V.G. Belinsky “Parents, only parents, have the most sacred duty to make their children human, while the duty of educational institutions is to make them scientists, citizens, members of the state at all levels. But whoever has not become a man first of all is a bad citizen. So let’s work together to make our children human...”
Basis for the introduction of the Federal State Educational Standard National educational initiative “Our New School” Concept of socio-economic development of the Russian Federation until 2020, approved by order of the Government of the Russian Federation dated
Goals and objectives of the implementation of the Federal State Educational Standard Creating conditions for improving the quality of Russian education Education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, proactive, competent citizen of Russia
MAIN GOAL OF RUSSIAN EDUCATION New goal of education New technologies Social contract New educational needs of family, society, and the state Widespread introduction of ICT technologies in all spheres of life Problems of Russia Strategy 2020 Education, social and pedagogical support for the formation and development of highly moral, responsible, creative, proactive, competent citizen of Russia
7 STANDARD AS A SOCIAL CONVENTIONAL NORM IMPLEMENTING THE SOCIAL CONTRACT SOCIETY Safety and health Freedom and responsibility Social justice Welfare STATE National unity Security Human development Competitiveness FAMILY Personal success Social success Professional success
Portrait of a graduate: preschooler - primary school Portrait of a graduate: preschooler - primary school active and creative inquisitive initiative open to the outside world, friendly and responsive positive attitude towards oneself, self-confidence communication skills self-organization and a healthy lifestyle research interest self-regulation responsibility self-esteem respectful attitude towards others, towards a different point of view LEARNING INDEPENDENCE ABILITY TO LEARN
Portrait of a graduate: primary school - basic school Portrait of a graduate: primary school - basic school actively exploring the world, inquisitive, showing an interest in research, friendly, able to listen and hear a partner, able to learn, capable of self-organization, skills of self-organization and a healthy lifestyle, ready to act independently and answer to the family and the school respectful attitude towards others, towards a different point of view SYSTEM “PROB”; PROJECT ACTIVITY selectivity of interests knows how to act with an orientation toward a different position knows oneself, asserts oneself as an adult ready to be responsible to oneself and others knows how to work in a group and individually consciously follows the rules of a healthy and safe lifestyle ready to make choices
Portrait of a graduate: basic school - high school Portrait of a graduate: basic school - high school MASTERING THE FUNDAMENTALS OF SCIENCE IN THE SELECTED FIELD EXPERIENCE OF SUCCESSFUL ACTIVITIES (cognitive, social) is able to act with an orientation towards a different position knowing himself, establishing himself as an adult is able to make independent decisions and bear responsibility responsible for them knows how to work in a group and individually shares the values of a healthy and safe lifestyle selectivity of interests personal professional perspective self-aware as an individual ready to cooperate to achieve a joint result consciously follows the rules of a healthy and safe lifestyle understands the values of education as the basis for future success creative, critical thinker
The family is the main institution of education. What a child acquires from the family during childhood, he retains throughout his entire subsequent life. The foundations of a child’s personality are laid in the family. By the time a child enters school, he or she is already more than half formed as a person.
The family is the first authority on a child’s path to life. Parents constitute the child's first social environment. Parents are the role models that the child looks up to every day. The personalities of parents play a vital role in the life of every child.
Communication in the family Family communication is the attitude of family members to each other and their interaction; exchange of information between them, their spiritual contact; The range of communication in a family can be very diverse. In addition to conversations about work, household chores, the lives of friends and acquaintances, it includes discussions of issues related to raising children, art, politics, etc.
Rules for parents Rule 1. - recognition of the child’s personality and his integrity. Rule 2. - formation of adequate self-esteem. Rule 3. - introducing the child to the real affairs of the family. Rule 4. - develop the child's willpower. Rule 5. - learn to plan. Rule 6. - demand fulfillment of household duties and errands. Rule 7. - teach how to communicate with other children and people. Rule 8. - to form moral qualities: kindness, decency, sympathy, mutual assistance, responsibility.
What is moral education? This is a gradual enrichment of knowledge, skills, and experience. This is the development of the mind. Formation of attitudes towards good and evil. Formation of such personality qualities as ideology, humanism, citizenship, responsibility, hard work, nobility and the ability to manage oneself.
Forms of interaction between family and school: organization of parent meetings, traditionally devoted to the analysis of academic performance, student attendance, acquaintance with subject teachers, participation of children in extracurricular activities, individual meetings of parents and teachers; organizing conversations with parents by phone, reporting in a diary about the failures and achievements of their child; thematic parent meetings aimed at solving common problems and improving relationships between children and parents; developing homework assignments that require children to discuss what is happening at school with their parents or prepare a research project with them; consultations, testing and questioning of parents and children to improve relationships; analysis of children's stories, drawings about family, and other creative objects. organization of conferences, lectures, family clubs for parents Organization of joint projects for children and adults
Before teaching their child to make serious and responsible decisions, to be responsible for their actions, to take care of loved ones, parents must learn to do all this themselves, they must be imbued with a sense of responsibility. Teach your child to care about other people. He will understand that caring for loved ones is necessary, that it can bring joy to him if everything is fine with them.
The role of the family in raising a child(Slide 1)
(Slide 2)
Family is the cradle of a person’s spiritual birth
We are growing together as a family
The basis of the foundations is the parental home.
All your roots are in the family circle,
And you come out of this family into life.
In the family circle we create life,
The basis of the foundation is the parental home.
Traditionally, the main institution of education is the family. What a child acquires from the family during childhood, he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, none of the educational institutions can compare with the family. It lays the foundations of the child’s personality, and by the time he enters school, he is already more than half formed as a person.
The family can act as both a positive and negative factor in education. 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 basic, long-term and most important role in education. Anxious mothers often have anxious children; ambitious parents often suppress their children so much that this leads to the appearance of an inferiority complex; an unrestrained father who loses his temper at the slightest provocation often, without knowing it, forms a similar type of behavior in his children, etc.
In connection with the special educational role of the family, the question arises of how to maximize the positive and minimize the negative influences of the family on the upbringing of the child. To do this, it is necessary to accurately determine intrafamily socio-psychological factors that have educational significance.
(Slide 3)
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.)
Family values in the family:
(Slide 4)
Family communication:
The range of communication in a family can be very diverse. In addition to conversations about work, household chores, the lives of friends and acquaintances, it includes discussions of issues related to raising children, art, politics, etc.
(Slide 5)
Parents' tasks:
(Slide 6)
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, accepts his position.
3) Congruence. It assumes an adequate attitude on the part of an adult to what is happening.
(Slide 7)
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.
(Slide 8)
Types of family relationships
Each family objectively develops a certain system of upbringing that is not always conscious of it. Here we mean an understanding of the goals of education, the formulation of its tasks, and a more or less targeted application of methods and techniques of education, taking into account what can and cannot be allowed in relation to the child. Four tactics of upbringing in the family can be distinguished and four types of family relationships corresponding to them, which are both a prerequisite and a result of their occurrence: dictate, guardianship, “non-interference” and cooperation.
Diktat in the family is manifested in the systematic behavior of some family members (mainly adults) and the initiative and self-esteem of other family members.
Family guardianship is a system of relationships in which parents, while ensuring through their work that all the child’s needs are met, protect him from any worries, efforts and difficulties, taking them upon himself. The question of active personality formation fades into the background. At the center of educational influences is another problem - meeting the child’s needs and protecting him from difficulties. Parents, in fact, block the process of seriously preparing their children to face reality beyond the threshold of their home. It is these children who turn out to be more unadapted to life in a group. According to psychological observations, it is precisely this category of adolescents that produces the largest number of breakdowns during adolescence. It is these children, who seem to have nothing to complain about, who begin to rebel against excessive parental care. If dictate implies violence, order, strict authoritarianism, then guardianship means care, protection from difficulties. However, the result is largely the same: children lack independence, initiative, they are somehow removed from solving issues that personally concern them, and even more so general family problems.
The system of interpersonal relations in the family, built on the recognition of the possibility and even expediency of independent existence of adults from children, can be generated by the tactics of “non-interference.” It is assumed that two worlds can coexist: adults and children, and neither one nor the other should cross the line thus drawn. Most often, this type of relationship is based on the passivity of parents as educators.
Cooperation as a type of relationship in a family presupposes the mediation of interpersonal relationships in the family by common goals and objectives of joint activity, its organization and high moral values. It is in this situation that the child’s selfish individualism is overcome. A family, where the leading type of relationship is cooperation, acquires a special quality and becomes a group of a high level of development - a team.
The style of family education and the values accepted in the family are of great importance in the development of self-esteem.
(Slide 9)
3 styles of family education:
Democratic
Conniving
In a democratic style, the interests of the child are taken into account first. “Consent” style.
With the permissive style, the child is left to his own devices.
A child’s adequate and inappropriate behavior depends on the conditions of upbringing in the family. Children who have low self-esteem are dissatisfied with themselves. This happens in a family where parents constantly blame the child or set excessive goals for him. The child feels that he does not meet the requirements of his parents. (Do not tell your child that he is ugly; this creates complexes that are then impossible to get rid of.)
Inadequacy can also manifest itself with inflated self-esteem. This happens in a family where the child is often praised, and gifts are given for little things and achievements (the child gets used to material rewards). The child is punished very rarely, the system of demands is very soft.
Adequate representation - here we need a flexible system of punishment and praise. Admiration and praise with him are excluded. Gifts are rarely given for actions. Extreme harsh punishments are not used.
In families where children grow up with high, but not inflated, self-esteem, attention to the child’s personality (his interests, tastes, relationships with friends) is combined with sufficient demands. Here they do not resort to humiliating punishment and willingly praise when the child deserves it. Children with low self-esteem (not necessarily very low) enjoy greater freedom at home, but this freedom, in essence, is lack of control, a consequence of parents’ indifference to their children and to each other.
(Slide 10)
4 ways to support conflict situations:
1. Avoiding the problem (purely business communication)
2. Peace at any cost (for an adult, the relationship with a child is most valuable). By turning a blind eye to negative actions, an adult does not help the teenager, but, on the contrary, encourages the child’s negative forms of behavior.
3. Victory at any cost (an adult strives to win, trying to suppress unnecessary forms of child behavior. If he loses in one thing, he will strive to win in another. This situation is endless.)
4. Productive (compromise option). This option assumes partial victory in both camps. We definitely need to go towards this together, i.e. it must be the result of a joint decision.
(Slide 11, 12)
After their parents divorce, boys often become uncontrollable, lose self-control, and at the same time show increased anxiety. These characteristic behavioral traits are especially noticeable during the first months of life after divorce, and by two years after it they are smoothed out. The same pattern, but with less pronounced negative symptoms, is observed in the behavior of girls after their parents’ divorce.
Thus, in order to maximize the positive and minimize the negative influence of the family on the upbringing of a child, it is necessary to remember intra-family psychological factors that have educational significance:
o Take an active part in family life;
o Always find time to talk with your child;
o Take an interest in the child’s problems, delve into all the difficulties that arise in his life and help develop his skills and talents;
o Do not put any pressure on the child, thereby helping him make his own decisions;
o Have an understanding of the different stages in a child's life;
o Respect the child’s right to his own opinion;
o Be able to restrain possessive instincts and treat the child as an equal partner who simply has less life experience;
o Respect the desire of all other family members to pursue a career and improve themselves.
(Slide 13)
Problems of family education:
(Slide 14)
And a few more Rules for parents:
(Slide 15)
A.S. Makarenko wrote:
“If you want good children, be happy.”
(Slide 16)
List of sources:
Family values IN LONG revenue understanding respect love agreement
Communication in the family Family communication is the attitude of family members to each other and their interaction; exchange of information between them, their spiritual contact; The range of communication in a family can be very diverse. In addition to conversations about work, household chores, the lives of friends and acquaintances, it includes discussions of issues related to raising children, art, politics, etc.
The tasks of parents are to create confidence in the child that he is loved and cared for; treat your child at any age lovingly and attentively; constant psychological contact with the child; interest in everything that happens in the child’s life
Principles of communication: Acceptance of the child. Empathy (sympathy) Congruence.
The formula for true parental love is “I love you not because you are good,” but “I love you because you exist.”
Types of family relationships: dictate, guardianship, “non-interference,” cooperation.
Family education style: democratic authoritarian permissive
Ways to support conflict situations: Avoiding the problem Peace at any cost Victory at any cost Productive (compromise option).
Intrafamily psychological factors: Take an active part in family life; Always find time to talk with your child; Take an interest in the child’s problems, delve into all the difficulties that arise in his life and help develop his skills and talents; Do not put any pressure on the child, thereby helping him make his own decisions;
Have an understanding of the different stages in a child's life; Respect the child’s right to his own opinion; Be able to restrain possessive instincts and treat the child as an equal partner who simply has less life experience; Respect the desire of all other family members to pursue a career and self-improvement.
The lack of affection that our children experience; Child abuse syndrome is the behavior of parents towards a child, accompanied by physical, psychological and moral trauma; Problems of family education
Rules for parents Rule 1. - recognition of the child’s personality and his integrity. Rule 2. - formation of adequate self-esteem. Rule 3. - introducing the child to the real affairs of the family. Rule 4. - develop the child's willpower. Rule 5. - learn to plan. Rule 6. - do not demand the fulfillment of household duties and errands. Rule 7. - teach how to communicate with other children and people. Rule 8. - to form moral qualities: kindness, decency, sympathy, mutual assistance, responsibility.
Love and appreciate your Family! A.S. Makarenko wrote: “If you want good children, be happy.”
List of sources Azarov Yu.P. Family pedagogy. M.: Politizdat, 1982 Afanasyeva T.M. Family. M.: Enlightenment, 1985 Dialogues about education: A book for parents / ed. V.N. Stoletova; M.: Pedagogy, 1985 Kovalev S.V. Psychology of the modern family. M.: Education, 1988 Culture of family relationships: Collection of articles. M., 1985 Selevko G.K., Selevko A.G. Find yourself. M.: Public Education, 2001 Education without offense - http://im0-tub-ru.yandex.net/i?id=87920543-38-72&n=21 Don’t hit a child - http://im4-tub-ru. yandex.net/i?id=52867184-21-72&n=21 Beating of children - http://im8-tub-ru.yandex.net/i?id=298518828-51-72&n=21 Family - http://school8mog .besthost.by/index.php?cstart=7& Family school of love - http://900igr.net/kartinki/obschestvoznanie/Semja-1/116-Ljubvi.html
Thank you for your attention!
Parent meeting
Subject: “Family and school. The role of the family in raising a child"
MBOU "Secondary School No. 51" Kasyanova L.E.
Family is the cradle of a person’s spiritual birth
We are growing together as a family
The basis of the foundations is the parental home.
All your roots are in the family circle,
And you come out of this family into life.
In the family circle we create life,
The basis of the foundation is the parental home.
Family values
revenue
ZAIMO
understanding
respect
Love
agreement
Family communication
Parents' tasks
MODELS OF FAMILY EDUCATION
Responsive Families
Materially
Hostile families
Antisocial
Problems of family education
Love and appreciate your Family!
A.S. Makarenko wrote:
“If you want good children, be happy.”
Formula for true parental love
“I love you not because you are good”,
and “I love you because you exist.”
Attitude towards the child
Honest attitude
Fair treatment of the child
What should you avoid?
A child is a mirror of the family; Just as the sun is reflected in a drop of water, so the moral purity of the mother and father is reflected in the children. V.A. Sukhomlinsky
A child learns what he sees in his home, who is rude in front of his wife and children, who loves the tongue of debauchery, let him remember that he will more than receive from them everything that he teaches them.
Slide 2
Family is the most important thing in life for each of us. These are close and dear people, those whom we love, from whom we take example, whom we care about, to whom we wish goodness and happiness. Parents were and remain the child's first educators. Raising a child in a family is a complex social and pedagogical process. It includes the influence of the entire atmosphere and microclimate of the family on the formation of the child’s personality. Family education is a system of upbringing and education that develops in the conditions of a particular family through the efforts of parents and relatives. Family education is a complex phenomenon. It is influenced by: heredity and biological (natural) health of children and parents, material and economic security, social status, way of life, number of family members, place of residence of the family (place of home), attitude towards the child.
Slide 3
You and I are growing up in a family circle. The foundation is the parental home. All your roots are in the family circle, and you come into life from this family. In the family circle we create life, the basis of the foundation is the parental home. Communication in the family Family communication is the attitude of family members to each other and their interaction; exchange of information between them, their spiritual contact; The range of communication in a family can be very diverse. In addition to conversations about work, household chores, the lives of friends and acquaintances, it includes discussions of issues related to raising children, art, politics, etc.
Slide 4
creating confidence in the child that he is loved and cared for; treat your child at any age lovingly and attentively; constant psychological contact with the child; interest in everything that happens in the child’s life
Slide 5
“I love you not because you are good,” but “I love you because you exist.” Problems of family education The lack of affection that our children experience; Child abuse syndrome is the behavior of parents towards a child, accompanied by physical, psychological and moral trauma;
Slide 6
IN LOAN revenue understanding respect love agreement
Slide 7
and the work team, and moral support, and higher human affections (love, friendship), and a space for relaxation, and a school of kindness, and a diverse system of relationships with parents, brothers, sisters, relatives and friends, morals and tastes, manners and habits, worldview and beliefs, character and ideals... The foundations of all this are laid in the family.
Slide 10
the child receives the basics of knowledge about the world around him, and subsequently the culture itself.
Slide 11
The child’s ideas about good and evil, about decency, about respect for material and spiritual values are formed.
Slide 12
with close people he experiences feelings of love, friendship, duty, responsibility, justice.
Slide 13
Rule 1. - recognition of the child’s personality and his inviolability. Rule 2. - formation of adequate self-esteem. Rule 3. -involving the child in the real affairs of the family. Rule 4. - develop the child's willpower. Rule 5. - learn to plan. Rule 6. - demand fulfillment of household duties and errands. Rule 7. - teach how to communicate with other children and people. Rule 8. - to form moral qualities: kindness, decency, sympathy, mutual assistance, responsibility.
Slide 14
Slide 15
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Slide 21
Slide 22
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Slide 24
Thus, a child in a family is an inexhaustible source of vital impulses and emotional stimulants for parents. And the desire to develop in your child abilities that will help him enter a new life painlessly encourages adults to constantly work on themselves. It is not for nothing that many great teachers believed that family education is, first of all, the self-education of parents: it is very difficult to instill in a child those qualities that you yourself do not possess, and to wean them from those that you constantly demonstrate.
Slide 25
Once upon a time there lived a family. She was not simple. There were more than 100 people in this family. And she occupied the whole village. This is how the whole family and the whole village lived. You will say: so what, you never know there are many big families in the world, but the fact is that the family was a special world, and harmony reigned in that family and, therefore, in the village. No quarrels, no swearing, no, God forbid, fights and strife.
Slide 26
Rumors about this family reached the very ruler of the country. And he decided to check whether people were telling the truth. He arrived in the village, and his soul rejoiced: all around was purity, beauty, prosperity and peace. Good for children, calm for old people. The lord was surprised. I decided to find out how the villagers achieved such harmony, and came to the head of the family; Tell me, how do you achieve such harmony and peace in your family.
Slide 27
He took a sheet of paper and began to write something. I wrote for a long time. Apparently, he was not very good at reading and writing. Then he handed the sheet to the bishop. He took the paper and began to sort out the old man’s scribbles. I took it apart with difficulty and was surprised. Three words were written on paper: LOVE, FORGIVENESS, PATIENCE. And at the end of the sheet: A hundred times LOVE, A hundred times FORGIVENESS, A hundred times PATIENCE.
Slide 28
Slide 29
A.S. Makarenko wrote: “If you want good children, be happy.”
Slide 30
Rivina E.K. Introducing preschoolers to family and ancestry. M.: Mosaic - Synthesis, 2008. Vetokhina A.Ya. Parent meetings in the context of the transition to the Federal State Educational Standard. From: “Teacher” 2014. Dialogues about education: A book for parents / ed. V.N. Stoletova; M.: Pedagogy, 1985 Kovalev S.V. Psychology of the modern family. M.: Education, 1988 Culture of family relationships: Collection of articles. M., 1985 Selevko G.K., Selevko A.G. Find yourself. M.: Public Education, 2001 Education without offense - http://im0-tub-ru.yandex.net/i?id=87920543-38-72&n=21 Don’t hit a child - http://im4-tub-ru. yandex.net/i?id=52867184-21-72&n=21 Beating of children - http://im8-tub-ru.yandex.net/i?id=298518828-51-72&n=21 Family - http://school8mog .besthost.by/index.php?cstart=7&
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