Positive and negative role of the family in the child's education. Kindergarten: pros and cons. Family education style

Cons of kindergarten

For some reason, not all kids attend a pre-school institution. When surveys were surveys, experts were able to call negative moments kindergarten:

1. Bad influence. Not all children grow in prosperous and cultural families. From here and happens negative influence. Children appear in obscene-free speech, begin to fight, be sad, show aggression. If the child grows in such an atmosphere, it is then hard to move.
2. Diseases. "Where without it?" - You will say. However, you must take into account that the child's home will be hurting much less frequently than in the team. There is such a problem in almost every kindergarten. Some mommy can not leave the baby at home on the hospital and leads it to a group with a runny nose and cough. As a result, the rest of the children begin to hurt. Therefore, such a circuit will be until the nurse itself personally starts to take the guys in the group.
3. Lack of attention. Yes, it is in every state kindergarten. There are many children in groups, and the teacher is alone. Of course, she will not be able to pay due attention to every child with his own desire. That is why kids are capricious in the evening. After all, they want to finally have paid attention to them in the family.
4. The psyche is injured. Well, what do you think? Yes, perhaps the child loves a kindergarten, his group, friends and teacher, but in the depths of the soul, in the distant subconscious, the baby is waiting for mom or dad from work. He wants to go to the family, just can't still express his true feelings with the words.

Pluses of kindergarten

There are not only negative sides preschool institution positive moments Also enough:

1. Development. In kindergarten according to the program such items are provided: appliqué, modeling, drawing, mathematics, speech development, the world and much more. All this is necessary to the baby for the development of both shallow and large motility; For mental I. logical development, active activity.
2. Communication. Children most often play themselves. Real friends they appear closer to school. However, collective communication is sometimes useful to kids. They must learn to resolve disputes, settling conflicts or just play.
3. Mode. Children who are accustomed to the same time to go around or getting up, take food and play, in the future become more organized and collected.
4. Independence. Another important stage in development. Children who visit the kindergarten can take care of. They dress independently, tie the shoelaces, go to the pot. Home children are not accustomed to such independence. They know that the mother will get things, will help them to wear and feed them from the spoon at any minute.

Conclusion

Only parents will be able to answer the question: "Do we need a kindergarten?". No psychologist will help and will not tell me. After all, this is the case of every person. Just parents must ask themselves the following questions:

1. Why do we need kindergarten?
2. What is the purpose of going to it?
3. Who can take the baby in time?
4. How do I want to see our pre-school institution?

Only after responding to your questions easily and quickly, then exactly decided what you need and for what. Good luck to you and do not miss important and happy years His crumbs.

Evening Elena

Advantages and disadvantages of education in the Dow and in the family.

The dispute is published, which is more important in the formation of a person: family or public education (Kindergarten, school, other educational institutions). Some great teachers were inclined in favor of the family, others gave the palm of championship to public institutions. So, Ya. A. Komensky called the parent school that sequence and the amount of knowledge that the child gets from the hands and mouth of the mother. Mother's lessons - without change in the schedule, seven days a week and vacation. The larger the child is becoming much more painful and meaningful. Pedagogo-humanist I. G. Pestalozzi: The family is a genuine education body, she teaches the case, and the living word only complements and falling on the soil at the plowed life, it produces a completely different impression. In contrast to them, Socialist-Utopist Robert Owen considered the family one of the evils on the way of forming a new person. His idea about the need for exclusively public education of a child from an early age was actively embodied in our country with the simultaneous declaration of the family to the position of the "cell" with the "backward" traditions and customs. For many years, the leading role of public education in the formation of the identity of the child was emphasized in the word and case. After establishing the Soviet power in Russia, pre-school education has become a matter of state importance. Children's gardens and nursery were created throughout the country to educate members of a socialist society - a new type society. If before the revolution the main purpose pre-school education It was harmonious development The child, after it, his goal was the formation, above all, a citizen of the Soviet state. There is significant due to the relationship of the heads of pre-school education for the concept of "free education", according to which education should encourage natural, not imposed by the echrical development of a child in which the main role Belongs to the family. For example, D. A. Lazurkin called for the fight against "free upbringing", and education in preschool institutions began to consider how tool to compensate for flaws family educationAnd often even as a means of destruction of the previously existing family, a means of combating the "old family", which was considered as a hindrance or even the enemy of the right thing, that is, public education. Further development This kind of idea was obtained in the writings A. S. Makarenko: "Families are good and bad. To vouch for the fact that the family can raise, as you want, we cannot. We must organize family education, and the organizing start should be a school as a representative of state education. The school should lead the family. " Makarenko called for pedagogical teams to study the lives of children in the family in order to improve their life and education, as well as influence on parents. At the same time, family education should have played a subordinate role, depend on the "order of society". In various laboratories, the NII APN of the USSR considered the problems of the development and education of children of early and preschool ageAttention was paid to and studying the issues of family education of preschool children. The researchers concluded that none of them could be successfully resolved with a kindergarten without cooperation with the family. Although these social institutions Uniform goals and objectives, the content and methods of education and teaching children are specific in each of them. We present the scheme developed by E. P. Arnautov and V. M. Ivanova, where the shortcomings and positive aspects of public and family education are considered.

Disadvantages and positive

sides of public and family education

Deeper changes in the interaction of the family and pre-school institution occurred in the 90s. It was associated with the reform of education, which affected the system of pre-school education. The change in the state policy in the field of education led to the recognition of the positive role of the family in the raising of children and the need to interact with it. Thus, in the Law of the Russian Federation "On Education" states that "state policy in the field of pre-school education is based on following principles: humanistic nature of education, priority of human values, human life and health, free development Personalities, education of citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, homeland, family. " In this law, in contrast to the documents of the previous years, respect for the family is recognized as one of the principles of education, that is, the family from the means of pedagogical impact on the child turns into his goal. In the 90s, in accordance with the "Concept of Preschool Education" (1989), new approaches to cooperation with parents were developed, which are based on the relationship of two systems - kindergartens and family, family and kindergarten community (L. Karmen) . The essence of this approach is to combine efforts preschool institutions and families for the development of the personality of both children and adults, taking into account the interests and features of each community member, his rights and responsibilities. L. M. Clarina developed a whole complex of the formation and development of the meaningful and organizational directions of the Children's Garden Community and Family (Children, Parents, Professionals), for example, the creation of a methodological office equipped with psychological and pedagogical literature for parents, joint discussion with them read with the aim of possible use The knowledge acquired in this way in the conditions of kindergarten, the discovery on this basis of the discussion club of professionals and parents, libraries of children's literature, which can be used both in kindergarten and in the family, organization sports section For children and parents, a variety of clubs in interests, etc.

Consultation on the topic "Advantages and disadvantages of education in the DOU and in the family"

Prepared an educator: Gaponenko E.V.

Good parents grow good children. What is it - good parents. Future parents think that such can be, having studied special literature or seizure by special methods of education, but only some knowledge is not enough.

Is it possible to call good parents who never doubt, always confident in their rightness, always exactly imagine that the child needs and what can he be claimed that at any time they know how to proceed with absolute accuracy, and can foresee not only the behavior of their own children in various situations, but also their further life? And it is possible to call good parents who arrive in constant disturbing doubts, they are lost whether they are faced with something new in the behavior of the child, do not know whether it is possible to punish, and if they resorted to punishment for offense, they immediately believe that were wrong? Parents constitute the first public environment of the child. Parents personality play a material role in the life of every person. It is not by chance that to parents, especially to the mother, we mentally appeal in a difficult minute of life.

That is why the first and main task of parents is the creation of a child of confidence that it loves him and take care of him. Never under any circumsion to the child should not have doubts parental Love.

Deep permanent psychological contact with a child is a universal demand for upbringing. The basis for maintaining the contact is - exciting interest in everything that happens in the life of a child. Contact can never arise by itself, it needs to be built even with a baby. When they talk about mutual understanding, emotional contact Between children and parents, there is some dialogue, the interaction of the child and an adult with each other. Exactly when the child participates in general Life Family, dividing all its goals and plans, disappears the usual co-rudeness of education, giving way to a genuine dialogue. The most significant characteristic of the dialogic raising communication is to establish the equality of the position of the child and adult.

In addition to the dialogue to suggest a child, the feelings of parental love must be performed another extremely an important rule. At the psychological language, this side of communication between children and parents is called the adoption of a child. What does it mean? Under adoption, it is understood by the recognition of the right of a child to the individuality inherent in him, dissimilarity on others, including dissolute in parents. Take a child - it means to approve the unique existence of this person, with all the qualities characteristic of him. Should categorically refuse negative estimates The identity of the child and inherent in the quality of nature.

1) Control over negative parental estimates of the child is also needed because it is very often for the parental condemnation it is dissatisfied with his own behavior, irritability or fatigue, which arose completely in other reasons.

2) the independence of the child. The relationship between parents and the child belongs to the strongest human relationship. If children, an adult, are increasingly acquiring the desire to distance this connection, parents are trying to keep it as long as possible.

The solution to this task, in other words, the provision of a child of this or that measure of independence is regulated, above all, the age of the child. At the same time, much depends on the identity of the parents, from the style of their attitude to the child. It is known that families are very much different in one degree or another freedom and independence provided to children.

The distance that became the prevailing relationship with the child in the family, directly depends on what place the activities of education are occupied in all complex, ambiguous, sometimes internally contradictory system of various motives of adult behavior. Therefore, it is worth aware of what place in the parental motivational system will take activities to raise the future child.

A person as a public creature has a peculiar form of orientation - the focus on the mental look of another person. The need of "landmarks" in emotional setting other people and is called the need for emotional contact.

Caring for a child can be satisfied with the needs of the meaning of life. As a result, the parent receives the desired feeling of its need, and every manifestation of the Son's independence pursues with astounding perseverance. The harm of such self-sacrifice for the child is obvious.

In some parents, parenting is encouraged by the so-called achievement motivation. The purpose of education is to ensure that the parents failed due to the lack of required conditionsOr because they themselves were not enough and persistent. Such parental behavior unconsciously for the parents themselves acquires elements of egoism: we want to form a child in their likelihood, because he is a successor of our life. .

But the child can and rebel against him alien to him, thereby causing the disappointment of parents due to unfulfilled hopes, and as a result, deep conflicts in relations between the child and parents arise.

Families are found, where the goals of the upbringing seems to be moved away from the child himself and are directed not so much on him how much to implement the education system recognized by the parents. Some parents follow the ideas of educational provisions of the Nikitin family, defending the need for early intellectual learning, or call: "Swim before walking"; In other families, the atmosphere of continuous all-life and permissiveness reigns, which, according to parents, is carried out by a spock model of education, forgetting that it is not a child for education, but education for a child.

Education as formation certain qualities. In these cases, the parent builds his upbringing so that the child is necessarily endowed with this "especially valuable" quality. For example, parents are confident that their son or daughter should be definitely kind, erudite and bold. In cases where the values \u200b\u200bof parents begin to conflict either with the ageal features of the child's development, or with individual characteristics inherent in it, the problem of independence becomes especially obvious.

A family - This is a socio-pedagogical group of people intended to optimally meet the needs for self-preservation (continuation of the genus) and self-affirmation (self-esteem) of each of its member. The family creates a person's concept at home not as the premises where he lives, but as feelings, the sensations where they are waiting, they love, understand, protect. Family is a formation that "covers" a person entirely in all its manifestations. All personal qualities can be formed in the family. The fateful significance of the family in the development of the personality of a growing person is well known.

Family education - This is a system of upbringing and education, developing in a particular family by the forces of parents and relatives. Family education is a complex system. It is influenced by heredity and biological (natural) health of children and parents, material and economic security, social status, Lifestyle, the number of family members, place of residence, attitude towards the child. All this is organically intertwined and in each particular case manifests itself in different ways.

Family tasks Considerable:
- Create maximum conditions for the growth and development of the child;
- become socio-economic and psychological protection child;
- transfer the experience of creating and preserving families, educating children and attitudes towards elder;
- Teach children with useful applied skills and skills aimed at self-service and help close;
- Rim up feeling own dignity, values \u200b\u200bof your own "I".

The purpose of family education is the formation of such qualities of personalities that will help decent to overcome the difficulties and obstacles found on life path. Development of intelligence I. creative abilities, primary experience labor activity, moral I. aesthetic formation, emotional culture and physical health Children, their happiness - all this depends on the family, from parents, and all this is the tasks of family education. Parents are the first educators - have the most strong influence For children. Also j. Rousseau claimed that each subsequent tutor had less influence on the child than the previous one.
The importance of the influence of the family on the formation and development of the child's personality became apparent. Family and public education are interrelated, complement and can, in certain boundaries, even replace each other, but in general they are unequivocal and under any circumstances can not be such.

Family education is more emotionally in nature than any other education, for the "conductor" it is the parental love for children, causing response feelings of children to parents. "
Consider Family influence on child.
1. The family acts as a basis for a sense of security. The attitudes' relationship is important not only for the future development of relationships - their direct impact helps to reduce the feeling of anxiety arising from a child in new or in stress situations. Thus, the family provides a basic sense of security, ensuring the safety of the child when interacting with the outside world, the development of new ways to study and respond. In addition, close to the child the source of consolation in the moments of despair and excitement.

2. Motor behavior are important for the child. Children usually seek to copy the behavior of other people and most often those with which they are in the closest contact. In part, this conscious attempt to behave in the same way as others behave, partly this unconscious imitation, which is one of the aspects of identification with the other.

It seems that similar influences are experiencing and interpersonal relationships. In this regard, it is important to note that children learn from parents definite ways behavior, not only absorbing the rules directly communicated them ( ready recipes), but, thanks to the observation of the models existing in the relationship between parents (example). It is most likely that in cases where the recipe and the example coincide, the child will behave in the same way as the parents.

3. Family playing great importance In the acquisition of the child life experience. The influence of parents is especially great because they are for the child the source of the necessary life experience. The stock of children's knowledge depends largely on how parents provide the child to engage in libraries, visit museums, resting in nature. In addition, it is important for children to talk a lot.
Children, the life experience of which included a wide range different situations and which can cope with communication problems, rejoice at the versatile social interactions, There will be better than other children to adapt in a new setting and react positively to what is happening around the change.

4. Family stands an important factor In the formation of discipline and behavior in the child. Parents affect the behavior of a child, encouraging or condemning certain types behavior, as well as applying punishments or admissible degree of freedom in behavior.
Parents have a child learn what he should do how to behave.

5. Communication in the family becomes a sample for a child. Communication in the family allows the child to produce their own views, norms, installations and ideas. The development of the child will depend on how good conditions For communication provided to him in the family; Development also depends on the clarity and clarity of communicating in the family.
Family for a child is a place of birth and the main habitat. In his family, he has close people who understand him and take it, what it is, is a healthy or sick, kind or not very, prickly or barbed and daring - there he is his own.

It is in the family that the child receives the basics of knowledge of the world around the world, and with the high cultural and educational potential of the parents - continues to receive not only the basics, but also the culture itself all his life. Family is a certain moral and psychological climate, for a child is the first school of relations with people. It is in the family that the child's ideas about good and evil, about decency, respectful attitude to material and spiritual values. With close people in the family, he is experiencing feelings of love, friendship, debt, responsibility, justice ...

There is a certain specificity of family education in contrast to the education of public. By nature, its family upbringing is based on the feeling. Initially, the family, as a rule, is based on a sense of love that determines the moral atmosphere of this social group, the style and tone of the relationship of its members: manifestation of tenderness, caress, care, tolerance, generosity, the ability to forgive, sense of duty.

The child incomparable to parental love grows unfriendly, embittered, worn to the experiences of other people, bold, non-tested in the team of peers, and sometimes - closed, uncountable, excessively shy. Grew up in the atmosphere excessive love, stacking, reverence and reverence small man Early develops in itself the features of egoism, stockure, spoil, sassay, hypocrisy.

If there is no harmony of feelings in the family, then in such families, the child's development is complicated, family education becomes an unfavorable factor in the formation of a person.

Another feature of family education is the fact that the family is a multi-time social group: It has representatives of two, three, and sometimes four generations. And this means - various value orientations, various criteria for estimates of life phenomena, various ideals, points of view, convictions. The same person can be a raised and educator: Children - Moms, Pope - Grandparents - great-grandmothers and great-grandfathers. And despite this tangle contradictions, all family members sit down for one dinner tabletogether resting, lead household, Holidays are arranged, create certain traditions, enter into a wide variety of relationships.

Family education feature - organic merger with all the life of a growing person: the inclusion of a child in everything is vital important species Activities - intellectual and cognitive, labor, public, value-oriented, artistic and creative, game, free communication. And all stages passes: from elementary attempts to the most complex social and personality-significant forms of behavior.
Family education also has a wide temporary range of exposure: it continues all the human life, occurs at any time of the day, at any time of the year. His beneficial (or unknown) The influence of a person is experiencing even when he is outside the house: at school, at work, on vacation in another city, in a service business trip. And sitting at the school desk, the student mentally and sensually invisible threads is connected with the house, with his family, with many problems that exciting problems.

However, the family pays certain difficulties, contradictions and shortcomings of educational impact. The most common negative factors Family education, which have to take into account in the educational process are:
- inadequate impact of factors material order: excess or lack of things, priority material well-being Above the spiritual needs of a growing person, disharmony of material needs and opportunities for their satisfaction, spoilness and productivity, immorality and illegality of the family economy;
- the confusion of parents, the absence of the desire of the spiritual development of children;
- authoritarianism or "liberalism", impunity and all states;
- immorality, the presence of immoral style and the tone of the family relationship;
- Lack of normal psychological climate in family;
- fanaticism in any manifestations;
- Illiteracy in pedagogical terms, illegal behavior of adults.

I repeat once again that among the diverse functions of the family, paramount importance, undoubtedly, has the upbringing of the younger generation. This feature permeates the whole life of the family and is associated with all aspects of its activities.
However, the practice of family education shows that it does not always be "qualitative" due to the fact that some parents do not know how to raise and contribute to the development of their own children, others do not want, others cannot by virtue of any life circumstances ( heavy Diseases, loss of work and livelihoods, immoral behavior, etc.), the fourth simply do not give it due value. Consequently, each family has large or smaller educational capabilities, or, by scientifically educational potential. From these opportunities and on how reasonable and purposefully parents use them, the results depend home education.

The concept of "educational (sometimes they say - pedagogical) the potential of the family" appeared in the scientific literature relatively recently and does not have an unambiguous interpretation. Scientists include in it a lot of characteristics reflecting different conditions and family life factors that determine its educational prerequisites and can more or less provide successful development Child. Family features are taken into account as its type, structure, material security, place of residence, psychological microclimate, traditions and customs, the level of culture and parental education and much more. However, it should be borne in mind that none of the factors in itself can guarantee one or another level of education in the family: they should be considered only in aggregate.

Conditionally, these factors characterizing the livelihood of families in different parameters can be divided into socio-cultural, socio-economic, technical and hygienic and demographic (A.V.Mudrick). Consider them in more detail.

Socio-cultural factor. Home education in many years is determined by the fact that parents belong to this activity: indifferent, responsibly, frivolously.

Family is a complex system of relationship between spouses, parents, children, other relatives. In the aggregate, these relations constitute a family microclimate, which directly affects the emotional well-being of all its members, through the prism of which the rest of the world is perceived and its place in it. Depending on how adults behave with the child, what feelings and relationships are manifested by loved ones, the baby perceives the world with an attractive or repulsive, friendly or threatening. As a result, he has trust or distrust of peace (E. Erickson). This is the basis for the formation of a positive child's self-assumption.

The socio-economic factor is determined by the property characteristics of the family and employment of parents at work. Education of modern children requires serious material costs on their content, satisfaction of cultural and other needs, payment of additional educational services. Family opportunities financially contain children, provide them full development Largely conjugate with the socio-political and socio-economic situation in the country.

A technical and hygienic factor means that the educational potential of the family depends on the place and conditions of residence, the equipment of the dwelling, the characteristics of the lifestyle of the family.

Convenient I. beautiful environment Habitat is not an additional decoration in life, it has a great influence on the development of the child.
By educational possibilities Rural and city families differ.

The demographic factor shows that the structure and composition of the family (complete, incomplete, maternal, complex, simple, one-piece, large-style, etc.) dictate their own characteristics of the education of children.

Principles of family education

Principles of Education - practical recommendationswhich should be guided by that it will help pedagogically competently build tactics educational activities.
Based on the specifics of the family as a personal development environment of the child's personality, a system of principles of family education should be built:
- Children should grow and brought up in the atmosphere of benevolence and love;
- parents must understand and accept their child as he;
- educational impacts should be based taking into account age, genital and individual features;
- dialectic unity Sincere, deep respect for personality and high demanding to it should be based on family education;
- Personal Parents themselves - perfect model to imitate children;
- Education should be built with a positive support in a growing person;
- all activities organized in the family should be built on the game;
- Optimism and major - the basis of style and tone of communication with children in the family.

TO the most important principles Modern family education can be attributed the following: focus, scientific relations, humanism, respect for the identity of the child, compositeness, consistency, continuity, complexity and systematic, consistency in education. Consider them in more detail.

The principle of focus. Education as a pedagogical phenomenon is characterized by the presence of a socio-cultural oriented, which represents the ideal of educational activities, and its intended result. IN considerable degree modern family Focus on objective objectives that are formulated in each country as the main component of its pedagogical policy. IN last years As objective purposes of education, the incredit universal values \u200b\u200bset forth in the Declaration of Human Rights, the Declaration of the Rights of the Child, the Constitution of the Russian Federation.
Subjective coloring goals of home education give the ideas of a specific family about what she wants to grow their children. In order to educate, the family also takes into account the ethnic, cultural, religious traditions, which it follows.

Principle of scientific relations. For centuries, home education was based on everyday ideas, common sense, traditions and customs transmitted from generation to generation. However, in the last century, pedagogy, like all human science, has advanced far ahead. A lot of scientific data on the laws of the development of the child, on the construction of the educational process, was obtained. Minding the parents of the scientific foundations of education helps them achieve higher results in the development of their own children. Errors and miscalculations in family education are associated with misunderstanding parents of Azov Pedagogy and psychology. Ignorance age features Children leads to the use of random methods and means of education.

The principle of respect for the identity of the child is the adoption of a child with parents as a givenness, such as it is, with all features, specific features, tastes, habits regardless to any external standards, standards, parameters and estimates. The child came to the world not at wishes and want: the "guys" parents, so do not comply with the fact that the baby in something did not meet their expectations, and the care of it "eats" a lot of time, requires self-conformity, patience , excerpts, etc. Parents "awarded" a child with a certain appearance, natural deposits, features of temperament, surrounded by a real medium, are used in the upbringing of certain means, from which the process of forming character traits, habits, feelings, attitude to peace and much more in the development of the baby depends.

The principle of humanity is to regulate the relationship of adults and children and the assumption that these relations are built on trust, mutual respect, cooperation, love, goodwill. At one time, Yanush Korchak expressed the idea that adults bake their own rights and indulge when someone encroaches them. But they are obliged to respect the rights of the child, such as the right to knowledge and ignorance, the right to failures and tears, the right to property. In short, the right of a child to be what he is - his right for the current hour and today.

Unfortunately, the parents have enough position in relation to the child - "Become as I want." And although it is made from good motivations, but essentially it is disregard for the identity of the child, when his will breaks in the name of the future, the initiative is quenched.
The principle of compositeness, sequence, continuity is the deployment of home education in accordance with the goal. The gradualness of the pedagogical impact on the child is assumed, and the sequence and systematic education of education are manifested not only in the content, but also in means, methods, techniques that meet the age characteristics and individual capabilities of children. Education is a long-term process, the results of which "germinate" is not immediately, often a lot of time later. However, it is indisputable that they are the easier than the scenario and the consistentness of the child.
Unfortunately, parents, especially young, are impatient, often not realizing that to form a particular quality, the properties of the child need to be repeatedly and diverse on it, they wish to see the "product" of their activities "here and now." Not always in the family understand that the child is raising not only and not so much words, but the whole environment of the native home, its atmosphere, which we talked above. So, the child talks about accuracy, make requirements for order in his clothes, in toys, but at the same time he sees every day, as dad carelessly stores his shaving accessories that the mother does not broadcast in the closet, and throws him on the back chal. .. Thus, there is a so-called "double" morality in the education of a child: it requires that for other family members it turns out to be optional.

The principle of complexity and systematic is a multilateral impact on the person through the system of goals, content, means and methods of education. All the factors and parties are taken into account pedagogical process. It is known that modern child It grows in a multifaceted social, natural, cultural medium that is not limited to the family framework. From the small years, the child listens to the radio, watching TV, goes for a walk, where communicates with different age and semi, etc. All this environment in one degree or another affects the development of the child, i.e. It becomes a factor in education. Multifactority of education has its own positive and negative sides.

The principle of consistency in education. One of the peculiarities of the upbringing of a modern child is that it is carried out different persons: family members, professional educators educational institutions (kindergarten, school, izostudia, sports section, etc.). None of the educators little child, whether it is native people or pedagogues of a kindergarten, cannot educate it isolated from each other - it is necessary to coordinate the goals, the content of educational activities, funds and methods of its implementation. Otherwise, it turns out, as in the famous Basna I.A. Krylova "Swan, cancer and pike". The inconsistency of the requirements and approaches to upbringing leads a child to confusion, the sense of confidence and reliability is lost.

Methods of family education

Methods of family education as methods of interaction of parents with children who help the latter to develop their consciousness, feelings and will, actively stimulate the formation of behavior experience, independent children's livelihood, full moral and spiritual development.

Selection of methods
First of all, it depends on the overall culture of parents, their life experience, psychological and pedagogical training and methods of organizing vital activity. The use of certain methods of education of children in the family also depends:
from the goals and tasks of the upbringing that parents set themselves;
relationship in the family and lifestyle;
Children's number in the family;
relatives and feelings of parents, other family members who are often inclined to idealize the possibilities of children, exaggerate their abilities, dignity, pupil;
personal qualities of the father, mother, other family members, their spiritual and moral values and landmarks;
Parents' experience and their practical skills in the implementation of the complex educational methods Given the age and psycho-physiological characteristics of children.

The most difficult for parents is practical use of one or another method of upbringing. Observations, analysis of written and oral responses of children show that the same method is used by many parents in different ways. The greatest number Options are observed when applying the methods of belief, requirements, encouragement, punishment. One category of parents convinces children benevolently, in the process trust communication; The second is to affect personal positive example; Third - annoying teachings, reproaches, okhriches, threats; Fourth - punishments, including physical.

Implementation of the Parental Requirement Method
Direct (Direct) Parental Requirement Mediated (indirect) Parental Requirement
In the form of an order in the form of an image
Warning wishes
Order of Council
categorical order of reminders
Other types of switching
Other species

The main conditions of the effectiveness of the parent requirement
1. Positive example Parents
2. Sorrow
3. Sequence
4. Accounting for age-related characteristics of children
5. Unity in the presentation of requirements from the Father, Mother, all family members, relatives
6. Respect for the identity of the child
7. Justice
8. Postedness
9. Accounting for individual psycho-physiological features of children
10. Perfection of requirements for requirements (tact, caution, noncategoricality tone, unstability, attractiveness of form, deposit, filigree of speech communication)