Education in the modern world. Modern parenting. liberal parenting style

The social problems of education are faced in any society, regardless of whether it is stable, unstable, transitional, etc. These can be a variety of social problems - from the lack of funding so familiar to us to a surge in drug addiction and others. Russia in the last fifteen years belongs to the category of transitional societies. And in a transitional society, education not only faces various social problems, but also becomes a social problem itself. So it was in our history after the abolition of serfdom, so it was in our history in the 20s of the XX century, so it was in America in the 20s and early 30s, and, finally, in Germany and Japan after World War II . That is, this is a fairly typical situation, when in a society of a transitional type, education itself becomes a social problem.

Due to the peculiarities of historical development, traditional for all modernized societies, the change in the position of students in the system of relations with adults in our country has acquired an additional dimension. Relations between generations today have a new character. The traditional conflicts of fathers and children, which had psychological foundations, largely survived, although in terms of subjective significance they somewhat faded into the background. But the most important thing is that these traditional conflicts of fathers and children of a psychological nature were supplemented by a cardinal divergence of worldview, worldview of the older generations and the younger generations of modern Russia. The reason is those cardinal changes in the socio-cultural life of Russia, which contributed to the creation of fundamentally different conditions for the socialization of the younger generation compared to those in which the socialization of the current adult generations took place.

Therefore, the picture of the world of a modern adult and the picture of the world of a modern teenager, for example, a high school student, and according to some studies, a preschooler - there are very interesting studies by psychologists, the Psychological Institute of the Russian Academy of Education, which testify to this - they differ significantly, fundamentally in many ways. This does not necessarily lead to conflicts, because modern children, on the one hand, bill their fathers, on the other hand, treat them quite condescendingly. They just don't want to live the way their fathers lived.

Education as a social problem is much broader than education as a problem of the education system. Therefore, the question immediately arises: how can the education system, upbringing in the education system, react to such a situation?

HER. Chepurnykh said: “When the views of the world differ significantly between adults and younger ones, then adults should take the first step towards the younger. And for this, to use the figurative expression of one Italian playwright, adults must constantly learn the Martian language of the new generation in order to be able to conduct a dialogue with this new generation. But here we are faced with a very serious limitation: we can talk a lot about the need for dialogue in education and, in general, about the only possible education today - ideological education, but, unfortunately, we must bear in mind that our adults, if you like, culturally, genetically unprepared to change the style of interaction and conduct ideological interaction. They are not to blame for this. We all grew up in a different era, and we stand on the shoulders of previous generations, who also grew up in those eras when dialogue was by no means encouraged and was not an essential characteristic of the interaction of older generations with younger ones.

What makes education a social problem in our society? The fact is that modern society is not able to formulate real tasks for the education system. If we talk about Russian society, then traditionally the tasks of education were formulated by the state. Maybe that's a good thing. As A.S. Pushkin that the only European in Russia is the government. Now, in the transitional period, the state was also unable to formulate the tasks of the system of education.

Only in the last year or two has the state begun feverishly looking for the tasks that need to be put before the education system. But the system of education is not something absolutely isolated within the framework of social state life. And these tasks should somehow correspond with the tasks that the state sets for itself.

In conclusion, I would like to say that education as a social problem can be solved only if society and the state mobilize maximum personal resources for educational activities. Academician Kapitsa wrote in 1972: “I made a small calculation for Komsomolskaya Pravda: if 100 million adults spent 5% of their working time on 40 million schoolchildren, then a class of 40 schoolchildren would have 200 hours of adult pedagogical work in week. Don't you think that the propaganda of this idea that society should spend much more intelligent and creatively individualized labor on schoolchildren should be persistently promoted, especially among those in power? I do not dare to say better than Academician Kapitsa.

test questions

1. Expand the concept of social education.

2. List the problems of education in modern Russia

Literature

1. Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities - St. Petersburg: Peter, 2000.

2. Ilyenkov E.V. Learn to think young. M.: Education, 1977.

3. Podlasy I.P. Pedagogy: 100 questions - 100 answers: textbook for universities. M.: VLADOS, 2004.

4. Prokhorov A.M. Soviet encyclopedic dictionary. Moscow: Education, 1979.

The education system is one of the most important structures managed by the state, aimed at both the socialization of each member of society and the socialization of natural science knowledge. Education, presenting a person with moral and spiritual values ​​that are the property of public culture or claiming to be included in the treasuries of culture, makes it possible to form the spiritual image of a person. The content of education is formed on the basis of the achievements of human knowledge. Bringing the accumulated knowledge to the consciousness of members of society ensures not only the maintenance of the achieved level of civilization of society and the functioning of production, but also the progress of society.

In the modern school, there are a number of unresolved or insufficiently resolved problems that are relevant for the professional activities of the teacher. The modern school has more than enough problems and it is impossible to cover all of them. In the struggle for the quality of education, an important role is given to the content and structure of education. Most often, both the structure and the content “come down from above” by the school. Otherwise, it is impossible - the educational space will be violated. It is impossible not to agree with this.

What difficulties does the modern school face (in my opinion), what problems does it have to solve in order to improve the quality of the services it provides?

1. Insufficient intensity and effectiveness of counter activities - teaching, i.e. low student activity in the learning process. The task of the teacher is not only to work in the lesson himself, but to achieve no less productive work from the student. And this should not be episodic activity in some lessons and in some subjects, but the creation of a whole system of education, a system of all methods in which the student cannot be inactive in principle.
2. The nature of teaching is such that teachers exaggerate the role of observation and perception, using the illustrative and explanatory nature of teaching, thereby actually turning off the student's thinking, they "forget how to think." At school, of course, it is necessary to explain and illustrate, but all this should be subordinated to one goal: understanding and assimilation by students of the essence of the subjects studied and science, and not a simplified presentation and a colorful description.
3. Overload of educational subjects. We are trying to embrace the immensity and push into children's heads the necessary and unnecessary in exorbitant quantities. And what is the scientific value of teaching aids for students? Their authors seem to be poorly acquainted with the peculiarities of child psychology and completely forget that they themselves were once children. Hence we have the problem of lack of creativity, search in the work of students. Memory is loaded, not thinking. As a result, knowledge is fragile, short-lived, and not applicable in practice.
4. Almost complete oblivion of the educational side of the educational process. With the collapse of the pioneer and Komsomol movements in the school, there is still no alternative that really works everywhere. The former ties with sponsoring enterprises and organizations have been completely destroyed. This means that all the “external instruments” that previously existed and performed the most important function of the educational process (mass media, censorship, cinema, literature, etc.) have been violated. It seems that a good school slogan for a student “Be successful” in the conditions of a modern school sounds like “The main thing is to be rich and famous” or “Take everything from life”.
5. Refusing the educational function, refusing the role of "educator" in favor of the role of "teacher", the modern school is now more and more inclined towards turning itself into a kind of "teaching machine". More and more, it is now acquiring the functions of a kind of soulless unit, combining in itself the functions of a copier, and partly of a commercial production conveyor. The school is now approaching the appearance of a kind of "soulless knowledge factory" or "copier", such as the same photocopier, by transferring the amount of knowledge from some people - teachers, to other people - children. And that is why children for the school are now often like a "soulless product" or an equally "soulless product." Now they are not “the younger generation”, not “the growing change” and not the “maturing part of society”, they are now just “those” in whom it is necessary to invest (including for money) some specific knowledge. It is not surprising that in such “official” conditions, teachers are forced to put forward, most often, mercantile, material interests and values ​​as their motivation and the motivation of their students. And not including - or even, above all - moral and spiritual, as the school strove to do in Soviet or even in "tsarist" times. And it is not surprising that in such conditions the teacher is now increasingly moving away from the previous formula: “the teacher (read - school) is a sower of good, light, eternal.
6. There is an acute question about the need to individualize the learning process, about the indispensable consideration of the age and individual characteristics of students, about the appropriate differentiation of knowledge, grades, and most importantly, programs. There is a general orientation of education for the middle peasant, for schoolchildren with some average performance, but at the same time it is equally bad for both high-achieving and lagging students. In the conditions of modern mass education, all these questions are still waiting for their solution.
7. The unwillingness of a significant part of teachers to work in a new way, taking into account the latest achievements in pedagogy. Teachers simply can't keep up with the fast-paced innovative modern scientific achievements in the field of information technology. The older age category of teachers (and today this is the main backbone of any educational institution) “finishes” their work experience and does not consider it necessary to master modern innovations. Our children are already a step ahead of us in some aspects of technical support. How can you not strive to at least catch up with them? Colleagues, outside the window of the XXI century!
8. Lack of tools to contain aggression and disobedience of students. The democratization of public life has deprived teachers of these tools, but it has given them nothing but the mutual opportunity to defend infringed interests in court. But after all, in every case, as they say, you don’t run into court. Hence the lack of order in the school.
9. The starting point should not be the interests of the educational institution, but the interests of the child and the family. We must ask parents if they want their children to be educated selfish and ungrateful egotists? Or maybe they want to raise a practical rationalist, concerned about earthly success and career? Do they want to see their children as worthy sons of the Fatherland, or are they raising a citizen of some other state? The school is designed to help the family in the education of the child, in the upbringing of a good citizen for our Fatherland. On what principles should the education system be based, what should be the content of the educational process so that the child pleases his parents with kindness, obedience, diligence, humility? What conditions need to be created so that the child develops correctly, so that the spiritual life awakened in the family does not fade away, so that he masters the principles of science, learns his native and world culture, so that he is a patriot of his Motherland, ready to lay down his life for her in difficult times ? There is a need for such an education system that would allow the full transfer of knowledge, experience of creative and creative activity, values ​​inherent in the people, experience of spiritual life from one generation to another. If we try to create such a school, we will inevitably end up with a school based on Orthodox traditions. The school, based on the Orthodox tradition, is the only natural and scientific one that allows children of all nationalities and confessions to enter world culture through Russian culture, while creating conditions for mastering their own national culture.

What should the modern school pay attention to?

1. Information support and support of the learning process in modern conditions. Features of predicting the onset of learning outcomes. Everyday organizational activity of the teacher and the specifics of its manifestation. Implementation of the goals and functions of control, evaluation and incentive activities in practice.
2. Humanization of education. Ensuring the free and comprehensive development of a person in the process of education; spreading the ideas of humanism in education.
3. Establishment of an optimal and harmonious combination of humanitarian, natural science, technical and other cycles of disciplines in order to develop a humanitarian culture in each student.
4. Individualization and differentiation of education. Taking into account the individual characteristics of each student, creating conditions for the education and training of groups studying according to certain characteristics.
5. Developing and upbringing orientation of education. The orientation of education is not on the formal accumulation of knowledge, but on the development of students' abilities, their thinking by activating their cognitive needs and capabilities.
6. Organization of education on a competence basis. As a result of mastering the content of education for each graduate, a set of competencies should become.

I wish teachers to become necessary and loved by students and colleagues. This is a guarantee of gaining creative freedom, and without it, how to become a school that both children and adults want to go to in the morning?

Literature

1. Vasilyeva N.V. Education today and tomorrow: ways to overcome the crisis. - M.: ZAO, Economics Publishing House, 2011.
2. Social problems of education: methodology, theory, technology. Collection of scientific articles. Editor O.A. Panin. - Saratov. - 1999.
3. Slobodchikov V. New education - the path to a new community // National Education 1998 No. 5.

"Modern problems of family education"

“Education is a social process in the very

broad sense. Brings up everything: people, things,

phenomena, but above all and most of all - people.

Of these, parents and teachers come first.

A.S. Makarenko

Education is a part of socializing education. Education is a specially organized process of presenting socially approved values, normative personality traits and patterns of behavior, that is, it is a process of introducing a person to the common and proper. The family has a significant educational influence on the formation of the child's personality. The family is the first social step in a person's life. From early childhood, she directs the consciousness, will, feelings of the child. Under the guidance of parents, children acquire their first life experience, skills and habits of life in society. But the preschool educational institution and the school can neither replace nor fully compensate for what the emerging personality receives from the parents. It is necessary to pedagogically target, enrich, strengthen positive extracurricular influences, include them in the system of one's educational activities, and neutralize negative influences within acceptable limits using professional opportunities.

The process of upbringing in the family is the most important means of ensuring the existence of the continuity of generations, it is the historical process of the entry of the younger generation into the life of society.

aim research:upbringing of children in the family and modern problems of family education.

An object research: family education.

Subject research:family education in modern times

In accordance with the set goal and certain subject and object of research in the work, the followingtasks :

1. To analyze the psychological and pedagogical literature on the issue under study, thereby determining the theoretical foundations of family education and characterizing its forms according to the works of A.S. Makarenko;

2. Family education and its significance

3. To note the specifics of family education and determine its significance;

4. Consider modern problems and violations of family education.

To solve the set tasks and test the initial hypotheses, a set of methods was applied, including a theoretical analysis of the socio-psychological and pedagogical literature on the research problem, the systematization of scientific ideas on the problem of education in the family.

Family relationships and upbringing are in crisis.The family and the school are closely connected with the development of society, the state, their relationships are also affected by the crisis phenomena that have been growing over the past decade in the family sphere:

Destruction of moral ideas about family and marriage;

Loss of family traditions;

Loss of traditional perception of parenthood and childhood;

The family crisis resulted in numerous childhood problems:

A large number of children with disabilities and physical and mental development;

Inability to coordinate one's behavior with the system of moral forms;

Spiritual and moral underdevelopment, lack of clear ideas about good and evil.

In recent years, the traditional understanding of family education as sacrificial love, work and efforts aimed at establishing a spiritual community with children has been lost.

Education in our society is being implemented in the context of economic and political reform, which has significantly changed the socio-cultural life of the younger generation, the functioning of educational institutions, the media, youth and children's public associations. At the same time, the reform caused social stratification of society, a decrease in the standard of living of the majority of the population. These changes had a negative impact on the lives of the current generation, but the family was the first to feel their negative impact. When the family was considered not as the most important social institution, but only as an inevitable stage of a person's social life. Therefore, the rationally organized and thoughtful upbringing of the child took place outside the family circle. The family dutifully gave their children to the state, and the state did not interfere in the internal affairs of the family.

But the situation has changed. In recent years, various sciences have increased their attention to the family as an object of study and have received new data. Now, in the development of personality, the indisputable priority of family education is noted. This is explained simply: and the most important properties. All this contributes to the creation of conditions for the creative self-realization of parents, expands the scope of their participation in the life of the school, and increases the interest of the parent community.

Many people failed to adapt to new conditions, to form protective mechanisms. This is the main reason for the disorganization of the life of most families, the destruction of the established moral and ethical norms and traditions of the family way of life. Due to legal, moral, economic insecurity, the conflict between parents, parents and children has increased. The noted negative trends are accompanied by a decrease in the educational impact of the family, its role in the socialization of children. Family relationships and upbringing are in crisis.

The basis of the social "I" is not laid at all in the school team - they only develop there - but at a very early age. Today, the family acts as the most important factor in the development of the individual. Here the child is born, here he receives initial knowledge about the world and the first life experience. The family is the first school of feelings, and habitat, and protection in the stormy sea of ​​life. A feature of family education is the fact that the family is a social group of different ages: it has representatives of two, three, and sometimes four generations. And this means - different value orientations, different criteria for evaluating life phenomena, different ideals, points of view, beliefs, which makes it possible to create certain traditions.

Family education organically merges with the entire life of a growing person. In the family, the child is involved in vital activities, goes through all its stages: from elementary attempts (to pick up a spoon, drive in a nail) to the most complex socially and personally significant forms of behavior.

Family education also has a wide time range of influence: it continues throughout a person's life, occurs at any time of the day, at any time of the year. The family climate is the life of parents, their relationship, the spirit of the family. Children's rudeness, callousness, indifference, indiscipline, as a rule, are the result of a negative system of relations in the family and its way of life. This is the relationship of father to mother, parents to children or to others outside the family.

It's no secret: life today is hard and harsh. There are more and more tense and difficult situations that give rise to trouble, rudeness, drunkenness, nervousness. Against this background, more and more often one has to deal with the wrong, ugly upbringing. In many families, warmth and cordiality disappear, and the lack of communication between parents and children increases.A child who has not received parental love often grows up unfriendly, embittered, callous to the experiences of other people, quarrelsome in a peer group, and sometimes closed, restless, overly shy.Growing up in an atmosphere of excessive love, affection, reverence and reverence, the little man early develops in himself the traits of selfishness and egocentrism, effeminacy, spoiledness, arrogance, hypocrisy.

The psychology of family education puts forward the requirement for an optimal parental position. The position of parents in the upbringing of children is optimal if they accept the child as he is, treat him warmly, objectively evaluate him and, on the basis of this assessment, build upbringing; if they are able to change the methods and forms of influence in accordance with the changing circumstances of the child's life; if their educational efforts are directed to the future and correlate with the requirements that future life puts before the child. The optimal parenting position is aimed at the good of the child. It involves a critical attitude of parents to their mistakes. All education in the family is based on love for children. The love of parents ensures the full development and happiness of children.
Education by love does not negate parental control. According to psychologists who study the problems of family education, control is necessary for the child, because there can be no purposeful education outside the control of adults. The child is lost in the world around him, among people, rules, things. At the same time, control conflicts with the child's need to be independent. It is necessary to find such forms of control that would correspond to the age of the child and not infringe on his independence, while at the same time contributing to the development of self-control.

American psychologists propose instead of directive suppressive control ("do as I say") to use instructive control ("maybe you will do as I suggest"). Instructive control develops initiative, diligence, self-discipline.

It is difficult to change the established approaches of parents to raising children. To those who are open to new experiences, who want to change their attitude towards their children, one can recall Janusz Korczak's Magna Carta on the rights of the child: a child has the "right to die", the right to be today, the right to be what he is.

One can also recall how Sh. L. Amonashvili said about children: “Bad children are not born. A child is born to know the world, and not to anger parents or teachers. The body of a child is a form in which nature objectifies itself. The real basis of a person - not his individual qualities, but his way of life. The child lives from the first minutes of birth, and does not prepare for life. The child is a social being. Every personality develops in communication. The child needs cooperation. In cooperation, the child turns out to be much smarter, stronger than with independent work".

Understanding the child, accepting him not only with the heart, but also with the mind, realizing one's responsibility for the fate of the little person will help adults choose the style of education that will benefit both the child and parents.

Modern problems and violations of family education

The educational function of the family was given great importance at all stages of the development of society. On a fundamentally new basis - on equality and mutual respect of spouses - family relationships were built, which created favorable conditions for establishing a fair distribution of labor between men and women, household behavior and mutual responsibility of parents for children. Noting the progressive changes in the development of the family, one cannot but pay attention to the factors complicating this development. Thus, the change in the position of women in society has caused a contradiction between her social roles, which often gives rise to tension and conflicts in family relations and has a negative impact on the upbringing of children. The employment of women in the sphere of social production leads to a weakening of control over the behavior of children, insufficient attention to their upbringing. In addition, the contradiction between the professional and family roles of a woman, along with some other circumstances, is one of the reasons for the decline in the birth rate. In this regard, the problem of raising one child in a family arises. A. S. Makarenko's warning is known that raising an only son or daughter is much more difficult than raising several children. As a rule, parents concentrate maximum attention on one child, protect him from all sorts of difficulties, overprotect him, being in the power of blind, unreasonable love. The difficulty of raising ONE child in a family, according to A. S. Makarenko, lies in the absence of a collective impact on his personality. In addition, the absence of sisters and brothers in the family impoverishes the life of the child, adversely affects the development of his emotional sphere, the formation of feelings.

Speaking about the modern family, one cannot ignore such a problem as the increase in the number of divorces. This phenomenon reflects the breaking of the old and the development of new foundations of family relations, moral norms. The reasons for divorce are different: contradictions between the professional and family roles of a woman; the desire of spouses for maximum justice in the distribution of rights and obligations in the family, which gives rise to intra-family conflicts, quarrels, conflicts. This refers to the everyday overload of a woman, which adversely affects marital relationships, creates tension in communication with children. It is known that a greater percentage of divorces falls on young married couples (aged 20 to 30 years). The absence over the years of the necessary moral and psychological preparation of the younger generation for creating a family, for the everyday life of family life, for overcoming difficulties and hardships for the first years of living together is a significant reason for the breakup of the family. The low morality of the marriage union, the irresponsible attitude of parents (mostly fathers) to the upbringing of children, and the drunkenness of parents also lead to divorce. In this regard, the problem of raising a child in an incomplete family arises. Children from incomplete families are more likely than their peers growing up in a complete family to commit immoral acts and offenses. This is evidenced by studies of scientists, of juvenile delinquents 53% were brought up without a father.

A certain difficulty is raising a child in conditions of full prosperity, and sometimes excess. Material goods are often turned to the detriment of children if parents do not educate them in healthy spiritual needs. According to V. A. Sukhomlinsky, the more everyday values ​​and spiritual culture are made available to the younger generation, the more difficult it is to educate, the greater should be the responsibility of everyone involved in education. The steady growth of the material well-being of the family requires close pedagogical attention to the formation of reasonable needs in children, the ability to manage their desires, and the inculcation of responsibility to the family and society for their behavior. In recent decades, the family has become the subject of close attention of educators, psychologists, sociologists, and lawyers. The family is a specific intimate system. “Unlike other educational institutions, the family is able to influence and, as a rule, influences all sides, facets of a person throughout his life. This huge range of the educational function of the family is combined with the deep specificity of its ideological and psychological influence, which makes it not only an extremely effective, but also a necessary link in the process of personality formation. The specificity of the educational function of the family lies in the fact that the relationships of its members are built on the basis of kinship and love. It is known what great power is fraught with parental love. This precious feeling cements the family, contributes to the formation of important moral and ethical feelings.

The specificity of family education lies in the fact that it begins with the birth of a child, when he most of all needs care and guidance from adults. Staying for a long time in constant, direct communication with parents or other family members, the child is gradually included in the multifaceted life of the family team, in all spheres of human life. In the family, children satisfy biological and spiritual needs, learn the most important moral concepts. All this contributes to the formation of moral attitudes, judgments, develops skills and habits, ways of behavior.

Through the relationship of children with parents and other family members, relations between representatives of different generations and different sexes are realized. Communicating with people close by blood, receiving support, approval, censure from them, the child socializes, gradually comprehends the norms of life, learns to see the world through the eyes of the family and parents. He actively perceives and masters the social experience of his first educators, especially his parents.

The relationship between children and parents is built on an emotional basis, on mutual love, care, respect, on anxieties and worries for a loved one, which gives family contacts a special character.

It should also be emphasized that the family is characterized by the intimacy of relations between its members, due to which special conditions are created for mutual influences, the cultivation of good feelings, for individual advice and consolation, approval, and the correction of undesirable personality traits. The family prepares the child to play the role of a citizen, acting for him as a conductor of ideas and moral norms.

All these features of the family make it an indispensable social institution in preparing the younger generation for life, and family education is a necessary factor in the normal development of the child's personality.

A.G. Kharchev writes: “The family is a real embodiment of the complexity of the educational impact on the emerging personality, in the sphere of which both the intellect and emotions of the child, and his views, and his tastes, skills, habits are simultaneously located. This influence is carried out both through the psychological atmosphere of the family team, and through the organization of its activities, both through verbal persuasion, and through the personal example of parents and other family members. Therefore, the whole way of family life, its moral health, the culture of relations and the educational level of parents, their political views, moral attitudes, behavior in everyday life are socializing and educational means. And society is not deeply indifferent to the conditions in which a child is brought up in a family, what kind of social experience it conveys to him. That is why concern for the family as an educational institution, for its pedagogical value has been and is in the center of attention of society.

With the change in the socio-economic and political development of society, its requirements for the moral and educational activities of the family also change. If family education is not consistent with the requirements of society, then serious miscalculations are made in the formation of the child's personality. A. S. Makarenko attached great importance to this feature and believed that our family is not a closed team, but constitutes an organic part of society, that any attempt by the family to build its own experience, regardless of the moral requirements of society, will necessarily lead to disproportion, which sounds like an alarm signal of danger .

Family upbringing has a wide time range of influence: it lasts a person’s entire life, takes place at any time of the day, at any time of the year ... A person experiences its beneficial (or unhealthy) influence even when he is away from home: at school, at work, on vacation in another city, on a business trip ...

However, the family is also fraught with certain difficulties, contradictions and shortcomings of educational influence. So, the most common negative family factors that have to be taken into account in the educational process should be considered as follows:

Inadequate influence of factors of a material order: an excess (or lack) of things, the priority of material well-being over the realization of the spiritual needs of a growing person, disharmony of material needs and the possibilities of satisfying them, spoiledness and effeminacy, immorality and illegality of the family economy;

Lack of spirituality of parents, lack of desire for the spiritual development of children;

Immorality, the presence of an immoral style and tone of relationships in the family;

Lack of a normal psychological climate in the family;

Fanaticism in any of its manifestations (passion for hoarding money and things, religious, political, musical, sports ...);

Illiteracy in psychological and pedagogical terms (lack of purposefulness of education, unscrupulousness, inconsistency in the application of methods of education, physical punishment, causing severe moral suffering to children ...);

Illegal behavior of adults;

Authoritarianism, or “liberalism”, impunity and forgiveness, which manifest themselves as the following incorrect forms of education that affect the development of the child and his behavior at school:

hypo-custody - i.e. neglect, lack of attention, care, control; parents only care about meeting the material needs of the child, but in fact he is presented to himself. The child feels his uselessness to the elders, he thinks that he is preventing them from living and they are glad to be freed from him.

overprotection – i.e. excessive guardianship and control that suppress independence, a sense of responsibility and duty. In weak, sensitive children, overprotection causes a reaction of rebellion and the child leaves for a street company.

”the cult of the family” – the child grows up in excessive adoration and admiration; such children always try to be in sight, to lead, without making any effort; in the end, he finds himself in a crisis situation: on the one hand, he continues to need admiration, and on the other hand, he is not accustomed to achieve this.

”Cinderella” - emotional rejection by adults who do not want to admit it to themselves; with such upbringing, a feeling of guilt, inferiority, uselessness is formed

cruel relationships (“hedgehogs”) can be combined with emotional rejection and can manifest themselves openly (tear off evil) and secrecy - indifference to each other, spiritual cruelty. The child's experience of emotions in these conditions contributes to the development of selfishness and spiritual callousness.

increased moral responsibility - placed by parents on the child for his future and the future of his family members. This is very burdensome for the child and deprives him of the joy of childhood.

pendulum education - contradictory education - in one family, different generations defend their own style in education, incompatible methods of education are combined. Such upbringing is harmful and affects the weaknesses of the child's character, contributes to mental discomfort.

Despite the fact that each family lives according to its own laws, and we do not have the right to dictate our conditions to parents, nevertheless, we must help parents realize their mistakes, especially when asked about it.

Based on the specifics of the family as a factor in the development and upbringing of the child's personality (its positive and negative aspects), a system of principles should be built that the teacher can use in educational work with parents:

1. Children should grow up and be brought up in an atmosphere of goodwill, love and happiness.

2. Parents must understand and accept their child as he is and contribute to the development of the best in him.

3. Educational influences should be built taking into account age, gender and individual characteristics.

4. The dialectical unity of sincere, deep respect for the individual and high demands on him should be the basis of the system of family education.

5. The personality of the parents themselves is an ideal model for children to follow.

6. Education should be based on the positive in a growing person.

7. All activities organized in the family with the aim of developing the child must be based on the game.

8. Optimism and major - the basis of the style and tone of communication with children in the family.

These principles, of course, can be expanded, supplemented, modified. The main thing is to have them, because a child is the highest value.

The content of modern education. Parenting styles.

The authoritative parenting style is characterized by a high level of control. At the same time, the autonomy of growing children is recognized and encouraged by parents. There is a warm relationship between parents and children, parents are open to communication and listen to the opinion of children. There is the involvement of the child in the discussion of family difficulties, the readiness of parents to help him in case of such need, faith in his success and adequacy in relation to his behavior. In this case, first of all, the interests and needs of children are taken into account. As a result of such a seed environment, socially adapted, self-confident individuals, with high self-esteem and capable of self-control, grow up. They have developed a pronounced ability to lead and communicative qualities.

Authoritarian style characterized by high control, there is strict discipline in family education, significant restrictions are expected from parents. Parents impose their opinion on the child. The relationship between parents and children is cold and aloof. Children in such families are unpretentious, withdrawn, gloomy and irritable. They are also suggestible, not too persistent in achieving their goals, fearful, non-aggressive. Girls, for the most part, are inactive and dependent, while boys are aggressive and uncontrollable. Modern education rejects this style or levels it as much as possible.

liberal style modern upbringing involves warm intra-family relations and a low level of control. Parents do not regulate the behavior of the child enough or not at all. Parents are open to communication with children, but the initiative often comes from the child himself. Children have too much freedom, which is not regulated in any way by the family. Children in such families are prone to disobedience, aggressiveness, often behave impulsively and undemanding to themselves. There may be signs of inappropriate behavior. But in some cases, with a combination of certain circumstances and inclinations, children can become active and creative people.

The content of education, in which the indifferent style prevails, lies in the low level of control and cold relations between parents and the child. The family is indifferent to children, closed for communication. Parents do not set any restrictions. Because of the burden of their own worries, there is no strength and desire to raise children. If at the same time the hostility of the parent is also manifested, then the child may develop destructive and deviant behavior.

It is impossible to describe and structure the whole variety of family relationships, but even with such little information, parents are able to assess their impact on the development and upbringing of their children. Of course, one must have a lot of patience in order to remember all the time that we are facing a person with his own experiences, feelings and needs. But it is important to know that all childhood difficulties, behavioral disorders, learning difficulties, various deviations from the norm are a direct reflection of those educational moments that are accepted and used in the family. Also complicating the process of raising a psychologically harmonious personality can be the presence of antisocial behavior among family members, living in a family of a seriously ill person, the absence of one of the parents.

Let's summarize the content of modern education:

If you praise a child, he learns to be noble.

If a child grows up with a sense of security, he learns to believe in people.

If you support him, he learns to value himself.

If he is surrounded by understanding and friendliness, he will learn to find love in this world.

If you constantly criticize and bully him, he learns to hate.

If your son or daughter grows up in reproaches, he learns to live with guilt.

If you laugh at your child, he becomes withdrawn.

If a small person is surrounded by enmity, he learns to be aggressive.

Parents are the main educators of their children.

Many parents, bringing their child to the 1st grade, think: “We brought him up to school, and now the task of the school is to educate my child, teach him to read, write, count, respect the elders, take care of the younger ones, be a good friend for classmates ". When this does not happen, they begin to blame the teachers for not being able to instill a love for learning, for people. By blaming everyone for their child's troubles, they forget to blame themselves first. After all, every child goes to school from a family where their own principles, life principles were laid down, which either could or did not, instill in the child the initial skills of communicating with peers, adults, and form a desire to learn.

Parents must lead their child from grades 1 to 11 by the hand. This means not literally leading a child by the hand to school, but directing all his activities, knowing his successes, failures at school, supporting him in all endeavors, convincing him that he is wrong, and proving him wrong. It is necessary to teach your children to communicate not only with their family members, but also with classmates and other adults. How skillfully our children can do this directly depends on the skillful upbringing of the child in the family.

Parents should know everything about their child: who he is friends with, where he goes, what he does outside the home. If the child does not make contact with his parents, keeps silent, closes in himself, then you need to sound the alarm. First you need to try to figure out the reason for this behavior of the child yourself, if necessary, connect the class teacher, find out if the negative behavior of the child is the result of school problems; try to identify the cause of the problem and resolve it so that the child's "I" does not suffer. This would not break the child's faith in justice, would not strengthen the idea that adults are callous, soulless people. Of course, all this can be done in the so-called “prosperous families”, where there is no drunkenness, drugs and other nightmares. It is much more difficult to fix something in those families where it is necessary to explain common truths about the responsibility for raising children to the parents themselves.

Every parent today is very concerned that his children may fall under the influence of drugs, alcohol, did not take the path of committing offenses. I think this will not happen in those families where children are taught to be a person. To resist a negative environment, they teach not to be shy to say “no” even to their peers, whose opinion teenagers especially value.

Against the background of relative prosperity in the family, we often forget that the street is stronger than any educator, and, as often happens, stronger than parents. The trouble often does not bypass many families. And first of all, children from dysfunctional families, the so-called “difficult” children, suffer here. They are in every class, in every school. If there is no understanding between the parents in the house, then the children go outside. And there there will be friends who will listen to them, help them with “good advice”, and give them water, food, and money. But for this participation, children often have to pay with their health, their bodies, and sometimes with their lives. Happiness does not live in such families.

The worst thing is that children from families in which parents lead a healthy lifestyle very often fall into the category of “difficult” children. Why is it so? It is very difficult and not always possible to answer this question. Parents have their own criteria in the upbringing of children, their attitude to the concept of “upbringing” in general. Often they think: “I shoe him, dress him, feed him, give him pocket money. What else does he need?" Others have financial problems, parents cannot give the child even a minimum, they cannot explain to him that difficulties must be overcome. The child withdraws into himself, feels a certain inferiority complex. Sometimes he goes to get this missing money on his own and not always in an honest way. In such families, communication with children is disrupted, it happens that it is generally reduced to a minimum. Emotional bonds between parents and children are broken. All this contributes to the fact that children move away from their parents. There are many problems in our life today. Parents should not give up, blaming what they have difficult and misunderstood children. We cannot shift the responsibility to our children for what they are not to blame. We need to patiently teach them to overcome difficulties, and not give in to them.

To prevent this from happening, parents should spend as much time as possible with their children, be together in nature, in the theater, introduce them to the problems of the family, and not make them only passive observers of how their parents stoically “fight” over life's problems. We need to help them solve school and personal problems, be able to listen to children, give advice. We must perceive the guys as they are, with all their advantages and disadvantages. Raising a child in a family should be careful, tactful, requiring great patience and endurance from parents. Perseverance in achieving the goal of education is the main quality of a parent. An insecure parent is the enemy of his child

In each class of the school there are parental troikas, whose task is to actively help class teachers in carrying out intra-class and extra-curricular work. From the members of the class parent triplets, a school parent committee was formed. To work effectively and efficiently with parents at the school and classroom levels.

The school at all times in the development of society in our country sought to strengthen its influence on the family in order to realize all the abilities of the student with its help.
Our school is gradually becoming a more open socio-pedagogical system. It is open to students' different beliefs, dialogue, interpersonal and intergroup communication; is open in the physical sense all day for both children and adults.

At school, there is a tendency to expand and strengthen interactions with life, all social institutions of the environment - family, enterprises; cultural and educational institutions, public organizations, etc. And most importantly, in an open school, activities are transferred to the personality of the child: all the necessary conditions are created for his personal development.
As a result of the work carried out, we came to the following structure of the open school.

The main thing in her activity is diagnosing the socio-psychological situation in the family; organization of the work of specialists who direct the versatile socio-pedagogical activities of the family.

Improving the pedagogical culture of parents is the basis for improving family education. Among them: a parent meeting, as one of the most frequently practiced forms of improving the pedagogical culture of parents. At meetings, parents get acquainted with general issues of raising children in the family and school, with the tasks and results of the school. Another form of work is competitions, festivals of parents, which are dedicated to the exchange of experience in raising children.The dispute is also used as one of the forms of improving the pedagogical culture of parents. Round table meetings began to be actively held, in which people of various specialties, different ages and parental experience take part, which made it possible to expand the educational horizons not only of fathers and mothers, but also of teachers themselves, and to promote the best experience of family education, their participants exchange views, based on acquired knowledge and experience.

When analyzing the appeals of parents to specialists, the following problems are identified:

relationship problems between parents and child -35%,

parents are concerned about the unwillingness of the child to study - 30%,

the problem of the relationship between the child and the teacher - 15%,

problems of adaptation of the child in the team relationships with peers - 10%

Economic and social problems have a negative impact on the life of society as a whole. As a result, in recent years there has been a decrease in the birth rate of children, an increase in families of the “risk group”, an increase in the number of adolescents with various forms of deviant behavior.

In the senior classes, 30 people were interviewed: there is almost no physical impact, however, only 50% of boys and girls consider their position in the family to be equal, 9% believe that they occupy the position of a person in the family who is forced only to obey, 3% consider themselves lonely people, whom no one understands or loves, 10% feel constant guardianship, 4.3% believe that they create problems in the family, 1% feel like outsiders who find it difficult to participate in family life. More than half of the high school students surveyed noted that parents rarely pay attention to their mood. What is the way out of this situation? Who can help and) if not stop, at least reduce such cases? First of all, of course, this is the family and the school, which, in our opinion, are the microenvironment of protecting the child.

Studies conducted at school showed that only 29% of children spend their free time with their parents, 12% regularly look through diaries. The lack of communication between parents and children does not serve as the basis for the success of schoolchildren in educational activities, and the number of "hard-to-learn" is increasing. And, nevertheless, the family is the main factor in the development and upbringing of the individual. The child should be brought up by parents, and all social institutions can only help them in providing conditions for the child's self-development, helping him to recognize his individual inclinations, inclinations and realize them in an acceptable form, useful for himself and society.

It is our deep conviction that parents should always remember that only in the family can a child find the emotional support he needs. The child must be sure that with any difficulties and difficult situations that arise in life, he has a strong rear - his family, where they will always understand and help. Parents must have complete faith in their child.

The school can become another protector of the child, it is designed to help the young person to self-determine. But the family, the school, as you know, is a model of society, and education is one of its institutions, so they cannot differ significantly from their fundamental principle.

The priority areas in the organization of family and public education are:

Orientation of education to the development of a socially active, educated, morally and physically healthy person in the changing conditions of social life;

Introducing the growing generation to cultural and historical traditions, the formation of a sense of the real owner of the land;

Improving the civil, legal and patriotic education of students;

Formation of a healthy lifestyle, activation of mass sports and health-improving work;

Creation of conditions for the formation of socially necessary knowledge and skills, professional interests, development of the creative abilities of each child.

Our school conducts effective forms of interaction between parents and the school. Introduction and implementation of programs: "School-family-society", subprogram "Family". The programs are aimed at introducing innovative forms of joint activities, increasing the interest of parents in interacting with the school:

creation of conditions for creative self-realization of parents,

expanding the scope and participation in the life of the school in order to ensure the unity of the educational impacts of the school and the family,

identification and development of optimal and necessary conditions, forms and methods of school and family work.

Such forms were not only traditional holidays, but also the implementation of innovative creative and social projects with the participation of parents and children for the improvement of the school. Conducting intra-school activities:

amateur art festival with the participation of parents and children,

exhibition of applied arts and creativity of parents,

contests of social projects of assets of parental councils,

family competitions “My family is my support”, “Seven + Me”, “Mom, dad and I are a sports family”

intellectual family Olympiad with the participation of parents.

In the village in each microdistrict, pedagogical organizers are elected from among the teachers living in Tuolbe. Pedagogical organizers hold mass events after school hours, try to keep students busy during unoccupied hours. Sports events are held in microdistricts with a large coverage of students.

Particular attention is paid to the prevention of delinquency of students, patrols are carried out in the microdistricts of the village on holidays and weekends, where responsible parents and the Tuelbe Public Council are held.

Parents, working and taking part in the preventive work of the school, themselves understand the content of the work and see their functions in it. Here we are talking about eliminating child neglect in the family, accustoming to a solid daily routine, fulfilling labor assignments of the rules of conduct, and encouraging his friendship with peers.

The most significant result of parents' assistance in the life of the school is their participation and assistance in preparing students for SPC (scientific and practical conferences) at the ulus and republican levels, where students win prizes.

Put into practicea competition between parent councils of classes and an amateur art festival with the participation of parents and students,which resulted in increased active participation of fathers in the school life of students. Fathers take an active part in the life of the school and the village. In 2007Chairman of the Council of the Fathers "Tirakh" Zyryanov E.E. for successful work he was elected a delegate to the I Congress of the Fathers of the Republic of Sakha (Yakutia), following the results of 2010, the Council of the Fathers became the owner of the nomination "Chel oloh" of the administration of the municipality "Namsky ulus" and the department of physical culture and sports of the ulus. IN 2008 Petya and V.N. Gabyshevs tookIIIplace at the republican competitions in non-traditional sports "A5a kure5e-2008", and in 2009 at ulus competitions -IIIa place. The project of the parent Novgorodov A.D. "Trail of Health" in 2008 was presented for the Grant of the Department of Family and Childhood under the President of the Republic of Sakha (Yakutia).The head of the peasant farm "Dya5ynyatta" Obutov V.P. participated in the Republican competition to support innovative projects, programs for organizing family vacations for children held by the Committee for Family and Childhood Affairs under the President of the Republic of Sakha (Yakutia) within the framework of the Republican Target Program "Family and Children of the Republic of Sakha (Yakutia)" for 2009-2011 in order to improve and updating the content, forms and methods of work of family teams, family camps for rest and recreation of children, and as a result of the project received a grant for organizing summer employment for children.

The school has successfully implemented projects to involve parents in educational activities, initiated by teachers and students: since 2003. intellectual family club "Tobulan"; since 2004, the family reading club "We read with the whole family", the family sports club "Chebdik", the club "Neboleyka".

The history of family and public education - this branch of pedagogy from ancient times to the present day is replete with different, sometimes directly opposite assessments of the essence of childhood, the purpose of parents, the principles, content and methods of family education, the role of father and mother in it, the nature of the relationship of the family with school and society generally. Many theories, points of view, concepts, policies, approaches, solutions... But what they have in common is that the fate of the child, his purpose and well-being have never been indifferent to parents, school, society as a whole - because this is the future .

And if all of us - teachers, parents - act within the framework of universal ideals and values, then the probability of success on the path of educating a new generation will increase significantly.

Literature used:

Interactive forms of interaction between family and school /O.S. Grishanova, Publishing House "Teacher", - Volgograd - 2008

Social-pedagogical magazine "People's Education of Yakutia", No. 2, 2011

Prokopiev, M.M. Educational programs on family pedagogy as a factor in improving the educational process /M.M.Prokop'eva //Computer science and education. - M. - 1999.

Prokopiev, M.M., Germogenova, M.D. Fundamentals of family education: monograph. / M.M. Prokopiev - Yakutsk: Bichik Publishing House, 2003.

Prokopiev, M.M. Family Pedagogy: Course Program. / M.M. Prokopiev. - Yakutsk: YSU Publishing House, 1998.

Prokopiev, M.M. Karamzin, U.A. Pedagogical theories, systems and technologies: Educational method. complex /Inst. image. Distance Center. image. PI YSU / M.M. Prokopeva, Karamzina U.A. - Yakutsk: IRO.1999.

Prokopiev, M.M. Family Pedagogy: Educational Method. complex. Inst. image. Distance Center. image. PI YaGU / M.M. Prokopiev. - Yakutsk: 2001.

Prokopiev, M.M. Working with parents in the preschool educational institution: / M.M. Prokopeva. - Yakutsk: YSU Publishing House, 2002

Prokopiev, M.M. On difficult education in the family / M. M. Prokopeva // Deviant behavior: problems and trends: (Mat. scientific and practical conference) Yakutsk: Sakhapoligrafizdat. 1998

Prokopiev, M.M. Moral values ​​of the Sakha family. // Problems of rural families: problems and solutions (Materials of the 4th International Congress "Russian Family"). / M.M. Prokopiev. - M .: Publishing house of the RSSU. 2007

It is in the family that the character and principles of the future adult life of a person are laid. Without the intervention of adults in the educational process, the child will grow up as a slob and an unadapted personality. But you can not allow a completely authoritarian leadership over the life of the baby.

Currently, there is not one method of raising children. But modern society requires a new, innovative approach to this process. It should be based on the interests and principles of life of the children of the present generation.

Education today: its features

Every century, every single era has its own methods of education. Our great-grandfathers and great-grandmothers honored their parents, and they would be surprised by the behavior of modern children. Yes, and we have not followed Domostroy for a long time, which, by the way, is why there is a struggle of generations.

Our parents, and some of us ourselves, grew up in low-income families. Despite the fact that at that time there were many problems, the children received a good education, attended additional classes and circles. How is modern education built?

Unlike our ancestors, today's children live in fairly comfortable conditions. They have access to various gadgets, they have the opportunity to go on a trip, etc. Children owe such a rich life to their parents, because it is they who, sometimes infringing on their own needs, put their beloved child on their feet and make it so that it does not need anything.

Today's children are quite talented. They boast of their talent and energy. As a rule, children do not have ideals, do not recognize authority, but believe in their abilities. Rigid frameworks and ready-made methods of education are alien to them. Therefore, engaging in their development, it is necessary to break the already established principles and invent new ones.

Modern children realize themselves in art. It can be dancing, sports, music, various circles. They express themselves more humanistically and meaningfully than the previous generation. Their hobbies have a more intellectual connotation.

Thanks to new technology, children spend more time at the computer. They keep blogs with interest. And now you have an unusual child in front of you, and a web designer, photographer or journalist.

Modern education is based on respect for children . You need to listen carefully to what children say, and try not to criticize their statements. The educational process depends on the trends of modern society. While children are still learning from their parents, try to show them what is good and what is bad. Teach them to distinguish benevolent people from destructive personalities.

In adolescence, children should already have an idea of ​​the nuances of modern society and be adapted to it. Modern education is aimed at developing initiative in the child and encouraging independence. Children must learn to make decisions and be responsible for them. You don't have to be overprotective of your child. Let him make a mistake, but this will be a lesson for him, from which he will draw useful information for himself.

The methods of modern education are different. Some of them are controversial, but not all are as bad as they seem. Each method is based on the analysis of the behavior of the modern generation. Having studied several methods, you can choose your own - the only one that will be suitable for raising your child.

Torsunov's technique

1. The first includes scientists who are prone to research and love to learn.
2. The second category is managers. They are great at managing people.
3. The author refers to the third category business executives and merchants, who are distinguished by their practicality and desire to get rich.
4. And, finally, the fourth group includes artisans, repelled by practical knowledge.
5. Torsunov singled out the fifth category of personalities. These are the losers. As a rule, such people do not receive the necessary education and cannot realize their abilities, because their parents did not take care of this.

Education in passion is the second way of influence. It is the mother who is interested in the successful development of her baby. She makes sure that he gets as much love as possible.

With the third method of education, spoiled children are obtained. According to the author, the child grows up like this because of the ignorant attitude of parents to education. Indifference towards the child is observed in the fourth method. In this case, adults do not pay attention to the personality of their children.

In Vedic culture, the upbringing of children should be based on their abilities. It is necessary to develop those inclinations that exist in a person by nature. Modern education should take into account all these points. We need to teach children to listen and hear. In modern education, Vedic culture and its principles should be taken as a basis. However, today they will have other terms and be interpreted in their own way.

Education according to Asher Kushnir

The author lectures on modern education. They can be found on the Internet. He recommends that parents gradually learn this process. Adults, as a rule, are engaged in raising their children on the basis of the experience of previous generations. There are times when the educational process is completely absent in the family. Kushnir says that educators are trained in special institutions for five years in order to learn all the subtleties of the very process of education. That is why parents should learn it gradually.

The subordination of children to parents, and unconditionally, has long outlived its usefulness. After all, modern society has other principles and foundations. The biggest problem of our time, according to Kushnir, is the upbringing of children. He does not call for deviating from traditions, but at the same time, new trends in psychology must be taken into account.

Litvak and his method of education

Litvak considers the “sperm method” to be the basic basis of the educational process. In it, he put the principle of onslaught, penetration and the ability to maneuver. Raising a child, Litvak believes, can be done in reverse. It is impossible to suppress the personality of a child.

The author believes that when using his method, a negative reaction of the child to the educational process is initially possible. But there is no need to pause. If you continue to follow the principles of Litvak, you can achieve great success.

waldorf school

Psychologists and teachers are trying to develop a system for educating the modern generation so that it is spiritually developed. In this case, the person must be physically prepared. The Waldorf School is also working in this direction. She believes that it is not necessary to prevent the younger student from learning about the world around him. On the example of parents, the child himself will understand what he needs and is interested, and his natural abilities will be the basis.

Problems of education of modern children

Problems are often influenced by the environment. The amount of information that falls on the child is enormous. He learns some part with interest, but excessive loads affect his mental health.

We believe that modern children disobedient . But that's not the case at all. Behind the flow of information and various kinds of loads, we do not notice how disciplined, kind, erudite and smart they are. The whole problem lies in the time in which a modern child has to live.

Our children are quite vulnerable. Injustice is foreign to them. They just don't get it. But society, unfortunately, cannot always provide children with the transparency they want from it.

In every age period there are certain problems in the upbringing of children. So, before school age, their character has not yet been formed, but there are instincts according to which they perform their actions. The kid wants to be free. Hence the arguments with parents about prohibitions. This is where adults want to take everything into their own hands, and the child wants to get freedom. Thus, a conflict arises, which tact, calmness and flexibility in raising children will help to avoid. The kid can be allowed to do something on his own, but at the same time keep him within the limits of what is permitted.

The most difficult period is the primary school age. Here the child receives the freedom that he sought from infancy. He makes new acquaintances, copes with some problems on his own, trying to take his place in society. Therefore, the child can be capricious and show discontent. Parents should treat him with understanding, show kindness and trust their child.

In adolescence, the desire for freedom becomes more acute. The child has already formed a character, there is influence from acquaintances and friends, he has his own views on life. The teenager tries to defend his opinion, while not noticing that he may be wrong. Parental control should be invisible, the child should feel free. He needs a warm and trusting relationship with an adult. When criticizing and giving advice, you should not go too far so as not to hurt the pride of a teenager.

Entering adulthood, the young man no longer listens to his parents. He tries to experience everything that was previously forbidden. There are often conflicts that end in the cessation of all communication. It is important not to bring the situation to such a point. You have to be able to compromise. In order for a young man to share everything with his parents, you need to maintain a warm relationship with him.

So…

The family is a place in which the principles of morality are laid down, the formation of character takes place and the attitude towards people is formed. The example of parents is an important indicator of good and bad deeds. This is the basis of the child's attitude to life.

Children should be taught to respect elders and take care of younger ones. If the child takes the initiative and tries to help with household chores, you need to encourage him to do so. Of course, some of the responsibilities will have to be taken over.

No one is forcing you to deviate from tradition. Modern education should absorb the experience of past generations, but at the same time be based on modern principles of life. This is the only way to bring up a worthy member of society.

I like!

He receives education before he begins to realize himself as an independent person. Parents have to invest a lot of physical and mental strength. Raising children in a modern family is different from the methods used by our parents. After all, it was important for them that the child was dressed, fed and studied well. All because they didn’t demand much from people, the main thing is humility and diligence in everything. Therefore, the children studied calmly, and after the lessons they rested as they please.

If we talk about today, then the modern upbringing of children is a set of certain methods. This helps to direct the child in the right direction so that he becomes successful, in demand, strong and competitive. Moreover, it is important to do this already from school, otherwise it is impossible to become a person with a capital letter. For this reason, a child, coming to the first grade, should already be able to read, know the numbers, as well as information about his country and parents.

The modern child is diverse, so it is difficult to choose the best option. According to experts, the main thing is the unity of the policy of parents and teachers. In extreme cases, complement each other, not contradict. If teachers have a modern view of raising children, then the child is very lucky. After all, it is such a specialist who will be able to correctly present knowledge in a format that suits him.

Modern methods of education

The upbringing of children in a modern family must necessarily begin with parents, as well as with teachers and educators. All because they take on the responsibility of instilling any qualities in the baby. Moreover, it is impossible to teach him to be kind, fair, generous, polite, without possessing such qualities. After all, children are good at feeling lies, so the lessons will be meaningless.

Today, children are taught from birth. Surrounded by pictures and inscriptions, stimulating the intellect. Then the child is sent to an early development center, where professionals, using a certain technique, continue to form a small personality. In addition, modern approaches to raising children can be divided into four types.

Despotic parenting style

Here, strict parents put themselves as an authority. And often put forward excessive demands. The main problem here is the lack of initiative of the baby, the suppression of his will, as well as the exclusion of the opportunity to make decisions on his own. Such care is fraught with the inability to overcome life's obstacles.

liberal parenting style

The modern education of children according to the liberal method is the opposite of despotism. Here, the principle of indulging the desires of offspring is taken as a basis. It turns out that children get a lot of freedom if they do not quarrel and do not conflict with adults. This option can lead to the most serious consequences. This is because liberal parenting helps raise selfish, angry, and irresponsible children. Such people in life achieve, probably, a lot, but there are few truly human qualities in them.

Parenting style - indifference

It is very dangerous to raise a child in the modern world according to the method, probably the worst thing is when parents do not pay any attention to their baby. The consequences of indifference can be unpredictable. Therefore, parents who are worried about the future of their child should forget about this technique.

Democratic parenting style

Raising children in modern society according to this method allows you to simultaneously provide children with freedom and at the same time educate. Here, parents have control over the child, but they use their power with extreme caution. It is important to be flexible and consider each situation individually. As a result, the kid can get life knowledge, understanding more objectively, and evil. At the same time, he always has the right to choose. It turns out that the modern upbringing of children is a whole science. With the right knowledge, you can provide a child with a good future. He will be happy, independent and self-confident person. The main thing is to be able not to abuse the rights of parents, and even more so not to ignore it. In addition, it is important to be able to find compromises so that there is no enmity in the family.

Problems of education

Modern children are closely connected with the environment in which they are located. After all, the child's psyche perceives good and bad information equally quickly. In fact, for a child, the family is the environment in which he is brought up. Here he learns a lot and gains knowledge about life values ​​that are formed on the experience of many generations. Today, life is arranged in such a way that parents have to work hard, otherwise you can forget about a decent existence. Therefore, relatives, or they are completely left to themselves. It turns out that the modern problems that arise in the upbringing of a child are society as a whole.

Modern problems of fathers and children

Families today will experience many challenges while raising their child. They occur over a certain period of time.

Baby

Children under six years of age do not yet have a formed character. However, they act according to their instincts. The main desire of a person, even a small one. - this is freedom. Therefore, the baby argues with his parents, doing everything that is forbidden to him. Moreover, many of the child's pranks arise against the background of simple curiosity.

At this stage, the main problem of parents is the desire to take patronage. The kid, on the contrary, fights for his freedom. This contradiction causes conflict. Therefore, the modern upbringing of children implies the presence of tactics, flexibility and calmness in relation to the actions of the child. It is necessary to try to keep him within the framework, but at the same time allow him to independently resolve some issues, make choices in certain situations, and also ask his opinion when it comes to family matters.

Junior classes

This period is the most difficult. All because the child receives a certain freedom of action. He is trying to take his place in society. Therefore, new acquaintances appear, he plays his own role. He has to deal with problems on his own. Of course, this frightens him - hence all the whims and discontent that appear. The methods of raising a modern child in such a period are usually selected more carefully. Moreover, they should be based on trust, kindness, care and understanding. You should be more loyal to your child, take into account the stress that he experiences.

Teenage years

When a child becomes a teenager, he begins to desperately yearn for freedom. The period can be compared with infancy, but there is a difference. After all, now he already has his own character, outlook on life, and he has friends who have a certain influence on him. Therefore, raising children in modern society at this stage is the most difficult. A person who is not yet fully formed defends his position, not realizing that his opinion may be erroneous.

Here it is important for parents not to destroy the beliefs that have arisen in the child. It would be more correct to give freedom, but at the same time keep it under imperceptible control. All advice and opinions must be expressed in a mild manner. Moreover, it is also necessary to criticize carefully, trying not to hurt children's pride. The main thing is to maintain a trusting and warm relationship with your child.

Adulthood

A teenager who has crossed the line of adulthood no longer needs moralizing coming from his parents. Now he wants to make his own decisions and experience for himself everything that was previously forbidden to him. These are all kinds of parties, alcohol and smoking. Yes, parents are scared to hear this, but many go through this. Often there are conflicts between parents and children, after which they completely stop communicating. It is important not to bring the situation to such a point, to try to solve problems by making compromises.

Of course, there are rare exceptions when grown-up children are very attached to their parents. Therefore, in them the feeling of rebellion is expressed to a lesser extent. However, parents need to reconcile themselves and let their child go into adulthood. The main thing is to try to maintain a warm relationship. Let him have his own life, but he will share his joys and problems with his parents. After all, when they try to understand their child, he answers them the same. Especially in adulthood, when the help and support of people close to him is so needed.