Everyone knows that Raising children is the most important area of ​​our lives and our future. Today in Russia the issue of raising children is acute. This is directly related to the “spiritual crisis” that we are witnessing. Traditions, moral standards and qualities were passed on from generation to generation. Education has been and remains the most pressing task of our time.

Problem moral education has been relevant at all times. So, V Soviet period development of our country, many teachers of that time, such as N.K. Krupskaya, S.T. Shatsky, A.V. Lunacharsky, A.S. Makarenko, developing the principles of socialist pedagogy, drew Special attention on the problem of relationships between teachers and students. They argued that education should be based on deep companionship, love and respect for children. The above-mentioned teachers developed educational methods that were very effective in their time - they gave good positive results, these methods and techniques were in demand and time-tested.

The famous teacher A.S. Makarenko developed the methodology and principles of education in the team and at work. Upbringing younger generation in the spirit of collectivism has always been a difficult task. The main idea of ​​A.S. Makarenko was the upbringing of children in a team and through a team, thanks to collective influence. In his concept a team is a union of people to achieve common goals in common work; an association characterized by a certain system of powers and responsibilities, a certain relationship and interdependence of its individual parts. The works of A.S. Makarenko of that period contain an understanding of the need to implement the idea of ​​combining education and upbringing with labor, as well as the development of the abilities and talents of each emerging personality.

Another, also quite important type of educational methodology of A.S. Makarenko is raising children in a family. A.S. Makarenko contributed huge contribution into the development of this labor method of education and professionally covered everything problem areas family education. The most important condition for family education A.S. Makarenko believed the presence complete family, as the first consistently strong team where one or both parents are an authority for their children. They identified several types of parental authority:

• authority of suppression. This is the most scary look authority. Fathers suffer the most from such authority. Children are usually downtrodden and weak-willed;
• authority of distance. Parents devote as little time as possible to the child;
• the authority of pedantry. In this case it's the other way around. Parents are overprotective of their children;
• the authority of love or “false” authority. Parents are ready to make many concessions so that their children obey them;
• the authority of kindness. In this case, children's obedience is also organized through children's love by the stability, gentleness and kindness of parents.

The work of the great teacher A.S. Makarenko did not pass without a trace. Children, who by chance managed to get acquainted with his teaching and education methods of A.S. Makarenko, found their place both in the group of peers and in life. Some parents were not against raising their children using methods developed by A.S. Makarenko.

A.S. Makarenko enriched pedagogy with valuable pedagogical ideas, methods and techniques; he developed his own unique Communard method of working with difficult children and adolescents, street children. The creative teacher A.S. Makarenko gave a new interpretation to a number of pedagogical issues and examined in detail the problems that had been put forward earlier, but not sufficiently developed before him in Soviet pedagogy.

The experience of A.S. Makarenko in working with difficult teenagers and street children is a unique pedagogical heritage of the Soviet era, which, we believe, should not fall into oblivion. Best experience advanced domestic teachers should be passed on to a new generation of teachers. The experience and pedagogical ideas of A.S. Makarenko can and should be rethought and mastered by the younger generation of teachers and educators.

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Teacher Anton Semenovich Makarenko was born in the last century, but his education methods are still considered ingenious. According to UNESCO's decision in 1988, he became one of four educators who defined the way pedagogical thinking in 20th century.

Makarenko’s greatest achievement is considered to be the creation of a unique educational methodology, which he tested in a colony for street children.

“I am a parent” talks about the method of education based on the principles of Anton Semenovich Makarenko.

5 principles of education of Anton Semenovich Makarenko

Principle one. The behavior of the parents themselves plays a decisive role.

Quote: “Parental demands on yourself, parental respect for your family, parental control over your every step - this is the first and most important method of education!”

Makarenko believed that the process of education occurs not only at the moment when the parent speaks to the child, punishes him or praises him, but also at any other time. A parent’s manner of dressing, speaking with others, keeping their home in order - all this influences the child’s upbringing. This means that any bad act of mom or dad resonates in the child.

Principle two. You should not isolate your child from any influences, even negative ones.

Quote: “You must give the child the necessary freedom so that he is not only under your personal influence, but under the many varied influences of life.”

In adult life any child will have to face different problems, on his road they will probably meet and bad people. Makarenko believes that children need to develop the ability to recognize bad influences. To do this, you need to discuss the actions of others. In a conversation, seek the desired conclusion from the child himself, an assessment of a bad or good deed.

Principle three. During the game, the child also receives education.

Quote: "The game has important in a child’s life, has the same meaning as activity, work, service in an adult.”

Makarenko advised parents to achieve certain tasks with the participation and observation of children.

The child should move from one task to another gradually, without rushing to do several things at once. The game must be completed. A child should value his toys, store them, and keep his play space in order. If a toy is broken, it needs to be repaired. It is better if the child does this himself, and if it is difficult for him, then with the help of his parents.

Principle four. A child is part of the family. This means he must take part in her affairs.

Quote: “The entire family economy should be a collective economy and conducted in calm tones, without nervousness.”

Makarenko in his lectures gave a list of skills that are cultivated in a child when he is involved in the everyday affairs of his family:

• a person’s solidarity with the work and interests of other people, with the interests of the whole society.
• honesty, i.e. an open, sincere attitude towards people and things;
• caring, i.e. constant attention to family needs and a plan to meet them;
• thrift, i.e. the habit of saving things;
• responsibility, i.e. a feeling of guilt and embarrassment in the event of damage or destruction of a thing;
• the ability to orientate, in other words, the ability to pay attention to a whole group of things and issues;
• operational ability, i.e. the ability to manage time and work.

Principle five. Cultural education is the responsibility of the family, not just the school and society.

Quote: “A well-told fairy tale is already the beginning of cultural education. It would be highly desirable if every family’s bookshelf had a collection of fairy tales.”

Makarenko says that preschool children should watch only those plays and films that are appropriate for their age. Books for the little ones need to be large, with large print and numerous illustrations. Museums and exhibitions for young children as another tool of cultural education are not mandatory. But schoolchildren should visit galleries, theaters, and read newspapers. You yourself must set an example of a desire for culture.

Perhaps to some, Makarenko’s method of upbringing will seem idealistic, preserving the features of the Soviet past. However, the teacher’s methods have not lost their relevance. Modern parents just like previous generations, they want to raise a responsive, intelligent and cultured child. And the experience of a famous teacher will help with this.

Elena Kononova

57. Principles of education in the system a. S. Makarenko

Famous Soviet teacher and writer.

Principles of education according to Makarenko.

Socialist humanism, expressed in these words and running like a red thread through Makarenko’s entire pedagogical system, is one of its basic principles. Makarenko deeply believes in the creative powers of man, in his great possibilities.

Makarenko closely combines with socialist humanism optimism- the ability to see positive forces in each student, to “design” something better, stronger, more interesting in a person.

Makarenko demanded that pedagogical theory be based on generalization practical experience in education (this was the entire pedagogical theory of A. S. Makarenko himself). He criticized metaphysical pedagogical theories constructed speculatively.

Attaching great importance to education at work, Makarenko protested against the unproductive expenditure of muscular energy of students without connection with educational work

Education in the team and through the team - this is the central idea of ​​his pedagogical system. A team is not a random collection of people, but an association of them to achieve common goals in common work - an association characterized by a certain system of powers and responsibilities, a certain relationship and interdependence of its individual parts.

Makarenko believed that it is possible to influence an individual person by acting on the collective of which this person is a member. He called this position the “principle of parallel action.” This principle implements the requirement of the collective - “all for one, one for all.”

Makarenko considered the “law of movement of the collective” to be one of the most important laws of the collective. If the team has achieved its goal, but has not set new prospects for itself, complacency sets in, there are no more aspirations that inspire the team members, it has no future. The development of the team stops. The team should always live an intense life, striving for a specific goal. In accordance with this, Makarenko, for the first time in pedagogy, put forward and developed an important principle, which he called the “system of perspective lines.”

Particular attention in his teaching practice and attempts at its theoretical generalization A.S. Makarenko paid attention to the role of the educator in the pedagogical process, believing that, deprived of a uniquely interpreted creative freedom, subjected to petty scrutiny, the teacher will bring nothing but harm to the pupil.

He believed that punishment that infringes on the honor and dignity of an individual really spoils a person. But punishment aimed at protecting the values ​​and norms of the collective, helping to protect the individual from violence, is fair and necessary. Forgiveness has a destructive effect on interpersonal relationships in a team and leads to the disintegration of the team. Refusal to punish makes teachers defenseless against aggressive behavior of children. . Goals and objectives of personality education in Makarenko’s theory

In his literary and pedagogical works A.S. Makarenko emphasized the role of traditions, customs, norms, values, style and tone of relationships developing in a given team, emphasizing the importance of self-government of students as a decisive factor in the educational impact on children. A lot of attention from A.S. Makarenko paid attention to the methods of organizing the educational process. The methodology of the so-called parallel action, promising lines of development of the team, the “explosion method”, developed and repeatedly described in his works, had a great influence on the practice of the Soviet school.

Based on the fact that the goals of the team in its broadest sense should become the goals of the individual and be realized in the conditions of various socially useful activities, A.S. Makarenko saw the task of the school as being to produce energetic and purposeful people who evaluate any of their actions primarily from the point of view of the interests of society. “The task of our education comes down to raising a collectivist.”

A necessary factor of education in Makarenko’s pedagogical system is work. In progress labor activity children, Makarenko says, it is necessary to develop their ability to navigate, plan work, take care of time, tools of production and materials, achieve High Quality work.

Makarenko’s instructions on labor education of children in the family. He advises giving children even younger children, not one-time assignments, but constant tasks, designed for months and even years, so that children are responsible for the work assigned to them for a long time.

Cultivating a sense of duty and honor, developing will, character and discipline should also occur in a team.

Soviet teacher and writer Anton Semyonovich Makarenko is rightfully recognized as one of the four most outstanding teachers in the world. His original method of education in the 20s of the last century worked wonders. Some points will also be useful for modern parents.

Soviet teacher and writer Anton Semenovich Makarenko is recognized as one of the four outstanding teachers in the world, along with John Dewey, Georg Kerschensteiner and Maria Montessori. This honor was awarded to him by UNESCO in 1988. Makarenko’s main merit is the author’s method of education, which worked wonders: in the 20s, street children and juvenile delinquents were not just rehabilitated, but became outstanding personalities. What was Makarenko’s secret and is it applicable to modern children?

Team

The basis of Makarenko’s methodology is an educational team in which children are connected by common friendly, everyday, and business goals, and this interaction serves as a comfortable environment for personal development. It sounds boring and reminiscent of the pioneers, but let’s try to figure out why this principle is interesting in our time, focused on the development of individuality.

The feeling that a child is part of a team teaches him how to interact with other children. The team helps him adapt to society, feel like a part of it, accept new social roles. The development of children's relationships, conflicts and their resolution, the interweaving of interests and relationships are at the center of Makarenko's system. At the same time, the team must develop, set new goals and move towards them step by step, and each child must be aware of his contribution to this overall process.

Such upbringing, focused on natural inclinations, prepares the child for life in real world, where he will no longer be exclusive and alone, and he will need to earn his status. As a result, the child is mentally prepared to make informed decisions, be aware of his strengths and not be afraid to use them,

Theory of education according to Makarenko

A.S. Makarenko (1888-1939)

• System labor education in a team and through a team (a community of people united by a common goal and work, distinguished by a certain system of rights, responsibilities and interdependencies).
• Labor is a vital necessity.
• Perspective line system.
• The principle of parallel action.
• System of self-government (permanent and consolidated detachments).
• Aesthetics Everyday life(clothing, signals, rapports, distinctive signs).
• Explosion method.

Principles of education according to Makarenko.

Socialist humanism , expressed in these words and running like a red thread throughout pedagogical system Makarenko, is one of its basic principles. Makarenko deeply believes in the creative powers of man, in his great capabilities.

Makarenko closely combines with socialist humanism optimism- the ability to see positive forces in each student, to “design” something better, stronger, more interesting in a person.

Makarenko demanded that pedagogical theory be based on generalization practical experience in education (this was the entire pedagogical theory of A. S. Makarenko himself). He criticized metaphysical pedagogical theories constructed speculatively.

Attaching great importance to education at work, Makarenko protested against the unproductive expenditure of muscular energy of students without connection with educational work

Education in the team and through the team - this is the central idea of ​​his pedagogical system.

Team- this is not a random accumulation of people, but their unification to achieve common goals in common work - an association distinguished by a certain system of powers and responsibilities, a certain relationship and interdependence of its individual parts.

Makarenko believed that it is possible to influence an individual by acting on the collective of which this individual is a member. He called this position " principle of parallel action" This principle implements the requirement of the collective - “all for one, one for all.” (or one for all, and all for one)

It has long been established that the direct influence of a teacher on a student can be ineffective for a number of reasons. The best results come from exposure through the schoolchildren around him. This was taken into account by A. S. Makarenko, putting forward the principle parallel action. It is based on the requirement to influence the student not directly, but indirectly, through the primary team. The essence of this principle is presented in a schematic diagram (Fig. 3).

Each member of the team is under the “parallel” influence of at least three forces - the educator, the activist and the entire team. The influence on the individual is carried out both directly by the educator (parallel 1), and indirectly through the activist and the team (parallels 2" and 2). With an increase in the level of formation,

Due to the level of the collective, the direct influence of the teacher on each individual pupil weakens, and the influence of the collective on him increases. The principle of parallel action is applicable already at the second stage of development of the team, where the role of the educator and the strength of his educational influence are still significant. For more high levels development of the team, the influence of the activist and the team increases. This does not mean that the teacher completely ceases to directly influence the students. Now he relies more and more on the collective, which itself becomes the bearer of educational influence (the subject of education). In the works of A.S. Makarenko we find numerous examples of successful implementation of the principle of parallel action. For example, he himself never looked for specific perpetrators of violations, giving the team the right to understand their misdeeds, and he himself only gradually directed the actions of the activists.

Makarenko considered one of the most important laws of the collective “ law of collective movement" If the team has achieved its goal, but has not set new prospects for itself, complacency sets in, there are no more aspirations that inspire the team members, it has no future. The development of the team stops. The team should always live an intense life, striving for a specific goal. In accordance with this, Makarenko, for the first time in pedagogy, put forward and developed an important principle, which he called “ perspective line system».

Perspective line system must permeate the team. It needs to be built so that at any given time the team had a bright, exciting goal, lived by it, and made efforts to implement it. The development of the team and each of its members in these conditions is significantly accelerated, and educational process proceeds naturally. You need to choose prospects in such a way that the work ends with real success. Before setting difficult tasks for students, it is necessary to take into account social needs, the level of development and organization of the team, and the experience of its work. Continuous change of perspectives, setting new and increasingly difficult tasks - required condition progressive movement of the collective.

Particular attention in his teaching practice and attempts at its theoretical generalization A.S. Makarenko paid educator roles V pedagogical process, believing that, deprived of a uniquely interpreted freedom of creativity, subjected to petty scrutiny, the teacher will bring nothing but harm to the pupil.

He believed that punishment, which infringes on the honor and dignity of an individual, really spoils a person. But punishment aimed at protecting the values ​​and norms of the collective, helping to protect the individual from violence, is fair and necessary. Forgiveness has a destructive effect on interpersonal relationships in a team and leads to the disintegration of the team. Refusal to punish makes the teacher defenseless against aggressive behavior of children.