification. In the family, the foundations of a child’s health are laid, his intellect receives initial development, and his aesthetic perception of the world is formed.
Unfortunately, not all parents understand the need for the all-round development of the child and are often limited to some specific upbringing tasks. For example, they direct all their efforts to physical or aesthetic education child. Currently, many families are concerned about the early education of children, so the focus is on their mental development. At the same time, due attention is not paid labor education. There is a tendency to “free” a child in the first years of life from responsibilities and assignments, but they are so necessary for his full development, especially since it has been proven: preschool age the most favorable for cultivating interest in work, the desire to work, the formation of work skills and habits.
The principle of consistency in education . One of the features of education modern child is that it is carried out by different persons: family members, professional teachers educational institutions(kindergarten, school, art studio, sports section etc.). None of the teachers small child, be it relatives or kindergarten teachers, cannot raise him in isolation from each other - it is necessary to agree on the goals, content of educational activities, means and methods of its implementation. IN otherwise it will turn out like in the famous fable by I.A. Krylov "Swan, crayfish and pike." Inconsistency between requirements and approaches to education leads the child into confusion, and a sense of confidence and reliability is lost.
Including in the family, they require constancy and consistency in the actions of adults. The principles of education are built on the basis of the purpose of education. The principles of education are practical recommendations that should guide the education process. This helps to correctly build tactics educational work in family.
Active transformations are taking place in society, and in accordance with this, the principles of education are being revised and filled with new content. For example, the principle of subordination is leaving education. The principle of monologism is replaced by the principle of dialogism.
TO important principles Modern family education includes the following:
- principle of purposefulness;
- scientific principle;
- the principle of humanism;
- the principle of planning, consistency and continuity;
- the principle of complexity and systematicity;
- the principle of consistency in education.
The principle of purposefulness
Education is characterized by the presence of a socio-cultural reference point, which is the ideal of educational activity and the result. Modern family tries to focus on the goals of the general pedagogical policy in the country. Today, these are the basic universal values reflected in the Declaration of Human Rights, the Declaration of the Rights of the Child and the Constitution. Russian Federation. Of course, not all families, when discussing the purpose of raising their children, think about the comprehensive harmonious development of the individual. But every parent wishes their child health and dreams of raising him a good man. This is precisely what universal human values are.
The educational goals of a particular family are formed on the basis of the idea of how it wants to raise its children. At the same time, the child’s real abilities and his individual characteristics are taken into account. When setting educational goals, the family takes into account the ethnic, cultural and religious traditions that it follows.
It is important to take into account the goals and objectives of the educational work of a modern kindergarten and school in family education. This ensures continuity in the educational process. Contradictions for educational purposes within the family or between family members and educational institutions adversely affect the neuropsychic and general development of the child and introduce an element of disorganization into his life. Providing assistance to the family in concretizing the goals of education is the function of professional teachers.
Scientific principle
Home education has always been based on common sense, traditions and customs passed on from the older generation to the younger. But in modern world Parents' knowledge and application of the scientific principles of education helps to achieve better results in the development of their children. To successfully raise a child, it is important for parents to consult a specialist in a timely manner and become familiar with psychological and pedagogical literature.
The principle of humanism, respect for the child’s personality
The essence of this principle of humanism is that parents accept the child as a given, with all his characteristics, individual traits and habits.
Do not compare your child with external standards, norms, parameters and assessments. A child does not always correspond to the ideal ideas about him that have developed in the minds of his parents. But it does not have to correspond to them; its value lies in its originality and uniqueness. Parents need to accept the individual identity of the child and the right not to hide his “I”, to express it in accordance with the level of development that he has achieved with the help of his parents. Certain pedagogical rules follow from the principle of humanism:
- avoid comparing the child with anyone;
- do not impose examples of behavior and activities;
- do not call to be like a certain standard, pattern of behavior;
- teach the child to be himself;
- learn to compare yourself “today” with yourself “yesterday” and draw the right conclusions from this.
Compliance with these rules in upbringing helps the child move towards his own improvement, reduces the number of external and internal conflicts, and strengthens the child’s mental and physical health.
Raising a child with external features or physical disabilities requires special humanism. Under the influence of the tactless behavior of others, a child may develop an inferiority complex. To prevent this from happening, parents need to learn to be calm about their child’s characteristics and teach the child to accept it calmly. This is a difficult path. The task of parents is to teach the child not to react painfully to the inappropriate behavior of people around him, to convince him that he is good, kind, cheerful, skillful, and it is these qualities that will shape people’s attitude towards him. Any “zest” in a child will attract others to him, and will help him to bear his shortcomings painlessly.
The principle of humanity assumes that the relationship between parents and children is built on trust, mutual respect, cooperation, love, and goodwill.
It is very important for parents to realize that the child is not their property, and they do not have the right to decide his fate for him, much less ruin his life. V.A. Sukhomlinsky called on adults to feel childhood within themselves, to treat the child’s misdeeds wisely, to believe that he is making mistakes and not intentionally violating them, to protect him, not to think badly of him, not to break the child’s initiative, but to correct and guide it, remembering that the child is in a state of self-knowledge, self-affirmation, self-education.
The principle of planning, consistency, continuity
According to this principle, family education should be carried out in accordance with the set goal, consistently and systematically implement the educational process through means, methods and techniques that meet the age characteristics and individual capabilities of the child. Education is a long process, the results of which can only be observed after time.
Consistency and planning of parents in upbringing give the child a feeling of confidence, which is the basis for the formation of personality. If all family members adhere to similar behavior and requirements, then the world around them becomes clearer and more predictable for the child. It is easier for him to realize the boundaries of his freedom, and not to cross the border of the freedom of others. Adults who consistently raise a child contribute to the development of his operational and organizational aspects of activity. With consistent upbringing, the child’s subjectivity grows, responsibility for his behavior and actions is formed. It is important in family education to avoid developing a “double” morality in a child. You cannot demand from a child what is considered unnecessary for other family members.
You cannot apply pedagogical methods to a child at the same time.
The principle of complexity and systematicity
The essence of the principle is to exercise a multilateral influence on the individual.
A modern child grows and develops not only within the family, but also in a multifaceted social, natural, and cultural environment. Multifactorial education has both positive and negative sides. It is possible to strengthen the developmental influence of some factors and reduce the destructive influence of negative factors in upbringing. The priority in resolving this issue belongs to the family; it is she who has the opportunity to exclude the influence of some factors, give a proper interpretation to others, and change the content of others.
Scientific pedagogy divides education into separate types. But it is impossible to educate a person in parts. In the real pedagogical process, diversified development is carried out. The family, in comparison with public educational institutions, has special opportunities to develop children in many ways: to instill moral standards, introduce them to work, introduce them to culture, and help their gender identification.
The principle of consistency in education
The peculiarity of modern child upbringing is that education is carried out by different persons: family members or professional teachers. Here it is necessary to coordinate the goals, content of education, means and methods of its implementation. Inconsistency between requirements and approaches leads the child into confusion, and he loses his sense of confidence.
Family education, implemented in accordance with the principles discussed, will allow parents to properly manage the cognitive, labor, artistic, physical and other activities of children, effectively promoting their development.
