Consultation for parents
senior preschool age on the topic:
The influence of family upbringing on child development
Prepared by: teacher Petrova E.V.
INFLUENCE OF FAMILY EDUCATION ON CHILD DEVELOPMENT
Today, the family acts as the most important factor in personal development. Here a child is born, here he receives initial knowledge about the world and his first life experience.
A special 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 assessing life phenomena, different ideals, points of view, beliefs, which allows the creation of certain traditions.
Family education organically merges with all the life activities of a growing person. In the family, the child is included in life important species activity, goes through all its stages: from elementary attempts (to pick up a spoon, drive a nail) to the most complex socially and personally significant forms of behavior.
Family education also has a wide temporal range of impact: it continues throughout a person’s life, occurring at any time of the day, at any time of the year.
Family climate is the life of parents, their relationships, the spirit of the family. Children's rudeness, callousness, indifference, and lack of discipline are, as a rule, the result of a negative system of relationships in the family and its way of life. This is the attitude of father to mother, parents to children or to others outside the family.
It's no secret: life today is hard and harsh. More and more tense and difficult situations, which give rise to trouble, rudeness, drunkenness, and nervousness. Against this background, we increasingly have to deal with incorrect, ugly upbringing. In many families, warmth and cordiality disappear, and the lack of communication between parents and children increases. Research conducted in city schools showed that only 29% of children spend free time with their parents, and 12% of their fathers and mothers regularly look at the diaries. The lack of communication between parents and children does not serve as the basis for schoolchildren’s success in educational activities, the number of “difficult-to-educate” people is increasing.
And, nevertheless, the family is the main factor in the development and education of the individual. The child must be raised 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 that is useful for himself and society.
A child’s individuality is initially formed in the family. Educational work educational institutions cannot be built without taking this factor into account. Only the creation of a unified educational environment can guarantee high achievement of planned results.
As the child develops, the style of upbringing in the family becomes increasingly important for the formation of an active life position. The influence of improper upbringing on the type of resolution of life difficulties in adulthood was analyzed. The dependence of the formation of an inadequate style of resolving conflict situations on various types of distortions in upbringing and their influence on the formation of such a behavior strategy that contributes to the development of various (depending on the style of upbringing) psychogenic diseases is shown.
Variants of an adult’s attitude towards a child can be conditionally divided into three large groups: authoritarian attitude, overprotection and emotional coldness and indifference to the fate of the child.
An authoritarian parenting style can contribute to a decrease in interest in the outside world and the formation of lack of initiative. At the same time, in play, including individual play, the child’s current motives must be realized, and their frustration increases emotional tension. When such a child participates in games with peers, the influence of this parenting style can be reflected in the inability to take on a role and the inadequacy of its performance. Such inability can lead to the fact that he will not be accepted into the game, and this, in turn, contributes to the growth of internal tension in communication with peers. According to L.I. Bozovic, this can lead to the development of personality traits such as timidity and self-doubt, or, conversely, aggressiveness and negativism. Both options do not contribute to the construction of adequate behavioral patterns. This, ultimately, further increases emotional stress; the child begins to feel that the situation is out of control, and given the existing style of parenting and the attitude of significant others towards him, such a resolution of the situation that could eliminate emotional stress and a feeling of helplessness is impossible.
Another option for frustrating the leading motives and suppressing the child’s independence in the family is overprotection. This type of upbringing contributes to the development of lack of independence, difficulty in making decisions, the inability to find a way to resolve a previously unknown situation and, in critical cases, passivity and avoidance of solving a life problem.
At the behavioral level, this can manifest itself not only in the inability to get involved in the game and adequately fulfill the assigned role, but also in the fact that the child will limit his contacts with peers and strive as much as possible to communicate within the family circle, where all his needs are met on demand. One can assume an initial frustration with the need to communicate with peers, where one has to independently defend one’s interests and solve problems that arise. In this situation, the child will obviously experience a feeling of uncertainty and helplessness, and due to the frustration of the self-actualization motive, natural with this style of education, adequate inclusion in leading activities does not occur, which further enhances the feeling of helplessness.
In families characterized by emotional coldness and indifference to the child, the opposite picture will obviously be observed: when the need to communicate with adults is frustrated, communication with peers initially turns out to be intact. However, in such families, distortion of relationships leads to an inadequate understanding of the adult world and the value system in this world. Considering the fact that the role of an adult is one of the most desirable roles in the game, this can lead to inadequate performance of such roles, which, in turn, will not contribute to the choice of these children for such roles. And this can lead to the development of emotional tension and, accordingly, disruption of communication with peers. However, in this case, the formation of local helplessness, associated specifically with the performance of “adult” roles, is most likely, since at this age the sphere of activity is already quite wide, where substitution behavior is possible, it becomes possible to attribute the causes of one’s failures externally or internally, etc. A pronounced focus at this age on the opinion of an adult in one’s assessments in the case under consideration can contribute to the development of local helplessness into global helplessness.
Family is a socio-pedagogical group of people designed to optimally satisfy the needs for self-preservation (procreation) and self-affirmation (self-esteem) of each of its members.
For a child, the family is the place of birth and the main habitat. All personal qualities are formed in the family. In his family he has close people who understand him and accept him as he is - healthy or sick, kind or not so kind, flexible or prickly and impudent - he belongs there. It is in the family that the child receives the basics of knowledge about the world around him, and with the high cultural and educational potential of the parents, he continues to receive not only the basics, but also culture itself all his life.
Family is a certain moral and psychological climate; for a child it is the first school of relationships with people. It is in the family that a child’s ideas about good and evil, about decency, about respect for material and spiritual values are formed. With close people in the family, he experiences feelings of love, friendship, duty, responsibility, justice...
There is a certainspecifics of family educationin contrast to social education. A feature of family education is an organic fusion with all the life activities of a growing person: the inclusion of the child in all vital activities - intellectual-cognitive, labor, social, value-oriented, artistic and creative, gaming, free communication. Moreover, it goes through all stages: from elementary attempts to the most complex socially and personally significant forms of behavior.
Family education also has a wide temporal range of impact: it continues throughout a person’s life, occurring at any time of the day, at any time of the year. A person experiences its beneficial (or unfavorable) influence even when he is away from home: at school, at work, on vacation in another city, on a business trip. And sitting at a school desk, the student is mentally and sensually connected with invisible threads to his home, to his family, to the many problems that concern him.
By nature, family education is based on feeling. Initially, a family, as a rule, is based on a feeling of love, which determines the moral atmosphere of this social group, the style and tone of the relationships of its members: the manifestation of tenderness, affection, care, tolerance, generosity, the ability to forgive, a sense of duty. A child who has not received enough parental love grows up to be unfriendly, embittered, callous to the experiences of other people, impudent, difficult to get along with among his peers, and sometimes withdrawn, restless, and overly shy. Growing up in an atmosphere of excessive love, affection, reverence and veneration, a little person early develops in himself the traits of selfishness, effeminacy, spoiledness, arrogance, and hypocrisy. If there is no harmony of feelings in the family, then in such families the development of the child is complicated, family upbringing becomes an unfavorable factor in the formation of personality.
Another 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 assessing life phenomena, different ideals, points of view, beliefs. One and the same person can be both the person being brought up and the teacher: children - mothers, fathers - grandparents - great-grandmothers and great-grandfathers. And despite this tangle of contradictions, all family members sit at the same dining table, relax together, lead household, organize holidays, create certain traditions, enter into relationships of the most varied nature.
Family - most important institutionpersonality socialization. It is in the family that a person receives his first experience of social interaction. In the family, those qualities are formed that cannot be formed anywhere else but in the family.
For some time, the family is generally the only place for a child to gain such experience. The family can be considered as a model and form of basic life training for the individual. As a rule, the type of relationship formed in the parental family is modeled on one’s own family. In family relationships between parents and children, the use of pedagogical and psychological knowledge is important. This includes: accounting age characteristics children, the foundations of social and general psychology, methods of education. Socialization in the family occurs in two parallel directions:
as a result of a purposeful educational process;
according to the mechanism of social learning.
Also important conditions for rational relationships are the reasonable organization of the family. Modern activities, common perspectives, traditions of mutual assistance, common interests and decisions will allow the formation of warm, cordial and kind relationships between parents and children.
The family acts and howsocial institution.The functions of the family are the ways in which its activity is manifested, the ways of life of the entire family and its individual members.
The main, first function of the family is reproductive, that is, the biological reproduction of the population on a social level and satisfying the need for children on a personal level. Along with this main function, the family performs a number of other important social functions:
educational - socialization of the younger generation, maintaining the cultural reproduction of society;
household - maintaining the physical health of members of society, caring for children and elderly family members;
economic - obtaining material resources from some family members for others, economic support for minors and disabled members of society;
the sphere of primary social control is the moral regulation of the behavior of family members in various spheres of life, as well as the regulation of responsibilities and obligations in relations between spouses, parents and children, representatives of the older and middle generations;
spiritual society - personal development of family members, spiritual mutual enrichment;
social status - providing a certain social status family members, reproduction of social structure;
leisure - organization of rational leisure, mutual enrichment of interests;
emotional - receiving psychological protection, emotional support, emotional stabilization of individuals and their psychological therapy.
Family tasks are to:
create maximum conditions for the growth and development of the child;
become the socio-economic and psychological protection of the child;
convey the experience of creating and maintaining a family, raising children in it and relationships with elders;
teach children useful applied skills and abilities aimed at self-care and helping loved ones;
cultivate a feeling self-esteem, self-values.
The main task of the family- parents performing the functions of a teacher. These functions mean the creation of not only certain relationships between parents and their children, but also their prerequisites, i.e. a certain way of life of the family and the relationships of its members.
Family education- this is a system of upbringing and education that develops in the conditions of a particular family through the efforts of parents and relatives. It is influenced by heredity and biological (natural) health of children and parents, material and economic security, social status, way of life, number of family members, place of residence (place of home), attitude towards the child. All this is organically intertwined and manifests itself differently in each specific case.
The purpose of family educationis the formation of such personality qualities that will help to adequately overcome the difficulties and obstacles encountered on the path of life. Development of intelligence and creativity, primary experience labor activity, moral and aesthetic formation, emotional culture and physical health of children, their happiness - all this depends on the family, on the parents, and all this constitutes the tasks of family education.
Contents of family educationcovers all areas. In the family, physical, aesthetic, labor, mental and moral education children, changing from age to age. To the best of their ability, parents and relatives in the family give children knowledge about nature, society, production, professions, and technology; form the experience of creative activity; develop some intellectual skills; develop an attitude towards the world, people, profession, life. A special place in family education is occupied bymoral education. And first of all, the cultivation of such qualities as benevolence, kindness, attention and mercy towards people, honesty, openness, hard work. Sometimes this includes obedience.
Family upbringing has its own principles . The most common ones are:
humanity and mercy towards a growing person;
involving children in the life of the family as equal participants;
openness and trust in relationships with children;
optimism in family relationships;
consistency in your demands (do not demand the impossible);
Providing all possible assistance to your child, willingness to answer questions.
In addition to these principles, there are a number of private, but no less significant for family education: the prohibition of physical punishment, the prohibition of reading other people's letters and diaries, not moralizing, not talking too much, not demanding immediate obedience, not indulging, etc. All principles, however, boil down to one thought: children are welcome in the family not because the children are good and it’s easy to be with them, but the children are good and it’s easy to be with them because they are welcome.
The pervasive influence of parents onchildren, as well as the content and nature of this influence are explained methods and mechanisms socialization of the child, which are most effectively activated in family education.
Reinforcement - formation of a type of behavior that corresponds to the family’s value ideas about what is “good” and what is “bad”. Identification- recognition by the child of parents, their authority, imitation of them, more or less orientation towards their example of behavior, relationships with others, activities, etc. Punishment is an impact on a child that expresses condemnation of his actions, forms of behavior that contradict accepted norms. The meaning of punishment is wisely expressed in the Russian proverb: “Punish children with shame, not with a whip.” To punish means to help the child realize his action, to evoke a feeling of guilt and repentance. From a psychological point of view, punishment is an unpleasant, oppressive feeling of shame and humiliation, well known to every person, which one wants to get rid of as quickly as possible and never have to worry about again. The stimulating role of encouragement is to focus on the good in a developing personality, strengthening the child’s aspirations and progress in this direction. The experience of joy, satisfaction from the approval of his efforts, efforts, achievements causes cheerfulness in the child and contributes to a favorable state of health.
Family education also has its own methods , or rather, priority use of some of them. These are personal example, discussion, trust, showing, love, empathy, personal elevation, control, humor, assignment, tradition, praise, sympathy, etc. The selection is purely individual, taking into account specific situational conditions.
Thus, the most important social function families - education and development of children, socialization of the younger generation. In order to maximize the positive and minimize the negative influence of the family on raising a child, parents need to remember the intrafamily psychological factors that have educational significance. Pedagogical support for the family includes not only its capabilities in the sphere of spiritual and practical activities of parents, aimed at developing certain qualities in children, but also those that are laid down by the family microenvironment, the image of the family as a whole. And no matter what aspect of a child’s development we take, it will always turn out that the family plays a decisive role in its effectiveness at a particular age stage.
Consultation for preschool parents
BASIC RULES OF FAMILY EDUCATION
Dear parents!
The kindergarten offers you cooperation in raising your child. Your child is the future for you, it is your immortality. After all, every person physically continues in his children, grandchildren, in his descendants. And of course, you want your physical continuation to be worthy, so that it not only preserves all your advantages, but also increases them. We are children's The kindergarten and teachers are also extremely interested in your child becoming a full-fledged person, a cultural, highly moral, creatively active and socially mature person. We work for this, giving children our souls and hearts, our experience and knowledge. In order for your cooperation to be fruitful, we recommend that you adhere to the following basic rules of family education in raising your child.
1. The family is a material and spiritual unit for raising children, for marital happiness and joy.
The basis, the core of the family is marital love, mutual care and respect. The child should be a member of the family, but not its center. When a child becomes the center of the family and parents sacrifice themselves to him, he grows up to be an egoist with high self-esteem, he believes that “everything should be for him.” For such reckless love for himself, he often repays with evil - disdain for his parents, family, and people. No less harmful, of course, is an indifferent, especially disdainful, attitude towards a child. Avoid extremes of love for a child.
2. The main law of the family: everyone takes care of each family member, and each family member, to the best of his ability, takes care of the whole family. Your child must firmly grasp this law.
3. Raising a child in a family is a worthy, continuous acquisition of useful, valuable things to the family in the process of life life experience. The main means of raising a child is the example of parents, their behavior, their activities, the child’s interested participation in the life of the family, in its worries and joys, this is work and conscientious fulfillment of your instructions by him. The word is an auxiliary device. The child must do certain housework that becomes increasingly more difficult as he grows older, for himself and for the whole family.
4. The development of a child is the development of his independence. Therefore, do not patronize him, do not do for him what he can and should do himself. Help him acquire skills and abilities, let him learn to do everything you can do. It’s not scary if he does something wrong: the experience of mistakes and failures is useful to him. Explain to him his mistakes, discuss them with him, but do not punish him for them. Give him the opportunity to try himself in different things to determine his abilities, interests and inclinations.
5. The basis of a child’s behavior is his habits. Make sure that he develops good habits and does not develop bad ones. Teach him to distinguish between good and evil. Explain the harm of promiscuity, materialism, lies. Teach him to love his home, his family, good people, your land. The most important habit for him should be maintaining a daily routine. Develop a reasonable daily routine with him and strictly monitor its implementation.
6. Contradictions in the demands of parents are very harmful for raising a child. Agree them with each other. Even more harmful are the contradictions between your demands and the demands kindergarten, schools, teachers. If you do not agree with our requirements or they are not clear to you, come to us and we will discuss the problems that have arisen together.
7. It is very important to create a calm, friendly climate in the family, when no one yells at anyone. when even mistakes are discussed without abuse and hysteria.
The mental development of a child and the formation of his personality largely depend on the style of family education. The normal style is democratic, when children are given a certain independence, when they are treated with warmth and their personality is respected. Of course, some monitoring of the child's behavior and learning is necessary in order to help them to difficult situations. But it is more important to promote in every possible way the development of self-control, introspection and self-regulation of his activities and behavior. Do not insult the child with your suspicions, trust him. Your trust, based on knowledge, will instill personal responsibility in him. Do not punish a child for telling the truth if he admitted his mistakes himself.
8. Teach your child to take care of the younger and older ones in the family. Let the boy give in to the girl, this is where the education of future fathers and mothers begins, the preparation of a happy marriage.
9. Monitor your child’s health. Teach him to take care of his own health, oh physical development. Remember that the child experiences age-related crises in one form or another.
10. A family is a home, and like any home, it can deteriorate over time and need repair and renovation. Remember to check from time to time to see if your family home needs any updating or renovation.
We wish you success in the difficult and noble task of raising your child as a family, may he bring you joy and happiness!
Consulting parents.
The largest group of visitors to psychological consultations are parents with children who do not have any deviations from the normal course of development, but at the same time there are certain difficulties associated with age or psychological characteristics.
Parents' complaints about children's disobedience and stubbornness (especially during periods of crisis) are typical; bad memory; inattention; disorganized behavior; slowness; timidity; restlessness; laziness; "shamelessness"; deceit (which is often mistaken for the so-called pseudo-lie, i.e., childish fantasy); weakness of will—more precisely, involuntary behavior (Burmenskaya et al., 1990).
These diverse complaints, often associated with the problems of the parents themselves, can be grouped into the following groups:
1. Ignorance of age development norms, incorrect educational attitudes and ideas. There is a widespread attitude towards an always obedient child and the desire to achieve constant superiority of one’s child over others, which leads to inflated demands placed on children. At the same time, the importance of personal forms of communication and play activity in child development.
2. Psychological problems of parents. For example, a divorce from her husband causes persistent negative feelings in a woman, which are often transferred to her son: “He is as lazy as his father...” The woman considers these (exaggerated or even far-fetched) qualities inherited from her father;
3. Personal characteristics of parents: authoritarianism, egocentrism, rigidity, lack of maturity, anxiety, etc. - often lead to calls regarding problems in children. Dissatisfaction with children's behavior in such cases is often explained by the mechanism of projection;
It is very important to carefully evaluate the nature of the parents’ complaints and how well they reflect reality. psychological problems child. The consultant must identify the real psychological mechanism underlying the child's problems, and not try to build a hypothesis on the basis of parental reports and theoretical assumptions alone.
Individual parent counseling includes several stages. At each stage, its own tasks are implemented and appropriate techniques are used (Silyaeva, 2004).
The task of the first stage is to create a trusting, frank relationship with parents, especially with those who deny the need for cooperation. For this purpose, such a form of individual counseling is used as
During a brief initial conversation, direct or indirect criticism of parents’ actions and doubts about their pedagogical competence are excluded. Criticism is appropriate only in a tactful manner after analyzing all the information, including the results of the child’s examination. At the first meeting, even the mildest disapproval of the parents’ actions can provoke strong defensive reactions in them, which will close the way for a frank discussion of all the problems the child has.
The second stage begins after a comprehensive examination of the child. It includes several goals:
A detailed analysis of the general state of mental development and personal characteristics of the child, as well as the nature, extent and causes of the identified difficulties;
Explaining specific measures to help the child, taking into account the specifics of his development, explaining the need for parental participation in the general system of psychological and pedagogical support;
Discussion of the problems of parents, their attitude towards difficulties in behavior, communication or education of the child;
Planning subsequent meetings to assess the dynamics of the child’s condition under the influence of various factors.
If any abnormality is discovered in a child during a diagnostic examination, it is necessary to very carefully and carefully inform the parents about it. It is recommended that each statement about the child’s failure in one or another type of mental activity be supported by specific facts that clearly reflect the characteristics of developmental disorders. In addition, parents need to be prepared for consultations with specialists and for subsequent corrective work with the child.
At the third stage, correctional work is carried out, here the tasks of counseling change: they involve the formation of pedagogical competence in parents through training and involving them in correctional activities as active participants in the process.
The most effective forms of individual influence at this stage are:
Joint discussion with parents of progress and results correctional work;
Analysis of the reasons for insignificant progress in the development of certain aspects of mental activity and joint development of recommendations for overcoming negative trends in the development of the child;
Individual workshops on training parents in joint forms of activities with children, with a correctional focus ( various types productive activity, articulatory gymnastics, psycho-gymnastics, educational games and tasks);
Helping parents solve their own problems and determine prospects for personal self-development.
In order to facilitate communication and mutual understanding in the counseling process, it is necessary to respond to specific conditions or circumstances, to the feelings and attitudes reflected in the stories about situations or events. Useful information For the counseling process, the key to understanding the parent-child relationship can be provided by their nonverbal behavior.
Psychologist-consultant draws special attention on those factors family life that could affect the occurrence of problems in the child: disruptions in communication and interaction within the family (difficult mutual understanding between its members, difficulties in accepting general solution, the inability to force others to listen to oneself), broken emotional connections, etc. In this case, one can rely on the basic principles of interaction between parents and children, which underlie special training sessions with parents (Bayard, Bayard, 1991):
1. Discord and crisis in the relationship between you and your child represents a favorable opportunity for your change and development.
2. You and your child have the same human rights.
3. Your child is a competent and worthy person.
4. You are also competent and there is no situation in which you are helpless, there is always something you can do to help yourself.
5. Your task is to fulfill, express and take care of your inner self.
6. You are responsible for what you do.
7. Your child is responsible for what he does.
If you have advanced to this level, then your task now comes down to maintaining these attitudes. Essentially, they are embodied in two principles:
1. View your child as a competent and worthy person.
2. Believe that he has the necessary abilities, is trustworthy and is responsible for his actions.
Convey this belief to him with:
– direct messages: “I trust you to make the right decisions yourself”;
– respect, i.e. when you listen to the child, assuming that he can solve his problems himself;
– experiences of joy and pleasure from the child’s decision-making.
It is easy to agree with these principles; but learning to live in accordance with them in all the various situations that life presents is difficult.
The starting point for counseling should be the present moment. This allows us to highlight and discuss the parent’s unrealistic expectations, expressed, for example, in the following requests: “We want our child to always obey.” Presenting such unrealistic expectations often hides an unconscious fear of not being able to cope with a difficult situation or one's own emotions in the face of inevitable disagreements.
Speaking about unrealistic expectations of parents, it is necessary to highlight the types of inappropriate requests to the consultant. Such requests contain extreme generalization, an attitude to avoid a problem instead of solving it, a neurotic desire for idealized perfection (perfectionism), as well as manipulative requests to control someone’s behavior. You should definitely ask the question: when did the child first have this problem? If a parent says it has “always been there,” then it is possible that it was not considered a problem in the past, but some significant life change has led to it being reevaluated. Another typical question that helps organize a consulting situation is: what do you see as the result of our work together?
During the collection of information, at some point the consultant develops a hypothesis, which includes an idea of the cause of the problems that have arisen, which may be hidden from the consciousness of the parent (and child), as well as possible ways out of the current situation.
We can formulate two groups of tasks that specialists must solve when counseling “problem” children, or rather, when counseling their parents (Semago, 2003):
1) creation of psychological conditions for parents to adequately perceive information about the developmental characteristics of their child, to increase readiness for long-term work on his correction and upbringing;
2) freeing parents from feelings of guilt and stress.
Families who come to a consultant because of problems in the development or education of a child can be divided into several conditional groups. Some gradually resolve the problem, focusing on issues of upbringing, training, or, possibly, treatment of the child. Other childhood problems, even minor from the point of view of the environment, create an insoluble emotional situation. Their condition at the time of visiting a psychologist acquires the features of mental trauma, and after identifying the child’s problem, it turns into post-stress syndrome. Parents with initially high rates of social adaptation are able to quickly overcome a psychogenic situation without pronounced personal decompensation. In such families, protective mechanisms arise that help in overcoming a traumatic situation. In this case, counseling is effective with a little psychological support from parents, if the interests of the child are at the center of the work. In parents with initially low rates of social adaptation, a child with even minor problems often suffers from chronic personal decompensation. It is necessary to carry out intensive psychotherapeutic work with such families.
Most important indicator The state of parents during consultation is their emotions: the feelings they are experiencing at the moment and the degree of their expression. This area requires constant consultant attention and assessment throughout the consultation. In order to effectively build counseling work, it is necessary to determine at what stage of the psychodynamic process the family is currently located.
There are four phases of the family's state in the counseling process.
The first phase is characterized by a state of confusion, sometimes fear. The syndrome of “deceived hopes”, sometimes a deep feeling of failure, a feeling of helplessness and frustration, heavy, negatively colored feelings completely take over parents and, naturally, determine their further behavior. This complex range of feelings and negative emotions can knock people out of their usual life rut, cause sleep disturbances, and changes in relationships with others. Fortunately, in most cases this phase is quite short-lived.
Often this “shock” state of confusion is transformed into negativism, denial of identified deviations in the child’s development. This period of negativism and denial is considered the second phase of the family’s state and is an important psychological component of its behavior. The function of denial is to maintain a certain level of family stability in the situation that has arisen. Thus, denial is a unique way to eliminate emotional depression and anxiety. An extreme form of negativism is the refusal to examine the child by other specialists and to carry out corrective measures. Some parents, expressing distrust in consultants, no matter how qualified they may be, repeatedly turn to various scientific and treatment centers in order to cancel and eliminate the “incorrect diagnosis.” It is at this stage that the so-called “circle of specialists” syndrome is formed. In this case, the position and behavior of the consultant are extremely important. Based on the fundamental principle of protecting the rights of the child, he is obliged to find the right therapeutic tactics to neutralize this completely unproductive behavior of the family. The described phase – negativism and denial – is usually a temporary phenomenon.
As parents begin to accept the diagnosis and partially understand its meaning, they plunge into deep sadness, sometimes even melancholy. This state of depression associated with awareness of problems characterizes the third phase.
The parents’ repeated independent appeal for help from a specialist who has identified the child’s problems marks the fourth phase - the beginning of the family’s socio-psychological adaptation. Parents are already able to correctly assess the situation and be guided by the interests of the child, establish adequate emotional contacts with specialists and reasonably follow their advice.
It is quite possible to return to the previous state, the previous phase, especially when necessary work It’s difficult for the child, the result is not as obvious as the parents would like.
The counselor should interact with the family, taking into account the stages of the relationship, without skipping or downplaying the importance of each phase. The most important stages of interaction between the consultant and the family are:
1. Study of the parents’ level of understanding of the nature of the child’s difficulties and the level of family adaptation to this situation. This should be clarified before parents themselves begin to ask questions to the consultant;
2. Clarity of facts. At this stage, parents cover the facts of family life and the child's development. They are analyzed and accumulated by the consultant. An important point This stage is to explain to parents the need for such work, which forces them to first think about these facts;
3. Informing the family. At this stage, there is not only an exchange of information with the family, but also a check of what and how the parents perceived at the previous stages of work. You cannot provide information without making sure that the parents understand the consultant’s position and his view of the family’s problems. How clearly and deeply a consultant can express his understanding of the problem and his position depends on the family itself, its emotional status, cultural level, membership in a certain social class or confession. Feedback from the consultant to the family includes monitoring verbal and nonverbal reactions, controlling emotions, and stopping unwanted reactions.
The entire structure of the counseling process is closely related to the dynamics of the emotional state of the parents.
Most families turn to consultation in order to receive from specialists (psychologists, speech pathologists, etc.) a clear program of action, similar to the recommendations of a doctor. They are waiting for an unambiguous answer about the degree of “guilt” of each of the parents (or confirmation of the guilt of specialists, institutions that took part in the birth, development or upbringing of the child), or better yet, some kind of “recipe” thanks to which their child will be “cured”. Most parents believe that they will not be required to personally participate in the development of their own child. However, they will be disappointed, since they will have to solve many issues on their own.
The situation is influenced by the sociocultural characteristics of the family and the educational level of the parents. It is known that attitudes towards counseling vary among people from different walks of life: people with lower levels of education are more respectful, if not reverent, towards counseling professionals, and they can be influenced even by non-directive influence. But in any case, it is necessary to organize the interaction of parents with the consultant in such a way that the family can subsequently quite consciously make a decision, in one form or another suggested by the specialist. The consultant must be aware that his position, his counseling tactics should not violate the rights of parents to determine the fate of their child, and ultimately the fate of their family.
Working with parents of an autistic child.
This work is very specific, since the behavior of such a child cannot always be understood using logic; his reaction to words or actions can be inexplicable from the point of view of an adult and sometimes confuses not only strangers, but even close people.
Corrective work with an autistic child, as a rule, requires great emotional investment and is long-term in nature. Therefore, it happens that parents, expecting a quick effect and not receiving it, “give up” and become desperate. That is why they so need the constant support of a psychologist or teacher who works with the child, knows well the peculiarities of his perception and behavior and can explain to mom or dad the reason for the inappropriate action.
Very often, an autistic child behaves as if he exists alone, completely unaware of the children and adults around him. Parents, who invest a lot of effort in his upbringing and education, need feedback: is he happy, does he need additional attention from loved ones, communication with them, etc. However, parents are not always able to receive this feedback. In this case, we can advise parents to treat the child with utmost attention, to monitor the slightest manifestations of his internal state, facial expressions, gestures. After all, sometimes only by a random phrase, even by a single exclamation, by a fleeting movement, one can guess about those experiences, desires, fears in the power of which the child is.
In order for a child to feel confident in a children's group, it is advisable that parents or other close adults (grandparents) visit the group in kindergarten or class as often as possible. At school, they can spend breaks with the child, helping him establish contact with peers, or be present with him in the lesson. This form of work strengthens contact between parents and teachers and helps them develop an effective program of interaction with an autistic child.
Unfortunately, many parents underestimate the importance of a daily routine, which for an autistic child is one of the most important conditions successful adaptation, developing a sense of security. It is desirable that the main points of the regime are not only spoken out and observed by adults, but also depicted in the form of pictograms understandable to the child in a place convenient for him.
Parents of an autistic child should always remember that he is extremely conservative, and that any, even small, change in routine, environment, or clothing can cause aggression. In order not to provoke such attacks, you should maintain the child’s usual order of things and affairs.
For an autistic child, family rituals are very useful, which ensure his calmness and self-confidence. For example, the following evening activities one after another: a walk, drinking tea, reading together, a massage - will prepare an autistic child for the procedure of going to bed and will ensure a restful sleep.
Basic rules for raising autistic children (Cherepanova, 1997):
1. Follow the child’s daily routine:
Create and write your child’s daily routine and hang it in a visible place.
2. Form stereotypes of child behavior in various situations:
Perform various daily procedures and routines in a strict, established once and for all sequence: dressing, feeding, getting ready for bed, etc.; allocate a special place for clothes, and they should always be folded in the same sequence;
In the bathroom, you can lay out washing supplies in front of the mirror;
In a corner for activities or games, you can hang a diagram of the location of toys or objects on the table and in the table.
3. Teach your child to use maps, diagrams, etc. (operational map - a drawn diagram of a sequence of actions, an algorithm, for example, “How to get ready for a walk”):
You can choose a number of games to develop your skills in reading operational cards.
4. Try to ensure that your child receives vivid impressions from works of art (music, theater, etc.):
Organize listening to music together, watching television, trips to the circus, museum, etc.
Working with parents aggressive child.
It is advisable to work with parents of an aggressive child in two directions:
– an explanation of the nature of aggression, the reasons for its occurrence, its danger to the child and others;
- education effective ways communication with the child.
When the mother or father realizes the need for correctional work, they can be taught effective ways to interact with the child. In this case, parents will be able not only to listen to lectures, but also to take part in trainings on child-parent relations, in seminars, debates, interest clubs, etc. The best guarantee of good self-control and adequate behavior of children is the ability of parents to control themselves. Unfortunately, many parents themselves do not know how to manage their own anger. Their children are unlikely to learn the skills of adequate expression of aggression during their upbringing.
Below are general guidelines to help parents avoid the influence of their own anger on their relationship with their child.
1. Build a relationship with your child so that he feels calm and confident with you:
Listen to your child.
Spend as much time as possible with him.
Share your experience with him.
Tell him about your childhood, children's actions, victories and failures.
If there are several children in the family, try to communicate not only with all of them together, but also give your “undivided” attention to each of them individually.
2. Take care of yourself, especially in those moments when you are under stress and are easily thrown off balance:
If you are irritated, if possible, postpone or cancel all joint activities with your child until you calm down;
If any situation requires your intervention, treat your child calmly and do not express your negative emotions;
Try not to touch your child in moments of irritation.
3. If you are upset, then children should know about your condition:
Tell your children directly about your feelings, desires and needs: “I’m very upset, I want to be alone. Please play in the next room” or: “Things at work have driven me crazy. I’ll calm down in a few minutes, but for now, please don’t touch me.”
4. In those moments when you are upset or angry, do something pleasant for yourself that could calm you down: take a warm bath, shower; drink tea; call your friends; make a “soothing” face mask; just relax, lying on the couch, listen to your favorite music.
5. Try to anticipate and prevent possible troubles that may cause your anger:
Do not let your child play with those things and objects that you value very much;
Don't let yourself be thrown off balance. Know how to anticipate the onset of an emotional breakdown and prevent it by managing yourself (think about something pleasant) and the situation.
6. Some particularly important events should be prepared in advance. Try to provide for all possible nuances and prepare the child:
Explore your child's strengths and capabilities;
If you have to make a first visit (to the doctor, to kindergarten, etc.), rehearse everything ahead of time;
If your child is naughty when he is hungry, think about how to feed him during a long trip.
Working with parents of an anxious child.
Parents of anxious children often place excessive demands on them that are completely impossible for the child to meet. Sometimes this is due to dissatisfaction with one’s own situation, with the desire to realize one’s unrealized dreams in a child. Excessive demands from parents may also be due to other reasons. Thus, having achieved a high position in society or material well-being, parents, not wanting to see their child as a “loser,” force him to work beyond measure.
The demands of adults, which the child is unable to fulfill, often lead to the fact that he begins to experience the fear of not meeting expectations and to feel like a failure. Over time, he gets used to “giving up,” giving up without a fight, even in ordinary situations. This creates a person who tries to act in such a way that he does not have to face any problems.
Some parents, trying to protect their child from any real and imaginary threats to his life and safety, form in him a feeling of his own defenselessness against the dangers of the world. All this gets in the way normal development child, the realization of his creative abilities, communication with adults and peers.
Most parents of anxious children are not aware of how their own behavior affects their child's character. It is necessary to conduct explanatory conversations with such parents, recommend special literature for them to read, and involve them in interaction with a teacher or psychologist.
As a rule, parents of anxious children themselves have a high level of anxiety, and therefore suffer from low self-esteem and muscle tension, are not satisfied with themselves and their actions, etc. Such parents need, first of all, to engage in self-education, which can begin with studying and applying in practice eight ways to change self-esteem proposed by L. Bassett (1997):
1. Try to have a more positive attitude towards life:
Use self-talk consisting only of positive statements.
2. If you have negative thoughts, try to immediately switch to something pleasant:
Treat people the way they deserve.
Look for positive qualities in each person, not flaws.
3. Treat yourself with respect:
Make a list of your strengths;
Convince yourself that you really have them.
4. Try to get rid of what you don’t like about yourself:
Look at yourself in the mirror more often, trying to answer the question: is it worth changing something about yourself?
If yes, then don’t delay.
5. Start making independent decisions:
Remember that there are no right or wrong decisions;
You can always justify and justify any decision you make.
6. Try to surround yourself with things that have a positive impact on you:
Buy your favorite books, tape recordings;
Have and love your “weaknesses”.
7. Start taking risks:
Take responsibility, the risk may be small at first.
8. Gain any faith: in a person, in fate, in circumstances, etc.:
Remember that believing in something greater than yourself helps you overcome difficult situations.
If you cannot influence the course of events, “step aside” and just wait.
Since anxious children often have an increased need to love and caress someone, it is good to have animals at home: a cat, a dog, a hamster or a parrot. Collaboration between parents and child while caring for their beloved pet together will help them build a partnership.
Working with parents of a hyperactive child.
When interacting with hyperactive children, parents usually experience many difficulties. Some try to deal with the child’s “disobedience” with harsh measures, strengthen disciplinary methods of influence, increase workloads, severely punish for the slightest offense, and introduce a strict system of prohibitions. Others, tired of the endless struggle with the child, give up, try not to pay attention to his behavior and give him complete freedom of action, thereby depriving the child of the necessary support. Still others, hearing in kindergarten, school, and others public places incessant reproaches and comments addressed to your child, they begin to blame themselves for being like this, to the point of despair and depression (which, in turn, negatively affects a sensitive child).
In all these cases, parents are not able to develop a consistent optimal line of behavior in their relationship with the child, so it is necessary to work with them. It is necessary to communicate with a hyperactive child gently and calmly. If an adult performs a learning task with him, it is advisable to avoid shouting and orders, as well as enthusiastic intonations and an emotionally upbeat tone. A hyperactive child, being very sensitive and receptive, is likely to quickly join the mood of an adult. Parental emotions will overwhelm him and become an obstacle to effective action.
Maintaining a clear daily routine at home is another of the most important conditions for interacting with a hyperactive child. Eating, walking, and doing homework must be done at the same time that is familiar to the child. To prevent overexcitation, the child must go to bed at a strictly defined time, and the duration of sleep must be sufficient to restore strength (in each case, the parents determine this duration themselves, based on the child’s condition). If possible, it is necessary to protect a hyperactive child from prolonged use of the computer and from watching television programs, especially those that contribute to emotional arousal. A hyperactive child can benefit from quiet walks before bedtime, during which parents have the opportunity to talk frankly with the child in private and learn about his problems. And fresh air and measured steps will help the child calm down.
Counseling parents of teenagers and young adults.
Working with a teenager must necessarily be accompanied by working with parents. The results and effectiveness of such work depend on both objective and subjective factors. Parents often transfer both their own unfulfilled hopes and their problems onto their children, as if loading them with a kind of “dowry” for the rest of their lives. Parents think that their children will achieve goals that they have not achieved. Therefore, often behind the parents’ request to understand the teenager’s problems there is a genuine – often not fully realized – need to get advice about their problems. However, in reality, it seems that parents only strive to hand their children over to the consultant so that he can “correct” them, and they themselves have nothing to talk to him about. Unlike “regular” adult counseling, the focus of parent counseling is always on the development of the adolescent. This means that parents themselves need psychological assistance so that they can develop themselves in parallel with the development of the teenager.
When counseling parents, it is especially important to pay attention to the feelings of jealousy that sometimes arise in them towards the consultant. Such a relationship between parents and the consultant has a detrimental effect on his relationship with the teenager. Two different or the same consultant can advise parents and work with a teenager. Both have their advantages and disadvantages. In this case, it is necessary to take into account not only theoretical considerations, but also the characteristics of one’s own personality and one’s previous experience.
It is advisable to conduct a conversation with both parents at the same time, as this helps to obtain a more objective and diverse picture of the teenager’s life and, in addition, allows the parents to feel a shared responsibility for the fate of the teenager. A number of authors identify four main stages in the initial conversation between a consultant and parents and offer the following recommendations for its conduct.
At the beginning of the conversation, parents need to be encouraged to freely and frankly discuss the teenager’s problems and clarify issues that interest them. It is also necessary to find out their ideas about the causes of the teenager’s difficulties and the means of resolving them, their opinion about what goals can be set for the child, what kind of future he should be oriented towards.
At the second stage of the conversation, the parents should be informed of the results of the initial psychological examination of the teenager, if they are ready. It is necessary to strive to develop in parents a realistic understanding of the teenager’s problems. Specific data helps to overcome misconceptions about the nature and extent of his difficulties. After this, a special program of action is discussed. Finally, at the end of the conversation, the parents' attitude towards the teenager's problems is discussed and subsequent meetings are planned.
During the conversation, it is important to show warmth, understanding, and respect. The effectiveness of the conversation is assessed by whether parents can act more or less confidently on the basis of the information and recommendations that they received from the consultant (Burmenskaya et al., 1990). When collecting anamnesis, it is important not only to find out specific facts, but also to motivate parents to cooperate. From the very beginning, they should feel that they are not only being “interviewed,” but that this can also be useful for them: they will receive competent advice and will be able to take a fresh look at what is happening in the family. If this does not happen, parents are often unhappy.
Parents need to feel understood. Therefore, the consultant should tell the parents: “... it’s good that you came to do something for your child”; “...I understand your concern (or irritation) about the child,” i.e., to let the parents understand that in some ways they themselves can also be considered “patients.” Only after this - but most likely already during the first meeting - should the parents be given general instructions on what to do with the child (of course, taking into account that the final conclusion and recommendations can only be given after a full diagnosis has been established).
It is imperative to tell parents about the methods and techniques of counseling and correction that are planned to be used with their child. It should be explained that correction is not limited to the work of the consultant. This is a living process of interaction where it is impossible to say in advance which approach will be most important to achieve the goal.
It should be discussed in advance that it is important for a teenager to contact the consultant directly with all the problems, desires and questions that arise in connection with counseling. Sometimes it takes a long time for him to decide to tell the consultant about something important. Often a teenager wants his parents to talk about his problem for him. It is necessary to agree with parents that they will refuse the role of “mouthpiece”. If a teenager tries to send his parents to talk to a counselor, just following this rule is not enough. In this case, you need to discuss with your parents why this is happening, what psychological reasons lie behind this reluctance. There can be many reasons for this, for example:
The teenager transfers to the consultant his attitude towards his father, to whom he also could not always freely turn, so he often asked his mother to convey an important message to his father;
The mother herself still in many ways remains the “mother of a small child” and in ordinary life often speaks for a teenager where he could speak for himself;
The mother, due to her own transference to the consultant, would like to look important and irreplaceable in his eyes and takes every opportunity to talk with him.
When working with a teenager, the consultant regularly meets separately with parents and conducts advisory conversations with them. The following topics should be covered:
Changes in the behavior of a teenager;
Changes in the family as a result of counseling;
How parents raise a teenager, what they do;
Information for parents about the progress of counseling.
It is important to pay attention to what problems the parents themselves would like to discuss. What can you tell about their relationship with each other based on what they say, how they look, what gestures they make? What consequences might this have for a teenager? What model of behavior does a teenager see in his parents? How does the counselor sense transference reactions from parents? What countertransference feelings does he experience himself? How does a consultant's personality structure affect work?
Here are typical examples of how parents formulate goals during the initial consultation.
Reformulation of the parental request is necessary to ensure the psychological safety of the teenager.
Sjostrom (2002) lists the following neurotic mechanisms through which parents control or exploit the adolescent.
1. The use of love as an overwhelming and restraining force to satisfy the personal needs of a parent who is “disappointed in other human relationships and pours out all the released emotions on the teenager, and also feeds himself with the love of the teenager.”
2. Imposing on the teenager a burden of gratitude and a sense of duty in the form of behavior for which he can receive encouragement.
3. Treating a teenager as an emotional toy, which does not allow him to reach full maturity.
6. Excessive weakness and willingness to give in on the part of the father, as well as inability to accept paternal responsibility.
7. The mother acts as a strict parent, personifying not only love, but also authority. For the son, this situation makes it difficult for the son to separate from his mother and gain his own independence. In this case, he begins to fear the power of a woman and, as a result, either gives up and loses his masculine position, or completely breaks ties with his mother and constantly underestimates women, thus trying to prevent submission to them.
8. Suspicious and unreasonable behavior on the part of the mother towards the father can create a similar unconscious attitude towards men on the part of the daughter.
9. The father’s inadequate position can lead to the appearance of similar inadequate expectations in the daughter towards men in general. For example, if a father is too attached to his daughter, there is a danger that she will not be able to break her close relationship with her father in order to get married. She will go through life hoping to find her father in her prospective husband.
10. The indifferent and dismissive attitude of the father can cause feelings of humiliation and motivate the daughter to go in search of a surrogate father who will give her the paternal affection that she so lacks. Other girls may feel hatred and resentment towards their father. Lacking the self-discipline that is part of development, the girl experiences an internal conflict between rebellious aggressiveness and the desire to submit.
The consultant's task is to fully clarify the dynamics of these and similar patterns of parental behavior and to help parents and the adolescent understand how they operate.
In general, the specificity of working with parents is determined, first of all, by the fact that they do not understand the changes occurring in a teenager. This can give rise to a desire to maintain strict control over him or to “reverse development” - to reject the teenager’s new qualities and try to return old childhood qualities: obedience, affection, etc. Most parents say that their teenager has “suddenly” changed dramatically, has become irritable, closed, disobedient, and is looking for advice from a consultant on how to regain control and make the teenager the way he was before. Thus, they are actually asking for help for themselves, but do not see the need to change their attitude towards the grown child and their role. Therefore, the consultant’s primary task is to reorient parents from receiving help to helping the child in a rather difficult life period for him. How can this be done?
Parents need to give their teenager three things: understanding, practical information (including sexual information), and help in becoming an independent person (Sjostrom, 2002). To understand the problems of a teenager, it is necessary to accept the inevitability of change. The teenager should be able to express his feelings without fear, and parents should accept his right to object. It is difficult when an adult does not know how to express his feelings. This is why parents need to be included in the therapy process along with the teenager. As a parent learns to communicate his true feelings with his child, he learns to better understand both himself and him.
In order to understand a teenager, parents must realize that many negative phenomena are based on his past ideas and feelings, the sources of which are in early childhood. These feelings are not only the result of real events, they are also associated with the teenager's fantasies about what could have happened. These fantasies also play a role in the teenager’s ideas about his parents’ attitude towards him. If a child felt a lack of love, trust, or a sense of belonging early in his life, he will tend to find this during adolescence or have difficulty interacting with peers. Counseling work with a teenager should release the core childhood experiences that are the cause of unhealthy actions during adolescence.
Parents need to be told how they can help their child avoid dangerous behavior. This can be done in two ways. Firstly, parents can predict or stimulate the development of certain interests of a teenager (sports groups, tourism, fishing, hunting, etc.) and provide opportunities for their implementation. Secondly, parents can be taught to accept the teenager’s negative experiences and encourage their verbalization when talking with parents. It is easier for a teenager to accept his negative experiences if the parent can also accept them, this will relieve the teenager from feelings of guilt.
Often parents express dissatisfaction: “What about me? I have feelings too." They need to be convinced that they also need to express feelings. They have the right to express anger, and subsequently, if they feel regret about this, to sincerely repent. Parents are usually surprised to discover that the teenager understands and accepts the situation when he learns that parents may also have their own problems. Deidealization of parents begins to build mutual understanding and helps the teenager learn to respect the feelings of the parents.
It is necessary to tell parents about initiation - the rituals that existed in ancient times in order to help teenagers worthily go through such an important period of change for them. The result of this period is the acquisition of adult status in social and sexual terms.
It is interesting that with all the variety of forms of initiation rites, the theme of death and rebirth was an obligatory component in them. This ritual in symbolic form represented the idea that for the birth of new qualities it is necessary to “die off” or destroy the old ones, and the process of destruction can be quite long and painful. But today initiation does not exist, so the teenager can be helped first of all by his parents.
Children of early preschool age.
|
Introduction………………………………………………………………………………. | |
|
Chapter 1. Theoretical foundations for the study of family counseling in preschool educational institutions, as a way to improve the pedagogical culture of parents of early preschool children……………….. | |
|
Features of interaction between kindergarten and family………………. | |
|
Characteristics of forms of improving the pedagogical culture of parents………………………………………………………………. | |
|
Features of family counseling for parents of children of early preschool age……………………………………………. | |
|
Conclusions on Chapter 1……………………………………………………………………………… | |
|
Chapter 2. Features of organizing family counseling to improve the pedagogical culture of parents of children of primary preschool age........…………………………………………………………………… | |
|
2.1. Purpose, objectives and methodology of the ascertaining experiment…………… | |
|
2.2. Analysis of the results of the ascertaining experiment………………… | |
|
Conclusions on Chapter 2………………………………………………………………………………. | |
|
Conclusion | |
|
Literature | |
|
Applications |
Introduction
Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. Each of these branches, representing the social institution of education, has its own specific capabilities in shaping the child’s personality. Family and preschool- two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. [Arnautova E.P. We are planning to work with our family. // Management of preschool educational institutions 2002, No. 4. – 66 p., p. 28].
The first school for educating a growing person is the family. Here he learns to love, endure, rejoice, and sympathize. Any pedagogical system without a family is a pure abstraction. In family conditions, emotional and moral experience develops; the family determines the level and content of the child’s emotional and social development. Therefore, it is so important to help parents understand that the development of a child’s personality should not follow a spontaneous path. [Davydova O.I., Bogoslavets L.G., Mayer A.A. Working with parents in kindergarten: An ethnopedagogical approach. – M.: TC Sfera, 2005. – 144 p. – (Appendix to the journal “Preschool Education Management.”]
Today, the potential capabilities of the family are undergoing serious transformations. [Unified educational space of kindergarten, family and society/Authors and compilers: T.P. Kolodyazhnaya, R.M. and others - Rostov-n/D, 2002. - 119 p.] Teachers note a decrease in her educational potential, a change in her role in the process of primary socialization of the child. Modern parents have a hard time due to lack of time, employment, lack of competence in matters preschool pedagogy and psychology. The closest people to a preschooler and the problems of his upbringing are preschool teachers who are interested in creating favorable conditions for the development of each child and increasing the degree of parental participation in the upbringing of their children. The full upbringing of a preschooler occurs under the simultaneous influence of the family and the preschool institution. The dialogue between the kindergarten and the family is built, as a rule, on the basis of the teacher’s demonstration of the child’s achievements, his positive qualities, abilities, etc. The teacher in such a positive role is accepted as an equal partner in education.
In order for parents to become active assistants to teachers, it is necessary to involve them in the life of the kindergarten. Working with family is challenging task, both organizationally and psychologically-pedagogically.
The problem of interaction between a preschool institution and a family remains relevant today, sometimes acquiring an aggravated character. Difficulties in relations between families and educational institutions may be associated, for example, with a discrepancy in mutual expectations and with the sometimes mistrust of parents in educators. Misunderstanding between family and kindergarten falls heavily on the child.
Family and preschool are two important social institutions for the socialization of a child. Without parental participation, the upbringing process is impossible, or at least incomplete. It is necessary to strive to ensure that parents are not spectators and observers, but active participants in the life of their child.
Therefore, it is so important at present to improve the pedagogical culture of parents, to support and build effective, friendly and ethical relationships between the kindergarten and families.
Target our research: to theoretically substantiate the conditions for the development of interaction between kindergarten and parents through family counseling to improve the pedagogical culture of parents.
Object research: organizing interaction with parents of children of primary preschool age.
Item research: conditions for organizing family counseling for parents of children of early preschool age.
Hypothesis research: family counseling in preschool educational institutions as a form of improving the pedagogical culture of parents of children of early preschool age will be effective subject to the purposeful systematic work of the teacher with parents, creating a comfortable psychological atmosphere for parents and children in a preschool educational institution, taking into account the individual characteristics and problems of each family;
Tasks research:
1) study and analysis of theoretical and specialized literature on the problem under study;
2) identifying the essence of the concept of “family counseling”;
3) study of forms of family counseling for parents in a preschool educational institution.
Stages research:
Theoretical analysis of pedagogical, psychological, scientific and methodological literature.
Conducting a confirmatory experiment.
Organization of effective interaction between teachers and parents through family counseling to improve the pedagogical culture of parents of children of primary preschool age.
Description and presentation of research results.
The study was conducted on the basis of the GBDOU No. ... district of St. Petersburg.
