Actual problems of education in modern school. Problems of organizing the educational process at school. What are the most serious problems of schooling

(4 votes: 5.0 out of 5)

Priest Dimitri Bezhenar, responsible for the Missionary work of the Sergiev Posad deanery, answers the questions of the viewers.

- Hello, dear viewers, Alexander Sergienko is in the studio. Today our guest is responsible for the missionary work of the Sergiev Posad deanery, cleric of the Akhtyrka church in the village of Akhtyrka, candidate of theology, priest Dmitry Bezhenar. Hello, father.

- Good evening, Alexander.

- Bless our viewers.

- Dear brothers and sisters, God bless you for all the best! Happy Holidays of the Kazan Icon of the Most Holy Theotokos and the Most Holy Theotokos "Joy of all who sorrow"!

- Our topic today is raising children in the modern world, and some of the mistakes we make.

- Dear friends, among the problems faced by every modern Christian, and, first of all, every Orthodox family, is one of the main problems, the main tasks are the upbringing of children, the upbringing of a moral personality in a modern, very difficult world. And before we go directly to the topic of our today's conversation and invite you, dear friends, to take an active part in the conversation with us, I would like to tell you one interesting case, one interesting dialogue, which I witnessed quite recently.

One venerable gentleman - of a very respectable age - from those who came to church in the late 80s and early 90s, naturally, read a lot of Orthodox Church literature - read, of course, without a system, so he has, to put it mildly, such confusion in his head - accused the Orthodox Church of the fact that now in the Church one of the main problems is excessive piety. He blamed, first of all, the clergy. That the clergy of the people encourages people to fast - but does not explain what the fast is for. People are fasting, but supposedly - from the point of view of this master - they do not know why they are fasting. They pray - but they do not understand what prayer is. And from prayer, from fasting, from a pious life, pride rises in them, a feeling of high opinion of themselves, spiritual poverty, humility and so on are lost. And when his interlocutor asked: how can you determine what exactly this is a really serious problem of modern church society, he, as one would expect, did not give any sensible, articulate answer to this question.

Therefore, dear friends, I would like to draw your attention to the following. The problems that exist in modern society, and to which the Holy Church always reacts with the voice of the hierarchy - among these problems the problem of excessive piety does not exist. If we look, follow carefully, listen to the annual address of His Holiness Patriarch Kirill of Moscow and All Russia to the clergy and monastics of the city of Moscow, each annual address summarizes the results of the previous year, plans and prospects for the future. Look at the documents and decisions of the Councils of Bishops that have taken place in recent years; for the work of the Inter-Council Presence, for Orthodox sites - for example, pravoslavie.ru, where some problems, including those of a secular society, are discussed, different points of view are given - everywhere we see that among the problems facing the public there are what problems? Religious illiteracy is a real problem, religious ignorance. Why does the hierarchy use so much effort to increase the literacy of Orthodox Christians? Why is this a very obligatory and very appropriate timely blessing of the hierarchy, so that everyone who approaches Baptism must first be announced - if it is an adult? And this religious illiteracy - one does not have to look far for an example. Dmitrov's parental Saturday was the day before yesterday, and many people submit notes to the church with the following words: give a note to the church, let them pray there. The literal phrase "let them pray there" - so that my close relative there, in the future afterlife, would be good. And when you ask a person: why don't you yourself want to go to church? - I have no time, I have things to do, worries, problems, let 'they' be the clergy, let them pray there, and my task is to write a note and give it back. This form of ritualism is also one of the types of his religious illiteracy.

Such problems do exist in modern life. And the problem of excessive piety - there is no such problem, and thank God that it is not, and the dialogue of this elderly gentleman with his interlocutor left a very interesting impression. There is a well-known literary character Don Quixote of La Mancha - this is an elderly lord, who put on armor that had already rusted from time to time, imagined himself a valiant knight, mounted a horse, took a spear, and rushed to look for opponents. And since there were no knights worthy of him - the times had passed - he saw the mill, rushed to the mill - at the fictional enemy. The mill looked like a giant to him. Likewise, the conversation with this gentleman left - at least for me, as a witness of this dialogue, a very sad impression in comparison with Don Quixote, who fights against windmills. Because if among the problems of modern church life were the problem of excessive piety, then we would see what? A multi-day fast sets in, and ambulances would not have time to take the re-fasted parishioners to the offices, who collapse in exhaustion; or people would end up in psychiatric hospitals because they prayed and thus went insane; or people would put chains on themselves, sleep on the bare ground - like the ascetics "in time of it". Therefore, there is no problem of excessive piety. And these attacks of individual citizens only testify that they are the dreams of their hearts, that is, they pass off the fruit of their passionate imagination as reality. Unfortunately, one has to communicate with such people, and especially in missionary work, to try to respond to their attacks on the Church.

And among the real problems of modern church life, undoubtedly, one of the most important is how we learn to educate a moral personality, like our children, adolescents who, due to their age, due to a reassessment of values, how they, communicating with people around them, perceive the action of modern mass culture - sometimes aggressive, pernicious, corrupting; how to resist them, how to instill in children spiritual immunity so that they go through these difficult years of adolescence - I'm not afraid of this word - without getting morally dirty - or, at least, with minimal losses for their souls. This is the problem that each of us faces.

- And of course, the most dangerous thing that can happen on the part of the parents themselves is some mistakes or inaccuracies, or completely wrong behavior towards their children. What are the main categories?

- Yes, indeed, Alexander, we can conditionally boil down to two common basic mistakes that all parents make in general - it cannot be said that only believers, church parents, but in general all parents. Wise people, teachers, pastors with extensive experience always draw the attention of their flock parishioners, spiritual children to these two mistakes.

The first is excessive affection, which is mistakenly called love, although there is no love here, and this is nothing more than indulgence, indulgence in the child's passions, when the child fancies himself an uncrowned king in the family. The worst option is if there is only one child - while he is alone, of course, all attention is paid to him, and he really grows up to be an egoist. But even if there are several children in a family, then the latter, as a rule, to whom the most attention - both parents and older children, can also grow up with these selfish inclinations. And this excessive affection, indulgence of passions, when the child grows up and feels like the center of attention. He is convinced - this, perhaps, besides consciousness, passes, but he is convinced that the whole world and his parents were created only for him, in order to satisfy all his lusts. And such an egoist, before whom admiration is performed as a pagan idol, as a rule, faces very big problems in life, and it is quite obvious that the world around him will not treat him the same way; he will certainly face an attitude towards himself that is more worthy of him, in fact, but he will take it with resentment, with grief, he will hate the whole world, take offense at everyone, think that insignificants and unworthy people have become higher than me, they underestimated me, etc. etc. And parents who overly indulge the child, turn him into an idol - one of the main mistakes - they doom him to the fact that he will be alone in life, he will not have real friends, real support. And he will be in a state of permanent mental war with the world around him.

- So, the first is excessive affection, and the second?

- The second mistake that parents sometimes make, and also quite often, is excessive severity. This is the other extreme. As Elder Paisius very wisely says: all extremes are from the enemy. Excessive indulgence is one extreme, the other extreme - when a child grows up impersonal, grows up as if in a police station, where his every step, every thought, is strictly controlled by the parents, and moreover, the parents can sincerely believe that they are doing this for the good of the child ... A child, as a rule, in such a family grows up weak-willed, downtrodden, lacking in initiative, intimidated. This inner depression - I'm not afraid of such a sharp comparison - the "prison childhood" of such a child can subsequently result in two directions. Or the aggression towards everyone else is inexplicable - the teenager himself, the young man cannot understand why he has such aggression towards everyone inside - someone looked at him wrong, said something wrong. Or it is expressed in the fact that a person will remain weak-willed, lack of initiative, depressed all his life. He seems to be looking for people with a stronger will to control him. Everywhere he is afraid to show some kind of initiative, he is afraid of being shouted, and these are also unhappy people who have received less love.

Therefore, in relations with children, one must remember the wise example of any experienced gardener: when a gardener plants a small tree, he ties it up so that it grows evenly, and must take care to water it on time - not overflow, because both excess moisture and lack of moisture are the same harms the tree. Likewise, an excess of love - or rather, not love, but indulgence, and excessive severity also harms the personality of the child.

- A question from the Moscow region. In the Proverbs of Solomon there are the words “if anyone loves his child Even if he has mercy on his own, he will hate his son” (Proverbs 13:25). Those. raising a child is punishable. And another question: when children go to the altar, often a child dressed in surplice comes out, as it were, to seem that he is so pretty.

- God bless, very good question. The quote of the wise Solomon continues as follows: "but he who loves, he punishes him from childhood." I will once again recall the etymology of the Slavic word "punishment": this is not revenge, this is not punishment, this is not a manifestation of insane power and cruelty, not a desire to enjoy the suffering of a helpless creature, but punishment is teaching, admonition. Therefore, whoever loves his son or daughter, then naturally, must punish them - read: educate and educate.

- A question from the Nizhny Novgorod region. My sister, who died five years ago, has a three-year-old son, and my father and I are raising him. Two years ago, a father bought a computer for the child. A child can no longer live without a computer, he is everything for him. When the computer finally broke down, I was delighted, and the child was angry with me. What should I do?

- God forbid, a fairly widespread problem in modern life, because the computer has become an integral part of the life of modern people, and I do not think that in the program of the Soyuz TC you heard the phrase that the computer is poison. The computer itself cannot be poison, because it is the creation of human hands, human mind and talent. It all depends on how you use it. How much Orthodox literature is typed on a computer, how many interesting and informative sites that enrich from a moral point of view! It all depends on who holds the weapon. And it goes without saying that for a child who still does not know how to distribute his strength and time, who is still weak-willed, needs parental care, sitting at the computer for a long time is dangerous for him in all respects - as in the physical - constant exposure from this screen and defeat certain parts of the brain, experts have already talked about this a lot, including from the Center for Rehabilitation of Victims of Drug Addiction, Gambling Addiction named after St. righteous John of Kronstadt at the Krutitsky courtyard - Izyaslav Alexandrovich Adlivankin, father Anatoly Berestov, many articles have been written on this topic. You can read and familiarize yourself with how harmful not so much the computer, but the unreasonable use of it, especially when children, adolescents spend a lot of time in front of it. Therefore, of course, it is better that all this be dosed.

The best option that can be advised, since you turned to me specifically - if the child did not even know until a certain age that the Internet exists. I am aware that maybe my words will turn out to be very categorical. And it is better that the child does not know until a certain age that television exists. This does not apply to the Soyuz TV channel, namely secular television. So that he does not know how the antenna connects to the TV. Now there are a lot of Orthodox disks, cartoons, old Soviet films that have at least some meaning. Here, watch the DVD - this is the best option when parents give information in doses and take care not to overload the child with this information. Therefore, God grant you wisdom and patience in order to find words in this situation and explain to your child about the harmfulness of excessive sitting at the computer.

"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 are in the first place ”.

A.S. Makarenko

Parenting is part of socializing education. Upbringing is a specially organized process of presenting socially approved values, normative qualities of a person and patterns of behavior, that is, it is a 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 stage 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 abilities 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 out-of-school influences, include them in the system of one's educational activities, and also, within acceptable limits, neutralize negative influences 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 younger generation entering the life of society.

The purpose research:upbringing of children in the family and modern problems of family upbringing.

An object research: family education.

Item research:family education in modern times

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

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

2. Family education and its meaning

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

4. Consider contemporary 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 social - psychological and pedagogical literature on the research problem, systematization of scientific ideas on the problem of upbringing in a family.

Family relationships and upbringing are in crisis.The family and school are closely related to the development of society, the state, their relationship is also influenced by those 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 parenting 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 their behavior with the system of moral forms;

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

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

Upbringing in our society is being implemented in the context of economic and political reform, due to which the socio-cultural life of the younger generation, the functioning of educational institutions, the media, youth and children's public associations have changed significantly. At the same time, the reform caused social stratification of society, a decrease in the living standards of the majority of the population. These changes have had a negative impact on the lives of the current generation, but the family was the first to feel the negative impact on themselves. When the family was considered not as the most important social institution, but only as an inevitable stage in a person's social life. Therefore, the rationally organized and thoughtful upbringing of the child took place outside the family circle. The family obediently 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 research and received new data. Now the indisputable priority of family education has been noted in the development of personality. 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 sphere of their participation in the life of the school, and increases the interest of the parental community.

Many people have failed to adapt to new conditions, to form defense 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 structure. As a result of legal, moral, economic insecurity, the conflict in relations between parents, parents and children has increased. The noted negative tendencies 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 down in the school collective - there they are only developing - but at a very early age. Today the family acts as the most important factor in the development of personality. Here the child is born, here he receives the initial knowledge about the world and the first life experience. The family is both the first school of feelings, and the environment, 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 includes representatives of two, three, and sometimes four generations. And this means different value orientations, different criteria for assessing 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 (picking up a spoon, hammering in a nail) to the most complex socially - personally significant forms of behavior.

Family education also has a wide time range of impact: it continues throughout a person's life, takes place at any time of the day, at any time of the year. The family climate is the life of the parents, their relationships, 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 attitude of the father to the mother, parents to children or to those around them outside the family.

It's no secret: life today is hard and harsh. More and more tense and difficult situations that give rise to trouble, rudeness, drunkenness, nervousness. Against this background, more and more often we have to deal with the wrong, ugly upbringing. Warmth and cordiality disappear in many families, 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 group of peers, and sometimes withdrawn, restless, overly shy.Having grown up in an atmosphere of excessive love, caressing, reverence and reverence, the little man early develops the traits of selfishness and egocentrism, effeminacy, spoiledness, conceit, 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 build upbringing on the basis of this assessment; 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 towards the future and correlate with the requirements that the child's future life sets in front of him. The optimal parenting position is for the benefit of the child. It assumes that parents are critical of their mistakes. All upbringing in the family is based on love for children. The love of parents ensures the full development and happiness of children.
Raising by love does not deny parental control. According to psychologists who study the problems of family upbringing, control is necessary for a child, because there can be no purposeful upbringing outside the control of adults. The child is lost in the world around him, among people, rules, things. At the same time, control comes into conflict with the child's need to be independent. It is necessary to find such forms of control that would correspond to the child's age and do 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 said") to use instructive control ("maybe you will do as I suggest"). Instructive control develops initiative, hard work, and self-discipline.

It is difficult to change the established approaches of parents to raising children. Anyone who is open to new experience and wants to change his attitude towards his children can be reminded of Janusz Korczak's “Magna Carta” on the rights of the child: a child has a “right to death,” the right today, the right to be what he is.

You can also recall how Sh. L. Amonashvili said about children: "Bad children are not born. A child is born to learn the world, and not to anger parents or a teacher. The child's body is the form in which nature objectifies itself. The real basis is a person - not his individual qualities, but a 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, awareness of their responsibility for the fate of the little person will help adults choose the style of upbringing that will benefit both the child and the 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. Relations in the family were built on a fundamentally new basis - on the equality and mutual respect of spouses - that created favorable conditions for establishing a fair distribution of labor between men and women, the behavior of the household and the mutual responsibility of parents for children. Noting the progressive changes in the development of the family, one cannot but pay attention to the factors that complicate 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 negatively affects 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 women, 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 kinds of difficulties, overly patronize, being in the grip 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.

Talking about the modern family, one cannot pass over in silence such a problem as the increase in the number of divorces. This phenomenon reflects the breaking of 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 spouses' desire for maximum justice in the distribution of rights and responsibilities in the family, which gives rise to intra-family collisions, quarrels, conflicts. This also refers to the household overload of a woman, which adversely affects the marital relationship, creates tension in communication with children. It is known that a larger percentage of divorces falls on young married couples (between the ages of 20 and 30). For many years, the lack 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 time years of living together is a significant reason for the disintegration of the family. The low morality of the marriage union, the irresponsible attitude of parents (mostly fathers) to raising children, and drunkenness of parents also lead to divorce. In this regard, the problem of raising a child in an incomplete family arises. Children from single-parent families more often than their peers growing up in a complete family commit immoral acts and offenses. This is evidenced by research by scientists, 53% of juvenile delinquents were brought up without a father.

A certain difficulty is the upbringing of a child in conditions of complete prosperity, and sometimes excess. Material goods are often detrimental to children if parents do not educate them with healthy spiritual needs. In the opinion of V.A. The steady growth of the family's material well-being requires close pedagogical attention to the formation of reasonable needs in children, the ability to manage their desires, and fostering responsibility to the family and society for their behavior. In recent decades, the family has become the subject of close attention of teachers, psychologists, sociologists, and lawyers. Family is a specific intimate system. “Unlike other educational institutions, the family is able to influence and, as a rule, affects all sides, facets of a person throughout his life. This huge range of the family's upbringing function is combined with the deep specificity of its ideological and psychological influence, which makes it not only extremely effective, but also a necessary link in the process of personality formation. " The specificity of the upbringing function of the family lies in the fact that the relationship of its members is built on the basis of kinship and love. It is known what tremendous power parental love is fraught with. 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 collective, 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 relations of children with parents and other family members, relations are realized between representatives of different generations and of different sex. Communicating with people close in 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 assimilates the social experience of his first educators, primarily his parents.

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

It should also be emphasized that the family is characterized by intimacy of relations between its members, due to which special conditions are created for mutual influences, fostering good feelings, for individual advice and consolation, approval, and correction of undesirable personality traits. The family prepares the child for 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.

AG Kharchev writes: “The family is the real embodiment of the complexity of the educational impact on the forming personality, in the sphere of which both the intellect and emotions of the child, and his views, and his tastes, skills, habits are at the same time. This influence is carried out both through the psychological atmosphere of the family collective, and through the organization of its activities, both through verbal persuasion, as well as through the personal example of parents and other family members. " Therefore, the whole way of family life, its moral health, culture of relations and educational level of parents, their political views, moral attitudes, behavior in everyday life are socializing and educational means. And society is deeply not indifferent to what conditions a child is brought up in a family, what social experience it transfers to him. That is why taking care of the family as an educational institution, of its pedagogical value has been and is in the center of society's attention.

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 mistakes 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 collective, but constitutes an organic part of society, that any attempt by a family to build its experience regardless of the moral requirements of society will necessarily lead to disproportion, which sounds like an alarming signal of danger ...

Family education has a wide time range of impact: it continues throughout a person's life, takes place at any time of the day, at any time of the year ... A person experiences its beneficial (or negative) influence even when he is out of the house: at school, at work, on vacation in another city, on a business trip ...

However, the family is fraught with certain difficulties, contradictions and disadvantages of educational influence. So, the most common negative family factors that have to be taken into account in the educational process are the following:

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

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

Immorality, immoral style and tone of family relationships;

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 in upbringing, lack of principle, inconsistency in the application of methods of upbringing, physical punishment, causing severe moral suffering to children ...);

Adult misconduct;

Authoritarianism, or "liberalism", impunity and forgiveness, which are manifested as the following incorrect forms of upbringing, which affect the development of the child and his behavior at school:

hypo care - i.e. neglect, lack of attention, care, control; parents care only about the satisfaction of the child's material needs, but in fact he is presented to himself. The child feels his uselessness to his elders, he thinks that he is preventing them from living and they are happy to get rid of him.

overprotective - that is. excessive custody and control that suppress independence, a sense of responsibility and duty. In weak, sensitive children, overprotection causes a rebellious reaction and the child's departure to the street company.

”the cult of the family ”- the child grows up in excessive adoration and admiration; such children try to always 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 sense of guilt, inferiority, uselessness is formed

cruel relationships ("iron grip") can be combined with emotional rejection and can be manifested openly (breaks down evil) and secrecy - indifference to each other, mental cruelty. A child's experience of emotions in these conditions contributes to the development of selfishness and mental callousness.

increased moral responsibility - assigned by parents to 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 upbringing is a contradictory upbringing - in one family different generations defend their own style in upbringing, incompatible methods of upbringing are combined. Such upbringing is harmful and affects the weaknesses of the child's character, contributes to mental discomfort.

Despite the fact that every family lives by its own laws, and we have no 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 education of the child's personality (its positive and negative sides), 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 benevolence, love and happiness.

2. Parents should 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, sex and individual characteristics.

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

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

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

7. All activities organized in the family for the purpose of child development should be based on play.

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 that they are, because a child is the highest value.

The content of modern education. Parenting styles.

An 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 opinions of children. There is a child's involvement in the discussion of family difficulties, the willingness of parents to help him in case of such a need, belief 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 seminal environment, socially adapted, self-confident individuals grow up, with high self-esteem and capable of self-control. They have developed a pronounced leadership ability and communication skills.

Authoritarian style It is distinguished by high control, strict discipline is present in family education, and significant restrictions on the part of parents are assumed. Parents impose their opinion on the child. The relationship between parents and children is cold, detached. Children in such families are unassuming, withdrawn, sullen 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, and boys are aggressive and uncontrollable. Modern upbringing rejects this style or eliminates it as much as possible.

Liberal style modern upbringing presupposes warm family relations and a low level of control. Parents do not regulate the child's behavior either insufficiently or 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, under the confluence of certain circumstances and inclinations, children can become active and creative people.

The content of upbringing, which is dominated by an indifferent style, is a low level of control and cold relations between parents and children. The family is indifferent to children, closed for communication. Parents do not set any restrictions. Due to the burdens with their own worries, there is no strength and desire to raise children. If at the same time the parental hostility is also manifested, then the child may develop destructive and deviating behavior.

It is impossible to describe and structure all the diversity of family relationships, but with even such little information, parents are able to assess their influence on the development and upbringing of their children. Of course, you need to 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 adopted and used in the family. Also, the process of upbringing a psychologically harmonious personality can be complicated by the presence of antisocial behavior in family members, living in the family of a seriously ill person, and 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 reproach, he learns to live with guilt.

If you laugh at your child, he becomes withdrawn.

If a little person is surrounded by hostility, he learns to be aggressive.

Parents are the main educators of their children.

Many parents, bringing their child to the 1st grade, think: “We raised him before 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 companion for classmates ”. When this does not happen, they begin to accuse the teachers that they could not instill a love for learning, for people. Blaming everyone for their child's troubles, they forget to blame themselves in the first place. After all, every child goes to school from a family where their own principles, life foundations were laid, which either was able or not, to instill in the child the initial skills of communication with peers, adults, to form a desire to learn.

Parents must lead their child from the 1st to the 11th grade “by the hand”. This means not literally leading the child by the hand to school, but directing all his activities, knowing his successes, failures in school, supporting him in all endeavors, convincing him that he is wrong, and proving him wrong. You need to teach your children to communicate not only with family members, but also with classmates, 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: with whom he is friends, where he goes, what he does outside the home. If the child does not make contact with the parents, keeps silent, withdraws into himself, then the alarm must be sounded. First, you need to try to find out the reason for this behavior of the child yourself, if necessary, connect the class teacher, find out if the child's negative behavior 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 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 the 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, and have not taken the path of committing offenses. I think this will not happen in those families where children are taught to be individuals. To resist the negative environment, they teach not to hesitate to say “no” even to their peers, whose opinion adolescents especially value.

Against the background of relative well-being in the family, we often forget that the street is stronger than any educator, and, as often happens, stronger than the parents. The trouble often does not go around many families. And first of all, children from disadvantaged 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 will be friends who will listen to them, help them with “good advice,” and give them something to drink, and feed them, and give them money. But for this participation, children often have to pay with their health, their bodies, and sometimes their lives. Happiness doesn't 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 does this happen? It is very difficult and not always possible to answer this question. Parents have their own criteria in the upbringing of children, their own attitude to the concept of "upbringing" in general. Often they think: “I put on shoes, 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 able to overcome. The child closes in on 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 are alienated from their parents. There are many problems in our life today. Parents should not give up, blaming how difficult and incomprehensible their children are. We cannot shift responsibility to our children for what they are not to blame for. You 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 with their children as possible, be together in nature, in the theater, involve them in family problems, not make them just passive observers of how their parents stoically “fight” over life's problems. You 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 a lot of patience and endurance from the parents. Perseverance in achieving the goal of upbringing is the main quality of a parent. An insecure parent is an enemy to his child

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

At all times the development of society in our country, the school has sought to strengthen its influence on the family in order to realize all the student's abilities with its help.
Our school is gradually becoming an increasingly open social and pedagogical system. She is open to different student beliefs, dialogue, interpersonal and intergroup communication; open in the physical sense all day long for both children and adults.

The school is dominated by 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, activity is transferred to the child's personality: all the necessary conditions for his personal development are created.
As a result of the work carried out, we came to the following structure of an open school.

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

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

When analyzing parental inquiries to specialists, the following problems are revealed:

problems of relations between parents and children -35%,

parents are worried about the child's unwillingness to learn - 30%,

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

problems of adaptation of a child in a team relationship with peers - 10%

Economic and social problems negatively affect 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 grades, 30 people were interviewed: physical influence almost never occurs, however, only 50% of boys and girls consider their position in the family 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, it is, of course, the family and the school, which, in our opinion, are the microenvironment for the protection of the child.

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

We are deeply convinced that parents should always remember: only in a family can a child find the emotional support he needs. The child must be sure that in 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.

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

The priority areas in the organization of family and social 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;

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

Improvement of civil, legal and patriotic education of students;

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

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

In our school, effective forms of work of interaction between parents and the school are carried out. Implementation 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 influences of the school and the family,

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

Such forms have become 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 intraschool activities:

an amateur art festival with the participation of parents and children,

exhibition of applied arts and creativity of parents,

contests for social projects of the assets of parental councils,

family contests "My family is my support", "Seven + I", "Mom, Dad and I are a sports family"

intellectual family Olympiad with the participation of parents.

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

Particular attention is paid to the prevention of student offenses, patrols are carried out in the neighborhoods of the village on holidays and weekends, where responsible parents and the Tuelbe Public Council. Raids are carried out into families together with the administrative commission of the village, where explanatory conversations are held with parents.

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 the child's neglect in the family, accustoming him to a firm daily routine, fulfilling work assignments of the rules of behavior, and encouraging his friendship with peers.

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

Introduced into practicea competition between parenting class councils and an amateur art festival with the participation of parents and students,as a result of which the active participation of fathers in the school life of students has increased. Fathers take an active part in school and village life. In 2007Chairman of the Council of Fathers "Tirekh" Zyryanov E.Ye. for successful work he was elected a delegate to the I Congress of the Fathers of the Republic of Sakha (Yakutia), according to the results of 2010, the Council of Fathers became the owner of the "Chel olokh" nomination of the administration of the Namsky Ulus municipal district and the department of physical culture and sports of the ulus. V 2008 Petya and V.N. Gabyshev tookIIIplace in the republican competitions in non-traditional sports "A5a kure5e-2008", and in 2009 in ulus competitions -IIIa place. The project of the parent Novgorodov A.D. "Path 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).Head of the peasant farm "Dya5ynyatta" VP Obutov participated in the Republican competition for the support of innovative projects, programs for organizing family recreation of children is being 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 recreation and recuperation of children, and as a result of the project received a grant to organize summer employment for children.

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

The history of family and social 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 appointment of parents, the principles, content and methods of family education, the role of the father and mother in it, the nature of the relationship between the family and the school and society generally. There are 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 human ideals and values, then the likelihood of success on the path of raising a new generation will significantly increase.

Used literature:

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

Social-pedagogical journal "Public education of Yakutia", No. 2, 2011

Prokopyeva, M.M. Educational programs on family pedagogy as a factor of improving the educational process / M.M. Prokopyeva // Informatics and Education. - M. - 1999.

Prokopyeva, M.M., Germogenova, M.D. Fundamentals of family education: monograph. / M.M. Prokopyeva - Yakutsk: Publishing house "Bichik", 2003.

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

Prokopyeva, M.M. Karamzin, U.A. Pedagogical theories, systems and technologies: Teaching method. complex / Institute of development. image. Distance center image. PI YSU / M.M. Prokopyeva, Karamzina U.A. - Yakutsk: IRO. 1999.

Prokopyeva, M.M. Family Pedagogy: Teaching Method. complex. Institute of development. image. Distance center image. PI YSU / M.M. Prokopyeva. - Yakutsk: 2001.

Prokopyeva, M.M. Working with parents at preschool educational institution: / M.M. Prokopyeva. - Yakutsk: YSU Publishing House, 2002

Prokopyeva, M.M. Prokopyeva M.M. On the difficulty of education in the family // Deviant behavior: problems and tendencies: (Materials of scientific and practical conferences) Yakutsk: Sakhapoligrafizdat. 1998

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

In highly developed countries, the world of schoolchildren is overflowing with things - many have video games, video, audio equipment, their own computer, etc. The abundance of things creates new problems in upbringing. The participation of children in specific work activities is becoming less common. The daily life of a student is changing. It is regulated by the routine of school activities, which become more intense and intense. Against this background, childish companies break up, the child's loneliness increases. Children carry in themselves the burden of internal instability, are closed on themselves.

Puberty becomes earlier. Among children and adolescents, infantile tendencies are increasing: lack of independence, poor experience in social life.

It is difficult to overestimate the role of the family in the education of schoolchildren.

Mistakes in family upbringing:

a) firstly, the exclusive, irreplaceable role of the family in shaping the personality of children is not recognized.

b) secondly, there is a SUBSTITUTION of upbringing with edifications, teachings, the message of rules that must be remembered and unconditionally followed.

c) thirdly, the inability and fear to compete with consumer fashion, group norms of the microenvironment, resist, if necessary, their pressure and form children a position of consciously confronting its negative aspect.

d) fourthly, the inability and fear to discuss with children acute issues of the past and present of the country, the guilt of society for a significant part of anomalous manifestations among minors and young people.

e) fifth, self-isolation from interaction with other institutions of social education (with a kindergarten, school)

Errors associated with a misconception about the place of children in the life of parents, the principles of interaction with them:

Often, parents build relationships with children on the basis of overprotection.

Many negative consequences for children and parents are associated with the inability to correctly balance trust, respect and control. But child control alone does not exhaust the problem.

The influence of parents on the behavior of children in conflict situations:

Family parenting style

Parents' own behavior in various difficult situations

In connection with these problems, education based on cooperation and partnership is gaining more and more popularity. Specialists - psychologists should work in schools. It is necessary to raise the conflictological level of teachers. To develop new methods of teaching children in school and upbringing at home. It is necessary to improve school programs, to conduct special classes on moral education.

Current provisions of educational concepts:

Implementation of the ideas of humanization and humanitarization;

Creation of conditions for the disclosure of human creative abilities;

Comprehensive and harmonious personality development;

Socialization of the personality of a citizen of Russia;

Formation of a viable individuality, humanistically oriented in relation to society and oneself;

Formation of a socially active viable personality;

Formation of a personality capable of living in a new democratic society;

Formation of a harmoniously developed personality, ready and able to fully fulfill the system of social roles;

The revival of the intellectual, spiritual and creative potential of the nation, the upbringing of free citizens with a developed creative attitude to the world, capable of productive transformative activity and life creation.

Rules for the teacher (humanistic paradigm):

1. Demonstrate trust in children.

2. Help children to be aware of themselves, their interests, inclinations, abilities, needs,

3. Assume that children are motivated to learn.

4. Serve students as a source of experience on all issues.

5. To have the ability to understand, feel the inner state, the personality of the student and accept it.

6. Be an active participant in group interaction, educational and extracurricular work, communication.

7. Openly express your feelings in a group, be able to give a personal touch to teaching.

8. To have a style of informal, warm communication with students.

9. Have a positive self-esteem, show emotional balance, self-confidence, cheerfulness.

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, an important point for them was that the child was dressed, well fed and studied well. This is because they did not demand much from people, the main thing is obedience and diligence in everything. Therefore, the children studied calmly, and after lessons they rested as they liked.

If we talk about today, then modern child-rearing is a set of certain methods. This helps to steer the child on the right track 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 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. As a last resort, complement each other, not contradict. If teachers have a modern view of parenting, then the child is very lucky. After all, it is such a specialist who will be able to correctly present knowledge in a format suitable for 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. This is because they take responsibility for instilling certain qualities in the baby. Moreover, it is impossible to teach him to be kind, fair, generous, polite, without having such qualities. After all, children are good at feeling lies, so the lessons will turn out to be meaningless.

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

Despotic parenting style

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

Liberal parenting style

The modern liberal education of children 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 the custody of liberal parents helps raise selfish, angry and irresponsible children. Such people in life, probably, achieve 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, perhaps the most terrible thing, 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, the parents have control over the child, but they use their power with extreme caution. It is important to be flexible and deal with each situation separately. As a result, the baby can gain 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 your child with a good future. He will be a 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.

Upbringing problems

Modern children are closely related to the environment in which they find themselves. 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 they can forget about a dignified existence. Therefore, relatives, or they are completely left to themselves. It turns out that the modern problems arising in the upbringing of a child - society as a whole.

Modern problems of fathers and children

Today, families will have many problems raising their children. They arise depending on a certain period of time.

Baby

Children under the age of six 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, is fighting for his freedom. Such a contradiction creates a 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. This is because the child gets 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 cope with some problems on his own. Of course, this scares him - hence all the whims and discontent that appear. The methods of raising a modern child in such a period are usually chosen 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 is experiencing.

Teenage years

When a child becomes a teenager, he begins to desperately strive for freedom. The period can be compared to 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 wrong.

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 should be expressed in a gentle 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 majority no longer needs moralizing from his parents. Now he wants to make his own decisions and experience 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 it. Often there are conflicts between parents and children, after which they completely stop communicating. It is important not to bring the situation to this point, 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 rebelliousness is expressed to a lesser extent. However, parents need to come to terms 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 responds in kind. Especially in adulthood, when the help and support of people close to him is so necessary.

educational adolescent professional education

Education: concept, forms of education in the history and context of our time

The progressive development of any state is based on its spiritual wealth. The spiritual values ​​of any nation and society become the most important factor determining their future.

In modern conditions of development of our society and state, the level of spiritual and moral culture of the younger generation remains the most acute problem. An unfavorable demographic situation, an increase in crime, the leveling of the family as a value, a loss of patriotic consciousness, a decrease in the level of health and quality of life require a serious revision of the vectors of education development, determining its not only material, but also spiritual resources. While material resources have recently been helped to increase through national projects, spiritual resources are still causing serious concern.

There is still no system in society that would fight against negative phenomena that have a corrupting effect on the souls of people. Russian education, after modernization and reform, has lost its educational function. Following the pioneers and the Komsomol, our children lost both the Timurov movement, and clubs of international friendship, and drill reviews of a military song, and "Zarnitsa", and patronage, and competitions for the right to be right flank ... At one time, these and other forms really contributed to education collectivism, leadership qualities, love for the Fatherland, respect for other peoples, the desire of the elders to help the younger. In return, we received a flurry of propaganda of cruelty, violence, indifference, cynicism, pouring down from TV screens and computers.

Who can resist this onslaught today? First of all - the family, the organized system of upbringing in educational institutions, the church. These social institutions have always fought for the preservation of morality, the moral foundations of Russian society, as the most precious thing they protected the spiritual world of people from callousness, rudeness, careerism.

Life dictates the need to form an active civic position among students, to involve them in socially useful activities, to promote a healthy lifestyle, physical and moral development.

In modern Russian society, the idea of ​​patriotism can and should become the core around which high, socially significant feelings, beliefs, attitudes, aspirations of young people, their readiness and ability to take action for the good of the Fatherland are formed. True patriotism presupposes the formation and constant development of a complex of positive qualities, the basis of which should be the spiritual, moral and sociocultural components. Patriotism appears in the unity of spirituality, citizenship and social activity of a person who realizes his inseparability, inseparability from the Fatherland.

The family plays an important role in the upbringing of the younger generation. It is in the family that those basic worldview, moral positions of the child, his guidelines, ideas about good and bad are laid, which then, at the subsequent stages of upbringing and education in an educational institution, are only concretized. The family should become a partner of the state in the implementation of patriotic education of youth and children. The father's house attracts people with warmth and openness, creates opportunities for self-realization and self-expression. It is love for the Motherland that preserves the people for centuries, provides them with a resource not only for survival, but also for self-development, unlocked potential.

The problem of preserving and strengthening the health of the population is extremely urgent, both for the present and for the future of Russia. The preservation and strengthening of the health of students and adolescents is the most important task of modern education. The quality of education, the formation of key competencies of students are directly dependent on their physical fitness. Everyday physical exercises contribute to the spiritual in physical health of children and youth, their active participation in various forms of creative socially useful activities, including sports and art, the formation of an orientation towards spiritual and moral values, towards the revival and development of the best traits inherent in a Russian - kindness , generosity, mercy, high spirituality, combined with physical strength, health and talent in various types of creative activity.

After the October Revolution of 1917 and until the mid-1980s. in our country, the concept of education was determined by the characteristics of the communist ideology and totalitarian society. Despite some achievements in the theory and practice of upbringing (first of all, this is due to A.S. Makarenko, who put at the forefront the multi-age team and its influence on the formation of the child, since “care for the younger ones, respect for the elders, the most tender nuances comradely relations ”), it was aimed at the formation of people devoted to communist ideology, possessing qualities useful for socialist construction, as a result of which the concept of the self-worth of the individual was lost. However, during the period of the "thaw", after the XX Congress of the CPSU (1956), which condemned the personality cult of Stalin, changes began in pedagogy as well.

V.A. Sukhomlinsky (1918-1970), who believed that moral education begins with the first steps of a child's conscious life, became a symbol of humanistic quests. According to Sukhomlinsky, “to educate a conscience means to affirm in a person the idea of ​​how people will appreciate his act, to ensure that a person is afraid of condemnation of people and would always see himself as if illuminated by the bright light of human rumor, of what our people they call hearing, plum ... To educate a conscience means to teach a person from childhood to give himself to other people, to experience the need for a person. " An approach to a pupil based on enduring universal human values ​​presupposes the assimilation by children of such moral categories as happiness, freedom, honor, dignity, duty, justice, respect for the dignity of the person of another. At Sukhomlinsky's school, these categories were assimilated through caring for others, through the formation of the ability to sympathy and empathy.

The problem of educating a person as a bearer of morality acquires special relevance at the end of the 20th century. in connection with the increasing technocratization of society, pragmatization of the social life of people, accompanied by a decrease in moral barriers.

Interesting is the experience of educating a worthy personality, proposed by V.F.Shatalov in works that reveal the basic principles and content of the methodological system he developed ("Where and how the troikas disappeared", 1979; "Pedagogical prose", 1980; "The experiment continues", 1989, and etc.). The teacher reflects on the influence of assessment on the formation of a person's personality, which, if mistreated with it, can become a means of oppressing the personality, that sometimes “in pursuit of momentary external results” the main thing is overlooked - a person, his attitude to other people.

In the second half of the 80s, GT. as an alternative to official pedagogy, the idea of ​​cooperation pedagogy was put forward and substantiated (Sh. A. Amonashvili. E. N. Ilyin, V. F. Shatalov, M. P. Shchetinin, etc.), based on providing students, where possible, free choice and called for a dignified collaborative work of educators and students.

According to Sh. A. Amonashvili, humane pedagogy should contribute to the realization of the nature of each person, which in children manifests itself in the desire for development, passion for freedom, the need for growing up - this is its highest meaning and main purpose; “The personal-humane approach is to make what is necessary for assimilation in a certain period of the pedagogical process meaningful, that is, so that the child is aware of the educational task (pedagogically and socially obligatory)

Science and practice continue to move along the path of humanistic transformations. Humanistic pedagogy is human-centered, recognizing respect for the dignity of his personality. First of all, it is distinguished by the fact that priority is given to the development of mental, physical, intellectual, moral and other spheres of the personality, the formation of a free, independently thinking and acting humane personality, capable of making informed choices in various educational and life situations, providing conditions for a successful reorientation of educational and educational process. Humanistic pedagogy requires to present reasonably formulated requirements to the pupil, to respect his rights.

The humanistic concept of public education practically means the introduction of a new type of education, focused on the development by students of culture and universal values, modern achievements of science and technology, the necessary experience, which presupposes the maximum disclosure of the creative potential of the individual on the basis of his self-determination and independence as a subject of the cultural and historical process.

In the light of this concept, an educational institution is becoming the most important cultural and educational institution. Its main and strategic goal is to train an intelligent, educated and cultured person who has creative thinking, self-esteem and responsibility, who knows how to improve himself, build harmonious relationships with the world, nature, and other people.

The concept of "upbringing" for the domestic education system is inextricably linked with the spiritual and moral formation and development of a person. Moreover, if we consider learning from the point of view of mastering certain knowledge by the participants of the educational process.

All this is achieved on the basis of the humanization of the entire education system, cultural and free communication, pedagogy of cooperation and co-creation, through the use of new technology, active forms and methods of teaching and upbringing. At the end of the 20th and the beginning of the 21st century, a fundamentally new pedagogical situation arose, when every teacher, every pedagogical collective had the opportunity to design educational systems adequate to the nature of childhood, cultural and historical traditions of society. The consequence of this was the emergence of a significant number of humanistically oriented concepts of upbringing, in which upbringing is considered in different aspects.

The purpose of education in the XXI century. there should be assistance to the individual development of a person, the formation of high moral qualities in the veto, civic consciousness. The dominant feature of the new upbringing, which allows students to realize themselves at all stages of their personal development, is the principle of forming the personal success of students and pupils in society.

Instilling in students humanistic ideals, including tolerance, collectivism, mutual understanding, responsibility, recognition for others of the right to respect the dignity of their personality - one of the main tasks of the modern educational process.