Communication as a factor in education

From a socio-psychological point of view correct upbringing is a scientifically grounded communication of people, calculated on the development of each of them as a person. The educational influence of a person on a person involves the correct perception and assessment of each other by people who are involved in this process.

Psychologist M.I. Lisina studied the development of communication and its role in the upbringing of young children. She established that from the birth of a child, his communication with the people around him is directed by a special need, which consists in the person's desire for self-knowledge, for the knowledge of the people around him for the purpose of self-development. Knowledge about oneself and about people is closely intertwined with the attitude towards other people, with the desire for assessment and self-esteem. Evaluation from another person allows you to find out how he perceives this person, contributes to the formation of self-esteem and, ultimately, the image of "I".

M.I. Lisina found that during the first seven years of life there are 4 main forms of communication:

Situationally - personal (first half of life). It is most vividly represented in the complex of revitalization (an emotionally positive reaction of a child of 2-3 months to a person close to him, expressed in the manifestation of joy and an increase in general motor activity).

Situational business (from 6 months to 2 years). It covers object games between children and adults.

Extra-situational-cognitive (from 3 years to 5 years). It is associated with the development of a common cognitive activity, as a result of which, studying the surrounding reality, the child asks many questions to the adult about objects and phenomena.

Extra-situational-personal (6-7 years old). It serves the child's cognition of the world of people and human relationships.

The content of communication, which serves educational purposes, is transmission from person to person. useful information, on the basis of which people can form and develop as individuals. This information includes values, norms and forms of behavior, assessments and perceptions, ideals, goals and the meaning of life. The measure of their acceptance by one person in communication with other people depends on the attitude of people towards each other, determined by the standards of interpersonal perception.

These standards are not always recognized by the person who applies them. They reflect the features social group, reference for the individual. According to A.A. Bodalev, at an early age, standards are specific and identified with people chosen as an ideal. With age, standards become more and more generalized and associated with moral and other ideals, values ​​and norms. They become more differentiated, which begins to be clearly observed already in adolescents.

The role of the team in the education of students

The upbringing system that has developed in our country is called collectivist. It is based on the thesis that upbringing, and, consequently, the full development of the individual is possible only in a team and through a team. With his practical deeds A.S. Makarenko proved that a developed children's team plays an important role in the re-education of the individual. Another researcher of this problem, V.M. Bekhterev, conducted a series of experiments in which he proved that the influence of a group resembling an average, real collective, on an individual is not always and not only positive in everything. For example, he found that such a team can suppress a particularly creative, gifted personality, involuntarily hindering its development, not accepting and even actively rejecting its creations due to misunderstanding, envy and unhealthy aggressive tendencies. Thus, the influence of the collective on the personality can be both positive and negative.

According to R.S. Nemov, highly developed children's collectives have only a positive effect on the upbringing of the individual, but according to various sources, there were 6-8% of them in the pre-perestroika period, and now they are probably less, because the situation in education has only worsened. Collectives that are moderately and underdeveloped in the socio-psychological respect have a twofold effect on the psychology and behavior of the individual. The changes taking place in our society require changes in pedagogical views, in particular, clarification of the role of the collective in the upbringing of the individual. Nemov in connection with the above suggests the following theses

It is impossible, as before, to assert that any act of a child that is not designed for the interests of the children's or pedagogical collective is harmful to society.

It is advisable to actually equalize in pedagogical rights and responsibilities the individual and the collective, the child and the adult, the children's pedagogical collectives, the pupil and the educator.

Family as a socio-psychological factor in upbringing

The family is a kind of collective that plays an essential role in the upbringing of the individual. The family plays a major, long-term role in upbringing. Trust and fear, confidence and timidity, calmness and anxiety, cordiality and warmth in communication, as opposed to alienation and coldness - all these qualities a person acquires in a family. They appear and become fixed in a child long before entering school and have a lasting impact on his development (for example, anxious mothers often have anxious children).

The reasons for anomalies in the upbringing of children are systematic violations by spouses of the ethics of intrafamily relations, the lack of mutual trust, attention and care, respect, psychological support and protection. Another reason is the ambiguity in understanding the family roles of a husband, wife, owner, mistress, head of the family, and the spouses' exaggerated demands on each other.

The most significant factors that negatively affect the upbringing of children are the incompatibility of the moral positions of the spouses, the mismatch of their points of view on honor, morality, conscience, duty, responsibilities to the family, the measure of responsibility for the state of affairs in the family.

The main way to practically eliminate the negative influence of these factors on the upbringing of children is to achieve mutual understanding and harmonize personal relationships between spouses. To achieve educational goals in the family, parents turn to various means of influence: they encourage and punish the child, strive to become a model for him. Praise from parents with whom the child is in friendly relations... Punishment is necessary only when the child's behavior can no longer be changed in any other way. The punishment must be fair, but not harsh. Punishment is more effective when the child's act for which he is being punished is reasonably explained to him.

It has been established that a child who is often yelled at, who is often punished, is alienated from his parents, shows increased aggressiveness. Children who are the first and the next in the family find themselves in psychologically different conditions and should be brought up somewhat differently. Siblings influence the upbringing of boys and girls in different ways. For example, boys who have older brothers show more purely masculine traits and interests than girls who have older sisters reveal feminine interests and traits in themselves.

Specific conditions for upbringing are formed in the so-called incomplete family, where one of the parents is absent. For example, boys in such families are more cocky and restless. The behavior of girls who grew up in such families does not differ significantly from the behavior of girls brought up in two-parent families.

When studying such features of the parental style of behavior as positive emotions, cooperation, a penchant for creativity, it was found that they have a significant impact on the development of the child. A correlation was revealed between the style of parental behavior and the relationship between parents and children. The style of parenting behavior is consistently associated with the cognitive and personal development of children.

Education and the formation of social attitudes of the individual

The psychological aspect of education largely means the formation and change of a person's social attitudes. Recall that a social attitude has three components: knowledge, emotion, and action. The upbringing of social attitudes is reduced to changing one or more of their components. Pedagogical influence on a child's social attitude includes four stages: drawing the child's attention to a particular issue, arousing his interest; presentation of new information; belief. Let's briefly describe each of them.

Psychologists have found that if something insignificantly distracts a person's attention, then the effect of persuasion (changes in social attitudes) will be stronger than without this procedure. In a situation of absent-minded attention, it is easier to convince a person to accept this or that point of view, since we do not allow a person to delve deeply into the arguments presented. However, it must be remembered that the persuasive effect of distraction depends on the emotional coloring of what this attention is diverted to. "Nice" things have a positive effect, and "not very pleasant" facts reduce this effect.

Since social attitudes include rational and emotional components, then any of them can be used for directed pedagogical influence. Rational parenting usually appeals to the child's mind. In this case, the teacher tries to convince him with logical evidence.

When using the emotional form of influence, they usually turn to the following psychological and pedagogical methods: referring to authority (“this is how dad thinks”), referring to a model (“that's what good children do”). Used when boolean arguments are either weak or absent. Based on the effect of suggestion. Sometimes used to influence social attitudes in educational purposes a method of arousing fear in children, but this method is not very effective.

Even if the belief is based on a well thought out and selected set of facts, the way they are presented to the child can significantly affect the result of the belief, the same fact can be presented and perceived by the child in different ways.

The relationship between training and education. The main categories of the theory of education: goals, means and methods of education, biogenic and sociogenic theories of education. Adaptation, individualization and integration of a person in a group are the main phases of social development of a person in the process of upbringing

Education in the broadest sense of the word is an impact on a person, influencing his development. From this point of view, a child is raised not only by the family, school, but also nature, environment, mass media, etc. Upbringing in the narrow sense is a purposeful impact on a child in order to form in him predetermined personality traits. To educate means to create a system of interdependencies between people, which give rise to an expanded system of relations of the individual to society, to work, to other people, to himself, to nature, etc. Education is a subject-subject interaction.

The purpose education in modern conditions is the formation of a cultural, sufficiently educated, highly moral, creatively active and socially mature personality. The general goal of upbringing at different stages of the development of society is constantly being clarified, corrected due to the fact that the upbringing of individual personality traits is brought to the fore. Tasks school education -1) the formation of a system of habits of cultural behavior and educational work, which have become a need of the individual. The system of habits largely determines the style of behavior and work of a person; 2) instilling in a child immunity to evil, a clear understanding of the difference between good and evil. It is important that he, seeing evil, react to it, defending his own interests, and therefore the interests of society.

A special characteristic of the goal of education is its dual nature: on the one hand, the formation of a creative personality, and on the other, the preparation of carriers of social functions capable of serving modern production. But the apparent contradiction is resolved in group joint activities organized on the principles of collectivism. Achieving the goals of upbringing is the relationship between upbringing and training: training is a means of upbringing. If training is the formation of consciousness, then the upbringing of Ch. in a way addressed to the subconscious. Upbringing presupposes not just knowledge of the norms of behavior, not just adherence to these norms with the expectation of reward or avoidance of punishment. This is the impossibility of violating norms that have become internal regulators of actions and deeds.

Upbringing presupposes the social development of the personality in ontogenesis. Entering the social environment presupposes the development of the personality in it according to internal psychological laws. The individual naturally goes through three phases of his formation - adaptation, individualization, integration. Adaptation is an objective necessity “to be like everyone else”. The satisfaction of this need presupposes the child's assimilation of new social norms of interaction, forms and means of activity that other members of the group own (or also master them with him). Individualization is generated by the exacerbation of the contradiction between achieved results adaptation - the fact that he became "like everyone else" in the group - and the individual's unsatisfied need for the ability to express his individuality. The student finds ways and means of expressing his individuality. Integration of the personality in the group is possible when the student realizes the unity of the group's need for its development with his personal needs to make significant "contributions" to the life of the group (A.V. Petrovsky).

The unity of communication and activity is the methodological basis of the psychology of education. Communication and its role in education. Development of communication in ontogenesis. The interaction of subjects of communication and cooperation in the educational process. Psychology pedagogical communication

The main content of communication in the upbringing process is information about values, norms and forms of behavior, assessments and perceptions, ideals, goals and meaning of life. To the extent that communication has an educational impact, this expresses the effectiveness of the teacher's professional activity. Professional communication of the teacher - pedagogical communication, aimed at creating a favorable psychological climate, optimization of learning activities and relationships between students, teachers and students within the student body. Pedagogical communication is a multifaceted process of organizing, establishing and developing communication, mutual understanding and interaction between teachers and students, generated by the goals and content of their joint activities. Professional pedagogical communication is a system of techniques and methods that ensure the implementation of the goals and objectives of pedagogical activity, organizing and directing the socio-psychological interaction of the teacher and pupils. Components ped. communication is cognitive (knowledge of the general laws of communication; structure, features of the implementation of communicative, interactive and perceptual functions of communication; research methods and basic psychological and pedagogical requirements); regulatory (the ability to transmit information, organize relationships, pedagogically expediently influence, manage one's own mental conditions), affective (emotional states that characterize the relationship, experiences of the teacher) and spiritual (fusion of intellectual and spiritual abilities). Spiritual ability is the ability to understand, appreciate, and portray other people in your art. V.D.Shadrikov noted the presence of spiritual abilities in every mental function - thinking morally. Ped functions communication - cognitive (explanation of the world around, intonation of socially and personally significant sides in cognizable phenomena), emotive (the speaker's attitude to the communicated and to the interlocutor), educating ( purposeful formation socially useful personality traits), facilitative (making it easier for the student to express himself, manifest positive in himself), regulatory (motivation and coordination of communication), self-actualization (the teacher's realization of his capabilities). Humanistic ped. communication is dialogical, creative, personal and individual interaction. Styles ped. general -ya.

Essential features of the group as an educational team. Collectivism and conformism as goals and results of group education. Psychological and pedagogical mechanisms of democratization and humanization of the life of schoolchildren

The principle of collectivist education is carried out in the process of forming an educational team (A.S. Makarenko) - this is study group children united by joint activities, the purpose of which is socially useful and personally significant. The target develops as a long, medium and short perspective. The group is open for connections with other teams. In joint activities, there is a distribution of powers among all members of the group, who have the ability to perform the roles of leaders and subordinates. Public opinion takes into account the opinion of the members of the group, who in the collectives are protected from arbitrariness. A.V. Petrovsky identified the levels of formation of a group as a collective - a stratum. The main characteristics are group cohesion, value-orientational unity. To identify the system of interpersonal relations in the group, the sociometric method (J. Moreno), the referentometry method are used, the motives of choice are studied.

Similar information.

Educational psychology: teaching aid

Section 4

3 PSYCHOLOGICAL ISSUES OF UPBRINGING THE CHARACTER

3.3. Psychological aspects Educating a person's arbitrariness

Responsibility as a psychological and pedagogical problem

Personality can be represented as a trinity: what a person wants (substructure of direction), what he can (ability), and what he is (character). One more essential parameter can be added to this classic formula of personality - what a person owes, what obligations he undertakes. The measure of acceptance by a person of social necessity is manifested in such an important characteristic of a socially mature person as responsibility.

Responsibility is a form of activity that gives a person the opportunity to integrate harmoniously into social world, not to live situationally, not to be on a "short motuz-ku", but to maintain autonomy and the ability to show initiative and creativity. With the help of responsibility, a person's connection with the surrounding reality, their integrity arises. Moreover, there is no intermediary in this integrity: the assessment of another person, social sanctions, etc. The person himself acts as a defining component of such integrity, which ensures its embodiment in the appropriate action.

Thus, it is in the act of responsibility that self-determination and moral freedom of a person becomes an integral part of her being. Emphasizing the importance of the responsibility of an individual for its direct integration into society, for the development of social activity of a person, for introducing him to social practice, responsibility can be defined as an autonomous, voluntary implementation of necessity within the boundaries and forms that the subject of responsibility determines independently. The following factors of responsibility can be distinguished:

independence as a person's implementation of the choice of the method of activity (or communication), and the achievement of a result when she establishes both the level of complexity of the activity and the time and boundaries of its implementation;

independence from external control due to the transformation of external debt into internal need, which is regulated through self-control;

awareness of the integrity of everything, the task facing a person, the work that is being performed ( the responsible person knows what she is doing, has clear personal criteria for action and foresees the consequences of her own actions);

self-confidence, their compatibility with the accepted task (only an irresponsible person takes on an impossible task or promises the impossible).

Responsibility, which has become a stable quality of a person, enables her to easily cope with the existing requirements of reality, harmonize them with her own desires, freeing herself from external coercive control and checks. The criterion for the completeness of taking responsibility for the case is the person's confidence in their actions, which is preserved even in the presence of external evaluations or criticism, and the initiative for its implementation. The latter can be considered as a result of the coordination of necessity with the desires and needs of a person: an initiative as an expansion of the field of a person's activity indicates that the task is accepted by her as something personally significant and she is actively looking for ways to solve it.

In modern psychology, the concept of two types of responsibility, known as the locus of control theory, has become widespread. The concept of a locus of control, which was introduced into psychological use by D. Rotter, characterizes the idea of ​​people about their ability to determine and control the circumstances of their own life in general and its individual spheres. Such beliefs of people can be ordered into a kind of continuum, at the extreme poles of which there are either pronounced externalities that give responsibility for the events of their own life, fate and good luck to other people (parents, teachers, educators, leaders), or internals who, according to in comparison with others, they are more confident in their ability to influence their life activity and solve life problems, explaining them by their behavior, character and abilities.

In this regard, psychologists state that internals have fewer psychological problems, higher rates of self-esteem and psychological adaptability, independence and independence of their behavior, a low propensity for social suggestions and high resistance to external stoves, as well as a tendency to control the behavior of others. Teens with an internal locus of control are more positive about teachers and law enforcement officials. At the same time, a great tendency of externalists to deceit and commit immoral acts was recorded.

Structurally, the locus of control includes:

First, the cognitive-worldview element, that is, the idea of ​​how the world works in general and what will move it;

Secondly, the individual feeling of personal control, whether a person considers himself the master of his own life: such a component presupposes, first of all, the development of mechanisms of internal self-regulation of the individual;

Third, the associated system of self-assessment and Cree-setting criteria.

Therefore, it is not surprising that interns are more aware of the meaning of their own life and its goals. Externalals, on the other hand, are distinguished by increased anxiety, less tolerance for others and less popularity, higher conformity and increased aggressiveness.

It is important to realize the dependence of the formation of a locus of control on the conditions of upbringing, the existence thin connections between the control of the child's behavior by adults and the development of her responsibility. Often, the awareness of responsibility for the fate of the child leads to the fact that parents and teachers take full responsibility for its development. At the same time, they show excessive concern, ensuring every step, deed of the child, leaving him no opportunity to independently plan and carry out his actions, to be responsible for their consequences in front of other people. This type of parenting is known as overprotection.

The authoritarian dictate of the mentor's will also limits the pet's freedom of self-expression. The typical reaction of the adolescent personality to such restrictions is defiance. In some cases, he develops obedience, but this is obedience to a passive, non-initiative personality who is not responsible.

Consequently, the child's responsibility is formed only in conditions when she is trusted and her activity is not restrained. Where there is no trust and freedom of personal activity, one should not expect responsibility and creativity from a person. Acquiring responsibility by a person is directly related to giving him freedom in decision-making. Of course, the question of the degree of freedom must be decided taking into account age and individually. typological features pupil, other circumstances of his life. But the principle itself is unshakable: the formation of responsibility goes side by side with the development of the autonomy (independence) of the individual, its independence and ensuring the child freedom in making decisions regarding the circumstances and prospects of his own life.

On the other hand, the genesis of responsibility is not possible without discipline as compliance with the norms of communication, binding on all parties. social interaction... Only having before his eyes an example of responsible behavior of a significant other, the experience of realizing the need for such socially normative activity and its implementation under the guidance of an adult, the child gradually acquires the ability self-acceptance decisions about what is due and the importance of its purposeful implementation. The development of volitional character traits of the child also plays a significant role in the formation of such mechanisms of responsible behavior, and with a certain age- and her attitude towards self-education.

The principles of organizing and maintaining discipline in the educational process

Considering the severity of the psychological and pedagogical problem of the formation of a responsible and independent personality, the main ways of forming its discipline, highlighted by the modern American psychologist, a representative of the school of humanistic psychology E. Shostrom, deserve attention, on which it is advisable to dwell in more detail.

The technique of pedagogical discipline is based on the educator's conscious control of the pupil's behavior from the standpoint of socially accepted standards of human activity. The technique of external discipline is based on how to achieve maximum obedience from the child and the compliance of his behavior with the requirements of the educator. Another technique, internal discipline, is based on educating a child, first of all, self-discipline, that is, transferring certain values ​​to him, which acquire for him the status of guiding principles of his own activity.

The technique of external discipline provides for reward and punishment as the main pedagogical mechanisms. But in relation to the main goal of upbringing (this is the personal self-development of our pet), both the first and the second are only external reinforcements or stimulators of the child's activity, the orientation to which distracts her from the adequate reception of educational tasks. Here, such a mechanism of transformation of the psychic is triggered, as a shift of the motive to the goal. A child may, under all circumstances, seek rewards or be most afraid of punishment. It is these goals that will become the dominant motives for her, and therefore she will act properly only as long as these incentives are active. In the absence of educational control or certain reinforcement in post-pedagogical situations in such a way, the organized model of the child's activity will turn out to be incapacitated.

The inner discipline technique is based on the fact that the child is creature with its own feelings, rules and rights, and not an automaton that can be programmed to execute any program, even a very useful and promising program for her. An educator who understands the child's feelings well and comes out of their priority in organizing pedagogical communication can successfully solve disciplinary problems. From the standpoint of this attitude, it is obvious that the reasons for the disobedience of the child are mainly emotional, not rational. The problem is that in real pedagogical interaction, as a rule, neither the child nor her teachers are aware of such reasons, and therefore they just need to be known. The main reasons for violations of discipline by children, their emotional equivalents for an adult and a child, and psychologically literate ways to eliminate such causes are given in Table. 9.

So, a psychologically competent approach to discipline requires separating people from actions, and actions from feelings.

Establishing discipline among their pupils will greatly facilitate the teacher's compliance with the following principles:

Separate feelings from actions. Any actions have feelings as a result. To change actions, you need to learn to understand the feelings of the child and accordingly take them into account in the educational process. In particular, the child should be aware that in any circumstances the teacher accepts her and is ready to help her, but her certain actions are unacceptable and must change.

Carefully study the child's condition and, if necessary, harmonize it. The child's actions against the background of an emotional disorder should be considered as a symptom of deeper emotional complications, psychological maladjustment caused earlier

table

Causes of Discipline by Children

Emotional reasons for a child's indiscipline	Emotional experiences an adult	Ways to eliminate the cause of the child's indiscipline
Struggle for the attention of adults: the lack of positive attention of adults to the child to compensate for punishment as a reaction to her disobedience	Feeling irritated	Positive attention in the form of joint activities, conversations, games and other types of joint pastime with 3 children
The struggle for self-affirmation against the excessive guardianship of adults, the desire to live "by your own mind"	Feelings of anger	Reducing control over the behavior of the child, refraining from unprincipled demands and unnecessary help
Emotional pain, a desire to avenge an offense previously inflicted by adults	Resentment	Understanding the cause of the child's pain and making efforts to eliminate it
Loss of faith in yourself, in your own strengths and your own success	Hopelessness and despair	Rethinking the child's abilities, finding an accessible level of tasks for her, organizing joint activities with her

perceived by criticism, accusation, or punishment. To punish a child for such conditions means to further intensify her neurotization.

To respond to the feelings of the pet, creating such conditions so that the child can "let off steam", give a way out own emotions... For the teacher in the mode active listening you need to help the child to speak out, turn the discontent in the soul into words that clearly identify the negative feelings that are experienced, and in this way channel the child's emotions, help him get rid of those negative feelings, which create a state of her internal tension, which she is trying to overcome. It is precisely the release from such tension that the child often seeks in aggressive actions and acts of verbal aggression, oriented towards the environment.

Make sure that disciplinary problems become not only the problems of adults, but also common for the educator and pupils. To do this, it is necessary to demonstrate to the child that the caregiver perceives them as mutual problems. This greatly helps the adult to emotionally separate from the problem and separate the child from it, which must be accepted even in extremely unacceptable circumstances, the source of which is her disobedience. Further, in this way emotionally distancing yourself from the problem situation, you can start joint work above her. By realizing that the problem has an external starting point, the child will not turn the disciplinary situation into an interpersonal conflict. It is obvious that this scenario of the development of the situation is unacceptable for an adult.

Distance productively when discussing punishment. Helping the child understand that the rules of group behavior should be followed as diligently as the rules sports game, and the punishment in this respect is similar to penalties, then in case of violation of the rules of behavior, the pet will perceive the punishment as a special case of a general pattern - an appropriate way of social regulation. When introducing punishment into a pedagogical situation, an adult must make sure that the child understands which norm she violated, and that the sanction in this case is fair, and therefore it is logical to blame herself for her, and not be offended by those who punish her.

If punishment is unavoidable, have the child choose it. Practice shows that children, finding themselves in such conditions, usually choose a more severe punishment than the teacher or parents intended to apply. But! to them it no longer seems so cruel and unjust.

It is necessary to impose categorical restrictions on the dangerous and destructive actions of pupils, to help them direct their actions through other permitted channels, simulating a socially acceptable way out of the current situation.

In particular, children and adolescents should learn to restrain themselves if:

this is required by safety and health risks;

it threatens the property of someone (the child himself, his parents, other people);

it is required by law and moral standards.

These principles can, if desired, be considered as the basic psychological formulas of a dynamic approach to discipline, which, if applied reasonably, sprout with the pet's self-discipline and effectively prepare it for the formation of psychological mechanisms of independent behavior.

Psychological approach to the formation of a child's independence

It is advisable to consider the problem of the formation of independence on the basis of the model of family education - the main cell of the formation of such a personality quality. Discipline is indispensable here, but the so-called "tightening the screws" is also unacceptable. The main problem is to find a definite measure in resolving the questions about "can", "belongs" and "not allowed". As an effective guide to the educator on this path in psychology, it is proposed to use a simple and pedagogically productive methodology based on the idea of ​​zones.

The main tool of the technique is the image of the four zones of the child's behavior: green, yellow, orange and red.

In the green zone, the educator who controls the child's behavior is encouraged to place everything that the child is allowed to do at her discretion and desire. For example, what toys to play, whom to choose for a friend, when to sit down for lessons, in which circle to attend. It is clear that even here certain choices can cause objections from adults, but, on the other hand, such adults obviously feel more burdens on their shoulders. educational activities, while leaving the pupils no chance of gaining independence.

The types of activity are grouped in the yellow zone, in which the child is given the freedom to act at his own discretion, but within certain limits. For example, a child can start preparing lessons at any time, but she must finish such work no later than eight o'clock in the evening. You can walk in the courtyard, but do not go outside it. The fulfillment of just such rules, and only in the parts that limit them, should be systematically supervised by an adult who wants to form the child's self-bridges. This zone is very important, because it is in it that the child learns to be independent, taking into account certain rules - restrictions. (And this is already a model of a responsible situation!) It is important here to organize conflict-free acceptance by the child of requirements and restrictions.

in each case calmly and briefly

explain what caused the request;

be sure to emphasize what exactly remains for the child

for her free choice.

It is noticed that when children feel respect for their feelings, freedom and independence, they more easily accept the limitations of adults.

The orange zone covers such actions of the child that do not fall under the established rules and norms of upbringing, but are allowed under exceptional circumstances. For example, in New Year's celebration the child can be allowed not to go to bed in set time, and, having joined the family tradition, to meet the first minutes of the New Year in family circle... Or, if the child is scared by a bad dream, take her to the adult's bed until she calms down. Everyone knows that exceptions only prove the rules. When the child realizes this truth, she takes another significant step towards independence. If such exceptions are rare and justified, children tend to be very grateful to their caregivers for the adults' willingness to accommodate their special request. Moreover, in this case, realizing the exclusivity of the circumstances, they are even ready for strenuous observance of the rules than in ordinary situations. The only thing that is required of educators in this case is not to give the child a reason to hope that an exception can turn into a rule.

In the red zone, educators combine such actions of the child that are unacceptable under any circumstances. These are categorical "no" adults, from which they should not make exceptions in any case. You cannot play with fire, cross the street at a red light, be rude to an elder or hit mom, break or spoil things, neglect homework, behave rudely with teachers, etc. This list "matures" with the child and thus leads him to serious moral norms and social prohibitions.

Guided by the rules of these four zones, it is quite possible to find a "golden mean" between the readiness to provide the child with freedom of expression of his personality and the need for discipline, between the flexibility of educational means and the desire to be firm and consistent in raising the child's independence.

Psychological and pedagogical conditions for the development of independence as a personality trait of a pupil

Psychological mechanism responsible behavior does not suppose existence in the structure of the personality, along with independence, and so important for the implementation of social productive activities psychological quality, like independence. If independence is the result of the formation of a child's individual experience, knowledge, skills and abilities to carry out certain types of activity, due to which her behavior becomes autonomous and does not require outside help, then independence manifests itself in especially critical or problematic situations that involve a person's choice of a strategy of behavior as opposition own deed (thought) deed or thought of another person.

Independent behavior (act) should be understood as the child's behavior, which she carries out with reliance on previously learned experience, when it is at odds with the behavior (opinion) of another person. The pedagogical value of the formation of independent behavior in a child lies in the fact that it changes the form of the child's assimilation of social experience: from the globally inherited, uncritical assimilation of all influences, especially characteristic of the early stages of socialization, the child goes on to selectively assimilate what corresponds to social norms that she accepted earlier, discarding inappropriate situational influences from peers and adults. Independence as a subjective manifestation should be distinguished from the whim (whim) of the child. In the act of caprice, the whim of individual desire dominates, while in the act of independence, the child opposes the actions of another person with a socially expedient program of actions and assessments that she has learned earlier. So, whim is an individual manifestation, and independence is a manifestation of a person's personality.

According to traditional ideas about the development of a child's personality, for the first time ITS independence appears only in adolescence, when, on the wave of awareness of the feeling of adulthood (as the main neoplasm of this age period), there is a clear tendency towards the emancipation of the child from educational care.

The psychological basis for this is the adolescent's awareness of the following:

the value of independence as an indicator of the real freedom of manifestations of a socially mature personality;

its compliance with anthropomorphic and physiological indicators of maturity;

own competence as a function of previously acquired social experience;

the urgent need for equal and parity relations with educators and other adults caused by these circumstances, which would not limit individual freedom of the individual.

Elements of independence in behavior are already formed in younger preschoolers. They are closely related to the child's self-awareness of himself as a subject of activity (the main new formation of the three-year crisis). In fact, independence is the psychological mechanism for the manifestation and development of internal individual activity personality. First, elements of independence arise in the sphere of verbal behavior, verbal assessment of the actions of other people, then - in the plane of real actions. Independence manifests itself in relationships with peers and in relation to adults.

The transition of a child from a childish to independent behavior presupposes not only the development of the child's intellect as an instrument of its independent determination of the content of its own further activity. Such a transition requires, first of all, the development of the child's personality, its liberation from the globally inherited internal relationship to the people around it, which has a genetic and emotional nature, and reorientation to the priority use of its own, previously learned individual way behavior as opposed to patterns that are perceived from the outside. Such liberation effectively occurs when a child, from the position of a student, which copies the behavior of an adult, periodically finds himself in the position of a controller and a conductor of patterns of behavior. Therefore, older children in a family or children with the inclinations of domination, for whom such a situation is more likely than younger or conformable children, gain experience of independent behavior earlier and become more independent and responsible in the future.

From the standpoint of traditional pedagogy, the most valuable quality of a preschooler is the belief in the absolute perfection of a tall child and in the peremptory nature of his requirements. Undoubtedly, this simplifies the teacher's pedagogical task of managing a group of children with limited age ideas about the norms of group discipline. The process of social education of children in kindergarten, fueled by the need to observe discipline in the pedagogical process, is most easily carried out through authoritarian communication. For such communication, the educator tries to get imprinted in the minds of children only from one side: as an infallible ideal bearer of social experience, a model for global imitation, and the other side inherent in any person - hesitations, doubts, mistakes - is diligently hiding from the child. Such a psychological situation, especially in group work, in fact does not leave children with the opportunity to choose a strategy of behavior (since only the one that imitates the behavior of the educator is usually positively reinforced), hinders the acquisition of the experience of independent conscious use of the previously assigned individual experience of activity and its modifications, generalization by the pupils. and further development of the latter according to situational changes. As a result - classes that are held in groups kindergarten according to the usual method, they help to reduce the propensity for independent behavior in children. The same situation persists to a large extent in the school practice of the socialization of children. However, in research there are. V. Subots'kogo showed that without the experience of independent behavior, it becomes impossible to manifest the child's creative initiative, the first ontogenetic peak of which falls on preschool childhood.

Considering this, the psychologically appropriate conditions for the formation of an independent behavior of a child can be reduced to the following provisions:

The organization of the general humanistic contour of the educational process, which is based on the principles of unconditional admission of pupils, empathic and supplementary behavior of educators and the congruence and sincerity of their manifestations in various, including subjectively difficult for the teacher, situations of pedagogical interaction.

Comprehensive assistance in the formation of the independence of the behavior of children (especially productive here is the creation of situations of their personal choice).

Ensuring the formation of moral habits and a system of categories of moral consciousness of the child's personality as internal criteria for self-assessment of situations of social interaction and the choice of a socially acceptable strategy of relations with other people, critical assimilation of a new experience of behavior.

Psychological issues of raising a child's will

Responsible behavior is impossible without effective self-control of the individual's own activity. The central place in this psychological mechanism belongs to the will. In psychology, will is interpreted as the ability of a person to act according to a goal in spite of immediate desire and desire, overcoming internal and external obstacles along the way. Such obstacles arise in cases when a person is forced to act under the influence of two oppositely directed tendencies, one of which is due to an immediate motivation, and the second is a goal that is significant for a person, but does not directly induce it. Volitional behavior presupposes a person's mastery of his own activity, the ability to act internally, developed mechanisms of reflection in activity and personal reflection. All these psychological mechanisms achieve optimal developmental indicators in adolescence, which is why in educational psychology it is considered sensitive for

development of volitional behavior of the individual, for laying the foundations of her self-moral activity.

The will is based on a complex psychological mechanism, which includes both specific and general components for any purposeful activity. A common feature is the mediation of behavior by an internal intellectual plan that performs the function of a conscious regulator of activity. Here there is a search for those actions that, under given specific circumstances, will ensure the achievement of the goal. Specific for the volitional act is the presence of an internal intellectual plan that organizes all the motives that a person has at a certain moment in the direction of their hierarchization, in which a consciously set goal becomes the leading motive. Therefore, an act of will involves the struggle of multidirectional motivational tendencies.

If immediate impulses win (they can also be moral in content), further activity occurs outside volitional regulation. In more complex cases of volitional behavior, it is necessary to involve such mental processes through which motivational tendencies (coming from a consciously set goal) are strengthened and the opposite ones are suppressed. The leading role in this process belongs to the mental image of the future situation. A person represents the positive consequences of those actions that he performs in accordance with a consciously set goal, and Negative consequences actions dictated by immediate desires. If, as a result of comparing such possible consequences, positive emotions associated with the achievement of a consciously set goal win, then they become additional motivation that provides the advantage of voluntary impulse.

Thus, in the course of an act of will, the situation, the reflection-being in the light of the future, acquires new meaning, which determines the completion of the struggle of motives and the adoption of a decision in favor of a volitional act. In the case when there are unobvious ways to achieve the set goal, an intention of action is created, and only then, when an adequate method of activity is determined, finally, its implementation is carried out. Such a scheme of voluntary behavior of a person, which consists of a struggle of motives (to do what is necessary, or what is desired), the creation of an intention and its implementation, is called a classic volitional act.

For a teenager, the primary issue is the goal, for the sake of which he would like to mobilize himself to overcome internal and external obstacles to activity. Therefore, it is necessary to develop volitional behavior of a teenager using emotionally attractive goals, strengthening his interests and hobbies. On the other hand, the disadvantage social competence at this age it is manifested primarily in the absence or in weak expression in the volitional behavior of the adolescent is precisely the performing link, that is, the means of organizing his own behavior. Such means include the pet's ability to take into account the consequences of actions for himself and for others, his ability to imagine such consequences not only mentally, but also emotionally (this is how the already known mechanism of emotional correction of personality behavior is triggered). All this is quite difficult for a teenager and requires benevolent help, since, due to the imperfection of the mechanisms of personal reflection, adolescents still do not know how to foresee those consequences of an act that depend not on objective circumstances, but on their own mental or even physical state.

The example of the environment also plays an important role in the formation of will. Since the will is passed from one person to another, the child will involuntarily learn, and he will pass into her character traits, a systematic example of people persistent in their pedagogical requirements, who are decisive and demanding of their words and duties.

A comprehensive pedagogical program for the development and strengthening of will must begin with physical education: free games organized outdoor games, running, sliding, skiing, swimming, rowing. In addition to physical development and hardening of the body, such types of activity develop in the child endurance, endurance, courage, determination, courage and social emotions (support, rivalry, the desire to help or win), which act as additional incentives to continue activity in order to achieve the intended goal.

The next step is the systematic involvement of the child in various types of physical (productive and self-service) labor with gradual additions to mental work. The main task in this case is initial stages- to choose a job or occupation that corresponds to the tastes, desires and abilities of the child, to bring up the need to work in it. Particularly useful here can be the joint work of children and adults or a group of children. Such collective work, with the correct organization on the part of adults, their pedagogically competent encouragement, demonstration of productive methods of activity and positive behavior, increases the desire to complete the work begun, creates the psychological prerequisites for the development and consolidation of the desire to work in the child's mind.

In weak children there are no centered tendencies to something, insufficiently developed attention, they are very superficial and are not capable of deep recognition. By gradually developing the cognitive interests of such pupils, revealing to them new sides of the subject of interest and ways of studying it, it is possible to increase the attractiveness of the subject of activity for these children, the desire to complete the work begun. It is also useful to form the adolescent's ability to make mental efforts through a series of interesting cognitive tasks of various levels of complexity, which were complicated only with the development of the child's corresponding efforts.

Education should instill in the adolescent confidence that he can understand, do, complete a certain task, and teach him to rejoice in any perfect effort of his own. To educate the will, it is especially useful to draw the child's attention to what positive feelings he experiences in connection with overcoming his own unwillingness to do something, his own fear or other negative manifestations of his personality. No less significant stimulus for the upbringing of the will of a teenager can be his awareness of the social attractiveness in modern society of the image of a strong-willed person as a person with a strong character. For example, for a girl, a strong character is a guarantee of self-realization in society and career growth, and for a guy, in addition, it is an essential element of his masculinity. A real man is, first of all, one who can achieve a certain goal, overcoming external and internal obstacles, or is able to organize others to achieve it, then resist the negative strong will of the external environment.

It is appropriate to use such incentives for the formation of will in the mode of not only education, but also self-education of the student's personality. The very process of self-education in its main characteristics can be considered simultaneously both as a way of educating the will, and as a certain result of the realization of freedom.

The psychological foundations of self-education

Self-education is the process of a person's formation of his personality in accordance with a consciously set goal. In a broader interpretation, self-education in educational psychology is understood as the subject's control of his own activity, aimed at changing his personality in accordance with consciously set goals, ideals and beliefs. Self-education presupposes a certain level of personality development, its self-awareness, the ability to analyze when consciously comparing one's own actions with the actions of other people, as well as a stable attitude towards constant self-improvement through the implementation of volitional efforts.

Self-upbringing is carried out in the mode of self-management and self-regulation, which involves the formulation by a person of an expanded system of goals and a program of action, monitoring the implementation of the program, evaluating the results obtained and, if necessary, their further self-correction. The progress of self-education is ensured through the use of such psychological techniques as self-improvement "yazannya (voluntary assignment of self-conscious goals and objectives of self-fulfillment, the decision to form certain qualities in oneself); self-report and introspection (a retrospective look at the path of self-improvement, traversed in certain time); comprehending one's own activities and behavior (identifying the reasons for success and failure); self-control (as a systematic fixation of one's state and behavior in order to anticipate undesirable consequences). Effective provision of a full cycle of self-moral activity requires developed forms of personal reflection and will from the individual. At the same time, the adoption and implementation by the pupil of the tasks of self-education contributes to the further development of these mechanisms of his personality.

There are three main groups of self-education methods: self-recognition, self-stimulation and self-control, each of which, when applied to the subject of discussion, determines those aspects of a person's mental reality, without which self-change of a person as a subject of his own life cannot be fully realized.

Self-identification methods. They are characterized by such mental acts as self-observation, self-analysis, self-determination and self-esteem, self-awareness. In the course of them, there is an awareness and selection of the object of self-education, analysis of its features and comparison with reference samples. psychological characteristics, an image arises - the goal of the desired quality, which becomes the subject of a specific self-education program. Correction of the movement of the personality along this path is carried out through the mechanism of self-assessment as a comparison of the existing result and the adopted goal of educating oneself.

Self-stimulation methods perform the function of creating additional motivation for the activity of the individual in order to optimize the initiated forms of self-moral activity. It is assumed here that a person will use such different in modality and levels of internal stimulation psychological tools as self-care and self-care, self-care and self-care, as well as self-affirmation of the individual.

Self-control methods as ways of consciously managing one's own feelings, moods and states of a person, ensuring the ability to bring them in line with specific life situations are divided into two large groups depending on the tasks of self-education: these are methods of self-promotion and self-activation. In cases of self-restraint, a person tries to inhibit unwanted moods (fluctuations, doubts), emotional states (fear, oppression, confusion) in himself, thereby avoiding unproductive behavioral acts. Most often, self-stimulation is provided by such methods as self-control, self-order, self-hypnosis, self-awareness. Self-activation is traditionally carried out through self-override, self-control, self-control, self-control, through the same self-command, self-control, self-coercion and other methods that enable a person to evoke those moods, feelings and states that are stimuli for actions and deeds, the implementation of which requires the goal of self-education ...

As a deliberately set goal of self-education, it most often occurs in adolescence. However, the prerequisites for its occurrence are also noticeable in the behavior of children of an earlier age. So, in the preschooler's volitional attitude as an act of accepting the intention to act in a certain way, the child's awareness and purposefulness of behavior is already expressed. In the educational process, such intentions that perform the functions of motivation, planning the behavior and activities of a preschool and younger child school age, are evoked, stimulated and corrected by the estimates of adults. In adolescence, self-esteem of the individual begins to play a decisive role in self-education. Its effectiveness largely depends on the ratio of the rational and emotional components of self-esteem. The more a teenager is guided in assessing his qualities and characteristics by conscious knowledge, logical reasoning and communication, the closer to reality self-esteem becomes. A decrease in the proportion of rational content in favor of the emotional component of self-esteem causes an increase in differences between the child's evaluative judgments about himself as an object of self-education and what it really is.

Important motives for self-education in adolescence are the desire to become an adult, the adolescent's dissatisfaction with himself as a result of realizing his own shortcomings and inconsistency with accepted ideals. The prerequisites for organizing effective self-education at this age are: pev-ny experience of independent behavior and activities, the urgent need for self-realization of the pupil, the adequacy of his self-esteem, criticality as the development of the ability to see his own shortcomings, as well as positive attitude adolescent to their own potential, self-confidence and the ability to volitional effort.

V adolescence, thanks to the self-identification of one's professional and personal self-determination, strengthening the ties of self-education with self-education and worldview, self-education becomes even more systematic, mature and purposeful. The effectiveness of this process is growing, which is facilitated by a gradual increase in the self-criticism of a young person in assessing his own behavior and psychological characteristics, her awareness of the need for such activity as a complex and long process of working on oneself, which requires significant systematic efforts from the individual throughout the entire conscious life of a person.

It is important to note that the emergence of a person's need for self-education is evidence of the effectiveness of the educational pedagogical influences of the family, school and other social institutions. Such an attitude proves the fact that the pupil accepts the goals of social education, his desire for self-organization and conscious management of his own life, the real evidence of which is the active self-education of the personality of a young person as a subject of his own self-development.

Psychological knowledge in the work of a teacher

2.1.2 Socio-psychological aspects of education

From a socio-psychological point of view, correct upbringing is a scientifically grounded communication of people, calculated for the development of each of them as a person. The educational influence of a person on a person involves the correct perception and assessment of each other by people who are involved in this process.

Psychologist M.I. Lisina studied the development of communication and its role in the upbringing of young children. She established that from the birth of a child, his communication with the people around him is directed by a special need, which consists in the person's desire for self-knowledge, for the knowledge of the people around him for the purpose of self-development. Knowledge about oneself and about people is closely intertwined with the attitude towards other people, with the desire for assessment and self-esteem. Evaluation from another person allows you to find out how he perceives this person, contributes to the formation of self-esteem and, ultimately, the image of "I".

The content of communication, which serves educational purposes, is the transfer of useful information from person to person, on the basis of which people can form and develop as individuals. This information includes values, norms and forms of behavior, assessments and perceptions, ideals, goals and the meaning of life. The measure of their acceptance by one person in communication with other people depends on the attitude of people towards each other, determined by the standards of interpersonal perception.

These standards are not always recognized by the person who applies them. They reflect the characteristics of a social group. At an early age, standards are specific and identified with people chosen as the ideal. With age, standards become more and more generalized and associated with moral and other ideals, values ​​and norms. They become more differentiated, which begins to be clearly observed already in adolescents.

The psychological aspect of education largely means the formation and change of a person's social attitudes. Recall that a social attitude has three components: knowledge, emotion, and action. The upbringing of social attitudes is reduced to changing one or more of their components. Pedagogical influence on a child's social attitude includes four stages: drawing the child's attention to a particular issue, arousing his interest; presentation of new information; belief. Let's briefly describe each of them.

Psychologists have found that if something insignificantly distracts a person's attention, then the effect of persuasion (changes in social attitudes) will be stronger than without this procedure. In a situation of absent-minded attention, it is easier to convince a person to accept this or that point of view, since we do not allow a person to delve deeply into the arguments presented. However, it must be remembered that the persuasive effect of distraction depends on the emotional coloring of what this attention is diverted to. "Nice" things have a positive effect, and "not very pleasant" facts reduce this effect.

Since social attitudes include rational and emotional components, then any of them can be used for directed pedagogical influence. Rational parenting usually appeals to the child's mind. In this case, the teacher tries to convince him with logical evidence.

When using an emotional form of influence, they usually turn to the following psychological and pedagogical methods: a reference to authority (“this is how dad thinks”), an appeal to a model (“this is what good children do”). Used when boolean arguments are either weak or absent. Based on the effect of suggestion. Sometimes they use the method of arousing fear in children to influence social attitudes for educational purposes, but this method is not very effective.

Even if the belief is based on a well thought out and selected set of facts, the way they are presented to the child can significantly affect the result of the belief, the same fact can be presented and perceived by the child in different ways.

The effectiveness of pedagogical influence is determined by how the child being brought up relates to the educator. Psychologists have found that a moderate point of view on the issue under discussion is perceived as extreme against the background of a sharply opposite position, and vice versa (contrast effect). People tend to exaggerate or underestimate their differences of opinion, depending on the relationship that exists between them and those people who hold the corresponding opinion (the effect of assimilation). If we sympathize with a person, then we underestimate the discrepancies; if we do not sympathize, we accordingly exaggerate.

The question of managing the educational process arose relatively recently - from the moment of the spread of the cybernetic theory of control to social phenomena and processes. Management presupposes not only the activities of the educator, it includes everything that can somehow influence the pupil, form his views, beliefs, personality traits, and attitudes. Parenting management includes elements such as:

Personality development design, planning of the necessary educational influences;

Organization of educational influences;

Regulation and correction of the course of educational influences on the basis of the current collection of information;

Final accounting and control of compliance with final educational outcomes development project.

The psychological aspect in this scheme is presented in the form of the final result - the formed property and personality as a whole. The psychological mechanism of management of upbringing at the present time cannot be characterized in a complete form, the idea of ​​it is just emerging. Most Russian psychologists, when considering this issue, proceed from the theoretical position that an external action turns into an internal one. It has become generally accepted that the control of the pupil's behavior from the outside in the course of the educational process turns into an internal mechanism of self-regulation, self-government and self-education.

Distinguish between external (carried out through external factors) and internal management. Let's consider the mechanism of transformation of external educational management into an internal system of self-government and self-education.

At the first stage of the formation of a personal property, external management is carried out:

An educator, a leader, a team who choose a "pedagogical model";

Through the organization of the long-term action of the sample;

Due to the carrier of the pedagogical model (brightness, popularity, authority, etc., they have a great influence on the adoption of the model by the pupil).

At this stage, internal governance is the willingness to accept and appropriate the pattern. The element of self-management here is interest, which ensures that the pattern is easy to appropriate.

At the second stage of the formation of a personal property (transformation of a stimulus into a motive), external control is carried out in that:

The teacher selects a pedagogical model and thereby programs motives;

An already established motive is actualized;

Correction of motivation is carried out.

Self-management of the motivational sphere is manifested in self-regulation of the choice of motives from those already available. Internal control is identical to self-regulation.

At the third stage, the choice of the form of behavior is carried out based on the motive. External management includes:

Choosing and offering a form of behavior acceptable to the student;

The termination of the deployment of motive into action, behavior.

Self-regulation is manifested in the correlation of the student with the adequacy of motivation and the form of behavior, correlates them with each other.

At the fourth stage, the implementation of the motive in behavior and the transition of the latter into a habit is carried out. External management creates:

Conditions for the successful beginning and completion of the chosen form of behavior (this is done by the educator, the team);

Conditions for repeated execution of this action;

A positive emotional attitude in relation to the initiated action;

Correction of action.

Through internal management (self-management): the student encourages himself to start and finish an action that has already been performed many times. At this stage, self-government becomes external in relation to the links-stages. (1-5 stages of the formation of personality traits).

At the fifth stage, the usual form of behavior is transformed into a personality trait. Here, external management and self-government are leveled. The success of the formation of the student's personality is determined by the ratio of external and internal control. The most favorable option is if external management and self-government merge in the same content, that is, goals, educational methods, proposed incentives ( pedagogical samples), the types of management are adequate to the motives, types of self-government of the student. For example, a volitional property is brought up - perseverance. At the same time, some pedagogical models are used (persistent student, athlete, etc.), various types of management are applied at all stages. All this can be combined with the motive of the student to form persistence in himself, to show it where it is required, can be combined with the use of all types of self-government from the moment the stimulus acts to the formation of habits and properties.

The second variant of the ratio of external and internal is antagonistic opposition, such a variant in the process of education is undesirable. The highest form of self-government is self-education. Self-education is the conscious, systematic work of schoolchildren to form socially valuable qualities personality, overcoming deficiencies in behavior, negative traits and qualities. The self-education of schoolchildren must be guided, while the teacher must solve 3 problems:

Arouse (support) the student's aspirations to develop positive personality traits and get rid of certain bad sides of behavior;

Help the student to be critical of his personality;

Help to outline a self-education program for a student; the teacher must point out reasonable ways of self-education.

Learning is a form of development that sets in motion internal processes personality development. The child develops by learning, and learning takes place in the activity of appropriating experience in communicating with people - this is the general law of development. Its practical significance lies in the fact that any training must be structured in such a way that its developmental effect is maximized. That is, the entire practice of teaching at school and university should be developmental learning. This means that in learning one must constantly be guided by the rule that a person needs to learn not in order to know a lot, but in order to develop comprehensively with the help of knowledge: to learn a lot, become smarter and more capable, in order to independently solve any life problems, in including in the field of their professional activities. This socially conditioned process educates a person and improves him as a person.

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Educational system with younger students

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Image of the teacher

Consideration of the content of works related to the psychology of people's cognition of each other, performed by well-known domestic and foreign psychologists in recent years, allows us to clearly see certain trends ...

The art of persuading

Continuing the topic, I would like to turn to the understanding of belief from the point of view of psychology. In psychology, it was formed for everyone famous rule: In any situation, you have only two options for the development of events: either you influence, or influence you ...

Investigation of the reasons for choosing specialized education at the end of the ninth grade

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Assessment of learning outcomes

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Prophylaxis deviant behavior adolescents

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The role of information about an educational institution in choosing a university

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The role of joint activities in the upbringing of preschool children

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Socio-pedagogical activity with a child from a family at risk

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Family parenting styles

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The presented speech states the relevance of studying the psychological factors of intrafamily upbringing and their possible influence on the upbringing of children in the family, as well as identify the problems of modern intrafamily upbringing.

Education is a process of systematic and purposeful impact on a person, on his spiritual and physical development in order to prepare him for industrial, social and cultural activities. But upbringing is not a separate process, it is inextricably linked with training and education, since these processes are aimed at a person as a whole.

Parenting is part of socializing education, it is on purpose organized process presentation of socially approved values, normative personality traits and patterns of behavior, that is, this is the process of familiarizing a person with the general and the proper. The family has a significant educational influence on the formation of the child's personality. The family is the first social community in a person's life, thanks to which he becomes familiar with the values ​​of culture, masters the first social roles, gains experience of social behavior. In it, he makes his first steps, experiences his first joys and sorrows, from the family - this essential tool ensuring the existence of the continuity of generations, this is a historical process of the younger generation entering the life of society. Family education is a deliberate effort by adults to raise a child, which is aimed at ensuring that the younger ones correspond to the older ones' ideas about what a child should be. The determining role of the family is due to its deep influence on the entire complex of physical and spiritual life of a person growing in it. In addition, the family for the child is both a living environment and an educational environment. Family and child are mirror images of each other. As a result, it is in the family that those personality traits are formed that cannot be formed anywhere else. " main feature family education is that it is the most emotional in its content, its main prerequisite is parental love to children and the corresponding reciprocal feeling of children to their parents "At one time J.J. Rousseau noticed that each subsequent educator has less influence on the child than the previous one. home education is explained primarily by its primacy, the special importance of close adults in the life of a child due to his biological and psychological dependence from them. Scientists have identified the characteristics of children inherent in them in the first years of life, which is due to their maximum sensitivity to education and training. These features include the plasticity of higher nervous and mental activity, reflectivity and suggestibility, emotionality. The upbringing process is optimized due to the development of valuable needs in the baby, such as the need for communication, for receiving new impressions, for active physical activity, for recognition and love, etc. These are just the main directions of family education. In different families, they are in one way or another complemented by economic, political, environmental, sexual and other areas of educational interaction between children and adults, implemented in the system of intrafamily relations. One cannot but agree with the opinion that intra-family relations are the leading component of family education. They are the first specific pattern public relations that a person is faced with from the moment of birth. Serious deviations of intrafamilial relations from the norm mean the inferiority, and often the crisis of the given family, the loss of its educational opportunities. So, the relationship between parents and children in the family is inevitably manifested in family education.

In modern practice of family education, three styles of relations are quite definitely distinguished: authoritarian, democratic, and permissive. [article 32.9]

The authoritarian style of parents in relations with children is characterized by severity, exactingness, and peremptory character. Threats, prodding, coercion are the main means of this style. In children, this causes feelings of fear, insecurity. Psychologists say that all this leads to internal resistance, manifested outwardly in rudeness, deceit, hypocrisy. Parental demands cause either protest and aggressiveness, or apathy and passivity. The liberal style presupposes forgiveness and tolerance in relations with children.

The permissive type of relationship is also called the "authority of love." With a conniving style, parents pay almost no attention to their children, they do not limit them in anything, they do not prohibit anything. Teenagers from such families often fall under bad influence, they can raise a hand against their parents, they have almost no values.

No matter how smoothly it goes teenage years, conflicts cannot be avoided. Conflicts most often arise when parents treat a teenager as little child, as well as any trifle - from the teenager's manner of dressing to the question of the hour until which he is allowed to be outside the house. To find mutual language with a teenager, you need to try to perceive him as an equal partner, who simply has less life experience, take an interest in his problems, delve into all the difficulties that arise in his life and help him. In this case, the teenager will definitely repay his parents with attention and care on his part.

The democratic style is flexible. Parents, motivating their actions and demands, listen to the opinion of children, respect their position, and develop independence of judgment. As a result, children understand their parents better, grows reasonably obedient, proactive, with a developed sense of their own dignity. Children see in their parents a model of citizenship, hard work, honesty and a desire to make them what they are. The methods of raising children in the family are the ways through which the pedagogical influence of parents on the consciousness and behavior of the child is carried out. As many parents as there are, there are so many varieties of methods, including the well-known conviction, personal example, encouragement, punishment, and in some families - educational situations.

Thus, the family is a special kind of collective that plays the main, long-term and crucial role... Anxious mothers have anxious children, ambitious parents sometimes suppress their children so much that this leads to the appearance of an inferiority complex in them, an unrestrained aggressive father who loses his temper for the slightest reason, often, without knowing it, forms a similar type of behavior in his children, etc. [Article 102.13]

Family as a factor of personality socialization and family upbringing.

The essence of the content of the concept "family". The social formation of a person is a process during which a person realizes himself in society as a person. This happens in the process of upbringing, education and self-education, when a person independently determines goals for himself and achieves them, when, realizing his self-esteem, he is confident in his position in society. The process of socialization of personality S.I. Hesse was considered as three steps.

· The first stage is the preschool period, the period of the child's arbitrary existence, in which play activity prevails.

· The second stage is a period of active cognition by the child of the surrounding life, its laws and requirements. It is important here in which school this stage of the child's development takes place, how much the latter is affected by the social processes of society. Knowledge introduces a person to the world of culture.

· The third stage of personality development, according to Gessen, the stage of completion of its formation, is the process of self-education, out-of-school and university education. A person, having cognized the surrounding nature and society, improves his own "I"; her worldview is being formed.

The classic formula is family like social institution- defines a family as a union of people in marriage, linked by a common life and mutual responsibility.

Marriage is historically changing social form relationship between a man and a woman. Marriage regulates sex life and establishes their marital, kinship rights and obligations with the aim of creating a family, giving birth and raising children.

The family as a social institution goes through a number of stages. This:

· Getting married;

· The birth of the first child;

· End of childbirth (last child);

· "Empty nest" - the selection of the last child from the family;

· Termination of a family with the death of one of the spouses.

Family development goes through several stages.

· The first stage is the initial formation of the family, more often when the newlyweds separate and leave a large family.

· The second stage is the birth of a child, the family consists of two generations.

· The third stage is a family of three generations, when adult children start a family.

The socializing functions of the family consist in the physical and emotional development of the child, the mental development of the child, the person's mastery of social norms, the formation of value orientations, etc.

The role of the family in the process of social development. The state of the state depends on the state of the family. In a family, parents and children are linked by a spiritual community. The level of spiritual culture of the society also depends on the level of spiritual culture in the family. The economic state of the family depends on the economic state of the state.

Family education is interaction, joint, common, mutual activity of parents and children.

Research has shown that a child has as much influence on a parent as a parent has on him. The relationship and interdependence of parents and a child is reflected in the concept of "parent-child relationship".

Modern parents must have the most important ability to reflect on individual and age features child, a willingness to consciously search for the most effective style of his individual education... [Article 26.17]