“I didn’t have children, but there were 6 theories of raising them.

Now I have 6 children - and not a single theory..."

Problems family education can become global problems of the society in which we have to live. If we raise our children poorly or even try to shift the care of them onto the shoulders of others, we are building with our own hands a future in which we will be surrounded, perhaps, by successful and business people, but indifferent people. It is not enough to give birth to a child - he needs to be raised so that he can take a worthy place in society and feel happy. The role of parents in raising children is very important - development depends on them life scenario growing baby.

Teachers and educators complain that parents have completely ceased to be interested in raising their children. Parents read specialized literature, master the methods of Doman, Montessori, Nikitin and Zaitsev, with early years send the child to English, ballroom dancing and in the sports section, they invite a speech therapist to the house. Keywords here they “give” and “invite”, and this is one of the main problems of family education.

Parents try with all their might to shift the upbringing of their own offspring onto the shoulders of others, completely forgetting that family upbringing lays the foundation of personality. And this is precisely the area where you cannot completely trust specialists; you need to invest your own soul.

Since ancient times, certain traditions and laws of raising children in the family have developed. The father's role in raising children was to make vital decisions to ensure the well-being and lifestyle of the child. The father had the power to punish and pardon - the father, as a rule, was the final authority in making important decisions in the life of the family.

Financial responsibility for the family also lay on the shoulders of the father - he had to provide for his wife and children, as well as instill adaptation skills to adult life an already grown-up child. This was especially true when raising a boy. Somewhere until the age of seven, the son was in the care of his mother, and after that he came under the authority of his father - he taught him and passed on his knowledge. The son was also supposed to adopt his father’s attitude to life, to become his “copy” - this is what was considered in society to be “the correct upbringing of a child.”

The mother's role in raising children was somewhat different. The mother was traditionally considered the protector of the child - this was due maternal instinct, expressed motherly love, constant thoughts and prayers for the children.

On the shoulders of the mother lay the care of the baby and direct upbringing, including the moral qualities accepted in society. This was especially true for girls - it was the mother who was responsible for the moral character of her daughter, and also had to help her master traditional women's activities and prepare a decent dowry.

Today, hundreds of different parenting methods are offered to parents - from the Japanese “king, slave, friend” scheme to methods aimed at developing genius in a child literally from the first days of life. But despite this, every parent faces a huge number of questions, the answers to which determine the fate of the child.

How to ensure optimal conditions for raising children in a family if the family is not complete? What is the role of father and mother in raising the younger generation? How to improve relationships with your son or daughter?

One of the main laws underlying the upbringing of a child is ensuring his safety, both physical and psychological. Every child is born with qualities and character traits already given by nature that require development. The feeling of security is necessary condition for the development of the child’s innate properties. Otherwise, child theft, running away from home, drug addiction, prostitution - the roots of all these problems are hidden in family education, built without taking into account the mental characteristics of the child.

Family upbringing allows a child to gain first knowledge about the world in which he will live, an idea of ​​what is good and what is bad, and how to act in a given situation. Thanks to being raised in a family, the baby receives initial skills in communication and interaction in a team, even if this team is limited to three family members. By the way, this is why it is important for a child to have brothers and sisters. Children from large families are more adapted to life in society; such family education can be given the title of “school of life.”

One of positive features Family education is the child’s communication with representatives of different age categories. He learns to build relationships with people not only of different character types, but also of different ages. Growing up in a large family prepares a person for life, creating a miniature model of society.

Children are the most dependent and most defenseless members of the family. You should not ask whether parents love their children, whether they wish them well, health and happiness. Of course they love and desire. But then why do parents so often take out their irritation, their impatience, their troubles on them, their loved ones, their adored ones? To give your life for a child - yes, at any moment! Is it more difficult not to shout at him without choosing words, for example in the morning because the baby did not get up right away? Don't spank angrily for a lost mitten? It’s absolutely impossible not to sort things out in the presence of your son or daughter with your husband, wife, mother-in-law or mother-in-law, neighbors, or anyone else! But who said that educating a person, an individual, is an easy task?

Everything that a child sees and hears in childhood, in the family, especially in the family, is deposited in his soul firmly and for a long time, often forever. This is a truism that should be remembered as often as possible. Therefore, we will give a quote that is very well-known, but perhaps forgotten by someone.

From a letter from Anton Pavlovich Chekhov to his brother Alexander, written at the end of 1880:

“Children are holy and pure. Even among robbers and crocodiles they are in the rank of angels. We ourselves can climb into any hole we want, but they must be enveloped in an atmosphere suitable for their rank. You cannot with impunity... make them the toy of your mood: either gently kiss them, or madly stamp your feet on them. It is better not to love than to love with despotic love.”

“...Despotism and lies have distorted our childhood to such an extent that it is sickening and scary to remember. Remember the horror and disgust we felt at the time when our father rebelled at dinner because of too salty soup or cursed our mother as a fool. Now my father just can’t forgive himself for all this.”

We will try to behave with children in such a way that our conscience does not torment us later.

We are all people, we are all “humans”, and life for most of us is not easy, and there are any number of problems. Moreover, nerves, well-being, relationships at work, in transport, on the street... everything affects your mood. But in addition to reason, a person must also have “brakes” in order to restrain himself, to control his nerves, his mood. Mentally to a normal person This is quite possible. And if someone moans: “Oh, I have nerves, that’s why I say too much!” - ask him if he says “unnecessary things” to his superiors, or to the person he wants to impress good impression, or simply to someone whose opinion he values.

Each family has its own characteristics, techniques and traditions of family education. It is impossible to give universal advice to everyone, everyone, without taking into account the age and quantitative composition and social level. However, some general rules exist. They are simple and banal, but, like many obvious concepts, they are sometimes forgotten by us.

Family upbringing presupposes an atmosphere of love, happiness, warmth and goodwill.

Parents accept the child as he is, try to develop his abilities, all the best that is in him.

Family education takes into account the characteristics (age, gender, personality) of the child and is built on the basis of these characteristics.

Raising children in a family is based on mutual respect, from which high demands arise.

Problems in family upbringing are often rooted not in the child, but in the personality of the parents, whose behavior model the children unknowingly copy.

Family upbringing is based on the positive things that exist in little man. You can't focus solely on the shortcomings. This approach is wrong and leads to the development of complexes.

In family education, it is enough to simply follow the following principle, which experts in child psychology insist on: any training, any activities aimed at the development of a child should be built in the form of a game.

The general tone of upbringing in the family should be positive and optimistic.

There are also disadvantages of family upbringing that can play a negative role in a person’s life. It is worth paying attention to such negative features of family upbringing Special attention, since it is they who force some teachers to talk about the expediency of the boarding school system, that is, universal education away from the family. Let's name the most common negative factors in raising children in a family.

Material factors can be considered the most influential in prosperous families. Family education, both in more affluent families and in families with little income, is often based on cultivating the idea of ​​the predominance of material values ​​over spiritual ones.

The value of family education falls if parents are not only unspiritual people, but are also determined to aggressively oppose development spiritual origin in a child.

Two sides of the same coin - impunity and authoritarianism - also do not benefit the upbringing of children in the family. The child develops a false picture of the world, which provokes subsequent inappropriate behavior and the development of hidden complexes.

It is completely unacceptable to be brought up in a family in an atmosphere of immorality, to instill in a child immoral ideas about human behavior.

Heavy psychological climate in the family - unfortunately, the phenomenon is so common that this factor is not even considered necessary to mention. However, growing up in dysfunctional families in an atmosphere of scandals, assault, and quarrels between parents has an extremely negative impact on the child and can become a source of subsequent psychological problems.

Often, upbringing in a seemingly prosperous family does not bring the fruits that it should bring. This happens if parents are confident in their psychological and pedagogical doctrine (usually outdated or erroneous), using psychological pressure, physical punishment, causing children not only physical, but also mental suffering.

Fortunately, today there are services psychological assistance and legal services where a child can turn if their health, sanity or life is in danger.

However, despite all the pitfalls, the family remains the most important condition proper development children. The trend that has emerged in families cannot but rejoice. Parents, especially young ones, perceive and analyze information about the upbringing and methods of child development, apply the acquired knowledge in practice and try to pay more attention to their children than they themselves received in childhood. Remember that knowledge, ideas about the world, habits established by the family will remain with a person for life and will largely become the determining conditions for his behavior and successful life.

Problems of family education and interaction between family and school

FEDERAL EDUCATION AGENCY OF THE RF

PENZA STATE PEDAGOGICAL UNIVERSITY named after. V.G. Belinsky

psychology faculty

Department of Pedagogy and Psychology

vocational training

COURSE WORK

by discipline:

“Theory and Methods of Education”

“Problems of family education and interaction between family and school”

Performed:

student FP

groups PS-22

Mityaeva M. S.

Scientific adviser:

Doctor of Pedagogical Sciences, Professor Goshulyak Lyubov Danilovna

Penza, 2009

Introduction

Chapter I: Theoretical aspects of family education

The concept of family education

Methods and forms of family education

Pedagogical support for families

Interaction between family and school

Chapter II: Practical methods for diagnosing family education

2.1 Methodology for identifying children with parents (questionnaire by A. I. Zarova)

2.2 Methodology “Strategies for family education”

2.3 Questionnaire “Measure of Caring”

Conclusion

List of used literature

INTRODUCTION

The family is a special kind of collective that plays a basic, long-term and most important role in education. Trust and fear, confidence and timidity, calm and anxiety, cordiality and warmth in communication as opposed to alienation and coldness - all these qualities are acquired in the family. They appear and become established in the child long before entering school and have a lasting impact on his development.

Family education is a general name for the processes of influence on children by parents and other family members in order to achieve the desired results.

Social, family and school education are carried out in inextricable unity. The problems of family education in the part where they come into contact with the school are studied by general pedagogy, and in other aspects – by social pedagogy.

The determining role of the family is due to its profound influence on the entire complex of physical and spiritual life of the person growing in it. For a child, the family is both a living environment and an educational environment. The influence of the family, especially in the initial period of a child’s life, far exceeds other educational influences.

The family reflects the school, the media, public organizations, work teams, friends, and the influence of literature and art. This allowed teachers to deduce a fairly definite relationship between the success of personality formation. It is determined, first of all, by family. The better the family and the better its influence on education, the higher the results of the physical, moral, and labor education of the individual.

With rare exceptions, the role of the family in the formation of personality is determined by dependence: like the family, like the person who grew up in it.

The relevance of the work lies in its focus on solving the problem of interaction between school and family in the education of students. A successful parent, whether mother or father, must have an understanding of the educational process and know the basic principles of pedagogical science. Parents need to strive to keep abreast of the practical and theoretical research of specialists on the issues of raising a child and the development of his personality.

It is in the family that the child receives his first life experience, makes his first observations and learns how to behave in various situations. It is very important that what we teach a child is supported by specific examples, so that he can see that in adults, theory does not diverge from practice.

The purpose of the course work: to consider the concept of family education, methods and forms of interaction between family and school in education.

The object of the study is the education of schoolchildren.

The subject of the research is methods and means of family education, methods of interaction between family and school.

Study the theoretical foundations of this problem;

Reveal the basics of family education, methods, forms and content of education;

Explore the psychological and pedagogical foundations of interaction between family and school: consider pedagogical support in education, and study the role of the class teacher in the education of the student

Chapter I: THEORETICAL ASPECTS OF FAMILY EDUCATION

1.1 The concept of family education

Traditionally, the main institution of education is the family. What a child acquires from the family during childhood, he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, none of the educational institutions can compare with the family. It lays the foundations of the child’s personality, and by the time he enters school, he is already more than half formed as a person.

The family can act as both a positive and negative factor in education. And at the same time, no other social institution can potentially cause as much harm in raising children as a family can do. The family is a special kind of collective that plays a basic, long-term and most important role in education. Anxious mothers often have anxious children; ambitious parents often suppress their children so much that this leads to the appearance of an inferiority complex; an unrestrained father who loses his temper at the slightest provocation often, without knowing it, forms a similar type of behavior in his children, etc.

In connection with the special educational role of the family, the question arises of how to maximize the positive and minimize the negative influences of the family on the upbringing of the child. To do this, it is necessary to accurately determine intrafamily socio-psychological factors that have educational significance.

It is in the family that the child gains his first life experience, makes his first observations and learns how to behave in various situations. It is very important that what parents teach the child is supported by specific examples, so that he can see that adults’ theory does not diverge from practice. The main thing in raising a little person is to achieve spiritual unity, a moral connection between parents and child. Parents should never let the upbringing process take its course.

Conflict situation between parents - different approaches to raising children. The first task of parents is to find a common solution and convince each other. If you have to compromise, then be sure to satisfy the basic requirements of the parties. When one parent makes a decision, he must remember the position of the other. The second task is to make sure that the child does not see contradictions in the positions of the parents, i.e. It is better to discuss these issues without him. Raising a child consists of numerous forms of interaction and is born out of living together in a family. When making a decision, parents should put in the first place not their own views, but what will be more useful for the child.

The child can be accepted by his parents for who he is (unconditional love). Perhaps parents love him when the child meets their expectations, when he studies and behaves well, but if the child does not satisfy those needs, then the child is rejected, and the attitude changes for the worse. This brings significant difficulties, the child is not confident in his parents, he does not feel the emotional security that should be there from infancy (conditional love). The child may not be accepted by the parents at all. He is indifferent to them and may even be rejected by them (for example, a family of alcoholics).

Can we call those parents good who never doubt, who are always confident that they are right? Can we call those parents good who are in constant anxious doubt and are at a loss when faced with something new in the child’s behavior? Both increased parental confidence and excessive anxiety do not contribute to successful parenting.

Future parents are thinking about how best to formulate their own goals for raising their child. The goal and motive of raising a child is a happy, fulfilling, creative, useful life for people. Family education should be aimed at creating such a life.

The connection between upbringing and other types of activities, the subordination of upbringing to certain motives, as well as the place of upbringing in a person’s holistic personality - all this gives the upbringing of each parent a special, unique, individual character.

There are no absolute norms in teaching activities. In parental work, as in any other work, mistakes, doubts, and temporary failures and defeats are possible. Raising in a family is the same life. Relationships with a child, as well as with each person, are deeply individual and unique.

For example, if parents are perfect in everything, know the correct answer to any question, then in this case they are unlikely to be able to fulfill the most important parental task - to instill in the child the need for independent search, for learning new things.

Each family objectively develops a certain system of education. The education system refers to the goals of education, the formulation of its tasks, the more or less purposeful application of methods and techniques of education, taking into account what can and cannot be allowed in relation to the child. Four tactics of upbringing in the family can be distinguished and four types of family relationships corresponding to them, which are both a prerequisite and a result of their occurrence: dictate, guardianship, “non-interference” and cooperation. Diktat in the family is manifested in the systematic suppression by some family members of the initiative and self-esteem of other family members. Family care is a system of relationships in which parents, while ensuring through their work that all the needs of the child are met, protect him from any worries, efforts and difficulties, taking them upon himself. The system of interpersonal relations in the family, built on the recognition of the possibility and even expediency of independent existence of adults from children, can be generated by the tactics of “non-interference.” Cooperation as a type of relationship in a family presupposes the mediation of interpersonal relationships in the family by common goals and objectives of joint activity, its organization and high moral values. It is in this situation that the child’s selfish individualism is overcome. A family where the leading type of relationship is cooperation acquires a special quality and becomes a group of a high level of development - a team.

Parents constitute the child's first social environment. The personalities of parents play a vital role in the life of every person. The specificity of the feelings that arise between children and parents is determined mainly by the fact that the care of parents is necessary to support the child’s life itself. The love of every child for his parents is boundless, unconditional, limitless. Moreover, if in the first years of life love for parents ensures one’s own life and safety, then as one grows older, parental love increasingly performs the function of maintaining and security of a person’s inner, emotional and psychological world. Parental love is the source and guarantee of human well-being, maintaining physical and mental health.

That is why the first and main task of parents is to create confidence in the child that he is loved and cared for. The most natural and most necessary of all the duties of parents is to treat the child at any age with love and attention. And, nevertheless, emphasizing the need to create confidence in a child in parental love is dictated by a number of circumstances. Psychologists have proven that behind the tragedy of teenage alcoholism and teenage drug addiction are often parents who do not love their children. The main requirement for family education is the requirement of love. Only with the child’s confidence in parental love is the correct formation of a person’s mental world possible, only on the basis of love can moral behavior be brought up, only love can teach love.

Many parents believe that under no circumstances should children show love for them, believing that when a child knows well that he is loved, this leads to spoilage, selfishness, and selfishness. On the contrary, these unfavorable personality traits arise precisely when there is a lack of love, when a certain emotional deficit is created, when the child is deprived of a solid foundation of unchanging parental affection.

Deep, constant psychological contact with a child is a universal requirement for upbringing, which can be equally recommended to all parents; contact is necessary in the upbringing of every child at any age. It is the feeling and experience of contact with parents that gives children the opportunity to feel and realize parental love, affection and care. The basis for maintaining contact is a sincere interest in everything that happens in the child’s life.

When we talk about mutual understanding, emotional contact between children and parents, we mean some kind of dialogue, the interaction of a child and an adult with each other. How to build a pedagogical dialogue? The main thing in establishing dialogue is a joint desire for common goals, a joint vision of situations, a commonality in the direction of joint actions. The very fact of a joint focus on resolving problems is of paramount importance. The child should always understand what goals the parent is guided by in communicating with him. A child, even at a very young age, should become not an object of educational influence, but an ally in common family life, in a certain sense its creator and creator. When a child participates in the common life of the family, sharing all its goals and plans, a genuine dialogue begins. It is also important to maintain equality of positions - that is, recognition of the active role of the child in the process of his upbringing. A person is always an active subject of self-education. Equality of positions in dialogue lies in the need for parents to constantly learn to see the world in its most diverse forms through the eyes of their children.

In addition to dialogue, in order to instill in a child a feeling of parental love, one more extremely important rule must be followed. In psychological language, this side of communication between children and parents is called child acceptance. Acceptance means recognition of the child’s right to his inherent individuality, to be different from others, including being different from his parents. Accepting a child means affirming the unique existence of this particular person, with all his inherent qualities. Parents must be aware that every negative assessment of the child’s personality and inherent character qualities of the type: “He’s stupid! How many times to explain, stupid!”, “Why did I even bring you into the world, you stubborn, scoundrel!”, no matter how fair, in essence, it may be, no matter what the situation causes, it causes serious harm to contact with the child, violates confidence in parental love. It is necessary to develop a rule for yourself not to evaluate the child himself negatively, but to criticize only an incorrectly carried out action or an erroneous, thoughtless act.

The distance that has become predominant in relationships with a child in the family directly depends on the place of upbringing activities in the entire complex, ambiguous, and sometimes internally contradictory system of various motives for an adult’s behavior. Therefore, it is worth realizing what place the activity of raising the unborn child will occupy in the parent’s own motivational system.

The content of education in the family is determined by the general goal of a democratic society. The family is obliged to form a physically and mentally healthy, moral, intellectually developed personality, ready for the upcoming work, social and family life. The components of the content of family education are well-known areas - physical, moral, intellectual, aesthetic, labor education. They are complemented by economic, environmental, political, and sexual education of the younger generations. Physical education of children and youth comes to the fore today. No one doubts anymore - the priority of health cannot be replaced by any other. Physical education in the family is based on a healthy lifestyle and includes proper organization of the daily routine, playing sports, hardening the body, etc.

Intellectual education presupposes the interested participation of parents in enriching children with knowledge, creating the need for their acquisition and constant updating. The development of cognitive interests, abilities, inclinations and inclinations is placed at the center of parental care.

Moral education in the family is the core of the relationships that shape personality. Here, the education of enduring moral values ​​- love, respect, kindness, decency, honesty, justice, conscience, dignity, duty - comes to the fore. All other moral qualities are formed in the family: reasonable needs, discipline, responsibility, independence, frugality. It does not matter at all what foundations of moral values ​​parents and children rely on - Christian morality, general ethical teachings or the moral code of the builder of communism. It is important that they are kind, humane, and constructive.

Aesthetic education in the family is designed to develop the talents and gifts of children, or at least give them an idea of ​​the beauty that exists in life. This is especially important now, when previous aesthetic guidelines are being questioned, many false values ​​have appeared, confusing both children and parents, destroying their inner world, the harmony inherent in nature.

The labor education of children lays the foundation for their future righteous life. A person who is not accustomed to work has one path - the search for an “easy” life. It usually ends badly. If parents want to see their child on this path, they can afford the luxury of removing themselves from labor education.

What parent would not be flattered by the words: “Your children are very neat,” “Your children are so well-mannered,” “Your children amazingly combine loyalty and self-esteem.” Which of them would not want their children to give preference to sports over cigarettes, ballroom dancing over alcohol, intense self-education over wasting time.

But for this you need to work long and hard in the field of education. For parents, family education is the process of consciously shaping the physical and spiritual qualities of children. Every father and every mother should understand well what they want to raise in their child. This determines the conscious nature of family education and the requirement for a reasonable and balanced approach to solving educational problems.

Family education in pedagogy is understood as a controlled system of relationships between parents and children. The relationship between parents and children is always educational in nature. The educational work of parents in the family is, first of all, self-education. Therefore, every parent needs to learn to be a teacher, learn to manage relationships with children. The study of educational and pedagogical relationships that arise between parents and children is of particular importance for preventing deviations in the moral development of schoolchildren.

In the modern practice of family education, three styles (types) of relationships are quite clearly distinguished: authoritarian, democratic and permissive attitude of parents towards their children.

1. The authoritarian style of parents in relations with children is characterized by severity, exactingness, and categoricalness. Threats, prodding, coercion are the main means of this style. In children it causes a feeling of fear and insecurity. Psychologists say that this leads to internal resistance, which manifests itself externally in rudeness, deceit, and hypocrisy. Parental demands cause either protest and aggressiveness, or ordinary apathy and passivity.

In the authoritarian type of parent-child relationship A.S. Makarenko distinguished two types, which he called the authority of suppression and the authority of distance and swagger. He considered the “authority of suppression” to be the most terrible and savage type of authority. Cruelty and terror are the main features of this attitude of parents (usually fathers) towards children. Always keeping children in fear is the main principle of despotic relationships. This method of upbringing inevitably leads to the upbringing of children who are weak-willed, cowardly, lazy, downtrodden, “slush,” embittered, vengeful, and often selfish. “The authority of distance and swagger” is manifested in the fact that parents, either “for educational purposes” or due to current circumstances, try to be away from their children - “so that they obey better.” Contact with children for such parents is extremely rare: they entrusted upbringing to their grandparents. Parents do not want to lose their parental prestige, but they get the opposite. The child’s alienation begins, and with it comes disobedience and difficulty in educating.

2. The liberal style presupposes forgiveness and tolerance in relations with children. Its source is excessive parental love. Children grow up undisciplined and irresponsible.

Permissive type of attitude A.S. Makarenko calls it “the authority of love.” Its essence lies in indulging the child, in the pursuit of child affection by showing excessive affection and permissiveness. In their desire to win a child, parents do not notice that they are raising an egoist, a hypocritical, calculating person who knows how to “play along” with people. This, one might say, is a socially dangerous way of relating to children. Teachers who show such forgiveness towards a child, A.S. Makarenko called them “pedagogical beasts” who carry out the most stupid, most immoral type of relationship.

3. Democratic style is characterized by flexibility. Parents, motivating their actions and demands, listen to the opinions of their children, respect their position, and develop independent judgment. As a result, children understand their parents better, grow up reasonably obedient, proactive, and with a developed sense of self-esteem.

Children see in their parents an example of citizenship, hard work, honesty and the desire to make them what they are.

1.3 Methods and forms of family education

Methods of raising children in the family are the ways (methods) by which the purposeful pedagogical influence of parents on the consciousness and behavior of children is carried out. They do not differ from the general methods of education discussed above, but have their own specifics:

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

The choice of methods depends on the pedagogical culture of the parents: understanding of the purpose of education, parental role, ideas about values, style of relationships in the family, etc. d. Therefore, methods of family education bear a vivid imprint of the personality of the parents and are inseparable from them. How many parents - so many varieties of methods. For example, some parents’ persuasion is a gentle suggestion, while others have a threat, a scream. When a family's relationship with children is close, warm, and friendly, the main method is encouragement. In cold, alienated relationships, severity and punishment naturally prevail. The methods are very dependent on the educational priorities set by the parents: some want to instill obedience, and therefore their methods are aimed at ensuring that the child flawlessly fulfills the demands of adults. Others consider it more important to teach independent thinking and initiative and, naturally, find appropriate methods for this.

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, corporal punishment). In some families, on the advice of teachers, educational situations are created and used.

There are various means of solving educational problems in the family. Among these means: word, folklore, parental authority, work, teaching, nature, home life, national customs, traditions, public opinion, spiritual and moral climate of the family, press, radio, television, daily routine, literature, museums and exhibitions, games and toys, demonstrations, physical education, sports, holidays, symbols, attributes, relics, etc.

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

1. Parents’ knowledge of their children, their positive and negative qualities: what they read, what they are interested in, what assignments they carry out, what difficulties they experience, what kind of relationships they have with classmates and teachers, adults, children, what they value most in people, etc. Many parents don’t know what books their children read, what films they watch, what music they like; more than half of parents cannot say anything about their children’s hobbies. According to sociological research (1997), 86% of young offenders responded that their parents did not control their late returns home.

2. 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.

3. 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, this helps parents understand them better. There is no joint activity, no reason or opportunity for communication.

4. The pedagogical culture of parents has a decisive influence on the choice of methods, means, and forms of education. It has long been noticed that in families of teachers and educated people, children are always better brought up. Consequently, learning pedagogy and mastering the secrets of educational influence is not at all a luxury, but a practical necessity. “The pedagogical knowledge of parents is especially important during the period when the father and mother are the only educators of their child... At the ages of 2 to 6 years, the mental development and spiritual life of children depends decisively on... the elementary pedagogical culture of the mother and father, which is expressed in a wise understanding of the most complex mental movements of a developing person,” wrote VL. Sukhomlinsky.

1.4 Pedagogical support for families

The school plays a leading role in organizing family and public education in the neighborhood. To successfully coordinate educational influence, it must restructure its work, abandon previous, largely formalized forms of work with parents and the public, and take a humanistic position in pedagogical education.

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

1. Coordination of plans for the educational work of the school’s teaching staff, parents’ committee, community councils at the place of residence, clubs, libraries, stadiums, police and health authorities with a clear distribution of the functions of each of these participants in the educational process.

2. Organization by the school of systematic training of parents and members of the public in the most effective methods of working with children.

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

The school carries out its main work with parents through parent associations bearing various 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 directions of activity, rights and responsibilities of participants in the educational process. In many cases, a unified plan for joint activities of the family, school and community is drawn up. And where they have moved to closer integration of school and family education, “school-family” complexes are created. The main requirement 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 traditionally not allowed - the choice of subjects for teaching, determining the scope of their study, drawing up curriculums, changing the dates and duration of academic quarters and holidays, choosing a school profile, developing internal school regulations, developing 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 activities, school and family become real partners in raising children, where everyone has well-defined tasks and does their part of the work .

One of the main tasks of parent associations remains the organization and implementation of universal pedagogical education. Lectures, parent universities, 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 child, properly organize the process of communication with him, help in solving difficult issues, and overcome conflict situations. To this end, many parent committees allocate funds for the purchase of pedagogical literature for parents and support the publication and distribution of popular pedagogical newspapers and magazines.

The work to create common ethical, aesthetic, moral, volitional, and intellectual values ​​begins with the creation of a parent school. Her asset, as the most capable of cooperation, is to convince all parents of the need to study the foundations of humanistic pedagogy, pedagogy of cooperation, and the activity approach. The result should be to stimulate the desire to expand one’s knowledge and learn the practical foundations of proper upbringing of children in the family.

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

The joint activities of school and family are aimed at developing children's moral qualities, physical health, intellectual qualities, 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 absolute value;

Democracy, based on the establishment of equal spiritual relations between adults and children;

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

Retrospectiveness, which allows for education based on the traditions of folk pedagogy;

Priority of universal human moral norms and values.

1.5 Interaction between family and school

The development and upbringing of a child in a family requires a variety of activity situations in which the formation 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 activities through the class parent committee, parent meetings, as well as through teachers working in a given class. An important part of the practical activities of the class teacher in maintaining contacts with the family is regular personal visits to students at home, studying their living conditions on site, agreeing and coordinating joint measures with parents to strengthen educational influence and prevent undesirable results. The traditional function of the class teacher remains educational: many families need pedagogical advice and professional support.

In parent lecture halls it is useful to hold lectures and conversations about the tasks, forms and methods of family education; psychophysiological characteristics of students of this age; approaches to raising children of different ages; certain areas of education - moral, physical, labor, intellectual; new areas of intellectual development of reality - economic, environmental, economic, legal education; problems of promoting children's health, organizing a healthy lifestyle; citizenship and patriotism; fostering conscious discipline, duty and responsibility. Separately, we should consider the most pressing issues of family education - overcoming alienation between parents and children, conflict and crisis situations, the emergence of difficulties and barriers in family education, responsibility to society and the country.

At parent-teacher meetings, it is important not only to inform parents about the results of academic performance and attendance, facts of violation of discipline, lagging behind in studies, but together with them to find out the reasons, interestedly discuss ways to overcome negative phenomena, and outline specific measures. It is unacceptable to turn parent meetings into lectures and scoldings, it is impossible to expose a student and his family to public defamation, and it is strictly forbidden for a teacher to take on the role of a judge and make peremptory decisions and sentences. A humanist teacher does not even have the right to criticize or categorically judge, since he understands how complex and contradictory the reasons are that lead schoolchildren to this or that action. In a hardening society, the class teacher sets an example of patience, mercy and compassion, and protects his pets. His advice to parents is soft, balanced, and kind.

A constant topic for discussion at parent meetings is maintaining the unity of the requirements of family and school. To do this, specific aspects of the coordination plan are taken, their implementation is analyzed, and ways to eliminate the emerging discrepancies are outlined.

The moral education of younger generations remains an acute problem, various aspects of which have to be constantly discussed at parent-teacher meetings. In recent years, many class teachers have invited local clergy for conversations on moral topics. The resulting associations “school - family - church” have great educational opportunities, and although by law the school is separated from the church, it is hardly reasonable to object to the spiritual influence that benefits parents and their children, capable of stopping the processes of savagery of youth.

The traditional form of work of the class teacher with the family remains inviting parents to school for a conversation. The reason for this in schools with a humanistic orientation is the achievements of students, which are reported to parents in order to agree on a program for the further development of the student’s talents. In authoritarian schools, the reason is always the same - dissatisfaction with behavior or studies, and the reason is a specific fact. As studies have shown, it is precisely such calls from parents, where they receive a charge of negative emotions, that most alienate parents from school, and school from children. Many schools introduce a rule: every parent must visit school once a week. Then the student’s misdeeds, if they occur at the next visit, are perceived normally and do not cause an acute reaction against the general positive background. In this form, the school helps parents (and teaches them!) to systematically raise their own children. Naturally, the load on the class teacher increases significantly, since he has to communicate with 4-5 parents every day, and the benefits are enormous. Over time, a kind of permanent “schedule” of visits is established, which has a stimulating effect on all schoolchildren - excellent students and lagging behind, disciplined and not so disciplined.

The educational impact of the family on the child. Educational methods and techniques with which parents purposefully influence the child. The role of punishment in education. Relationships between brothers and sisters. The role of grandparents in raising children.

Social and pedagogical foundations of interaction between family and vocational school, common and different in their educational systems. Methodological developments on the development of pedagogical interaction of educational systems in the development of the student’s personality.

The influence of the family on the development of a mentally retarded child. Destruction of the child-parent subsystem due to the upbringing of mentally retarded children in boarding schools. Characteristic violations of parental behavior in the case of the birth of a sick child.

The main types of parental authority and their characteristics, family as a positive and negative factor in education. Typical factors influencing the formation of parental authority. The authority of suppression, distance, conceit, pedantry.

Typology and characteristics of the main parenting styles: authoritative, authoritarian, liberal and indifferent. Education of the younger generation is the most important social function families. The main goals and objectives of family education of a child.

Family and preschool institutions– important institutions for the socialization of children, their educational functions and interaction. Raising children in a family; types of cooperation with children's institutions. Regulatory and legal basis of modern preschool education.

Family education, its features, styles and types. History of styles according to time. Modern styles communication (authoritarian, liberal, democratic). Comparative characteristics styles. Types of modern communication between children and parents.

Analysis of the positive dynamics of the level of pedagogical knowledge of parents, which is an indicator of effectiveness educational process At school. Methodology for studying the level of family upbringing and identifying a child’s problems when living in a biological family.

Consideration various styles family education and their influence on the socialization of the child. Carrying out diagnostics of the level of successful socialization of younger schoolchildren. Positive influence on successful socialization democratic style of family education.

Regulatory and legal information on the interaction of institutions additional education(Parole) with family in Russian Federation. Optimal forms of interaction between family and sports parole. The role of the trainer-teacher in interaction with the family.

Methodology for kindergarten competition "What should we build a house?" Team relay race "Our garden". Competition for dad "Reliable breadwinner". Team relay race for mom "A clever seamstress". Team competition"A clever little cook" and "The most slender...

The essence and psychological justification of the concept of “parental position”, its structural components/ Types of family education and their specificity in modern stage. Gender differences in boys' and girls' perceptions of the parental position of mother and father.

Areas of cooperation between family and school. Functions and tasks of this interaction. Forms and methods of work on interaction between family and school in modern conditions. Differentiated approach to working with parents. The structure of preparing a parent meeting.