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.

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 identified two varieties, 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 inevitably leads to raising children who are weak-willed, cowardly, lazy, downtrodden, “slush,” embittered, vindictive and, often, selfish.

The authority of distance and arrogance 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 can amuse themselves.” Contacts with children of such parents are extremely rare; they entrusted their upbringing to their grandparents. Parents do not want to lose their prestige in the eyes of their children, but they get the opposite: the child’s alienation begins, and with it comes disobedience and difficulty in educating.

The liberal style presupposes forgiveness and tolerance in relations with children. The source is excessive parental love. Children grow up undisciplined and irresponsible. A. S. Makarenko calls the permissive type of relationship “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. A. S. Makarenko called teachers who show such forgiveness towards a child “pedagogical beasts” who carry out the most stupid, most immoral type of relationship.

The 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. They see in parents an example of citizenship, hard work, honesty and the desire to raise children as they themselves are.

1. Methods of raising children in the family

The ways (methods) by which the purposeful pedagogical influence of parents on the consciousness and behavior of children is carried out do not differ from general methods of education, 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, etc.

Therefore, family education methods bear a vivid imprint of the personality of their 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 - therefore the methods are aimed at ensuring that the child fulfills the demands of adults without fail; others consider it more important to teach independent thinking and initiative and usually find appropriate methods for this.

All parents use common methods of family education: persuasion (explanation, suggestion, advice), personal example, encouragement (praise, gifts, interesting prospects for children), punishment (deprivation of pleasures, refusal of friendship, Physical 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 them are the word, folklore, parental authority, work, teaching, nature, home life, national customs, traditions, public opinion, spiritual and family climate, 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 is based on a number of general conditions:

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 relationships they have with classmates and teachers, with adults and with younger people, what they value most in people, etc. . d. Seemingly simple information, but 41% of parents do not know what books their children read, 48% - what films they watch, 67% - what music they like; More than half of parents cannot say anything about their children's hobbies. Only 10% of students answered that their families know where they go, who they meet, and who their friends are. According to sociological research (1997), 86% of young offenders behind bars responded that their parents did not control their late returns home.

The personal experience of parents, their authority, the nature of family relationships, and 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.

If parents prefer joint activities, then practical methods usually prevail. Intensive communication during joint work, watching TV, hiking, walking gives good results: children are more frank, and this helps parents understand them better. If there is no joint activity, there is no reason or opportunity for communication.

The pedagogical culture of parents has a decisive influence on the choice of methods, means, and forms of education. It has long been noted that in families of educated people, children are always better brought up. Consequently, learning pedagogy, mastering the secrets of educational influence is not a luxury at all, 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... From the ages of two to six 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. A. Sukhomlinsky.

The formative function of family education is distinguished as the main one, fulfilling the role of a connecting, systematizing principle, internally integrating all other functions in this process. In accordance with this function, the main content of education in a family is the creation of a specific social type of personality, the general indicator of which is the ideological and psychological orientation of the person, characterized by family attitudes.

The compensating function of family education reflects its direction towards neutralizing the causes, conditions, and influences that negatively affect the course of development of the child’s personality in the family.

The corrective function of family education is tightly coupled with the function of social control, which is contained in the preventive, psychological and preventive orientation of family education, in stimulating the development in young people of social personality traits, behavioral characteristics of a socially beneficial nature, in encouraging the child to refrain from antisocial actions, immoral character, i.e. behavior that does not meet social requirements

The task of family education becomes the accumulation of knowledge, modes of behavior, and forms of communication.

Methods and forms of home education

Methods of raising children in the family are the ways (methods) by which the directed 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 they have their own specifics:

– the impact on the child is individual, based on certain actions and tailored to the individual;

– the choice of methods depends on the pedagogical culture of the parents: understanding the purpose of education, parental role, ideas about values, style of relationships in the family, etc. d.

Therefore, the methods of family upbringing bear a vivid trace of the parents’ personality 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 way is encouragement. In cold, alienated relationships, severity and punishment naturally prevail. The methods greatly depend on the educational values ​​set by the parents: some want to instill obedience, and therefore their methods are aimed at ensuring that the child obediently fulfills the demands of adults. Others consider it more important to teach independent thinking and initiative and, naturally, find appropriate ways to do this.

All parents use common methods of family education: persuasion (explanation, suggestion, advice); personal example; encouragement (praise, gifts, interesting prospects for children); punishment (deprivation of pleasures, refusal of friendship, physical punishment). In some families, on the advice of teachers, educational situations are formed and used.

The means of solving educational problems in the family are heterogeneous. 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, literature, radio, television, daily routine, museums and exhibitions, games and toys, demonstrations, sports, holidays, symbols, attributes, relics, etc.

The choice and use of parenting methods are based on a number of general conditions.

1. Parents’ knowledge of their own children, their positive and negative qualities: what they read, what they are interested in, what assignments they carry out, what problems they experience, what kind of relationships they have with classmates and teachers, adults, children, what they value most in people, etc. Almost all parents do not know what books their children read, what movies they watch, what music they like; more than fifty percent of parents cannot say anything about the preferences of their own children. According to sociological research (1997), 86% of young offenders responded that their parents did not control their late returns home.

2. The parents’ own experience, their authority, the nature of relationships in the family, the desire to educate by example also affect the selection of methods. This group of parents traditionally chooses visual methods and uses teaching relatively more often.

3. If parents prefer joint activities, then practical methods traditionally prevail. Intensive communication during joint work, watching TV shows, hiking, walking gives excellent results: children are the most frank, this helps parents understand them better. There is no joint activity, no reason or opportunity for communication.

4. Pedagogical culture Parents have a major influence on the choice of methods, means, and forms of education. It has long been noticed 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 at a time when the father and mother are the only mentors of their own child... At the ages of 2 to 6 years, the mental formation and spiritual life of children depends decisively on... the simple pedagogical culture of the mother and father , which is expressed in a reasonable understanding of the most complex mental movements of a developing person,” wrote V.L. Sukhomlinsky.

The school plays a leading role in organizing family and social education in the neighborhood. To successfully coordinate educational influence, she must transform her own work, abandon previous, largely formalized forms of work with parents and the public, and take a humanistic position in teaching education.

Regulation of the activities of the school, family and community in raising children is carried out in the following organizational configurations:

1. Regulation of plans for the educational work of the school’s teaching staff, parent committees, community councils at the place of residence, clubs, libraries, stadiums, internal affairs bodies and medical organizations with a clear distribution of functions of each of these participants in the educational process.

2. Organization by the school of regular training for parents and members of the public in more effective ways of working with children.

3. A thorough study and joint discussion of the progress and results of educational work, identifying the causes of detected shortcomings and implementing general measures to eliminate them.

The school carries out its main work with parents through parent associations, which have different names - parent committees, councils, congresses, associations, assistance societies, assemblies, presidiums, commissions, clubs, etc. Each of these associations has its own charter (regulations, regulations, plan), which determines the main courses of activity, rights and responsibilities of participants in the educational process. In many cases, a single plan is drawn up for the overall activities of the family, school and community. And where we have moved to the closest integration of school and family education, “school-family” complexes are formed. The main condition of the charter of such complexes is to ensure parental control over all areas of school activities.

Parents gained access to consideration of those issues where they were usually not allowed - the selection of subjects for study, determining the scope of their study, drawing up curriculums, changing the dates and duration of academic quarters and holidays, selecting a school profile, developing internal school regulations, researching a system of measures for ensuring discipline, work, rest, nutrition, medical care for schoolchildren, a system of rewards and punishments, etc. In a word, with well-organized joint work, school and family become real partners in raising children, where everyone has very specific tasks and performs their own part of the work .

One of the main tasks of parent associations remains the organization and implementation of the pedagogical process. Lectures, parent institutes, round tables, conferences, parent schools and many other ongoing and one-time forms of pedagogical education help those parents who want to better understand their own child, properly organize the process of communication with him, help in solving difficult issues, and overcome conflict situations . For this purpose, many parent committees allocate funds for the purchase pedagogical literature for parents, support the publication and distribution of well-known pedagogical, printed publications and magazines.

The work to create common ethical, aesthetic, highly moral, strong-willed, intellectual values ​​begins with the creation parent school. Her asset, as more capable of working together, is convincing all parents of the need to study the foundations of humanistic pedagogy, pedagogy of teamwork, and the activity approach. The result should be an incentive to expand one’s own knowledge and learn the practical foundations of proper upbringing of children in the family.

Most parents would like to see their children talented and cultured, polite and successful. The relationship between school and family is built on this natural attraction. The latter becomes an open system; to coordinate educational efforts. Coordinating the aspirations of school and family means eliminating contradictions and creating a homogeneous educational and developmental environment.

The general activity of the school and family is focused on the formation in children of highly moral qualities, physical well-being, intellectual properties, and aesthetic perception of the world around them.

Modern family education is based on the principles of humanistic pedagogy:

– creativity - free development of children’s abilities;

– humanism - recognition of the individual as an unconditional value;

– democracy, based on the establishment of equal spiritual relationships between adults and children;

– citizenship based on awareness of the place of one’s own “I” in the social and state system;

– retrospectiveness, which allows education to be carried out based on the traditions of folk pedagogy;

– priority of universal human moral norms and values.

The formation and upbringing of a child in a family requires a large number of activity situations in which the development of a personality of a given orientation occurs.

The main burden of ensuring real communication with the family falls on the shoulders of the class teacher. He organizes his own activities through the class parent committee, parent meetings, as well as through teachers working in this class. An essential part of the practical work of the class teacher in maintaining contacts with the family is considered to be constant personal visits to students at home, research on their living conditions on site, interaction and coordination with parents of general measures to strengthen educational influence and prevent undesirable outcomes. The traditional function of the class teacher remains educational: many families need pedagogical advice and professional help.

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 teaching children of different ages; individual areas of education - highly moral, physical, labor, mental; new spheres of mental 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, it is necessary to consider the more pressing problems of family education - overcoming alienation between parents and children, conflict and crisis situations, the emergence of difficulties and barriers in family education, responsibility to the community and the state.

On parent meetings It is important not only to notify parents about the results of academic performance and attendance, facts of failure of discipline, lagging behind in studies, but together with them to find out the reasons, actively consider ways to overcome negative phenomena, and outline certain 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 verdicts. A humanist teacher does not even have the right to criticize or categorically judge, since he understands how complex and ambiguous the reasons are that lead adolescents to this or that act. In a hardening community, the class teacher sets an example of patience, mercy and compassion, and protects his own students. 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, clear aspects of the coordination plan are taken, their implementation is analyzed, and ways to eliminate disagreements that have arisen are planned.

The pressing challenge remains high moral education of the younger generations, various aspects of which have to be continuously discussed at parent-teacher meetings. In recent years, many class teachers have invited local priests to talk about morality. The resulting unions “school - family - church” have enormous educational potential, and although by law the school is separated from the church, it is hardly appropriate to object to the spiritual influence that benefits parents and their children, which can stop the processes of savagery of the younger generation.

Classic shape 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 told 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 - indignation at behavior or studies, and the reason is a certain precedent. As studies have shown, it is precisely such calls from parents, where they receive a charge of negative feelings, that most alienate parents from school, and school from children. Almost all schools introduce a rule: every parent is required to attend school once a week. Then the teenager’s misdeeds, if they occur at the next visit, are perceived naturally and do not cause an acute reaction against a single positive background. In this form, the school helps parents (and teaches them!) to regularly educate their 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 constant “schedule” of visits is established, which has a stimulating effect on all teenagers - excellent students and lagging behind, disciplined and not so disciplined.

The class teacher visits the families of his own students, 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 adhere to the following rules when visiting a student at home:

– do not go uninvited, try to get an invitation from your parents by any means;

– express high tact in conversations with parents, constantly start with praise and compliments;

– eliminate complaints to the student, talk about problems, suggest ways to solve them;

– talk in the presence of the student, only in exceptional cases ask for a confidential meeting;

– do not make claims against your parents;

In every way, emphasize your own interest in the student’s fate;

– put forward common projects, agree on certain common matters;

– do not make groundless promises, be very 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 begin to strive for joint work and further contacts only when they see the class teacher’s interest in the fate of their children.

The topic of relations between family and school was very successfully touched upon by L. Kassil.

“When something wrong happens to children and they start looking for the reasons for it, some say: it’s the school’s fault, it has to take care of everything, it has the main role in education. Others, on the contrary, believe that the school mainly teaches, and the family is responsible for educating. I think both are wrong. Figuratively speaking, family and school are the shore and the sea. On the shore, the child takes his first steps, acquires the first lessons of life, and then a boundless sea of ​​knowledge opens up before him, and the school charts a course in this sea. This does not mean that he is obliged to completely separate from the shore - after all, long-distance sailors constantly return to land, and every sailor knows how much he owes the shore.

The family gives the child, as it were, basic equipment, primary preparation for life, which the school still cannot provide, because it requires specific contact with the world of loved ones surrounding the child, a very familiar world, very familiar, very necessary, a world to which the child from the very first years he gets used to it and is taken into account. And only later a certain sense of independence is born, which the school is obliged not to suppress, but to support.

Next I would like to say this. I often see how abnormal relationships arise between family and school - sometimes through the fault of parents, and sometimes through the fault of teachers. This teaches children to be completely irresponsible. At home, the student complains that the teacher treats him terribly, and at school that they are preventing him from studying at home. All this happens because there is a lack of constant communication between the teacher and the family. The teacher is obliged to meet with the parents of his children not only about some emergency, not only at school at parent-teacher meetings. I really want a teacher to come to the family. I understand that if there are 40 students in a class, then you can’t go around 40 houses in a whole day. However, this can be done in a year, and more than once. And children see the teacher in a completely different light when he comes to their home. And a calm, friendly conversation with parents appears, and it is good if this conversation begins in the presence of children.

However, of course, even if a teacher gets to know his own children very well, he is not always obliged to interfere in their own lives and affairs. It often happens that a teacher reprimands his own 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 strong. Of course, the class must be united. However, friends are chosen according to taste, according to their own hobbies, and when the teacher begins to interfere, no good will happen. We will only teach children to be hypocrites, to lie, and will belittle in their eyes the sacred feeling of friendship, without which the team will not survive. Since the team is made up of people united not only by a common cause, but also by friendship, and not from some monotonous mass. Therefore, the extent of school intervention in a child’s own life must be reasonably determined.

A good teacher 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.” Regular surveys of class teachers demonstrate that it is particularly difficult for them to work with high school students these days. There is insolence among a significant part of school youth, disorganization of norms of behavior in the community, bordering on hooliganism; irresponsibility, disdain for physical labor. The younger generation often does not notice where arrogance, disrespect for the experience of elders, and disdain for parents begin.

Particularly vivid in older adolescents are two mutually related tendencies: the zeal for communication and the zeal for isolation. Both of them are very important for organizing educational influence on students and guiding their life activities. A situation is being formed in which a high school student, on the one hand, being on the border of independent life, especially needs the advice and attention of elders and their support, and on the other hand, he is afraid of losing his own independence.

According to his position, the teacher must work closely with the family and give prof. recommendations for parents. The more knowledge he has accumulated about children and their lives, the wiser his recommendations will be, the greater prestige he will enjoy in the families of his pupils.

Among teaching recommendations for families, especially young ones, an authoritative teacher will direct attention to the reasonable organization of the family and family relationships. Common perspectives, common activities, specific work responsibilities, traditions of mutual assistance, common decisions, common interests and hobbies serve as a favorable basis for the formation of internal relationships between parents and children. In the life of a family, the necessary pedagogical circumstances are not always similar to life. They often have to be created in spite of life events. For example, a family can free a teenage girl from household chores; their 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 completely obligatory for herself. Children expect their parents to be interested in their inner world and take into account their age and personal characteristics. Parents will need to gradually change educational influences at different 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, subtle, leisurely consideration of the motives of an action, and an insightful, 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 passions, interests, traditions, now almost forgotten family reading evenings, family tournaments, family amateur art groups, family cultural outings, trips, weekend hikes. Each family can develop a diverse system of establishing and strengthening close relationships between parents and children: from parents to children, from children to parents.

The interaction between school and family in solving the problem of overcoming poor academic performance of adolescents remains always relevant. It is known that family and school look at her differently. Teachers are inclined to believe that the main reasons are lack of abilities in the relevant area and lack of family control. Parents are to blame for the lack of interest, perseverance of their children and the weak work of the school. A general discussion of this problem allows us to establish the real circumstances of a teenager’s academic failure. Only by comprehending them, the family and school have every chance to adjust their own activities. If mutual understanding is not achieved, the school and family remain on their own points of view. This only makes a teenager's life worse. Naturally, it is impossible to predict the situations that the class teacher will face. The point of teaching training is to equip a specialist with uniform methods of analyzing emerging situations and searching suitable options exit from them.

Conclusions on the first chapter

Summarizing the above in the first chapter, I would like to note that his own family plays an important function in the upbringing of a teenager; it is this family that provides the key inclinations in the child’s behavior, in his attitude towards society and his peers.

For example, there is a pattern that mothers who have a high level of anxiety most often have children who, in turn, grow up restless. A father's behavior that expresses hostility and hot temper often becomes an imitation for his children. Authoritarian father and mother, suppressive, form a lot of complexes in their children, and from a very early age I develop low self-esteem. It can be argued that a child learns everything in the family, how he needs to behave in different life moments, and, of course, in absolutely all situations that arise, he gains first life experience. For this reason, it is important in this case how we behave and what we teach the child. It is very important to note whether the views and phrases of the father and mother are at odds with the actions of the children. The primary problem between father and mother is considered to be coming to a common solution to the problem, and if necessary, a compromise solution must be reached. Since this is important in order for the demands of the two parties to be satisfied. In addition, the child should not see contradictions between the parents, and if such arise, then it is more correct to discuss them in the absence of the child. The child’s self-esteem primarily depends on the relationship between the parents and the child, thanks to which the child’s behavior in the team, family, and society as a whole is built. And it can be said that the adequate or, on the contrary, hostile behavior of a child in society depends on the criteria of upbringing. A good atmosphere in the family, the correct style of behavior of the father and mother towards their own child leads to optimal adaptation of interpersonal relationships.

As for the interaction between family and school, this is not an unimportant factor in shaping a child’s upbringing; school is the 2nd element that shapes the child’s behavior. The upbringing of a child at school begins from the very first days of schooling, therefore the class teacher and teacher primary classes in middle and high school they occupy a special place in the development of a child’s personality. In addition, the level of comfortable stay of children in the school community largely depends directly on these people. They control the degree of mastery of educational material, the successes and failures of each student individually and the entire class as a whole, issues of relationships in the class team and the upbringing of each child.

Every year the importance of the school in the education of students increases, and the requirements for teachers increase. And this is logical, since the child spends half the day within the walls of the school under the supervision of teachers, and this environment directly has a huge impact on his upbringing and behavior. At school, a child acquires not only knowledge, but also characteristic behavioral traits, strengthens his own strong character traits and acquires new ones. For the utmost efficient work According to the education of students, the teacher needs to have absolute information about the formative role of the family and the dependence of this role on the value priorities of each of its members. Possession of this kind of data can help a class teacher or primary school teacher predict how relationships in a child’s family can influence his individual formation, behavioral interactions and character. For this reason, teachers use different forms of communication with parents, allowing them to find out all the characteristic features of relationships in each specific family without exception.

Related information.

lamas of the hostel, intransigence to any violations of the law, willingness to participate in maintaining law and order.

Economic education involves solving such problems as the development of economic thinking of the individual for a correct understanding of the operation of the laws and phenomena of economic life; formation of a modern understanding of the processes of social development, understanding of the role of labor and one’s place in the labor process; fostering a caring attitude towards state property; developing skills that will make it possible to take an active part in economic activity.

The criteria for assessing the level of economic thinking are the depth of economic knowledge and the ability to apply it in practice.

In general, all areas of education are implemented together, complement each other and ensure the process of formation of a comprehensively developed, harmonious personality.

Education is the process of shaping personality traits. In psychological terms, the quality of a person is a system of knowledge, beliefs, feelings, habits; any quality of a person is an element of her consciousness. The main stages in the formation of personality quality are the formation of ideas about a given personality quality, the transition of concepts into beliefs, the formation of appropriate behavior, habits, and the cultivation of appropriate feelings.

At the same time, there is an influence of the educator (educator) on the educated. Influence is the activity of the educator (or the form of exercise by him of his functions), which leads to a change in any characteristics of the pupil’s personality, his behavior and consciousness. A teacher can influence a student’s consciousness and behavior not only through his pedagogical actions, but also through his personal qualities (such as kindness, sociability, etc.)

Influence in the process of upbringing can be directed (i.e., focused on a specific person or his specific qualities and actions) or undirected (when it is not aimed at a specific object), in addition, it can be in the form direct impact(i.e. direct manifestation by the teacher of his positions and requirements for the student) or indirect impact(when it is directed not directly at the object of influence, but at its environment).

3. Methods and forms of education

Education is carried out using a system of methods, and can be implemented in various forms, which are used to create conditions for the formation and creative self-improvement of the individual, development communication skills, social activity and maturity, national self-awareness, humanistic orientation of the individual.

IN In a broad sense, form is a way of organization, and method is a way of achieving results. Forms of education represent the external expression of the content of education, methods of organization and the relationship of its individual elements.

There are mass, group and individual forms of education

tions, each of which has its own specifics. Thus, mass forms of work are characterized by the episodic nature of educational activities and a significant number of participants. These include conferences, theme evenings, shows, competitions, Olympiads, festivals, tourism, etc. Group forms differ in duration and consistency in a particular group. Such forms are debates, collective creative activities, clubs, amateur art activities, sports sections, excursions, etc. Individual educational work involves the independent work of the student on himself under the guidance of a teacher, gradually turning into self-education.

Methods determine specific ways to achieve educational goals and increase the efficiency of organizing forms.

A. Makarenko, pointing to the humanistic orientation of education, noted that the method of education is an instrument of touching the individual. Yu. Babansky saw the purpose of education methods in the cooperation of educators and those being educated. The method of education, he pointed out, is a method of interconnected activity between educators and those being educated, aimed at solving educational problems.

Educational methods are the ways in which the educator influences the consciousness, will, feelings and behavior of the pupils, aimed at developing their beliefs and behavioral skills.

The main mechanisms of influence in education are:

persuasion - a logically reasoned influence of the educator on the rational sphere of consciousness of those being educated;

suggestion - the influence of the educator on the consciousness of the pupils by reducing consciousness and criticality in the perception and implementation of the suggested content;

contagion is the unconscious susceptibility of those being brought up to the emotional influence of the teacher;

imitation is a conscious or unconscious reproduction by the educated of the teacher’s experience.

Educational methods include techniques (sets of specific actions in the structure of the method), among which there are creative (praise, request, trust, etc.) and inhibitory (hint, distrust, condemnation, etc.).

IN In modern pedagogy, it is customary to distinguish several groups of methods, basing the classification on the most important stages of the holistic structure of activity.

TO the first group includes methods of forming the consciousness of the individual. TO

These include the method of persuasion, the main forms of implementation of which are

are conversations, lectures, debates, meetings, conferences, etc. (not to be confused with forms of education) and positive example method, i.e. purposeful and systematic influence of the educator on those being educated by the power of personal example, as well as all kinds of positive examples as role models, an ideal in life (the example of comrades, examples from literature, art, the life of outstanding people).

The second group includes methods of organizing and forming the experience of social behavior , with the help of which the necessary skills are formed, the required habits and skills are developed, creating conditions for the implementation of positive intra-collective relationships.

These include:

exercise method (or training method),consisting in organi-

the formation of systematic and regular performance by pupils of certain actions with the aim of their transition to forms of social behavior (various types of tasks for group and individual activities in the form of assignments, demands, competitions, showing samples, etc.);

method of pedagogical requirements, consisting of presenting a memory

implied direct (in the form of instructions or even orders) or indirect (in the form of a request, advice, hint, etc.) demands;

method of creating educational situations,those. specially created pedagogical conditions that ensure the organization of a certain form of social behavior. Examples of such situations are the following: a situation of advance by trust, a situation of free choice, a situation of correlation, a situation of competition, a situation of success, a situation of creativity, etc.

The third group includes methods of stimulating activity and behavior

deniya, which include methods of reward and punishment, approval and condemnation, control, perspective, public opinion.

Each method allows you to solve certain educational problems, but none of the methods is universal, allowing you to solve all educational problems. Therefore, education is always ensured by using a combination of methods.

For a parenting method to be effective, certain conditions must be met.

Let's consider some of them in relation to basic methods of education.

Conviction is the teacher’s influence on the rational sphere of the student’s consciousness. In this case, influence can be carried out in two ways: persuasion

speaking by word and persuasion by deed.

Persuasion with a word involves clarification, evidence or refutation, which will be effective only when they have strict logic, are supported by figures and facts, and illustrated with examples and episodes from life.

Persuasion by action involves the use of a living practical example through personal demonstration, showing the experience of others, or organizing joint activities.

Positive example method involves influencing the consciousness and behavior of those brought up by the system with positive examples designed to serve as a role model for them, a basis for the formation of an ideal of behavior, a stimulus and means of self-education. In this case, examples are most often used from the lives of outstanding people, from the history of their state and people, from literature and art, and the personal example of a teacher.

So that there is an example effective means education, the following conditions must be met:

social value of example;

the reality of achieving the goal;

closeness to the interests of those being educated;

brightness, emotionality, infectiousness of the example;

combining the example with other methods.

The method of encouragement involves external active stimulation of the student’s motivation for positive, proactive, creative activity. In this case, a variety of means can be used: encouraging gestures and facial expressions of the teacher, his encouraging appeals to the student, assessment of the student’s action as exemplary, declaration of gratitude, etc.

The incentive is valid under the following conditions:

validity and fairness of incentives;

timeliness of encouragement;

variety of incentives;

publicity promotion;

solemnity of the ritual of encouragement, etc.

Having mastered a system of educational methods, a teacher can, in each specific case, choose those that, in his opinion, will be the most rational. Being a very flexible, very subtle tool for touching the individual, the method of education is always addressed to the team, used taking into account its dynamics, maturity, and organization. Consequently, methods of education must be chosen taking into account the goals, content and principles of education, as well as specific pedagogical tasks and conditions.

4.Family education

The foundations of the personality structure of each person are laid in the family. The family is the primary unit of society, where people are connected by blood and kinship. It unites spouses, children and parents. The marriage of two people is not yet a family; it appears with the birth of children. The main function of the family is the reproduction of the human race, the birth and upbringing of children.

A family is a social group based on marriage and family ties, and at the same time, it is a system of interpersonal interaction, a holistic, organic, ordered system that “encompasses” the entire person in all its manifestations. The family creates in a person the concept of home not as a room where he lives, but as a place where he is expected, loved, understood, protected.

Family education is a system of upbringing and education that develops in the conditions of a particular family, a process of interaction between parents and children, which is based on family closeness, love and care, respect and protection of the child, which creates favorable conditions for meeting the needs for development and self-development spiritually, morally and intellectually prepared person. Family education is a complex system that depends on many factors: heredity and biological (natural) health of children and parents, material security, social status, way of life, number of family members, place of residence, attitude towards the child, etc. All these factors are intertwined and manifest themselves differently in each specific case.

The most important tasks of the family in terms of family education are to:

create best conditions for the growth and development of the child;

ensure socio-economic and psychological protection of children

convey the experience of creating and maintaining a family, raising children in it and relationships with elders;

teach children practical skills aimed at self-care and helping loved ones;

cultivate a feeling self-esteem, self-values.

Family education also has its own principles , the most important of them are:

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 (it is impossible to demand impossible-

helping your child, being ready to answer his questions. The content of family education covers all areas: physical

social, aesthetic, labor, mental, moral, among which a special place is occupied by moral education and, first of all, the education of such qualities as benevolence, kindness, attention and mercy to elders, juniors and the weak, honesty, openness, hard work.

The purpose of family education is to develop the personal qualities necessary to adequately overcome the obstacles and difficulties encountered along the path of life.

In family education, these methods are most often used

as a personal example, discussion, trust, showing, showing love, empathy, control, assignment, praise, sympathy, etc.

Of particular importance for family education is love for the child, however, it should not be just any kind, but pedagogically appropriate, i.e. love in the name of the unborn child. Blind, unreasonable parental love leads to flaws in upbringing and gives rise to consumerism, neglect of work, and selfishness in children.

There are several types of improper upbringing of children in the family, including:

neglect, lack of controlwhen parents are too busy with their own affairs and do not pay the necessary attention to their children, as a result they are left to their own devices and often fall under the influence of “street” companies;

overprotection, when a child is under constant supervision, hears prohibitions and orders from parents, as a result of which he can become indecisive, lack of initiative, and fearful;

education according to the type of family “idol”, when a child gets used to being the center of attention, he is constantly admired, his every desire and request is indulged, as a result, he cannot correctly assess his capabilities and overcome his egocentrism;

Cinderella-type education when a child feels that his parents do not love him, they are burdened by him. He grows up in an environment of emotional rejection, indifference, and coldness. As a result, the child may develop neurosis, excessive sensitivity to adversity, or embitterment;

« cruel upbringing" when a child is punished for the slightest offense and grows up in constant fear. As a result, he may become callous, rigid, shifty, or aggressive;

education in conditions of increased moral responsibility, co-

when a child is instilled with the idea that he must live up to the ambitious expectations of his parents, or when he is burdened with unbearable non-childish worries. As a result, children develop obsessive fears and a constant feeling of anxiety.

Improper family upbringing disfigures the child’s character, dooms him to neurotic breakdowns and difficult relationships with others.

One of the most unacceptable methods of family education is the method of physical punishment, when children are influenced through fear. Such upbringing leads to physical, mental and moral trauma that deforms behavior; children have difficulty adapting to the team, and almost inevitably begin to have problems with their studies. Subsequently, they themselves become cruel.

The concept of family education. Principles of family education. Methods of family education.

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, attitude towards the child. All this is organically intertwined and manifests itself differently in each specific case.

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Principles and methods of family education.

The concept of family education

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 feelings, sensations, where they wait, love, understand, protect. 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, attitude towards the child. All this is organically intertwined and manifests itself differently in each specific case.

The tasks of the family are to:

1. create maximum conditions for the growth and development of the child;
2. become the socio-economic and psychological protection of the child;
3. convey the experience of creating and maintaining a family, raising children in it and relationships with elders;
4. teach children useful applied skills and abilities aimed at self-care and helping loved ones;
5. to develop a sense of self-esteem, the value of one’s own “I”.

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 work experience, 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. Also J.-J. Rousseau argued that each subsequent educator has less influence on the child than the previous one.

The importance of the family’s influence on the formation and development of the child’s personality has become obvious. Family and public education are interconnected, complementary and can, within certain limits, even replace each other, but in general they are unequal and under no circumstances can they become so.

Family upbringing is more emotional in nature than any other upbringing, because its “conductor” is parental love for children, which evokes reciprocal feelings in children for their parents.” Let's consider the influence of the family on the child.

1. Family acts as the basis for a sense of security. Attachment relationships are important not only for the future development of relationships - their direct influence helps reduce the feelings of anxiety that arise in a child in new or stressful situations. Thus, the family provides a basic sense of security, guaranteeing the child’s safety when interacting with the outside world, mastering new ways of exploring and responding to it. In addition, loved ones are a source of comfort for the child in moments of despair and worry.

2. Models of parental behavior become important for the child. Children usually tend to copy the behavior of other people and most often those with whom they are in closest contact. Partly this is a conscious attempt to behave in the same way as others behave, partly it is an unconscious imitation, which is one of the aspects of identification with another.

Interpersonal relationships appear to experience similar influences. In this regard, it is important to note that children learn certain ways of behavior from their parents, not only by assimilating the rules directly communicated to them (ready-made recipes), but also by observing the models existing in the relationships between parents (examples). It is most likely that in cases where the recipe and the example coincide, the child will behave in the same way as the parents.

3. Family plays a big role in a child's life experience. The influence of parents is especially great because they are the source of necessary life experience for the child. The stock of children's knowledge largely depends on the extent to which parents provide the child with the opportunity to study in libraries, visit museums, and relax in nature. In addition, it is important to talk a lot with children.

Children whose life experiences have included a wide range of different situations and who are able to cope with communication problems and enjoy diverse social interactions will be better than other children in adapting to new environments and responding positively to changes taking place around them.

4. Family performs important factor in the formation of discipline and behavior in a child. Parents influence the child's behavior by encouraging or condemning certain types of behavior, as well as by applying punishment or allowing an acceptable degree of freedom in behavior.
The child learns from his parents what he should do and how to behave.

5. Communication in the family becomes a model for the child. Communication in the family allows the child to develop his own views, norms, attitudes and ideas. The child's development will depend on how good conditions for communication are provided to him in the family; development also depends on clarity and clarity of communication in the family.

Family for a child- This is the place of birth and the main habitat. In his family he has close people who understand him and accept him for who he is - healthy or sick, kind or not so kind, flexible or prickly and impudent - he belongs there.

It is in the family that the child receives the basics of knowledge about the world around him, and with the high cultural and educational potential of the parents, he continues to receive not only the basics, but also culture itself all his life. Family - this is a certain moral psychological climate, for a child, this is the first school of relationships with people. It is in the family that the child’s ideas about good and evil, about decency, about respect for material and spiritual values ​​are formed. With close people in the family, he experiences feelings of love, friendship, duty, responsibility, justice...

There is a certain specificity of family upbringing in contrast to public upbringing. By nature, family education is based on feeling. Initially, a family, as a rule, is based on a feeling of love, which determines the moral atmosphere of this social group, the style and tone of the relationships of its members: the manifestation of tenderness, affection, care, tolerance, generosity, the ability to forgive, a sense of duty.

Underreceived parental love the child grows up to be unfriendly, embittered, callous to the experiences of other people, impudent, difficult to get along with among his peers, and sometimes withdrawn, restless, and overly shy. Having grown up in an atmosphere of excessive love, affection, reverence and veneration small man early develops the traits of selfishness, effeminacy, spoiledness, arrogance, and hypocrisy.

If there is no harmony of feelings in the family, then in such families the development of the child is complicated, family upbringing becomes an unfavorable factor in the formation of personality.

Another feature of family education is the fact that the family is a social group of different ages: it has representatives of two, three, and sometimes four generations. And this means different value orientations, different criteria for assessing life phenomena, different ideals, points of view, beliefs. One and the same person can be both the parent and the educator: children - mothers, fathers - grandparents - great-grandmothers and great-grandfathers. And despite this tangle of contradictions, all family members sit at the same dinner table, relax together, run the household, organize holidays, create certain traditions, and enter into relationships of the most varied nature.

Features of family education- organic merging with all the life activities of a growing person: inclusion of the child in all vital activities - intellectual, cognitive, labor, social, value-oriented, artistic and creative, gaming, free communication. Moreover, it goes through all stages: from elementary attempts to the most complex socially and personally significant forms of behavior.

Family education also has a wide temporal range of impact: it continues throughout a person’s life, occurring at any time of the day, at any time of the year. A person experiences its beneficial (or unfavorable) influence even when he is away from home: at school, at work, on vacation in another city, on a business trip. And sitting at a school desk, the student is mentally and sensually connected with invisible threads to his home, to his family, to the many problems that concern him.

However, the family is fraught with certain difficulties, contradictions and shortcomings of educational influence. The most common negative factors of family education that have to be taken into account in the educational process are:

Inadequate influence of material factors: excess or lack of things, priority material well-being over the spiritual needs of a growing person, disharmony of material needs and possibilities for their satisfaction, pampering and effeminacy, immorality and illegality of the family economy;

Lack of spirituality of parents, lack of desire for the spiritual development of children;

Immorality, the presence of an immoral style and tone of relationships in the family;

Lack of a normal psychological climate in the family;

Fanaticism in all its manifestations;

Pedagogical illiteracy, unlawful behavior of adults.

I repeat once again that among the various functions of the family, the upbringing of the younger generation is undoubtedly of paramount importance. This function permeates the entire life of the family and is associated with all aspects of its activities.

However, the practice of family education shows that it is not always of “quality” due to the fact that some parents do not know how to raise and promote the development of their own children, others do not want to, and others cannot due to some life circumstances (serious illnesses, loss of work and livelihood, immoral behavior, etc.), others simply do not attach due importance to this. Hence,Each family has greater or lesser educational capabilities,or, in scientific terms, educational potential. The results of home education depend on these opportunities and how rationally and purposefully parents use them.

The concept of “educational (sometimes called pedagogical) potential of the family” appeared in the scientific literature relatively recently and does not have an unambiguous interpretation. Scientists include many characteristics in it that reflect different conditions and family life factors that determine its educational prerequisites and can, to a greater or lesser extent, ensure the successful development of the child. Such characteristics of the family as its type, structure, material security, place of residence, psychological microclimate, traditions and customs, level of culture and education of parents and much more are taken into account. However, it must be borne in mind that none of the factors by itself can guarantee one or another level of upbringing in the family: they should be considered only in combination.

Conventionally, these factors, which characterize the life of a family according to various parameters, can be divided into socio-cultural, socio-economic, technical and hygienic and demographic (A.V. Mudrik). Let's take a closer look at them.

Socio-cultural factor.Home education is largely determined by how parents treat this activity: indifferent, responsible, frivolous.

A family is a complex system of relationships between spouses, parents, children, and other relatives. Taken together, these relationships constitutefamily microclimate,which directly affects the emotional well-being of all its members, through the prism of which the rest of the world and its place in it are perceived. Depending on how adults behave with the child, what feelings and attitudes are expressed by close people, the child perceives the world as attractive or repulsive, benevolent or threatening. As a result, he develops trust or distrust in the world (E. Erikson). This is the basis for the formation of a child’s positive sense of self.

Socio-economic factordetermined by the property characteristics of the family and the parents’ employment at work. Raising modern children requires serious material costs for their maintenance, satisfaction of cultural and other needs, and payment for additional educational services. A family’s ability to financially support children and ensure their full development is largely related to the socio-political and socio-economic situation in the country.

Technical and hygienic factormeans that the educational potential of a family depends on the place and living conditions, the equipment of the home, and the characteristics of the family’s lifestyle.

A comfortable and beautiful living environment is not an additional decoration in life; it has a great influence on the development of the child.

Rural and urban families differ in educational capabilities.

Demographic factorshows that the structure and composition of the family (complete, single-parent, maternal, complex, simple, one-child, large, etc.) dictate their own characteristics of raising children.

Principles of family education

Principles of education– practical recommendations that 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.

The most important principles of modern family education 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.Education as a pedagogical phenomenon is 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 universal 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. For the purpose of education, the family also takes into account the ethnic, cultural, and religious traditions that it follows.

The principle of science.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. Errors 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 forming character traits, habits, feelings, attitudes towards the world and much more in the development of the child depends.

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.

The principle of planning, consistency, continuity– deployment of home education in accordance with the goal. It is assumed that the pedagogical influence on the child is gradual, 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.

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 a modern child grows up in a multifaceted social, natural, and 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.

Methods and techniques of family education

Content

Introduction

1. Conditions for raising a child in a family

2. Methods and techniques of family education

3. Wrong methods of family education

Conclusion

Introduction

The family cannot be replaced by any educational institution. She is the main educator. There is no more influential force on the development and formation of a child’s personality. It is in it that the foundations of the social “I” are laid, the foundation of a person’s future life.

The main conditions for success in raising children in a family can be considered the presence of a normal family atmosphere, the authority of parents, a proper daily routine, and timely introduction of the child to books, reading, and work.

In this connection, I consider it relevant to consider the basic methods and techniques of family education.

The purpose of the work is a theoretical study of methods and techniques of family education. To achieve this goal, the following tasks were solved:

The characteristics of the conditions for raising a child in a family are given;

Methods and techniques of family education are given;

Incorrect methods of family education have been studied.

Conditions for raising a child in a family

Family education has always been the most significant in the life of every person. As you know, education in the broad sense of the word is not only a directed and intentional influence on a child at the moments when we teach him, make comments, encourage him, scold him or punish him. Often the example of parents has a much greater effect on a child, although they may not be aware of their influence. A few words that parents automatically exchange among themselves can leave a much greater mark on a child than long lectures, which often cause nothing but disgust in him; An understanding smile, a casual word, etc. can have exactly the same effect.

As a rule, in the memory of each person there remains a special atmosphere of our home, associated with many daily insignificant events, or the fear that we experienced in connection with many events that are incomprehensible to us. It is precisely such a calm and joyful or tense, full of apprehension and fear atmosphere that has the greatest effect on the child, on his growth and development, and leaves a deep imprint on all his subsequent development.

Therefore, we can highlight one of the leading conditions for favorable upbringing in the family - a favorable psychological climate. As you know, one of the important conditions is the family atmosphere, which is determined, first of all, by how family members communicate with each other, by the socio-psychological climate characteristic of a particular family, which is what is most important determines the emotional, social and other types of development of the child.

The second condition for upbringing in the family is those educational methods and techniques with the help of which parents purposefully influence the child. The different positions from which adults approach the upbringing of their children can be characterized as follows: first of all, these are different degrees of emotional involvement, authority and control over the upbringing of children, and, finally, the degree of participation of parents in the experiences of their children.

A cold, emotionally neutral attitude towards a child has an unfavorable effect on his development; it slows him down, impoverishes him, and weakens him. At the same time, emotional warmth, which the child needs just as much as food, should not be given in excessive quantities, overwhelming the baby with a mass of emotional impressions, tying him to his parents to such an extent that he becomes unable to tear himself away from the family and start living independent life. Education should not become an idol of the mind, where feelings and emotions are prohibited from entering. An integrated approach is important here.

The third condition is the authority of parents and adults in raising children. An analysis of the current situation shows that parents respect the needs and interests of their children, their relationships are more democratic and aimed at cooperation. However, as is known, the family is a special social institution where there cannot be the same equality between parents and children as between adult members of society. In those families where there is no control over the child’s behavior and he does not know what is right and what is wrong, this uncertainty results in his own infirmity, and sometimes even fear.

Socially, a child develops best in such a way that he puts himself in the place of someone he considers authoritative, wise, strong, gentle and loving. The child identifies himself with parents who have these valuable qualities and tries to imitate them. Only parents who enjoy authority among their children can become such an example for them.

The next important condition that must be taken into account in family education is the role of punishment and rewards in raising children. The child learns to understand many things in such a way that he is made clear what is right and what is wrong: he needs encouragement, recognition, praise or some other form of approval when he does the right thing, and criticism, disagreement and punishment when he does the right thing. case of wrong doings. Children who are praised for good behavior but not punished for misbehavior tend to learn more slowly and with difficulty. This approach to punishment has its own validity and is a completely reasonable part of educational measures.

At the same time, we should not forget that positive emotional experiences should prevail over negative ones in the process of raising children, therefore the child should be praised and encouraged more often than scolded and punished. Parents often forget about this. Sometimes it seems to them that they can spoil the child if they once again praise him for something good; They consider good deeds to be something ordinary and do not see how difficult it was for the child to achieve them. And parents punish the child for every bad mark or remark he brings from school, while they do not notice success (at least relative) or deliberately underestimate it. In fact, they should do the opposite: they should praise the child for every success and try not to notice his failures, which do not happen to him very often.

Naturally, punishment should never be such that it disrupts contact between the child and parents. Physical punishment most often indicates the powerlessness of the teacher; they cause in children a feeling of humiliation, shame and do not contribute to the development of self-discipline: children who are punished in this way, as a rule, are obedient only under the supervision of adults, and behave completely differently when they are around They are not with them.

The development of consciousness is more likely to be facilitated by “psychological” punishments: if we let the child understand that we do not agree with him, that at least for some moment he cannot count on our sympathy, that we are angry with him and therefore the feeling of guilt is a strong regulator his behavior. Whatever the punishment, it should not make the child feel that he has lost his parents, that his personality is humiliated and rejected.

The next condition affecting upbringing in the family is the relationship between brothers and sisters. A family with one child used to be an exception; today there are many such families. In some ways, it is easier to raise one child; parents can devote more time and effort to him; the child also does not have to share the love of his parents with anyone, he has no reason to be jealous. But, on the other hand, the position of an only child is unenviable: he lacks an important life school, the experience of which can only partially compensate for his communication with other children, but which cannot be fully replaced. The Big Family School is a great school where children learn not to be selfish.

However, the influence of brothers and sisters on the development of a child is not so strong that it can be argued that an only child in his social development must necessarily lag behind a child from a large family. The fact is that life in a large family brings with it a number of conflict situations which children and their parents cannot always solve correctly. First of all, this is the mutual jealousy of children. Problems usually arise where parents unwisely compare children with each other and say that one of the children is better, smarter, nicer, etc.

Grandparents and sometimes other relatives often play a larger or smaller role in the family. Whether they live with the family or not, their impact on children cannot be overlooked.

First of all, this is the help that grandparents provide today in caring for children. They take care of them while their parents are at work, look after them during illnesses, sit with them when their parents go to the cinema, theater or on a visit in the evenings, thereby to some extent making their work easier for parents, helping them relieve stress and overload. Grandparents expand the social horizons of the child, who, thanks to them, leaves the close family confines and gains direct experience of communicating with older people.

Grandfathers and grandmothers have always been distinguished by their ability to give children some share of their emotional wealth, which the child’s parents sometimes do not have time to do either due to lack of time or due to their immaturity. Grandfather and grandmother occupy such an important place in a child’s life that they do not demand anything from him, do not punish him or scold him, but constantly share their spiritual wealth with him. Consequently, their role in raising a child is undoubtedly important and quite significant.

However, it is not always positive, since many grandparents often spoil children with excessive indulgence, excessive attention, by fulfilling every child’s desire, showering him with gifts and almost buying his love, pulling him to their side.

There are other “underwater reefs” in the relationship between grandparents and their grandchildren - they, wittingly or unwittingly, undermine the authority of the parents when they allow the child to do something that they have prohibited.

However, in any case, the coexistence of generations is a school of personal maturity, sometimes harsh and tragic, and sometimes bringing joy, enriching relationships between people. More than anywhere else, people here learn mutual understanding, mutual tolerance, respect and love. And the family that managed to overcome all the difficulties of relations with the older generation gives children a lot of valuable things for their social, emotional, moral and mental development.

Thus, raising a child today should become something more than a simple transfer of ready-made knowledge, abilities, skills and style of behavior. Genuine education today is a constant dialogue between the teacher and the child, during which the child increasingly develops the ability to accept independent decisions, which will help him become a full member of society and fill his life with meaning.

Methods and techniques of family education

Methods of raising children in the family are the ways through which the purposeful pedagogical influence of parents on the consciousness and behavior of children is carried out.

They have their own specifics:

The influence on the child is individual, based on specific actions and adaptations to the individual;

The choice of methods depends on the pedagogical culture of the parents: understanding of the goals of education, parental role, ideas about values, style of relationships in the family, etc.

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.

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, etc.;

2) Personal experience parents, their authority, the nature of family relationships, the desire to educate by personal example also affects the choice of methods;

3) If parents prefer joint activities, then practical methods usually prevail.

4) The pedagogical culture of parents has 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.

Acceptable methods of education are as follows:

1) Conviction. This is a complex and difficult method. It must be used carefully, thoughtfully, and remember that every word, even one accidentally dropped, is convincing. Parents, wise from the experience of family education, are distinguished precisely by the fact that they know how to make demands on their children without shouting and without panic. They have the secret of a comprehensive analysis of the circumstances, causes and consequences of children’s actions, and predict the children’s possible responses to their actions. One phrase, said at the right time, at the right moment, can be more effective than a moral lesson. Persuasion is a method in which the teacher appeals to the consciousness and feelings of children. Conversations with them and explanations are far from the only means of persuasion. I am convinced by the book, the movie, and the radio; Painting and music convince in their own way, which, like all types of art, acting on the senses, teach us to live “according to the laws of beauty.” A good example plays a big role in persuasion. And here the behavior of the parents themselves is of great importance. Children, especially preschool and younger school age, tend to imitate both good and bad deeds. The way parents behave, the way children learn to behave. Finally, children are convinced by their own experience.

2) Requirement. There is no education without demands. Already, parents make very specific and categorical demands on a preschooler. He has job responsibilities, and he is required to fulfill them, while doing the following:

Gradually increase the complexity of your child's responsibilities;

Exercise control without ever relinquishing it;

When a child needs help, provide it; this is a reliable guarantee that he will not develop the experience of disobedience.

The main form of presenting demands on children is an order. It should be given in a categorical, but at the same time, calm, balanced tone. Parents should not be nervous, scream, or angry. If the father or mother is excited about something, then it is better to refrain from making a demand for now.

The demand presented must be feasible for the child. If a father sets an impossible task for his son, then it is clear that it will not be completed. If this happens more than once or twice, then very favorable soil is formed for cultivating the experience of disobedience. And one more thing: if the father gave an order or forbade something, then the mother should neither cancel nor allow what he forbade. And, of course, vice versa.

3) Encouragement (approval, praise, trust, joint games and walks, financial incentives). Approval is widely used in the practice of family education. An approving remark is not praise, but simply confirmation that it was done well and correctly. A person whose correct behavior is still developing really needs approval, because it confirms the correctness of his actions and behavior. Approval is more often applied to young children, who still have little understanding of what is good and what is bad, and therefore are especially in need of assessment. There is no need to skimp on approving remarks and gestures. But here too, try not to overdo it. We often observe direct protest against approving remarks.

4) Praise is the teacher’s expression of satisfaction with certain actions and deeds of the student. Like approval, it should not be wordy, but sometimes one word “Well done!” still not enough. Parents should be wary of the misdirection of praise negative role, because excessive praise is also very harmful. Trusting children means showing respect to them. Trust, of course, needs to be balanced with the capabilities of age and individuality, but you should always try to make sure that children do not feel mistrust. If parents tell a child, “You are incorrigible,” “You can’t be trusted with anything,” then they weaken his will and slow down the development of self-esteem. It is impossible to teach good things without trust.

When choosing incentive measures, you need to take into account age, individual characteristics, degree of education, as well as the nature of actions and deeds that are the basis for encouragement.

5) Punishment. The pedagogical requirements for the application of punishments are as follows:

Respect for children;

Subsequence. The power and effectiveness of punishments are greatly reduced if they are used frequently, so one should not be wasteful in punishments;

Taking into account age and individual characteristics, level of education. For the same act, for example, for rudeness towards elders, one cannot equally punish a junior schoolchild and a young man, the one who committed a rude act due to misunderstanding and who did it intentionally;

Justice. You cannot punish “rashly.” Before imposing a penalty, it is necessary to find out the reasons and motives for the action. Unfair punishments embitter, disorientate children, and sharply worsen their attitude towards their parents;

Correspondence between negative action and punishment;

Hardness. If a punishment is declared, it should not be canceled unless it is shown to be unfair;

Collective nature of punishment. This means that all family members take part in raising each child.

Wrong methods of family education

Incorrect methods of family education include:

1) Cinderella-type upbringing, when parents are overly picky, hostile or unkind to their child, placing increased demands on him, not giving him the necessary affection and warmth. Many of these children and teenagers, downtrodden, timid, always living under the fear of punishment and insults, grow up indecisive, fearful, and unable to stand up for themselves. Acutely experiencing the unfair attitude of their parents, they often fantasize a lot, dreaming of a fairy-tale prince and an extraordinary event that will save them from all the difficulties of life. Instead of being active in life, they retreat into a fantasy world;

2) Education according to the type of family idol. All the requirements and the slightest whims of the child are fulfilled, the life of the family revolves only around his desires and whims. Children grow up willful, stubborn, do not recognize prohibitions, and do not understand the limitations of their parents’ material and other capabilities. Selfishness, irresponsibility, inability to delay receiving pleasure, a consumerist attitude towards others - these are the consequences of such an ugly upbringing.

3) Education according to the type of hyperprotection. The child is deprived of independence, his initiative is suppressed, and his capabilities do not develop. Over the years, many of these children become indecisive, weak-willed, unadapted to life, they get used to having everything done for them.

4) Education according to the type of hypoprotection. The child is left to his own devices, no one develops his skills social life, does not teach understanding “what is good and what is bad.”

5) Harsh upbringing - characterized by the fact that the child is punished for any offense. Because of this, he grows up in constant fear that as a result he will result in the same unjustified rigidity and bitterness;

6) Increased moral responsibility - from an early age, the child begins to be given the attitude that he must certainly meet the expectations of his parents. At the same time, he may be assigned overwhelming responsibilities. Such children grow up with unreasonable fear for their well-being and the well-being of those close to them.

7) Physical punishment- the most unacceptable method of family education. This kind of punishment causes mental and physical trauma, which ultimately changes behavior. This can manifest itself in difficult adaptation to people, loss of interest in learning, and the appearance of cruelty.

Conclusion

Family education has always been the most significant in the life of every person.

An analysis of the literature on the problems of family education shows that there is not much difference between children who were raised strictly (with punishment) and children who were raised more gently (without punishment) - if we do not take extreme cases. Consequently, the educational impact of the family is not only a series of targeted educational moments, it consists of something more significant.

The main methods of family education have been identified:

1) Conviction;

2) Requirement;

3) Encouragement;

4) Praise;

5) Punishment.

Raising a child today should become something more than a simple transfer of ready-made knowledge, abilities, skills and style of behavior. Genuine education today is a constant dialogue between the teacher and the child, during which the child increasingly masters the ability to make independent decisions, which will help him become a full member of society and fill his life with meaning.

List of used literature

1. Druzhinin, V.N. Family psychology / V. N. Druzhinin. - M., 2002.

2. Kondrashenko, V.T., Donskoy, D.I., Igumnov, S.A. Fundamentals of family psychotherapy and family psychological counseling / V. T. Kondrashenko, D. I. Donskoy, S. A. Igumnov // General psychotherapy. - M.: Publishing House of the Institute of Psychotherapy, 2003.

3. Levy, D.A. Family psychotherapy. History, theory, practice / D. A. Levin. - St. Petersburg: Peter, 2001.

4. Myager, V.K., Mishina, T.M. Family psychotherapy: A guide to psychotherapy / V.K. Myager, T.M. Mishina. - L.: Medicine, 2000.

5. Navaitis, G. Family in psychological consultation / G. Navaitis. - M.: NPO MODEK, 1999.

6. Satir, V. Family psychotherapy / V. Satir. - St. Petersburg: Yuventa, 1999.