Kuznetsova Tatyana
Formation of ideas about family in preschool children
It is natural for a person to love. This includes love for parents, for a sweet street, for one’s hometown and, of course, for Russia. The feeling of the Motherland, love for the Fatherland begins with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul. Many impressions have not yet been deeply realized by him, but, passed through a child’s perception, they play a huge role in the formation of the personality of a patriotic child.
Patriotic education of the younger generation is one of the most important and pressing tasks preschool educational institution of our time. For every child, the first step to understanding the Motherland, its traditions, history is studying their families.
That is why patriotic education preschoolers- a priority area of activity for the teaching staff of preschool educational institutions. Nurturing love and respect for family and friends, knowledge of one’s last name, first name and patronymic of parents, one’s clan and pedigree, Russian and family traditions and customs is the main content of this work.
One of the most effective means of education, in particular patriotic education, in our opinion, is project activity. It allows you to create a natural situation of communication and interaction children and adults. In addition, the knowledge acquired by children during the project becomes the property of their personal experience.
In order to promote revival traditions of family education, developing interest in family history and at home we developed a project “ Seven"I", which is being implemented in the current academic year.
Project objectives: to form children's ideas about family, O morally to family traditions, expand knowledge about your immediate environment, teach you to understand family ties; educate children love and respect for members families, teach to take care of loved ones;
enrich parent-child relationships with the experience of joint activities. The participants in the project were preschool teachers, middle school students and their parents.
The type of this project is practice-oriented, creative, long-term. The project is being carried out in stages.
On preparatory stage We defined tasks; carried out an analysis of the available methodological and special literature; determined timing of the project; developed an action plan; compiled lesson notes, developed conversations on cognitive development, selected consultations, visual information for parents, illustrative material on the topic « Family» ; conducted introductory monitoring.
To achieve the goals and objectives of the project, various forms of work: GCD cycle ( "My family is my castle» , "What do our names mean", "Family Customs", “What do crafts smell like?” etc.); conversations "Good Huts", "Dwelling of the Nations of the World", "Day off in my family» , "Who is called a hero"; consultations "The History of Our Names", “How to create your pedigree families» , "The story of my families» , "Cruel treatment of children: what is this?; joint activities ( book design"My family» , magazine "We welcome guests"); master classes on making a model families, didactic games; creation of a mini-museum ( "My Grandma's Toys"); joint leisure “Dad, mom, I’m athletic family» , "That's what grandma is like" for the day of the elderly, “Come on, grandfathers!”; exhibitions of children's drawings and joint crafts ( "Out of boredom at all trades", “Portrait of my beloved mother”, "Our Defenders", “We play together and sing together”, "Golden hands of grandparents"); reading fiction (Russian folk tale "Sister Alyonushka and brother Ivanushka", "Let's sit in silence" E. Blaginina, “What do you have?” S. Mikhalkov, "Mom's Hands" Z. Voskresenskaya, fairy tales "Morozko", "Cinderella" C. Perrault, Nenets fairy tale Cuckoo"); viewing reproductions of paintings by artists F. P. Reshetnikov "A deuce again", Z. Serebryakova "At Breakfast"; holiday concerts ( “Mom is the main word in our destiny”, “The best holiday is New Year”, creation of photo albums ( "I'm helping mom", "My favorite toys", "Mom and Dad are at work"); photo vernissage "My dad is a Russian soldier", presentations “There is no better grandmother than my grandmother!”, "My friend is grandfather"; holding competitions of didactic games for the best sweet dish "Guests on the Doorstep"; interactive game "Proverbs and sayings about family» .
At the final stage of the project, a survey of parents and teachers will be conducted about its effectiveness. It can already be said that the implementation of the measures taken made it possible to create a union of teachers, parents and children by formation moral qualities of a person preschoolers, involve parents in the educational process, as required by the Federal State Educational Standard for Education. There is an exchange of experiences of family upbringing and traditions. Thanks to this project, we hope that children will receive the necessary information about your family, the competence of parents in matters of family education will increase. And the main one expected result, which we expect to receive, is the child’s assimilation of the eternal values: mercy, love for family and friends, in his desire for good and rejection of evil.
Publications on the topic:
Formation of ideas about human rights in preschool children Materials from the work experience of teachers of speech therapy group No. 10 Bezzub Galina Viktorovna and Zaitseva Tatyana Ivanovna on the topic: “Formation.
For a child, a family is the place of his birth and the main habitat for material and spiritual things. It is in the family that the child receives the basics of knowledge.
Formation of initial ideas about a healthy lifestyle in preschool children 1 slide. The relevance of the topic is determined by the social significance of the problem under consideration. Full physical development and health of the child.
Formation of ideas about the parts of the day in preschool children To measure time, regularly repeating phenomena are accepted: the change of day and night, the change of lunar phases, the change of seasons, due to the daily cycle.
Formation of ideas about time in children of senior preschool age Formation of ideas about time in children of senior preschool age through didactic games and entertaining exercises. Preschool.
Formation of temporary representations in children of senior preschool age with SLD Everything that happens in life takes place in time and space. Time is a reflection of the eternal development of nature, society, and man.
Panasenko Elena Nikolaevna
Job title: teacher organizer
Educational institution: MBO DO Tourists Station
Locality: Russia, Kemerovo region, Myski
Name of material: methodological development
Subject: Features of the formation of ideas about the family in children of senior preschool age
Publication date: 20.02.2016
Chapter: preschool education
Features of the formation of ideas about family in older children
preschool age
The main theoretical approaches to studying preschool children's ideas about the family are reflected in the works of psychologists and teachers. The first scientific direction that placed child-parent relationships at the center of the development of a child’s personality was, as we know, classical psychoanalysis. Psychoanalysis has become the determining direction in the development of basic concepts child development, in which a key role is given to the problem of relations between children and parents (E. Erikson, K. Horney, etc.). The theory of attachment has gained the most popularity (D. Bowlby, M. Ainsworth). The central concept in attachment theory is “internal working model", which represents the inextricable and interdependent unity of oneself and the other. The child gets to know himself through the mother’s attitude towards him, and the mother perceives him as the source of the attitude towards himself. This complex relationship in the original version was understood as an attitude towards oneself and a close adult, which gives a feeling of security and safety. Leading sociologist A.I. Antonov believes that a family is created by the “parents-children” relationship, and marriage turns out to be a legitimate recognition of those relationships between a man and a woman, those forms of cohabitation or sexual partnership that are accompanied by the birth of children. It should be noted that due to age-related psychological characteristics for a preschooler, the “parents-child” relationship is the main one; moreover, a family without children, a family in which there is not at least one child, is unthinkable. Therefore, it is very important that when introducing preschoolers to the family as a phenomenon of social life, the parent-child relationship is central and system-forming. In modern research on this issue, there is a reorientation from the study of a child’s self-awareness to the study of his
behavior. Attachment is no longer seen as an attitude, but as a strategy for behavior with parents. In addition to attachment theory, theoretical models developed by D. Baumrind (1967), as well as E. S. Schaefer, R. A. Bell (1969), are very popular in Western psychology. D.Baumrind proposed a classification of parental behavior styles, including 3 types: 1) authoritative; 2) authoritarian; 3) permissive style; E.S.Schaefer and R.A.Bell developed a dynamic two-factor model of parental attitude, where one of the factors reflects the emotional attitude towards the child: “acceptance-rejection”, and the other reflects the parent’s behavior style: “autonomy-control”. Although these theoretical models were proposed more than 40 years ago, they remain practically the only ones today that provide a meaningful description of the parental relationship. A responsible attitude and concern for the future of the child give rise to an evaluative position of parents, sharpening control over his actions, turning the child into an object of education. The problem of forming ideas about family among preschoolers was developed in the works of psychologists (L.A. Venger, L.S. Vygotsky, P.G. Galperin, O.M. Dyachenko, A.N. Leontiev, A.A. Lyublinskaya, S. L.L.Rubinshtein and others) and teachers (F.S.Bleher, T.I.Erofeeva, A.N.Leushina, T.N.Museyibova, Z.A.Mikhailova, B.Nikitin, V.P.Novikova , T.D.Richterman, E.V.Serbina, A.A.Smolentseva, T.V.Taruntaeva, E.I.Tikheeva, etc.). An analysis of psychological research revealed that scientists studied the characteristics of children’s ideas about family, the genesis of their development, and the characteristics of their perception family relations, psychological functions that determine the formation of ideas about the family. An analysis of pedagogical works made it possible to discover that research was carried out in the following areas: the formation of a system of ideas about the family among older preschoolers, the role of didactic games and
classes in the formation of family ideas, pedagogical conditions of preschool institutions that ensure the formation of family ideas. Analysis of the studies revealed the following conclusions. Already at preschool age, it is vitally important for children to learn how to navigate themselves in building interpersonal contacts. The level of development of the child will entirely depend on the teacher’s understanding of the functions of the art of forming ideas about family relationships and the skill of using it in educational process. The family is traditionally the main educational institution. What a child acquires in 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 is here that the foundations of a child’s personality are laid, 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. Positive impact on the child’s personality: no one except the people closest to him in the family (mother, father, grandmother, grandfather, brother, sister) treats him better, loves him and cares so much about him. And, at the same time, no other social institution can potentially cause as much harm in raising children as a family can do. Anxious mothers often raise anxious children. Ambitious parents often suppress their children so much that this leads to the appearance of an inferiority complex. Unrestrained
a father who loses his temper at the slightest provocation often, without knowing it, forms a similar type of behavior in his children, etc. The main thing in education little man- achieving spiritual unity, moral connection between parents and child. In no case should parents let the upbringing process take its course and at an older age, leave the matured child alone with himself. It is in the family that the child receives his first life experience, makes his first observations and learns 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. For example, if your child sees that his mom and dad, who tell him every day that lying is wrong, without noticing it, deviate from this rule, all upbringing can go down the drain. Each parent sees in their children their continuation, the realization of certain attitudes or ideals. And it is very difficult to retreat from them. The conflict situation between parents is due to 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, it is imperative that the basic requirements of the parties are satisfied. 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. Children quickly “grasp” what is said and quite easily maneuver between their parents, seeking momentary benefits (usually in the direction of laziness, poor studies, disobedience, etc.). When making a decision, parents should put in the first place not their own views, but what will be more useful for the child.
Parents may love a child for no reason, despite the fact that he is ugly, not smart, and neighbors complain about him. The child is accepted for who he is (unconditional love) Perhaps the parents love him when the child meets their expectations: if he studies well and behaves exemplary. But if the child does not satisfy their needs, then the child is rejected, and the attitude changes for the worse. This brings significant difficulties, the child is not confident in the 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). But it can also be in a prosperous family (for example, he was not wanted, there were serious problems, etc.). Parents don't necessarily realize this. There are purely subconscious moments (for example, the mother is beautiful, but the girl is ugly and withdrawn; the child annoys her). An analysis of pedagogical research related to the issue of familiarizing children with family relationships made it possible to discover that teachers of the past also addressed this phenomenon (E.I. Vodovozova, A.Ya. Komensky, M. Montesori, I.G. Pestalozzi, K.D. .Ushinsky and others). When working with children, in addition to familiarizing themselves with an abstract family model that is socially significant for society, it is necessary to talk about specific families of children, which do not always correspond to ideal models. A child 5-7 years old, as a rule, already has spontaneously formed everyday life the idea that families can be different in composition. For example, a large family, including grandparents, mother and father, children - a sister and two brothers; or small families consisting of mother and daughter, husband and wife, grandfather and grandson.
Each child, in the course of his development, develops a unique and inimitable picture of the world, reflecting his inherent specificity of accepting the surrounding reality and being essentially one of the characteristics of his intellectual activity. The picture of the child’s world is formed by his ideas about various subjects and phenomena of nature, society, etc. One of these ideas is the image of the family. “The phenomenon of “family image” in relation to preschool children is a subsystem of the “image of the world”, characterized by a level structure, categoricality and predictability,” writes N.I. Demidova. Child's mastery of social content family life is associated with the formation in him of a high level of emotional responsiveness to a loved one, to his emotional state as a specific component of the social environment. This, in turn, depends on the nature of parent-child relationships in the family, which largely determine the degree of emotional well-being or distress of the child. Within the framework of this work, we are interested in the peculiarities of the formation of preschoolers’ ideas about the family. From birth, a child, as we have already noted, masters the experience of his family, which means he develops an idea of family life based on its model. A high level of emotional responsiveness to family members surrounding the child from the first days of his life ensures the quality and depth of this representation. That is why, as emphasized by I.A. Khomenko “If we don’t work with preschool children now (to shape their attitude toward parenthood and family values), in 12-15 years we may lose an entire generation. In other words, the solution to Russia’s demographic problem is “in the heads” of modern children, who, in turn, are raised by their parents.”
One of the conditions for successful, purposeful work in shaping the “image of a family” will be the cooperation of the educator and parents, since the family remains the main custodian and transmitter of social and moral values for children,” says N. I. Demidova. The formation of a preschooler’s idea of the family can be considered in several aspects: - firstly, the motivational aspect, that is, the degree of importance of the family for the child; - secondly, the cognitive aspect is the child’s knowledge about the family, family ties, roles; - thirdly, emotional – these are experiences associated with events in the family; - fourthly, personal – ideas about one’s place in the family, as well as about present and future family roles. The emotional world of a child, his self-awareness, the moral foundations of the individual - all this is formed to a decisive extent under the influence of the family. Parents, both by the level of their education, the degree of their upbringing, and their system of values and ideals, greatly influence how the child will ultimately build his future family. The formation of ideas about the family is currently recognized as one of the most important components of the education of preschool children and represents a complex pedagogical task that can be successfully solved only by attracting family resources (general and individual). “Family resources include abilities, inclinations, educational potential, social and communication ties, as well as material opportunities, etc.,” notes I.A. Khomenko. The research of many famous psychologists and teachers (T.A. Kulikova, T.A. Markova, G.N. Grishina, T.A. Repina, etc.) is devoted to
identifying the conditions and ways of forming interests and attachments, significant orientations, first of all, to one’s home, one’s clan, family. Focusing on the views of these authors, we consider the preschooler’s perception of his parents as a role model in his activities and as the basis for the formation of ideas about the family - as the main feature of this age. According to the psychological characteristics of preschoolers, they are characterized by: imitation, suggestibility, emotionality, spontaneity. Therefore, a child at this age is absolutely accessible and “open” to influence from adults, and especially parents. He really needs the emotional support of people who are with him most of the time; preschoolers are characterized by special gullibility and sensitivity to various kinds of assessments. It is the orientation towards emotionally attractive adults - parents - that contributes to the child’s mastery of the necessary content of ideas about the family; becomes an incentive to repeat patterns of behavior in the family. In the works of O.V. Dybina and S.A. Kozlova identified the characteristics of a reference model that contributes to the formation of preschoolers’ ideas about the family: - effectiveness, which is ensured by compliance with the requirements and stimulates children’s desire to repeat the activity in their behavior; - content completeness, which presupposes compliance with the age and individual characteristics of children, their subjective experience in the perception of their family and the implementation of a positive orientation towards the world of family relationships (introducing the child to the cultural, moral and social traditions and foundations that have developed in this particular family; mastering the ways of cognition and patterns of activity); - the personal meaning of his activities, behind which are personal qualities that are significant for the child: caring, kindness, friendliness,
loyalty, responsibility, justice and the like. Personal, vital meaning and motivating force are acquired by a child only in life practice. In a study by N.I. Demidova defines the content side of the “family image” in the minds of a preschooler, which describes the child’s living space in the family (denotative category). “This space for a child is determined by the family structure. The concept of family structure cannot be delineated by narrow boundaries; it is multifaceted. The family way of life includes the established order of life in the family, internal laws regulating the management of the household, the fulfillment of assigned duties, the needs and value guidelines of family members, accepted traditions, the organization of leisure, and the preservation of family relationships. The family way of life is inextricably linked with the house where the family lives, therefore, in the “image of family” of a preschooler, “home” occupies a special place.” The connotative, evaluative category appears in the “image of the family” in the process of communication between the child and family members. Indeed, the child’s assessment of the family, according to N.I. Demidova, occurs on an emotional level. The value category in relation to the “image of family” lies in the concepts of family, kinship and relationships. It is important that already in preschool age the child is able to understand the value of the family for himself and his importance for the family. Taking all this into account, let us formulate the principles of forming ideas about the family in a preschooler: - the principle of positivism is implemented in the formation of an attractive idea about the family using positive examples; - the principle of humanism presupposes the choice of an acceptable model of communication and interaction with the child, when both parents and children participate in the process of forming ideas about the family and they are equally given freedom and independence in the expression of feelings and thoughts.
application of this principle means the formation of family values in a child and clarification of the image of his future family. - the principle of activity involves parents transmitting their understanding of the family on an activity basis. In the course of joint activities, the preschooler’s ideas about the family are clarified. - the principle of integrity presupposes a child’s holistic perception of the world around him and such a phenomenon in it as the family. In addition, it helps to demonstrate the degree of unity of the child with the world of the family. In the process of participant observation, the teacher can see those family aspects of upbringing that are often hidden during external observation. It should be remembered that in an informal setting, both adults and children reveal their different facets, so it is recommended to involve parents and other family members in preparing and holding holidays, entertainment and organizing excursions. Usually in such situations, all adults feel responsible for children (and not just for their child), their activities, safety, and try to actively express themselves, so the teacher sees many of the educational techniques of his assistants, which gives grounds to judge the style and methods of home education. So, in the process of forming ideas about the family, teachers and parents face the following tasks: - through jointly verified efforts within the framework of pedagogical education, to form in children refined ideas about the family and, based on this, their own positive position on issues of family relations; - promote various kinds of manifestations of children’s desire to act together with their parents to master the world of the family; - teach children, with the help of teachers and parents, ways to understand the family experience.
Thus, we can conclude
,
that the features of the formation of ideas about the family in children of senior preschool age are as follows: - When introducing preschoolers to the family as a phenomenon of social life, the parent-child relationship should be central and system-forming. - Parental styles of behavior are different in different families (authoritative; authoritarian; permissive style); - Positive impact on the child’s personality: no one except the people closest to him in the family (mother, father, grandmother, grandfather, brother, sister) treats him better, loves him and cares so much about him. And, at the same time, no other social institution can potentially cause as much harm in raising children as a family can do. - In an informal setting, both adults and children reveal their different facets, so it is recommended to involve parents and other family members in preparing and holding holidays, entertainment and organizing excursions. - 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). But it can also be in a prosperous family (for example, he was not wanted, there were serious problems, etc.). - The formation of ideas about the family is currently recognized as one of the most important components of the education of preschool children and represents a complex pedagogical task.
1.2 Formation of ideas about family in preschoolers
Family. Modern scientific data prove that in the first years of life, a child raised in a family develops its image. In the family, the child is involved in activity and in the process of it assimilates the meanings accumulated in the human world. Research emphasizes that the “image of the world”, the “picture of the world” develops in the child as a whole. This is a multi-level education that includes ideas about nature, man, society, including the family, its members, family pedigree, household chores, etc. All this determines the significance of the image of the family that is initially formed in the child.( 20, p.210)
Meanwhile, a survey of preschoolers indicates that children have little information about their loved ones, and a lack of interest in the feelings, actions, and activities of family members.
Scientists (N.I. Zakharov, M.I. Buyanov, N.A. Golikov) discovered with alarm that many modern children have a deformed, distorted image of the family. True, there are objective reasons for this, related to the global phenomenon that is defined as a family crisis. As scientific data and world statistics testify, in a modern family not only individual functions change, but also the social roles of family members are deformed, and there is a tendency for disunity in the interpersonal relationships of its members. The lack of emotional and personal contacts between parents and children, which arise due to the employment of adult family members, is the cause of children's loneliness, despite their life among family and friends. The absence of a father as a family member and teacher has a negative impact on the formation of a family image in children of preschool and primary school age. According to world statistics, every third child finds himself in this situation. According to the Uporovo Civil Registry Office, about 5,491 residents live in our village. Of these, in complete families - 3193, in single-parent families - 1622, the birth rate is 52 people, the death rate is 84.
A child in a divorced, single-parent family hears the conversations of adults, the complaints of the mother and her friends about their ex-husbands, which affects the development of his own, black-colored ideas about the family as a source of injustice, betrayal, and all sorts of troubles. This may negatively affect the development of his expectations regarding his own future family; expectations regarding his own family are often selfish, hedonistic in nature: “I will always do what I want,” “I will watch cartoons all day, and my wife will do everything.” And this, in turn, is another evidence of the distorted image of the family among modern children. (8, p. 167)
Meanwhile, the family is a multifaceted system in which there is not only interaction and parent-child relationships, but also the interpenetration of the world of adults and the world of children, which can objectively contribute to the formation of a family image in children. In this regard, it is also valuable that the family, as a rule, consists of representatives of different age, gender, and professional groups. Research by domestic teachers (I.V. Bestuzhev-Lada) has revealed the possibility of including children in family life through involvement in work activities, participation in the preparation of family holidays, and joint leisure. Scientists emphasize the need to educate children in the ability to be attentive, caring, and understand the mood of loved ones . And the education of such qualities is the preparation of children for life in society, for fulfilling the functions of parents in the future.
Psychologists (I.V. Dubrovina, E.S. Kuzmin, V.L. Levi, N.A Golikov) note that the family atmosphere contributes to the development of a rich emotional life in the child (empathy, sympathy), which seems important for the formation of a positive image of the family . This image will be completely different both in content and emotional coloring for a child growing up in an unfavorable family, especially if he is subjected to humiliation, torture, and violence.
It turns out that the image of a family formed in childhood will not be neutral in relation to future family life; on the contrary, it largely determines attitudes towards it. According to the conclusions of scientists, a balanced person and a “successful family man” becomes one who had parents who loved each other in childhood, was strongly attached to them, could talk to them frankly about everyone who was treated favorably, respectfully, but demandingly in the family. And vice versa, those who have seen conflicts in the family, who have been beaten and humiliated, have very little chance of positive development.
Thus, we can conclude that the family, with its value orientations, characteristics of interpersonal relationships, the whole way of life and lifestyle, directly or indirectly, to a greater or lesser extent, prepares the child for his future family life. But through the joint efforts of the family and kindergarten, it is possible to influence the formation of a positive image of the family in preschool children.
In a number of studies (S.I. Golod, M.S. Matskovsky, A.G. Kharchev, E.K. Vasilyeva) attempts have been made to study those children’s ideas about the family that they develop spontaneously. It was revealed that these ideas are fragmented, inaccurate, poor in emotional “coloring”, and often do not correspond to reality. It must be said that such a low level of children’s knowledge about the family should not come as a surprise, since in general educational programs for preschool institutions this most important area of the social world is not given due attention.
In recent years, programs have been created to introduce children to the outside world, which present knowledge about the family. In this regard, it is worth noting S.A. Kozlova’s program “I am a Man.” (52, p. 45) The author considers the formation of a child as a full-fledged member of the family in the logic of the creation of Man in Man, the upbringing of a citizen of the Motherland and an inhabitant of planet Earth. Knowledge about the family is concentrated in the special topic “My family, my ancestry.” Throughout the program, ideas are taught about the value of meaningful leisure time in the family, the need to give joy to loved ones, understand their mood, etc. The section “What I know about myself” is written from the perspective of a child, thereby knowledge about the family is presented as if in the mirror of a child’s perception. This will undoubtedly “push” the teacher to maximize the personal experience of each student and encourage the use of artistic means that awaken children’s imagination. Also worth noting is the textbook by T.A. Kulikova “Family pedagogy and home education.” where in the chapter “Raising a Future Family Man” this problem is discussed in detail. .(20, p.210-227)
A unique “program” for developing children’s ideas about family as the greatest universal value is contained in folk pedagogy. Turning to works of oral folk art (fairy tales, proverbs, etc.) allows us to trace how people introduced a child into the world of family life from an early age. It is important to convey to preschool children the very essence of the concept of “family”, and this will be supported by works of oral folk art, in which the supporting concepts are “family”, “mother”, “father”, “children”, “brother” and other words, reflecting family relationships. When introducing children to folk tales, the circle of people closest to the child (mother, father, brothers, grandmothers, grandfathers) is emphasized, and the concepts of “clan” and “family” are revealed. Familiarity with works of art and reliance on the child’s personal experience serve as the basis for characterizing the family according to the “before - now” principle. Previously, the family had many children (here it is appropriate to familiarize yourself with proverbs), now families have no more than one or two children. Previously, children worked together with their parents and nursed their younger brothers and sisters, but now the picture is different. Involving works of art (for example, will help the teacher (parent) to activate the personal experience of children in order for them to understand their place in the system of family relations. However, both before and now there are the same troubles in the family: orphans, “difficult” children. The problem of orphans Today, reading and discussing favorite fairy tales and analyzing proverbs with relevant content should, first of all, awaken in the child a sense of compassion, a desire to be attentive to the children around him, and to provide help to those who need it.
In folk pedagogy, as well as in the entire culture of the people, a special place is occupied by the concept of “father's house” (native shelter, parental home). (13, p. 252). There are fairy tales and many proverbs about him.
It is necessary to teach children to understand the emotional state of family members, to cultivate a desire to please them. Everyday life situations are invaluable here.
Mini-sketches aimed at developing the ability to distinguish between means of communication and use them: “read” emotions in facial expressions, gestures, intonation of speech and respond accordingly to them serve to deepen children’s interest in the emotional state of loved ones. With the help of sketches, children learn to convey and recognize joy, excitement, fatigue, anxiety, and fear. You can use game trainings like “Name your loved ones affectionately”, “Tell me what you can do to please your mother (father, grandfather, grandmother)”, “Whose helper are you at home”, tasks that require you to complete sentences like “If mom is upset, I. ..”, “If grandma is tired, I...” (9, p.26).
To form children's ideas about the family, it is necessary to master a set of methods and techniques. An overestimation of verbal methods, which quite often occurs in a modern preschool institution, leads to children’s assimilation of formal knowledge that is not colored by their own attitude. It is effective to use various artistic means that encourage children to engage in creative activities (for example, telling a story about their family, drawing a portrait on the theme “My mother (grandmother)”, participating in the “Songs of My Family” concert, making souvenirs, gifts, growing plants etc.). In order to enrich the content of family-themed games, such storylines as “A child was born in the family”, “Grandmother’s arrival”, “Grandfather’s anniversary”, “Family in the country”, etc. are effective. During such games, children’s ideas about the features of family life are clarified , about the interaction of generations, about leisure. In play activities, children reproduce the behavior, feelings, and experiences of their parents as they imagine them and reflect various life situations.
In the course of the joint work of the preschool institution and parents, children are brought to an initial, still very elementary awareness of the role of the family, the system of kinship relations, and determine their place as a member of the family. The result of such work is undoubted: a real opportunity is created to introduce children to the peculiarities of family relationships, to help them understand the need for a careful, caring attitude towards family members and, most importantly, to learn the basics of such an attitude. Children develop their first expectations regarding their future family.
Family economics. With all the instability and complexity of modern life, the economic problems of the family should not be out of the sight of children. In the child’s mind, an idea of the family economy should be formed as an area of reasonable housekeeping, which requires the efforts of everyone living in the home. This means that the child himself plays an important role in the family’s economy.
The family seems to be the real economic environment in which the child not only lives, but is also connected by many threads. In front of him, conversations are held about income and expenses, and in the latter the share spent on meeting his needs is very significant. The words “money”, “buy”, “pay” enter the vocabulary of a modern child quite early. Growing up, he begins to understand that the satisfaction of his desires depends not only on the disposition or disposition of adults towards him, but also on the cash in his wallet.
At 5-6 years old, a child should have an idea of what the family’s common wallet consists of, how its income is composed: parents’ wages, grandfather’s pension, child allowance for himself, etc. And then - what they are spent on, how needs are taken into account the family as a whole and the interests of each of its members individually. And to do this, you need to take the first steps into family accounting, which consists of mandatory expenses (maintaining a home, food, cultural needs) and occasional expenses (buying gifts, medicines, sending a telegram). Sometimes, in the presence of a child, receipts are filled out for payment for an apartment, utilities, telephone, for the maintenance of the child himself. kindergarten. At the same time, mom (dad, grandmother) will definitely pay attention to how much money you will have to pay for water and electricity, which can become a prologue to conversations about saving. The key to saving is frugality: make sure that water does not drip from the tap, do not waste excess water when washing, bathing, turn off the lights, TV, etc., if you leave the room. A child is taught to follow these rules from the age of 5-6 years.
If the family keeps a book of expenses and income (which was a mandatory tradition in many Russian families of past times), then the child should be given an initial idea of its purpose. But no matter how hard parents try to make the family’s income and expenses “transparent” for the child, his disappointment from the fact that the purchase of a long-promised toy is postponed will not become less bitter. Therefore, you should not lure a child with promises if their fulfillment is problematic. If financial circumstances are tight, it is better to set aside a small amount each month to buy what your child needs. .(58, p.38)
In some countries, children are introduced early to money, not only in their parents' wallets, but through their own savings. Children 5-6 years old are regularly given a certain amount of money, which they spend at their own discretion, for example on sweets and ice cream. But they can also save up for something more significant (a toy).
From an educational point of view, it is important to bring the child to the understanding that the family’s ability to better satisfy the interests of all its members will expand if everyone becomes a thrifty, zealous owner in their home. You can start by instilling a careful attitude towards food. For example, a child asks to pour him “more milk”, but drinks only half. Wouldn't it be better to give him a smaller cup, but pour him more if he wishes?
The child is taught to treat a piece of bread with care, showing respect for the work of many people, including parents, put into it, and tomorrow he will transfer this attitude to clothes, toys, things in the house, and then to the natural and man-made world in the environment. environment (in kindergarten, in the yard, in an elevator, etc.).
It is necessary for the child to participate in repairs, making various items, clothes, toys, etc. Of course, the extent of this participation is very different and directly depends on what the child is taught at home. Children of senior preschool age can, in the presence of an adult, sew on a button, glue boxes of printed board games, bake cookies, pies, make dumplings with their mother, make a costume for the New Year's carnival in kindergarten, etc.
Children are convinced from their own experience that as a result of the labor of adults and children, products of labor are obtained, i.e. things, objects, toys that both big and small need. A special place in the economic education of children is occupied by work on the plot, in the garden, the results of which the family uses in the summer, autumn, and makes preparations for the winter. Using food preparations, vegetables, and fruits grown with their own hands, adults pay attention to the benefits that the family received. The pedagogical value of such activities is great: it leads children to an understanding of certain economic concepts (labor - product, cost of the product). Little by little, the child begins to develop the first contours of economic thinking.
However, in education everything is good in moderation. By going too far in conversations about money, attitudes towards saving, profit, prudence, it is easy to get a result that is opposite to expectations. A child must be raised to be kind, sympathetic, merciful, generous and at the same time economical and thrifty. Instilling in a child hard work, frugality, initiative, enterprise, kindness and responsiveness are necessary steps in preparing him for the future role of a family man.
Sex education. Some believe that sex education begins during adolescence. This is wrong. This process begins immediately with the birth of a child and continues until he becomes an adult. The child's behavior in the sexual area is affected even before he learns to speak.
Even before the birth of a child, parents have to deal with issues of organization and methods of sex education. The point is to prepare for the solution of a given task and set yourself up for this activity. To stimulate a child’s development, it is not enough to simply remember what was gained in the process of one’s own upbringing. It has long been known that it is precisely in this area that the achievements of previous generations are insufficient, and therefore the education of educators is of particular importance.
Parents are the first to face the need to conduct sex education. They are the first to have the necessary capabilities for this. Parents do the right thing if they (regardless of whether they wanted a boy or a girl) do not express their dissatisfaction with the gender of the child. This ensures the child’s harmonious growth into his gender role as a man or woman.
Modern science has evidence that the first 5-6 years of life are the period when the deepest layers of the psyche and personality are laid and formed and affect subsequent development, into which psychosexual differentiation is most intimately woven. Gender identification (along with a name, a claim to recognition, being in the past, present and future) is a component of the historically established structure of self-awareness. (32, p.61)
In the light of modern science, the need for sex education already at the stage of preschool childhood becomes obvious. But for a number of reasons, from the 30s to the 60s, the problem of sex education was practically not solved. Domestic pedagogy turned out to be “genderless”, focused on the abstract child without taking into account such important characteristics as gender psychological characteristics. In accordance with ignoring these features, the educational process was aimed at the development of an “average” being. And the results were not long in coming: the boys turned out to be insufficiently emotionally stable, hardy, decisive, and strong, while the girls showed a lack of tenderness, modesty, gentleness, and tolerance. Little attention was paid to preparing children for the specific responsibilities that lay ahead of them in their future adult life. Subsequently, for many of them, the “burden” of family responsibilities turned out to be too much to bear, which led to an increase in conflict families and divorces.
The processes of feminization of the growing male population and masculinization of the female population are clearly manifested in modern conditions. Among the significant reasons underlying these negative phenomena for society is the predominance of female influence on the upbringing of boys at home, in kindergarten, and school. Every year the number of women who are focused much more on “making” a career than on family and raising children is growing. Destructive phenomena in the socio-economic sphere of public life have led to the fact that many men are unable to earn money and support their families. These and some other reasons have led to a significant convergence of traditionally female and male social roles and a blurring of clear boundaries between them.
The problem of sex education in a modern family is quite acute. The flow of information on issues of sexual relationships and its “openness” to children thanks to television cause legitimate concern among teachers and psychologists. This information does not lead to an increase in the level of culture of adults, which they need for sex education of children.
Sex education is considered in line with the tasks of moral development of the individual. It is aimed at the formation of a holistic personality of a boy or girl, capable of a basic understanding of the psychological, anatomical and physiological characteristics of the sexes, their social roles in life.
It is known that in real life a child develops as a representative of a certain gender. An important task of sex education in the family is to help the child’s gender identification.
In the process of communicating with the outside world, a preschool child is already faced with gender problems. He notices that children are born, adults get married, women have breasts, and boys and men have penises. The preschooler incorporates this knowledge into play and poses questions to adults about sexual relations. Sexual problems are an integral part of human life. In the same way, they play a very serious role in the process of educating preschoolers.
Already at the age of 3, children begin to understand that a person’s gender is determined by the anatomical features of the body structure. Parents should know that the child needs truthful information about the body structure of a boy and a girl, about the similarities and differences between them, about the invariability of gender in the process of growth and maturation of a person. Why should such ideas be formed in a small child? Special studies (I.S. Kon, V.E. Kagan, D.N. Isaev) have proven that those who in the first years of life did not become acquainted with the structure of the human body, have internalized attitudes towards gender as something shameful, experience great difficulties in adult sexual life.
Literally from the moment a child is born, parents orient him towards a gender role, teach a boy to be a boy and a girl to be a girl, thereby promoting the harmonious development of the individual. This is expressed in clothes, even the color of which indicates gender, in the selection of toys, in games. It turns out that in the gender identification of a child, the assimilation of external attributes is very significant. Very early, the child is encouraged to imitate the parent of the same sex, who becomes a kind of model, a standard for the child. Hence the girl’s desire to be “like her mother”: put on her shoes, paint her nails, etc.
At 3 years old, the child is absorbed only in external differences between the sexes, those that “lie” on the surface: this is the difference in the clothes of men and women, in the manner of their behavior (for example, dad puts the baby on his shoulders when he gets tired, and mom kisses and caresses ). Therefore, it is so necessary that before the child’s eyes there are both models of behavior: female (represented by mother, grandmother) and male (represented by father, grandfather). In a family where a child is raised by both parents, he early becomes involved in activities characteristic of his gender. The boy, imitating his father, “gets sick” with technology, cars, wants to master the computer, football, in a word, masculine activities. It is the father who must give the boy his first lessons in physical exercises and practical skills. And the girl gravitates more towards working together with her mother on the housework and decorating the house. (28, p.41)
Very early, parents should begin to encourage in their child the behavior that is traditionally considered appropriate for his gender. In word and deed, a set of rules of behavior “for boys” and “for girls” is introduced into the minds of children. For example, adults calmly watch their son climb a fence or a tree: “What boy would grow up without this!”, but immediately stop similar attempts from their daughter: “Galya, get down now! You're a girl! Boys begin to be taught restraint in expressing feelings earlier than girls. In any suitable situation, dad will remind his son of how real men behave: “they don’t whine over trifles,” “they’re not afraid of the dark,” “they shake hands with mom when they get off the bus,” etc. Sometimes, in order to cultivate masculinity, parents They turn a blind eye to their son’s pugnacity and encourage harshness and aggressiveness. “Know how to fight back!” - this is how dad teaches his son when he is still very small and unreasonable, and in his daughter he approves of softness, humility, tenderness, compliance: “Give in, you’re smart!” The father is more demanding than the mother to ensure that the child’s activities correspond to his gender. The daughter’s desire to get involved in household chores will meet with her father’s support. And dad may ridicule his son for such things. What if a child grows up without a father? Then the formation of his gender-role behavior should be influenced by men - relatives or friends at home. There is no such influence - and the process of sexual socialization is inhibited.
Four- to five-year-old children become more interested in the genitals. They examine their genitals, touch them, play with them; in preschool age, children play with everything that comes into their field of vision: with their hands, feet, and, well, with their genitals. How should parents behave?
Outwardly calm, do not jerk the child: “Where are your hands? Stop it now!”, do not show annoyance, anger, much less disgust. It is necessary to skillfully switch the child to something interesting, to occupy his hands and attention.
Children's sexual curiosity manifests itself in games with undressing, with examination of each other's genitals: the “doctor” sees “patients” and offers to show their private parts. Such games and activities are the result of natural curiosity, inquisitiveness, which, once satisfied, children do not return to them. But interest in them can be “stirred up” by the parents’ incorrect reaction: punishment, prohibiting children from playing together, or demonstrating disgust. (30, p.10)
From the age of 5-6 years, the process of gender role development becomes more complicated, since children choose books and movies as role models. For girls, these are princesses, princesses, young ladies, and fairy tale characters. Imitation of female images often pushes older preschoolers to develop artistic abilities. For example, portraying the always beloved Cinderella, girls dance, sing, and draw. For modern boys, the bearers of masculine behavior, unfortunately, often are far from positive heroes, cartoon characters, and action films. As a result, the behavior of boys has become more frequent in forms of behavior that are not as harmless as it seems at first glance: insolence, rudeness, mercilessness, which are mistakenly regarded as manifestations of masculinity. (6, p.30) Parents make a serious mistake when they raise a boy like a girl and a girl like a boy. This happens when the family was expecting a baby of a different gender than the one born. And then they begin to raise the newborn as if a child of the dreamed gender was born. The girl is given a boy's haircut and taught to engage in activities and forms of behavior that are not traditional for her. It turns out that all these parental tricks have a detrimental effect on the holistic development of the child. Even seemingly innocent dressing of a child in clothes that do not match his gender, pigtails for boys and a shaved head for a girl can give impetus to the development of various sexual deviations in the child in the future.
Asexual upbringing in the family will have a negative impact on the development of a child when parents do not make efforts to form his full gender identity, mistakenly believing that this will come by itself. A child’s naivety regarding gender issues will interfere with his normal adaptation to school life and will make him the subject of ridicule from peers and irony from teachers. The feeling of inferiority can lower a child’s self-esteem and darken his subsequent life.
The formation of fairly complete ideas about the relationship between the sexes and childbirth occupies a special place in the upbringing of a family man. The versions about the kind stork, about cabbage, about shopping in a store, which humanity has resorted to for many centuries, are not suitable for a modern child. And the point is not only that the “deception” of the parents will be revealed soon enough and the faith in their infallibility will waver in the eyes of the child, although such “disappointment” in the most beloved people does not pass without a trace. Another argument against fabrications in the field of childbirth is more weighty: modern science has evidence that a preschool child can learn the simplest natural science information about the world around him, including “where children come from.” However, scientists from different countries do not have a uniform approach to the content and methodology of forming children’s ideas about childbirth. Some believe that children should be told everything right away, without concealment, including relations between the sexes and the realities of childbirth. Based on such views, special programs for preschool institutions have been created. Their goal is to form fairly complete and frank ideas about the relationship between the sexes and childbirth, which are complemented by visual aids and appropriate toys (for example, a pregnant doll with a transparent belly covering). Other scientists (V.F. Bazarny) adhere to a different point of view: one should not rush to reveal all the secrets of childbirth, since preschoolers cannot learn them without pain to the psyche. Considering the special intimacy and personal coloring of knowledge that helps answer the children's question “Where do children come from?”, A.S. Makarenko said, “These questions do not yet contain any special sexual curiosity; hiding a secret will not bring any worries or suffering to the child. If you more or less tactfully deflect the child’s question, get off with a joke or a smile, the child will forget about his question and do something else.” (27, p. 105) The most effective work will be in the family, and not in a preschool institution, notes V.F. Bazarny. The need for sex education for preschoolers is indisputable. It should be carried out in line with the moral education of the child, forming in children the principles of real men and women. The fulfillment of various social roles, including family ones (husband, wife, mother, father), will largely depend on the degree and content of the qualities of femininity and masculinity.
Chapter II. Studying the nature of relationships in the family and their influence on readiness for family life.
2.1 Study of the nature of relationships in the family. To test the hypothesis put forward, the goal of the study was established, which is the main goal of the practical part of the work - to identify the influence of the family atmosphere on the gender identification of the child, on the formation in children of full-fledged ideas about the family and the family economy.
To study the nature of relationships in the family, we considered the following factors:
1. Typical family status:
Emotional comfort;
Anxiety
2. Family education style: liberal, democratic, authoritarian.
3. Features of family education:
Creation of conditions by parents for the proper development of the child: normal living conditions; organizing a place for classes; creating a home library; availability of play corners; control over compliance with the sanitary and hygienic regime.
Parents develop the child’s cognitive interests (they listen to radio programs with their children; read books; talk about what they read; go to the cinema with their children; encourage the child’s favorite activities).
Parents provide assistance in teaching and organizing household work.
Children have specific work responsibilities in the family corresponding to the gender of the child.
Parents see shortcomings in the upbringing of their children and correctly minimize them.
The first part of the practical work on studying the nature of relationships in the family was carried out using the following methods:
conversation with parents and children;
test-ORO (parental attitude questionnaire, authors A.Ya. Varga, V.V. Stolin), performed by parents
Questionnaire “Marital Satisfaction” (V.V. Stolin, T.L. Romanova, G.P. Butenko)
observation
The study was conducted in the village. Uporovo on the basis of the kindergarten of the municipal unitary educational institution "Solnyshko". We selected 10 families. The main condition for selecting families was the presence of preschool children and a complete family composition. The entire system of our work is aimed at identifying the nature of relationships in the family and the level of development of personal qualities that contribute to the implementation of the social role of a family man. The study is aimed at preschool children. Consequently, the data and results obtained when conducting various methods with children have a subjective assessment of the children, i.e. reflect the point of view of preschool children.
The first method used in the family study was conversation.
Purpose of the conversation: to establish contact with the family; obtain basic data about the family (composition; number of children, their ages; education and age of parents).
Code 01. Family composition: complete. Mother – higher education, 25 years. Father – secondary vocational education, 36 years old. Children: 1. Slava, 6.5 l
Code 02. Family composition - complete. Mother – secondary education, 28 years old. Father – higher education, 27 years old. Children: 1. Masha, 10 years old. 2. Valya, 7 l.
Code 03. Family composition – complete. Mother - average education 30 years. Father – higher education 35 years. Children: 1. Vanya, 6.2 years old.
Code 04. Family composition – complete. Mother – higher education, 37 years old. Father – secondary vocational education, 37 years old. Children: 1. Vanya, 12 years old. 2. Stepa, 10 l. 3. Luda, 6 l.10 m.
Code 05. Family composition – complete. Mother – higher education, 37 years old. Father – higher education, 39 years old. Children: 1. Valya, 11 years old. 2. Sasha, 6 l.5 m.
Code 06. Family composition - complete. Mother - secondary vocational education, 25 years old. Father – secondary vocational education, 26 years old. Children: 1. Sveta, 6 years old.
Code 07. Family composition - complete. Mother – secondary education, 36 years old. Father – secondary vocational education, 37 years old. Children: 1. Seryozha, 7 years old.
Code 08. Family composition - complete. Mother - secondary vocational education, 28 years old. Father – secondary vocational education, 29 years old. Children: 1. Tanya, 5 years old 11 years old.
Code 09. Family composition - complete. Mother - secondary vocational education, 31 years old. Father – secondary education, 32 years old. Children: 1. Anton, 6 years old. 3 years old.
Code 10. Family composition – complete. Mother – higher education, 37 years old. Father – higher education, 37 years old. Children: 1. Lena, 7 years old.
1). The general data analysis looks like this:
1. 100% of 10 families have a full composition.
10% (1 family - 06) are formally complete. In this family, the father practically does not participate in raising children due to frequent travel.
2. by the number of children - 10% (04) have 3 children, 20% (02, 05) - 2 children, 70% (01, 03, 06, 07, 08, 09, 10) - 1 child.
In order to identify relationships in the family, obtain data on how the child perceives other family members and his place among them, we conducted the “Clinical Family Drawing” (CFA) test by R. Bens and S. Kaufman. This method provides rich information about the subjective family situation of the child being studied.
The KRS test consists of two parts: drawing your family and talking after drawing. To complete the test, the child was given a standard piece of drawing paper, a pencil, and an eraser. After the children finished the drawing, we had a separate conversation according to the following scheme:
1) Who is drawn in the picture, what is each family member doing?
2) Where do family members work and study?
3) How are household responsibilities distributed in the family?
4) What are your relationships with other family members?
The system for quantitative assessment of cattle takes into account the formal and substantive features of the drawing. The quality of lines, the arrangement of objects in the drawing, the erasing of the entire drawing or its individual parts, and the shading of individual parts of the drawing are considered formal. The content characteristics of the drawing are the depicted activities of family members, their interaction and location, as well as the relationship of things and people in the drawing. Children's drawings were analyzed based on the number of points scored for the presence of certain symptoms. Based on the number of points, the symptom complex of the family situation was determined. There are 5 symptom complexes: 1) favorable family situation, 2) anxiety, 3) conflict in the family, 4) feelings of inferiority in the family situation, 5) hostility in the family situation. (see Appendix 1)
As a result of conducting a cattle test with children from 5 to 7 years old from families, we received the following data:
1. In family 01, symptom complexes of I – 0.3 points, II – 0.4 points, III – 0.1 points, IV – 0.1 points, V – 0.2 points. From this it can be seen that in the family the child feels anxiety 0.4 (II), which, however, is present along with a favorable family situation - 0.3 points (I).
2. In family 02, symptom complexes have the following scores: I – 0.4 b, II – 0.4 b, III – 0.3 b, IV – 0.1 b, V – 0.5 b. This family has the highest number of points on the parameter of hostility in the family situation - 0.5 points. (V).
3. In family 03, symptom complexes have the following scores: I – 0.3 b, II – 2.5 b, III – 0.2 b, IV – 0 b, V – 0.2 b. The family situation is perceived by children as alarming – 2.5 points, (II).
4. In family 04, symptom complexes have the following scores: I – 0.7 b, II – 0.1 b, III – 0.2 b, IV – 0.2 b, V – 0 b. Favorable family situation – 0.7 points.
5. In family 05, symptom complexes have the following scores: I – 0.5 b, II – 0.5 b, III – 0.1 b, IV – 0.2 b, V – 0.2 b. Despite the overall favorable situation, the child feels anxious.
6. In family 06, symptom complexes have the following scores: I – 0.8 b, II – 0.5 b, III – 0.3 b, IV – 0.2 b, V – 0.2 b. Favorable microclimate in the family, but you should pay attention to the anxiety felt by the child.
7. In family 07, symptom complexes have the following scores: I – 0.2 b, II – 2.6 b, III – 0.6 b, IV – 0 b, V – 0.4 b. The child feels increased, pronounced anxiety in the family – 2.6 points.
8. In family 08, symptom complexes have the following scores: I – 0.3 b, II – 4.5 b, III – 2.3 b, IV – 0.2 b, V – 0.4 b. This family has a very high level of child anxiety.
9. In family 09, symptom complexes have the following scores: I – 0.6 b, II – 0.3 b, III – 0 b, IV – 0.2 b, V – 0 b. Favorable family situation.
10. In family 10, symptom complexes have the following scores: I – 0.6 b, II – 0.4 b, III – 0 b, IV – 0.2 b, V – 0 b. Despite the favorable situation, the child shows signs of anxiety.
In order to present the overall picture of the results, we divided the surveyed families into 3 groups according to the data obtained.
Group I - these are families in which children have severe anxiety. They made up 50% (families 01, 03, 07, 08).
Group II - these are families where, along with a favorable microclimate, children’s anxiety manifests itself. This is 20% of the total. (families 02.05).
Group III - 40% - (family 10.09, 06, 04) the condition in the family by the child is defined as favorable
This test is a psychodiagnostic tool aimed at identifying the parental attitude towards the child, which is understood as a system of various feelings towards the child, behavioral stereotypes practiced in communicating with them, peculiarities of perception and understanding of the child’s character and personality, and his actions.
The questionnaire consists of 5 scales:
I – “accept – rejection”;
II – “cooperation”;
V – “little loser”.
1. “Acceptance - rejection.” The scale reflects the integral emotional attitude towards the child. The content of one pole of the scale: the parent likes the child for who he is. The parent respects the child’s individuality and sympathizes with him. The parent strives to spend a lot of time with the child and approves of his interests and plans. At the other end of the scale; the parent perceives his child as bad, unadapted, unsuccessful. It seems to him that the child will not succeed in life due to low abilities,
small mind, bad inclinations. For the most part, the parent feels anger, annoyance, irritation, and resentment towards the child. He does not trust the child and does not respect him.
2. “Cooperation” is a socially desirable image of parental attitude. In terms of content, this scale is revealed as follows: the parent is interested in the child’s affairs and plans, tries to help the child in everything, sympathizes with him. The parent highly appreciates the child’s intellectual and creative abilities and feels a sense of pride in him. He encourages the child’s initiative and independence and tries to be on an equal footing with him. The parent trusts the child and tries to take his point of view on controversial issues.
3. “Symbiosis” - the scale reflects the interpersonal distance in communication with the child. With high scores on this scale, we can assume that the parent is striving for a symbiotic relationship with the child. In essence, this tendency is described as follows: the parent feels like a single whole with the child, strives to satisfy all the needs of the child, to protect him from the difficulties and troubles of life. The parent constantly feels worried about the child; the child seems small and defenseless to him. The parent’s anxiety increases when the child begins to become autonomous due to circumstances, since the parent never gives the child independence of his own free will.
4. “Authoritarian hypersocialization” reflects the form and direction of control over the child’s behavior. With a high score on this scale, authoritarianism is clearly visible in the parental attitude of this parent. The parent demands unconditional obedience and discipline from the child. He tries to impose his will on the child in everything, unable to take his point of view. For manifestations of self-will, the child is severely punished. The parent closely monitors the child’s social achievements, his individual characteristics, habits, thoughts, and feelings.
5. “Little loser” - reflects the characteristics of the parent’s perception and understanding of the child. With high values on this scale, the parent’s parental attitude tends to infantilize the child and attribute personal and social failure to him. The parent sees the child as younger than his actual age. The interests, hobbies, thoughts and feelings of the child seem childish and frivolous to the parent. The child appears to be ill-adapted, unsuccessful, and open to bad influences. The parent does not trust his child and is annoyed at his lack of success and ineptitude. In this regard, the parent tries to protect the child from the difficulties of life and strictly control his actions.
Analysis of the results of the parent questionnaire test (see Appendix 2) indicates that:
1. In family 01, in terms of the sum of parameters, the most pronounced is parameter IV - authoritarian hypersocialization.
2. In family 02 – V the parameter is “little loser”, infantilization.
3. In family 03 – V the parameter is “little loser”, infantilization.
4. In family 04 – III parameter, symbiosis.
5. In family 05 - III parameter, symbiosis.
6. In the family 06 – II parameter, social desirability.
7. In the family 07 – IV parameter, hypersocialization.
8. In family 08 - III parameter, symbiosis.
9. In the family 09 - V the parameter is “little loser”, infantilization.
10. In the family 10 - IV parameter, hypersocialization.
General analysis:
According to parameter I – 0 families.
According to II – 1 family, 10%, 06
According to III – 3 families, 30%, 04, 05, 08
According to IV – 3 families, 30%, 01, 07, 10
According to V – 3 families, 30%, 02, 03, 09
Thus, in the families we studied, parents generally lack a positive, educationally competent attitude towards children. This is hypersocialization, infantilization.
Next, parents were asked to fill out the “Marital Satisfaction” questionnaire, authored by V.V. Stolin, T.L. Romanova, G.P. Butenko. (35, pp. 509-512), which allows you to generally assess the marital satisfaction of spouses based on the sum of points received (see Appendix 4):
complete dissatisfaction – 0% of families
significant dissatisfaction – 0%
more dissatisfaction than satisfaction – 10% (08)
partial satisfaction – 20% (02.03)
more satisfied than dissatisfied – 30% (01,05,07)
significant satisfaction – 20% (09.10)
almost complete satisfaction - 20% (04.06).
We divided the surveyed families into 3 groups (to be able to compare the results with the previous study):
Group I - 0%
Group II –50% - (families 01,02,03,05,07).
Group III - 50% - (04.06, 08.09.10)
Having compared the results of the “Marital Satisfaction” questionnaire and the KRS test, we made the following table into which we entered the data from the tests performed.
Table 1
The table shows that 60% of the indicators are the same. Based on this, we can conclude that the relationship between parents plays an important role in the mental well-being of the child, in the formation of personality traits necessary to fulfill the social role of a family man.
Based on the totality of data from all studies conducted, we determined the nature of the relationship between children and parents in the family:
In family 01, relationships are unstable.
In family 02 relationships are unstable
In family 03 relationships are unstable
In family 04, relationships are adequate and positive.
In family 05, relationships are unstable.
In family 06, relationships are positive.
In family 07, relationships are unstable.
In family 08, relationships are unstable.
In family 09, relationships are stable and positive.
In family 10, relationships are positive.
2.2Identification of positive personality traits aimed at successfully fulfilling the social role of a family man.
In this part of the work we identified the following tasks:
1) Identification of the level of formation of the idea of family life in preschool children during play activities.
2) Correlation of the results of the 1st and 2nd parts of practical work and, on the basis of this, determine the influence of the family on the formation of ideas about family life in children. Conversations and observations were used.
To determine the personality traits that characterize a successful family man
We looked at this quality in two directions:
these are external manifestations, in actions, deeds, in role-playing games (daughters - mothers).
internal, which are expressed in their judgments and relationships.
We observed the play activities of children in kindergarten groups because, in our opinion, under such conditions the personal qualities of children are most optimally manifested. The purpose of the observation was determined by the first task we set at the beginning of the second part of the practical study. We have introduced the following components in the game:
The child’s ability to independently organize play.
The ability to enter into a role (father, mother, son, daughter) in accordance with gender.
Emotional coloring of activity.
Consistency of one’s actions with the actions of “family” members.
Ability to manage a household.
The results are presented in table form
Table 2
Observing children's play activities.
| Family code | Child's name | Components in gaming activities. | |||||
| 01 | Glory | 2 | 2 | 3 | 3 | 3 | 13 |
| 02 | Valya | 1 | 2 | 2 | 3 | 2 | 10 |
| 03 | Vanya | 2 | 3 | 2 | 3 | 1 | 11 |
| 04 | Luda | 3 | 3 | 2 | 3 | 3 | 14 |
| 05 | Sasha | 2 | 3 | 3 | 2 | 3 | 13 |
| 06 | Sveta | 3 | 3 | 3 | 3 | 3 | 15 |
| 07 | Seryozha | 2 | 3 | 3 | 3 | 2 | 13 |
| 08 | Tanya | 3 | 1 | 1 | 2 | 2 | 9 |
| 09 | Anton | 3 | 2 | 2 | 3 | 3 | 13 |
| 10 | Lena | 2 | 3 | 3 | 3 | 3 | 14 |
In this observation, children’s skills were assessed using a three-point system. Based on the data obtained, we identified three levels of development of the qualities of children that interest us.
The first level, which is defined as high degree (I), includes children who scored points from 13 to 15 (01, 04, 05, 06, 07, 09, 10) - 70%.
Second level (II) – average degree, number of points from 8 to 12 (02, 03, 08) – 30%.
The third level (III) is a low degree of formation, from 5 to 7 – 0%.
The second observation was carried out in the family during a conversation. These observations were aimed at determining the degree of formation of the qualities that interest us. The following parameters were highlighted:
Understanding and delimiting the role of parents in the family.
Seeing yourself as a family member.
Showing concern for family members.
Perform certain ongoing duties.
Idea about the sources of family income.
Balance your own needs with the interests of the family.
Children's skills were also assessed on a three-point scale.
Table 3
Conversation with children.
| Family code | Child's name | Components. | |||||
| 01 | Glory | 1 | 2 | 1 | 2 | 3 | 9 |
| 02 | Valya | 3 | 3 | 3 | 2 | 3 | 14 |
| 03 | Vanya | 3 | 1 | 2 | 1 | 3 | 10 |
| 04 | Luda | 3 | 3 | 3 | 3 | 3 | 15 |
| 05 | Sasha | 2 | 3 | 3 | 1 | 2 | 11 |
| 06 | Sveta | 3 | 2 | 2 | 3 | 3 | 13 |
| 07 | Seryozha | 1 | 2 | 2 | 2 | 2 | 9 |
| 08 | Tanya | 3 | 2 | 2 | 2 | 2 | 11 |
| 09 | Anton | 3 | 2 | 3 | 3 | 3 | 14 |
| 10 | Lena | 2 | 3 | 3 | 3 | 3 | 14 |
The high level (I) includes children with a total score from 13 to 15 (02, 04, 06, 09.10) - 50%.
To the intermediate level (II) – with a total of points from 8 to 12 (01.03, 05, 07, 08,) – 50%
low level (III) from 5 to 7 – 0%.
In order to present the general level of children, we compiled a table.
Table 4
| Code | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 |
| Game | ||||||||||
| Conversation |
I, II - degree of formation
And in the end, we grouped the children according to their degree of development.
Group 1 includes children with a high level; their indicators for all parameters show I (04.06, 09, 10 – 40%).
The second group consists of children with an average level with indicators I, II (01, 02, 05, 07 - 40%).
The third group included children with a low level, with indicators II, II (03, 08 - 20%).
Thus, the general readiness for family life in preschool children in our study has a different level of development.
In order to determine the influence of marital and parent-child relationships on readiness for family life in preschool children, we compared data from parts 1 and 2 of practical work. (see table 5)
Table 5
| Code | The nature of family relationships | Level of formation |
| Unstable Unstable Unstable Positive Unstable Positive Unstable Unstable Positive Positive |
The table shows that:
1. In 40% of families (04, 06, 09,10) the indicators coincide on positive grounds.
3. 40% - coincidence based on average characteristics (01, 02,05,07).
4. 20% - signs do not match (03, 08)
A general analysis shows that, in eight out of ten cases, our assumption about the influence of the family atmosphere on the formation in children of full-fledged ideas about the family and family life is confirmed.
Conclusion
Raising a future family man is a complex system of interconnected processes. Intrafamily relationships are one of the components of this system, which, in turn, also have a complex structure. The formation of children’s personal qualities is influenced by a number of factors: the attitude of parents (both marital and parent-child), the psychological microclimate in the family, the personal properties and qualities of parents and the children themselves.
In our study, we examined the following factors in the formation of a future family man:
formation in children of full-fledged, emotionally positive ideas about the family;
implementation of pedagogically competent sex education for children.
introducing the child to the basics of family economics;
In the first part of the practical work, we explored the nature of relationships in the family.
As a result of the study, the following conclusion was made: Both marital and parent-child relationships play an extremely important role in the mental well-being of the child and the development of his personal qualities.
The second part of the practical work was aimed at identifying the presence of personal qualities necessary for a future family man in a group of preschool children; we found out: the general readiness for family life in preschool children, in our study, has a different level of formation.
Comparing the research results, we can conclude that our hypothesis about the role of marital and parent-child relationships in the formation of adequate ideas about the family in children has been confirmed. The possibility of developing in children the qualities of a future family man is influenced by the relationships between parents, the psychological microclimate in the family, and the personal qualities of its members. Thus, we can conclude that the family, with its value orientations, characteristics of interpersonal relationships, the whole way of life and lifestyle, directly or indirectly, to a greater or lesser extent, prepares the child for his future family life. Through the joint efforts of the family and kindergarten, it is possible to influence the formation of a positive image of the family in preschool children.
Based on the findings, educators, methodologists and parents themselves should pay attention to the process of family education. A pedagogically competent parent thinks deeply and analyzes his instructions, advice, assessments and relationships. Relationships with children are flexible and tactful, changing and developing as children grow older.
The main task of teachers and psychologists is to help parents perform the functions of an educator. They mean the creation of not only certain relationships between parents and their children, but also their prerequisites (a certain way of life of the family and the relationships of its members). To achieve the goal of “raising parents,” we suggest that psychologists use the method of group psychotherapy in working with parents, the psychological and pedagogical training “Training for Mature Fatherhood and Motherhood” (authored by Natalia Vasilievna Borovikova), aimed at developing a positive image of the family in young parents and developing their intuition. , with the help of which they could feel the needs and better understand the child’s thinking (Appendix 4).
And in conclusion, we put forward the assumption that if the general state of society as a whole, the economic and spiritual crises are stabilized, and subject to this, the spiritual support of families will increase, including due to the proper upbringing of the future family man, the emotional value of parenthood will increase. The desire to have children will be a factor in the personal growth of parents, emotional and psychological well-being, and thus the problem of low fertility, small children and childlessness of the population will be solved.
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Appendix No. 1
Symptom complexes of family kinetic pattern (FKP)
| Symptomo-complex | № | ||
| I. Favorable family situation II. Anxiety III. Conflict in the family IV. Feelings of inferiority in a family situation V. Hostility in a family situation | General activities of all family members Predominance of people in the picture Picture of all family members Absence of isolated family members No shading Good line quality No hostility indicators Adequate distribution of people on the sheet Other Possible Signs Hatching Base line - floor Line above the picture Line with strong pressure Erasing Exaggerated attention to detail Predominance of things Double or broken lines Emphasizing individual details Other Possible Signs Barriers between figures Erase individual shapes Missing major body parts in some figures Selecting Individual Shapes Isolating individual shapes Inadequate size of individual figures Inconsistency in the verbal description of the drawing Predominance of things Absence of some family members from the picture Family member standing with his back turned Arrangement of figures on the bottom of the sheet The line is weak, intermittent Small figures Fixed compared to other figures by the author Other Possible Signs One figure on another sheet or on the other side of the sheet Aggressive position of the figure Crossed out figure Deformed figure Reverse profile Arms spread out to the sides Fingers are long and pointed Other Possible Signs |
Appendix No. 2
Test questionnaire
1. I always sympathize with my child.
2. I consider it my duty to know everything my child thinks.
3. I respect my child.
4. It seems to me that my child's behavior deviates significantly from the norm.
5. It is necessary to keep the child away from real life problems longer if they traumatize him.
6. I have a feeling of affection for the child.
7. Good parents protect their child from the difficulties of life.
8. My child is often unpleasant to me.
9. I always try to help my child.
10. There are times when bullying a child brings him great benefit.
11. I feel annoyed towards my child.
12. My child will not achieve anything in life.
13. It seems to me that children are making fun of my child.
14. My child often commits actions that, apart from contempt, are worth nothing.
15. My child is a little immature for his age.
16. My child behaves badly on purpose to annoy me.
17. My child absorbs everything bad like a sponge.
18. It is difficult to teach my child good manners.
19. A child should be kept within strict limits, then he will grow into a decent person.
20. I love it when my child’s friends come to our house.
21. I take part in my child.
22. Everything is bad for my child.
23. My child will not succeed in life.
24. When people talk about children in a group of friends, I am a little ashamed that my child is not as smart and capable as I would like.
25. I feel sorry for my child.
26. When I compare my child with peers, they seem more mature to me both in behavior and judgment.
27. I enjoy spending all my free time with my child.
28. I often regret that my child grows and matures, and I remember him with tenderness when he was little.
29. I often catch myself being hostile towards my child.
30. I dream that my child will achieve everything that I like and seems necessary.
31. Parents should adapt to the child, and not just demand it from him.
32. I try to fulfill all my child’s requests.
33. When making family decisions, the child’s opinion should be taken into account.
34. I am very interested in the life of my child.
35. In a conflict with a child, I can often admit that he is right in his own way.
36. Children learn early that parents can make mistakes.
37. I always take my child into account.
38. I have friendly feelings towards my child.
39. The main reasons for my child’s whims are selfishness, stubbornness and laziness.
40. It is impossible to have a normal rest if you spend your vacation with a child.
41. The most important thing is that the child has a calm and carefree childhood, everything else will follow.
42. Sometimes it seems to me that my child is not capable of anything good.
43. I share my child’s hobbies.
44. My child can piss off anyone.
45. I understand my child’s distress.
46. My child often annoys me.
47. Raising a child is a complete hassle.
48. Strict discipline in childhood develops strong character.
49. I don't trust my child.
50. Children later thank you for strict upbringing.
51. Sometimes it seems to me that I hate my child.
52. My child has more shortcomings than advantages.
53. I share the interests of my child.
54. My child is not able to do anything on his own, and if he does, it will definitely be wrong.
55. My child will grow up unadapted to life.
56. I like my child the way he is.
57. I carefully monitor my child’s health.
58. I often admire my child.
59. A child should not have secrets from his parents.
60. I don’t have a high opinion of my child’s abilities and I don’t hide it from him.
61. It is very desirable for a child to be friends with those children his parents like.
Results
This questionnaire consists of 61 statements. The questionnaire was completed by both parents from each family. By the number of statements according to such parameters as:
I – “accept – rejection”;
II – “cooperation”;
V – “little loser”.
got the following results:
In family 01, according to parameter I, parents received the following points:
mother - 11 points, this is a percentage - 68.35%.
father - 15 points, this is a percentage - 90.50%.
Points for parameter II:
mother – 5 b, percentage – 31.19%.
Points for parameter III:
mother – 5 b, percentage – 86.63%.
For parameter IV scores:
father – 5 b, percentage – 83.79%.
Points for parameter V:
mother – 6 b, percentage – 99.83%.
In family 02, according to parameter I, parents received the following points:
father - 4 b, this is a percentage - 0%.
Points for parameter II:
mother – 2 b, percentage – 19.22%.
father – 2 b, percentage – 5.67%.
Points for parameter III:
mother – 2 b, percentage – 39.06%.
father – 0 b, percentage – 5.67%.
For parameter IV scores:
mother – 2 b, percentage – 13%.
Points for parameter V:
mother – 1 b, percentage – 45.54%.
In family 03, according to parameter I, parents received the following points:
mother - 14 b, this is a percentage - 88.60%.
Points for parameter II:
mother – 3 b, percentage – 7.88%.
father – 6 b, percentage – 19.22%.
Points for parameter III:
For parameter IV scores:
mother – 7 b, percentage – 100%.
Points for parameter V:
mother – 5 b, percentage – 96.83%.
father – 3 b, percentage – 84.81%.
In family 04, according to parameter I, parents received the following points:
mother - 4 b, this is a percentage - 0%.
father - 6 b, this is a percentage - 0.63%.
Points for parameter II:
father – 5 b, percentage – 12.29%.
Points for parameter III:
mother – 3 b, percentage – 57.96%.
For parameter IV scores:
mother – 2 b, percentage – 32.13%.
Points for parameter V:
father – 2 b, percentage – 70.25%.
In family 05, according to parameter I, parents received the following points:
mother - 5 b, this is a percentage - 0%.
father - 5 b, this is a percentage - 0.%.
Points for parameter II:
mother – 5 b, percentage – 12.29%.
Points for parameter III:
mother – 0 b, percentage – 4.72%.
For parameter IV scores:
father – 0 b, percentage – 4.41%.
Points for parameter V:
mother – 1 b, percentage – 45.57%.
In family 06, according to parameter I, parents received the following points:
mother - 5 b, this is a percentage - 0%.
Points for parameter II:
mother – 9 b, percentage – 80.33%.
father - 2 b, this is a percentage - 0.%.
Points for parameter III:
mother – 1 b, percentage – 19.53%.
father - 2 b, this is a percentage - 0.%.
For parameter IV scores:
mother – 1 b, percentage – 13.86%..
father - 2 b, this is a percentage - 0.%.
Points for parameter V:
mother – 1 b, percentage – 45.57%.
father - 2 b, this is a percentage - 0.%.
In family 07, according to parameter I, parents received the following points:
mother - 13 b, this is a percentage - 84.17%.
father - 5 b, this is a percentage - 0%.
Points for parameter II:
mother – 8 b, percentage – 48.92%.
father – 4 b, percentage – 9.77%.
Points for parameter III:
mother – 3 b, percentage – 57.96%.
father – 3 b, percentage – 57.96%.
For parameter IV scores:
mother – 6 b, percentage – 95.74%.
father – 2 b, percentage – 32.13%.
Points for parameter V:
father – 0 b, percentage – 14.55%.
In family 08, according to parameter I, parents received the following points:
mother - 9 b, this is a percentage - 31.01%.
father - 9 b, this is a percentage - 31.01%.
Points for parameter II:
mother – 7 b, percentage – 31.19%.
father – 7 b, percentage – 31.19%.
Points for parameter III:
mother – 2 b, percentage – 5.67%.
father – 5 b, percentage – 86.63%.
For parameter IV scores:
mother – 4 b, percentage – 74.49%.
father – 1 b, percentage – 13.86%.
Points for parameter V:
mother – 1 b, percentage – 14.55%.
father – 2 b, percentage – 70.25%.
In family 09, according to parameter I, parents received the following points:
mother - 7 b, this is a percentage - 3.79%.
father - 2 b, this is a percentage - 0.%.
Points for parameter II:
mother – 6 b, percentage – 19.22%.
father – 3 b, percentage – 7.88%.
Points for parameter III:
mother – 4 b, percentage – 74.97%.
father – 4 b, percentage – 74.97%.
For parameter IV scores:
mother – 1 b, percentage – 13.86%.
father – 1 b, percentage – 13.86%.
Points for parameter V:
mother – 2 b, percentage – 70.25%.
father – 4 b, percentage – 93.04%.
In family 10, according to parameter I, parents received the following points:
mother - 15 b, this is a percentage of -90.50%.
father - 9 b, this is a percentage - 31.01%.
Points for parameter II:
mother – 5 b, percentage – 12.23%.
father – 3 b, percentage – 7.88%.
Points for parameter III:
mother – 6 b, percentage – 92.93%.
father – 2 b, percentage – 39.06%.
For parameter IV scores:
mother – 6 b, percentage – 95.74%.
father – 3 b, percentage – 53.87%.
Points for parameter V:
mother – 7 b, percentage – 99.37%.
father – 1 b, percentage – 45.57%.
Appendix No. 3
Marital satisfaction
The questionnaire contains 24 statements, and each of them corresponds to three possible answers: a) true, b) false, c) I don’t know. In the text of the questionnaire, they may be given in slightly different wording and in a different order. While reading the questionnaire, you must use these judgments to express your agreement or disagreement with the relevant statements.
Questionnaire
1. When people live with each other for a long time, as happens in marriage, they inevitably, over time, lose the acuteness of their perception of each other, and their mutual understanding is disrupted:
b) I don’t know
c) incorrect.
2. Your relationship with your spouse brings you:
a) anxiety and suffering,
b) it’s difficult to answer,
c) joy and satisfaction.
3. Relatives and friends rate your marriage as:
a) successful
b) something in between
c) unsuccessful.
4. If you could, you would change a lot about your spouse's character.
(spouses):
b) I don’t know
c) incorrect.
5. One of the problems with modern marriage is that over time everything
becomes less attractive, including sexual
relationship with spouse:
a) I agree,
b) it's hard to say
c) I don’t agree.
6. When you compare your family life with the family life of your
friends and acquaintances, then it seems to you that you:
a) more unhappy than others,
b) it's hard to say
c) happier than others.
7. Life without family and loved ones is too high a price for complete independence:
b) it's hard to say
c) incorrect.
8. I believe that without me the life of my spouse would be incomplete:
a) I agree,
b) I don’t know
c) I don’t agree.
9. Most people are deceived in their expectations about marriage:
b) it's hard to say
c) incorrect.
10. You have been thinking about divorce for a long time, and only a number of circumstances prevent you from making a decision:
b) it's hard to say
c) incorrect.
11. If you had to get married again, your wife (husband) would be:
a) another person,
b) I don’t know
c) the same person.
12. You are proud to have a person like your spouse next to you:
b) it's hard to say
c) incorrect.
13. My spouse’s shortcomings, unfortunately, outweigh his (her) advantages:
b) I don’t know
c) incorrect.
14. The main obstacles to our happy life lie in the character of my spouse:
a) I agree,
b) it's hard to say
c) I don’t agree.
15. The initial feelings with which you entered into marriage have intensified over time:
a) I agree,
b) I don’t know
c) I don’t agree.
16. Marriage reduces a person’s creative potential and capabilities:
b) I don’t know
c) incorrect.
17. My spouse has the following advantages that compensate for his shortcomings:
a) I agree,
b) it's hard to say
c) I don’t agree.
18. In my marriage, with emotional support for each other, not everything, unfortunately, is going well:
b) I don’t know
c) incorrect.
19. It seems to me that my husband (wife) often does stupid things: he speaks out of place, jokes inappropriately, etc.:
a) I agree,
b) it's hard to say
c) I don’t agree.
20. My family life depends little on my will:
b) I don’t know
c) incorrect.
21. My family life was not what I expected:
b) I don’t know
c) incorrect.
22. Those who believe that a person in a family cannot count on self-respect are wrong:
a) I agree,
b) it's hard to say
c) I don’t agree.
23. As a rule, the company of my spouse gives me pleasure:
a) I agree,
b) I don’t know
c) I don’t agree.
24. There is not and has not been a single bright moment in my married life:
b) I don’t know
c) incorrect.
Results
This questionnaire consists of 24 statements. The questionnaire was filled out by both parents from each family; the results of the father and mother were similar in all families.
We got the following results:
In family 01, parents received the following scores:
mother – 32 points.
father – 30 points, .
In family 02, parents received the following scores:
mother – 28 b
father – 28 b.
In family 03, parents received the following scores:
mother - 27 b,
father – 28 b.
In family 04, parents received the following scores:
mother - 45 b.
father – 42 b.
In family 05, parents received the following scores:
mother – 29 b.
father – 31 b.
In family 06, parents received the following scores:
mother –47 b.
father – 42 b.
In family 07, parents received the following scores:
mother – 32 b.
father – 30 b.
In family 08, parents received the following scores:
mother – 23 b.
father – 25 b.
In family 09, parents received the following scores:
mother – 34 b.
father – 37 b.
In family 10, parents received the following scores:
mother - 45 b.
father – 40 b.
Appendix No. 4
Mature fatherhood and motherhood training
Memo to the presenter
During this training, the facilitator must prepare the couple for conscious parenting. The specificity of group psychotherapy lies in the targeted use of group dynamics for therapeutic purposes, that is, the entire set of relationships and interactions that arise between participants. Group dynamics represents the development or movement of a group in time. The goals that we have identified are addressed to parents, meanwhile, the leader must remember that there are common goals determined by the very specifics of the group psychotherapy method:
1. Studying the psychological problem of each group member and assisting him in solving it.
2. Changing maladaptive behavior patterns and achieving adequate social adaptation.
3. Acquiring knowledge about the patterns of interpersonal and group processes to create the basis for more effective and harmonious communication with people (increasing social competence).
4. Promoting the process of personal growth, realizing human potential, achieving optimal performance and a sense of happiness.
The scenario we have proposed is not final, since various unforeseen situations may arise during the training.
The time allotted to us may not be enough to work through the exercise, then we should abandon another exercise in favor of a qualitative analysis. Because if the leader is focused on fulfilling the lesson scenario, a feeling of uncertainty and incomprehensibility may arise in the group as to why all this is being done. But in order for this not to happen, so that the participants do not simply go home without understanding why, in fact, they were gathered here, the presenter must be fluent not only in the technique of empathic listening, not only be able to perceive for quite a long time the maximum possible number of manifestations emanating from each group member, but to be able to feel the group as a whole, which is called “being with the group.” There are situations when the group does not feel the desire to pick up the leader’s idea to perform some kind of exercise, which means this proposal is inappropriate. Either the group has not yet reached the point in its development of the need to experience everything connected with a specific task, or vice versa - it has already become an uninteresting, irrelevant, lived-through stage. To avoid inappropriateness, the leader must constantly look for opportunities to feel the group and its state again and again. Not every member of the group, but rather the prevailing state of the group as a whole.
The leader must sometimes guide the behavior of group members. In some situations, the presenter offers to perform certain actions, gives instructions and directions as to what can be done at the moment. Such instructions do not determine what a group member should do in life, they only indicate the direction of specific behavior during training work. Such an experiment causes certain experiences that can change the group member’s point of view on his previous behavior, experiences, and relationships with people.
The training duration scenario is designed for 60 minutes, but each specific lesson can range from 70 to 90 minutes. The facilitator must make the decision to continue or curtail the training, remembering that shorter sessions may deprive the group of the opportunity for heated discussions, since experience shows that it is in the last half hour that the discussion is in full swing, especially when analyzing homework, among group participants strong emotional reactions are observed and people are most outspoken. If the session lasts more than an hour and a half, then the attention of group members begins to fall and the desire to concentrate on any action decreases.
We especially want to note that the facilitator should pay attention to preparing the group to participate in the training. We believe that the training participant should be properly informed about everything that happens in the group so that he adapts well to the role that is expected of him in the group, especially this applies to the training partner of a pregnant woman, since our main focus is on the cooperation of the participant in the group and group cohesion. One important source of patients' helplessness at the beginning of group therapy is the feeling of goal incompatibility. In the introductory explanation, the presenter shows how these goals are interconnected. In the training group, each participant models his or her real life situation, uses habitual behavioral stereotypes, and implements characteristic relationships and attitudes. Here he gets the opportunity to “look at himself from the outside,” understand the unproductive nature of his behavior and communication, and, in a training environment, come to change broken relationships, acquiring the skills of full communication.
Lesson No. 1.
1.Ritual for creating a group – 5-7 minutes.
At this stage of the training, participants only need to confirm their desire to participate in the group; as a sign of agreement, everyone joins hands, mentally saying: “I will work in a group so that you, my baby, feel good. I remember the main thing. I will learn to understand and accept myself and others.”
II. Group cohesion exercise Exercise “In nature” - 10 min. Goal: To teach group members to evaluate and express themselves to others.
Instructions. A group member comes to the center and freezes in a pantomime that expresses his psychological essence, and the rest try to understand what exactly he wants to express with such a “psychological sculpture”. Each group member should be a sculptor of his own self.
III. Exercise on mutual perception Exercise "Talking of thumbs" - 5 min.
Instructions. Partners in a pair use their thumbs to “talk” to each other. During a conversation, they can push and stroke, gently hug each other, etc. The presenter invites the fingers to exchange some information, start a conversation on some topic. After a fixed time, for example, one minute, partners are asked to find out from each other how they understood mutual messages. During the discussion, each participant shares his impressions of the experience gained, what promotes and what hinders mutual understanding.
IV. Body-oriented exercises
During the period of maximum functional load on the heart (28-32 weeks), it is advisable to reduce the total physical load by introducing a large number of breathing exercises. Movements are widely used to strengthen the leg muscles in order to prevent possible congestion in the lower extremities. At the same time, the pregnant woman must learn to completely relax all her muscles. For this purpose, it is recommended to periodically tense and relax various muscle groups. It is advisable to perform these exercises while sitting or on your knees and elbows. In the final period of pregnancy, you should walk a lot, maintaining an active motor regimen, combining exercises to regulate breathing with exercises aimed at relaxing muscles.
Particular attention and importance at this stage of the training is given to the development and consolidation of skills that have application in the birth act: volitional tension and relaxation of the muscles of the abdominal wall, pelvic floor and breathing training with holding inhalation, exhalation and subsequent complete relaxation of the body (relaxation). For this purpose, exercises are used that simulate postures during pushing. At the same time, group participants self-monitor their breathing rate, pulse, and blood pressure before and after exercise.
Exercise "Christmas" - 20 min.
Goal: selection of exercises to be used during childbirth.
Instructions. It is necessary to distinguish between three conditions during childbirth: 1. Dilatation of the cervix. 2. Urges and childbirth. 3. Birth of a child's place or placenta.
In the first two states, two points are taken into account: 1. Contractions. 2. Pauses. During the period of cervical dilatation, it is necessary to establish breathing control. At the moment of contraction, breathing should be abdominal and deep. During painful contractions, you need to carry out mental counting, coordinated with breathing. Typically the breathing cycle (inhale - exhale - pause) lasts 5 seconds. The duration of the fight is 50 seconds. Subtract from 50 seconds. 5 sec. and mentally say to ourselves: “I have 45 seconds left.” After each breath, the contraction time count decreases by 5 seconds. This control over the duration of the contraction weakens the perception of pain. The same control should be over the muscles of the uterus.
According to the latest scientific data, we can imagine the following chain of etiology of pain during childbirth: -" the emergence of individual anxiety and fear of pregnancy and childbirth -> accumulation and development of dramatic expectations and fears in the process of socialization -> the culmination of fear during labor -> hormone release adrenaline into the blood -> convulsive muscle tension (as an adaptive form of response to fear, since flight is impossible) -> compression of muscle vessels -> deficiency of blood and oxygen in the muscles of the uterus -> subjective sensation of pain.
Experience has shown that knowledge of such a “chain” helps a woman in labor control muscle tension without wasting energy, which in turn allows her to remain relaxed during a contraction. But this relaxation is not passive, but active, it is subject to the will.
During this period, self-hypnosis formulas are used: “I am calm. The contraction is an indicator of labor. Gradually the contraction will intensify. My breathing is even, deep. The muscles are relaxed. The contraction ends. After this there will be a period of rest.”
Between contractions, the woman uses relaxation techniques, starting with the muscles of the face and ending with the muscles of the lower extremities. Self-hypnosis during the period between contractions is carried out by mentally repeating the formulas: “I am calm. I control myself. My breathing is even, calm. The muscles of the face are relaxed. The muscles of the shoulders, forearms, and hands are relaxed. All the muscles of my hands are completely relaxed and warm. The muscles of the perineum and buttocks are relaxed. “The muscles of the thighs and legs are completely relaxed. My body is resting. My labor is going well. I feel my baby’s movements well. I am calm about him.”
During the period of expulsion of the fetus, it is necessary to alternate muscle tension at the time of pushing and complete relaxation between attempts. At the moment of pushing, the formulas are mentally repeated: “Inhale. Tighten the abdominal muscles. Smoothly increase the pressure on the bottom. The pressure is stronger and stronger. The child moves further and further along the birth canal. Smoothly exhale.” During one attempt, this is repeated three times.
A woman must be internally determined that labor does not end with the birth of a child. Only after the afterbirth has passed can you truly relax.
If the couple is not sure that they have remembered the order of performing the exercise, then it is recommended that during the training they include its reference diagram in the “Pregnancy Diary”.
V. Video analysis - 10 min. Watch a video about unconventional methods of childbirth.
We do not believe that couples who have completed parenthood training should necessarily give birth at home, but they should be aware of available birthing practices and accept responsibility.
VI. Analysis of homework and discussion of results - 10 min.
When analyzing homework, all drawings are posted on the board and the group begins a discussion. First, the whole group talks about what the author wanted to express and how they understood his drawing, and then the author of this drawing speaks. The emerging discrepancies in the interpretation of the drawing by the group and the author himself are also discussed. When interpreting, attention is paid to the content of the drawing, methods of expression, color, shape, composition.
After all the works have been posted, you can invite group members to divide all the drawings into pairs (i.e., determine which two drawings correspond to each training dyad).
Homework
Group members are asked to answer questions that will help him evaluate how he perceives his body, how he processes various sensory impressions and information coming from the environment. When analyzing homework, the presenter focuses on how information received through sensations is censored on the basis of learned value standards, and how individual sensory qualities can become conflicting in connection with specific experiences.
These questions, taken from the individual practice of Positive Family Psychotherapy by N. Pezeshkyan, will help to understand the influence of the self-concept of the spouses on the relationship in the couple, awaken the state of the self-child - the source of parental intuition.
Questions are given to group members already typed.
1. What somatic complaints do you have? Do you feel discomfort anywhere?
2. How do you rate your appearance?
3. Do you experience your body as a friend or an enemy?
4. Is it important for you that your partner has good looks?
5. Which of the five senses is most meaningful to you?
6. Which part of your body reacts when you are angry?
7. How does your partner (your family) react when you get sick?
8. What do you do when your partner is sick?
9. Do you need a lot of sleep or just a little?
10. How do illnesses affect your sense of life and expectations for the future?
11. Does your family place great importance on good looks, exercise and physical health?
12. When you were a child, who in your family caressed, kissed you and was gentle with you?
When you were a child, was there a lot of emphasis on good and plentiful food in your home? What was the motto?
How did your parents react when you played with your body (for example, thumb sucking, masturbation, etc.)?
15. How were you punished as a child for playing with your body (spanking, scolding, threats, shouting, deprivation of food, deprivation of love, etc.)?
16. Did you continue to go to school if you were sick?
17. As a child, did you immediately go to bed when you got sick?
18. When you were a child, who took care of you during your illness?
19. What will it be like in your new family?
These questions will help in forming the bodily component of the self-concept (the path of sensations) and in determining which
make demands on the unborn child.
Lesson No. 2
I. Group bonding exercises
Exercise "Snowball" - 5-7 min.
For warm-up in the “Mature Fatherhood and Motherhood Training” we chose psycho-gymnastics. Since tension, stiffness and anxiety in anticipation of the approaching birth may increase, and the fear of the need for informal contacts in the maternity hospital increases, classes should begin with exercises, the purpose of which is to reduce tension. Such exercises are claimed to be training in communication skills with the unborn child. You can start with an exercise to develop attention and creative imagination.
Instructions. Group members form a circle. One of the participants begins an action with an imaginary object so that this action can be continued. The neighbor continues this action, so the imaginary object goes around the entire circle.
It is better if the topic is set by the presenter (for example: The whole family is late for work and the child urgently needs to be dressed; The child is crying, the cause of his anxiety must be eliminated.).
II. Self-acceptance exercise Exercise “Sensual awareness” - 15 min.
Goal: 1. Learn to accept information coming from the outside through the senses - smell, touch, vision, hearing, taste (for pregnant women - maternal intuition).
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Irina Fabrikant
Features of parent-child relationships in the family of a preschooler
Education is the process of eliminating personal shortcomings in one's children. A. Chekhov.
Features of parent-child relationships in the family of a preschooler
In modern society they constantly talk about physical, moral, aesthetic, labor, mental education, often forgetting about "started at the beginning" All this, so to speak, comes from family upbringing.
Family- the most intimate team. This is her special, an incomparable attractive force for a person, this is one of the sources of its powerful influence on each of its members.
Raising children is the main parental and civic duty. In the process of upbringing, parents experience both joy and sorrow, and sometimes anxiety - emotions here can be very diverse.
Family education is an extremely subtle and delicate matter, because family is now considered by pedagogy as one of the most influential factors influencing the development of a child’s personality. Influence families is carried out during the period when the child’s psyche is most sensitive and plastic, therefore in education vital importance have the level of moral culture of their parents, their aspirations, family traditions, the whole atmosphere families.
The person is affected families from the day you are born until the end of your life. This means that family education is characterized by continuity and duration. And in this with family no other educational public institute can compare. Of course, the influence families on children at different periods of their lives differently. Natural life itself teaches a preschooler about family, and then the schoolchild to very, very much. Since family upbringing is unthinkable without parental love for children and the reciprocal feelings of children for their parents, it is more emotional in nature than any other upbringing. Family brings together people of different ages, genders, often with different professional interests. This allows the child to fully express his emotional and intellectual capabilities.
Pedagogical value of family education.
Almost 70% of parents of young children tend to overestimate them capabilities, and 25% are underestimated. Only 5% of parents correctly assess the capabilities of their children. Consequently, most of them need the help of specialists in this matter.
Educators should help parents find a parenting style that is appropriate for the child's condition, which focuses on balancing the necessary care and demands placed on the child at different stages of his development.
To provide full assistance to their child, parents need knowledge about features psychophysical development of children preschool age. Parents must accept the child as he is and adequately assess his capabilities and needs.
Mental education in family is carried out primarily in the game (colored collapsible, construction, moving toys, dolls, didactic and story games). While playing, a child acquires sensory standards, learns to observe the surrounding reality, his horizons expand, and his thinking and speech develop.
The child is taught to compare objects by quantity, size, height, weight; form temporal and spatial representations (close - far, below - above, right - left). It is necessary to ensure that all ideas are formed correctly, since it is quite difficult to change a child’s incorrectly formed initial idea. The child is targeted for upcoming learning and develops the desire and ability to learn.
For proper physical education, parents organize a healthy lifestyle for the child. It is useful to use games with ball: dexterity develops, muscles of the whole body are exercised. To strengthen leg muscles and develop coordination of movements, games with skipping ropes, hoops, and cycling are used. Outdoor collective games are useful air: with a ball, rope, at an older age - tennis, volleyball, etc.
Skillful presentation of reasonable, clearly formulated requirements, constant monitoring of the child’s behavior, and proper organization of leisure time foster strong moral habits and qualities.
Labor education also begins in family. It provides the opportunity to lead an independent working life in the future. A child should be accustomed to work as early as possible. The task of parents is to interest and instill in their child love and the habit of work. The easiest and simplest type of labor is self-service (neatness is fostered, cleanliness, neatness). It is necessary to teach the child to take care of family, take part in household work. The child performs some housework duties as separate tasks, while others - constantly. He gets used to doing them without reminders, at a certain time; gradually they become more complex. It is necessary to interest the child in a certain profession, to cultivate respectful attitude towards the work of others, teach how to help yourself or ask for it.
If a child is accustomed to childhood be busy useful work, this habit remains for life. Those children who receive family labor education, grow up more independent, active, hardworking, and consciously fulfill their professional responsibilities.
We can talk about the effectiveness of family education only if the fulfillment of family functions takes place in a favorable family environment, where mutual understanding, friendship, and love reign, the right approach to the child has been found, and the necessary methods and means of education have been determined. We must not forget about the role of traditions families, which have great educational potential used in the formation of moral qualities, aesthetic views, positive traits child's personality. Cement these relationship and family traditions strengthen their influence.
Many of them, as they improve, become rules, norms, and unique unwritten laws. Anyone in life family have events which are traditionally celebrated as family holidays: birthdays, coming of age, obtaining a passport, farewell to the army, marriage, silver and gold weddings, retirement, etc.
In most families, there is a reasonable rhythm of life with certain rules and habits that are commonplace, simple and are carried out as if automatically. On Saturday or Sunday all members families get together over a cup of tea and casually lead conversation: where to relax in the summer, what clothes to buy, for example, for winter, about an upcoming trip out of town, about study, work, etc. Such conversations are one of the traditions families. Other traditions: travel around countries, walks in the forest. Traditions of each families have their own characteristics.
What type of family do you have? relationships?
Adults are obliged to notice and highlight positive traits in a child and thereby strengthen his self-esteem and faith in his abilities; help him avoid mistakes; support in case of failure. But, unfortunately, not in all this is practiced in families.
Four parenting tactics can be distinguished: family and, accordingly, four types of family relationships:
Diktat, which manifests itself in suppression by some members families, mainly by adults, initiative and self-esteem in others;
Guardianship, that is, the system relations, in which parents, providing
by their work satisfying all the needs of the child, protect him from
any worries;
Non-intervention - system relations, built on recognition
opportunities for independent existence of adults and children;
Collaboration - Interpersonal relationships are conditioned by common
goals and objectives of joint activities.
If a child fails to behave as an adult would like, he must help the child understand: why does this happen. It is necessary to show the child that his failure in no way detracts from his personal merits. To do this you need to rely on strengths child, show that you are satisfied with him, demonstrate love and respect, spend more time with him.
The most important basis families is conjugal, parental, filial, daughterly love. Family relationships should also
characterized by warmth special tact, mutual compliance, the desire of everyone to fulfill their duties.
It must be remembered that not one teacher can "artificially" create a friendly, loving, understanding family. Cannot give everything that a child receives and learns in family. And here the responsibility falls entirely on the parents; it is they who set the atmosphere that will prevail in family, then communication and those relationships between family members, which he will remember all his life, and maybe even use when building his own.
Family education is irreplaceable. Everything that the child will receive in family, he will then return it there. We must always remember that the main personality and character traits, manner of behavior and communication - all this is laid down in the process of family upbringing. What kind of children they will be, positive or negative members of society, largely depends on their parents.
Now the words that family education is an extremely subtle and delicate matter are becoming completely proven and meaningful. It is difficult to overestimate its importance for the formation of the child’s physical and mental health. And as you know, raising a child begins before his birth - the situation in family, character relationships spouses directly affects its development.
You shouldn’t shift the education process entirely to preschool educational institutions, after all, they are called upon only to help in raising his child family...
References:
1. Azarov Yu. P. Family pedagogy. - M, 1993.
2. Barkan A.I. His Majesty the Child. - Kyiv, 1988.
3. Grebennikov I.V. Fundamentals of family life. - M., 1991.
4. Kovalev SV. Psychology of modern families. - M., 1988.
5. Kulikova T. A. Family pedagogy and home education. - M.,
6. Makovetskaya G. A., Zakharova L. I. Child and family. - Samara, 1994. 1
7. Tkacheva V.V. Harmony of family relations. - M., 2000.
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INTRODUCTION
CHAPTER I. THEORITICAL ANALYSIS OF THE STUDY OF CHILDREN'S PERCEPTIONS ABOUT THE FAMILY
1.1 Research into the development of preschoolers’ ideas about family in the works of domestic and foreign psychologists
1.2 Features of the formation of attitudes and ideas about the family in children
CHAPTER II. ORGANIZATION OF A STUDY OF PERSPECTIVES ABOUT FAMILY IN SENIOR PRESCHOOL CHILDREN
2.1 Characteristics of the sample and research base. Methodology and research methods
CHAPTER III. EXPERIMENTAL STUDY OF SENIOR PRESCHOOL CHILDREN'S CONCEPTS ABOUT FAMILY
3.1 Study of ideas about the family using the “Image of the Family” conversation method
3.2 Studying the child’s relationship with the family using the “family drawing” test
3.3 Study of parent-child relationships using the method of A.Ya. Varga, V.V. Stolin
3.4 Study of parent-child relationships using the “Six Dolls” method
CONCLUSION
LITERATURE
Introduction
Parents of preschool children are most concerned about how to teach their children to count and write early; and the question of how a child imagines his family and how important this is for future personal happiness is, in a normal situation, often overlooked by both parents and children's specialists. If a child exhibits neurotic symptoms, then, of course, he will be asked to draw a family, compose a story from the pictures (drawing apperception test), however, these techniques certainly give an idea of the various emotional characteristics of the child and are rather vague about how a preschool child sees parental functions in the family. Thus, it is necessary to identify what ideas about parental functions a child of this age develops.
Relevancedue to: The importance of the problem of forming ideas about their family in preschool children. Insufficient representation in pedagogical practice of research on the formation of ideas in preschool children about their family. Analysis research And pedagogical practices allowed identify row contradictions:
Between the need to form ideas about their family among preschoolers and the insufficient use of preschool pedagogy; Between the declared possibilities of interaction between a preschool institution and a family in this process and the lack of corresponding practical developments.
Onbasisidentifiedcontradictionsformulatedproblem:“What is the possibility of using preschool education methods as a means of forming ideas about their family in children of senior preschool age.” It should be defined that the concept of a “normal family” is a family that provides the required minimum of well-being, social protection and advancement to its members and creates the necessary conditions for the socialization of children until they reach psychological and physical maturity. This is a family where the father is responsible for the family as a whole. Druzhinin considers all other types of families where this rule is not followed to be anomalous. The real family is understood as a specific family as a real group and object of study. Druzhinin emphasizes that when mentioning the family as a subject of research, it is necessary to clearly understand what type of family we are talking about. Thus, psychologists study real families from the point of view of their deviations from the norm.
We thought about the problem of how such ideas can be formed and how they can be detected in a preschooler. Human learning is carried out in a sense in two ways: consciously, through the assimilation of verbal information, and unconsciously, in the form of imitation. The second method has much more possibilities, and some things can only be learned by imitation.
L.S. Vygotsky considered imitation the source of the emergence of all specific human properties consciousness and types of activity.
Imitation, or imitation, in preschool children is designated by many psychologists as “identification”; This emphasizes the special focus of the simulation process. The content of imitation, starting from the age of three, is modeling the behavior of an adult. Psychoanalysts argue that the development of the super-ego occurs in the process of identification with parents and the internalization of parental authority. The child moves in his development from the pleasure principle to the reality principle, and the formation of the super-ego is considered a decisive progress in socialization.
Parental behavior in everyday everyday situations is most familiar and accessible to children's imitation. In our culture, acts of parental care for children that are understandable to children are approximately the same in a complete family. Parents ensure that the child’s physiological needs are met: they feed, dress, and put the children to sleep. In addition, they still rest and work. We believe that the child is able to reflect these behavioral acts in his play; if a preschooler does not reflect them, perhaps he has not yet identified these functions of the people around him.
Family- one of the greatest values created by humanity in the entire history of its existence. Society and the state are interested in its positive development, preservation, and strengthening; every person, regardless of age, needs a strong, reliable family. In a number of studies and according to our observations, children have a low level of knowledge about the family, since programs do not pay enough attention to this most important area of the social world.
The main theoretical approaches to the study of preschool children’s ideas about the family are reflected in the works of psychologists (L.A. Wenger, L.S. Vygotsky, P.G. Galperin, O.M. Dyachenko, A.N. Leontiev, A.A. Lyublinskaya, S. L. Rubinshtein and others), teachers (F.S. Blekher, T.I. Erofeeva, A.N. Leushina, T.N. Museibova, Z.A. Mikhailova, B. Nikitin, V.P. Novikova , T.D.Richterman, E.V. Serbina, A.A. Smolentseva, T.V. Taruntaeva, E.I. Tikheeva, etc.
ProcessformationsubmissionsOhisfamilywilleffectiveIf:
Stimulate children's cognitive interest in their family;
Enrich ideas about your family, taking into account its characteristics
Provide active participation children in knowledge of their family (its past and present) and in family traditions.
Create and exhibit mini museums of your family.
Job By formation submissions O his family at seniors preschoolers consists of from three stages:
1. Motivational. The goal of working with children is to stimulate interest in learning about the family. The goal of working with parents is to promote awareness of the urgency of the problem and ways to solve it. At this stage, consultations and conversations were held with parents, an excursion to the Local History Museum was organized, photo exhibitions and newspapers were organized.
2. Activity-educational The goal of working with children is to introduce them to the hobbies and traditions of the family. The goal of working with parents is to develop the ability to identify exhibits for a mini museum. At the 2nd stage, we continued to work with parents, designed family albums, compiled family trees, children’s stories “My Pedigree”, participated in city family competitions, in the city competition “Family Heirloom”, created a book of fairy tales about mother, organized an exhibition of joint crafts of parents and children , a drawing competition about family.
3. Effectively-practical. The goal of working with children and parents: to develop the ability to design an exhibition about their family.
Objectresearch older preschoolers' ideas about the family are presented.
Subjectresearchgivendiplomawork the relationship between the real and ideal image of the family among older preschoolers.
Purposeworkis study of the relationship between images of real and ideal families among older preschoolers. ForachievementsdeliveredgoalsVprogressresearchnecessarywasdecidefollowingtasks:
1. Analyze domestic and foreign authors on the problem of studying preschoolers’ ideas about the family;
2. Draw up a research program, select methods adequate to the goals and objectives of the study;
3. Organize and conduct research into preschoolers’ ideas about family;
3. Analyze the results obtained, identify quantitative and qualitative characteristics and formulate conclusions;
5. Identify the preferences of different groups of preschoolers regarding the models of their ideas about the family.
Research methods:
Drawing test “My family”
Conversation method “Image of family”
“Six dolls” technique
Hypothesisresearch:
We assume that for children of senior preschool age from single-parent and complete families, the ratio of the image of a real and an ideal family will not differ due to their lack of experience and as a result of constructing an image of an ideal family based on ideas about the real family in which they live. In a comprehensive study of family structure, they are considered in complex combination. From a demographic point of view, there are several types of family and its organization.
Depending on the form of marriage:
Monogamous family -- consisting of two partners
Polygamous family - one of the spouses has several marriage partners
Depending on the number of generations in the family:
Complex - several generations of relatives live together in them
Simple - one-generation families, primarily married couples with unmarried children (nuclear families). This is the main cell of population reproduction.
Also highlighted:
A complete family is a family with both spouses; incomplete - if one of the spouses is absent. It is possible to classify families according to the number of persons in the family, including children.
Egalitarian family - a family based on the equality of spouses
CHAPTERI. THEORITICALANALYSISRESEARCHCHILDREN'SREPRESENTATIONSABOUTTO THE FAMILY
1.1 StudyfeaturesdevelopmentatpreschoolerssubmissionsOfamilyVworksfatherlandveinsAndforeignpsychologists
The first scientific direction that placed child-parent relationships at the center of the development of a child’s personality was, as we know, classical psychoanalysis. Psychoanalysis has become the determining direction in the development of basic concepts of child development, in which a key role is given to the problem of relationships between children and parents (E. Erikson, K. Horney, etc.). The theory of attachment has gained the most popularity (D. Bowlby, M. Ainsworth). The central concept in attachment theory is the “internal working model,” which represents the inextricable and interdependent unity of self and other. The child gets to know himself through the mother’s attitude towards him, and the mother perceives him as the source of the attitude towards himself. This complex relationship in the original version was understood as an attitude towards oneself and a close adult, which gives a feeling of security and safety.
In modern research on this issue, there is a reorientation from the study of a child’s self-awareness to the study of his behavior, which is most often described in terms of social adaptation and competence. Attachment is no longer seen as an attitude, but as a strategy for behavior with parents. E. Moss et al., (1998), note a positive correlation between a “secure” type of attachment and school adaptation, harmonious communication in the child-parent dyad. A study by P. Crittenden (1996) showed a direct dependence of the behavioral strategy of schoolchildren and adolescents on the quality of attachment to their mother.
In addition to attachment theory, theoretical models developed by D. Baumrind (1967), as well as E. S. Schaefer, R. A. Bell (1969), are very popular in Western psychology. D.Baumrind proposed a classification of parental behavior styles, including 3 types: 1) authoritative; 2) authoritarian; 3) permissive style; E.S.Schaefer, R.A.Bell developed a dynamic two-factor model of parental attitude, where one of the factors reflects the emotional attitude towards the child: “acceptance-rejection”, and the other reflects the parent’s behavior style: “autonomy-control”. Each position is the relationship of various factors, their interconnectedness. Although these theoretical models were proposed more than 30 years ago, they remain practically the only ones to date that provide a meaningful description of the parental relationship.
Recently, cross-cultural and gender studies have become one of the most common areas of research into DRO. Research in this area has shown that each type of child’s temperament corresponds to a certain parental style of behavior. An interesting study of gender differences in parenting styles was conducted by A.Russel (1998), which showed that mothers are more likely to have an authoritative style, while fathers are more likely to have an authoritarian or permissive style. The authoritarian style is more typical of the parents of a boy, and the authoritative style is more typical of the parents of a girl.
According to the hypothesis, the specificity of the parental relationship lies in the duality and inconsistency of the parent’s position in relation to the child. On the one hand, this is unconditional love and deep connection, on the other hand, this is an objective evaluative attitude aimed at shaping social behavior. The presence of these two opposing principles is characteristic not only of the parental relationship, but also of interpersonal relationships in general.
The originality and internal conflict of the parental attitude lies in the maximum expression and tension of both moments. A responsible attitude, concern for the future of the child, gives rise to an evaluative position of parents, sharpening control over his actions, turning the child into an object of education.
The problem of forming ideas about family among preschoolers was developed in the works of psychologists (L.A. Venger, L.S. Vygotsky, P.G. Galperin, O.M. Dyachenko, A.N. Leontiev, A.A. Lyublinskaya, S. L.L.Rubinshtein and others), teachers (F.S.Bleher, T.I.Erofeeva, A.N.Leushina, T.N.Museyibova, Z.A.Mikhailova, B.Nikitin, V.P.Novikova , T.D.Richterman, E.V.Serbina, A.A.Smolentseva, T.V.Taruntaeva, E.I.Tikheeva, etc.). Analysis of psychological studies allowed us to identify What scientists studied following aspects this problems: features of children's ideas about the family, the genesis of their development, features of the perception of family relationships, psychological functions that determine the formation of ideas about the family. Analysis of pedagogical works allowed us to discover What research were carried out By directions: formation of a system of ideas about the family among older preschoolers, the role of didactic games and activities in the formation of family ideas, pedagogical conditions preschool institutions, ensuring the formation of family ideas.
Already at preschool age, it is vitally important for children to learn to navigate themselves in building interpersonal contacts: to determine, change attitudes, feel their duration (in order to regulate and plan activities), change the pace and rhythm of their actions depending on the availability of time. The level of development of the child will entirely depend on the teacher’s understanding of the functions of the art of forming ideas about family relationships and the skill of using it in the educational process. An analysis of psychological and pedagogical research made it possible to identify the basic fundamental principles of a child’s mental development, which determine the possibility of him learning such categories as “family” and “family relationships” (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, D. B. Elkonin and others). Suchprinciplesspeakers: creative nature of development; sociocultural context of development; sensitivity in the acquisition of language, signs, symbols, sensory standards, objective and mental actions; activity and communication as a driving force of development, a means of training and education; periodization of child development; zone for further development; active action; internalization and exteriorization as a mechanism of development and learning.
Developing pedagogical conditions for the formation of family ideas in preschoolers, we based our research on the principles of active action, sociocultural, and creativity. It was they who provided the true philosophy of cultural pedagogy, which should be a pedagogy of not reactive, but responsible action, which was reflected in the fundamental works of L.A. Wenger, V.V. Davydov, A.V. Zaporozhets, A.N. Leontyev, D. B. Elkonina et al.
The perception of family relationships is a reflection of the objective duration, speed, sequence of phenomena in the reality of family life (D.B. Elkonin). Perception and orientation in family relationships, as psychology claims, develop and are formed on a social basis in the process of one’s life and in the practice of broad connections and relationships. Until now, preschool educational programs have not talked about the properties of family relationships that can be learned by children, and the comprehension of this phenomenon was carried out through the practical activities of the child himself. Our fundamental approach lies precisely in the fact that we are searching for conditions in a preschool institution that would allow children to master family relationships as a universal category that determines the regulation of social relationships
In his works, B.G. Ananiev points out that, like the general nature of the reflection of the surrounding world, the reflection of family ideas appears in two main forms, simultaneously being And steps knowledge: direct (sensual-figurative) And indirect (logical-conceptual). The interconnection and unity of these basic forms of reflection is found in the field of reflection of family relationships in objective reality. This means, based on the sensibility of reflections and orientation in family relationships, the child begins to develop the highest form of orientation and reflection of family ideas - “logical-conceptual” or “theoretical” (in the terminology of B.G. Ananyev).
Traditionally, the main institution of education is the family. What a child acquires in 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. The positive impact on the child’s personality is that no one, except the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, loves him and cares so much about him. 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 fundamental, 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 do so as to maximize positive and minimize negative influences families to raise a child. To do this, it is necessary to accurately determine intrafamily socio-psychological factors that have educational significance.
The main thing in raising a little person is to achieve spiritual unity, a moral connection between parents and child. In no case should parents let the upbringing process take its course and at an older age, leave the matured child alone with himself.
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. (If your child sees that his mom and dad, who tell him every day that lying is wrong, without noticing it themselves, deviate from this rule, all upbringing can go down the drain.)
Each parent sees in their children their continuation, the realization of certain attitudes or ideals. And it is very difficult to retreat from them.
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 a compromise has to be made, it is imperative that the basic requirements of the parties are satisfied. 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.
Children quickly “grasp” what is said and quite easily maneuver between their parents, seeking momentary benefits (usually in the direction of laziness, poor studies, disobedience, etc.).
When making a decision, parents should put in the first place not their own views, but what will be more useful for the child.
In communication, adults and children develop the following principles of communication:
1) Acceptance of the child, i.e. the child is accepted for who he is.
2) Empathy (sympathy) - an adult looks at problems through the eyes of a child and accepts his position.
3) Congruence. It assumes an adequate attitude on the part of an adult to what is happening.
Parents may love a child for no reason, despite the fact that he is ugly, not smart, and neighbors complain about him. The child is accepted for who he is. (Unconditional love)
Perhaps parents love it 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, as it were, rejected, 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). But maybe in a prosperous family (for example, he was not long-awaited, there were serious problems, etc.) the parents do not necessarily realize this. But there are purely subconscious moments (for example, the mother is beautiful, but the girl is ugly and withdrawn. The child annoys her.)
An analysis of pedagogical research related to the issue of familiarizing children with family relationships allowed us to discover that teachers of the past addressed this phenomenon (E.I. Vodovozova, A.Ya. Komensky, M. Montesori, I.G. Pestalozzi, K.D. .Ushinsky, F. Frebel, etc.).
J.A. Komensky in his “Great Didactics” indicated that in the first 6 years of a child’s life the foundation for many subsequent activities should be laid. Defining the content of this basis, Ya.A. Komensky noted that during the period of the so-called Mother’s School” it is necessary to go through “the first steps of chronology” with the child. He pointed out that teaching preschoolers to distinguish between family interactions should be carried out in the form of conversations between parents and children, in which adults explain, show and name the phenomena of the surrounding world in an understandable form. I.G. Pestalozzi, like J.A. Komensky, considered the same amount of temporary knowledge for preschoolers; essential means cognition and elementary learning. According to F. Frebel, the child should learn the first family ideas in the process of activity, in games and classes with didactic material. We see that in foreign pedagogy the authors adhered to a pragmatic approach to children’s mastering of family relationships.
In domestic pedagogy, the problem of forming ideas about the family in children is reflected in the works of E.I. Vodovozova, A.M. Leushina, V.A. Sukhomlinsky, T.A. Richterman, K.D. Ushinsky and others.
1.2 PeculiaritiesformationinstallationsAndpresentedthOfamilyatchildren
Numerous psychological studies show that the perception of a child and attitude towards him is influenced by many factors, among which only some are directly related to the traits of the boy or girl himself. So, the attitude of a parent towards a child is influenced by:
1) Children'sexperiencethemselvesparents. People, having become adults, often unconsciously form relationships in their own families that developed in their parents’ family, and also reproduce those problems that they were unable to solve in childhood. For example, if in childhood a person had a younger brother or sister who “took away” all the love and attention of his parents, then the entire period of growing up can be assessed by him as an “unhappy” period of life, while joy and serenity younger age On the contrary, they may become idealized. Most likely, such a person will unconsciously slow down the growth of his child, consider him “too small,” ignoring the growing need for independence.
2) Unrealizedneedsparents. For some parents (especially mothers), parenting can become the main activity and even the main meaning of life. Then the child himself becomes the only object of satisfying this need. As a result, with age, children naturally move somewhat away from their parents, and other people begin to play a larger role in their lives. Such consequences of growing up are perceived by such parents as a threat to their own well-being, as a result of which they may unconsciously prevent the child from establishing close contacts outside the family, strive to take part in all spheres of their son’s (daughter’s) life, become very upset when he (she) has thoughts or feelings, which he does not want to share, that is, in fact, does not recognize the child’s right to his inner world.
Another need that influences the attitude towards a child is needparentVachievements. Here, two scenarios are possible. The first is when the Parent wants the child to achieve a lot, especially what for some reason he could not achieve himself. A negative result of the realization of such a need is sometimes the choice of an area of achievement that does not correspond to the child’s real capabilities and inclinations. So fathers and mothers can choose, for example, the type of school or types of developmental clubs and sections, based not on the desires, abilities and needs of their child, but actually driven by the desire for him to achieve what they consider important, but what they themselves failed. The child is deprived of the necessary independence, the perception of his inherent inclinations and formed personal qualities is distorted.
Usually, the child’s capabilities, interests, and abilities that differ from those associated with programmed goals are not taken into account. The child is faced with a choice. He can squeeze himself into the framework of parental ideals that are alien to him only in order to ensure the love and sense of satisfaction of his parents. In this case, he will follow a false path that does not correspond to his personality and abilities, which often ends in complete fiasco. But a child can rebel against demands that are alien to him, thereby causing disappointment to his parents due to unfulfilled hopes, and as a result, deep conflicts arise in the relationship between the child and his parents. This situation is discovered quite often in the process of counseling parents, although their true motives may be hidden under a variety of arguments about the prospects and usefulness of this activity for the child.
The second version of the need for achievement is also not uncommon in the modern world, where social success and competitiveness are often almost a measure of human worth. Such relationships are often built in families of successful people who work hard and are accustomed to achieving their goals. Such parents will demand that their child achieve goals, bring things to an end, and will be irritated by manifestations of laziness and inconsistency of their son or daughter. The purpose of their upbringing - to instill organization and determination - is certainly good. However, the persistence with which they achieve it, as well as ignoring the age characteristics of the child and placing excessive demands on him, can negatively affect family relationships and sow eternal dissatisfaction with their son (daughter).
One of basichumanneedsVattachments, can manifest itself in a special way in the relationship between parents and children. If an adult feels too strong a need for a child’s emotional attachment to him, then behind this may be either a fear of loneliness (especially in the absence of other close relationships, for example with a spouse), or the child’s own insufficiently satisfied need for attachment, to some extent “merging.” "with my mother. The results of such a need for a relationship with a child can be increased guardianship on the part of the parent, the need to share all their experiences with the child and the expectation of the same from him. Accordingly, the behavior of a son (daughter) will be perceived as positive or negative depending on whether it provides the parent with a feeling of a strong emotional connection.
3) Personalpeculiaritiesparents. Probably, the effect of this factor is the most difficult to track for many parents, however, with some skill or with the help of a specialist, it is quite possible to realize the presence of certain traits and their impact on the child’s perception.
For example, it is possible to trace the connection between a parent’s anxiety, its manifestation (in the form of caring and protective behavior) and its consequence - suppression of the development of activity and independence of the child.
We often have to deal with the following situation: a parent considers some character traits or habits to be his shortcomings and has a negative attitude towards them. Therefore, if he encounters their manifestations in his child, he reacts to them very emotionally and begins to fight these shortcomings with redoubled force. However, the described case is not the most difficult. It is worse if the parent does not realize or does not acknowledge the existence of some negative traits in himself, but attributes them to the child (sometimes completely unjustifiably) and conducts “military actions” on foreign territory. The extreme consequence of this struggle can even be the emotional rejection of the child (the parent is not able to come to terms with the presence of shortcomings, and therefore never accepts the child for who he is, trying to constantly “improve” him).
The inflexibility of a parent’s behavior and thinking, the habit of acting in different situations according to the same scheme, can lead to conflicts in parent-child relationships. This makes it necessary to “adapt” to the new stage of the child’s age development as he grows. It may seem to such parents that their children have become worse, more stubborn, more willful, more selfish, simply because the old methods of dealing with them are no longer suitable, and it is difficult to develop new ones, this causes tension and irritation in parents from the need for change.
4) Relationshipwithsecondparentbaby. If something in a child resembles someone whom he would like to erase from memory, who inflicted a mental wound, then it is natural that in this case, the parent will perceive completely differently those characteristics of the child that he inherited from the second biological parent. Unfortunately, the described phenomenon quite often underlies a child’s dissatisfaction with a divorced parent, but adults have difficulty understanding the true reason for this rejection. In such situations, it is very important to realize that by “re-educating” the child, “fighting” his shortcomings, you are mainly waging an invisible war in your relationship with your ex-spouse, but you are doing this on the territory of the child, who is not at all to blame for the fact that you they chose such a father (or mother) for him.
5) Circumstancesbirthchild. If parents perceive their child as “sick,” “fragile,” or “defenseless,” then it is useful to remember under what circumstances their baby was born. Often, the fear of losing a child, leading to the described distortion of perception, appears in parents in the presence of such problems as long-term infertility treatment, difficult childbirth and its consequences, the child suffering a serious illness in early childhood, or, on the contrary, the undesirability of the child’s birth, inconsistency of its gender expected or desired, complications in personal life with the arrival of a baby, etc., can lead to emotional rejection of the child. Korytova G.S. Psychological characteristics of intrafamily relationships and their influence on the manifestations of school maladjustment.: Dis. ...cand. psycho. Sci. - Ulan-Ude, 1998. - 166 p.
Of course, the listed aspects by no means exhaust the variety of factors influencing the attitude of parents towards their child. However, they are enough to understand how complex these relationships are and what different components they consist of.
Parental installations, or positions , is one of the most studied aspects of parent-child relationships. Parental attitudes are understood as a system, or a set, of a parent’s emotional attitude towards a child, the parent’s perception of the child and ways of behaving with him. The concept of “parental style” or “parenting style” is often used synonymously with the concept of “position,” although it is more expedient to retain the term “style” to designate attitudes and corresponding behavior that are not associated specifically with a given child, but characterize the attitude towards children in general.
Under style family education should understand most characteristic methods the relationship of parents to the child, using certain means and methods of pedagogical influence, which are expressed in a peculiar manner of verbal address and interaction.
The clinically oriented literature describes an extensive phenomenology of parental relationships (positions), parenting styles, as well as their consequences - the formation of the child’s individual characterological characteristics within the framework of normal or deviant behavior.
Observations and studies on the impact of improper or disrupted parental relationships are convincing and demonstrative. Extreme option violated parental behavior is maternal deprivation. Lack of maternal care occurs as a natural result of living separately from a child, but, in addition, it often exists in the form of hidden deprivation, when a child lives in a family, but the mother does not care for him, treats him rudely, emotionally rejects him, and treats him indifferently. All this affects the child in the form of general mental development disorders. Often these disorders are irreversible.
Thus, children raised in children's institutions without maternal care and affection are characterized by a lower intellectual level, emotional immaturity, disinhibition, and flattenedness. They are also characterized by increased aggressiveness in relationships with peers, lack of selectivity and constancy in emotional attachment to adults (“sticky”, quickly become attached to any person, but just as quickly lose the habit). The long-term consequences of maternal deprivation manifest themselves at the level of personality distortions. In this regard, the variant of psychopathic development described for the first time by D. Bowlby with the leading radical in the form of emotional insensitivity - inability to emotional attachment and love, lack of a sense of community with other people, global rejection of oneself and the world of social relations - attracts attention. Another variant of distorted development in its phenomenology corresponds to the classic type of “neurotic personality” - with low self-esteem, increased anxiety, dependence, obsessive fear of losing the object of attachment. But not only gross violations of parental behavior affect the course of the child’s mental development. Different styles The care and treatment of a child, starting from the first days of his life, is formed by certain features of his psyche and behavior.
WITH. Brody allocated four type maternal relationship.
1. Mothers first type easily and organically adapted to the child's needs. They are characterized by supportive, permissive behavior. Interestingly, the most revealing test of a particular maternal style was the mother’s reaction to toilet training her child. Mothers of the first type did not set themselves the task of accustoming their child to neatness skills by a certain age. They waited for the child to “mature” himself.
2. Mothers second type consciously tried to adapt to the child's needs. The not always successful implementation of this desire introduced tension into their behavior and a lack of spontaneity in communicating with the child. They dominated rather than conceded.
3. Mothers third type did not show much interest in the child. The basis of motherhood was a sense of duty. There was almost no warmth and no spontaneity in the relationship with the child. As the main tool of education, such mothers used strict control, for example, they consistently and sternly tried to accustom their one and a half year old child to the skills of neatness.
4. Mothers fourth type behavior is characterized by inconsistency. They behaved inappropriately for the age and needs of the child, made many mistakes in upbringing, and did not understand their child well. Their direct educational influences, as well as the reaction to the same actions of the child, were contradictory.
According to S. Brody, the fourth style of motherhood turns out to be the most harmful for the child, since the constant unpredictability of maternal reactions deprives the child of a sense of stability in the world around him and provokes increased anxiety. While a sensitive, accepting mother (of the first type), who accurately and timely responds to all the demands of a small child, seems to create in him an unconscious confidence that he can control the actions of others and achieve his goals.
If the mother’s attitude is dominated by rejection, ignoring the child’s needs due to absorption in her own affairs and experiences, the child develops a feeling of danger, unpredictability, uncontrollability of the environment, minimal personal responsibility for its changes in the direction of ensuring a comfortable existence. A lack of parental responsiveness to the child’s needs contributes to a feeling of “learned helplessness,” which subsequently often leads to apathy and even depression, avoidance of new situations and contacts with new people, and lack of curiosity and initiative.
The described types of parental (primarily maternal) relationships are largely initiated by the infant himself, namely by the need to satisfy the basic needs for affiliation (joining) and security. All of them can be located on the “acceptance-rejection” continuum. It is possible to distinguish more complex types of parental attitude, addressed to an older child (3-6 years), where the parameter of educational control begins to act as an important socializing moment.
A.Baldwinsingled outtwostylepracticesparentaleducation -- democratic And controlling.
Democratic style determined with the following parameters: high level verbal communication between children and parents; the inclusion of children in the discussion of family problems, taking into account their opinions; parents’ willingness to help if necessary, at the same time faith in success independent activity child; limiting one’s own subjectivity in the child’s vision.
Controlling style includes significant restrictions on children’s behavior: clear and clear explanation to the child of the meaning of the restrictions, absence of disagreements between parents and children regarding disciplinary measures.
It turned out that in families with a democratic upbringing style, children were characterized by a moderately pronounced ability for leadership, aggressiveness, and a desire to control other children, but the children themselves were difficult to succumb to external control. The children also showed good physical development, social activity, ease of contact with peers, but they were not characterized by altruism, sensitivity and empathy.
Children of parents with a controlling type of upbringing were obedient, suggestible, fearful, not too persistent in achieving their own goals, and non-aggressive. With a mixed parenting style, children are characterized by suggestibility, obedience, emotional sensitivity, non-aggression, lack of curiosity, lack of originality of thinking, and poor imagination.
In a series of studies, D. Boumrin tried to overcome the descriptiveness of previous works by isolating a set of child traits associated with the factor of parental control. Were highlighted three groups children.
Competent-- with steady good mood, self-confident, with well-developed self-control of their own behavior, the ability to establish friendly relationships with peers, striving to explore rather than avoid new situations.
Avoidants- with a predominance of a gloomy-sad mood, difficult to establish contacts with peers, avoiding new and frustrating situations.
Immature- unsure of themselves, with poor self-control, with refusal reactions in frustrating situations.
Author singled out Also four parameter changes parental behavior, responsible for described patterns children's crap.
Parental control: with a high score on this parameter, parents prefer to have a great influence on their children, are able to insist on the fulfillment of their demands, and are consistent in them. Controlling actions are aimed at modifying the manifestations of dependence in children, aggressiveness, developing play behavior, as well as more successfully assimilating parental standards and norms.
Second parameter -- parental requirements , encouraging the development of maturity in children; parents try to ensure that children develop their abilities in the intellectual, emotional spheres, interpersonal communication, and insist on the need and right of children to independence and autonomy.
Third parameter -- ways communication With children V progress educational impacts : parents with a high score on this indicator strive to use persuasion in order to achieve obedience, justify their point of view and at the same time are ready to discuss it with their children, listen to their arguments. Parents with a low score do not clearly and unambiguously express their demands and dissatisfaction or irritation, but more often resort to indirect methods - complaining, screaming, swearing.
Fourth parameter -- emotional support: Parents are able to express sympathy, love and warmth, their actions and emotional attitude are aimed at promoting the physical and spiritual growth of children, they feel satisfaction and pride from the children's success. It turned out that the complex of traits of competent children corresponds to the presence of all four dimensions in the parental attitude - control, demands for social maturity, communication and emotional support, i.e. optimal condition education is a combination of high demands and control with democracy and acceptance. Parents of avoidant and immature children have lower levels of all parameters than parents of competent children. In addition, parents of avoidant children are characterized by a more controlling and demanding attitude, but less warm than parents of immature children. The latter's parents turned out to be absolutely incapable of controlling their children's behavior due to their own emotional immaturity.
From analysis literature should like this way that the most common mechanism for the formation of a child’s character traits responsible for self-control and social competence is the internalization of the means and skills of control used by parents. At the same time, adequate control involves a combination of emotional acceptance with a high volume of requirements, their clarity, consistency and consistency in presentation to the child. Children with adequate parental practices are characterized by good adaptation to the school environment and communication with peers, are active, independent, proactive, friendly and empathetic.
IN. AND. Garbuzov With co-authors allocated three type wrong education, practiced parents children, sick neuroses. UpbringingBytypeA(rejection, emotional rejection) - rejection of the child’s individual characteristics, attempts to “improve”, “correct” the innate type of reaction, combined with strict control, regulation of the child’s entire life, with the imperative imposition of the only “correct” type of behavior on him. In some cases, rejection can manifest itself in extreme form - actual abandonment of the child, placement in a boarding school, psychiatric hospital, etc. In our practical work We noted a similar attitude among single mothers raising natural or adopted children, in families where a child was born “accidentally” or “at the wrong time,” during periods of domestic unsettlement and marital conflicts. Along with strict control of upbringing, type A can be combined with a lack of control, indifference to the child’s life routine, and complete connivance.
UpbringingBytypeB(hypersocializing) is expressed in the anxious and suspicious concentration of parents on the state of the child’s health, his social status among comrades; and especially at school, the expectation of academic success and future professional activity. Such parents strive for multidisciplinary education and development of the child ( foreign languages, drawing, music, figure skating, technical and sports clubs, etc.), however, they do not take into account or underestimate the real psychophysical characteristics and limitations of the child.
UpbringingBytypeIN(egocentric) - “family idol”, “small”, “only”, “meaning of life” - cultivating the attention of all family members on the child, sometimes to the detriment of other children or family members.
The most pathogenic effect of improper upbringing is in adolescence, when the basic needs of this period of development are frustrated - the needs for autonomy, respect, self-determination, achievement, along with the remaining, but already more developed need for support and inclusion (the family “we”).
In the domestic literature, a broad classification of styles of family education of preschool children has been proposed; with character accentuations and psychopathy, and also indicates what type of parental relationship contributes to the occurrence of a particular developmental anomaly.
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Formation of ideas about nature in preschool age. Modeling as a pedagogical technology. Formation of ideas about nature among older preschoolers through the use of modeling. Methodological recommendations for practicing teachers.
course work, added 12/28/2016
Psychological characteristics children with general speech underdevelopment. Consideration of methods for the formation of temporal representations in preschool children. Features of the development of elementary mathematical concepts in children. Implementation of the ideas of museum pedagogy.
abstract, added 11/18/2011
Theoretical foundations for the formation of mathematical concepts in children of senior preschool age. A fairy tale and its possibilities in educating the mathematical concepts of children 5-6 years old. Lesson notes on the development of mathematical concepts in preschoolers.
test, added 10/06/2012
Scientists' views on the concept of counting as a mathematical activity. Characteristics of the stages of development of counting activity of preschool children. Specifics of game teaching techniques. Determining the level of development of quantitative concepts in older preschoolers.
course work, added 11/25/2014
Fundamentals of the formation of elementary mathematical concepts. Methodological recommendations for educators and defectologists on the use of information computer technologies in the process of forming mathematical concepts in older preschoolers.
thesis, added 10/29/2017
Identification and formation of the level cognitive activity older preschoolers. Development of recommendations for the use of collecting in the development of thinking abilities in the family. Systematization and expansion of ideas about collected objects.