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“Social and pedagogical activities with a large family in a preschool educational institution”
Introduction
Chapter I. Large family as an object of study in works of domestic and foreign research
Chapter P. Conditions and ways to optimize relationships in a large family
2.2 Independence as a personal quality and a factor in positive relationships between children in a large family
2.3 Results of classes on the program for reducing anxiety in children
Conclusion
Bibliography
Applications
Introduction
Relevance of the topic.
Currently, the problem of the socio-psychological well-being of children in family and preschool acquires particular relevance, as it is one of the most important components of the state policy of preserving the health of the nation.
The current situation in Russia (economic crisis, increased social and political tension, interethnic conflicts, growing material and social polarization of society, etc.) has aggravated the position of the family among the main trends of transformation that the modern family is undergoing: changes in family functions, reduction in size, change type of leadership. The collapse of the normative system of parenthood with many children has led to widespread norms of small children.
IN modern conditions a family with three or more children is classified as a large family.
At first glance, the most pressing problem of a large family is the problem of the economic plan, the family budget. However, there are no less important questions related to the problem of relationships in the family.
Data from modern psychology and pedagogy say that it is better for a child if he is not alone - he has a better chance of avoiding childhood autism, neuroses, fears, unhealthy egocentrism, and self-obsession. However, raising several children in a family is not as cloudless as it seems at first glance. Having many children can also be a risk factor for the mental health of children in the family, since rivalry and negative attitudes towards each other can develop between them, the consequences of which negatively affect the personality of the children.
In a family where children’s relationship problems arise, parents solve them in their own way, or do not make any effort to improve their communication. As rightly noted by many research scientists (G.T. Hometauskas, Adele Faber, A.Ya. Varga, V.N. Kotyrlo, V.G. Nechaeva, etc.), the main reason for children’s negative relationships is the wrong position in in relation to children is the wrong position in relation to children of the parents, which determines the type of upbringing in the family.
Purpose of the study- identify the influence of a child’s independence on his relationships with other children in the family.
Object of study- children from large families.
Subject of study-- the process of relationships and the formation of independence of children in large families.
Hypothesis- in a large family, positive relationships between children are established if:
the parents' position is based on humanity and love;
favorable relationships between parents and children have been established;
Real conditions have been created for the formation of children's independence.
Marital relations are one of the main factors influencing the psychological microclimate in the family. Consequently, they determine the style of upbringing and the nature of the parent-child relationship system. This system, in turn, determines the characteristics of another system of relations in the family - “child - child”.
We consider the next reason that determines positive relationships between children to be the subjective activity of the child’s personality, presented in the form of independence. Without everyone's independence it is impossible living together people, their life, work, economic, cultural relations. Independence allows a person to establish truly humane relationships with other people, based on mutual respect and mutual assistance.
Research objectives:
Theoretically substantiate the socio-psychological analysis of the family as the basis for the socialization of children.
To study the features of the relationships between the children's community in a large family.
Determine the conditions and ways to optimize relationships in a large family.
Basic research methods:
1. Analysis of psychological, pedagogical, social and pedagogical works on the research topic.
Observation.
Testing.
Chapter I. Large family as an object of study in the works of domestic and foreign researchers
1.1 Socio-psychological analysis of a large family
The family, according to scientists, is 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.
The current situation in Russia (economic crisis, increased social and political tension, interethnic conflicts, growing material and social polarization of society, etc.) has aggravated the situation of the family. For millions of families, conditions for the implementation of social functions have sharply worsened. Problems Russian family come to the surface and become noticeable not only to specialists.
This is a drop in the birth rate, an increase in mortality, a decrease in the marriage rate and an increase in the divorce rate, an increase in the frequency of premarital sexual relations, an increase in the frequency of early, very early, as well as out-of-wedlock births. This is an unprecedented increase in the number of abandonments of children and even their murder, and an increase in emotional alienation between family members. There is no shortage of listings of family problems and interpretations of their causes and consequences.
Also, the system of family education represents significant changes and today we have to note that the destruction of the family in the traditional sense is aggravated by the problems of family education for a number of reasons:
families with one child or few children have been around for many generations. Growing up in such conditions, children do not receive practical skills in raising and caring for younger brothers and sisters;
young families have the opportunity to separate from their parents. The influence of the older generation is declining, their life experience and wisdom remain unclaimed;
The traditions of folk pedagogy have been completely lost, according to which it is believed that it is necessary to raise a child while he is small, and “lies across the bench, and not along”;
the ongoing urbanization of society has increased the anonymity of communication between children and adults, especially in large cities;
complications of family education due to worsening social and economic difficulties (low wages, unemployment, etc.);
hypertrophied politicization, when parents are addicted to watching television programs of a different nature, and spend more time communicating with children, i.e. There is no time left for their upbringing.
The collapse of the normative system of parenthood with many children ultimately led to the worldwide spread of norms of small children, when the presence of three or more children in a family is considered deviant.1
The problems of large families seem to fade into the background; This does not mean economic problems, but problems of intra-family emotional well-being.
Of great importance for the educational potential of a family are such components as the educational level of the parents, general culture, pedagogical activity, the ability to establish good relationships with everyone around, the structural type of the family, the age of the father and mother.
It cannot be emphasized enough that the family atmosphere - the relationship between family members - values and parental ties create the initial, decisive environment in which the child’s personality is formed. From experience family life it establishes an idea of oneself, of others, and of the world around us as a whole. This atmosphere shapes the child’s own values, provides him with a sense of security (or insecurity), and a sense of self-worth.
It should be noted that the difficulties experienced by the family, in particular of a social and psychological nature, are closely intertwined and interacting, affecting the educational process. And these difficulties include problems family relations, financial difficulties, lack of life experience and teaching skills. Pedagogical failures of calm tension lead to loss of patience, endurance, and affect the stability of the family.
All children, to a greater or lesser extent, are influenced by the family atmosphere formed parental relationships. Through them, he is introduced to the assimilation of the cultural heritage of his people. Trouble in family upbringing is, first and foremost, an undeveloped relationship between the mother and father of the child. There is no greater threat to the family and harm to the health of the child than his negative feelings. Marital relationships form a certain position - emotional relationships towards a son or daughter, a view on his (her) upbringing. Parental position is one of the most important factors influencing the formation of a child’s personality. It reflects the feelings that his parents have for each other.
The reduced emotional tone of the father and mother, frigidity (inflexibility) of the relationship with the child, emotional “deafness,” and concentration on one’s own experiences have a destructive effect. All taken together creates in the child a feeling of distrust of adults, his own uselessness, and forms a conflict type of personality.
Lacking pedagogical knowledge, parents, in order to achieve obedience, resort to ineffective measures of influence, such as lectures, threats, and punishments.
In the attitude of parents to children, one can also note a lack of meaningful communication. Impulsivity, categoricalness, and labeling, the desire to instantly achieve a positive reaction to one’s actions, to get an (imaginary) result - creates an incomplete set of family education methods.
Many outstanding teachers wrote about the importance of humane education (V.A. Sukhomlinsky, N.K. Krupskaya, A.S. Makarenko, etc.). The problem of empathy (sympathy, empathy), emotional well-being is actively discussed by modern researchers. However, inertia, reluctance to think deeply, to grieve about their influence on upbringing, puts children in a dependent position on the will and mood of their parents.
For raising children, the personal example of parents is of great importance. The main mistake, wrote L.N. Tolstoy, is that they take on raising children without bothering themselves with self-education.
Intrafamily ties in a large family, as is known, include marital relationships, parent-child relationships and relationships between children.
Great difficulties in the educational process of a family with several children are associated precisely with the establishment of friendly relationships between them.
The particular importance of intrafamily relationships and family microclimate for raising children was noted by many Russian researchers. So P.F. Lesgaft emphasized that the condition for family life helps the child to realize his involvement in the human race, to join the spiritual values of the people, their language, rights, and leave an indelible mark on his entire future existence. Family life, as A.N. Ostrogorsky wrote (1989), has the same meaning for a child as social life does for adults. Children try their strengths and capabilities first of all in the family, and then in communicating with children and adults outside the home.
The atmosphere of the family, the entire family structure influences the child. The communication experience gained in the family is very important. It largely determines the well-being of the preschooler’s relationships with the people around him.
The influence of intrafamily relationships on the formation of a child’s social experience is evidenced by the work of modern psychologists, teachers and the practice of family education (A.Ya. Varga, V.K. Kotyrlo, A.S. Spivakovskaya, V.Ya. Titirenko, etc.).
In the studies of T.V. Antonova, O.M. Gostyukhina, G.A. Repina, R.A. Smirnova et al. studied various aspects kindergarten. Thus, in the works of A.A. Royak (1974, 1988) identified the reasons causing difficulties in children’s relationships with each other, and showed some ways to correct undesirable relationships. T.V. Antonova (1983, 1987) developed methods for regulating peer relationships through their communication. V.R. Lisina (1994) shows the teacher’s capabilities in overcoming the child’s situational discomfort caused by dissatisfaction with relationships in the kindergarten group.
In order to present a picture of children's relationships in a large family, we will consider the socio-psychological characteristics of children's groups.
A large family is a personal microenvironment for a child. The specific feature of the personal microenvironment is not so much its limitations as the decisive circumstance that the child actively interacts with it, acquires his social experience here, and emotionally experiences his relationship with the component of its model. The personal microenvironment of a child, in our case a large family, represents the unity of two main socio-psychological subsystems: initially it is the “adult-child” subsystem, to which the “child-child” system is connected at a certain stage of ontogenesis.
In a large family, the “child - child” system is implemented in the manner of brothers and sisters. But as we have already noted, the “adult-child” (or “parents-children”) system suggests acting on this connection.
The analysis of the genesis of relationships in the “child-child” system must begin with a consideration of the initial, initial “adult-child” system. It is in this that the need for communication arises and receives an incentive for development and self-development, which appears to be decisive in the motivational-need sphere of interpersonal relationships.
How and when does a child’s relationship and communication with an adult arise? This question is not as simple as it seems at first glance, and the stereotypical answer: “from the moment the child is born” is inaccurate from our point of view. The fact is that the attitude of the mother (and other significant adults) towards the child arises before his birth. This attitude is associated with the content of a complex of relevant socio-psychological standards, standards and stereotypes in the field family traditions and individual attitudes regarding socially approved norms mother's love, caring for children, responsibilities associated with them, etc. Thus, even before birth, the mother predicts her future attitude towards him. In this case, we can talk about the presence of a relationship without corresponding implementation in the process of communication.
A new stage in the development of the mother's relationship with the child begins in the prenatal period. Here the very nature of the relationship changes significantly - actual experiences appear associated with bearing a child, and with its movements felt for the first time, and with the expectation of childbirth. In the process of prenatal development, the child is already in close communication with the mother, who, of course, is of a purely physiological nature. Relationships in the “adult-child” system continue to remain one-sided even in the first two months of a newborn’s life. Mother's relationship with child this period does not yet find a proper psychological response on his part. The baby is already communicating with his mother, but this communication is purely operational. In this case, we observe the phenomenon of communication without a subjective psychological attitude.
Gradually, the objective need for an adult begins to be reflected in the form of experience, and from this moment we can talk about the emergence of a need for communication, which acts as a biologically and socially appropriate subjective correlate of this need. From our point of view, L.I.’s hypothesis is quite applicable to the development of the need for communication. Bozhovich about the genesis of human spiritual needs. Apparently, the need for communication, as well as the need for new impressions, which L.I. speaks about. Bozhovich, refers to such a qualitatively new form of need, “when a person understands not the need for something, not a lack, but the desire for a new experience - for mastery, achievement. Thus, mental spiritual needs become unsaturated and acquire the possibility of self-movement.” 1
Bozhovich L.I. Problems of personality formation. Ed. D.I.Feljteina.M.: Publishing house "Institute of Practical Psychology". Voonezh. 1997
In the third month of life, this need is clearly expressed in the activity of a direct emotional relationship with adults (“revitalization complex”), which, according to D.B. Elkonin, represents the leading activity of the baby.
From the moment when communication acquires a two-way character, the “mother-child” system, from a socio-psychological point of view, becomes a “small group”, i.e. relatively constant, necessarily, in which direct interpersonal communication is carried out, significant for its members. It is here that the child acquires that socio-psychological experience, which at a new stage leads to an expansion of his social circle, extends to other significant adults, and, what is especially important for us here, to other children, thereby contributing to the emergence of the “child-child” system.
The most general socio-psychological pattern of relationships between children is the formation of a small group, which is a universal system of direct interpersonal communication.
A small group represents a natural and non-subjective socio-psychological substrate of the collective. And in this regard, in our case, the relationship of children in a large family can be considered as an intragroup process of a small group in a team.
Let us move on to a brief description of some more specific socio-psychological patterns in the functioning of groups of children at different age stages. Let's start with an analysis of the structural and dynamic characteristics of relationships in the group.
Man's selective attitude towards other people arose in the early stages of ontogenesis. The “unrestrained sociability” of a two-month-old baby, who emotionally reacts positively to the appearance of any adult in the field of view, already from 4-5 months gives way to a selective attitude: the first, but at the same time fundamental, differential “us” and “stranger” appears.
In a group of children, this selectivity gives rise to a number of phenomena that have the character of general socio-psychological patterns that manifest themselves at all age stages. These primarily include the status structure of the group, its differentiation into members occupying different premises. At any age stage in the group there are people who enjoy the favor (sympathy) of many children and occupy, from this point of view, a “higher” position, and there are also those who occupy a “average” position or below average. There may be people in the group who do not enjoy the sympathy of other members or who arouse antipathy towards themselves, due to which they find themselves in a kind of psychological isolation.
The general nature of the status structure is expressed in the fact that the extreme sociometric categories (leaders and outcasts - outsiders) are always smaller in number than the average (accepted). An age trend is also revealed: the number of people in extreme status groups increases with age. Apparently, this is explained by increased selectivity in interpersonal relationships.
Based on the fact that children in a large family represent a small group,” it is necessary to highlight the features of their relationships.
1.2 Features of children's relationships in a large family
This aspect of relationships in a large family has been little studied. Therefore, in our work we proceed from the works of G.T. Homentauskas.
Relationships in the family are defined as the form and condition of coexistence of relatives (parents and children). With the help of relationships, the functions of the family are realized. The nature of relationships in the family is influenced by several factors: traditions of family communication, the socio-economic state of society and its moral and psychological atmosphere; the degree of dependence of family life on society; type of family, its composition, structure, mental and personal properties of family members; the degree of their compatibility and conflict. Thus, we can conclude that relationships in the family are influenced by both external and internal factors.
In this case, we include large families as internal factors.
Popular literature notes that a large family is more stable than one or two children: children strengthen the marital union and exacerbate marital debt. A large family provides a real opportunity for constant communication between people of different sexes, of different ages, the possibility of developing such character qualities as selfishness, selfishness, and laziness is reduced. The diversity of interests, characters, and relationships that arise in such a family is fertile ground for the development of children and for improving the personality of parents.
In a large family, children have a better chance of avoiding childhood autism, neuroses, fears, unhealthy egocentrism, and self-obsession. But having many children can be a risk factor for a child's mental health.
Relationships between children in a large family can be negative; Children develop rivalry, aggressiveness, negativism, etc.
The attitude of parents towards children, which we presented in the socio-psychological characteristics of children's groups, has a huge impact on the attitude of children among themselves. As we have already noted, the “adult-child” relationship is a determining factor in the motivational-need sphere of interpersonal relationships between children.
The educational influence of the surrounding group of children in a large family has specific features. It doesn’t take extensive research to understand and admit that children in such a family spend much more time with each other than with either parent.
They act for each other as an inexhaustible source of developmental stimuli (older for younger). Internal relationships in such a children's group are built on the characteristics of each person's behavior and temperament and on a number of other factors that were indicated earlier.
The attitude of children towards each other and the attitude of parents towards them change with the age of the children. But one thing remains unchanged - the order of birth.
A characteristic feature of such a children's group is also a certain constancy and commonality of living conditions. They are children of the same parents, they have the same relatives, witnesses of the same family events, live among the same things. They have once and forever, at least formally, fixed the position of everyone in such a children's group. A group of siblings is characterized by the fact that one child acts as a partner to the other rather than either parent or adult. It is natural that many conflicts arise between children, since their interests and needs are “close”, but, of course, not identical.
But at the same time, their “partnership” is the source of many socially positive situations and trends. Here “co-learning”, “co-play” and “cooperation” are formed.
The next feature is that children have to share the attention of their parents and much more, thereby they learn, to a certain extent, to be polite and receptive.
Children form the idea that I am me; in a large family, the consciousness very quickly arises that we exist - children, brothers, sisters. In addition, life in a children's group very effectively contributes to the so-called differentiation of personality. A child in a family wants to do what the other one does, be able to do what the other one can do, etc. but on the other hand, each of them with the same tenacity defends something of their own, wants to be able to do something different, do something different. Wants to be himself, and not just the elder or younger brother. He wants to please his parents, to impress other children with something of his own, special, and not just because he is the brother or sister of someone who, as an example, constantly looms in front of him, or how to pamper him by stepping on his heels. This is where the root cause of children's rivalry lies. It can be natural and healthy in its own way if parents can support and guide it so that no one is left out or humiliated. But competition can bring negative results if left unchecked.
Rivalry and competition between children in a family is such a widespread phenomenon that some psychologists and psychiatrists consider it inevitable. Or a general pattern is noted: the greater the gap in years, the less competitive relations are manifested, and vice versa - the less the children’s ages differ, the more intense their rivalry.
G.T. Homentauskas notes that the relationship of children depends on the attitude of parents towards children. Even towards an unborn family member, if the parents’ behavior is corrected, another child may result in jealousy and an aggressive attitude towards an imaginary competitor, which can certainly become a reality if nothing changes in the family.
Such feelings are more or less familiar to all first-born children, but not everyone has the same intensity. And moreover, they are not always negative, since they have a certain psychological meaning - they encourage the child to search for new forms of behavior in the family. They can help overcome selfishness, direct the child’s energy to assert himself in more mature ways of communicating with parents, etc. however, when negative feelings are too intense, they can cause deep psychological problems. To make up for emotional relationships (lack of love and attention from the mother), the older child may show repression. Children thus strive to understand what is happening through role-playing.
To achieve psychological benefits (a feeling of significance, being loved), older children set themselves various socially significant goals. But this can also lead to various behavioral disorders and a feeling of inferiority if youngest child overtakes him in a certain situation that is significant for both.
The birth of the second and subsequent children in the family brings less trouble than the firstborn. Thus, these children find themselves in a calmer, more stable family atmosphere. But these children face different, less difficult circumstances. Studies show that the mother talks less, does less, or partly this is compensated by the older child - on his own initiative or at the insistence of the parents.
G.T. Homentauskas, analyzing the rivalry between children, gives the following psychological scenario of competition: first, the older child seeks to show his superiority to his parents, the baby and himself in one of the areas that is significant to him - in strength, in neatness, in knowledge, in creativity, etc. Such the aspirations of the elder determine the feeling of inferiority of the second child and at the same time determine his intense desire to surpass the elder. The younger's competitive attitude does not go unnoticed by the first-born, and he tries even harder to show his superiority. This creates a vicious circle of ever-increasing competitive relationships between children.
This behavior of children is encouraged from within by a certain internal attitude: “I am valuable according to how much more I achieve than other people around me.” Such a “sporty” understanding of oneself among other people leads, on the one hand, to an intense desire to achieve more and more; on the other hand, to the fact that the very process of creativity, study (or other sphere on the basis of which competitive relations have developed) is devalued, while the very fact of “victory” becomes valuable. The competitive attitude wears out kids, but most importantly, it leaves them with no finish line. The current scenario can last a lifetime and can cause tension and dissatisfaction with oneself.
In addition, this attitude often becomes a philosophy of life that justifies unceremonious treatment of other people and moral standards.
Competitive relationships between children of the same family, as a rule, have direct or indirect encouragement from parents. One of the mechanisms of such support is increased attention and love for the child as a reward for some achievements. Rivalry is especially intensified if at the same time parents compare children to each other, and later - the perception of the world as an arena of struggle.
In order to navigate the complex relationships of children in the family, Homentauskas proposes an ecological diagram of the family, which, he believes, emphasizes the close connection between the relationships of children and the attitude of parents towards children.
The family for each of its members is a certain living space in which most of the life of each of them takes place. In it, everyone strives to satisfy their needs, realize themselves, develop themselves and at the same time be in close connection with all family members. This “ecological system” is characterized by the fact that the inconsistency of psychological needs and the mutually exclusive ways of satisfying them lead to the disintegration of the family.
Figuratively speaking, each family member occupies a certain “ecological niche”, i.e. performs certain functions necessary to maintain the balance of the system.
And thus, each child occupies a certain position, status in the interpersonal relationships of children. In a large family, children choose different, individual paths of behavior, which are built on the basis of a subjective, subconscious assessment of what is happening around them. Already at the end of the first and at the beginning of the second year of life, the child becomes a real “expert” of his parents. In families with serious problems in relationships, personal deviations of parents, such forms of behavior of children and impacts on parents are observed that have a negative impact on the development and relationship of the child with other children (illness, aggression).
There are scientific arguments in favor of the fact that a tolerant, to some extent condescending attitude towards the paths of personality development is one of the factors in the mental health of a developing person. Intolerance to the individual, creative manifestations of a child will, as a rule, lead to distorted attitudes towards others, protest, negativity, and often to mental disorders.
Parents must be sympathetic to the various and diverse manifestations of the child’s personality, must have the ability to perceive and love their children as they are. This gives children a chance to find acceptable, non-competitive positions in relation to each other, and maintains emotional contact between parents and children. In raising children, it is not direct manipulation through strict restrictions that is more effective, but faith in the child’s self-developing power and the development of his independence. This is the basis for small man he himself understood the world around him so that he could become a strong person, ready for any difficulties in life.
Thus, we come to the conclusion that the following factors influence the nature of the relationships between children in a large family:
marital relations;
the position of parents, expressed in the style of education;
the age of the children themselves;
personal qualities of children.
Quarrels between children in the family are contradictory in their significance for the formation of children’s personalities.
On the one hand, they strengthen character and act as a subjective experience for children. Quarrels between children in a family cannot be avoided. But they can be considered natural and normal only if they are not based on the motive of betrayal.
Negative relationships between children, in the absence of the correct position of parents and the positive personal qualities of the children themselves, can take hold and accompany them throughout their lives, causing various internal personality conflicts and affecting relationships with other people.
Deviant behavior requires special correction from parents and teachers.
1.3 Independence as a component of the development of self-organization of children in a large family
We imagine self-organization as an activity aimed at searching and creatively transforming reality, as high adaptability, and active mobilization of the individual’s internal resources. In psychology, human activity is considered as internal (mental) and external (motor) activity, regulated by a conscious goal.
Based on the above, we present autonomy as the starting point. The launching pad for the formation of self-organization as a whole, which is in close connection with the subjective activity of the individual.
We consider one of the common factors of positive communication between children to be “subjective personality activity,” presented in the form of independence—a quality that is undoubtedly necessary for the development of a child’s personality. We assume that independence, acting as a personal factor, can determine the positive relationships of children in a large family.
Fostering independence is an integral requirement of today's reality, and presupposes the formation of purposefulness, independence, breadth of views, thinking, flexibility of mind and actions, entrepreneurship and a sober analysis of phenomena and situations occurring in life.
B.G. spoke about the active role of man himself in the process of life. Ananyev, P.T. Blonsky, L.S. Vygotsky, A.V. Zaporozhets, A.I. Leontyev, A.R. Luria, S.L. Rubinshtein, A.A. Smirnov et al. If the problem of human activity has been studied for a long time, the subject himself, organized and controlled by him, has become the subject of study recently.
A.K. is closely studying this problem. Osnitsky. From his point of view, a child cannot be the author of his own activity.
The personal development of a child begins at birth and ends after graduation with the acquisition of socio-psychological independence and independence, as well as a sense of inner freedom characteristic of a highly developed personality. In childhood, the main motivational, instrumental and stylistic personality traits are formed. The first relate to the goals and objectives that he sets for himself, to his basic needs and motives of behavior. Instrumental traits include a person’s preferred means of achieving appropriate goals and satisfying current needs, while stylistic traits relate to temperament, character, modes of behavior, and manners.
As the child grows, after his primary physiological and socio-psychological connections with his mother and with other people who replace and complement her in childhood are broken, the child develops a desire for personal independence and personal freedom. The successive steps in realizing this vital aspiration are as follows: physical independence (separation of the child from the mother’s body); physiological independence (the emergence of the ability to independently satisfy one’s organic needs); psychological independence is freedom, understood as a person’s ability to think and act completely independently, in accordance with the internally accepted principles of his own autonomous morality.
Independence is one of the leading qualities of a person, expressed in the ability to set a goal, persistently achieve its fulfillment on one’s own, responsibility, and act consciously and proactively not only in a familiar environment, but also in new conditions that require making non-standard decisions.
Independence is considered and studied in the works of Ivanov V.D., Osnitsky A.K., Teplyuk S., Markova T.A.
According to Teplyuk S., the origins of independence originate in early age, at the junction of the first and second years of a child’s life. It is here that the path to the formation of independent actions and skills begins, gradually becoming more complex in games and activities, in the perception of the environment and in communication. With the help of an adult, the child’s independent skills are consolidated and manifested in a variety of activities, gradually acquiring the status of a personality trait. Teplyuk S. notes the role of parents in the development of children's independence. Parents should purposefully develop it, not leaving it for later. At the same time, parents must remember that as independence develops, the scope of the child’s independent actions increases each time, and the adult’s help decreases. An indicator of a child’s independence is the effectiveness of his actions. This! the indicator cannot be replaced by adult control. Control invariably presupposes obedience, and a strong union of these two concepts can develop lack of will, irresponsibility, laziness, and infantilism. Independence is a tax to internal freedom, to freedom of choice of actions, actions, judgments, self-confidence, the origins of creativity, self-esteem.
V.D. Ivanov points out in his work that independence cannot be absolute, since it is impossible to live in society (in a family) and be free and independent from society. Everyone depends on each other: individuals, groups of people, and human responsibilities. That's why
a sufficient level of independence should be kept in mind. Ivanov also views independence as inextricably linked with initiative and self-government. Ivanov identifies the necessary components of sufficient independence:
1) The ability to respond to criticism, the ability to accept it;
Responsibility, i.e. the need and obligation to be held accountable for one’s actions. Responsibility is impossible without adequate self-esteem. The prerequisite for responsibility is freedom of choice;
Discipline.
It has two plans - external and internal. External discipline is characterized by obedience and diligence. The internal plan presupposes a deeper level of discipline, when, in addition to the precise fulfillment of duties, creativity is introduced in meaningful activities. It is this type of discipline that is characteristic of independence.
T.V. Markova notes that independence allows you to establish truly humane relationships with other people, based on mutual respect and mutual assistance. Without the independence of everyone, it is impossible for people to live together, their way of life, work, economic, cultural and other relationships. A person in various living conditions must be able to independently comprehend the situation and participate in the development of team decisions.1
Teplyuk S. Origins of independence // Preschool education. 1997X2?.
Ognipkiy A.K. Problems in the study of subjective activity.//Question of psychology. 199b, No. 1
Independence is not given to a person from birth. It develops as children grow older and has its own characteristics at each age stage.
Already in the fifth or sixth month of life, the baby tries to get a mug, sits down, lies down. By the end of the first year of life, he maintains the balance of his body, stands, walks, and carries out purposeful actions. This already awakens the desire for independence. And in the third year of life, parents hear every now and then: “I myself!” The child strives to demonstrate independence on his own initiative, often contrary to the wishes of his parents. The crisis of three years is coming. During this period, many parents experience difficulties communicating with their children and exhibit stubbornness and negativism. All this is the result of the child’s uncontrollable desire for independence, to use his increased capabilities. And it is important for parents to take this into account, change the methods of raising the child, respect his independence, support his aspirations, encourage and tactfully guide his independent actions.
Already in the first year of life, the first independent leading activities of children appear - objective actions and games - manipulations. In early preschool age, the cognitive orientation of children's activities intensifies. The child turns to an adult for clarification about events and phenomena, asks endless questions, and the nature of the child’s independence changes. It is now aimed at expanding acquaintance with the outside world and people.
Older preschoolers begin to be especially interested in the personality of another person. Children tend to discuss with adults
Markova T.A. Raising a preschooler in the family. / Edited by T.A. Markov, M., 1979. the virtues and actions of each other and the people around them, evaluate them from the point of view of compliance with social norms. In these cases, the child’s independence acquires a moral orientation.
Independence of younger children school age combined with their dependence on adults. But, starting from this age, we can talk about independence as a personal quality of the child. And therefore, this age can become a turning point, critical for the formation of this personality quality.
Trust, obedience and openness, if they are excessively expressed, can make the child dependent, dependent, and delay the development of this quality. On the other hand, too early an emphasis only on autonomy and independence can give rise to disobedience and closedness, making it difficult for a child to acquire meaningful life experience through trust and imitation of other people. In order for neither one nor the other of these undesirable tendencies to manifest itself, it is necessary to ensure that the education of independence and dependence is mutually balanced.
Independence is programmed in the child. At a certain age it manifests itself. Undoubtedly, independence should be encouraged, moreover, it should be prepared for it. This means that it is necessary to develop the child’s skills and abilities, which can ensure the success of the first independent steps: movement skills (in early childhood), speech skills (in preschool age), etc.
The first manifestations of independence should be stimulated, because at an early age the child’s self-esteem is not yet sufficiently developed, and it is mainly replaced by the assessments of parents and other adults. Self-esteem begins with self-criticism. But constant doubt (reflection) suppresses independence, but being a necessary component of adequate self-esteem, on the contrary, it gives support to initiative, allows you to manage and correct your actions. Independence also implies a willingness to overcome difficulties. Independence in a child forms a sense of responsibility, so its development should be paid Special attention already from an early age. In work, the child finds opportunities and self-affirmation. To do this, he absolutely needs independent tasks. The need for self-affirmation is closely related to the level of aspirations. His self-confidence is a serious incentive for the development of internal strengths, skills and activity itself. However, children's desire for independence does not always correspond to their real capabilities.
In the process of life, the child’s personality is subject to constant control by adults, the external environment, and the nearest microsociety. Gradually, he develops a self-organizing principle, which, in our opinion, is expressed in independence, activity, and harmonization of relationships between members of the team and the family itself.
Self-organization presupposes self-affirmation, search activity of the individual, awareness of his behavior, meaningful acceptance of the norms, values and traditions of society, including the ethnopedagogical wisdom of the people. Thus, whatever the relationship between family members, the changes occurring in the individual are the result of these relationships and her self-development.
From the above we can draw the following conclusions. The orientation of parents in a large family to support the independence of their children is most consistently associated with the presence of adequate self-esteem, the highest level of self-regulation of behavior and the absence of symptoms of maladjustment in other social institutions. And what is most important in a large family is that this orientation of parents harmonizes the relationships between children.
In the first chapter, we defined the concept of “family”, examined the problems of the Russian family and the reasons for their occurrence. We also determined the features of parent-child relationships in a large family and relationships between children. Describing the connection between the adult-child system, we showed the relationship between mother and child in the prenatal period and the period of birth of the baby. The relationships of children in a large family are an intragroup process of a small group (the children themselves) in a team (i.e., a family). Such a small group has its own patterns of functioning: for example, selectivity, which gives rise to other socio-psychological patterns: status structure, age structure. Traditions of family communication; the socio-economic state of society and its moral and psychological atmosphere; the degree of dependence of the family’s life on society; type of family, its composition, structure, mental and personal properties of family members; the degree of their compatibility, conflict - all these are factors in the formation of relationships in the family. Since in a large family children develop rivalry and aggressiveness, having many children can be a risk factor for mental health. Children also have to share their parents' attention. Rivalry especially increases when parents compare children. Along with this, the components of sufficient independence of children were identified. We have described the manifestations of a child’s independence from birth. Independence in a child creates a sense of responsibility. From all this we can draw the following conclusions:
The nature of relationships in the family is influenced by such factors as marital relations; parenting style and position of parents, age of children and their personal qualities.
Parents' support for their children's independence harmonizes relationships in the family and especially between children.
large family children's relationship independence
Chapter II. Conditions and ways to optimize relationships in a large family
2.1 Studying the nature of relationships in a large 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 child’s independence on his relationships with other children in the family.
To study the nature of relationships in the family, we considered the following factors:
1. Typical family conditions:
emotional comfort;
anxiety
emotional - psychological discomfort.
2. Family education style: liberal, democratic, authoritarian, unstable.
3. Features of family education:
Creation of conditions by parents for proper development 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 home school work.
Children have specific work responsibilities in the family.
Parents see shortcomings in raising their children.
Disadvantages of family education.
Causes of shortcomings.
The first part of the practical work on studying the nature of relationships in a large family was carried out using the following methods:
conversation with parents and children;
KRS (Kinetic Family Drawing) test performed by children.
observation.
The study was conducted at preschool educational institution No. 1481. 10 families were selected. The main condition for choosing families was the presence of children preschool age. The entire system of socio-pedagogical work is aimed at clarifying the nature of the relationship and the level of development of personal qualities, namely independence, in a preschool child, which is determined by the specifics of the social teacher of the specialty. Data and results obtained when conducting various methods with children are subjectively assessed by 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 from the family (composition - complete, formally complete, incomplete; number of children, their age). The obtained data was presented in the form of a table (see Appendix 1).
The general data analysis looks like this:
1. 90% of 10 families have full members
10% (1 family - 06) are formally complete. In this family, the father does not participate in raising children due to frequent travel.
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 is perceived as alarming - 2.5 points, (II).
4. In family 04, symptom complexes have the following scores: I - 0.7 b, II - O1 b, III - 0.2 b, IV - 0.2 b, V - 0 b. Favorable family situation - 0.7 points.
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.
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.
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 anxiety in the child, as well as pronounced conflict.
In family 09, symptom complexes have the following scores: I - 0.6 b, II - 0.2 b, III - 0 b, IV - 0.2 b, V - 0 b. Favorable family situation.
In family 10, symptom complexes have the following scores: I - 06 b, II - 0.6 b, III - 0 b, IV - 0.2 b, V - 0 b. Despite the favorable situation, the child shows anxiety.
In order to present the overall picture of the results, we divided the family trial into 3 groups according to the data obtained. So, 30% - (family 09, 06, 04) the state in the family by the child is defined as favorable, this is group I.
Group II - these are families in which children have severe anxiety. They made up 50% (families 01, 02, 03, 07, 08).
Group III consists of families where, along with a favorable microclimate, children’s anxiety manifests itself. This is 20% of the total (families 05, 10).
The total score in relation to the complexes has the following data: for symptom complex II (anxiety) greatest number points 10.4 points, then comes symptom complex I (favorable family situation) -4.5 points, III (conflict) - 3.1 points. V (hostility) - 2.2 points, IV (feeling of inferiority) - 1.4 points. Based on these data, a diagram was compiled - a table (see Appendix 2).
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Family kindergarten - innovative work practice
with large families
Stets I.M.
Senior teacher
preschool department No. 3
GBOU Gymnasium № 1534
On the basis of State Budget Educational Institution Gymnasium No. 1534, four family kindergartens have been opened in our preschool department, the educational process in which is carried out by mother teachers and preschool department specialists.
Parents of family kindergartens:
1. They are considered educators (junior educators) of our institution, teaching and raising children at home.
2. They can bring children to classes with specialists in a preschool institution.
3.Receive informational, methodological and psychological-pedagogical support from specialists from our institution.
The main goal of our institution in working with family kindergartens is methodological support and organization educational activities large families who opened a family kindergarten at home.
The teaching staff of our preschool department provides methodological and advisory support to parents-educators, organizes the educational process through a person-oriented approach to students, taking into account the individual characteristics of each child, in the interests of a large family.
Areas of work:
Psychological and pedagogical support.
Building and harmonizing parent-child relationships.
Comprehensive development children from large families - diagnostic, correctional work with children, developmental play activities.
Advisory and methodological support for mothers of family kindergarten teachers.
Development and provision of practical recommendations to families on organizing a family kindergarten, teaching materials on conducting classes in different age groups.
Family kindergarten is one of the forms of education of the future, as it is a current phenomenon that has received a great response among large families. And the task of the leader is to competently develop and improve this form of education.
The main task in working with large families is to help the family successfully adapt to the features of a new pedagogical space for children and parents, organizing methodological support for families who have opened a kindergarten at home.
In our work with family kindergartens, we strive to ensure that the educational environment in the preschool department is accessible and comfortable for students and parents, and that the work is carried out at a professional level.
Family kindergartens were created as a variable form of preschool education (Article 17 of the Federal Law on Education), but at the same time they provide real support for large families. After all, often mothers with small children, no matter how much they want, cannot get a job, but by registering as a teacher in their kindergarten, they retain their work experience and receive a salary.
The mother and family kindergarten teacher can come with the children to classes with specialists in the kindergarten and participate in various types joint activities, in leisure, theatrical performances, holidays, activities. Taking into account the individual characteristics of the pupils, the family, in accordance with the state educational program, selects and adjusts program objectives and forms of raising and educating children. So the mother teacher conducts classes independently at home: speech development, mathematics, familiarization with the environment, cognitive and research activities, drawing, modeling, appliqué, observations and outdoor games.
Teachers of family kindergartens provide a monthly report on the work done in the form of lesson notes, photo reports, projects,
participate in craft exhibitions that are held in the preschool department, attend consultations with specialists and pedagogical councils of preschool education. Teachers, in turn, also visit family kindergartens and conduct the necessary consultations with mothers and educators and classes with children.
Significantly facilitates and speeds up organizational and pedagogical activities (especially with remote family kindergartens) such interactive forms of work as distance learning, consulting, submission of reporting documentation and report cards.
through Internet resources. This allows family kindergarten teachers and preschool teachers to act more actively and harmoniously.
In addition to the successful socialization and adaptation of children to the peculiarities of the pedagogical process, the socialization and integration of mothers of teachers with the staff of the preschool department was realized, consolidating their status in the pedagogical society of the gymnasium.
Tatyana Khmarina
Leading:
IN modern world there is an opinion that if a woman a lot of children, then she doesn’t have time for herself, for her hobbies. Many people believe, What large families mothers spend time only in the kitchen and cleaning the house. And that it is unrealistic to meet a beautiful and well-groomed mother of many children.
Is the concept of beauty and grooming incompatible with status? mother of many children? And when you start to get acquainted with their lives, you understand the opposite: that their life is joyful and fulfilling, they have beautiful and clean houses, their children are cheerful and sociable, but such a mother, it turns out, has many different hobbies. Beautiful and well-groomed mother of many children - this is real?
Seven mothers of large families will share with us their secrets that allow them run a successful household, happily communicate with your husband and children and remain yourself.
Please introduce yourself and tell us about yourself.
(mothers talk about the rules in their family) .
Song "Spring flowers" performed by Liana, Dasha, Vika, Masha.
Leading: Mothers with firstborns often complain: no time, I have nothing I have time, sometimes you don’t even have time to eat properly or take a shower, and what can we say about going out somewhere with your husband or doing what you’ve dreamed of for so long.
But what about those who have not one child, not two, but three, four, five - how do they manage to find time for their children, and for their husband, and for themselves? So that in the family was all fed, happy, treated kindly, and weren’t you ashamed to show up on the street? Do they succeed?
To mother of many children felt happy woman, and not his slave families, they follow some rules. Tell us what the rules are in your family.
Leading. Yes, of course, the most chief assistant- schedule. Children easily adapt to the measured rhythm of life families.
Leading. Most of our heroines with an increase in the number of children in family became more organized and purposeful, discovered a new source of strength, inspiration and creativity. Share your discoveries.
Leading:
Every person has their own family, those closest to you People: parents, sisters, brothers, grandparents.
I suggest you guys listen and guess the riddles.
Without anything in this world
Can't adults and children survive?
Who will support you, friends?
Your friend... answers children: family!
Who is the cutest in the world?
Who do children love very much?
I'll answer the question directly:
Our dearest... answers children: Mother!
He will teach you how to drive a nail,
Will let you drive the car
And he will tell you how to be brave,
Strong, dexterous and skillful?
You guys know everything -
This is our favorite... answers children: dad!
Who never gets tired of loving
For everyone family bakes a pie
And delicious pancakes?
This is our...children's answers: grandmother!
He is a man and he is gray
To dad - dad, to me he ... answers children: grandfather!
Well done! Everyone has solved the riddles!
Let's hold hands together
And let's smile at each other.
We have a circle,
Let's start playing!
The game is being played "Play and Dance".
(Mothers and children dance to cheerful music)
Leading. Big mistake many mom - try to be in everything "excellent student". Remember how in the movie "White Sun of the Desert"? “She cooks, cleans, looks after the children - and all alone? It’s hard!” There is no need to try to shoulder everything on yourself, trying to become a super-mom. Exhaustion and disappointment will set in very quickly. For mothers and housewives, it is important to be able to delegate responsibilities (to husband, children, parents, nanny), to be able to attract helpers and not to be shy about using things that can make life easier. Who are your helpers?
(Moms talk about their helpers).
Leading. Bright distinctive feature most families of our heroines is that even the younger members families They already actively help their elders and have their own responsibilities.
What responsibilities do your children have?
Song « Mom is my sunshine» performed by boys from large families.
Leading. Do you know your children? (Children tear off a petal from a flower with a task for mom).
1. What is the name best friend (girlfriend) your son (daughters)?
2. What is your child's favorite dish?
3. What games does your son like to play most? (daughter)?
4. What is your child's favorite cartoon?
5. What is your child's favorite fairy tale?
6. What does your child like to do on his day off?
7. Who reads fairy tales to your child?
Leading:
Who do you guys think is the support? families, on whom does the house rest? children's answers
Of course it is Mother! Happy is the one who has known his mother's love, affection, and care since childhood. And how happy Mother when they answer her in kind.
Zina will read a poem about her mother.
Leading. Guys, when you grow up, each of you will have your own friendly, strong, loving and beloved family. After all, such family- the main wealth in the life of every person. Undoubtedly, every person should have a home, not just a roof over their head, but a place where they are understood, loved and expected, where a person feels warm and comfortable.
I invite you to build your dream home. Now mothers and children will be the construction crew.
(A house is built from cubes).
Leading: We have children, we built a house. All that remains is to plant a tree. Each of you has hearts. Write on the heart the character trait or quality that you would like to give to your child. We'll hang the hearts on the tree. It's magical. Let's hope it fulfills your wishes. (Moms write wishes for their children on hearts).
Musical number from large family.
Leading. We will create paintings to commemorate our meeting. "Colorful palms".(Idea from maam). Mom has many qualities. All these qualities remind rainbow: red - life, orange - health, yellow - sunlight, green - nature, blue - magic, blue - calm / harmony, purple - fortitude / spirituality.
And a child’s palm is yellow. After all, a child for a mother will always be her sunshine. (Moms and children create pictures).
Leading: One child is a great happiness, and three or more are an inexhaustible source of love and energy. I want to wish to you: let your faces get tired only from smiles! Let your home always glows with love and happiness. In moments when it is especially difficult for you, remember that you are the owner great happiness, which is always nearby. Look around around: even one sincere child’s smile makes us move mountains. Strength to you, health and support to all members families!
Words of gratitude from mothers of many children.
municipal budgetary institution additional education center for the development of creativity of children and youth
Petrovskaya village municipality Slavyansky district
Reviewed and approved at the meeting Approved
Pedagogical Council Director of the International Educational Institution of Education and Science, TsRTDiYu Minutes No. ______ dated ________ _____________ E.A. Malezhik
Order No.___
From "__"_____2015
on working with large families
"Family"
Focus: social
Level: introductory
Designed for children: from 5 to 10 years
Implementation period 1 year
Kuznetsov Alexey Ivanovich
additional education teacher
Art. Petrovskaya
Explanatory note
“We all come from childhood”, “Both good and bad person gets it from the family." These expressions are familiar to everyone.
Everything depends on the conditions of the social environment into which the child finds himself, and then he will become either a developed, creative person or a creature capable only of consuming or destroying everything created.
All life activities of a child begin in the family and continue only there until the age of 6 – until the child enters school. But here, too, the process of education—training and raising a child—continues.
The main purpose of a family is raising a child. Family is the personal environment of life and activity of a child, the quality of which is determined by
several parameters, such as demographic, hygienic, economic. One of the first places in a family can be placed on the culture of life and relationships between parents.
According to the Convention on the Rights of the Child, the relationship between the child and his parents is clearly defined, and equal responsibility of parents for the maintenance, upbringing and development of children is established, even in cases where the parents live separately.
Modern families are developing in a difficult economic and social situation in the country. In conditions when the majority of families are preoccupied with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of education and personal development child. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out upbringing blindly, intuitively. All this, as a rule, does not bring positive results.
Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations of physical, moral and intellectual development child's personality."
Parents and teachers are significant people in the life of a child, who stand at the origins of his future, but often they do not always have enough mutual understanding, tact, and patience to hear and understand each other.
How to change this situation? How to get parents interested in working together? How to make parents participants in the educational process?
To solve this problem, the children's association “Voice of Childhood” created the “Family” program to work with large families.
In modern educational practice, differentiation and a person-oriented approach in relation to the family and parents become priorities. This prompted the development of this program, which outlines six main parameters for cooperation between a children’s association and a family:
Study of families;
Informing parents;
Parent education;
Parent counseling;
Joint activities of teacher and parents.
It is expected that all parents should be educated and informed.
Purpose of the program: to promote the formation in the family of the most comfortable conditions for the personal growth and development of the child, the revival of family education.
Program objectives:
1) promotion and revival of family traditions;
2) instilling in children responsibility, a sense of pride and respect for their family;
3) organization and conduct family leisure and joint creativity;
4) formation in families of a positive attitude towards active public and social activities of children;
5) comprehensive psychological and pedagogical education of parents;
6) providing psychological assistance in understanding one’s own, family and social-environmental resources that help overcome intra-family problems and problems of relationships with a child (adolescent).
Basic principles and approaches to implementation
A person-oriented approach, which implies recognition of the child’s personality as the highest social value, acceptance of him as he is;
- the principle of humanistic education, which assumes that children, parents, teachers are subjects of the educational system;
- the principle of conformity to nature, which presupposes an understanding of the relationship between natural and sociocultural processes, based on the age, gender, mental characteristics and physiology of the child;
- the principle of the environmental approach, based on the fact that the school cannot protect children from the negative influences of the environment, but is able to include in the activities of children the concerns and problems of society and the immediate environment.
Program implementation mechanism
This is carried out through the following activities:
Monitoring studies and identification of prospects;
Establishing partnerships between teachers, parents, children, creating a single socio-cultural space;
Psychological and pedagogical support for psychological education of parents, involvement of parents in pedagogical self-education, study and implementation of the best experience in family education;
Introduction of health-saving technologies that form positive attitudes towards a healthy lifestyle;
Involving parents in direct creative activities with children, in active creative educational practice to revive national spiritual traditions;
Increasing the role of additional education for children in the development of forms of family leisure, organizing joint activities of children and adults: civil-patriotic, intellectual, artistic, aesthetic, environmental, physical education, excursion work.
Program participants
The main link of the program is a team of parents and children, as well as a teacher who performs specific practical tasks, voluntarily participates in organizing and conducting family leisure, and creatively approaches the implementation of the goals and objectives of the “Family” program.
Stages of program implementation:
Diagnosis of families (September).The first stage of the program provides for an annual diagnosis of families (in order to make adjustments) and the drawing up of a social passport for the children's association.
The second stage is implemented annually in accordance with the work plan of the children's association.
1. The younger teenager and his characteristics.
2. Education of a citizen in the family.
4. The role of the family in the development of the child’s creative abilities.
5. Nature and children. Environmental education in family.
6. Helping parents in choosing their child’s future profession.
7. Your child and his friends.
8. Moral ideals in the family.
9. Rights and responsibilities of parents.
1.Excursions.
2.Performances by students.
3.Competitions.
Forms of work
1. Questionnaires, conversations, surveys, tests.
2. Parent meeting, conversations.
3. Joint holidays and other forms of extracurricular activities, creativity days for children and their parents, open lessons, parent meetings.
4. Round tables, parent conferences, question and answer evenings, trainings, individual consultations.
Expected work results, their social effectiveness
1. Raising awareness among parents about the quality of additional education. Development of collaboration.
2. Raising awareness among parents about the activities of the children's association.
3. Solution current problems life activities of the children's association.
4. Development of mutual understanding between children, parents and teachers.
5. Obtaining objective information, establishing feedback with parents.
6. Revival of traditions of family education, approval healthy image life.
7.Improving the microclimate in the family.
8. Training parents in skills of socially supportive and developmental behavior in the family and in relationships with a child (adolescent).
9. Providing practical assistance to parents when problematic situations arise.
10. Reducing risk factors leading to neglect, delinquency and substance abuse among adolescents.
Methodology “Our Relationships”
(compiled from the book: Friedman L.M. et al. Study of the personality of the student and student groups. M., 1988)
Target: identify the degree of student satisfaction with various aspects of team life.
Progress. The student is asked to familiarize himself with six statements. You need to write down the number of the statement that most closely matches his opinion. Maybe identifying different areas of relationships between children in a team. For example, to study mutual acceptance of each other (friendship, cohesion) or, conversely, conflict, a series of statements can be proposed:
1. Our team is very friendly and united.
2. Our team is friendly.
3. There are no quarrels in our team, but everyone exists on their own.
4. There are sometimes quarrels in our team, but our team cannot be called conflict-ridden.
5. Our team is not friendly, quarrels often arise.
6. Our team is very unfriendly. It is difficult to work in such a group.
Another series of statements reveals the condition
mutual assistance (or lack thereof):
1. In our team it is customary to help without a reminder.
2. In our team, help is provided only to our friends.
3. Our team only helps when it’s requested
the pupil himself asks.
4. In our team, help is provided only when the teacher requires it.
5. In our team it is not customary to help each other.
6. Our team refuses to help each other.
Processing and interpretation of results.
Those judgments noted by the majority of students indicate certain relationships in the team. At the same time, the opinion of a particular student shows how he feels in the system of these relationships.
Methodology “Psychological atmosphere in a team”
(prepared by L.G. Zhedunova)
Target:
study the psychological atmosphere in the team.
Progress.
Each student is asked to evaluate the state of the psychological atmosphere in the team using a nine-point system. Polar qualities are assessed:
9 8 7 6 5 4 3 2 1
Friendliness.
-Agreement.
-Satisfaction. Passion.
-Efficiency.
-Warmth of relationships. Cooperation.
-Mutual support. Entertaining.
-Success.
-Hostility.
- Disagreement.
-Dissatisfaction.
-Indifference.
-Ineffectiveness.
-Coldness of relationships.
-Lack of cooperation.
-Malevolence-
-Boredom.
-Failure.
The higher the score, the higher the assessment of the psychological climate, and vice versa. Analysis of the results involves subjective assessments of the state of the psychological climate and their comparison with each other, as well as calculating the average assessment of the atmosphere for the team.
From work experience preschool teacher. Topic: Working with single-parent families in preschool settings
Description: This material discusses a current topic - single-parent families, as well as the reasons for their occurrence, the main directions of work of a kindergarten with parents of single-parent families, tasks and principles, forms and methods of working with these families.
Family for small child- it's a whole world. The world in which he lives, acts, makes discoveries, learns to love, hate, rejoice, sympathize. In the family, the child acquires the initial experience of communication, the ability to live among people, the first experience of living in the social world.
Single-parent families have existed since time immemorial. For a whole millennium, the reason for their appearance was the death of one of the parents. Divorces are also not a modern invention, and they have existed since ancient times. And yet they have spread en masse today. And accordingly, the percentage of such families is much higher than the percentage of single-parent families associated with the death of one of the family members. Recent studies by psychologists and educators are similar in one thing: the situation of a child growing up in an incomplete family is exceptional, difficult, sometimes threatening, and sometimes dangerous. There may be danger, but it should not become real. It is quite obvious that a number of factors, intertwined, complicate the life of an incomplete family:
1. The reasons for the emergence of an incomplete family. The child is influenced differently by such factors as who is absent from the family, for how long, what age the child was, when the absent person passed away (death, unmarried mother, divorce, emigration, etc.), whether he was someone replaced, what was the personality of the lost parent and what is the personality of the present parent and, most importantly, what is the personality of the child.
2. The influence of the social context and social background in which the life of a single-parent family takes place (that is, whether grandparents help, how financially secure the single-parent family is, what are the cultural traditions of the environment, what values does it live by, etc.)
3. An incomplete family cannot fully ensure the fulfillment of the basic functions assigned by society to the family (providing emotional support to all its members and preparing the child for life in a given society);
4. Emotional experiences of the child. The loss of one of the parents from a close circle of contacts with the child is emotionally difficult for him, which in the future may affect the further formation of the personality.
5. All difficulties and problems (material, emotional, psychological, etc.) are solved by one parent who remains with the child.
6. Problems and difficulties arise in the rejection of a child from a single-parent family by the surrounding society: by the children's group in kindergarten, and then at school, etc.
The consequences of these factors are quite varied: it is quite possible that the child’s development still proceeds normally - and a personality grows up, perfectly adapted to life in society, completely positively assessed; but maybe everything is different - developmental disorders can be so strong that a person grows up to be poorly adapted, conflict-ridden, and even with a pronounced pathology.
The academic year in our preschool institution for a teacher is any age group begins with the traditional introduction to the children's families. In this case, we find out the following factors:
Complete or incomplete family. We clarify the reasons for an incomplete family: divorce, single mother (or father, since the birth of a child), one of the family members has died, one of the family members is temporarily absent.
Composition of families and structure of family ties: complete one-, two-, three-child families, who the pupil is (1st, 2nd, 3rd, etc. child).
Marital experience (in the 1st, 2nd marriage, divorce, etc.).
Parents' education (higher, specialized secondary, incomplete).
Two-parent families with broken consanguinity (stepfather, stepmother).
Generational composition of the family (grandparents living with the child), etc.
Families at risk (alcohol abusers, drug addicts, criminals, etc.).
To find out what the conditions are for moral education available in single-parent families, what kind of help they need, we comprehensively study families: we conduct questionnaires, surveys, testing, observations, conversations with adults and children. We pay attention to the emotional atmosphere in the family, to the intensity and content of the child’s communication with adults. Having analyzed and summarized the results obtained, we came to the following conclusions:
1. The majority of single-parent families are single-parent from the birth of the child - 15%.
2. Single-parent families as a result of divorce - 11% (16 families) as a result of the death of one parent - 0.8% (1 family).
3. There are families that are not officially registered – 4.2%.
4. Single-parent families from the risk group category.
5. The majority of parents from single-parent families cannot name the rights of the child - 80%.
6. In case of conflict, physical punishment is used - 55%.
7. Use obscene language when communicating with a child – 27%.
8. There is an authoritarian style of communication - 87% of families.
9. They prohibit communication with the second parent - 29%.
10. The second parent himself refuses to participate in the upbringing of his child – 4%.
11. In single-parent families, grandparents are mainly involved in raising the child – 0.8%.
After analysis, teachers take into account all the information received when planning work with families within the kindergarten, in communicating with parents, and in providing competent advisory psychological and pedagogical assistance.
Main directions preschool work with parents from single-parent families are as follows:
1. Strengthening children's health (together with medical and psychological services).
2. Creation of a unified educational space for the development and upbringing of a child;
3. Protection of the rights of the child,
4. Increasing parental competence in matters of legal and pedagogical culture;
5. Organization of family leisure.
To help single-parent families raise children, we have set the following tasks for working with these families:
1. Creating an atmosphere of trust and goodwill in communication between the preschool educational institution and parents.
2. Providing comprehensive socio-psychological and pedagogical assistance and support for single-parent families.
3. Carrying out special events to compensate for the unfavorable experience of socialization and unfavorable living conditions of children and their families.
4. Providing diagnostics, correction and consultation on social and pedagogical issues for children and families at risk.
5. Prevention of social and pedagogical neglect of children from single-parent families.
Taking into account the goals and objectives set on this topic, when building work with single-parent families, the teaching staff adheres to the following basic principles:
The openness of the kindergarten to the family (each parent is provided with the opportunity to know and see how their child lives and develops);
Cooperation between teachers and parents in raising children;
Creation of an active developmental environment that provides unified approaches to personal development in the family and children's team;
Diagnosis of general and specific problems in the upbringing and development of a child
In the methodological room of the preschool educational institution, the teaching staff has collected rich and varied material that contributes to the implementation of these principles in practice:
Regulatory documents on family education;
Materials that help educators obtain information about the families of pupils (questionnaires, tests, survey sheets, “Family Social Passports” cards, etc.);
Materials on the importance of family in the development of a child, on raising children in various types of families;
Materials for preparing communication with parents (various notes on organizing various forms of communication with parents, practical materials on various aspects of education);
Materials of methodological work with teachers on issues of communication with families (various forms of methodological work with teachers, approximate topics of communication with parents, pedagogical situations, etc.);
Visual materials (illustrative, advisory material for decorating parent corners, literature for organizing exhibitions).
The teaching staff is constantly searching for the most effective forms and methods of working with single-parent families:
Creation of a data bank about the families of pupils
Informal conversations about children (we discuss the child’s achievements);
Systematic study of parents’ requests, requirements for the work of a preschool institution;
Conducting open days of preschool educational institutions;
Conducting and participating in intra-garden, city, regional and All-Russian competitions, festivals, etc.
Teacher visits to families at home;
Organization of intra-group honor boards;
Involving parents in organizing and conducting intra-kindergarten events;
Parents' contribution to the development and education of their child (individual homework assignments);
Involving parents in social activities (working Clubs for parents, inviting lecturers on issues of interest, etc.)
Advisory assistance from preschool educational institutions specialists;
Scheduled conversations with parents to discuss the individual development of their child;
Targeted observations of the nature of parent-child communication and the characteristics of children’s behavior;
Conducting questionnaires and surveys of parents;
Conducting parent meetings: oral journals, clubs, discussions, parent lounges, etc.
Projects of various directions: “Our friends indoor plants”,
Joint thematic vernissages (books, children's works):
Visual pedagogical propaganda:
From work experience, we see that a parent (and, as a rule, in most families this is a mother) raising a child alone cannot always cope with her teaching responsibilities. Many single mothers are characterized by extremes: they either caress the child, then they allow everything, then they become overly strict and begin to ban what was previously allowed. Such fluctuations either depend on mood or are caused by a negative assessment of the child’s behavior by someone around him. All this adversely affects the relationship between mother and child and the formation of his character. Therefore, teachers tactfully draw the attention of such mothers to the consistency in their behavior, in the requirements for the child, and help them in analyzing their own pedagogical influences and their effectiveness. In these cases, we actively use the following forms of work: individual conversations, analysis of pedagogical situations, and the game method.
An important task in working with single-parent families is to create trust and intimacy between teachers and parents. We assert with confidence that such closeness is not achieved immediately; an incomplete family is more “closed” to outsiders. A single mother, as a rule, is sensitive to outside interference. Therefore, especially when communicating with such families of teachers, great tact, tolerance, and goodwill are required. It is no secret that in single-parent families difficult children are more common, but the teacher’s comments and negative characterizations of the child’s actions are perceived painfully by mothers. For this reason, in individual conversations we try to talk not so much about the child’s misconduct, but about possible reasons, the motives for this offense, we involve the mother in the analysis child behavior. And we always emphasize all the good things that a child has.
In individual conversations with parents, we pay attention to:
Mother (or father) on the importance of creating a positive attitude of the child towards the other parent;
We help ensure that the child’s communication with both parents is systematic;
We try, if possible, to reduce or even neutralize the influence on children of parents who behave immorally and irresponsibly (we turn to the juvenile affairs inspectorate, the guardianship department, or the orphanage for help);
We carry out differentiated explanatory work with older family members who react sharply negatively to the child’s communication with the father,
If possible, we involve parents, parents living separately, in raising the child, in the child’s life in kindergarten.
We respect single parents (mostly mothers). In our kindergarten we elect those who have good experience in education to the parent committee of the group (kindergarten), we express our gratitude for Active participation in the life of a preschool educational institution.
But there are parents, to our great regret, who do not take their parental responsibilities seriously, rather frivolously and indifferently. For such parents it is necessary to apply other forms and methods of work together with the juvenile affairs inspectorate and the guardianship department of the city administration. We have verified from experience that moral development for a child in single-parent families depends, first of all, on the intensity and content of his communication with adults (including his father), as well as the presence of a positive emotional microclimate in the family.
The active use of various forms and methods of work of preschool educational institutions with families makes it possible to achieve understanding and interest among the majority of parents in the material under discussion, and the emergence of associations with their own experience. Most parents from single-parent families have become our active helpers and allies. Children from single-parent families have become much more sociable, more emotional, and their relationships with other children and adults have improved. Constant improvement of the professional level of teachers allows families of preschool children to actively work in various areas.
Plan of work with single-parent families by quarter.
September October November1. Study of the individual characteristics of families, their educational capabilities, classification of families by type (degree of well-being, number of children, consultations, parental certificate “change of surname”).
2. Offer to parents homework: make a list of what their children need, in order of importance: movement, playing with parents, friends, beautiful things, treats, affection, praise.
3. Identify the causes of family dysfunction. Individual conversations with parents belonging to this category (do they understand that their family needs “treatment”, what ways do they see out of this situation).
December January February
1. Parents are invited to observe the child’s play activities within the precincts of the kindergarten. Consultation “What to do with children at home.”
2. Invitation and participation in New Year's fairy tale"Visiting Cinderella." Making carnival costumes.
3. Analysis conflict situations. Situation - “I am him” (for representatives of families with 1 or 2 children: imagine how the child will behave if he is called away from his favorite activity, or does not buy the treat he likes).
March April May
If a child is raised by one mother.
1. Thematic meeting: “Being a mother is not as easy as people usually think.” Exhibition of methodological literature.
2. “Let’s talk over a cup of tea” Festive tea party. Introduction to B. Spock's book “Conversation with Mother” (selection of chapters).
3. Meeting of parents with the teacher of the school “The child goes to first grade.”
Memo for parents “Psychological readiness of parents for school”
June July August
1. Reflections of the grandfather (grandmother) exchange of experience. Consultation “Eternal compromise”.
2. Leisure time in the family. Experience exchange.
3. Parent meeting “Introduction to the kindergarten work plan for summer period" Parents' tasks.